I'm wondering about modifying this approach for a Middle School Unit on the Civil War and Racial Injustices / Enslavement.  Very powerful approach.  I like how each day the students were doing student-based inquiries on the topic with the provided materials. and how most importantly the connection to the present day was front and center, not overlooked or rushed through.  

My question and concern is how to best approach this with some of my young male students who have cultural / family / personal prejudices that often color how they see and respond to difficult topics. (everything from shutting down and not engaging with difficult material to getting very combative)  I want to reaffirm that their voices and experiences have value, but at the same time re-enforce that so do the experiences of everyone around them; that they don't get to ignore things that make them uncomfortable.

Linda Grimmer  Your question reflects an experience that is likely evident in many classrooms.  My course of action may be to talk with a student one-on-one, to learn about how the student is thinking about the topic; does the student have questions, need clarification, have anxieties about a topic.  I may eventually ask "How would you like to contribute to this topic?"  Not every student will wish to talk in class; perhaps the student may prefer to journal with me privately.  The student and teacher may share ideas, and this degree of participation may be most appropriate.  Is there a topic of discrimination that the student would like to talk and learn more about?  Talking about difficult topics is a skill to learn, and not every student is at the same place.  Students need to feel comfortable about  their own ideas before they can be asked to address the ideas of others.  A later step is to learn how to talk with others with whom we disagree or not understand.  My high school freshmen may not be further along with these challenges than are your middle school students!

Linda Grimmer  Your question reflects an experience that is likely evident in many classrooms.  My course of action may be to talk with a student one-on-one, to learn about how the student is thinking about the topic; does the student have questions, need clarification, have anxieties about a topic.  I may eventually ask "How would you like to contribute to this topic?"  Not every student will wish to talk in class; perhaps the student may prefer to journal with me privately.  The student and teacher may share ideas, and this degree of participation may be most appropriate.  Is there a topic of discrimination that the student would like to talk and learn more about?  Talking about difficult topics is a skill to learn, and not every student is at the same place.  Students need to feel comfortable about  their own ideas before they can be asked to address the ideas of others.  A later step is to learn how to talk with others with whom we disagree or not understand.  My high school freshmen may not be further along with these challenges than are your middle school students!