Learning Plans

Learning Plans are built by teachers and reflect backward design. The Learning Plan Builder allows you to combine the Teaching Tolerance Social Justice Standards, Common Core-aligned literacy strategies and student performance tasks with windows-and-mirrors texts from the Student Text library. The result is a comprehensive, literacy-based plan that is both rigorous and relevant.

Browse, search, save and choose your favorites from this collection of Learning Plans created by Teaching Tolerance staff and TT users. You can build your own plan at any point by selecting the blue Build a Learning Plan button on any page or the red Teach This button on any article.

At the heart of all Learning Plans are the Teaching Tolerance Social Justice Standards. Not familiar with the Standards? Learn more here.

Grade Level
Social Justice Domain
Subject
Topic

1,150 Public Learning Plans

Social Justice Overview

  • What part do culture and history play in the formation of our individual and collective identities?
  • How do our intersecting identities shape our perspectives and the way we experience the world?
  • What is the difference between feeling proud and feeling superior?
  • How do power and privilege change the way we express and present ourselves?
  • What privilege do people have based on their identity?
  • How could one person’s identity threaten another person’s rights?
  • How do our similarities and differences impact the relationships we have with people inside and outside our own identity groups?
  • What do we gain when we learn about the lived experiences of other people?
  • What do we gain when we learn about the lived experiences of other people?
  • Why do some people choose to avoid those who are different? Why do others seek diversity?
  • What is the difference between individual bias and structural inequality?
  • How can the lived experiences of individuals reflect social inequities?
  • How does power determine access and opportunity?
  • Does everyone have an equal responsibility to stand up to injustice?
  • Grade Level

    Student Action - Safety in our Schools - a privilege or a right?

  • 1. "Why make more laws? They'll just go around them anyway." It's true that people go around laws all the time (have any of your students driven faster than the posted speed limit?). Since this is true, does it make sense to argue that making more laws around guns is a waste of time?
  • 2. Women's March - why not a Men's March? So there will be a school walkout organized by the Women's March. But let's ask our students: why isn't there a Men's March? What is it about how we expect men to feel and act that makes them less likely to organize marches against gun laws?
  • 3. "The shooter is "mentally ill" so there's nothing we can do". What's the problem with this argument? One perspective: "mentally ill" or "mentally healthy" are not either/or states. We're all on a continuum, and we don't yet have the ability to positively identify someone who is of sufficient "illness" to drive them to kill many people.
  • 4. Shooters are always boys: why is this? Is it nature or nurture? If it's nature, then is there anything at all that can be done? If it's nurture, then what do we need to do differently when raising boys?
  • 5. How to keep the momentum alive: just like with the #metoo movement, what do your students suggest will keep our concern about children's safety upper most in our minds? What do we have to do to keep it from fading away - again?
  • 6. How is empathy a seed of social action?
  • 7. What is solidarity and why is it important to social movements?
  • Grade Level
    Subject
    Digital Literacy
    Social Justice Domains

    The N Word

  • How does language effect out classroom community?
  • How do our similarities and differences impact the relationships we have with people inside and outside our own identity groups?
  • How do our similarities and differences impact the relationships we have with people inside and outside our own identity groups?
  • How do different people or groups represent and express their power?
  • Grade Level
    Subject
    Digital Literacy
    Arts
    ELL / ESL
    Social Justice Domains

    Lesson 1 2/18/19

  • What has happened in the past to people who don't look like me?
  • How can I be proud of who I am and celebrate others?
  • Have you had an experience like Lynn's or her friend? How has it changed you?
  • Grade Level
    3-5
    Subject
    Reading & Language Arts
    Social Studies
    Social Justice Domains

    Oppression, Dehumanization, Perseverance, and Identity

  • Can one's IDENTITY survive in the face of oppression and dehumanization?
  • Can one choose hope and perseverance over despair in the face of dehumanization and oppression?
  • How do dehumanization and oppression affect one's identity?
  • How do we remain true to ourselves as we move in and out of different communities, cultures and contexts?
  • How could one person’s identity threaten another person’s rights?
  • How does struggle help define who we are?
  • Grade Level
    Subject
    Digital Literacy
    Reading & Language Arts
    Social Justice Domains
    Teaching Tolerance teacher doing research in book store

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