"Let's Talk About It" Modules
Introduction
In the fall of 2024, District Counselor Melissa Saunders, MS, MED, PPSC, noticed a pattern of student concerns that students were mentioning to her, including difficult issues such anti-immigrant bias, body shaming, hate speech, and racism. In response, she developed a set of modules called "Let's Talk About It" that provide guides on how to talk to students in grades K-12 about difficult topics. Ms. Saunders created one set for teachers and another set for families.
In the spring of 2025, AUSD will highlight one module, or theme, each month for families and provide a family forum on the topic. Teachers will also be reminded that a module on the same theme is available for them.
Let's Talk About It: Ways to Start Talking
Introduction
Talking to children about tough topics is essential because it helps them feel supported, builds trust, and ensures they receive accurate and age-appropriate information. Children are naturally curious, and when parents provide a safe space for open discussions, it encourages critical thinking and emotional growth. Ignoring or avoiding difficult subjects can lead to misunderstandings or reliance on less reliable sources, which may confuse or misguide them.
It’s natural for parents to feel discomfort or awkwardness when addressing sensitive issues. To handle these feelings, remember:
Acknowledge Your Feelings: Recognize that it's okay to feel uneasy. This shows you care about getting it right.
Prepare Ahead: Think about what you want to say and how to phrase it in a way that aligns with your child’s age and maturity level.
Be Honest: It's okay to admit if you don’t have all the answers. This models humility and a willingness to learn together.
Stay Calm and Open: Focus on listening as much as talking. A calm, nonjudgmental tone fosters trust and keeps the conversation productive.
Your willingness to engage in these conversations teaches your child that it's okay to discuss uncomfortable topics, paving the way for a lifelong habit of open communication.
How to Get Conversations Started
Try one of these conversation starters when they feel relevant and age-appropriate for you and your child.
If Your Child is in Preschool or Kindergarten:
- “That’s an important question. I would like to talk about this tonight at home when we have lots of time.” (Be sure to follow up.)
- “It looks like you are thinking hard about that TV show (website, commercial, etc.) that we just heard/saw.”
- “That’s a really good question. I’m glad that you asked me about this.”
- “What else have you learned? Who else has talked to you about this?”
- “I was just wondering about that too.”
- “I feel sad that Beth cried because (his friend called him mean names) OR (because you called him mean names). How do you feel about it?”
- “What do you know about ________________?”
- “I got this book from the library and I want to read it together.” (Ask school or local library for ideas.)
If Your Child is in Elementary School:
- “What do you/your friends think about______________?”
- “What do you think about_________________?”
- “Does anyone make you feel uncomfortable?”
- “How do you feel when___________________________?”
- “What would you do if____________________________?”
- “How do you decide when to keep a secret or when you should talk to an adult?”
- “Who are your role models?”
- “What’s your favorite song/movie/TV show? Why?”
- “Have you heard about ___________?” (Use current events.)
- “What was your favorite part of the day?”
- “What was your least favorite part of the day?”
If Your Child is in Middle School
- “What do you think about___________________?”
- “How do you think __________felt?” (Reinforce empathy.)
- “It must be difficult or hard to __________________.”
- “It’s sometimes harder to be a kid, especially when ______.”
- “I noticed you’ve been spending a lot of time with ______. What do you like about him/her?”
- “It’s not easy to talk about some of this stuff, is it? It might be a little uncomfortable, but it’s important you have a safe place to ask questions. I’m here for you.”
- “I heard you mention ________. I’m interested to know what you have heard about that.”
- “What did you think when you read that book/watched that TV show/heard that song?”
- “Things have been so busy lately! I’d love to set aside time and hear about what’s going on with you.
If Your Child is in High School
- “I read/heard an interesting article/story about_______. What do you think?”
- “What’s the easiest/hardest thing about being you right now?”
- “I have several thoughts on that, but I’d like to know what you think first.”
