This button will darken the page's background color to black while making all text white. This high contrast will make it easier to read the website's content.
This button will increase the size of all elements on the page.
This button adds a visible focus state to all interactive elements when using the keyboard. This allows the user to know exactly where they are on a site while tabbing through with a keyboard. Note: this will only affect sites that do not currently have visible focus states.
This button will add an outline to all links and buttons on a page that a user can interact with.
This triggers a check of all images on a page for either an 'alt', 'title', or an 'aria-label' attribute. Images that are purely decorative or do not include any information to convey to the user do not need alt text. In these cases, the alt attribute should still be present but should be left empty. Our checker will still flag empty alts as an error just in case.
This triggers a check of all text to ensure that it's color has a high enough contrast against the color of the background it is on. In some cases our checker will flag contrast errors for text that is on top of an image or when either the text or the background element has a position of 'absolute'. In these cases it is up to the site administrator's discretion to determine if the text is legible.
This triggers a check of all the page's links and buttons. Links and buttons without text or an aria-label describing what the link or button accomplishes will fail. Without text (including hidden screen reader only text) or an aria-label, assistive technology will not be able to determine the purpose of the link/button.
This triggers a search for all IDs on a page. Duplicate IDs will be flagged as an error. Duplicate ID errors are known to cause problems for assistive technologies when they are trying to interact with content. SVGs tend to be a major source of this failure. It's beneficial to remove all IDs from SVGs before placing them on a page.
Teachers are interreligious leaders of today and tomorrow. Many young peoples’ first impressions of global religious communities and encounters with people who are religiously different occur in the classroom. ICJS provides thoughtful programming and professional development opportunities for Baltimore-area teachers in public, private religious, and independent non-religious schools.
ICJS offers a one-year cohort for Baltimore-area teachers to gain knowledge and confidence in religious literacy, to develop and share lesson plans for their own classroom, and to think deeply about pedagogy with a network of experienced educators and scholars.
ICJS teacher programming has always been teacher-led. Donna Lee Frisch (1940-2020), a founding ICJS trustee and a former teacher at Bryn Mawr School, knew that students need to learn about religion to be informed local and global citizens, yet teaching about religion was tough. With generous support from the Frisch family, since 2015 ICJS has offered essential professional development opportunities for teachers and educators.
“All real living is meeting.” -Martin Buber, I and Thou (pictured above) Before attending the ICJS event with Paul Mendes-Flohr and Ben Sax conversing about philosopher Martin Buber, I had been wrestling with seemingly opposing commitments. I struggled to talk about my growing dedication to my Catholic faith and my simultaneous commitment to interreligious learning…
One of the mikva’ot of the Lloyd Street Synagogue. This one was built in the early 1900s by the third congregation to worship in the building, Shomrei Mishmeres HaKodesh. JMM 1988.183.004 It may sound like a cliché these days, but I am so grateful for the opportunities I have to learn from the students who…
Over the course of the past year, there have been many conversations and discussions that I’ve had the pleasure of sitting in on during the ICJS Teachers Fellowship. I say “sitting in” because I was not much of a participant during many of these gatherings, only an attentive observer. This is unlike my typical nature.…
As a first-generation immigrant and Spanish teacher in Baltimore, the process of putting together my presentation for the other teacher fellows was quite challenging. The multiple reasons for the difficulty of this task ranged from incorporating the topic of religion in a language class (Spanish) to presenting a religious topic in a non-religious school. However,…
Explore this collection of resources prepared by Fellows for their schools and classrooms and available for your use. ICJS Teacher Fellows work in a variety of contexts, including public, independent, and religious schools and other educational institutions (e.g., museums). Subject areas include English, social studies, and religious studies.