Marieke van Woerkom

Through small-group activities, students learn about and discuss acts of solidarity and mutual support that can sustain us in difficult times. 

This second-grade teacher found a way to bring comfort and promote learning in stressful times.

Watch, read about — and try! — this 'snippet of magic' for younger elementary students. 

How can we turn a rough day with students into a teachable moment? Here's one teacher's strategy for a "reset" that promotes accountability. 

Young people are exposed to more troubling, tragic, and controversial events than ever before, often starting at a young age. Here are steps we can take to address upsetting events in ways that support our students.

11 tips to help you take care of yourself. 

Students learn about the demonstrations that have spread across Iran demanding women's rights and discuss how they relate to what is happening in other parts of the world, including the U.S.

An unusual hurricane season opens up an exploration of the climate crisis and steps toward climate justice. 

Students use signs from the protests following the Supreme Court’s landmark Dobbs ruling as a taking off place for discussion and dialogue on the overturning of Roe v. Wade.

Students listen to and reflect on a range of voices about the leaked Supreme Court draft ruling that would reverse Roe v. Wade. 

Students consider what it's like to be a refugee through poetry, photos, and videos, and discuss the UN statement that the solidarity for Ukrainians should "set the example for all refugee crises."

Students reflect on global headlines about the invasion and the response to it, then hear and discuss the voices of Ukrainians.

Students learn about and reflect on the life and values of the activist and thinker Archbishop Desmond Tutu, who died on December 26, 2021. 

Students learn about the science of gratitude - and one person's effort to express gratitude to every person along the supply chain who made their morning cup of coffee possible.

Students consider what it might feel like to be a refugee and how we can welcome newcomers. Older students discuss the Afghan refugees arriving in the U.S. and how we could support them.

Students discuss the concept of Ubuntu, or interconnectedness, then consider the news this summer and its impact on us and on others around the world.

Students learn about efforts by European nations to ban Muslim face coverings, discuss the impact of these laws, then reflect on the voices of Muslim women on this issue.

Students learn about and discuss why people around the world are calling for a “people’s vaccine” to protect everyone against Covid.

Students hear multiple voices about what feminism is, who is a feminist, and the evolution of feminism - and share their own thoughts and feelings about it.  

Students consider arguments over whether the filibuster should be abolished - and learn about its context and racist roots.

Students listen to and reflect on Amanda Gorman's powerful poem, which she recited at the 2021 presidential inauguration.

Here are some basic guidelines for opening up discussion on difficult issues with your elementary and middle school students. 

Ideas and resources for you to consider as you prepare for conversations with elementary students about the January 6 insurrection and the issues surrounding it. 

Students reflect on the state of democracy in the U.S. in light of the insurrection at the Capitol, and discuss news stories about events during the first week of 2021. 

Students (grades 6-12) reflect on and write about Kamala Harris and the continuing "fight to be heard," and hear the voices of young people about the barriers she has broken and what it means to them. Also see our elementary lesson.

Seeing our capacity to effect change and working with others to make it can be a powerful self-help strategy. Here are some ways to support students in acting on the issues they care about.

Activities to help middle and high school students develop the key self-care practice of positive self-talk, from affirmations to gratitude.

Activities to help elementary students develop the key self-care practice of positive self-talk, from affirmations to gratitude.

The NFL has taken a new stance toward Black Lives Matter. Students consider videos by NFL players and by the NFL Commissioner - and the history of activism by Colin Kaepernick and other athletes. 

This activity has students listen to and reflect on the voices of those who are out in the street in the wake of George Floyd's murder by police. What brings them there? And what do students think and feel about it?

This lesson has young people explore how we can use breathing to care for ourselves during times of stress – and reflect on how that works for different people. 

This lesson has young people explore how we can use breathing to care for ourselves during times of stress – and reflect on how that works for different people. 

This lesson has young people explore how we can use music to care for ourselves during times of stress - and share music they find calming with their peers. 

Music can be healing, uplifting, and calming for both adults and children. This lesson has young people experience how we can use music to care for ourselves during times of stress. 

Music can be healing, uplifting, and calming for both adults and children. This lesson has young people experience how we can use music to care for ourselves during times of stress. 

Get students moving and and enjoying each other with one of these fun activities. 