- “I saw that you have pictures of your friends on your phone (on Facebook, online, etc). I love you and want you to know________.”
- “My job as a parent/guardian is to help you grow up healthy and safe and__________ behavior is unhealthy and unsafe.” That’s why I have a problem with it/am concerned about it.”
- “What do you think about how that character was portrayed in the movie we watched?”
- “I worry about_____________________________.”
- “Does this kind of thing happen at your school?”
If you feel stuck
When your child asks a question that feels hard to answer or you're unsure how to respond, it’s important to acknowledge their curiosity while giving yourself space to process or research. Here are specific strategies and examples:
- Acknowledge the Question: Let your child know their question is valid and important.
- Example:
- Child: "Why do some people die young?"
- Parent: "That's such an important question. It shows you're really thinking deeply. Let’s talk about it together."
- Example:
- Buy Yourself Time: If you need to gather your thoughts or information, it’s okay to take a moment or revisit the conversation later.
- Example:
- Child: "What’s war, and why do people fight in wars?"
- Parent: "Wow, that’s a big topic, and I want to explain it in a way that makes sense. Can we talk about it tonight after I’ve had time to think?”
- Example:
- Keep It Simple and Age-Appropriate: Answer in a way that matches their age and maturity, focusing on the basics first.
- Example:
- Child: "Where do babies come from?"
- Parent (to a young child): "Babies grow inside a special part of the mom’s body called the uterus, and when they’re ready, they come out into the world."
- Parent (to an older child): "Babies are made when a sperm and an egg come together, and the baby grows in the uterus."
- Example:
- Admit When You Don’t Know: It’s okay to not have all the answers. Use it as a learning opportunity.
- Example:
- Child: "Why does climate change happen?"
- Parent: "That’s a great question, and I don’t know everything about it. Let’s look it up together and figure it out."
- Example:
- Stay Calm and Reassuring: Even if the topic is emotional or difficult, focus on making your child feel safe.
- Example:
- Child: "What happens after we die?"
- Parent: "Different people believe different things, and it’s okay to wonder about that. What do you think? We can talk about what I believe, too."
- Example:
- Use Resources to Help: Books, videos, or trusted websites can help explain tough topics.
- Example:
- Child: "Why do people treat others differently because of their skin color?"
- Parent: "That’s about something called racism, which isn’t fair or right. Let’s read this book together to understand it better."
- Example:
- Keep the Conversation Open: Let your child know it’s okay to revisit the topic as they think more about it.
- Example:
- Child: "Why did Grandma get sick and not get better?"
- Parent: "Sometimes people’s bodies stop working because of illnesses. It’s really hard to understand, but we can talk more about it whenever you want."
- Example:
By staying calm, honest, and open to learning together, you show your child that tough topics are safe to discuss and that you’re there to support them no matter what.
Check in with Yourself
Conversations about sensitive topics aren't always easy, but staying open, curious, and calm can help make the dialogue go more smoothly.
How to do that? Check in with yourself on the following questions as you're talking:
1. Have you reminded them you care about them (a lot)?
2. Have you assessed their understanding?
3. Have you asked about their feelings?
4. Have you been honest and curious?
5. Have you kept your emotions in check?
Let's Talk About It: Immigrants, Immigration, and Anti-Immigrant Bias
Introduction
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Promotes Inclusion and Acceptance: Children who understand the diversity of experiences and contributions of immigrants are more likely to develop inclusive attitudes and appreciate cultural differences.
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Combats Stereotypes and Prejudice: Early discussions can help counter negative stereotypes and misinformation about immigrants, reducing the likelihood of biased attitudes or behaviors.
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Builds Empathy and Compassion: Learning about the challenges and resilience of immigrants helps children empathize with others and recognize shared humanity, fostering kindness and solidarity.
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Prepares for a Diverse World: In an increasingly interconnected and multicultural world, understanding immigration helps children navigate diverse social and professional environments with respect.
