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The Search for Justice in an Unjust World

By BellsandBooks22
Grade Level
9-12
private
LEARNING PLAN
Essential Question
  • How do power and privilege shape the relationships people have with each other as well as with institutions?
  • How do our various group identities shape us as individuals?
  • How do we remain true to ourselves as we move in and out of different communities, cultures and contexts?
  • How do power and privilege change the way we express and present ourselves?
  • How do our similarities and differences impact the relationships we have with people inside and outside our own identity groups?
  • How do we connect in meaningful ways with people who are different from us?
  • What problems arise when we relate to people as members of a group, rather than as unique individuals?
  • What problems arise when we relate to people as members of a group, rather than as unique individuals?
  • What shared beliefs have inspired social justice movements in history?
  • How is empathy a seed of social action?
  • What privilege do people have based on their identity?
  • How can we effectively interrupt biased speech when we hear it?
  • Why is it important to stand up to injustice when those around you do not?
  • What responsibility does an individual have to make society better?
  • What factors are important to consider when choosing whether or not to speak up in the face of injustice?
  • How can individuals learn to talk about injustice and remain civil?
Texts
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
Topic
Race & Ethnicity
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

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
Race & Ethnicity 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

"Savages"

In this essay, the author unpacks the original definition for "savage" from the 1828 American Dictionary of the English Language, explaining the ironic vantage point through which settlers viewed Native Americans.
by
Learning for Justice Staff
Grade Level
9-12
Subject
History
Geography
Topic
Race & Ethnicity
Social Justice Domain
Diversity Justice
April 28, 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
Race & Ethnicity Class Immigration Bullying & Bias
Social Justice Domain
Identity Diversity Justice Action
June 20, 2016
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
Topic
Race & Ethnicity
Social Justice Domain
Diversity Justice Action
January 21, 2016
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
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

Reading Against the Grain

In reading against the grain students analyze the dominant reading of a text and engage in alternative or "resistant" readings. Resistant readings scrutinize the beliefs and attitudes that typically go unexamined in a text, drawing attention to the gaps, silences and contradictions.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.6, RI.6-12.1, RI.6-12.2, RI.6-12.6
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

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

Save the Last Word for Me (6-8, 9-12)

A comprehension strategy that builds speaking and listening skills through structured text-based discussion. Students record sentences from a text and then discuss their responses in small groups.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.4, RL.6-12.6, RI.6-12.1, RI.6-12.2, RI.6-12.4, RI.6-12.6, SL.6-12.1, SL.6-12.2, 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 Talk Time (6-8, 9-12)

A whole class discussion structured to facilitate rich dialogue, active listening and use of textual evidence.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.4, RL.6-12.5, R.L.6-12.6, RI.6-12.1, RI.6-12.2, RI.6-12.4, RI.6-12.5, RI.6-12.6, SL.6-12.1, SL.6-12.3, 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

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
Plan Built By
BellsandBooks22

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