This collection of light, fun activities invite you and your students to come together and enjoy each other’s company during these stressful times, and take a break from more serious classwork.

A poem, a free-writing exercise, and class sharing can provide support for middle and high school students during this difficult period.

A yoga activity and a story about change and loss can provide support for students in grades 3-5.

Sharing feelings and discussing a story about change and loss can provide support for preK-2 students during this difficult period.

This activity uses a poem and a feelings word-creation activity to engage students in identifying and sharing their feelings. 

In these stressful times, this activity encourages students in grades 3-5 to see that we all feel a range of emotions, and that it's okay to feel them and to express them.

In these stressful times, this activity encourages our youngest students to see that we all feel a range of emotions, and that it's okay to feel them and to express them.

12 tips to help you take care of yourself in the coming weeks and months. 

As schools and districts shift to online learning in response to the coronavirus, we educators need to create supportive and caring classroom communities in this new virtual environment. Here are ten tips for doing it.

Students need a chance to share their thoughts and feelings about the coronavirus—even if our classes have gone online. Here are some guidelines for creating a supportive space for this conversation. 

This online activity provides a supportive virtual space where students can connect and gather strength during the coronavirus pandemic.

This online activity provides a supportive virtual space where school staff can connect and gather strength to support our students during the coronavirus pandemic.

This activity aims to cultivate students' empathy for those who face bias or discrimination stemming from the coronavirus by inviting them to reflect on the words of those affected. 

This lesson provides factual information for students about the coronavirus aimed at preventing students from targeting classmates who are thought to be from China. 

Basic guidelines on how to counter biased or uninformed student responses to the novel coronavirus. 

In this circle activity, students reflect on the words of youth climate activists from around the world and consider their own values and hopes for the future. 

Facebook's announcement that it would not fact check political ads touched off a controversy over social media and the First Amendment, among other things. In this lesson, students examine and discuss multiple points of view on the issue.

Segue from the summer into the new school year by having students consider the summer's news, its impact on their communities, and what kind of impact they'd like to have in their communities.

For many students, the close of the school year comes with anxiety about the transitions ahead. Try these strategies to help you and your students address those anxieties in a positive way. This is Tip 3 of our 3-part end-of-year care package. Also see Tip 1 and Tip 2. 

During the last few weeks of school, we and our students often struggle to stay focused. And yet there is still work to be done. Try these steps to keep students engaged (and yourself sane) as summer approaches.

This is Tip 2 of our 3-part end-of-year care package. See Tip 1 and Tip 3. 

These strategies, from bringing plants into the classroom to mindful breathing, can help us and our students cope with the pressures of testing season.  

This is Tip 1 of our 3-part end-of-year care package. See Tip 2 and Tip 3. 

A Courtside Confrontation and Its Aftermath

This is Part 1 of a two-part lesson that has students consider a confrontation between NBA player Russell Westbrook and a white fan and the public discussion that ensued about racism in the NBA and society at large. Part two of the lesson has students discuss an essay stemming from the controversy, by white NBA player Kyle Korver, which focuses on white privilege.

An Essay about White Privilege

This is Part 2 of a lesson that has students consider a confrontation between Russell Westbrook (a Black NBA player) and a white fan, its aftermath, and the public discussion that ensued about racism in the NBA and society at large. This lesson, part two of the series, has students read and discuss an essay stemming from the controversy, by white NBA player Kyle Korver, which focuses on white privilege.

Gratitude can reduce stress and reshape the brain. Here are two steps for practicing it.

Young people across the country are taking legal action to defend their right to a stable climate and healthy environment. In this activity students learn about the pioneering lawsuit Juliana v. United States, and discuss a short documentary about youth climate activists. 

Students look at photos, read about, and discuss some of the climate crises in 2018, then survey a range of actions being taken to address it.

Three simple steps to help us calm our brains — and our classrooms.

Now might be a good time to review what has happened over the past year,both in our lives and the wider world. In this activity, students share reflections with the help of a short video and consider a next step.  

The holidays can be a stressful time. Here are some simple steps to help us and our students handle heightened emotions - now or any time. 

Students share their thoughts and feelings in the wake of the Pittsburgh synagogue massacre, view and discuss a video about hate crimes, and hear the voices of religious and community leaders who are standing up against hate. 

