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A curriculum to integrate social justice anchors standards into K–5 curriculum
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A curriculum to integrate social justice anchors standards into K–5 curriculum
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Content
A Curriculum to Integrate Social Justice Anchors Standards into K–5 Curriculum
Aleta Rose
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
August 2024
© Copyright by Aleta Rose 2024
All Rights Reserved
The Committee for Aleta Rose certifies the approval of this Dissertation
Issaic Gates
Kimberly Hirabayashi
Kenneth Yates, Committee Chair
Rossier School of Education
University of Southern California
2024
iv
Abstract
Teachers at Social Justice Elementary School (a pseudonym) are not prepared to teach the social
justice anchor standards. In 2017, a magnet evaluation determined that social justice practices
were not evident systemically at the school. The purpose of this curriculum is to teach teachers
how to integrate social justice standards into their curriculum. This curriculum design applies the
science of learning, universal design for learning, and guided experiential learning frameworks.
Also, social cognitive and critical race theories informed this curriculum. Over 6 days, teachers
will take a creative iterative journey of interdisciplinary approaches to curriculum integration.
Teachers will identify big ideas, unpack standards, and integrate them in a way that is coherent
and meaningful. They will also plan and implement integrated lessons that eliminate subject
boundaries and holistically allow access to multiple standards. After which, they will administer
an assessment. Ultimately, teachers will learn to help themselves and their students become more
successful, effective, and energized in the classroom. As a result of this approach, learners may
retain content at an increased rate, making real-life connections as they personalize learning and
construct meaning. This curriculum will be comprised of two semesters. During the first
semester, teachers will learn the skills needed to integrate the curriculum. The second semester is
more of a guided practice and application of these skills. By the end of this curriculum, teachers
will have the confidence to use social justice anchor standards and state content standards to
create units and projects and find common concepts and skills across disciplines.
Keywords: Integrated curriculum, social justice standards, student engagement,
motivation, real-life experiences
v
Acknowledgements
To the amazing faithful God. You have granted me life and favor, and Your providence has
preserved my spirit (Job 10:12).
To my amazing husband, Damon Rose. I could not have done this without your support. Thank
you for your strong grounding presence. I love you.
To my son Khalil Taylor, my heart, who is my inspiration to become a better version of myself. I
want to improve because of you.
To my family and friends who were my cheerleaders.
To all the teachers, students, parents, administrators, and community members who supported
and encouraged me.
To my committee members for pushing me.
Again, thank you. I wish you many, many blessings.
vi
Table of Contents
Abstract.......................................................................................................................................... iv
Acknowledgements..........................................................................................................................v
List of Tables ...................................................................................................................................x
Overview of the Project and Needs Assessment..............................................................................1
Problem of Practice..........................................................................................................................2
Evidence for the Problem of Practice ..............................................................................................3
Importance of Solving the Problem .................................................................................................3
Instructional Needs Assessment ......................................................................................................4
The Learning Environment ..............................................................................................................5
Potential Issues with Power, Equity, and Inclusion.........................................................................6
About the Author .............................................................................................................................7
Definition of Terms..........................................................................................................................8
Literature Review.............................................................................................................................8
Prior Attempts..................................................................................................................................8
The Content of the Curriculum......................................................................................................10
Select the Appropriate State Content Standards to Teach .................................................11
Review and Select One or More Appropriate Social Justice Anchor Standards for the
Content Being Taught........................................................................................................12
Choose An Approach to Integrate Curriculum ..................................................................13
Create a Lesson Plan That Incorporates an Activity That Teaches Content and Social
Justice Anchor Standards...................................................................................................14
Implement the Lesson ........................................................................................................15
Administer a Student Assessment for the Lesson that Includes Both Content and
Social Justice Anchor Standards........................................................................................16
Summary of the Curriculum Content.................................................................................16
vii
The Learning Environment and the Learners ................................................................................21
Teacher/Trainers/Facilitator Characteristics......................................................................21
Existing Curricula/Programs..............................................................................................22
Available Equipment and Technology...............................................................................22
Classroom Facilities and Learning Climate .......................................................................22
Description of the Learners............................................................................................................23
Cognitive Characteristics...................................................................................................23
Prior Knowledge ................................................................................................................24
Physiological Characteristics.............................................................................................25
Motivation Characteristics.................................................................................................25
Social Characteristics.........................................................................................................26
Implications of the Learning Environment and Learner Characteristics for Design .....................27
