The Right To Live (In Peace), Fighting For Racial Justice Through Non-Violence

By brandonfink8
Grade Level
9-12
public
LEARNING PLAN
Essential Question
  • How do power and privilege change the way we express and present ourselves?
  • What is the difference between individual bias and structural inequality?
  • How do bias and injustice affect the future?
  • How do power and privilege shape the relationships people have with each other as well as with institutions?
  • How can the lived experiences of individuals reflect social inequities?
Texts
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
Topic
Race & Ethnicity
Social Justice Domain
Justice
June 20, 2016
Informational

Freedom's Main Line

One of the earliest assaults on segregated transit in the South occurred in Louisville, Ky., in 1870-71. There, the city’s black community organized a successful protest that relied on nonviolent direct action, a tactic that would give shape to the modern civil rights movement nearly a century later.
by
Maria Fleming
Grade Level
9-12
Subject
Civics
History
Topic
Race & Ethnicity Class Rights & Activism
Social Justice Domain
Identity Diversity Justice Action
December 6, 2017
Literature

(A)wake

In this poem, the speaker traces the senseless killings taking place abroad and at home, with a particular focus on the African-American community. The speaker also calls communities to action to "grow our hope and heal our hearts" in order to live together in peace.
by
Jessica Kobe
Grade Level
6-8 9-12
Subject
Civics
History
Geography
Topic
Race & Ethnicity Religion Class Immigration Gender & Sexual Identity Rights & Activism
Social Justice Domain
Diversity Justice Action
September 26, 2016
Informational

1960: Sitting Down to Take a Stand

In this article, Suzanne Bilyeu details how the sit-in by the "Greensboro Four" at Woolworth's store in North Carolina created a domino effect which led to sit-ins across the country and galvinized support for the Civil Rights Act of 1964.
by
Suzanne Bilyeu
Grade Level
9-12
Subject
Civics
History
Economics
Geography
Topic
Race & Ethnicity Rights & Activism
Social Justice Domain
Justice Action
July 5, 2014
Visual

Iesha Evans

Protesting the death of Alton Sterling and the Baton Rough Police Department’s request for Black Lives Matter demonstrators to clear roadways, Iesha Evans stands in the middle of a street as two Louisiana state troopers, dressed in riot gear, approach to arrest her.
by
Jonathan Bachman
Grade Level
K-2 3-5 6-8 9-12
Subject
Civics
History
Topic
Race & Ethnicity Rights & Activism
Social Justice Domain
Justice Action
January 30, 2017
Teaching Strategies
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
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
Do Something

Spotlight on Change Agents

Students investigate, interview and profile a person working for equity and social change. The person can work on the local, national or international level, with an organization or as an individual. The compiled profiles will form a resource for other students in the future.
Grade Level
6-8 9-12
July 13, 2014
Plan Built By
brandonfink8
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Group of adults listening to one person speaking.

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