Government

Younger students don’t spend much time thinking about laws, or how they are created. They understand laws as “rules” that are meant be followed, and that the appearance of police officers and general unpleasantness may occur if the rules (laws) aren’t obeyed. It’s not until upper elementary and middle school that students really start to grasp the notion that laws don’t just arbitrarily happen, but are in fact the result of a lengthy process that often takes unexpected twists and turns.

Millions of people around the globe have been thunderstruck and horrified by the devastating earthquake, tsunami, and resulting nuclear crisis that have unfolded in Japan in recent weeks. Stark images of the utter destruction left in the tsunami’s wake replay continuously on news reports, leaving viewers wondering how the affected communities can possibly rebuild after such a tragedy. Where does one start? The sheer scope of the destruction seems overwhelming.

Every year in the weeks between Martin Luther King, Jr. Day and Black History Month, teachers produce lesson plans and activities on the subject of race and racism. It’s an important topic, and one that is hopefully addressed throughout the school year as needed, rather than relegated to a six-week period each year. Still, the subject of race can present a challenge to many teachers, especially in a racially diverse classroom where misunderstandings can easily bloom.