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Social Action Leadership Academy

By mmherv
Grade Level
9-12
private
LEARNING PLAN
Essential Question
  • 1. How does systems thinking contribute to our understanding of social issues and systemic inequalities? Provide examples of how different factors like policy, economics, culture, and power structures interact to perpetuate or challenge these issues.
  • 2. Compare and contrast the ecological model, conflict theory, social capital theory, and diffusion of innovations theory as explanations for social change. How do these theories offer different insights into the process of social change and the roles of various actors?
  • 3. How do power dynamics and systems of privilege contribute to the perpetuation of inequality? What are some strategies for promoting justice and equity by challenging these power structures?
  • 4. Analyze the tactics, successes, and challenges faced by historical and contemporary social movements like civil rights, feminist, environmental, or LGBTQ+ movements. What lessons can be learned from these movements to inform current social change efforts?
  • 5. Explain the role of advocacy in social action and the process of influencing policies and systems. What are some effective strategies for advocacy and policy change at different levels, such as legislative, grassroots, or community organizing efforts?
  • 6. Describe the principles and practices of community development, including asset-based approaches, participatory decision-making, and community organizing. How can community-based initiatives effectively address social issues and empower marginalized communities?
  • 7. Explore social entrepreneurship principles and practices and how they can address social and environmental challenges. Provide examples of impact-driven organizations and their potential in creating sustainable social change.
  • 8. Discuss ethical frameworks and principles relevant to social action. How can ethical considerations of justice, human rights, and responsibility guide decision-making in social change efforts? Provide examples of ethical dilemmas that may arise and ways to navigate them.
  • 9. What are the key elements of effective collaboration, teamwork, and leadership in social action contexts? How do different leadership styles, communication skills, and conflict resolution strategies contribute to mobilizing diverse groups toward shared social goals?
  • 10. Examine methods and approaches for evaluating the effectiveness and impact of social action initiatives. How can outcomes and social change efforts be measured, and how can evaluation findings be used to improve future interventions? Provide specific examples of successful evaluation and impact assessment in social action projects.
Texts
Informational

Always Running

In this excerpt from his memoir, Rodriguez provides a stirring recollection from his adolescence: the first time he experienced racism as a result of being an immigrant in America. As he says, the experience "stays with [him] like a foul odor."
by
Luis J. Rodriguez
Grade Level
6-8 9-12
Topic
Class Immigration
Social Justice Domain
Identity Justice
July 2, 2014
Informational

Facing the School Dropout Dilemma: The interaction of sexual orientation with school dropout rates

The American Psychological Association (APA) published “Facing the School Dropout Dilemma: The interaction of sexual orientation with school dropout rates” on its website in 2012. The APA is widely regarded as the most prominent professional organization for psychologists in the United States.
by
American Psychological Association
Grade Level
6-8 9-12
Topic
Gender & Sexual Identity
Social Justice Domain
Justice Action
July 5, 2014
Informational

Rebel Yells

Like many schools being called on to reconsider their mascot, the University of Mississippi convenes a student-run committee to find a replacement for theirs—a Confederate soldier.
by
Robbie Brown
Grade Level
9-12
Subject
Civics
History
Geography
Social Justice Domain
Justice Action
July 5, 2014
Literature

The Fire Horse Girl

In this excerpt, the narrator, a young Chinese girl, poses as a boy with forged papers, trying to gain entry into the United States. When she realizes the American immigration agents are checking identity papers at the dock, she fights past them and runs for her life.
by
Kay Honeyman
Grade Level
9-12
Subject
Civics
History
Topic
Immigration
Social Justice Domain
Identity Diversity Justice
July 7, 2014
Literature

A Room of One's Own

In this excerpt, Virginia Woolf declares that any talented woman born in the 16th, 17th, 18th or even 19th centuries would have been so hindered from sharing her gifts due to her sex--and if she somehow overcame this obstacle, her name would not have been tied to her work.
by
Virginia Woolf
Grade Level
9-12
Subject
History
Topic
Gender & Sexual Identity
Social Justice Domain
Identity Justice
July 7, 2014
Literature

The Yellow Wallpaper

This short story—an important piece in early American feminist literature—sheds light on 19th century attitudes toward women with physical and mental illness. In this excerpt, the speaker details her bedroom, a place where her husband and doctors come to encourage her to health. Her ailment is vague; the emphasis is on what others—all men—think and say.
by
Charlotte Perkins Gilman
Grade Level
9-12
Subject
History
Topic
Gender & Sexual Identity
Social Justice Domain
Identity Justice
July 7, 2014
Literature

Seventeen Syllables

Rosie's mother and father did not marry out of love, and her mother writes haiku as an escape. After entering a contest, a man comes to deliver her prize—a framed picture. Angered by this intrusion, Rosie's father destroys the picture. In her anguish, Rosie's mother explains her marriage to her daughter.
by
Hisaye Yamamoto
Grade Level
9-12
Subject
History
Geography
Topic
Immigration Gender & Sexual Identity
Social Justice Domain
Identity Justice
July 7, 2014
Literature