By examining and discussing text, tweets, and images, students consider why a caravan of people are leaving their homes in Central America and heading north. 

Students read one high school senior’s perspective on what teenagers are learning from the Kavanaugh hearings, and share their own perspectives.

Students consider the term "Ubuntu," and the ways in which we are all connected, then discuss some of the news this summer (via tweets), and how these events affect us.

Students discuss Aretha Franklin, the "Queen of Soul," listen to her recording of the song "Respect," and consider how to ensure that everyone is respected in the classroom. 

A restorative conversation can turn a student’s problematic behavior into a teachable moment.

In communicating with students, focus on the behavior you want to see and encourage, not the off-task or disruptive behavior you want to stop.

We can help our students (and ourselves) calm down, focus, and respond constructively to stress by practicing deep, focused breathing.

Students view and discuss the viral video of two black men being handcuffed and walked out of a Philadelphia Starbucks by six police officers in April 2018. Students consider the accounts of eyewitnesses, as well as an account by the two men who were arrested, and discuss what "racial profiling" means.

Students learn about and discuss strikes by teachers in West Virginia, Oklahoma, and Kentucky, and consider how they are connected to student-led protests over gun violence.

Edna Chavez, a 17-year-old senior from South Los Angeles, made an impassioned speech about gun violence at the student led March for Our Lives in March 2018. In this lesson, students learn some background about South L.A. and consider Chavez's speech, which puts gun violence in a larger societal context.

How can activists - including young people who are organizing against gun violence - sustain themselves for the long haul? In this activity, students consider quotes from activists of all ages about their self care strategies. 

In small and large groups, students read media quotes and reflect on some of the successes that young people have booked in building a movement to end gun violence. 

In this activity, structured as a circle, students reflect on memories, quotes, and photos from the massive student-led March for Our Lives on Saturday, March 24, 2018. 

Students explore the connections between young people in Florida campaigning for gun reform and youth leaders in Black Lives Matter – and consider why the media has focused so much less attention on the latter.

In this activity, students construct a timeline of youth activism, and consider how the students who are organizing against gun violence in the aftermath of the shooting at Marjory Stoneman Douglas High School are part of a long history of youth organizing for justice, including for civil rights and immigrant rights.  

After 17 people were killed in a school shooting in Parkland, FL, students turned their grief over the loss of their classmates into actions that galvanized the nation. In this activity, participants hear the voices of the Parkland students, and consider the variety of ways they are trying to make change. 

Students learn about the term "intersectionality," and consider what role it played in the 2017 and 2018 Women's Marches.

Students learn about and discuss the remarkable success of an organization of farmworkers that is fighting abuse and demanding dignity on the job. The activity includes two short videos, discussion, and a reading.

This activity uses tweets to have students consider some of the events that put feminism on the front burner in 2017 - from the women's march to the #MeToo movement.  

Through tweets, readings, and small-group discussion, students grapple with the #MeToo movement, and how it relates to the power -or lack of power - of women.   

Students learn about a few of the thousands of people who have fled Puerto Rico after Hurricane Maria. In small groups, students  discuss their stories and consider how they may be feeling about what has happened.  This companion lesson has students explore the climate refugee crisis worldwide.     

In this activity, students consider, together and in small groups, what kind of environment allows sexual harassment and abuse to persist –  and what we can do to challenge such an environment.  

This activity uses a circle format to engage students in sharing their thoughts and reactions to the Weinstein case, using tweets from a variety of sources. A backgrounder and optional student reading helps inform the discussion.  

Students hear the performance of Lin–Manuel Miranda's song "Almost Like Praying," a benefit for the people of Puerto Rico after Hurricane Maria devastated the island. Students discuss the song, see a video about how others have responded to the ongoing crisis in Puerto Rico, and consider how they might use their own talents and strengths to help.  

In this activity, students discuss widespread protests by NFL and other athletes against racial injustice, consider tweets for and against these protests, and discuss how one group of high school athletes decided to act.   

This activity uses a circle to help students process the many disasters that have struck people around the world in the summer and fall of 2017. It includes a more extended process about the post–Hurricane crisis in Puerto Rico.  

In this activity, students watch a video about responses to the Trump administration’s decision to roll back this Obama–era program, which has allowed young undocumented  immigrants to stay in the country. Students then read and discuss a variety of opinions about the decision.  