The Curriculum..............................................................................................................................27
Cognitive Task Analysis................................................................................................................28
Course Learning Goals ..................................................................................................................28
Course Learning Outcomes............................................................................................................29
List of Units, Terminal, and Enabling Objectives .........................................................................33
Overview of the Units....................................................................................................................38
Visual Overview of the Units ........................................................................................................39
Scope and Sequence Table.............................................................................................................40
Delivery Media Selection ..............................................................................................................42
General Instructional Platform Selection in Terms of Affordances ..............................................42
Access................................................................................................................................42
Consistency ........................................................................................................................43
Cost ....................................................................................................................................43
viii
Specific Instructional Platform Selection in Terms of Restrictions...............................................43
Client Preferences or Specific Conditions of the Learning Environment......................................45
Specific Media Choices .................................................................................................................45
General Instructional Methods Approach......................................................................................48
Implementation Plan ......................................................................................................................49
Evaluation Plan ..............................................................................................................................50
Evaluation Framework.......................................................................................................51
Level 4: Results and Leading Indicators............................................................................51
Level 3: Behavior...............................................................................................................54
Level 2: Learning...............................................................................................................58
Level 1: Reaction ...............................................................................................................61
Evaluation Tools................................................................................................................63
Data Analysis and Reporting .............................................................................................65
Conclusion .....................................................................................................................................67
References......................................................................................................................................69
Appendix A: Course Overview, The Curriculum ..........................................................................78
Instructional Strategies.......................................................................................................79
Instructional Activities.......................................................................................................80
Appendix B: Lesson Overviews ....................................................................................................84
Unit 1: Select the Appropriate State Content Standards to Teach .....................................84
Unit 2: Select Social Justice Anchor Standards.................................................................89
Unit 3: Choose An Approach to Integrate Curriculum......................................................91
Unit 4: Create a Lesson Plan that Incorporates an Activity that Teaches Content and
Social Justice Anchor Standards........................................................................................93
Unit 5: Implement The Lesson ..........................................................................................95
ix
Unit 6: Administer a Student Assessment for the Lesson that Includes Both Content
and Social Justice Anchor Standards.................................................................................98
Appendix C: Lesson Activities, Design, and Materials for Unit 4 ..............................................100
Unit 4: Create a Lesson Plan That Incorporates an Activity that Teaches Content and
Social Justice Anchor Standards......................................................................................100
Materials for Unit 4: Create a Lesson Plan that Incorporates an Activity that Teaches
Content and Social Justice Anchor Standard(s)...............................................................108
Appendix D: Immediate Evaluation of the Curriculum...............................................................147
Appendix E: Delayed for a Period After the Program Implementation.......................................149
x
List of Tables
Table 1: Representation of the Units Covered in Curriculum 39
Table 2: Curriculum Scope and Sequence 41
Table 3: Key Considerations for Media Selection 45
Table 4: Media Choices in Course Title 47
Table 5: Indicators, Metrics, and Methods for External and Internal Outcomes 53
Table 6: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 55
Table 7: Required Drivers to Support Critical Behaviors for Teachers Integrating the Social
Justice Anchor Standards into the K–5 Curriculum 57
Table 8: Evaluation of the Components of Integrating Social Justice Anchor Standards into
the K–5 Curriculum 61
Table 9: Components to Measure Reactions to Integrating Social Justice Anchor Standards
into the K–5 Curriculum Program 63
Table A1: Learning Activities for the Course Overview of Integrating Social Justice Anchor
Standards Into the K–5 Curriculum 81
Table C1: Learning Activities for Creating a Lesson Plan That Incorporates an Activity That
Teaches Content and Social Justice Anchor Standards 103
xi
List of Figures
Figure 1: Sample Data Representing the Impact of the Program on Teacher’s Lesson
Planning 66
Figure 2: Sample Data Representing the Frequency That Teachers Engage in the Skills
Taught in the Program 67
Figure A2: Visual Overview of the Units 83
1
A Curriculum to Integrate Social Justice Anchors Standards into K–5 Curriculum
Overview of the Project and Needs Assessment
Black lives matter! Educational leaders’ appreciation of differences is critical to a just
and equitable society (Santamaria, 2014). Teaching the most vulnerable learners the importance
of identity, kindness, empathy, and tolerance is one of the most powerful actions educators can
take (Kessler, 2000). These important foundational skills can be used throughout a lifetime. The
social justice anchor standards (Dunn, 2021) are age-appropriate learning outcomes divided into
four domains: identity, diversity, justice, and action. Dunn (2021) suggested that these standards
can be integrated into curricula that span across grades K–5 as foundational developmental tools.
