Teaching with Technology in the Middle: Getting Ready for Social Justice LIVE - 0 views
Exploring Community History and Cultural Influence | Learning for Justice - 2 views
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LESSON
News | Move For Justice News - 0 views
Learning for Justice | Education Resources - 0 views
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“Teaching Tolerance provides me with the means to promote social justice, challenge bias, and engage students in discussions about diversity that would perhaps not happen otherwise.”
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Students can make a pledge to help end continued racism.
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These robust, ready-to-use classroom lessons offer breadth and depth, spanning essential social justice topics and reinforcing critical social emotional learning skills.
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The Preamble | The National Constitution Center - 2 views
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"We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America."
Mass Incarceration and Criminal Justice in America : The New Yorker - 2 views
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The more professionalized and procedural a system is, the more insulated we become from its real effects on real people.
Egypt - History.com Articles, Video, Pictures and Facts - 1 views
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Government and Society
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Justice
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Local government
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Zombie-town USA - 2 views
If You're Angry and You Know It | Learning for Justice - 2 views
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ncourage your students to exercise their helpful reactions in their everyday lives, using the song as a reminder.
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Have students act out the lyrics with dramatic body language and gestures, using scenarios from both lists.
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nvite students to create additional helpful reactions to include in the song.
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Visualizing School Equity | Learning for Justice - 0 views
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This connects to 7I. Where the teacher is supporting and expanding expression through speaking, writing, or other media. This is happening through connections and building relationships with other schools in different districts and creating a portfolios about the facilities at the schools. Once these portfolios are exchanged they will then use the insights to create their own Student Bill of Rights. This will allow students another perspective to look at, think about, and reflect on.
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Yes this is 7I
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Form a partnership with a teacher in another district. You will ask your students to assemble a portfolio documenting the facilities at their school (through lists, narratives or photos); your partner teacher will ask her/his students to do the same. Classes can exchange portfolios. Each class can use the insights from the exchange to draft their own Student Bill of Rights.
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3. Ask to students to present their posters to the entire class.
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This connects to 3G where we are using student's thinking and experiences as a resources in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written and other samples of student thinking. This will allow students to look at public information on the per-student funding in the best and least funded schools. They will then present their findings to their peers while listening to others findings and thoughts.
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Buddy Share | Learning for Justice - 0 views
Culture in the Classroom | Learning for Justice - 0 views
Ability | Learning for Justice - 0 views
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“In order to make classrooms physically, emotionally and mentally welcoming to all students, we have to be aware of ableist attitudes. And we must emphasize that disability is simply another difference, like race or gender.”
Summary Objective 16 | Learning for Justice - 1 views
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This is a great resource for incorporating critical pedagogy theory into your classroom. Would you include lessons like this into your coursework in addition to your current curriculum? Why or why not?
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I strongly believe that lessons like these can and will provide great thinking and questioning of the status quo. Getting students to stand up for what they are learning is huge and lessons like what are listed here can really help students think deep about what they know and are learning.
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What Makes a Family? | Learning for Justice - 1 views
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small group, ask students to brainstorm
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This is an example of 3G - "use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking." Grouping the students in pairs or small groups allows for more time and for students to be comfortable sharing their thinking and experiences with one another. This elicits students to share their own thoughts.
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Have them describe different family make-ups
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Ask students what a biography is
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Exploring Gender Stereotypes in Stories | Learning for Justice - 1 views
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Explain to students that they are going to write a profile of a character who stands up against gender stereotypes. Provide students with the appropriate graphic organizers and have them work independently to begin developing their characters.
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As you read, stop to elicit student responses to the question: What personality traits and behaviors show us that this character rejects gender stereotypes? Chart student responses. When you are finished reading, help students look back over the list they have come up with. Ask how it feels to read about a character who stands up to so many gender stereotypes.
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This demonstrates 4E - "understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" because students would have prior knowledge in how they think of gender roles through their family/cultural experiences. This could be through toys they have been bought (dolls/toy cars), family roles within the household (who cooks/who does yard work), the clothes they wear, etc.
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Come together to allow students to share observations. Ask students how they think children’s book authors might contribute to the construction of gender, and challenge students to question whether this is fair.
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This demonstrates 3G - "use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking" because students work with a partner to observe what they see in picture books about gender stereotypes and then they come together as a group to share ideas with each other about what they discovered. Students are then asked to think about if the construction of gender is fair. The group interaction helps them learn from each other.
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The True History of Voting Rights | Learning for Justice - 0 views
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This lesson that Jackie shared is such a great example of the CCC. Notice how it guides students to activate and revise prior knowledge in the form of a story, integrated more accurate understandings as the lesson progresses. At the end there are even more opportunities for confirming/applying/transferring the content in a personally meaningful way.