This brief activity gives students a chance to share and reflect on the the Trump administration's recent decision to end the DACA program, which has protected many young immigrants from deportation.  

This lesson begins with activities aimed at creating a sense of community among your students, then invites them to explore issues in the news, and to consider how these issues are connected to their own lives and community.   

Students continue the exploration they began in Part 1 of what happened after a mosque in Fort Smith, Arkansas, was defaced. In Part 2, students learn about and discuss the aftermath of the event, which included an informal restorative process. The lesson is based on this New York Times story by Sabrina Tavernise.    

In this activity, students consider what happened after a mosque in Fort Smith, Arkansas, was defaced. They explore the personal stories of people in the community, including those targeted by the attack, through information gleaned from this New York Times story by Sabrina Tavernise about the incident and its aftermath.  In Part 2 of this series, students learn about and discuss the aftermath of the event, which included an informal restorative process.   

Following the violent rally by white supremacists in Charlottesville, this activity has students read, consider and discuss quotes about the presence of white supremacist symbols across our country, what the symbols represent, and what we should do about them.   

After upsetting events like those in Charlottesville, it's important for people to be able to share their feelings, talk, and be heard, in a supportive environment. This activity, which includes a backgrounder for the teacher, has students share their reflections in a circle.

Students reflect on the way their advisory or class has worked together and consider the values that are most important to them as a group now and going forward.  

Well-facilitated circles can give students a chance to listen and share their thoughts and feelings about difficult or emotional subjects. Here are some suggestions for facilitating a circle in which strong emotions surface.

  Students hear and discuss the words of a group of trans teens, see a video of them speaking to their future selves, and consider what obstacles transgender teens face.   

Students consider their own identities and hear the voices of transgender people discussing their different identities, as well as challenges they face.  

Students learn the definition of "transgender," discuss the controversy over ensuring safe access to bathrooms for transgender people, and consider ways they can be allies or upstanders for transgender students.   

This lesson explores how, historically and today, love combined with nonviolent action has helped people fight injustice and work towards what Dr. King referred to as "the beloved community."  

Students explore why it is important for people to be able to tell their own stories and relate that to Black History Month.    

Students learn about and discuss the U.S.'s existing policy for vetting refugees and what happened to refugees after President Trump signed an executive order temporarily suspending the U.S. refugee program.  

This lesson explores Trump's immigration ban and the protests and other actions that followed using photos, tweets, and headlines.   

Students learn and talk about Trump’s immigration ban and the reaction to it, and discuss the stories of people who have been directly affected.   

Our country is roiling over whether we welcome the refugees and immigrants who arrive at our door. The following activity may help open up discussion of this sensitive issue in your classroom. It invites students’ empathy and understanding by helping them to connect their own family's story to the experience of current immigrants and refugees.  

We've been doing circles at my school as a study skills course since the start of the year. It's been challenging when students act out, not respecting the talking piece. It impacts the rest of the group and their willingness to share. Do you have any suggestions of how to handle disruptive behavior of this kind? 

Students share their own experiences of bias or harassment, learn about efforts to combat the targeting of Muslim students at one school, and consider what actions they might take to counter anti-Muslim bias and harassment. 

Through small-group activities, students learn about and discuss acts of solidarity and mutual support in the wake of the presidential election.  

We've been doing circles at my school as a study skills course since the start of the year. It's been challenging when students pass, pass, and pass again. This passing seems to get contagious at times. Do you think it would work to tell students that they can't pass for more than a go round or two? How can we get some of those students to talk?

The 2016 election has caused anxiety among many students, as well as a surge in bullying and harassment in many schools. We provide suggestions for supporting students and strengthening your classroom community in these challenging times.  

Our students do circles once a week on our special Friday schedule. I haven't run any of them because I am teaching at that time. I've seen them done very well, but in some circles students simply cannot be managed. We also have "responsibility time," when we can request to speak with a child after school and follow up with behavior. We have a set of questions that we’ve been told to use with students to reflect on their behavior. This works with some, not so much with others.  Do you have any suggestions?

This activity has students step into the shoes of voters whose views they may not agree with - and roleplay a dialogue.

We've experimented with different circle sizes, and I believe there is such a thing as too big a circle. What do you think is an ideal size for circles? 

