Revised Social Justice Lesson Plan

Social Justice Lesson Plan Template

Contextual information: Social Justice in Symbols

Grade level: 8th

Subject: Social Studies

Lesson time length: 80 Minutes

Characteristics of the class: (multi-age or grade level, developmental level, etc.) The class is made up of 29 students, 15 girls and 14 boys. There are 5 students with IEPs and special modifications.

Social Justice Standards (Teaching Tolerance): (Check all that apply)

Identity X 1. Students will develop positive social identities based on their membership in multiple groups in society. X2. Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups. ___3. Students will recognize that people’s multiple identities interact and create unique and complex individuals. ___4. Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. X5. Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces. Diversity X 6. Students will express comfort with people who are both similar to and different from them and engage respectfully with all people. X 7. Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups. X  8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way. __X_9. Students will respond to diversity by building empathy, respect, understanding and connection. X 10. Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
Justice X 11. Students will recognize stereotypes and relate to people as individuals rather than representatives of groups. __X_12. Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination). ___13. Students will analyze the harmful impact of bias and injustice on the world, historically and today. __X_14. Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics. ___15. Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.   Action __X_16. Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias. X 17. Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice. X 18. Students will speak up with courage and respect when they or someone else has been hurt or wronged by bias. X 19. Students will make principled decisions about when and how to take a stand against bias and injustice in their everyday lives and will do so despite negative peer or group pressure. ___20. Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective.
X Empowered learner- Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. X Computational thinker-  Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
  Digital citizen-  Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.   Creative communicator-  Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
  Knowledge constructor- Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.   X Global collaborator- Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
  Innovative designer- Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.    

 ISTE Standards for Students (click all that apply)

Purpose/Rationale: We see symbols every day in all aspects of our lives. Symbols are used to convey ideas, qualities, emotions, material objects/products, opinions and beliefs. Unfortunately, symbols are also used to convey hate and bias. Lately, we have seen a lot of hate symbol graffiti in public spaces and specifically the swastika, which in most circumstances is understood as an expression of anti- Semitism. There has reportedly been an increase in anti-Semitic incidents, including the display of swastikas on school and college campuses, sidewalks, places of worship, online, on doors, buildings, dorm rooms, buses, school and public bathrooms, vehicles and other places. The proliferation of other hate symbols is also of increasing concern.

This lesson provides an opportunity for students to reflect on the importance of symbols in our society, understand more about specific hate symbols, and identify strategies for responding to and eliminating hate symbols.

Materials and Technology Tools:

Instruction sheet

Chromebooks

Readings

Objectives:

Students will be able to analyze the history of different hate symbols by reading an article and conducting research.

Students will be able to evaluate the use of hate symbols by creating their own podcast and discuss solutions to the issue.

Instructional Procedures: (please remember to integrate technology tools)

Introductory Activity:

Begin with a discussion about hate symbols- have students write down what a hate symbol is to them and what it means. Have them then share with a partner. Then, Show a variety of images of Symbols (positive, neutral and negative) and as you show them—one at a time— ask students: What does this symbol mean or represent? 
Elicit and define symbol as a person or a concept that expresses, represents, stands for or suggests an idea, quality, belief, action or material object. Explain that symbols take the form of words, sounds, gestures, ideas or visual images and are used to convey other ideas. Ask students to share other examples of visual images or symbols. As examples are shared, explain that they can be (1) neutral like a logo for a product or social media platform, (2) positive like an emoji or (3) negative like a swastika. If students don’t share negative or hate symbols, ask: What symbols of hate have you seen and/or heard about lately? Make three columns on the board/smart board and put each of the symbols in each of the categories as students share examples of symbols: 
List as many as possible and begin to focus in on the negative or hate symbols, adding as many examples as possible. Explain to students that we are going to focus on understanding the origins, meaning and current day usage of several hate symbols. Explain to students that lately, we have seen a lot of hate symbol graffiti in public spaces and specifically swastikas, which in most circumstances are understood as an expression of anti-Semitism.? Explain that since 1945, the swastika has served as the most significant and notorious of hate symbols about anti-Semitism and white supremacy for most of the world outside of Asia. Explain that we are going to discuss this hate symbol as well as others. 


Developing Activity:

Part 1: (30 mins)

Explain that the class will be using a “jigsaw” strategy to learn more about hate symbols. Divide students into six small groups and explain that the jigsaw strategy provides an opportunity for small groups of students to learn about different aspects of a topic and then teach each other. 