As Fulghum (2004) stated, all we really need to know about life and relationships with others we
learned in Kindergarten.
The purpose of this proposed professional development program is to teach teachers how
to integrate the social justice anchor standards into the K–5 curriculum. This integration will
allow students to engage with and think critically about the curriculum and take action to address
injustice (Spitzman & Balconi, 2019). Teachers will learn how to incorporate students’ lived
experiences and cultural assets in the school environment, which is intimately linked to cognitive
development (Zins, 2004). Kusché and Greenberg (2006) stated that as the level of
communication, respect, and attachment between a child and their teacher improves, so does the
child’s attention, learning, and brain development. Moreover, a lack of belongingness and
acceptance in the school environment can put children at risk for maladjustment (Mize & Ladd,
1990). For this course, integrating standards is defined as connecting multiple standards across
disciplines for students and teachers to participate in learning activities together (Bybee et al.,
2
2006) to think critically, solve problems, build on prior knowledge and experiences, and
construct their own meaning (Loughran, 2005).
Problem of Practice
Social Justice Elementary School (SJES) is located in Public School District (PSD; a
pseudonym), which is one of California’s largest K–12 public school districts. Given its size,
PSD is charged with serving a very diverse population. To meet its community’s needs, PSD
designates some schools as focal points to integrate particular standards. The district designated
SJES as a magnet school in the 1970s. However, given PSD’s size and mandate to serve all of its
schools, district-level decision making does not align with the social justice curriculum of SJES.
The mission of SJES is to prepare students to be productive citizens to create change in
their environment and world. As their vision, SJES students, teachers, and administrators believe
in equity, diversity, human rights, global responsibility, service, and solving problems in their
environment and world. The social justice anchor standards of identity, diversity, justice, and
action reflected this vision. However, because the district-mandated curriculum does not reflect
the school’s mission or vision, SJES teachers are responsible for individually and collectively
integrating the social justice anchor standards into the curriculum. As a result, overtime,
constraints regarding time, and district standards and expectations around the general curriculum
have resulted in a gap between the mission and vision of SJES and its curriculum. Teachers at
SJES are not implementing the social justice anchor standards. To help ensure they do, the
curriculum presented herein will address this problem of practice by teaching teachers how to
implement the social justice standards into the SJES K–5 curriculum.
3
Evidence for the Problem of Practice
Environmental scanning is a process that uses collective knowledge that continually
learns from feedback to make just-in-time decisions (Gordon & Glenn, 2009). Conversations at
the district, school, and community levels indicate that SJES does not reflect the social justice
theme as it should. Moreover, a PSD magnet evaluation indicated that, based on their
assessment, evidence that SJES’s curriculum reflected the social justice standards in their
curriculum or its impact on the community was lacking. Conversations with SJES’s teachers
further supported this discrepancy, as they reported that despite how much they personally value
the social justice standards, other curriculum demands, such as testing and lack of resources,
mean that integrating the standards into their curriculum is not a top priority. Parents and
students have also reported a gap between the mission and vision of SJES and the school’s
curriculum the students. Ultimately, educators daily face the challenge of the magnet and district
requirements while aiming to meet students’ individual needs (Solomon, 2009).
Importance of Solving the Problem
Addressing the gap between the mission and vision of SJES and its curriculum is
necessary for various reasons. First and foremost, PSD has mandated that SJES concurrently
teach the social justice anchor standards and meet district standards. Formerly, SJES
demonstrated this expectation by becoming a California distinguished and Blue Ribbon school.
On a student level, these social justice anchor standards promote student engagement, as the
curriculum reflects more diversity and a greater likelihood that students see a reflection of
themselves and their lived experience in their course work. Students who learn these anchor
standards from an early age may be more productive citizens, community members, and agents
of change because these standards address positive character traits such as identity, empathy, and
4
tolerance (Kessler, 2000). Work by Fong et al. (2019) echoed these traits and suggested that
belongingness should be reimagined because it has been viewed from a colonial lens with the
expectation of assimilation. Gray et al. (2018) reinforced that finding by highlighting identity
and cultural heritage. Further, Brannon and Lin (2021) supported the pride and prejudice
approach to belonging and its effect on academic outcomes. Markus (2008) described this as the
same identity, which can function as a source of prejudice and injurious outcomes and as a
source of pride and beneficial outcomes. Moreover, in an increasingly complex, diverse, and
disconnected world (Pugh, 2024), these social justice anchor standards are necessary to promote
the development of empathy, equity, and access among the population.