Using tweets, video and a poster, students review the history of the Black Lives Matter movement, consider criticisms of it, and examine the movement's policy goals.   

This is our third year using circles as part of our middle school after-school program. We've had some powerful experiences in circles and it's really helped strengthen our community. But I've found that students sometimes get impatient with the talking piece going around in order. Do you think it's always necessary to have the talking piece go around the whole circle? 

NFL quarterback Colin Kaepernick has added momentum to a remarkable wave of protests by athletes against racial injustice and police killings. Students discuss tweets about the protests, consider multiple points of view about them, and construct a timeline of events.   

Many educators come to our Restore360 trainings interested in new ways to handle disciplinary issues in school. They may have found the punitive approach doesn’t work particularly well and want to limit suspensions, which can be harmful to our young people. They’ve been told that restorative circles are the answer. This might be true in a larger sense but I tell people off the bat: “You can’t restore what you haven’t built.”

Through a series of engaging "opinion continuum" exercises, students explore a range of views about the phrases "Black Lives Matter" and "All Lives Matter."  

This first of three lessons on the Black Lives Matter movement serves as an introduction.  Students learn about the origins of the Black Lives Matter movement through tweets, quotes, and discussion of the movement's principles.    

Restorative circles have transformative power: They can create community where none existed before. They can connect students to each other and to the rest of the school community in meaningful ways. They can create safe, welcoming spaces to build trust and hone our skills.  They can help us take on thorny issues, from discipline problems and conflict to implicit bias and inequity.

In our feature Ask the Keeper, senior trainer and staff developer Marieke van Woerkom answers your questions about restorative circles and related practices in schools.  Send your questions to: keeper@morningsidecenter.org.

These guidelines, which we developed following last year's Paris attacks, may be helpful in the wake of the recent violence in Brussels.   

In the wake of recent anti-Muslim attacks by Trump and others, students read and discuss profiles of diverse Muslim Americans, consider how they may be feeling about recent events, and read a letter to "Non-Muslim Allies" about ways to stand up for those who are being targeted.   

Students consider what it means to be an ally and to stand up for justice by examining a famous photo of a protest  at the 1968 Olympics and then learning about and discussing the story behind the photo.  

Through readings, video and discussion, students learn about the Paris climate conference, underlying issues, and popular efforts to address climate change.  

This activity uses tweets to help cultivate caring and compassion in the wake of terrorist attacks on Paris and elsewhere.  Please also see these general guidelines for discussing these upsetting events.   

These guidelines may help you in conducting discussions with students who  may be upset about the Paris attacks.   

This classroom activity uses Halloween as a taking off point for students to share their experiences of being fearful, explore how fear is a normal part of life, and share ways we can handle our fear. The activity is structured as a circle, but can be adapted for other formats. For an introduction to the circle process, click here.  

Students share their thoughts and feelings about the experience of Ahmed Mohamed, a 14-year-old boy, a Muslim, who was arrested when school staff feared that the clock he had constructed and brought to school was a bomb.  Students read and discuss tweets from #IStandwithAhmed and view a brief video about stereotypes and bias against Muslims.   

Students learn about the debate in Europe over how to handle the current influx of refugees, consider the difference between refugees and migrants, and reflect on a poem by one former refugee.  

This classroom activity helps build community in your classroom at the start of the school year, and encourages students to reflect on some of the big issues in the news over the summer. It can be a stand-alone circle, or it can be used to jumpstart a longer term project in advisory, social studies, humanities, or history on one of these issues.  

General guidelines for talking sensitively with students who may be upset about recent acts of violence in the news.   

Circles are a powerful way for people to come together, share their thoughts and feelings, be heard, mourn and heal together. Below are suggestions for a circle to help students share their thoughts and feelings following the massacre of nine people at the Emanuel AME Church in Charleston, SC, on June 17, 2015.  For guidelines on conducting circles, see our introduction to the process here.  

Students read and reflect on a poem and on their experiences over the past year, and consider things they've learned or goals they want to set for the coming year.   

Through quotes, photos, and video, students explore responses to Freddie Gray's death while in Baltimore police custody, and the protests that followed.  

In this lesson students discuss reactions to the police killing of Walter Scott, an unarmed black man, in North Charleston, South Carolina. Students consider quotes and discuss two short videos.   