  1. To manage the jigsaw, have students count off by 6s and assign each number one symbol from the Background Reading on Hate Symbols to read (uploaded to Google Classroom on their chromebooks). Allow ten minutes for them to read silently. Have students in each group sit in groups to read their article. 
Group #1: Swastika
Group #2: Burning Cross Group #3: Confederate Flag Group #4: Noose
Group #5: SS Bolts
Group #6: Celtic Cross 

  2. Divide students into new small groups so that each group has someone who read a different article (i.e. each group will have a person that read articles 1, 2, 3, 4, 5 and 6). When the groups are formed, give each student 2–3 minutes to summarize their assigned article and share information about the hate symbol they learned about. They should address the following if it was included in their reading or preliminary research: (1) the origin of the symbol, (2) the group(s) targeted, and (3) how the symbol is used currently. 


After the small group sharing and discussion, reconvene the class and engage all students in a class discussion by asking the following questions:

Was it easy or difficult to summarize the information in your article and share with others? 


What new information did you learn by reading your article and hearing about other hate symbols? 


What makes each of these symbols unique? What do they all have in common? 


When people see these hate symbols in their everyday lives, how do you think they feel when they see them? How do you think targeted group(s) feel when they see them? 


What do you think the impact of hate symbols are on individuals? Communities? And society at large? 


What are some things we can do to prevent and stop hate symbols from being written/drawn?

Part 2: (20-25 mins)

Have students work in their groups to create a podcast expressing how they feel about these symbols and how they can be used. Students may conduct further research if they wish, or as a group they can just discuss how they feel/ possible solutions for the problem. Each student must contribute in their groups on the podcast. Each group must come up with a solution they feel can contribute to solving this problem within their community. The podcast should be AT LEAST 10 minutes long, and MAX of 20 mins long.

Concluding Activity:

Have students think about a symbol they would like to create that expresses the opposite of hate—for example: love, respect, diversity, inclusiveness or friendship. Have students say aloud what those symbols would look like and if time permits, give students a few minutes to draw those symbols and then share with the class.

Assessments:

Podcast

Concluding drawing

Observation of Part 1 activity  

Feedback from peers: (Located in Discussion) –Fix the title

-Add to the context of the class

Reflection:

Address the following:

  1. What did you do to insure that you had met your objectives in this lesson?

I reviewed my objectives as I wrote each part of my lesson plan. I ensured that my students will understand the difference between a symbol and a hate symbol, and that my students understand where they come from. I then had my students evaluate these symbols and what can be done in the community to prevent these hate symbols from appearing within our community again.

  • What were some of the strengths in the lesson?

I gave students a lot of leeway. I allow students to go about their podcast freely- they can make it however they want. I also think I scaffolded it well- presenting vital information that they will need to form their own opinions on the topic and allowing them to talk about it in a group setting and to brainstorm possible solutions to ending the problem.

  • What are some things that could be improved in this lesson?

If students struggle with creating a podcast, I would include more structure- adding questions that as a group they should discuss and answer. However, I would like to see how they do with little structure first and more student centered.

Reflection

My biggest take away from this course occurred during the first few weeks of the semester around personal experiences. The Johnson text, Privilege, Power and Difference forced me to think in a way about myself and my teaching I have not previously done. It opened up my eyes to a completely different point of view which allowed me to consider other positions besides that of a white, middle-class female. Hearing others’ experiences in the class, also got me reflecting more on my life and how fortunate I am.  They often shared things that made me think differently about past experiences. These discussions have allowed me to embrace diversity and meet the needs of students.

The photo essay we had to complete also allowed me to see my district in a different light. Learning about policy and social justice standards this semester allowed me to see that my district is not strong in this area. After speaking with my curriculum director, I know this will be an area of focus for the upcoming school year. My participation in the class will allow me to bring more to the discussion moving forward on how we can be a more culturally responsive district and address these standards. 

Teaching elementary school, I know the importance of starting these conversations around differences, stereotypes, and culture at a young age.  I will continue to develop a culture that is respectful and open to discussions in my classroom so we can meet the needs of all students.

I appreciate all the hard work of everyone in the class and their ability to be open and forthcoming about diversity.  Thank you to all for a great semester. 

Erin

Revised Lesson Plan

Revised Lesson Plan #577

https://oneonta365-my.sharepoint.com/:w:/r/personal/battcm37_oneonta_edu/_layouts/15/Doc.aspx?sourcedoc=%7B4CE9D7F7-DE3F-4019-BC42-B81B455A027F%7D&file=Social%20Justice%20Lesson%20Plan%20Assignment%20(2).docx&action=edit&mobileredirect=true&wdNewAndOpenCt=1557200951090&wdPreviousSession=afee5a60-be2c-4f6a-961a-3aaad331f76c&wdOrigin=office%2Ecom
Social Justice Lesson Plan

Mullen #577 Final Reflection

Throughout this course, we explored how diversity plays a role in education from different perspectives. From a policy standpoint, we examined how governing bodies worked to foster diversity in public schools. Through policies like Title IX, schools strived to become more equitable and accessible for people from different backgrounds.

