KC Kids Unite Week 3 Curriculum Podcast Transcript and Resources

Podcast Transcript:

The third and final week of the curriculum asks students to envision “Where they’re going?” with a focus toward activism.  Using the text, Courage of the Blue Boy, students consider the impact of environment on our existence and behavior within a broader global society.  After reading the text, students create a neighborhood map complete with street names, landmarks, neighbors’ houses, memories and meaningful spaces that make their neighborhood unique.  They highlight each place by “zooming in” on them through artistic and/or literary means.  Students then write about a place (or two) that has particular significance to them. The priority in this lesson is to share, from a place of personal strength, what makes your space stand out from all others and why.  

Before drafting their neighborhood map, students discuss the following questions:

  • How did the author use color as a symbol to express a larger message?  
  • What does the author want the reader to understand?  
  • Have you ever been somewhere you felt out of place?  Where? Why were you uncomfortable?  

Having this opportunity to brainstorm the text and community in conjunction with one another sets the students up begin drawing their neighborhood map with greater intention, critically thinking about their use of color and what message they want their map to portray that accurately depicts their community or neighborhood.  This again layers in the conversation of stereotypes from week 1–what is it that people believe about our communities? Is that accurate? If not, why is this the image being portrayed? How do we change it?

The next day students watch the documentary, Our Divided City to gain a broader understanding of how communities are isolated and marginalized in Kansas City.  We also read the book, The Other Side by Jacqueline Woodson, connecting the symbolism of the fence in the text to the Troost Wall in Kansas City. Students work more closely with Kansas City’s history learning about the injustices plaguing our city today, and the historical implications of this that we are still working to overcome.  Students return to their neighborhood map, considering where they see division and unity within their own community, what causes it, and how we can continue to spread unity and fight against division. Students get time to work on their maps on this day as well.

For the socratic seminar, students bring forward the idea of beauty from the week prior to consider their role in creating unity and beauty within their communities, which include, but are not limited to their classroom community, school community, neighborhood, sports and extracurriculars.

To culminate the week with collaborative group work, we read Maybe Something Beautiful by Isabel Campoy and The Day You Begin by Jacqueline Woodson to continue contemplating meaningful change in our community.   Students develop a place-based writing piece focused on the impact of one’s community in shaping their identity within the world. They also analyze their map for its unseen or unrecognized beauty.  They consider what Mira did to bring beauty into her community. They consider the stories of Nadja and Rigoberto and Angelina in The Day You Begin to think about how they used their voices and personal stories to bring about change. The place-based writing students create works to the same for the youth of Kansas City, and leads them into the culminating community and art-based field trip with a passion and fire for change!

 

Books:

Multimedia Resources:

Our Divided City: https://www.youtube.com/watch?v=UJS9aPW8kd4

 

Podcast Episode #3 Transcript and Resources for KC Kids Unite Week 2 Curriculum

Podcast Transcript:

During the second week, students navigate the present by inquiring, “Who am I?”   The text, The Best Part of Me by Wendy Ewald, guides us in the topic exploration of internal beauty and its importance over the image of external beauty projected by society.  Students spend time drawing and writing about the best part of themselves and how they are able to contribute to the broader community through these features.  The following day students watch an Ellen clip that addresses the nonsensical standards and definitions surrounding beauty in our world today. Doing it only as Ellen can, through humor, viewers see the superficiality placed on beauty through marketing, and what it means to look at and for beauty through more authentic means.  After viewing, students get in small groups to discuss what beauty means to them, how are there different ways to be beautiful, is beauty important, and where is beauty found in your everyday life. The following day, two of those questions are brought into the socratic seminar for even deeper discussion. The two questions are–what does beauty mean to you and beyond yourself, where do you find beauty in your everyday life?  This socratic seminar leads into the collaborative group work at the end of the week, which again culminates with several potential products. The first is students recording themselves on video recording site, Flip Grid, to share their answers and discussion points from their small group and socratic seminar discussions from the previous day. If you have not used Flip Grid before it is incredibly user friendly and allows a space for students to outline their notes/thoughts on screen to reference as they record themselves, making the recording feel more natural and authentic.

 

To connect to week one, students work with the art teacher to create a class mural representing each person’s skin tone through a painted handprint.  In this activity, students mix the three primary colors–red, yellow and blue–to create their unique skin tone. Finding it’s not possible, the colors white, brown, and black are added for shading.  As students find it necessary to use 4-5 colors to create their skin tone they realize none of us can be labeled by a single color and, that just like fingerprints, no two skin tones are the same. Two additional books that can lead into the paint project are Shades of People by Shelley Rotner and The Skin You Live In by Michael Tyler.  Then using their skin tone paint, they also create a self portrait, highlighting what makes them beautiful, referring back to the work done at the beginning of the week with Wendy Ewald’s text, The Best Part of Me.  In addition to the self portrait, they also write creatively about the best part of themselves. These are hung about the room for a gallery walk, offering the opportunity for their peers to provide feedback and see the work of each student.  Some teachers have even published them into their own classroom version of the Best Part of Me and put that book in their classroom library.  Having established a strong sense of identity over the past two weeks, students enter week three empowered to take action.

