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Teaching requires careful attention to the needs of all learners. How do we ensure we consistently meet them holistically? Though we live in what is considered a post-racial society, several injustices are suffered by minority groups. To combat this, many have adopted anti-racist pedagogy. Research suggests, however, that anti-racist teaching should be combined with social-emotional learning to combat negative stereotypes about various minority groups fully. This review of the literature provides insight into how to best combine anti-racist teaching and social-emotional learning for sustained academic success in elementary classrooms.

Purpose - The Girl Who Buried Her Dreams in a Can, written by Dr Tererai, profiles a cultural, yet global experience of the power of believing in one's dream. Through this study of the similarities and differences of how children in the United States and abroad live and dream of a better life, this lesson seeks to enhance students' understandings of the power and authority they possess to effect change not only within their own lives but also in the lives of countless others in world. After reading the text, students will work to create vision boards illustrating their plans to effect change within their homes, schools, communities, states or countries. They will present their plans to their peers. To culminate the lesson, the students will bury their dreams in can and collectively decide on a future date to revisit the can to determine how far they have progressed in accomplishing their goals. Design/methodology/approach - This is an elementary grades 3-6 lesson plan. There was no research design/methodology/approach included. Findings - As this is a lesson plan and no actual research was represented, there are no findings. Originality/value - This is an original lesson plan completed by the first author Takisha Durm. [ABSTRACT FROM AUTHOR]

The article offers the author's insights on the importance of social studies and addressing social injustices in the education in U.S. Topics discussed by the author include the achievement gap experienced by Black students, immersing social studies curricula to culturally relevant teaching and learning., and engagement of learners to the curricula.