2019-2020 Fourth Grade SEL

  • What does it mean to feel good about myself and how can I express that I like who I am?
  • How can I live, work and play with others when we have differences?
  • What clues help me know when and how people are being treated unfairly?
  • How is my life easier or more difficult based on who I am and where I was born?
  • What can one person do to create a safe, welcoming place for all?
  • Grade Level
    Reading & Language Arts
    Social Studies
    ELL / ESL
    Math & Technology
    Social Justice Domains

    Developing Radical Liberatory Praxis Through Critical Transgressive Education

  • How do our various group identities shape us as individuals?
  • 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 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?
  • What privilege do people have based on their identity?
  • How could one person’s identity threaten another person’s rights?
  • How does struggle help define who we are?
  • 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?
  • How do our various group identities shape us as individuals?
  • What are the challenges of celebrating what we have in common while also honoring our differences?
  • How do we connect in meaningful ways with people who are different from us?
  • What is the relationship between diversity and inequality?
  • How are rights understood and valued differently across cultures?
  • Why do some people choose to avoid those who are different? Why do others seek diversity?
  • How do different people or groups represent and express their power?
  • What does it mean to say that there is strength in diversity?
  • What problems arise when we relate to people as members of a group, rather than as unique individuals?
  • What is the difference between individual bias and structural inequality?
  • How do power and privilege shape the relationships people have with each other as well as with institutions?
  • How do bias and injustice affect the future?
  • How can the lived experiences of individuals reflect social inequities?
  • What is the relationship between prejudice and membership?
  • What shared beliefs have inspired social justice movements in history?
  • What is solidarity and why is it important to social movements?
  • How does power determine access and opportunity?
  • How is empathy a seed of social action?
  • Does everyone have an equal responsibility to stand up to injustice?
  • 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?
  • To what extent is collective action necessary to defeat injustice?
  • What factors are important to consider when choosing whether or not to speak up in the face of injustice?
  • How do our various group identities shape us as individuals?
  • Do our obligations to ourselves require us to stand up for others?
  • How can individuals learn to talk about injustice and remain civil?
  • Grade Level

    Voices of Hope

    In this middle school, district-level grant, students hosted an interview series and spoke with people from a variety of backgrounds who found resilience, success and leadership in adulthood.