Students consider nonviolence and violence by discussing the reactions of activists, the police, and others to the shooting of two police officers in Ferguson, MO, on March 12, 2015.    

Students consider responses to the attack on Charlie Hebdo from multiple points of view by examining tweets containing different expressions of solidarity, and create their own tweets.  

Students consider a wide range of statements in response to the killing of NYC police officers Rafael Ramos and Wenjian Liu. In guided discussion, students consider the statements, what the speaker intended to achieve,  and whether they feel the statement was helpful.

After a siege in a Sydney, Australia cafe by a self-described Islamic cleric, Australian Muslims feared a backlash.  But Australians of all backgrounds responded instead with an act of solidarity through Twitter. Students learn about the news and the response, and consider how they might stand up for someone being targeted.

Students consider a range of responses to the police killings of Eric Garner and Michael Brown. 

This circle activity invites students to share their feelings about gratitude and to express  gratitude for things large and small. 

In small and large group reading and discussion, students consider the U.S. response to Ebola and the need to develop a sense of our interconnectness and responsibility to each other in the face of such global challenges. Extension activities include a video, slideshow, and additional readings.

This lesson provides factual information to students about Ebola.  Providing accurate information about the disease may help prevent misinformed students from targeting classmates who are from Africa (or thought to be from Africa), which has happened in some schools.  If students have been targeted at your school because of Ebola fears, please see these guidelines and resources for addressing this challenge.

Students learn about protests in Hong Kong (the "Umbrella Revolution") and analyze the different forms of civil disobedience protesters have used to organize for their cause. 

 In this lesson, posted in October 2012, students learn about Pakistan and about Malala's campaign for the education of girls, which made her the target of a Taliban assassination attempt in October 2012. The lesson has students read and discuss Malala's blog from her earlier days in Pakistan.    

In this activity, timed to coincide with National Coming Out Day, students learn about what it means to "pass" (as straight, as white, as Christian...) and consider what the pressure to "pass" costs individuals and society. The activity is structured as a circle, but can be adapted for use in a conventional classroom. 

This lesson uses Hispanic Heritage Month as a jumping off point for discussing how "history" is shaped and what we can do together to include a larger variety of voices and narratives in our study of history.

Students explore the mainstream media's portrayal of Michael Brown (an unarmed teenager who was shot and killed by a police officer in Ferguson, MO) and the conversation it has touched off about racial stereotyping. 

Students discuss the police killing of Michael Brown, 18, in Ferguson, MO, and consider the racial and economic backdrop to the killing and the protests that have followed. 

The remarkable poet and writer Maya Angelou died on May 28, 2014.  This activity, structured as a circle, invites students to consider Angelou’s poem Still I Rise.  It can be adapted to use in a non-circle format as well. 

For the 100 days following April 7, people around the globe will be marking the 20th anniversary of the genocide in Rwanda, which killed as many as one million people. Through a project called Kwibuka20 (Remember20), Rwandans have asked "the world to come together to support the survivors of the genocide, and to ensure that such an atrocity can never happen again - in Rwanda or elsewhere."  In this activity, students learn about and consider the lessons from Rwanda’s remarkable efforts to achieve peace and reconciliation in the two decades since the genocide. 

Students learn about Women's History Month and International Women's Day, consider people who have had an impact on them and what makes a leader, and learn about some women who have made a difference in the world.

In small and large group discussion, students explore recent developments in Ukraine and the people power movement EuroMaidan as well as other people power movements. 

Students explore life in the immense Jordanian refugee camp of Za’atari by viewing and analyzing photos and consider the U.S. response to the Syrian refugee crisis.  

Students explore the origins of Black History Month and consider where we stand today in creating a more inclusionary history in classrooms across the country.     

Two lessons use a Championship Game conflict between the Seahawks' Richard Sherman and 49ers player Michael Crabtree as a taking off point. In Lesson 1, students consider emotional triggers and how to handle them.  In Lesson 2, students look critically at how the public and the media reacted to the incident. 

This lesson focuses on a less well-known part of Martin Luther King Jr.’s legacy, but one that is extremely relevant today: the Poor People’s Campaign that Dr. King led over 40 years ago. The lesson links this campaign to current struggles to combat poverty in the US, including efforts by workers at fast food restaurants, Wal-Mart, and others to substantially increase their wages and those of millions of other Americans by raising the federal minimum wage.

