illustration of different hands. text reads Teaching Our World: Resources That Honor Black Voices

Starting the Conversation

Standards

These resources are aligned to social justice standards developed by Learning For Justice.

 

Identity ID.3-5.3

I know that all my group identities are part of who I am, but none of them fully describes me and this is true for other people too.

 

Identity 4 ID.3-5.4

I can feel good about my identity without making someone else feel badly about who they are.

 

Diversity 7 DI.3-5.7

I have accurate, respectful words to describe how I am similar to and different from people who share my identities.

 

Justice 11 JU.3-5.11

I try to get to know people as individuals because I know it is unfair to think all people in a shared identity group are the same. 


Justice 13 JU.3-5.13 

I know that words, behaviors, rules and laws that treat people unfairly based on their group identities cause real harm.


A list of all social justice standards are available here.

I. Introduction

The resources in the “Starting the Conversation” section were created to help you initiate and facilitate important conversations with your students about diversity, inclusion, and representation. 

 

In this section, students will read about Bellen Woodard, the “world’s first crayon activist.” When Bellen was in third grade, her classmates referred to peach as the “skin-colored” crayon. Bellen realized that not everyone recognized or appreciated each other’s diversity. So she created the More Than Peach Project, which makes and distributes multicultural crayons that represent a range of skin tones. Bellen’s story is one of agency and can help young people understand that they have the power to make a difference.

II. Prepare for Courageous Conversations

Watch the Tips for Teachers video series. Bellen Woodard’s parents, Tosha (a law school graduate and activist) and Byron (a middle school administrator for more than 30 years), spoke with Scholastic editors about discussing race and identity with kids, how to have respectful classroom conversations, and how to ensure that all of your students feel represented and included.

III. Assess Prior Knowledge

Ask students to share what they know about diversity. They may mention differences in skin color, hair texture, or physical ability, for example. Encourage students to point out something different about themselves and ask why they think that difference makes them special. Then reinforce the idea that we’re not all the same and that’s what makes the world so interesting. 

 

In preparation for reading “A Color for Everyone” and for further exploring the other stories on this site, help students understand that all skin colors should be celebrated. Explain that skin color and race are not the same thing. The concept of race was invented by people to categorize humans into groups based on skin color. It has no biological or genetic basis. In fact, human beings are more than 99 percent genetically identical. Skin color, unlike race, is a matter of biology, which humans have no control over.

IV. Introduce Vocabulary

Below you will find terms students will come across as they read the story in this section, as well as in other discussions about diversity, race, and inclusion. Project the list for the class. Ask them to write down the terms whose meanings they would like to find out or understand better. Review terms in advance or as they come up in the story. (Definitions can be found in our Vocabulary section.) 

  • activist
  • bias
  • inclusive
  • discrimination
  • diverse
  • melanin
  • equity
  • identity
  • race

V. Read the Story

Invite students to read “A Color for Everyone” independently or in small groups. Alternatively, you may choose to read the article aloud to the class.

VI. Discussion Questions

After reading, select from the following questions to prompt whole-class or small-group discussions. Alternatively, students can respond in writing.

  1. What color were kids referring to when they asked Bellen for the skin-colored crayon? How did that make Bellen feel? Why didn’t she just hand her classmates the brown crayon?
  2. How did Bellen change the way people think and talk about different skin colors? How do her actions celebrate diversity?
  3. What does it mean to be inclusive? How is Bellen working to make the world more inclusive? Why do you think it’s important that people feel included?  
  4. After hearing Bellen’s story, many kids email her and send her letters saying that Bellen is their role model. What qualities does Bellen have that might make her a role model? 
  5. Bellen says that she wants to help kids understand each other better. How might understanding each other help make the world a better place?

VII. Connect and Extend

Invite students to choose a project to dig deeper and connect with their own lives.

  • Bellen says kids should use their voices to speak up and bring about change. What is something you would like to see changed in your community? Record a short video to share your idea with friends or family.
  • Research other activists and choose one you’d like to learn more about. Pretend you are interviewing him or her. Write five questions you would ask this person about their work.
  • One of Bellen’s goals in creating the More Than Peach Project was to make sure no one ever feels left out. What are three actions you could take to make sure that everyone in your school feels included? Write a letter to your principal outlining your plan.
  • The world would be pretty boring if everyone was exactly the same! Celebrate your differences. Make a list of three ways you are totally unique. Do the same for your best friends.

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