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  • Demonte Smith- VOLUNTEER
     
  • Extraordinary Upstander: Tadashi Nakamura
      Tadashi Nakamura is a 30 year old, fourth-generation Japanese American and second-generation filmmaker. Besides carrying on his parents’ work—his mother is writer/producer Karen L. Ishizuka and his father is director Robert A. Nakamura—Nakamura seeks to tell his community’s history to a new generation. The first film of the trilogy was Yellow Brotherhood (2003), a personal documentary focused on the meaning of friendship and community through the Yellow Brotherhood youth organization, which was formed in the 1960s to combat youth drug use.
  • Activity Guide: Student-led Assembly to Shatter Stereotypes
    In this video, students created an assembly performance that included individual presentations, role-playing scenarios and musical performances.  Any or all of these efforts represent exciting and creative ways for students to contribute their voice and perspectives to important social justice issues.   As this is a big undertaking, please review the following guidelines to assist in your planning and implementation.
  • Class Actions Screening Questions, Part 3: California
    Find previews and information about Class Actions at niot.org/ClassActions Written by: Julie Mann, Newcomers High School teacher, and Joe Lobozzo, Lakewood High School teacher Vocabulary: Bullying Support Upstander Bystander Guidance counsellor Questions:
  • Kiki Vo - FORGIVE
     
  • Florence Jones - EMBRACE CULTURE
      Florence Jones (1907-2003) was the spiritual leader and chief healer of the Winnemem Wintu tribe of Northern California. The Wintu have called the McCloud River Watershed near Mount Shasta home for more than 1000 years, but were not provided a reservation as gold miners and pioneers drove them away in the name of industry. Although the Wintu’s numbers have dwindled from over 14,000 when contact with non-Natives was recorded to only 395, Jones has been at the forefront of a fight to save sacred sites and their way of live.
  • Activity Guide: Addressing "That's So Gay" In Your Classroom
    If interested in modeling this dialogue in your own classroom, please use the following guidelines to assist in ensuring a positive and productive discussion. This lesson is part of the Not In Our School Video Action Kit, a comprehensive toolkit featuring films, lessons, and resources designed to motivate students to speak out against bullying, and create new ways to make their schools safe for everyone.
  • Class Actions Screening Questions, Part 3: California
    Find previews and information about Class Actions at niot.org/ClassActions Written by: Julie Mann, Newcomers High School teacher, and Joe Lobozzo, Lakewood High School teacher Vocabulary: Bullying Support Upstander Bystander Guidance counsellor Questions:
  • Class Actions Screening Questions, Part 2: Indiana
    Find previews and information about Class Actions at niot.org/ClassActions Written by: Julie Mann, Newcomers High School teacher, and Joe Lobozzo, Lakewood High School teacher Vocabulary: Hate crime Anti-semitism Hanukah Menorah Rabbi   Questions: How does one hate crime affect an entire community? What strategies did Bloomington United use to fight against the hate crime? When the rabbi was given a ball at the school basketball game, what message did that send to hate groups? What can we learn from Bloomington United? What risks do people in this part of the film take by acting? Why is it worth it for them to take those risks?  
  • Class Actions Screening Questions, Part 1: Mississippi
    Find previews and information about Class Actions at niot.org/ClassActions Written by: Julie Mann, Newcomers High School teacher, and Joe Lobozzo, Lakewood High School teacher Vocabulary:   KKK Confederacy Segregation African-American Dixie Questions: How would you feel as a student of color at Ole Miss while students chant “The South Will Rise Again”? How do you feel about the student group who met to fight against the discriminatory chanting? How do you feel about the chancellor’s decision to stop the discriminatory chant at the football games? Here are the words of the University of Mississippi Creed. What does it mean to you?  
  • Class Actions: Pre-Screening Activities
    Find previews and information about Class Actions at niot.org/ClassActions Written by: Julie Mann, Newcomers High School teacher, and Joe Lobozzo, Lakewood High School teacher Journal 1: Your friend is in an empty hallway (no teachers) being verbally attacked by some older, tougher students because of his different style of dress. What would you do? How would you feel? Why? (Pair/share when finished)
  • Lesson Idea: “Students Take On Cyberbullying”
    Created by Facing History and Ourselves   Overview   In this lesson idea, the short video “Cyberbullying” is explored through teaching strategies such as pre-viewing, anticipation guides, four corners, evaluating Internet resources, fishbowl and levels of questions. By learning about cyberbullying and how students in Watchung are taking a stand against online bullying, students may think more deeply about this in their own community.   This lesson is part of the Not In Our School Video Action Kit, a comprehensive toolkit featuring films, lessons, and resources designed to motivate students to speak out against bullying, and create new ways to make their schools safe for everyone.   Materials   Paper
  • Facing History and Ourselves Lesson Plan: NIOS Next Steps: Projects and Assignments
    Facing History and Ourselves combats racism, antisemitism, and religious prejudice by using history to teach tolerance in classrooms around the globe. This lesson idea is part of a collection of resources Facing History and Ourselves has developed to support classroom use of Not in Our School materials. Other resources in this collection include:
  • Facing History and Ourselves Lesson Plan: Youth Leaders Share Strategies for Standing Up to Hate
    Facing History and Ourselves combats racism, antisemitism, and religious prejudice by using history to teach tolerance in classrooms around the globe. Many teenagers feel like they have little influence on the world around them. Yet, throughout history, young people have also played an important role in their communities and in social change movements. For example, high school students were a driving force behind the U.S. civil rights movement and the anti-apartheid movement in South Africa.