Students read Mitali Perkins's essay "Magic Carpet" about cultural assimilation, then discuss questions about hiding parts of one's identity before writing privately about a time they (or someone they observed) concealed a cultural trait — or composing a story, song, or poem saying goodbye to a part of themselves they sometimes disown.

Students examine and challenge gender stereotypes by analyzing outdated messages and creating modern comics that promote gender equality.

Students reflect on their identity and heritage by writing personal poems inspired by Langston Hughes’ My People.

After listening to "The Dark and the Light" story, each student designs a poster presenting their own idea to make the world better — including a step-by-step plan — then presents it in a class exhibition where judges and peers vote on their favorites.

Using IMAGINIFF game cards, students select which of six descriptors best fits each important person in their life (a parent, coach, friend, etc.) and write it down — including at least one card about themselves — then share their descriptions and discuss whether they tend to view the people in their lives through a positive or negative lens.

Students reflect on what happiness means to them individually and collectively, then collaborate to create a shared classroom vision of happiness.

Students explore the concept of “freedom dreaming” by reflecting on Black history and envisioning a future shaped by justice, creativity, and collective joy.

Almost every teacher has heard students use the expression, “that’s so gay” as a way of putting down or insulting someone (or to describe something). These lessons will help students examine how inappropriate language can hurt, and will help them think of ways to end this kind of name-calling.