It includes sections such as “Historicizing Race & Whiteness” on teaching about “structural and institutional racism” in order to build “anti-racist classrooms and schools.” A document on “Racial Injustice” in that section covers the project’s activism, including participation in Black Lives Matter protests, and directs teachers to external reading that includes the New York Times Magazine’s 1619 Project, Ta-Nehisi Coates’s “The Case for Reparations,” and essays such as “Beyond ‘White Fragility. Another lesson created by a Berkeley High School teacher asked students to “compare and contrast” how Jan. 6 “reveal[ed] continuities and contradictions about the United States,” showing two tweets comparing the day to the Reconstruction era and describing it as “extremely predictable white backlash” to black people “showing the promise of a fully realized democracy.” Another exercise titled “Contextualizing the Insurrection” includes a photo of Klan members near the U.S. Capitol, and says that “comparing a KKK demonstration in Washington D.C. that occurred almost 100 years ago to the January 6th Insurrection should provide your students with some context for this event while also prompting them to ask some clarifying questions about both.”
Author: Jaryn Crouson
Published at: 2026-04-03 22:02:30
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