1st Grade - Student Identity
1st Grade - Student Identity
Embedded Files
The Social Justice Standards that PHS has adopted through Teaching Tolerance span four key domains: identity, diversity, justice and action. First grade students spend time deeply discovering aspects of identity (focusing on race, gender, class, and ability) and articulating their personal identity in order to develop empathy and so that they can become intersectional allies and changemakers.
The Social Justice Standards that PHS has adopted through Teaching Tolerance span four key domains: identity, diversity, justice and action. First grade students spend time deeply discovering aspects of identity (focusing on race, gender, class, and ability) and articulating their personal identity in order to develop empathy and so that they can become intersectional allies and changemakers.
In the picture book, The Colors of Us by Karen Katz, a young girl and her mother describe the beautiful nuances existing in skin tone. Students explore their identity by noticing their own skin tone as well as the skin tone of others and use mixed media to create a self portrait.
In the picture book, The Colors of Us by Karen Katz, a young girl and her mother describe the beautiful nuances existing in skin tone. Students explore their identity by noticing their own skin tone as well as the skin tone of others and use mixed media to create a self portrait.
"I help people and I stand up to racist people...and I say that is not nice" - Benji
As a full class, the first grade students create a working definition for the term "race" and have developmentally appropriate discussions about race being a social construct. They discuss identity and how their stories can involve their skin color, and are also often more than skin deep. They follow the lesson on identity by dealing with the concept of racism, discussing real life situations of racism, and brainstorming how to be anti-racist.
As a full class, the first grade students create a working definition for the term "race" and have developmentally appropriate discussions about race being a social construct. They discuss identity and how their stories can involve their skin color, and are also often more than skin deep. They follow the lesson on identity by dealing with the concept of racism, discussing real life situations of racism, and brainstorming how to be anti-racist.
Recently, the class explored pronouns together, and discovered that sometimes, you can not know other people's pronouns, and that pronouns are a personal choice and should be respected.
Recently, the class explored pronouns together, and discovered that sometimes, you can not know other people's pronouns, and that pronouns are a personal choice and should be respected.
1080p 13.mov Next up this year: students will learn more about gender, class, and ability and then will chose an activism project related to one of the studied aspects of identity (race, gender, class, or ability) and will work as a group to make real change.
Next up this year: students will learn more about gender, class, and ability and then will chose an activism project related to one of the studied aspects of identity (race, gender, class, or ability) and will work as a group to make real change.
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