Instructional Needs Assessment
Often, organizations recreate or repackage curricula unnecessarily (Smith & Ragan,
2005). To avoid wasting time and energy, a needs assessment was conducted to determine if
there is a need to design or redesign instruction. As Smith and Ragan (2005) stated, curriculum
designers resist changing curricula, as it is costly to create and non-productive if the current
curriculum is working for teachers and students. The current curriculum is not working in a way
that will achieve the mission and vision of SJES.
Designers often conduct a needs assessment to determine if instruction should be
redesigned. For this course, using a framework delineated by Smith and Ragan (2005), a
discrepancy-based needs assessment will be conducted in a five-phase approach (p.46). First, the
learning goals will be identified. Next, the extent to which the learners are achieving these goals
will be examined. Moreover, the gaps between what learners, the SJES teachers, should know
and be able to do and what is occurring will be identified. Additionally, the gaps identified will
5
be prioritized. Finally, the gaps will be categorized as instructional needs or for the development
of instructional design.
For SJES to achieve its mission as determined by the district, teachers need to incorporate
social justice standards into their daily lesson plans. To date, this has not occurred systemically
at the school, thus leaving a discrepancy in the school’s goals. Discussions with teachers
revealed that they lacked the knowledge and skills to implement the standards into their lessons.
As a result of the discussions, professional development on how to incorporate the social justice
standards is needed for teachers. Hence, the purpose and goal of this curriculum. Completion of
this course will provide teachers with the tools required to integrate the social justice anchor
standards into the PSD-mandated curriculum. Without these tools, the gap may continue to
increase.
The Learning Environment
This curriculum will be presented to classroom teachers at SJES with 1 to 30 years of
teaching experience. The instructional leadership team of SJES will be carefully selected to
deliver content to colleagues in a professional development setting. This setting will be hybrid
(in-person and online) and use a multimedia approach to meet the faculty’s diverse needs. A
multimedia approach is important because the process of learning is ever-evolving, including the
array of resources available in the digital age, the changing curriculum, and the different teaching
strategies needed to use new media and technologies (Todd, 2010).
There is a directionality component to learning that depends on who controls the learning
(D. R. Clark, 2015). Formal, informal, and non-formal learning attributions are an attempt to
classify this directionality (Malcolm et al., 2003). Cofer (2000) defined a formal learning
environment as one where the training or learning department sets the goal and objectives, while
6
in an informal learning environment, the learner sets the goal and objectives. Also, Eraut (2000),
defined non-formal learning in contrast to formal learning with a range of learning modes such
as implicit, reactive, and deliberate learning. Further, D. R. Clark (2015) defined non-formal
learning as someone outside of the learning department, such as a manager, setting the goals or
objectives. Based on the aforementioned descriptions, this course will be non-formal, as it is
within and aligns with the organizational goals and objectives.
This learning curriculum will be delivered in a blended format. This format will be the
best method in that teachers will have access to the materials asynchronously due to the
significant workload they must manage (R. E. Clark et al., 2009). Offering both in-person,
asynchronous, and online opportunities will increase teacher engagement and lessen stress when
life happens because teachers know they can return to the tools and resources stored in a shared
drive for access at any time.
Potential Issues with Power, Equity, and Inclusion
Historically, students with marginalized social identities have not had access to an
education that compares to privileged White communities (Seng et al., 2012). Language and
culture have been barriers that make learning and belongingness difficult for these students and
employees. Although some programs and training have been created to address these issues, PSD
must continually work toward an equity-minded and anti-bias culture. This course is designed to
empower learners to address systemic issues rooted in societal structures and policies. As
Derman-Sparks et al. (2019) stated, an anti-bias education approach is not a recipe. Rather,
teachers include anti-bias issues in their planning by considering the children and families they
serve and the curriculum approach their program uses. Further, by implementing the social
justice anchor standards into their curriculum, teachers will empower and prepare our youngest
7
learners to be empathetic, socially aware, and active participants in changing their communities
into equitable and just spaces.
