Resources for Talking with Students about the Insurrection at the Capitol and Georgia Run-Off Win

Resources compiled by Jayne Sohn

It is important to note that conversations on these topics should be ongoing and that brave spaces should be created with clear norms for classroom conversations. It is not assumed that any of these pieces are comprehensive and all-inclusive, but can be used to spark discussion and offer multiple perspectives. As always, we encourage schools engaging in classroom conversations to use critical literacy skills as part of the process. Our resources Discussing Current Events: Part of a Regular Classroom Practice and Critical Literacy Questions To Support Critical Thinkers And Readers may be useful to refer back to.

 

Insurrection at the Capitol

Teaching Ideas/Strategies:

Building Background Knowledge for kids:

 
Screen Shot 2021-01-10 at 9.08.58 AM.png
Screen Shot 2021-01-10 at 9.09.10 AM.png
 
 

Teacher/Student Resources

 

Picture Books for K-2:

  • The Breaking News by Sarah Lynne Reul - Youtube Read Aloud link

    • “When devastating news rattles a young girl's community, her normally attentive parents and neighbors are suddenly exhausted and distracted. At school, her teacher tells the class to look for the helpers―the good people working to make things better in big and small ways. She wants more than anything to help in a BIG way, but maybe she can start with one small act of kindness instead . . . and then another, and another.Small things can compound, after all, to make a world of difference.”

pasted image 0.png
 
  • Come With Me by Holly M McGhee - Youtube Read Aloud Link 

    • “When the news reports are flooded with tales of hatred and fear, a girl asks her papa what she can do to make the world a better place. “Come with me,” he says. Hand-in-hand, they walk to the subway, tipping their hats to those they meet. The next day, the girl asks her mama what she can do—her mama says, “Come with me,” and together they set out for the grocery, because one person doesn’t represent an entire race or the people of a land. After dinner that night, the little girl asks if she can do something of her own—walk the dog . . . and her parents let her go. “Come with me,” the girl tells the boy across the hall. Walking together, one step at a time, the girl and the boy begin to see that as small and insignificant as their part may seem, it matters to the world.”

Screen Shot 2021-01-10 at 2.04.19 PM.png
 
Previous
Previous

Discussing Current Events: Part of Regular Classroom Practice

Next
Next

Setting Clear Norms: Supporting Meaningful Conversations for Students and Staff