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Encourages Advocacy for Justice: Conversations about anti-immigrant bias teach children to recognize injustice and stand up for fairness and equality, empowering them to be advocates for positive change.
Grades K-2
Process:
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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Can you think of reasons why people might move to a new country?
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How do you think it feels to leave your home and move somewhere new?
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How do you think you would feel if you moved to a new place where you didn’t know anyone?
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How can you be a good friend to someone who is new and might be feeling homesick or lonely?
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If someone at school just moved from another country, what are some ways you could make them feel included?
Grades 3-5
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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Why do you think people choose to leave their home countries to live somewhere else?
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How do you think it feels to be in a place where you don’t speak the language or know the culture?
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How would you feel if you had to leave your home, friends, and school to move to a completely new country?
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What can you do to make an immigrant classmate feel more included at school?
Grades 6-8
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- Why do you think people decide to move from one country to another?
- How would you feel if you had to leave your home, friends, and school to live in a new country?
- Why do you think people have different opinions about immigration?
- What are some things that might make it easier or harder for immigrants to adjust to their new country?
- What does it mean to be open-minded about people who are different from us?
Grades 9-12
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- What do you think are some common reasons people immigrate to another country?
- How might those reasons differ for people who are fleeing dangerous situations versus those who are seeking better opportunities?
- Have you ever moved to a new place or experienced being the “new person”? How did it feel?
- What do you think causes anti-immigrant bias? How do fear, misinformation, or stereotypes play a role in shaping these biases?
- How can you be an ally to immigrants in your community or school?
Video: My Family Fled the Venezuela Crisis Because it was Unsafe
Let's Talk About It: Body Diversity and Body Shaming
Introduction
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Promotes Self-Acceptance: Teaching children to appreciate different body types helps them develop a positive body image and value themselves for who they are, rather than how they look.
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Encourages Respect for Others: Understanding that bodies come in all shapes, sizes, and abilities fosters empathy and discourages teasing or judgment based on appearance.
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Combats Harmful Stereotypes: Conversations about body diversity challenge unrealistic beauty standards and stereotypes, reducing the influence of harmful media portrayals.
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Prevents Body Shaming: Addressing body shaming early helps children recognize it as harmful behavior and equips them to stand up against it, whether directed at themselves or others.
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Supports Mental Health: Promoting a culture of body positivity reduces the risk of low self-esteem, anxiety, and eating disorders in children.
Grades K-2
Process:
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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Did you know that everyone’s body is different? What are some ways people’s bodies can be different from each other?
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How do you think it feels when someone is teased about their body?
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How can we use kind words to talk about our own bodies and other people’s bodies?
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Have you ever seen someone do something cool or different, like using a wheelchair to move around or using sign language to communicate?
Grades 3-5
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- Why is it important to recognize and celebrate that people come in all shapes, sizes, and abilities?
- How does it feel when someone says something negative about another person’s body?
- How would you feel if someone made a hurtful comment about your body or your appearance?
- Why is it important to respect people for who they are and not just focus on how they look?
Video: "Every Body," by Megan Madison (children's book)
Grades 6-8
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- What does “body diversity” mean to you?
- What do you think body shaming is, and why do people engage in it?
- Why do you think it’s important to stand up against body shaming, even if it seems like a “harmless” comment or joke?
- How can we help people feel good about their bodies, even if they don’t fit society’s “ideal” image?
- How can we remind ourselves that what we see online isn’t always real or achievable?
Video: Reverse Selfie: Social Media's Impact on Girls' Self-Esteem
Grades 9-12
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- What does body shaming look like, and why do people engage in it? How do you think body shaming affects someone’s self-esteem and mental health?
- What are some ways you can support a friend or peer who has experienced body shaming or harassment?
- How do you think social media and peer pressure contribute to body shaming?
- How do societal beauty standards and the media affect the way we view our own bodies?
- Why is it important to set boundaries with people who make negative comments about your body or appearance?
