Big Questions
What is Social Justice; what does it look like? Who is supposed to work towards it? Why does it matter? |
Goals:
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ASSIGNMENT:
PART I
There are four main categories for the Standards: IDENTITY – DIVERSITY – JUSTICE - ACTION
PART I
There are four main categories for the Standards: IDENTITY – DIVERSITY – JUSTICE - ACTION
- Read the Anti-bias Scenarios, in the right-hand column for each of the four topics.
IDENTITY (1-5) – DIVERSITY (6-10) – JUSTICE (11-15)- ACTION(16-18) - Read the Grade Level Outcome, in the left hand column, for each of the four categories.
PART II
1. IDENTITY - For the Social Justice Topic of Identity (1 – 5) Who Am I?
You must include the following information. Look at the example in the Identity section.
Family
Education /. Job
Culturally
Genealogy
Socially (friends, hobbies)
Spiritually
PART III
1. IDENTITY - For the Social Justice Topic of Identity (1 – 5) Who Am I?
- Write down all of the different groups where you find a sense of your identity.
- You can bring images or drawings to create a collage from photos in magazines or online photos.
- You can create a video or audio recording, a poem, short story or song.
You must include the following information. Look at the example in the Identity section.
Family
Education /. Job
Culturally
Genealogy
Socially (friends, hobbies)
Spiritually
PART III
- Suggested assignment to help you use the standards and see how they can be used:
- Self-reflection: As you discuss the assignments in this unit ask yourself the questions for each of the categories. They can be used to help you discuss topics in the unit.
- You can also use them to write a reflection on a unit assignment.
- At the end of the unit you should have a collection of reflections.
- How do I identify myself here and how impactful is my self-identity?
- Also apply questions to the appropriate assignments that match any of the other Social Justice Categories: Diversity - Justice - Action
2. DIVERSITY - For each of the assignments in the social justice unit, ask yourself:
- How do I look at and relate to other groups or people (or) do I relate to other groups different from myself?
- Am I welcoming, am I just casual and kind, or do I take an active interest in people who belong to other social groups?
3. JUSTICE - For each of the assignments in the social justice unit, ask yourself:
- How often do I identify unfair situations?
- Do I only notice unfairness when things impact me or people I care about (or)
- Am I concerned when unfair things happen to people outside of my identity group?
4. ACTION - For each of the assignments in the social justice unit, ask yourself:
- When was the last time that I was so impacted by an unfair or unkind situation that I took immediate action to remedy the situation?
- Who did I talk with about the problem?
- How often do I think: Either I am part of the problem or part of the solution?
- I want to learn more, so that I can get involved more often to help those who need extra help.
Social Justice Anchor Standard:
Identity (1 - 5)
Code: ID.9-12.(1-5)
Grade Level Outcome
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Anti-bias Scenario Identity As part of a class project, Rebecca completes the following personal mission statement: “I am more than one identity. I will celebrate all of my in-group and out-group identities and work to understand how they overlap to make up who I am as an individual. I will not allow others to put me into boxes.” Rebecca explains to her peers in small- group discussion that being a student, sister, female, Latina, Spanish speaker and dancer are all interconnected and equally important. She displays her personal mission statement on the outside of her class binder. |
Social Justice Anchor Standard:
Diversity (6 - 10)
Code: ID.9-12.(6-10)
Grade Level Outcome
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Anti-bias Scenario Diversity .Sheri is a student ambassador, welcoming new students and showing them around the school. She mentions to one new student, Kyle, that she helpedfound the school’s Gay-Straight Alliance (GSA). Kyle tells her that he is actually transgender and changed schools after beginning transition. Sheri tells him that she will be discreet and assures him that the administration is welcoming. Kyle recounts this story fondly at a later meeting with the school’s counselor. |
Social Justice Anchor Standard:
Justice (11- 15)
Code: ID.9-12.(11-15)
Grade Level Outcome
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Anti-bias Scenario Justice Karen notices that many of her school’s facilities are not friendly to those with disabilities. Many students have difficulty navigating the school and are often late to class as a result. Karen decides to look into building plans to determine if any accommodations are present for those in the community with physical limitations. She forms a focus group of students and faculty to come up with effective solutions to the situation. . |
Social Justice Anchor Standard:
Action (16- 20)
Code: ID.9-12.(16-20)
Grade Level Outcome
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Anti-bias Scenario Action 1. Lee has grown weary of the bullying he sees at his school each day.
2. He discusses his concerns with classmates, teachers and administrators to develop a plan to combat the situation. Together, they plan Mix It Up at Lunch Day to promote a greater sense of cohesion among the diverse student body. 3. The day is used to celebrate the launch of a new diversity club, aimed at bringing diverse students together and combating baseless animosity through ongoing intergroup activities. |
Photo credit: Richard Simpson