Saffron Dreams

Although her husband died in the September 11 attack, Arissa is targeted for being Muslim. In this excerpt, she is held up by a group of men who berate her and threaten to kill her until they realize she is pregnant.
by
Shaila Abdullah
Grade Level
9-12
Subject
Civics
History
Geography
Topic
Religion
Social Justice Domain
Identity Justice
July 7, 2014
Informational

Gawking, Gaping, Staring

In this personal narrative, Clare explores multiple facets of the self and questions why gender is still discussed as a binary. He acknowledges the tortured lives that many have lived as a result of their gender ambiguity and declares that all those who "gawk," "gape," and "stare" at those who are different never get it right.
by
Eli Clare
Grade Level
9-12
Topic
Ability Gender & Sexual Identity
Social Justice Domain
Identity Diversity Justice
July 14, 2014
Informational

The Communist Manifesto

This excerpt from the first chapter of The Communist Manifesto establishes the dichotomy between the proletariat and the bourgeoisie, which is merely a new relationship of oppressor vs. oppressed in the history of class struggles, as Marx and Engels argue that all societies have had these kinds of contending classes.
by
Karl Marx and Friedrich Engels
Grade Level
9-12
Subject
History
Economics
Topic
Class
Social Justice Domain
Diversity Justice Action
January 5, 2015
Informational

Race Riots

In this essay, the author gives a short history of race riots, showing how they were originally organized by whites in an effort to show dominance over African Americans, particularly in the South.
by
Learning for Justice Staff
Grade Level
9-12
Subject
Civics
History
Geography
Social Justice Domain
Justice
June 20, 2016
Informational

Blankets for the Dead

In 1830, the government began systematically removing all Native Americans from the Eastern United States. The removal of Cherokees from Georgia in 1838 has become known as the Trail of Tears. But there were, in fact, many such trails, as the Creeks, Choctaws, Chickasaws, Seminoles and other tribes were forced to abandon their homelands.
by
Learning for Justice Staff
Grade Level
9-12
Subject
Civics
History
Geography
Social Justice Domain
Identity Diversity Justice Action
August 22, 2016
Informational

Una Vida de Esperanza

In this interview, Luis Rodriguez describes how the systemic demoralization he faced in school and society at a young age drove him to join a street gang and how writing his book, Always Running, was an attempt to call his son and other young people in similar situations to change their lives.
by
Luis Rodriguez and Sara Bullard
Grade Level
9-12
Subject
Civics
Topic
Class Immigration Bullying & Bias
Social Justice Domain
Identity Diversity Justice Action
June 20, 2016
Informational

The Power of Language

In this essay, the author identifies vague terminology used by the United States government during World War II to describe their actions toward Japanese Americans and outlines terms that would more appropriately describe the government's actions.
by
Learning for Justice Staff
Grade Level
6-8 9-12
Subject
Civics
History
Social Justice Domain
Diversity Justice
April 28, 2016
Informational

Race Against Time

Dozens of racially motivated murders took place in the South during the 1950s and 1960s. Time is running out to solve these cold cases.
by
Shaila Dewan
Grade Level
9-12
Subject
Civics
History
Economics
Geography
Social Justice Domain
Justice Action
July 5, 2014
Visual

Hunger

In this cartoon, people of all sexes, ages, shapes and sizes are lined up outside the Gospel Mission, waiting for food. A mother in line remarks that they donated to this Mission just last year, inciting the feeling that circumstances can quickly change.
by
David Fitzsimmons
Grade Level
3-5 6-8 9-12
Subject
Economics
Topic
Class
Social Justice Domain
Diversity Justice
July 9, 2014
Informational

Insult or Honor?

Are American Indian names, mascots and logos insulting or honorable? Veronica Majerol outlines the debate, citing evidence from local high school students, the N.C.A.A, and a founder of the National Coalition on Racism in Sports and the Media.
by
Veronica Majerol
Grade Level
9-12
Subject
Civics
History
Geography
Social Justice Domain
Diversity Justice Action
January 21, 2016
Informational

A Very Special Delivery

'Henry Brown left Richmond, Va. a slave and arrived in Philadelphia—in a freight box—a free man. Abolitionists who cheered Brown's 27-hour journey to freedom chose not to publicize it, fearing that others following in his path would be in danger.
by
Alison Leigh Cowan
Grade Level
9-12
Subject
History
Social Justice Domain
Justice
July 5, 2014
Informational

Disability Etiquette

In this article, Disability Rights and Resources outlines appropriate behavior, conversational cues, and common courtesies to internalize and enact when spending time with a person with a disability.
by
Disability Rights and Resources
Grade Level
6-8 9-12
Topic
Ability
Social Justice Domain
Diversity Justice
July 2, 2014
Visual