Let's Talk About It: Stereotypes and Bias
Introduction
Talking to children about stereotypes and bias is important because it helps them develop critical thinking, empathy, and respect for others. Early conversations about these topics empower children to:
- Recognize Injustice: They learn to identify unfair assumptions and how they harm individuals or groups.
- Challenge Stereotypes: Understanding bias helps children question and reject stereotypes rather than accepting them as truth.
- Build Empathy: By exploring diverse perspectives, children become more compassionate and open-minded.
- Prevent Prejudice: Early awareness reduces the likelihood of forming biases that lead to discrimination
- Promote Inclusion: These conversations teach children to value diversity and treat everyone with fairness and respect.
Grades K-2
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- What does it mean to be fair to everyone, even if they are different from us?
- Why do you think some people believe things about others that aren’t true?
- Why do you think it’s important to respect people who are different from us?
- How can we celebrate the things that make people different, like their culture, family, or talents?
- What are some things we can say or do to make sure everyone feels included and accepted?
Grades 3-5
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- Can you think of a time when you or someone you know made a quick judgment about someone?
- What is a stereotype, and how do you think stereotypes start?
- Why do you think it’s important to get to know people as individuals rather than making assumptions based on stereotypes?
- Why is it important to speak up when you see or hear something that reinforces a stereotype?
- How does understanding the experiences of others make us better friends, classmates, or community members?
Grades 6-8
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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Why do people sometimes make assumptions about others based on how they look or where they come from?
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What does it mean to have a bias, and do you think everyone has biases?
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How do stereotypes and biases affect the way people are treated in school, sports, or everyday activities?
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How can we make sure we get to know people as individuals instead of judging them based on stereotypes or assumptions?
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Have you ever been affected by a stereotype or assumption that someone made about you? How did it make you feel?
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What can you do to make sure your school or community is a place where everyone feels included and respected?
Grades 9-12
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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What is the difference between conscious (explicit) and unconscious (implicit) bias?
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Why do you think unconscious bias exists, and where do we learn these biases?
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How do you think stereotypes affect people’s opportunities and the way they are perceived by others?
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Why can stereotypes be so harmful, even if they are intended as a joke or seem positive?
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How do bias and stereotypes contribute to inequality and discrimination in society?
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Why is it important to challenge stereotypes when we hear them, even if they are said casually or in a joking way?
Let's Talk About It: Allyship
Introduction
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Builds Empathy: Learning to see the world from others' perspectives helps children understand the challenges others face.
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Encourages Courage: Discussing allyship teaches kids to speak up when they see unfair treatment, even when it's uncomfortable.
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Promotes Inclusion: Children learn how to actively create safe and welcoming spaces for everyone, regardless of differences.
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Develops Leadership Skills: Being an ally helps kids practice collaboration, advocacy, and teamwork.
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Prepares for the Future: These values lay the foundation for children to grow into compassionate, proactive adults who contribute to a just society.
Grades K-2
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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What does it mean to be a good friend to someone who is feeling left out?
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Have you ever seen someone being teased or left out because they are different?
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What would you do if you saw someone being left out at school or on the playground?
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What are some kind things you can say to someone who is being treated unfairly?
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Have you ever helped someone who was feeling sad or left out? How did it make you feel?
Grades 3-5
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- How is being an ally different from just being nice or kind?
- How can you tell if someone might need your support as an ally?
- What do you think stops people from standing up for others, even when they know it’s the right thing to do?
- Why is it important to listen to and understand the experiences of others, especially if they’re different from your own?
- Why is it important to speak up for others, even if it feels awkward or scary?
Video: Franchesca Ramsey: 5 Tips for Being an Ally
Grades 6-8
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- Why do you think some people choose to be bystanders instead of standing up when they see something wrong?
- How can we tell the difference between harmless jokes and comments that hurt or exclude others?
- Have you ever felt supported by someone who stood up for you? How did it make you feel?
- Why is it important to ask for help from a teacher, counselor, or adult when needed?