Students consider the leadership of Nelson Mandela by reading and discussing quotes about and by him.

Students consider facts, myths and perspectives about Thanksgiving Day, including Native American perspectives.   

In this Circle activity, students consider what "bullying" means, learn about the controversy over bullying in the Miami Dolphins, respond to a variety of statements about this controversy, and consider how we can stand up to bullying. 

Students think about the idea of "home" and what it means to be a refugee, learn about the refugee crisis in Syria, and hear the voices of Syrian refugees. 

Students learn more about the current conflict in Syria, and consider different points of view about how the U.S. should respond.  

Students think about how to create a kind, caring classroom using an interactive poem and a drawing activity. 

An introductory circle invites participants to consider values that are important to them and the group.  

In small groups and in a fishbowl discussion, students consider how race affected the trial of George Zimmerman for the murder of Trayvon Martin. 

Students reflect on the school year through a guided visualization, Circle, and community-building activity. 

Using a Circle process, students learn a little about high-stakes testing, hear about how these tests have raised stress levels for some students and educators, and consider some steps they might take to lower any stress they are experiencing.

Circles use a highly structured process to create a safe space where people can share their feelings and experiences. Since 2011, Morningside Center has partnered with the NYC Department of Education to introduce circles into schools around New York City. Here, Morningside Center trainer Marieke van Woerkom outlines the basic elements of Circles.

In this lesson, students explore ways to be allies to those being teased, harassed, or bullied in their schools.   

Students discuss Dr. King’s views about alliance-building; consider these in light of Obama’s inauguration; learn about the alliance-building work of Ai-jen Poo, founder of Domestic Workers United; and think about things in their own lives that they might want to build alliances to change. 

The holidays are not always a joyful occasion, especially for those facing hardship or stress. In this activity, students share their feelings about the upcoming holidays and consider how they might provide some encouragement for those who are struggling.       

Students create a web and define the word "resilience," read a blog about the resilience of one Brooklyn school community that was hit by Hurricane Sandy, and consider what being prepared and resilient might mean at their own school.  

Students discuss two related issues and their impact on voters: the election's focus on ""swing states"" and the winner-take-all Electoral College system. Students discuss these issues and then take part in a roleplay to deepen their understanding.

Students consider the debate over such issues as access to contraception, abortion, and equal pay in the 2012 presidential election and discuss their own perspectives on these issues.

This activity aims to help your class get the school year off to a good start. Students share their names and a high point of their summer; learn a little about their similarities and differences; and begin considering what kind of community they want to create in their classroom.

Students come up with a working definition for democracy, then watch and discuss an animated short on the Citizens United Case. Homework prepares students for a liberal vs. conservative discussion over whether the ruling puts our democracy at risk.

Students consider opposing views about taxes and wealth, analyze charts about wealth distribution, and decide how they think wealth should be distributed.

Students consider American consumption of fossil fuels like coal, oil and natural gas; learn about new methods of extracting these fuels; and discuss their pros & cons.

Students define the terms "prejudice" "stereotype" and "discrimination," read an an article about a group of vets who took a stand against discrimination, and consider the role of an ally both in the article and at school.

In the wake of the NY Giants' Super Bowl victory, this lesson contrasts the Giants' style of coaching and leading with that of the Jets, a team the Giants recently defeated. In the process, students consider: What makes a leader effective? What does it take to foster teamwork?

Students use a remarkable 1957 comic book to learn about the Montgomery Bus Boycott and the real nature of the civil rights movement. 

Students consider nonviolence as a strategy for intentionally building public support in both the Civil Rights Movement (as expressed by Martin Luther King, Jr.) and the Occupy movement.

In this lesson about a complex issue, students read a description of the current crisis in the European Union and conflicting views about how to address it, including the debate over "austerity" vs. "stimulus." Then they participate in "fishbowl" discussion of the issue.

Five activities use different methodologies to help you and your students reflect on the year and look ahead to next year.  

Students work in groups to come up with a definition of 'democracy,' then read and discuss an article on Occupy Wall Street's decision-making process.  

Students explore the question of taxes, Obama's recent 'Buffett Rule' proposal, and Republican charges of 'class warfare.'