 

Thank you for listening, and we hope you join us again tomorrow for the final curriculum episode where we’ll review week 3. Unrelated to that,  I do think there was something funky going on with my sound tonight and I couldn’t get it fixed, so if you had trouble hearing any parts of this know that I’ll post the transcript to the blog and you can find the information there too along with the resources and student work mentioned here.  Again the blog URL is http://www.kckidsunite.blog. I hope you’ll check it out. Thanks!

 

Books:

The Best Part of Me

Ellen Clip: https://youtu.be/BCMr6BZFHzo 

 

Student Work:

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KC Kids Unite Podcast Episode 2: Curriculum Overview and Week 1 Resources

See below for images and links to resources outlined in the latest podcast found on Anchor, Google Podcasts, Spotify, Breaker, Pocket Casts, and Radio Public.

Texts:

If She Only Knew Me

 

Multimedia Synthesis Resources:

Momondo Video Link: https://www.youtube.com/watch?v=tyaEQEmt5ls

National Geographic Twins video: https://video.nationalgeographic.com/video/magazine/00000162-0d8a-dfb4-a1ef-1fdbb79f0000

Georgia Ella Lyons “Where I’m From”

http://www.georgeellalyon.com/where.html

January Teacher Workshop + Podcast Launch!

Amidst a brutal Midwest winter, teachers from around the Kansas City area gathered in late January to meet for the first time and participate in the first of two professional development workshops required of the KC Kids Unite program.  The objectives for this day included establishing goals for ourselves and our students, planning for the initial launching in classrooms, thinking globally about community, and locally about the racist real estate practices that dominated the housing in market from the 1950s through the 1970s, creating the Troost Wall and dividing Kansas City’s communities into present day.

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Teachers considered community from the perspective of city, school and classroom.  They thought about how they would describe each of those communities and what factors existed that made them feel a part of something bigger that themselves.  We then read “Building the Troost Wall” in Kevin Gotham’s book, Race, Real Estate and Uneven Development.  This chapter outlines, in detail, the inner workings of the Kansas City Missouri School District in conjunction with the discriminatory real estate practices of J.C. Nichols, developer of the Mission Hills subdivision and Country Club Plaza, who embedded racial covenants within the deeds of his properties, ensuring no blacks owned or resided  in them.  We discussed the reading using the protocol, What?, So What?, Now What? to share what information was new or relevant in our work today, why its implications are still impacting the residents of Kansas City and what action looks like to start addressing some of these issues.

Our day concluded with teaching partnerships getting time to work on an instructional plan for Week 1 of the curriculum, where students conduct family history to learn more about their ancestry and ethnicity.  They watch the video, The DNA Journey to launch their research and teachers use an enlarged map to mark the different countries representative of each of our students.

An added feature to enhance the experience of our students and provide an additional outlet to connect is our very own KC Kids Unite podcast!  Hosted by Anchor, this podcast will serve to share our mission and the stories of participating students from various angles.  Stay tuned–the opening episodes are being recorded as we speak!  Tune in by downloading the Anchor app on your phone and searching KC Kids Unite or head over to the following URL: www.anchor.fm/kckidsunite.

Podcast Image

Approaching Awareness of Bias in the Elementary Classroom

“Unconscious bias” has become a heightened and sensitive term in recent years through the movements of #BlackLivesMatter, #MeToo, and #NoBanNoWall to name a few.  Many companies and institutions, education not excluded, have undergone and provided extensive training to help their employees unearth various levels and areas of bias that reside within each of us.  As we have become increasingly aware of the ways in which we view the world from a prejudiced stance, we are often left to wonder what impact this is having on our youth.  Are they old enough to be aware?  Are the subconsciously inheriting our biases by being connected to us?  Have they already started developing biases of their own through popular culture and the social circles in which they belong?

It’s difficult to truly know and negotiate the answers to these questions.  If you were to ask them, they’d likely say, “No.”  After all, these are unconscious biases.  At a more humane level, even if we do know bias exists within us, we don’t want to admit it to others.  Children are no different.  Yet, knowing the subtle and subconscious messages voiced through the media and relationships in every facet of our lives, we would be irresponsible to ignore this deeply rooted truth or pass it along as irrelevant to our youth.  While are children may not be aware, WE ARE!  And if prejudice is to be eradicated it must first start with awareness that moves into to action.

As this project works to raise that awareness in communities and ignite ways in which each child can take action to rectify a prejudice mentality, the texts Chocolate Me! and Mixed Me! serve as a perfect conduit into the conversation.  Written by Taye Diggs and illustrated by Shane Evans, a Kansas City resident, these texts serve as an age-appropriate and important entry point for students to begin thinking about slurs, stereotypes, and casual comments made that play into the perpetuation of African American and mixed race children as other.