While the powers that be have set policies to improve conditions, we learned how societal changes needed to occur before the impact was felt. When the cultures of schools remain the same, the policy changes do not work. When public entities are motivated to promote diversity in their institutions and participants recognize the benefits of diversity, genuine change occurs.

We also learned how cultural background and identity contingencies affect people’s education. Challenges like stereotype threat can hinder student performance before they even enter the classroom. Most importantly, we learned ways to recognize the challenges of oppression and privilege to better meet the needs of all students.

There were many aspects about EDUC 577 that have impacted the way I teach. Recognizing how cultural background affects a students perception of school has helped me better differentiate my lesson plans to meet the needs of my students. Recognizing my own identity contingencies has helped me acknowledge that my experience in society may be very different than that of my students and coworkers. Identifying how privilege and oppression play a role in the school system has changed the way I view my classroom. I look forward to applying the principles we learned throughout this semester in my everyday life to ensure that my students get the education they all deserve.

Social Justice Lesson Plan

Hello all!

Here is my Social Justice Lesson Plan.

file:///C:/Users/alevi/OneDrive/Desktop/Social%20Justice%20Lesson%20Plan%20Assignment%20Andrew%20Levinton.pdf

#577

Best,

Andrew Levinton

Revised Lesson

Social Justice Lesson Plan Template

Contextual information: How culture affects fashion

Grade level: 7th

Subject: FACS

Lesson time length: 49 Minutes

Characteristics of the class: (multi-age or grade level, developmental level, etc.)

Social Justice Standards (Teaching Tolerance): (Check all that apply)

Identity X 1. Students will develop positive social identities based on their membership in multiple groups in society. X 2. Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups. ___3. Students will recognize that people’s multiple identities interact and create unique and complex individuals. ___4. Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. X 5. Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces. Diversity X 6. Students will express comfort with people who are both similar to and different from them and engage respectfully with all people. X 7. Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups. X 8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way. ___9. Students will respond to diversity by building empathy, respect, understanding and connection. X 10. Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
Justice X 11. Students will recognize stereotypes and relate to people as individuals rather than representatives of groups. ___12. Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination). ___13. Students will analyze the harmful impact of bias and injustice on the world, historically and today. ___14. Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics. ___15. Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.   Action ___16. Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias. X 17. Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice. ___18. Students will speak up with courage and respect when they or someone else has been hurt or wronged by bias. ___19. Students will make principled decisions about when and how to take a stand against bias and injustice in their everyday lives and will do so despite negative peer or group pressure. ___20. Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective.
X Empowered learner- Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.   Computational thinker-  Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
  Digital citizen-  Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.   Creative communicator-  Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
X Knowledge constructor- Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.     Global collaborator- Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
  Innovative designer- Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.    

 ISTE Standards for Students (click all that apply)

Purpose/Rationale: Students will be learning about how culture shapes the way we dress. This will be taken place during a clothes/fashion unit. The purpose of this lesson is that students will research and present information about different cultures, how geographic and cultures affect personal adornment, and how others in said cultures can have positive or negative stereotypes based on how they dress.

The classroom consists of 10-19 students that meet every other day. About 1-3 students in each class has an iep or 504 plan. Most accommodations consist of extra time for projects or test.

Materials and Technology Tools:

Instruction sheet posted on schoology

Chromebooks

Objectives:

Students will be able to collaborate as a group to research at least 10 key facts about a unique culture or subgroup.

Students will be able to present of research and images of corporal and external adornment of a specific culture

Students will be able to reflect on their own fashion choices and how it compares to others.

Instructional Procedures: (please remember to integrate technology tools)

Introductory Activity:

-Spend 3-5 minutes on bellringer: Describe your process when buying clothes in 3-4 sentences. Helpful prompts: Do you look at labels or brands? Do you consider function over fashion? Do you always go to the same stores or try different places? How much of an influence are your parents or friends on your decisions?

Class will have discussions on student answers. Have students get in groups of 2-4. Introduce the project.

Developing Activity:

Students will have up to 5 minutes picking a culture, country, subgroup, or time period to research.

They will be using Google slides to make a presentation about their culture. They are to research fashion originating from the country, both corporal and external. They will be researching what aspects affected the fashion (climate, culture, economics, etc.). They will research if there were negative stereotypes or bias based on the clothes.

Students may be able to present today, if not they will present next class.

Concluding Activity:

Exit Ticket:

How does your fashion choice differ from the group you researched? Explain the differences and the reason of these differences in 2-4 sentences.

Assessments:

Bellringer + Exit Ticket

Presentation Rubric

Observation

Fashion Around the World

Description:

You and your group are tasked with researching the fashion of a group of people. They can be from a specific country (ex. Africa), culture (ex. Hindi), subgroup (ex. “emos”), or time period (ex. 1920s). You will be working together to research and present through google slides. Read instructions and grades to ensure that you are working to the specifications of the project.

