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LEARNING PLAN

Orientation to Social Justice Standards

  • 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?
  • What are the challenges of celebrating what we have in common while also honoring our differences?
  • What is the relationship between diversity and inequality?
  • Grade Level
    Subject
    Civics
    Social Justice Domains
    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

    Exploring Misconduct

  • How are we members of groups but also individuals?
  • 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 clues help me know when and how people are being treated unfairly?
  • What advantages or disadvantages do I notice because of identity groups?
  • Grade Level
    3-5
    Subject
    Social Studies
    History
    SEL
    Social Justice Domains
    TEXT
    Multimedia

    Growing vegetables and expanding horizons

    RWJF Image
    “Many residents of Compton, California, live in a food desert, which means they lack access to healthy foods and young people have never acquired the habit of eating fresh fruits and vegetables. Retired neurosurgeon Sherridan Ross may have a solution: Teach them to grow their own food. Drawing on the legacy of farming in Compton by African Americans, Sherridan develops community gardens that transform the attitude of neighborhood youth to food, and benefits them in other ways, too.”
    Grade Level
    3-5
    Robert Wood Johnson Foundation
    Subject
    History
    Social Justice Domain
    TEXT
    Multimedia

    Curbing floods and restoring a sense of community

    RWJF Image
    “English Avenue, an historic African-American neighborhood with an illustrious past, sits at the bottom of Atlanta’s water runoff. Blighted by regular flooding, mass vacancies, unemployment, and impoverishment, English Avenue finds hope in a home-grown response from its youth. Longtime resident MacKenzie Bass — along with fellow members of Street Smart — helped construct a park that curbs the excess water, creates a gathering place, and seeks to reclaim English Avenue’s identity.”
    Grade Level
    6-8
    Robert Wood Johnson Foundation
    Subject
    History
    Geography
    Social Justice Domain