Crazy Versus Eccentric

In this ironic cartoon, the same man is depicted twice—once with tattered clothing and unkept body hair as a poor man and a second time in a suit with a clean-cut image as a rich man. As a poor man, he's regarded as crazy, but as a rich man, he's eccentric.
by
Andy Singer
Grade Level
6-8 9-12
Topic
Class
Social Justice Domain
Justice
July 2, 2014
Informational

Ela Bhatt

Ela Bhatt was a pioneer in women’s empowerment and grassroots development. In addition to establishing the Self-Employed Women’s Association in India, Bhatt also founded India’s first women’s bank, Cooperative Bank of SEWA, and served as a member of the Parliament of India from 1986 to1989.
by
Learning for Justice Staff
Grade Level
9-12
Subject
History
Economics
Topic
Class Gender & Sexual Identity
Social Justice Domain
Justice Action
August 7, 2017
Informational

Mary Robinson

“Mary Robinson, lawyer, human rights activist and feminist, redefined the scope of two important positions. Robinson was elected the first woman president of Ireland in 1990, serving until 1997. She took up the post of United Nations High Commissioner of Human Rights from 1997 to 2002.”
by
Learning for Justice Staff
Grade Level
9-12
Subject
Civics
Topic
Gender & Sexual Identity
Social Justice Domain
Identity Diversity Justice Action
August 8, 2017
Teaching Strategies
Word Work

Traits Matrix

In this semantic feature analysis strategy, students use a grid to show how vocabulary words relate to one another and to conceptual frameworks (e.g., masculine versus feminine).
Grade Level
6-8 9-12
CCSS
L.6-12.4, L.6-12.5, L.6-12.6
July 19, 2014
Word Work

Vocabulary Frames

Students use this tool to identify a word’s meaning, its parts and its opposite. After organizing the information on an illustrated flashcard, students practice using the word in a sentence.
Grade Level
6-8 9-12
CCSS
L.6-12.4, L.6-12.6
July 19, 2014
Word Work

Vocabulary Prediction Chart

Students predict the meanings of vocabulary words before reading and confirm the accuracy of their predictions during and after reading. Students identify context clues from the text and revise their definitions accordingly.
Grade Level
6-8 9-12
CCSS
L.6-12.4, L.6-12.6
July 19, 2014
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

Shared Reading

Shared reading combines aspects of guided reading and read-aloud strategies. During shared reading, a teacher or proficient student reads the text aloud, pausing at pre-selected moments to discuss content and analyze the text. This strategy facilitates close reading of a complex text in small or whole group settings.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RI.6-12.1
July 19, 2014
Close and Critical Reading

Text Graffiti

This strategy exposes students to multiple short pieces of a text before they read it in its entirety. Students read selected quotes out of context and comment on both the selection and the comments of other students. The activity ends with students reflecting on their reactions to and predictions about the text.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RI.6-12.1
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

Critical Listening Guide

A guide to help students interpret, analyze and evaluate information encountered in a variety of media formats. Use this guide with the spoken and performed texts included in the Perspectives anthology.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.4, RL.6-12.6, RL.6-12.7, RL.6-12.8, RI.6-12.1, RI.6-12.2, RI.6-12.4, RI.6-12.6, RI.6-12.7, RI.6-12.8, SL.6-12.1, SL.6-12.2, SL.6-12.3
July 13, 2014
Community Inquiry

Four Perspectives

A strategy to introduce the anti-bias framework into group discussion and textual analysis. Students respond to and pose questions from the four anti-bias domains: identity, diversity, justice and action.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RI.6-12.1, SL.6-12.1, SL.6-12.4, SL.6-12.6
July 13, 2014
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

Text-based Fishbowl

A strategy for organizing medium- to large-group discussions. Students are separated into an inner and outer circle. In the inner circle, or fishbowl, students have a text-based discussion; students in the outer circle listen to the discussion and take notes.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.3, RI.6-12.1, RI.6-12.3, SL.6-12.1, 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

Break It Down

Break it Down asks students to demonstrate their explanatory and descriptive writing skills.
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

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
Do Something

My Voice, My Voter’s Guide

Estimated time Two to three weeks Why? One of the ways young students become invested in the democratic process is by become empowered advocates for civic participation in their local communities. When younger students
Grade Level
3-5 6-8 9-12
Subject
Civics
August 30, 2018
Do Something

Tweeting for Change

Students organize and facilitate a live Twitter chat to raise awareness of an anti-bias theme or social justice issue and to encourage change related to this issue.
Grade Level
6-8 9-12
February 25, 2016
Do Something

Voting in Your Town

Students use online resources to analyze current voter registration and turnout rates in their state and local community. They also explore potential roadblocks to the voting process (e.g., felon disenfranchisement and voter fraud).
Grade Level
6-8 9-12
October 3, 2016
Plan Built By
mmherv

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