  In the wake of the execution of Troy Davis on September 21, students consider the death penalty through a web, a social barometer activity, readings and videos.

  In this interactive workshop, students explore what escalates and deescalates conflict, consider nonviolent action as an assertive response to conflict, and learn about Occupy Wall Street's use of nonviolence as a strategy.

With the help of a short video clip, students explore the 'life cycle' of a plastic bag and develop a 'reduce, reuse, recycle' action plan.

After viewing a short video clip, students consider the effect all our waste has on the environment and develop a 'reduce, reuse, recyle' action plan.

Students will: consider different natural disasters look at events in Japan since the massive earthquake on March 11, 2011 read and discuss quotes from Japanese people and others about the disaster make cranes and create messages for the people of Japan

In this high school level lesson, students share their reactions to bin Laden's death, read and discuss background information, and then consider a range of responses to the killing. Includes guidelines for discussing this sensitive issue.

High school students consider concepts of "environmental racism" and "environmental (in)justice" and view and discuss an online clip about the dumping of electronics. Homework assignments suggest further study of this issue and the Gulf Spill anniversary.

Elementary students consider how much water we consume and what impact it has by hearing some facts and discussing the story of one girl's water consumption.

Students listen to a radio segment about events in Libya and the challenges of reporting from that country; consider events in Libya through a timeline and Twitter messages; and discuss their view of unfolding events in the Middle East.

Students discuss their own experiences of helping others, then view and discuss a brief video about Japanese children who are working together to help their community in the wake of the earthquake and tsunami.

Students think about women they admire, learn about African leader Maathai, and discuss the Peter Gabriel song Shaking the Tree.

Students consider a song, a video interview, and readings in exploring the events unfolding in the Middle East & North Africa.

Students learn about the youth-led movement and consider what it takes to act assertively to organize for change. They view and discuss a video relating Martin Luther King Jr.'s statements to events in Egypt.

High school students read and discuss an article describing the role of the youth movement and consider quotes from Gandhi on the power of nonviolence.

"Students consider four different views of what should motivate US policy toward Egypt, then have a dialogue about it. (For more on Egypt, see War, Peace, Terrorism & Other Global Issues below.)"

Students read two news stories about the protests in Egypt and consider the players and their roles.

Students create a "peace web,"consider the situation in Sudan through discussion and a video clip, then reconsider what it takes to achieve peace.

This usually happy season may also bring up negative feelings for some students--perhaps because of family tensions or divisions, health problems or financial stress. It's important to take this into consideration as we talk about the holidays in the classroom. This classroom activity is aimed at raising students' sensitivity and providing some encouragement for those who may be facing hardship during this holiday season.

In the wake of the suicides of six gay teens who had been bullied or cyberbullied, this lesson helps high school students consider the issue of cyberbullying and how we can make cyberspace -- and all space -- safe for everyone, including LGBTQ students.

This lesson asks children to watch and discuss three public service announcements by the Council on American Islamic Relations featuring Muslims who were part of the 9/11 rescue effort; consider the news about the controversy over the Cordoba Project ("Ground Zero Mosque"), and discuss a Niemoller poem that relates to standing up for the rights of others.

Students talk about their cultural heritage, watch an online video about American Muslims, discuss their understanding of Islam and Muslims, and share their own experiences of being treated unfairly.

Students discuss the massive BP oil spill and view two short videos as they consider what happened in the gulf, their own consumption of oil, and who should be held responsible for the spill.

Marieke van Woerkom's activity helps younger students consider how Haitians are faring now that the news media has largely moved on.

Help your students learn about the earthquake and Haiti's history, and brainstorm about how they can help Haitians now and in the long run.

Through engaging activities, video, and small-group discussion, students consider the Montgomery Bus Boycott and how they might stand up against injustice in their own lives.

Students consider our 10% unemployment rate from a numerical, social and emotional perspective, including through photos from the Great Depression.

Marieke van Woerkom uses an engaging game with M&Ms to help students see how insurance works and to touch off discussion on the current reform debate.

Students consider their views about Iraq and reflect on one young Iraqi refugee's view of the U.S.

Educator Marieke van Woerkom provides timeless guidelines for opening up discussion on difficult issues--like the current economic recession--with your elementary and middle school students. Also included: links to resources on the economic crisis to inform the class discussion.