Example of research topics: You are not limited to these suggestions

Africa Thailand Japan Ireland Hawaii Western culture Indosphere Sinosphere Islamic culture Arab culture Tibetan culture Punk Emo Goth Prep Jock 1920s 1930s 1960s 1980s 2000s  

Required Reseach:

-Types of fashion that originated or is highly used from your group. List at least one external (temporary) adornment and one corporal (permanent)

-What factors influence their type of clothes (money, religion, climate, etc.)

-Negative or positive stereotypes that based on the group of people you researched (ex. Everyone in the Islamic culture are terrorist is a negative stereotype).

-How can people, as a whole, change negative stereotyping?

Grading:

Criteria 0 Point 1 Point 2 Points 3 points
Group completed assignment on time. Group did not use research tools or contained little to no information. Group answered some of required research but is missing sufficient detail.   Group answered most of required research but is missing minor details. Group is well-detailed and answers all required research.
  Presentation Group did not present information. One member presented. Most members presented information or did not present clearly. All members presented information in a clear and
  Group-Work (graded individually) Students did not work within group. Work was uneven divided. Student did not do much work Student did some work within group Student worked well with group.
  Time and effort. Students did not complete any of the assignment on time. Group did not complete most of the assignment or was turned in very late. Group completed assignment but was late. Group completed assignment on time.

Feedback from peers:

Peer Review Sheet

EDUC 577

Dr. Waid

Name of Reviewer: Miranda VanDonsel

Name of Person submitting lesson plan: Andee Bartholomew

Categories to review:

               Category                                          Target                                 Feedback

Contextual information       Included all the required contextual information for the lesson. This lesson was well organized, but was missing the classroom characterization. This information is crucial for others to gain a better understanding of the developmental level of the classroom.
Standards       Lesson was well-aligned with the Social Justice/ISTE Standards The social justice standards and ISTE Standards were clearly identified and met within the lesson.
Instructional strategies         Instructional strategies were well- aligned with the objectives of the lesson. Made good use of technology The lesson followed and met each of the stated objectives. Technology was present and used effectively through the use of Google Docs. Each objective was met
Assessments         The assessments were well-aligned with the objectives of the lesson Assessment supported lesson objectives
Reflection- N/A ( each student will include this in the final submission (on the lesson plan template itself) on WordPress The reflection richly addressed the strengths and weaknesses of the lesson N/A

Additional comments:

Great Job! Your lesson was clearly put together and aligned perfectly with your objectives and standards!

 Reflection:

Address the following:

  1. What did you do to insure that you had met your objectives in this lesson?

I looked at each objective and made sure that everything was addressed in at least one part of my lesson. All of my assessments gauge if students meet each objective.

  • What were some of the strengths in the lesson?

It has students learning about different cultures and beliefs of the world around them. It may introduce the thought that people around the world are different then where they grew up.

  • What are some things that could be improved in this lesson?

I would spend more time on this lesson than just one day. Make the exit ticket more of an essay than a paragraph late on in the unit.

Social Justice Lesson Plan Rubric

  Ineffective Developing Effective
Contextual information Included minimal of no contextual information for the lesson Included most of the required contextual information for the lesson Included all the required contextual information for the lesson
Standards Lesson had minimal or no alignment to the Social Justice Standards Lesson had evidence of alignment to the Social Justice Standards Lesson was well-aligned with the Social Justice Standards
Instructional strategies Instructional strategies had minimal alignment with the objectives of this lesson. Used no technology Instructional strategies were mostly aligned with the objectives of the lesson. Used some technology Instructional strategies were well- aligned with the objectives of the lesson. Made good use of technology
Assessments The assessments had minimal alignment to the objectives of the lesson The assessments were mostly aligned with the objectives of the lesson The assessments were well-aligned with the objectives of the lesson
Reflection The reflection minimally addressed the strengths and weaknesses of the lesson The reflection mostly addressed the strengths and weaknesses of the lesson The reflection richly addressed the strengths and weaknesses of the lesson

Final Reflection

After taking this class, I have learned a lot about diversity and how it relates to myself and my classroom. There were many aspects of privilege I was not aware that I had, and how this impacts me and my teaching. Although I do try to incorporate diversity into my classroom, it seems that there is always more I can be doing. I also realized that diversity does not have to just be about skin color, but it can also relate to gender and socioeconomic status as well and those are important aspects that I would like to work on incorporating into my classroom as well. I also got some great ideas on social justice lesson ideas from my classmates that would be incredibly beneficial to use in the classroom to help teach diversity. I believe that teaching students at an early age about diversity will make them more tolerant and accepting of those who are different from them. The sooner we have these discussions and teach these lessons, the better off our students will be in the future.

Thank you!

Michelle