About the Author
As a curriculum designer and practitioner-scholar (Butin, 2009), I can be categorized as a
constructivist (Schunk & DiBenedetto, 2020). I believe that the constructivist approach supports
learners because to understand this world of meaning, one must interpret it in a way that is
meaningful to the person having the experience (Schwandt, 1994). By integrating the social
justice anchor standards into their curriculum, teachers will create an environment that promotes
critical thinking and problem solving built upon students’ prior knowledge and experiences,
empowering them to take action.
Moreover, the social justice anchor standards advocate for justice and action in the face
of injustice and align with the intent of this course. Also, racism has become a permanent fixture
of American life, embedded in our legal systems and policies (Sawchuk, 2021). Critical race
theory (CRT) addresses how race and racism intersect with other social identities and systems of
power (Ladson-Billings, 1998). Further, Black Crit (Dumas, 2016), as an extension of CRT, has
inspired me as it focuses on anti-blackness and how to transform systems of oppression.
Lastly, my intersecting marginalized identities (Seng et al., 2012) have afforded me a
journey full of colorful lived experiences. These identities have given me credibility when
designing a curriculum that addresses anti-bias and inequity. However, Milner (2007) posited
that it is important to keep an open mind and constantly remain aware of the racialized lived
experiences of the learners as well as the influences the designer’s experiences have on the
curriculum. As Lacy (2017) recommended, I will continuously engage in the process of
reflexivity by examining myself and my relationship with the curriculum.
8
Definition of Terms
● Social justice standards refer to a set of anchor standards and age-appropriate learning
outcomes divided into four domains: identity, diversity, justice, and action (Dunn, 2021).
● Integrated curriculum refers to a curriculum that connects the various disciplines in some
way (Drake, 2012).
Literature Review
Educational philosophies and societal needs change over time. As such, the efforts of
social justice practitioners to integrate social justice pedagogy into educational policy has a very
long history and continues to evolve as policy makers and educators awaken to its importance.
The following literature review will address prior attempts and approaches to integrate social
justice pedagogy into the fabric of our educational system, as well as the content of the
curriculum that will achieve the learning goal of this course.
Prior Attempts
There have been several attempts to integrate social justice pedagogy into the curriculum
by providing teachers with educational resources and curriculum. Facing History & Ourselves
(2024), Rethinking Schools (2014), Teaching for Change (2024), and Learning for Justice (2024)
are programs founded to promote harmony in diverse classrooms by providing standards, ideas,
and resources to teachers. These social justice programs have brought a greater sense of
awareness to the educational scene.
Facing History & Ourselves (2024) uses history lessons to challenge teachers and their
students to stand up to bigotry and hate. Their approach emphasizes that people make choices
and choices make history. Finally, students learn that participating in a democracy involves
several small decisions and choices, as well as courageous acts and social movements. The
9
curriculum proposed in this design document is different because the unique approach it takes is
to integrate the foundational components of social justice into the daily state content standardsbased curriculum.
Rethinking Schools (2024) began in Milwaukee when a group of education activists
discussed how they could bring more critical voices into the conversation about public schools
and libraries. As a result, they launched Rethinking Schools as a voice to articulate alternatives
through tabloids and social justice educational materials. In the United States, they have become
the premier publisher of social justice education materials.
Teaching for Change (2024) provides parents and teachers with the tools to create
schools where students learn to change the world by drawing direct connections to real-world
issues. Teaching for Change encourages teachers and students to question and re-imagine the
world inside and outside their classrooms. Ultimately, Teaching for Change helps teachers
supplement the pre-K–12 curriculum by developing lessons, offering professional development,
and curating resources.
In 2021, Teaching Tolerance offered a call to action by changing its name. Teaching
Tolerance became Learning for Justice to reflect the work that has evolved over the last 30 years,
from reducing prejudice to more strongly supporting action to address injustice (Dunn, 2021).
Educators, advocates, policymakers, and grass root organizers have been learning from one
another for years to make radical change in the education system (Dunn, 2021). There has been
positive movement in the fight for a just and equitable education system. One of the major
successes is the simple awareness of the fact that this social justice curriculum is important.
However, Dunn (2021) stated that awareness and learning from one another is just the first step.