- Have you ever regretted not standing up for someone? What would you do differently now?
Grades 9-12
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- Do you think being an ally is always easy? Why or why not?
- Have you ever seen a situation where someone needed an ally, but no one stepped up?
- Have you ever experienced a time when someone stood up for you? How did it feel?
- Why is it important to challenge stereotypes or discriminatory comments, even in small conversations?
- What might stop someone from being an ally, even if they want to help?
Ahsante Bean: How to Be a Good Ally: Identity, Privilege, Resistance
Let's Talk About It: Neurodiversity and Learning Differences
Introduction
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Appreciate Differences: They learn that everyone has unique strengths and challenges, encouraging respect for diversity.
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Reduce Stigma: Open discussions normalize learning and neurological differences, preventing misconceptions or bullying.
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Build Empathy: Understanding others’ experiences promotes kindness and patience.
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Encourage Collaboration: Recognizing diverse ways of thinking helps children value teamwork and different perspectives.
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Empower Self-Acceptance: For neurodivergent children, these conversations validate their experiences and build confidence.
Grades K-2
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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Did you know that everyone’s brain works a little differently? What are some things you like to learn about?
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What are some things you are really good at?
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Have you ever seen a classmate use special tools, like headphones or a fidget toy, to help them learn?
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How do you think it feels when someone has a hard time learning something that others find easy?
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If you have a friend who learns in a different way, how can you be a good friend to them?
Grades 3-5
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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Did you know that everyone’s brain works a little differently? Some people are better at some things and find other things harder. Can you think of something you are really good at?
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If someone needs extra help with their work or uses special tools (like headphones or fidgets), why is it important to respect what they need?
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How do you think it feels when people don’t understand or make fun of someone for being different?
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Do you know any famous people who think differently, like inventors, artists, or athletes? How do you think their different ways of thinking helped them do great things?
Grades 6-8
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- Have you heard of autism or learning differences before? What do you know about them?
- What are some things you think people misunderstand about autism or learning differences?
- What are some things you think people misunderstand about autism or learning differences?
- What are some things you think people misunderstand about autism or learning differences?
- Why is it important to challenge these misconceptions and learn the facts?
- What does it mean to be an ally to someone who is neurodivergent or has learning differences?
Video: How to ADHD: "What Exactly is Neurodiversity?"
Grades 9-12
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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What does it mean to be autistic, and how might autism affect the way someone experiences the world?
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How do you think it feels for someone who is neurodivergent to be in a world that often expects everyone to think or act the same way?
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How might learning differences, like dyslexia or ADHD, affect someone’s experience in school?
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Why is it important to understand how neurodivergent people experience things like sensory overload, social interactions, or communication?
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What are some ways you can celebrate neurodiversity and learn from people who experience the world differently?
Let's Talk About It: Sexism and Gender Inequality
Introduction
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Promote Fairness: Teach children that everyone deserves equal opportunities, regardless of gender.
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Challenge Stereotypes: Help children question harmful gender roles and assumptions that limit individuals.
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Encourage Respect: Foster respectful attitudes toward people of all genders, reducing discrimination and bias.
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Empower Advocacy: Equip children to recognize and stand up against unfair treatment or gender-based inequality.
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Foster Self-Confidence: Encourage all children to pursue their interests and goals without fear of judgment or bias.
Grades K-2
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- Do you think boys and girls should have the same chances to do anything they want? Why or why not?
- Can you think of examples where boys and girls are treated differently?
- Have you ever heard someone say that certain toys or activities are only for boys or only for girls? Do you think that’s true, or can anyone play with anything they like?
- Do you think girls can be strong and brave and boys can be kind and gentle? Why is it important for everyone to feel like they can be who they are?
Video: Storyline Online: "Rosie Revere, Engineer"
Grades 3-5
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- Can you think of any examples of how boys and girls might be treated differently because of their gender?
- Have you noticed any differences in how boys and girls are treated at school, in sports, or in other activities?
