Core Standards (Adapted from Teaching Tolerance)

Identity
1. Students will learn to develop positive social identities based on their membership in multiple groups within society.
2. Students will develop language, historical, and cultural knowledge that affirm and accurately describe their membership in multiple
identity groups.
3. Students will learn to recognize how people’s multiple identities interact and create unique and complex individuals.
4. Students will learn to express pride, confidence, and healthy self-esteem without denying the value and dignity of other people.
5. Students will recognize traits of the dominant culture, their home culture, and other cultures to understand how their own identity
interacts in multiple spaces.

Diversity
6. Students will understand how to express comfort with people who are both similar to and different from them and how to engage
respectfully with all people.
7. Students will develop knowledge and practice language to accurately and respectfully describe how people (including themselves)
are both similar to and different from each other in their identity groups.
8. Students will respectfully express curiosity about the history and lived experiences of others and will understand how to exchange
ideas and beliefs in an open-minded way.
9. Students will respond to diversity by learning to build empathy, respect, understanding, and connection.
10. Students will examine diversity in social, cultural, political, and historical contexts that authentically represent and reflect each
identity group.

Justice
11. Students will learn how to recognize stereotypes and relate to people as individuals rather than representatives of groups.
12. Students will learn how to recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or
systemic level (e.g., discrimination).
13. Students will analyze the impact of bias and injustice on the world, historically and today.
14. Students will explore power and privilege and their influence on interpersonal, intergroup and institutional relationships and
consider the effects of those relationships (both intrapersonal and interpersonal).
15. Students will identify and explore figures, groups, events and a variety of strategies and philosophies relevant to the history of
social justice around the world.

Action
16. Students will understand the power of empathy when people are excluded or mistreated because of their identities and recognize
when they themselves experience bias.
17. Students will recognize and understand their role and responsibility in situations of exclusion, prejudice and injustice.
18. Students will learn how to speak up with courage and respect when they or someone else has been hurt or wronged by bias.
19. Students will learn how to make principled decisions about when and how to take a stand against bias and injustice in their
everyday lives and understand the repercussions of such decisions.
20. Students will learn how to plan and carry out collective action against bias and injustice in the world and reflect on what strategies
are most effective.

Standard Middle School Outcome How it Translates to a Band Classroom

Identity 1 I am comfortable with who I am and am able to talk about Being able to freely discuss and contribute to class discussions
myself and family within the group identities we identify involving own culture when comfortable.
with.

Identity 2 I understand the history behind my culture and am able to Contribute to the study of music of own culture if comfortable.
draw connections between myself and others within my Understand the connections between music of cultures and the
identity groups. history that has influenced the creation of the music.

Identity 3 I understand how the different parts of me and others Draw connections from the backgrounds of the
combine to make us who we are and that I nor anyone can be composers/arrangers under study. Understand the cultural and
defined by only one identity. historical aspect of a piece of music that combine together to
make it what it is.

Identity 4 I am confident with my identity and understand that who I am Being a confident leader in the classroom, musically and by
 equal to that of other identities example.

Identity 5 I recognize the similarities and differences between my own Contrast differences between cultural music examples. Apply
and other cultures and am able to recognize how to be myself those to the performance, composition, or improvisation of
in a variety of settings. that music.

Diversity 6 I understand how to interact with people who are similar and Interaction and collaboration with ensemble members,
different than me and how to show them respect. audience members, other band students and teachers.

Diversity 7 I am able to accurately and respectfully describe ways that Being able to verbalize or in writing, discuss cultural
people (including myself) are similar to and different from differences, musical or otherwise, in an authentic and
each other others in their identity groups. cognizant way.

Diversity 8 I am curious and understand how to respectfully ask Participate in class discussions on culture, race, rights, and
questions about the culture and identity of others and engage other pertinent issues. Engage in critical questioning of the
in open and honest discussion on various topics about those culture and music under study. Explore current issues through
topics. music.

Diversity 9 I am able to relate and understand the experiences of people Build empathy through the study of music. Being able to place
and cultures different from me and understand any yourself in the shoes of a composer or subject under study.
similarities and differences between our experiences.

Diversity 10 I can explain how the way groups of people are treated today, Understand how history affects the creation of music. Explore
and the way they have been treated in the past, shape their the factors that influence the creation of music with social just
group identity and culture purposes.

Justice 11 I can relate to people as individuals and not representatives of Recognize common characterizations and representations in
groups, and am able to name some common stereotypes I music. Be able to critically discuss and assess their use.
observe people using. Identify solutions that can be implemented

Justice 12 I can recognize and describe unfairness and injustice in many Discuss and recognize the role of music in unfair and unjust
forms including attitudes, speech, behaviors, practices and practices. How has music been used in history towards those
laws. means? How has music sought to alleviate those issues?

Justice 13 I understand how biased words and behaviors and unjust Recognize and understand the effect of bias practices through
practices, laws and institutions can limit the rights and the course of music history. Understand and evaluate potential
freedoms of people based on their identity groups solutions to unjust problems.

Justice 14 I recognize that all people (including myself ) have certain Reflect on privileges associated with music and band. Is
advantages and disadvantages in society based on who they everyone able to be in band? What barriers are created by
are and where they were born. band? Can we do anything about them? Same with the music
that is played most often by bands.
Justice 15 I know about some of the people, groups and events in social Understand the history behind protest music and music for
justice history and about the beliefs and ideas that influenced unjust means. How has it affected those it has either fought for
them or tried to pin down? Same for music that advocates or raises
awareness.

Action 16 I am concerned about how people (including myself ) are Build empathy and understanding for others in these
treated and feel for people when they are excluded or situations. Identify music that serves these needs and how it
mistreated because of their identities. advocates for them.

Action 17 I understand how to stand up for myself and for others when Understand how music can be used as a means of voice and
faced with exclusion, prejudice and injustice. power and the responsibilities that go along with that. How do
we advocate for others through music? Composition project.

Action 18 I can respectfully tell someone when his or her words or Understand through practice, verbally and in writing, how to
actions are biased or hurtful. respond in an appropriate manner. May be done through class
discussion and projects such as composition project or
community projects.

Action 19 I know how to speak up or take action when I see unfairness, Understand how to properly advocate for others and the
even if those around me do not, and I will not let others consequences of those actions. Can be accomplished through
convince me to go along with injustice. composition project, concerts in the community, fundraisers,
and other class projects.

Action 20 I understand how to work with friends, family and Students work together to create and organize events around
community members to make our world fairer for everyone, SJ initiatives. Create groups and learn what it takes to work
and how to plan and coordinate our actions in order to together to successfully give voice to those in need.
achieve our goals.