Additionally, Schwartz purported that a more concerted effort is needed from scholar-
10
practitioners to integrate social justice standards into the curriculum. Finally, Dunn (2021)
posited that “Power concedes nothing without a demand. It never did and it never will” (p.14).
Moreover, action is needed to make demands to the people who hold power to support this
radical change. As Fredrick Douglass (1857) stated, to progress, you need struggle.
This course will be an extension of prior attempts to teach social justice by showing
teachers how to integrate the social justice standards into their curriculum and daily lesson plans.
Reading articles and magazines and looking at lesson plans are important but have not been
enough to support the teachers in the actual practice of integrating the social justice anchor
standards in the curriculum. This course will provide scaffolds, hands-on learning, opportunities
to collaborate, and modeling to support teachers through the process. Further, the course will
adapt to the culture of the student body and community. Culturally responsive pedagogy will be
infused throughout the course as well.
The Content of the Curriculum
The purpose of this curriculum is to teach teachers how to integrate the social justice
anchor standards, in an engaging and fun way, into the subject matter they teach in a manner that
reflects their own lived experiences. To educate myself and inform the content of this
curriculum, I used a multipronged approach. This approach included first prompting a ChatGPT
search engine, “How do I write curriculum with the social justice anchor standards?” and “What
are the major steps to integrate social justice anchor standards into the elementary curriculum?”
(OpenAI, 2023) After reviewing and revising these steps, I then discussed the steps with two
subject matter experts who validated the steps and gave suggestions. Additionally, I obtained
resources through professional development experiences that added value to the process. Lastly,
11
revisions were made to the major steps after reviewing literature identified through Google
Scholar, textbooks, and various educational databases.
The five major steps to integrate the social justice anchor standards into elementary
curricula are:
1. Select the appropriate state content standards to teach.
2. Review and select one or more appropriate social justice anchor standards for the content
being taught.
3. Choose an approach to integrate curriculum.
4. Create a lesson plan that incorporates an activity that teaches content and social justice
anchor standards.
5. Implement the lesson.
6. Administer a student assessment for the lesson that includes both content and social
justice anchor standards.
The literature that aligns with each is set forth in the next section.
Select the Appropriate State Content Standards to Teach
For teachers to meet district expectations they must select appropriate state content
standards to teach for their particular grade level. Content standards provide curriculum
guidelines to emphasize exactly what ideas are important to learn (Krajcik et al., 2008). These
guidelines are important because all students are ultimately graded on their understanding of the
state content standards. Because of this, teachers must be strategic in selecting and delivering
instruction for state content standards. For new teachers, closer connections between their
preparation programs and school systems are necessary to prepare them for the demands of the
implementation of state content standards (McLaughlin et al., 2014). Also, innovative
12
pedagogical approaches are needed to make content standards more meaningful and successful.
Further, Krajcik et al. (2008) purported four important facets of design: (a) how to make these
ideas compelling and understandable to learners, (b) what a psychological or learning-based
account of these ideas would entail, (c) what kinds of experiences would help learners develop
these ideas, and (d) what kinds of reasoning tasks would represent the use of this knowledge.
Additionally, integrating the concepts embedded in state content standards can be used to
enhance language instruction and make connections between disciplines (Krajcik et al., 2008).
Moreover, conceptual learning is the formation of conceptual linkages or connections to other
situations. Developing conceptual thinking skills helps students attain a general understanding of
what to do, even when specific content has not yet been presented in the classroom. In summary,
selecting the appropriate state content standards is the first step in designing compelling lessons
for deeper understanding and engagement. Once the appropriate state content standards are
selected, teachers will choose social justice anchor standards that are best expressed through the
selected state content standards.
Review and Select One or More Appropriate Social Justice Anchor Standards for the
Content Being Taught
Brooks (2012) stated that teachers can use existing practices, such as problem solving and
critical thinking, to teach social justice standards within a subject area. The content areas they
choose must enable students to become explorers. According to hooks (2014), teachers’ most
important goal is to teach students to take action and transgress against injustice. Also, the
curriculum should be scaffolded to meet students where they are so they can embrace and build
upon what they already know in the curriculum (Brooks, 2012).
13
According to Spitzman and Balconi, teachers should also review the four goals of antibias education, which are identity, diversity, justice, and action (2019). These four domains
comprise the 20 social justice anchor standards that will be a guiding tool for teachers to develop
lessons (Davis & Jeffery, 2021). Additionally, building relationships with students and choosing
topics that will shape student’s lives will guide teachers in selecting activities and choosing the
appropriate social justice anchor standards (Learning for Justice, 2024).