- What are some common stereotypes about boys and girls?
- What would you do if you saw someone being treated unfairly because of their gender?
- How do movies, TV shows, and advertisements influence the way we think about boys and girls?
Video: CSUF Future Titans Read: "Malala's Magic Pencil" (Children's Book)
Grades 6-8
Grades 9-12
Let's Talk About It: Race and Ethnicity
Introduction
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Promote Inclusion: Teaching children to value differences helps them build inclusive relationships and respect people from all backgrounds.
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Counter Stereotypes: Early discussions help children critically think about stereotypes and reject harmful generalizations.
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Reduce Prejudice: Addressing biases early can prevent prejudiced attitudes from forming and create a foundation for fairness and kindness.
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Empower Advocacy: Understanding race equips children to recognize and stand against discrimination or unfair treatment.
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Reflect Reality: Talking about race acknowledges the world’s diversity and prepares children to navigate it thoughtfully and respectfully.
Grades K-2
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate thetalking points where appropriate.
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What are some ways that you and your family are special or different from others?
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What are some ways that people can look different from each other? (Hair color, skin color, eye shape, etc.)
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How do you feel when someone is treated unfairly because of how they look or where they come from?
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What are some things we all have in common, even if we look different or come from different places?
Grades 3-5
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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Why do you think it’s important to learn about different races and ethnicities?
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What are some ways people show pride in their race or ethnicity?
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What do you think racism is, and how does it affect people and communities?
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Why do you think some people are treated differently or unfairly because of their race or ethnicity?
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What are some ways we can make sure everyone feels respected and included, no matter their race or ethnicity?
Grades 6-8
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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What does it mean to have a racial identity, and how do you think it shapes who we are?
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How do you feel when you learn about difficult moments in history, like slavery, segregation, or the Civil Rights Movement?
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Why is it important to listen to the experiences of people from different racial backgrounds?
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Have you ever seen or experienced racial discrimination? How did it make you feel?
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What role do you think young people have in shaping the future when it comes to fighting inequality?
Grades 9-12
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- In what ways do you see race impacting your life or the lives of those around you?
- Why do you think some groups have more advantages or privileges than others?
- Do you think laws or policies always treat people equally? Why or why not?
- How do stereotypes influence the way we think about different racial groups?
- What does it mean to have privilege, and how does it relate to race?
- Why is it important to speak up when you witness racism?
Video: #HatchKids: "Teenagers Discuss Microagressions and Racism"
Let's Talk About It: Gender & Sexuality
Introduction
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Promotes Acceptance: Learning about different identities helps children respect others’ experiences and challenges stereotypes or prejudices.
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Supports Self-Understanding: It allows children to explore their own identities without shame or confusion, fostering confidence and self-esteem.
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Builds Empathy: Understanding diverse perspectives encourages kindness and reduces bullying or exclusion.
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Prepares for Diversity: Discussing gender and sexuality reflects the world’s diversity and equips children to interact respectfully with people from all walks of life.
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Ensures Accurate Information: Open conversations provide children with reliable knowledge, preventing misinformation and encouraging informed, safe choices.
Grades K-2
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- What are things you like to do, wear, or play with?
- What makes you feel happy about being yourself?
- Why is it important to let people dress or act the way they feel comfortable?
- What can we do to make sure everyone feels welcome when playing together?
- What do you think makes someone a good friend, no matter if they’re a boy, girl, or something else?
Video: Francie Dillon: "Red A Crayon Story" (Children's Book)
Grades 3-5
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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What does gender mean to you?
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Why do you think some people face challenges when they don’t fit into traditional ideas of being a boy or girl?
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What does it mean when someone says they are gay, lesbian, bisexual, or transgender?
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What would you do if you heard someone say something mean about someone’s gender or sexuality?
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What are some stereotypes people have about boys, girls, or people who don’t fit into those categories?
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What can you do to make your friends or classmates feel safe being themselves?
