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1. What are basic human rights?
2. What factors influence an individual’s development?
3. Why does every society have its own rules?
4. What is mutual respect?
5. What is the common good?

1. Individuals may be different, but all have the same basic human rights.
2. Individuals have the right to be safe and not to be bullied or discriminated against.
3. Certain character traits can help individuals become productive members of their community. 
4. Rules, laws, and policies are designed to protect the rights of people, help resolve conflicts, and promote the common good.
5. Respecting and understanding the views of others helps one learn about various perspectives, thoughts, and cultures.
6. Effective conflict resolution is possible when evidence, diverse perspectives, and intended/unintended consequences are considered. 
7. When all members of the group are given the opportunity to participate in the decision making process, everyone’s voice is heard and people can initiate change.
8. Interactions of people and events throughout history have shaped the world we experience today. 

1. 1. What you CAN do about Bullying by Max and Zoe by Ari Magnusson (2017 comic-style book)
   2. No More Bullying Book for Kids:  Become Strong, Happy, and Bully-Proof by Vanessa Green Allen M.Ed. NBCT and Emmeline Pidgen (2018)
   3. I Can Do Hard Things:  Mindful Affirmations for Kids by Gabi Garcia (2018)
   4. Speak Up and Get Along!:  Learn the Mighty Might, Thought Chop, and More Tools to Make Friends, Stop Teasing, and Feel Good About Yourself by Scott Cooper (2019)
   5. Escaping to America by Rosalyn Schanzer (2000)
   6. Culture and Diversity:  Together in Our World by Marie Murray (2020)
   7. Who Belongs Here:  An American Story by Margy Burns Knight and Anne Sibley O”Brien (2020)
   8. Baseball Saved Us by Ken Mochizuki (2018) also available in Spanish 
   9. Eliza’s Freedom Road:  An Underground Railroad Diary by Jerdine Nolan (2017)
   10. The Unbreakable Code by Sara Hoagland Hunter (2007)
   11. The Hundred Dresses by Eleanor Estes (2004)
   12. The Butterfly by Patricia Polacco (2009)
   13. Barbed Wire Baseball by Marissa Moss (2016)
   14. Fish for Jimmy by Katie Yamasaki (2019)
   15. Mister Doctor:  Janusz Korczak & the Orphans of the Warsaw Ghetto by Irene Cohen Janca (2016)
   16. Irena Sendler and the Children of the Warsaw Ghetto by Susan Goldman Rubin (2011) The Warsaw Ghetto Uprising (for teacher review only);  TEDEd:  How One Person Saved 2,000 Children from the Nazis (for teacher review only)
   17. Anne Frank:  The Girl Heard Around the World by Linda Elovitz Marshall (2020) https://www.annefrank.org/en/anne-frank/ ( explore Anne Frank’s life and take a virtual tour of the Secret Annex)
   18. Liesl’s Ocean Rescue by Barbara Krasner (2014)
   19. The Terrible Things:  An Allegory of the Holocaust by Eve Bunting (1989) Read Aloud Video 

Learning for Justice - (formerly known as Teaching Tolerance) - the website offers many free educational resources—articles, guides, lessons, films, webinars, frameworks and more.  Below are some suggested activities (all links are in PDF)

• Activism Online.pdf
• Discovering My Identity.pdf
• Examining Identity and Assimilation.pdf
• Examining Stereotypes in Books.pdf
• Exploring Young Immigrant Stories.pdf
• Identity Portraits 3-4.pdf
• Photo Essay Exhibit.pdf
• Bus Boycott.pdf
• Dealing with Dilemmas.pdf
• Picture Books .pdf
• Poetry and Storytelling.pdf
• Puppet Show.pdf
• What is a Hate Crime_ _ Learning for Justice.pdf
• What's So Bad About "That's So Gay"?.pdf

Create artwork from another culture:

• Dreamcatchers (American-Indian)
• Origami (Japanese)
• Rangoli sand art (Indian)
• Paper mache maracas (Caribbean and Latin)
• African masks (Africa)

Go on a Virtual Field Trip to learn about different cultures

• Ellis Island Interactive Tour Activity
• 20 Virtual Museum Tours  

Wanted to Fly Like a Butterfly Lesson Plan - Yad Vashem

Celebrating Cultural Diversity in the Classroom Ideas

My Media Diversity Activity.pdf 

Teaching Books This website offers activities for many different books - available for free downloads when you register for a free account

1. The Gold Cadillac by Mildred D. Taylor (1998)
2. Shin’s Tricycle by Tatsuharu Kodama (1995)
3. Be Good to Eddie Lee by Virginia Fleming (1997)
4. Smoky Night by Eve Bunting (1999)
5. Jacob’s Rescue by Malka Drucker and Michael Halperin (1994)
6. Fireflies in the Dark by Susan Goldman Rubin (2001)
7. Passage to Freedom:  The Sugihara Story by National Geographic Learning (2010) also available in Spanish Teacher's Guide - Passage to Freedom 
8. Dirt on Their Skirts by Doreen Rappaport (2000)
9. When the Soldiers Were Gone by Vera W. Propp (2001)
10. Star of Fear, Star of Hope by Jo Hoestlandt, Johanna Kang, et. al. (1996)
11. The Night Crossing by Karen Ackerman (1995)

