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•What does Marianne mean when she says Washington has a “less overt” brand of racism?•In what ways did Marianne think differently about her interactions with white peers after she moved to a town with more Asian-American people?Or, to allow anonymous responses, use Poll Everywhere, which uses smartphones to gather live responses. Are some words larger (or repeated more than once) than others, and if so, why? _________Write and Illustrate Your Own Race Stories A natural next step after reading these essays would be to ask students to write their own stories about race and racism.
They can repeat a word or phrase that has already been said.
As they are doing this, record the words in a word cloud generator like Word it Out, Wordle.
In the piece we’ve chosen, “First Encounters with Racism,” the Race/Related team partnered with Youth Radio to ask teenagers across the country, “What is your earliest experience dealing with race?
” That question resulted in the four stories you will read here.
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quality=75&auto=webp&disable=upscale"/Race and racism are topics that regularly populate our news feeds and affect a wide variety of people in profound ways.Divide the four First Encounters With Racism stories equally among the students.Have students who are all reading the same story sit together, then give each group 10-15 minutes to read their story silently.After watching, have a brief discussion by asking:•What is implicit bias? •How does implicit bias lead to discrimination like racism?•What do implicit bias or racism have to do with peanut butter and jelly?But discussions about these topics can be difficult and provoke strong emotions.Though teachers often need to confront race and racism in the classroom — they are, after all, integral parts of our history and culture, not to mention students’ real lives — some feel tentative about how. They center on work from Race/Related, a New York Times feature that explores race “with provocative reporting and discussion” and includes firsthand accounts of diverse people dealing with the issue.They can be used to begin a conversation or supplement one already underway in your classroom. Explain that the class will talk about it in more depth later, but, to start, they might simply do a quick-write that they are welcome to keep private.•What is your earliest experience dealing with race and/or racism?As you adapt our ideas for your own classroom, you might keep in mind the guidelines suggested in the A. L.’s “Race Talk: Engaging Young People in Conversations about Race and Racism,” or those in this piece from Teaching Tolerance, “Talking About Race and Racism.”As always, we’d love to know how you teach about these topics. Explain to students that everyone has a racial identity.•What’s an example of implicit bias that you have experienced, witnessed or heard about?If you would like to go further in learning about and discussing implicit bias, this Upshot piece, “We’re All a Little Biased, Even if We Don’t Know It,” might help.