Grades 6-8
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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Why do you think homophobia exists in some communities or families?
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Have you ever seen someone be excluded, teased, or bullied because of their sexuality?
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How do you think homophobia impacts someone’s mental health or self-esteem?
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How do movies, books, or TV shows influence how we think about LGBTQ+ people?
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Why is it important to respect everyone, no matter who they love?
Grades 9-12
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- What’s the difference between gender identity and gender expression?
- Have you ever witnessed or experienced homophobia or transphobia? How did it make you feel?
- How do movies, TV shows, and social media influence how we view gender and sexuality?
- What stereotypes or misconceptions about LGBTQ+ people have you heard, and why do you think they exist?
- Why is it important to use someone’s correct pronouns and name?
Video: GLSEN: "These Students Take Down Slurs and Stereotypes"
Let's Talk About It: Hate Speech
Introduction
Talking to children about hate speech and harmful bias-based language is important because it helps them understand the impact of their words, develop empathy, and create a more respectful and inclusive environment. Here's why these conversations matter:
- Preventing Harm: Children learn that hate speech and bias-based language can deeply hurt others and damage relationships.
- Promoting Empathy: Understanding the effects of harmful language encourages compassion and kindness.
- Fostering Inclusion: These discussions teach children to respect differences and create a welcoming environment for everyone.
- Challenging Biases: Addressing these topics early helps children identify and reject stereotypes and discriminatory attitudes.
- Encouraging Responsibility: Children learn to think critically about their words and actions, promoting accountability and respect.
By talking about hate speech and bias-based language, we empower children to be thoughtful, inclusive, and respectful members of their communities.
Grades K-2
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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What do you think it feels like when someone says something mean to you?
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Have you ever heard someone say something that hurt another person? What happened?
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How would you feel if someone said something unkind about you or your family?
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Why is it important to stand up for someone if they are being treated unfairly?
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What can you do if you hear someone say something mean about another person?
Grades 3-5
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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What does "harmful language" mean to you? Can you give an example?
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Why do you think people sometimes use harmful or hateful language?
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How would you feel if someone said something hurtful about you or your family?
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What can you do if you hear someone using harmful or hateful language?
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What can you do to help create a classroom or community where everyone feels safe and respected?
Grades 6-8
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- What does the word "bias" mean to you? Can you give an example of a biased thought or action?
- Have you ever heard a joke or comment that made fun of someone because of who they are?
- How do you think it feels to be judged or treated unfairly because of who you are, like your race, religion, or gender?
- What would you do if you heard someone using hate speech or making a biased comment?
Video: Common Sense Education: Teen Voices: "Hate Speech Online"
Grades 9-12
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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What do you think the term "bias" means? How do you think biases are formed?
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Why do you think people use hate speech or express prejudiced views?
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How do you think it feels to be on the receiving end of hate speech or discrimination?
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How can listening to the experiences of marginalized groups help us become more aware of our own privilege or biases?
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What are some effective ways to respond if you witness someone using hate speech or expressing biased views?
Let's Talk About It: Racism and Anti-Racism
Introduction
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Raises Awareness: It helps children recognize racism and understand how it affects individuals and communities.
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Builds Empathy: Children learn to value and respect the experiences of others, fostering kindness and understanding.
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Challenges Biases: Open conversations help counter stereotypes and prevent unconscious biases from taking root.
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Encourages Action: Teaching children to be anti-racist empowers them to stand up against injustice and advocate for equality.
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Shapes a Better Future: Children who understand and reject racism contribute to creating a more just and inclusive world.
Grades K-2
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate thetalking points where appropriate.
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Racism is when someone is treated unfairly because of their skin color or where they are from. How do you think that makes people feel?
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Can you think of a time when you felt left out or treated unfairly? How did that make you feel?
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How can you stand up for others and be a good friend if they are not being treated fairly?
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Why is it important to speak up if we see someone being treated unfairly?