In summary, teachers have to know how to choose the appropriate social justice anchor
standard to accompany specific content. This is critical for sparking student interest and building
the capacity of students to discover ways to make an impact in their world. Once teachers have
selected the appropriate social justice anchor standards, they must choose an approach to
integrate the social justice standards with the content standards.
Choose An Approach to Integrate Curriculum
Teachers must choose an approach to integrate curriculum. According to Fogarty (1991),
there are 10 ways to integrate curriculum to make learning more meaningful to students.
Teachers can explore integration models across the continuum, from integrating several
disciplines to models that work with the individual learner and models that work across networks
of learners. In time, they can work with different models to adopt the best approach throughout
the school (Fogarty & Pete, 2009).
Understanding the concept of multidisciplinary, interdisciplinary, and transdisciplinary
approaches can be helpful when deciding where to start when choosing an approach (Drake,
2012). A multidisciplinary approach is parallel contributions from different content areas. An
interdisciplinary approach includes integrating subject matter to form a unified approach. Lastly,
a transdisciplinary approach is creating novel holistic approaches that transcend traditional
14
approaches. Moreover, to plan an effective integrated lesson, it is critical that a teacher unpack
standards to look at them from a deep level to identify what learners must know and be able to
do (Drake, 2012). As a result, teachers can develop flexible methods, assessments, and materials
that address diverse needs (Rao & Meo, 2016). Furthermore, looking at standards vertically,
across grade levels, can help teachers connect content, standards, and skills over time (Drake,
2012). Integrating standards-based lessons provides teachers with flexible options and supports
that ensure the lessons are accessible to a wide range of learners in their classrooms (Rao & Meo,
2016).
In summary, each teacher must determine how they view the process of integrating
curriculum. Whether it is using a tally sheet for personal reflections, talking with other teachers,
or reading vignettes, teachers must begin the conversation about integrating curriculum to
identify a model from the spectrum of models. Next, teachers will create a lesson plan that will
incorporate content and social justice anchor standards.
Create a Lesson Plan That Incorporates an Activity That Teaches Content and Social
Justice Anchor Standards
Teachers must create lesson plans that incorporate activities that teach relevant and
responsive content and social justice anchor standards concurrently. The most powerful way to
facilitate teachers’ use of state content standards and social justice anchor standards in the
classroom is through lesson planning. Thoughtful planning will create better lessons and enhance
learning and teacher effectiveness (Johnson, 2000). Lesson plans outline the course of instruction
by identifying what students should know and be able to do (Janssen & Lazonder, 2015). Janssen
and Lazonder (2015) also stated that using premade plans is an effective way to guide the
preparation and delivery of a lesson.
15
Building community is important when creating lessons because teachers must be
culturally relevant and responsive to students, allowing students to connect with the content on a
personal level and promoting a sense of belonging and empowerment in the classroom
(Hammond, 2015). Also, teachers must use the appropriate cultural and linguistic strategies to
meet the students’ diverse needs (Hollie, 2017). Moreover, using the appropriate cooperative
structures at different points in the lesson plan allows a teacher to engage students and meet
diverse needs (Kagan, 1989), making learning more accessible to a diverse group of students
(Aguirre & del Rosario Zavala, 2013).
In summary, teachers will have to plan a lesson they want to teach that incorporates both
subject matter content and social justice standards and make it relevant to their learners culturally
and socially to make an impact in real life. Once teachers have planned a lesson, they will teach
the lesson to their students using evidence-based instructional activities.
Implement the Lesson
Teaching well-planned lessons that link instructional objectives is key to implementing
effective engaging lessons. R. E. Clark et al. (2009) stated that using Guided experiential
learning (GEL), which is an evidence-based guide of instructional methods, is important to
improving performance. This list consists of five methods that (a) relate prior knowledge to the
knowledge to be learned, (b) focus on solving problems, (c) provide demonstrations of skills, (d)
provide opportunities to practice and receive feedback, and (e) provide opportunities to apply
learning to novel contexts. Also, teachers must think through the lesson and create questions that
will promote student learning and increase performance as well as integrate the lesson (Smith et
al., 2008). Further, when implementing a lesson, instruction must be clear and focused, using
incentives, rewards, and motivations to enhance student performance (Farrell, 2012). In
16
summary, teachers must be mindful that implementing a rigorous, engaging, and integrated unit
will take time and practice in using an evidence-based lesson plan model grounded in the science
of learning. Once the lesson has been implemented, teachers need to generate assessments that
include content and social justice anchor standards.
