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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

    Civic Engagement

  • What is the difference between being treated unfairly by another person and receiving unequal treatment under the law?
  • What effect does injustice have on people and groups?
  • How have people advocated and fought for justice throughout history?
  • What is a just society?
  • How would society be affected if no one took responsibility for standing up for others?
  • Can progress take place without action?
  • Grade Level
    6-8
    Subject
    Civics
    Social Justice Domains
    LEARNING PLAN

    Lakota ECS 2nd Grade Unit 1: Needs and Wants

  • How can we help our community work together to meet its needs and wants?
  • What causes people to not be able to meet their wants and needs?
  • What can we do to meet the needs of our community and other communities?
  • What does it mean to be unfair? In class? In school? At home? In my community? In the world?
  • How have people stopped unfairness in the past?
  • Grade Level
    K-2
    Subject
    Social Studies
    Social Justice Domains
    LEARNING PLAN

    Ability

  • What are my identities?
  • How do I see myself? Is it the same way others see me?
  • Does my identity mean I get to do things other kids can’t, or keep me from doing something?
  • What rights do I have?
  • Do all people have the same rights?
  • How am I the same as other people? How am I different from other people?
  • Grade Level
    K-2
    Subject
    SEL
    Topic
    Social Justice Domains
    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