Community agreements are created together–a way to define, account, and share ways of being in the classroom. It is one of the first acts of collaboration in a classroom should that be the kind of environment you want to encourage.
Developing Community Community Agreements From UNC Greensboro
Developing Community Agreements From The New School
Developing Community Agreements From UC Berkeley
The Pulitzer Center has created guides for various ways you can teach The 1619 Project, The New York Times’ Pulitzer Prizer-winning long form journalism project by Nikole Hannah-Jones.
You can view the original project here. Listen to the podcast here.
And you can view the curriculum here.
From https://sites.lsa.umich.edu/inclusive-teaching/social-identity-wheel/:
“The Social Identity Wheel worksheet is an activity that encourages students to identify social identities and reflect on the various ways those identities become visible or more keenly felt at different times, and how those identities impact the ways others perceive or treat them. The worksheet prompts students to fill in various social identities (such as race, gender, sex, ability disability, sexual orientation, etc.) and further categorize those identities based on which matter most in their self-perception and which matter most in others’ perception of them. The Social Identity Wheel can be used in conjunction with the Personal Identity Wheel to encourage students to reflect on the relationships and dissonances between their personal and social identities. The wheels can be used as a prompt for small or large group discussion or reflective writing on identity by using the Spectrum Activity, Questions of Identity.”
I’ve used the Social and Personal Identity Wheel exercises at the start of the semester to help invite our identities into the classroom spaces. I stress that our identities inform our perspectives and interpretations and are what provide the unique ways we will perceive and write about the essays and stories we read.
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