A role play on the Dakota Access Pipeline
By Ursula Wolfe-RoccaA high school social studies teacher centers Standing Rock Sioux history and leadership in a unit on resistance to DAPL.
Critiquing cartoons and society
By Linda ChristensenStudents analyze cartoons from Popeye to Brave to see how media teaches children white- and male-supremacist ideas.
A middle school teacher describes the trauma experienced by his students over the year and struggles to create meaningful hope rather than slogans.
Engaging urban students in the natural world
By Ellen RoyseA science teacher in Washington, D.C., overcomes her students’ fear of nature by turning them into avid birdwatchers.
An interview with Lara Kiswani
By Jody SokolowerThe executive director of San Francisco’s Arab Resource and Organizing Center describes the successes and obstacles for a community-based campaign to offer Arabic language instruction in the district’s schools.
Sara Holbrook’s poems appear on the Texas STARR tests. Her efforts to answer the questions about her own poetry expose the narrowness of standardized testing.
High school exit testing in the age of “college and career readiness”
By Stan KarpUsing the experience of high school exit testing in New Jersey as an example, Stan Karp analyzes the gross negative impact of these high-stakes tests on students and schools.
Reclaiming our visions and integrity
By Mara Sapon-Shevin, Sue Novinger RobbThe edTPA has become a credentialing requirement in many states. Its implementation has distorted relationships throughout teacher education.
For almost two decades, teachers have looked to Reading, Writing, and Rising Up as a trusted text to integrate social justice teaching in language arts classrooms.
This new and expanded edition collects the best articles dealing with race and culture in the classroom that have appeared in Rethinking Schools magazine.
Five years in the making, A People’s Curriculum for the Earth is a collection of articles, role plays, simulations, stories, poems, and graphics to help breathe life into teaching about the environmental crisis.
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When I realized I couldn’t answer the questions posed about two of my own poems on the Texas state assessment tests (STAAR), I had a flash of panic—oh, no! Not smart enough. I checked to see if anyone was looking. The questions began to swim on the page. Waves of insecurity. My brain in full spin.
