ABOUT

BELIEF STATEMENTS

To implement the We Do It 4 the Culture™ curriculum with fidelity, it is important that you agree with each of the below belief statements.

I believe that social-emotional learning is an integral part of establishing a positive school culture.

I believe that students should have a voice and choice in their learning process.

I believe that hip-hop is a powerful tool for storytelling and community-building.







WHAT WE'VE DONE

100+

TRAININGS

65+

PARTNERS

3,000+

SUBSCRIBERS

INDIVIDUAL VS. SCHOOL SUBSCRIPTIONS

INDIVIDUALS

If you’re a teacher interested in introducing a few We Do It 4 the Culture™ lessons with your class, but don’t have full school buy-in to adopt a new SEL curriculum yet, an individual subscription is a great option!

You receive access to our full library of lessons for one year.

SUBSCRIBE TODAY

SCHOOLS & NONPROFITS

Want to take it a step further? If your school or organization is looking for a new curriculum to engage your students and build strong relationships, consider a school or nonprofit We Do It 4 the Culture™ subscription.

You receive school-wide access to all content on our platform plus training to help you feel confident about incorporating the curriculum with your students.

LEARN MORE

FEATURES

SEL ALIGNED

The culturally-responsive lessons are created to support and explicitly teach strategies that uphold the five competencies of social-emotional learning for grades 6-12.

  • Self-Awareness
  • Self-Management
  • Social Awareness
  • Relationship Skills
  • Responsible Decision Making

SUPPORT & TRAINING

Social-emotional learning without an equity lens fails to acknowledge the deep cultural connection between how emotions are manifested and managed.

We Do It 4 the Culture™ provides live and virtual professional development to support users in grounding their SEL practice in culturally responsive and hip-hop education pedagogies.

CONSISTENT LESSON ELEMENTS

All lessons include the same four elements:

  • CYPHER: Within the cypher (circle), the tone is set for the group. Rituals such as mindfulness or reflection activities help to engage students.
  • ICEBREAKER / HOOK: The hook is the initial activity that gets the students “hyped” for the lesson to come.
  • LESSON: Interactive lessons allow for student voice and interactions, both in-person and virtually.
  • DEBRIEF / EXTENSION: In order to assess whether the lesson resonated with students, debriefing questions and extension activities help to reinforce ideas and learnings.

MEDIA BASED

The majority of the lessons engage students with media-rich content from YouTube (clean versions) and other media platforms. It is in these spaces online where our young people are communicating, sharing ideas and being exposed to various content that, when used in an educational way, becomes engaging and relevant. We Do It 4 the Culture™ believes in meeting students where they are while creating opportunities to build on their existing knowledge.

VIRTUAL TIPS

We Do It 4 the Culture™ lessons can be adapted for online use with various third-party integration applications. Virtual tips are included within the lessons.

Sample third party applications include NearPod, Jamboard, Kahoot, Newsela, Padlet, and more.

EXPECTED OUTCOMES

Based on data compiled from teacher feedback across multiple states nationwide, when We Do It 4 the Culture™ is used for more than 40 minutes per week, the curriculum:

  • Increased teachers’ confidence in using culturally responsive lessons and practices
  • Improved relationships between teachers and students
  • Improved peer relationships between students
  • Improved classroom climate

Studies have shown that hip-hop pedagogy, the authentic and practical process of incorporating the creative elements of hip-hop into teaching, is linked to interventions that foster self-determination, self-knowledge, and acts of resistance. Therefore, We Do it for the Culture™ may yield the following outcomes in young people:

SELF-AWARENESS

Increased exposure to the critical media literacy skills needed to support identity development. (Kelly, Building Critical Classroom Community through Hip-Hop Literature, 2019)

SOCIAL-AWARENESS

Increased classroom engagement levels for students who identify as participants in hip-hop culture. (Adjapong, Bridging Theory and Practice: Using Hip-Hop Pedagogy As A Culturally Relevant Approach In The Urban Science Classroom, 2017)

SELF-MANAGEMENT

Decreased stress, depression and anxiety levels when positive coping skills are developed through lyric-writing and hip-hop song analysis. (Levy, Travis The Critical Cycle of Mixtape Creation: Reducing Stress via Three Different Group Counseling Styles, 2020)

WHAT PEOPLE ARE SAYING

Administrator

BuildUP Community School

"I love this SEL curriculum and how certain topics are unpacked and presented in a form that the students truly understand and can almost immediately apply what they've learned…This has been the most comprehensively robust SEL curriculum that I or my students have participated in."

Mental Health Counselor

Garfield Community School

"The topics are unique and not the typical "cookie-cutter" lessons from other companies. [Students] are especially intrigued by the lingo they use being represented in the lessons."

E. Johnson

Purpose Built Schools

"We Do It 4 the Culture™ is SEL made easy, organized and relevant to myself and my students."

C. Dotsy

Lancaster Independent School District

“We Do It 4 the Culture™ is an innovative approach to SEL.”

L. Polite

Wissahickon Charter School

“The advisory and We Do It 4 the Culture™ model has turned my school culture around.”