Each story is told from the vantage point of a youth representing said racial demographic, and the words and actions imposed on them daily due to the color of their skin.  As you read, it easy to identify places in which you, too, have likely made racially inappropriate or insensitive comments that for too long have been accepted as the “norm” or a funny joke punchline.  We can all learn important lessons from Taye’s words in knowing how to enter the world with more empathy and a broader understanding of the ways in which we should celebrate humanity.

The links below will take you to an interview with him on the Today Show talking about the writing of Mixed Me and read alouds of each text (click on the book covers to be taken to the site).

chocolate-memixed-me

KC Kids Unite Teacher Spotlight: Katie Bruns

teacher spotlight

This week we spotlight, Katie Bruns, 3rd grade teacher at Brookside Charter school.  She is joining KC Kids Unite for the first time this year, and we are thrilled to have her and her students’ participation in this work!

 

Katie describes her students as curious and very aware beings. They are full of energy and often misunderstood because of it. They have great strength with many of them overcoming tremendous adversity. She is in her 7th year, and this is her toughest and best year all wrapped up into one bundle. Her students are very curious to learn about people and how they are different, but also have expressed some uncomfortably in this as well. She’s hoping to enlighten them in this process.

As a teacher, Katie is committed to helping her class find just how powerful they really are. Many of them say things that would make an outsider think they feel hopeless. Katie is a teacher who wants every student to know they are important, that they can make a difference in this world, and that they matter. She has so much gratitude for each group of new students she gets as they teach her new things each year.  This year, she has learned the real definition of patience and has become a better teacher and person because of it.  She’s been forced to find balance between the academic learning side of school and the development and encouragement of the whole child.

In Katie’s class learning comes alive when it feels powerful and purposeful. It makes her feel like there is not anywhere else in the world she should be.

She establishes community as trusting partnerships. Before she always thought a community was where a person was raised, a group of people that came from the same place, raised in similar ways, and doing similar things. After moving to Kansas City and falling in love with her school, students, their families, and other organizations that she’s involved in, she has learned to understand that community can be any group of people, large or small coming together for the greater good of a cause. Her school and involvement in many different organizations in Kansas City has changed and shaped her definition of community. Teaching, feeding the homeless, helping at Harvesters, college organizations, alumni boards, NAATE, GKCWP… each thing that she does changes, enhances, and develops not only the definition of community but the feeling of it.

Because of this, her students have a very large sense of pride and community within her classroom and in the school for the most part. She would like her students to take a greater sense of self pride and acceptance in the ability to be a part of a greater community, in the school, in their neighborhood, and around the community. Factors that contribute to being a part of a community are some of the things that her students often talk about. They talk about trusting others, feeling safe to be themselves, feeling safe to look or talk the way they do in public, feeling accepted and cared for.  

Katie was drawn to KC Kids Unite because of the mission they have in place. The idea of encouraging kids to understand their value and other kids’ value (even when they are different than you) is a goal sometimes hard to achieve outside the classroom doors. She hopes her students learn about themselves and others and use that knowledge to see their community of peers differently than they did before going through KC Kids Unite.

katie bruns

Welcome to the project, Katie!

 

Teacher Spotlight: Christa Jessup

teacher spotlight

This week we welcome Christa Jessup, a 5th grade teacher at Line Creek Elementary in the Park Hill School District.  This is her 3rd year participating in KC Kids Unite and we are so fortunate to have her leadership in our work!

Christa describes her students as an eclectic assortment of beautiful souls.  Many students are siblings of students she’s had in the past.  The majority of the parents know her well. This is the best group of kids she’s had in ten years.  They are excited about learning and helping others. They initiate neighborhood service projects and lots of quality academic work outside of class to share with peers.    

As a teacher, most days, she feels confident addressing what comes her way.  There are days, here and there, when she feels the need to tap into the strong network of educators she’s encountered to gain insight.  She’s thankful for previous students that have challenged her and for the opportunities she’s been able to be a part of at the school and district level.  She’s definitely feeling fulfilled and like she’s doing what she’s supposed to be doing. Most of all, she’s thrilled to wake up and share each day with her students.

Learning comes alive when it feels meaningful… and fun. Can’t forget about fun!  

Christa believes community is fluid.  It’s any group of people or location that makes you feel a sense of comfort.  When she was younger, I felt like my definition of community was my hometown- more of a geographical location.  As I’ve gotten older, I feel like my definition of community grew because I learned and acknowledged that many places and people can provide a sense of community.  My understanding and definition of community changed because I changed. I’m sure it will continue to evolve.

Within a community, she’d love for her students to feel a sense of community within classroom, school, neighborhood, family, friend network, and organizations of choice.  The factors that create a sense of community are freedom to be self (acceptance), trust, emotional safety, and physical safety. These factors all lead to one essential element- comfort.

Christa has been drawn to KC Kids Unite since its inception.  The idea to encourage kids to feel valued and to value others is often the heart of any teacher.  Each year, she feels like her words to introduce and explain the KC Kids Unite Program to families pales in comparison to what is actually felt and experienced by families after participating in the KC Kids Unite Program.  She anticipates this year will be the same- her students will be emotionally impacted by learning and sharing about oneself and community, as well as connecting with other kids in Kansas City.

Christa Pic