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Adv Topics in English: Reading and Writing for Social Change

By JDan
Grade Level
9-12
private
LEARNING PLAN
Essential Question
  • Identity
  • How does a writer’s identity (including race, gender, culture, and lived experiences) shape their perspective on social justice issues, and how can it influence their writing?
  • In what ways can writing about social justice help individuals understand and express their own identity within a broader social context?
  • How do different identities (including intersectional ones) experience and respond to social justice issues, and how can writing amplify those voices?
  • Diversity
  • How can exploring diverse perspectives enhance a writer’s understanding of social justice issues and shape their arguments or solutions?
  • What role does language play in reflecting and respecting diversity, and how can writers ensure they are inclusive and representative in their work?
  • How can a writer use storytelling and research to highlight the experiences of marginalized communities and challenge dominant narratives?
  • Justice
  • What makes writing for social change effective in challenging systems of oppression, and how can writers strategically engage with power structures through their words?
  • How do writers navigate the complexities of justice when writing about historical and contemporary social justice issues?
  • How can writing serve as both a form of resistance and a tool for advocacy, and what ethical considerations should be made when crafting arguments for justice?
  • Action
  • How can writers create actionable change through their work, and what are the steps in translating research and writing into tangible social impact?
  • In what ways can research and writing intersect to mobilize others toward social change?
  • What are the ethical implications of writing for social change, and how can writers ensure they are contributing to meaningful action rather than reinforcing harmful stereotypes or misconceptions?
  • Collaboration
  • How can writers collaborate with communities or activists to ensure their work authentically reflects lived experiences and contributes to ongoing social justice movements?
  • How can the writing process be used as a tool for collective action, and what are the benefits and challenges of working collaboratively on social justice projects?
  • How can peer feedback and diverse viewpoints improve the effectiveness of writing for social change?
  • Reflection
  • How can writers reflect on their own biases and assumptions to ensure their writing for social justice is grounded in empathy and understanding?
  • What role does reflection play in the process of crafting a powerful narrative or argument on a social justice topic?
  • How can students measure the impact of their writing on social justice issues, and how can they refine their approach based on feedback and reflection?
Texts
Informational

Declaration of Dependence

As a means to reduce and regulate child labor in the United States, the National Child Labor Committee composed a declaration, citing the current state of child labor and three resolutions to the situation.
by
National Child Labor Committee (A.J. McKelway)
Grade Level
6-8 9-12
Subject
Civics
History
Economics
Topic
Class Rights & Activism
Social Justice Domain
Justice Action
December 30, 2015
Informational

Declaration of Sentiments, Seneca Falls Conference, 1848

Abolitionists Elizabeth Cady Stanton and Lucretia Mott convened the first women’s rights convention in 1848 in Seneca Falls, N.Y. Their Declaration of Sentiments, modeled after the preamble to the Declaration of Independence, demanded the full rights of citizenship for women.
by
Elizabeth Cady Stanton
Grade Level
6-8 9-12
Subject
Civics
History
Topic
Gender & Sexual Identity Rights & Activism
Social Justice Domain
Identity Justice Action
July 2, 2014
Literature

Eight Hours

I.G. Blanchard's lyrics makes the case for the 8-hours day -- one of the main goals of labor unions in the late 1800s. Laborers desired a balance to their day—one that includes "eight hours" just for themselves. And they will band together to get it.
by
I.G. Blanchard
Grade Level
6-8 9-12
Topic
Class Rights & Activism
Social Justice Domain
Justice Action
July 3, 2014
Informational

Welfare is a Women's Issue

This essay expounds on the injustices and false perceptions faced by women in the welfare system. Tillmon contends that the system is overrun with sexism and that until American women are liberated by equal pay, the welfare system will continue to be a trap for them.
by
Johnnie Tillmon
Grade Level
6-8 9-12
Subject
Economics
Topic
Class Gender & Sexual Identity Rights & Activism
Social Justice Domain
Identity Justice Action
July 3, 2014
Informational

White Privilege: Unpacking the Invisible Knapsack

McIntosh's article details the ways in which white people—male and female—are given unacknowledged advantages. She focuses on situations in which skin-color is the dominant priveleging factor (over class, religion, ethnic status, or geographic location) but acknowledges that many of these attributes are interconnected.
by
Peggy McIntosh
Grade Level
9-12
Subject
Civics
Economics
Topic
Class Rights & Activism
Social Justice Domain
Identity Diversity Justice Action
July 5, 2014
Teaching Strategies
Close and Critical Reading

Challenge the Text

Challenge the Text helps students ask and answer their own text-dependent questions by taking multiple perspectives and uncovering assumptions and biases within the text.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.3, RL.6-12.6, RI.6-12.1, RI.6-12.2, RI.6-12.3, RI.6-12.6
July 19, 2014
Close and Critical Reading

Text-Dependent Questions

Readers must refer back to the central text to answer text-dependent questions and provide evidence from the reading to support their answers. Students provide accurate, relevant and complete evidence. To do this well, students will often need to re-read the text several times. This approach privileges the text over prior knowledge, personal experience and pre-reading activities.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.4, RL.6-12.5, RL.6-12.6, RI.6-12.1, RI.6-12.2, RI.6-12.3, RI.6-12.4, RI.6-12.6
July 19, 2014
Close and Critical Reading

Thinking Notes

Thinking notes are text annotations (highlights, underlines or symbols made on the text or in the margins) that document student thinking during reading. Depending on how you structure the task, these notes can indicate agreement, objection, confusion or other relevant reactions to the text.
Grade Level
6-8 9-12
July 19, 2014
Close and Critical Reading

Window or Mirror?

This task helps students consider if the text is a window or a mirror through practicing literacy skills and using technology.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.3, RL.6-12.7, RI.6-12.1, RI.6-12.2, RI.6-12.3, RI.6-12.7
April 18, 2016
Community Inquiry

Socratic Seminar

A structured discussion in which students examine issues and respond to open-ended questions about a text. Students use dialogue rather than debate to communicate with each other.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RI.6-12.1, SL.6-12.1, SL.6-12.3, SL.6-12.4, SL.6-12.6
July 13, 2014
Community Inquiry

What Would They Say

A discussion strategy that asks students to infer how a particular author or character from a text would respond to questions and scenarios. Students must defend their conclusions using evidence from the text.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RI.6-12.1, SL.6-12.1, SL.6-12.3, SL.6-12.4, SL.6-12.6
July 13, 2014
Student Tasks
Write to the Source

Problem Solver

Problem Solver asks students to demonstrate their argumentative skills when identifying problems and solutions in writing.
Grade Level
6-8 9-12
CCSS
W.6-12.1, W.6-12.4, W.6-12.9
July 19, 2014
Write to the Source

So What?

So What? asks students to demonstrate their explanatory and informative skills when writing to gain the understanding of others.
Grade Level
6-8 9-12
CCSS
W.6-12.2, W.6-12.4, W.6-12.9
July 19, 2014
Write to the Source

Where I Stand

Where I Stand asks students to demonstrate their argumentative and analytical writing skills.
Grade Level
6-8 9-12
CCSS
W.6-12.1, W.6-12.4, W.6-12.9
July 19, 2014
Do Something

Be the Change...

Students identify and investigate a community problem and propose a solution. They then plan and implement action directed at solving the problem.
Grade Level
6-8 9-12
July 13, 2014
Plan Built By
JDan

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