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LEARNING PLAN

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
    LEARNING PLAN

    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
    LEARNING PLAN

    Peace and Identity: Cosmic Education

  • What are my identities?
  • What identities do I share with my family? What identities do I have that are different from my family?
  • Does my identity mean I get to do things other kids can’t, or keep me from doing something?
  • Can people who share my identity still be different from me?
  • What does it mean to be unfair? In class? In school? At home? In my community? In the world?
  • How do I know when people are being treated unfairly?
  • How does unfairness make me feel?
  • When something is unfair does it affect everyone the same way?
  • Grade Level
    Subject
    Reading & Language Arts
    Social Studies
    Social Justice Domains
    LEARNING PLAN

    Social Class and Privilege

  • How does privilege shape the lives of individuals and groups?
  • Grade Level
    6-8
    Subject
    Social Studies
    Civics
    History
    Geography
    Arts
    Math & Technology
    Topic
    Social Justice Domains
    LEARNING PLAN

    Why We Need Black History Month

  • What effect does not teaching or learning about black history have on students in the U.S?
  • Why is it important for everyone to learn about black history?
  • How can we make connections across our different racial ethnicity, traditions, and experiences?
  • Grade Level
    6-8
    Subject
    History
    Social Justice Domains
    LEARNING PLAN

    Cine y Teatro, Ethnic and Gender Studies class

  • How are issues of race, class, gender and ethnicity addressed through film and theater in Spanish?
  • How do our intersecting identities shape our perspectives and the way we experience the world?
  • 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