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Social Justice and City Planning

By jennybluestein
Grade Level
3-5
private
LEARNING PLAN
Essential Question
  • How do you think the lay out of our city impacts the people who live there?
  • Do you notice any patterns in where certain resources (such as: grocery stores, coffee shops, landfills, libraries, schools, and landfills) are located?
  • Are all resources distributed evenly between all areas of our city? How do we know?
  • What is in the median income of the different areas of our city? What patterns do you notice between distribution of resources and average income?
  • How do we know people are being treated fairly or unfairly based on the patterns you noticed in our city's layout?
  • How can we connect city planning and social justice to our main unit of sustainability?
  • What resources does someone need to be sustainable in their community?
  • What areas appear to have these resources? Which do not?
Texts
Literature

Gloria and Rosa Make Beautiful Music

Two friends who attend different schools in the same community learn that one of their schools has no instruments for their music program, while the other has multiple different kinds. They use their friendship and musical abilities to confront this inequity and try to bring about change.
by
Cynthia Levinson
Grade Level
K-2 3-5
Subject
Civics
Economics
Topic
Race & Ethnicity Class Rights & Activism
Social Justice Domain
Identity Justice Action
May 19, 2017
Teaching Strategies
Community Inquiry

Lifting the Text

Students choose an important sentence or phrase from the central text and participate in a structured class discussion about the “lifted” text.
Grade Level
3-5
CCSS
RL.3-5.1, RI.3-5.1, SL.3-5.1, SL.3-5.4, SL.3-5.6
July 13, 2014
Student Tasks
Write to the Source

Point of View

Point of View asks students to demonstrate their narrative skills when applying different points of view in writing.
Grade Level
3-5
CCSS
W.3-5.3, W.3-5.4
July 19, 2014
Plan Built By
jennybluestein

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Learning for Justice in the South

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