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LEARNING PLAN

Mass Imprisonment

  • 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 various group identities shape us as individuals?
  • What is the difference between feeling proud and feeling superior?
  • How do our intersecting identities shape our perspectives and the way we experience the world?
  • 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?
  • How do our similarities and differences impact the relationships we have with people inside and outside our own identity groups?
  • Grade Level
    Subject
    Social Studies
    Social Justice Domains
    LEARNING PLAN

    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
    LEARNING PLAN

    Social Justice

  • What privilege do people have based on their identity?
  • How could one person’s identity threaten another person’s rights?
  • What problems arise when we relate to people as members of a group, rather than as unique individuals?
  • How do bias and injustice affect the future?
  • How can the lived experiences of individuals reflect social inequities?
  • Grade Level
    Subject
    Social Studies
    Civics
    Science & Health
    Social Justice Domains
    LEARNING PLAN

    EXPLORING HISTORY AND DIVERSITY

  • 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?
  • Grade Level
    Subject
    Digital Literacy
    Reading & Language Arts
    Social Studies
    Civics
    History
    Economics
    Geography
    SEL
    Arts
    ELL / ESL
    Social Justice Domains
    LEARNING PLAN

    Disrespect and Intolerance in the Lindbergh Community

  • What truly is disrespect and intolerance?
  • How does it affect the Lindbergh High School community?
  • How can we promote a more inviting and respectful school environment?
  • Why might people not feel safe to express all their identities?
  • How are people similar to and different from each other?
  • Grade Level
    LEARNING PLAN

    Supporting of Latino Education

  • How have schools U.S. enabled the leakage in the educational pipeline of Latino students?
  • What methods are best used to support students struggling to keep up in the traditional framework of U.S. education?
  • Why is there a stereotype that Latino parents and students don't care about education?
  • In what case(s) would dropping out of school be better than continuing in the system?
  • What is your definition of accountability?
  • How can a supportive advocate help for student success?
  • What is the significance of calling this program the "Partners Program"?
  • Grade Level
    Subject
    Social Studies
    Social Justice Domains
    LEARNING PLAN

    EqSTrEAM: Equity in Sci Tech Eng Art Math for REPRESENTATION

  • How do manufacturing and consumer choices impact general health of an ecosystem?
  • What do we gain when we learn about the lived experiences of other people?
  • How do different people or groups represent and express their power?
  • How can the lived experiences of individuals reflect social inequities?
  • Grade Level
    Subject
    Economics
    Geography
    Arts
    Math & Technology
    Science & Health
    Social Justice Domains