A learning module to import into your Blackboard or Canvas LMS course shell. Coming soon: Google Docs and Sakai versions. **If you want to preview it on a Canvas instance, go to this link: http://tinyurl.com/gfmrbt and enroll as a student.** Leighton, D. C., Grahe, J., Soicher, R. N., & Flora, K. (2020). George Floyd Memorial Racial Bias Teach-In. [OER curricular materials for LMS] http://doi.org/10.17605/OSF.IO/KM9WX ---------- **A little about why I developed this:** ---------------------------------------- I have been paying attention to the protests and civil disobedience that many people, mostly young and diverse, have undertaken in the shadow of George Floyd’s murder. I am in awe and inspired by the energy and civic-mindedness of these young people. I began to see the protests as a logical step in the greater arc of justice that Martin Luther King, Jr. spoke about. And so I began thinking about my own experience and how I became a social activist. It started when I was 4-6 years old, and accompanied my father and brothers to Washington DC for the massive Vietnam war protests. The Vietnam war protests in the 1960s spawned the “Teach-In” - a variant of the civil disobedience “sit-in” that many students engaged in as they occupied the offices of campus administrators. It was largely a way to recognize that the issues of the day demanded a more focused teaching agenda that faculty and students could engage in to learn more about the issues and become energized to take action. (See https://en.wikipedia.org/wiki/Teach-in for more detail) When my university released faculty, staff, and students from work one day in observance of the George Floyd memorials, it occurred to me that I had a perfect opportunity to create an online, self-directed teach-in for my students in my summer class. So, I birthed the George Floyd Memorial Racial Bias Teach-In, to give my students the (voluntary) opportunity to participate in a series of lectures, academic readings, actions, and reflection papers on the social psychology of racial bias and the larger issues of systemic racism. I also included a chance to pick up some extra credit by writing a couple reflection-style papers (students love points!). This was a labor of love for me, and helped me feel as if I may have contributed to the arc of justice in my own small way. ---------- **A little about adopting or adapting this Lesson Plan for your own uses:** ------------------------------------------------------------------------ I wanted to make these resources available to the larger community of faculty to use as you see fit or not. **I am publishing this under a Creative Commons license so that you may adapt, reuse, and distribute at will.** ***If you are adopting any or all of this Teach-In, please complete our adoption information form: https://forms.gle/9XnPudARMBhD5LTr5*** This is a work in progress. I did what I wanted to, and you may have different objectives - Feel free to create your OWN version and distribute it. You may have better readings, or videos, or teaching activities better focused for your objectives. I would love to hear about your improvements. I am especially interested to see it made available on other LMS platforms. If you can import it or convert it in some way to other LMSes, please do and let me know. I can publish your adaptation on the OSF site where this will be housed. Let me know if you have questions, you see any problems, or need help importing the package. Although this is focused through the lens of Psychology, please feel free to pass on to other faculty whom might find this useful. It would be very cool if faculty created versions focused on their disciplines. You may also want to contact me if you see anything incorrect, ill-advised, offensive, or wonky. Have fun, Dana C. Leighton, Ph.D. <br>Assistant Professor of Psychology, Texas A&M University—Texarkana <br>Director, Peace and Justice Psychology Lab <br>Office: University Center 222 • 903-334-6627 • dleighton@tamut.edu <br>home: http://danaleighton.net • blog: http://danaleighton.edublogs.org <br>preferred pronouns: he, him, his