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How can we use our voices to help make the world a fairer place?
Grades 3-5
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate thetalking points where appropriate.
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What do you think the word "racism" means?
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How do you think someone feels when they are treated unfairly because of their race?
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Why is it important to listen to and learn from the experiences of people who have faced racism?
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What can you do if you see someone being treated unfairly because of their race?
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Why do you think it’s important to learn about the history of racism and the fight for racial equality?
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What does it mean to be an ally, and how can you be an ally to people who face racism or discrimination?
Grades 6-8
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate thetalking points where appropriate.
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What does racism mean to you, and how have you seen or heard about it in the world around you?
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What are some ways racism shows up in everyday life, like in school, sports, or in the media?
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Why do you think some groups of people still face more obstacles or discrimination than others, even today?
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What are some examples of people or movements from history that fought for racial equality?
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What do you think it means to be anti-racist? How is that different from just not being racist?
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Why is it important to talk to friends and family about racism and what it means to be anti-racist?
Grades 9-12
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate thetalking points where appropriate.
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How do you think racism affects people on a personal level, such as their emotions, opportunities, and sense of safety?
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What are some ways racism shows up in everyday life, even if it’s not always obvious?
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How can learning about the history of racism help us better understand the challenges people face today?
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What does it mean to be “actively anti-racist” compared to just not being racist?
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What are some everyday actions you can take to be anti-racist, both online and in person?
Let's Talk About It: Neurodiversity and Learning Differences
Introduction
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Appreciate Differences: They learn that everyone has unique strengths and challenges, encouraging respect for diversity.
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Reduce Stigma: Open discussions normalize learning and neurological differences, preventing misconceptions or bullying.
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Build Empathy: Understanding others’ experiences promotes kindness and patience.
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Encourage Collaboration: Recognizing diverse ways of thinking helps children value teamwork and different perspectives.
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Empower Self-Acceptance: For neurodivergent children, these conversations validate their experiences and build confidence.
Grades K-2
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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Did you know that everyone’s brain works a little differently? What are some things you like to learn about?
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What are some things you are really good at?
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Have you ever seen a classmate use special tools, like headphones or a fidget toy, to help them learn?
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How do you think it feels when someone has a hard time learning something that others find easy?
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If you have a friend who learns in a different way, how can you be a good friend to them?
Grades 3-5
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Review the talking points ahead of time.
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Watch the video together.
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Allow each person to share their reactions.
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Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
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Did you know that everyone’s brain works a little differently? Some people are better at some things and find other things harder. Can you think of something you are really good at?
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If someone needs extra help with their work or uses special tools (like headphones or fidgets), why is it important to respect what they need?
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How do you think it feels when people don’t understand or make fun of someone for being different?
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Do you know any famous people who think differently, like inventors, artists, or athletes? How do you think their different ways of thinking helped them do great things?
Grades 6-8
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- Have you heard of autism or learning differences before? What do you know about them?
- What are some things you think people misunderstand about autism or learning differences?
- What are some things you think people misunderstand about autism or learning differences?
- What are some things you think people misunderstand about autism or learning differences?
- Why is it important to challenge these misconceptions and learn the facts?
- What does it mean to be an ally to someone who is neurodivergent or has learning differences?
Grades 9-12
Process:
- Review the talking points ahead of time.
- Watch the video together.
- Allow each person to share their reactions.
- Use the guiding questions to have a discussion, making sure to incorporate the talking points where appropriate.
Guiding Questions:
- Have you heard of autism or learning differences before? What do you know about them?
- What are some things you think people misunderstand about autism or learning differences?
- What are some things you think people misunderstand about autism or learning differences?
- What are some things you think people misunderstand about autism or learning differences?
- Why is it important to challenge these misconceptions and learn the facts?
- What does it mean to be an ally to someone who is neurodivergent or has learning differences?
Contact
Melissa Saunders, MS, MED, PPSC
msaunders@alamedaunified.org