Correlating New Jersey Student Learning Standards:

• English Language Arts
• Social Studies
• Comprehensive Health & Physical Education
• Career Readiness, Life Literacies and Key Skills

Supporting Legislative Mandates:

•  Diversity and Inclusion Law (N.J.S.A. 18A:35-4.36a)
•  LGBT & Individual with Disabilities Law (N.J.S.A. 18A:35-4.35-6)
•  Holocaust & Genocide Instruction (N.J.S.A. 18A:35-28)

English Language Arts

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RL.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RL.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first and third-person narratives.

RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

SL.4.1 Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. 

SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.

SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Social Studies

6.1.5.CivicsPI.1: Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families. 

6.1.5.CivicsPI.2: Investigate different ways individuals participate in government (e.g., voters, jurors, taxpayers).

6.1.5.CivicsPD.1: Describe the roles of elected representatives and explain how individuals at local, state, and national levels can interact with them.

6.1.5.CivicsPD.3: Explain how the fundamental rights of the individual and the common good of the country depend upon all members of society exercising their civic responsibilities at the community, state, national, and global levels. 

6.1.5.CivicsPD.4: Explain the process of creating change at the local, state, or national level.

6.1.5.CivicsPD.6: Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges. 

6.1.5.Civic.DP.1: Using evidence, explain how the core civic virtues and democratic principles impact the decisions made at the local, state, and national government (e.g., fairness, equality, common good). 

6.1.5.CivicsDP.2: Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights (e.g., fairness, civil rights, human rights). 

6.1.5.CivicsPR.1: Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society. 

6.1.5.CivicsPR.2: Describe the process by which immigrants can become United States citizens.

6.1.5.CivicsPR.3: Evaluate school and community rules, laws and/or policies and determine if they meet their intended purpose. 

6.1.5.CivicsPR.4: Explain how policies are developed to address public problems. 

6.1.5.CivicsHR.2: Research and cite evidence for how the actions of Dr. Martin Luther King, Jr. and other historical civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations.

6.1.5.CivicsHR.3: Cite examples from a variety of sources to describe how national and international leaders, businesses, and global organizations promote human rights and aid individuals and nations in need. 

6.1.5.CivicsCM.1: Use a variety of sources to describe the characteristics exhibited by real and fictional people that contribute(d) to the well-being of their community and country. 

6.1.5.CivicsCM.2: Use evidence from multiple sources to construct a claim about how self discipline and civility contribute to the common good. 

6.1.5.CivicsCM.3: Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives. 

6.1.5.CivicsCM.4: Examine the responsibilities of differing positions of authority and identify criteria that are likely to make leaders qualified for those positions.

6.1.5.GeoPP.6: Compare and contrast the voluntary and involuntary migratory experiences of different groups of people and explain why their experiences differed.

6.1.5.GeoGI.4: Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas. 

6.1.5.EconET.1: Identify positive and negative incentives that influence the decisions people make.

6.1.5.HistoryCC.2: Use a variety of sources to illustrate how the American identity has evolved over time

6.1.5.HistoryUP.5: Compare and contrast historians' interpretations of important historical ideas, resources and events. 

6.1.5.HistoryUP.6: Evaluate the impact of different interpretations of experiences and events by people with different cultural or individual perspectives. 

6.1.5.HistoryUP.7: Describe why it is important to understand the perspectives of other cultures in an interconnected world. 

6.1.5.HistorySE.2: Construct an argument for the significant and enduring role of historical symbols, monuments, and holidays and how they affect the American identity.

6.1.5.HistoryCA.1: Craft an argument, supported with historical evidence, for how demographics (i.e., race, gender, and economic status) affected social, economic, and political opportunities during the Colonial era.

Comprehensive Health & Physical Education

2.1.5.SSH.3: Demonstrate ways to promote dignity and respect for all people (e.g. sexual orientation, gender identity and expression, race, ethnicity, socio-economic status, differing ability, immigration status, family configuration).

2.1.5.SSH.7: Define teasing, harassment and bullying and provide examples of inappropriate behaviors that are harmful to others.

2.3.5.PS.5: Communicate personal boundaries and demonstrate ways to respect other people’s personal boundaries.

2.3.5.PS.6: Identify strategies a person could use to call attention to or leave an uncomfortable or dangerous situation, including bullying, teasing, teen dating violence, sexual harassment, sexual assault, and sexual abuse.

Career Readiness, Life Literacies and Key Skills

9.4.5.GCA.1: Analyze how culture shapes individual and community perspectives and points of view.