Administer a Student Assessment for the Lesson that Includes Both Content and Social
Justice Anchor Standards
Generating student assessments for lessons that include both content and social justice
anchor standards requires careful planning. Teachers should design lesson plans that engage
students in real-world issues, challenge their perspectives, and promote empathy and critical
thinking to effectively teach social justice (Thomas & Madison, 2010). Also, teachers must
communicate clear expectations that support students in learning the targeted learning objectives
(Kearns, 2012). Once teachers have accomplished this, they can create meaningful and authentic
formative and summative assessments that promote self-regulation (Kearns, 2012).
In summary, assessment is a practical and effective way to determine if learning
objectives were achieved. The next section will summarize the curriculum content.
Summary of the Curriculum Content
The accompanying literature and major steps can be represented as knowledge outcomes
(Gagné, 1984). The primary outcomes from the literature are declarative knowledge, or knowing
what something is, and intellectual skills, or knowing how to do something. In addition, it is
important that students develop cognitive strategies to sustain their learning throughout their
education and beyond, as well as the attitudes to value and use what they have learned. These
outcomes will further inform the design of the curriculum.
17
1. Select appropriate state content standards to teach. When given state content standards,
the learner will be able to select an appropriate content standard to teach.
a. Declarative
i. Elements of state content standards; elements of defining a content
standard
b. Intellectual skills
i. Decompose the elements of defining one content standard.
c. Cognitive skills
i. Evaluate the accuracy and effectiveness of decomposing the elements of a
content standard.
d. Attitudes
i. Value, confidence, applying mental effort to decomposing the elements of
a content standard
e. Psychomotor skills
i. None specifically required for this step.
2. Review and select one or more appropriate social justice anchor standards for the content
being taught.
a. Declarative:
i. Elements of social justice standards; elements of defining a social justice
anchor standard
b. Intellectual skills
i. Create approaches to address the elements of one social justice anchor
standard.
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c. Cognitive skills
i. Evaluate the accuracy and effectiveness of creating approaches to address
the elements of one social justice anchor standard.
d. Attitudes:
i. Value, confidence, applying mental effort to creating approaches to
address the elements of one social justice anchor standard
e. Psychomotor skills
i. None specifically required for this step.
3. Choose an approach to integrate the curriculum.
a. Declarative
i. Elements of integrated curriculum; elements of defining an integrated
curriculum
b. Intellectual skills
i. Apply an approach to integrating curriculum.
c. Cognitive skills
i. Evaluate the accuracy and effectiveness of applying an approach to
integrating the curriculum.
d. Attitudes
i. Value, confidence, applying mental effort to apply an approach to
integrating curriculum
e. Psychomotor skills
i. None specifically required for this step.
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4. Create a lesson plan that incorporates an activity that teaches content and social justice
anchor standards.
a. Declarative
i. Elements of a lesson plan; elements of defining a lesson plan
b. Intellectual skills
i. Create a lesson plan that incorporates an activity that teaches content and
social justice anchor standards.
c. Cognitive skills
i. Evaluate the accuracy and effectiveness of creating a lesson plan that
incorporates an activity that teaches content and social justice anchor
standards.
d. Attitudes
i. Value, confidence, applying mental effort to create a lesson plan that
incorporates an activity that teaches content and social justice anchor
standards.
e. Psychomotor skills
i. None specifically required for this step
5. Implement the lesson.
a. Declarative
i. Elements of implementing a lesson; elements of defining an implemented
lesson
b. Intellectual skills
i. Apply an approach to implementing a lesson.
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c. Cognitive skills
i. Evaluate the accuracy and effectiveness of implementing a lesson.
d. Attitudes
i. Value, confidence, applying mental effort to implement a lesson.
e. Psychomotor skills
i. None specifically required for this step.
6. Administer a student assessment for the lesson that includes both content and social
justice anchor standards.
a. Declarative
i. Elements of a student assessment; elements of defining a student
assessment
b. Intellectual skills
i. Evaluate a student assessment.
c. Cognitive skills
i. Evaluate the accuracy and effectiveness of administering a student
assessment.
d. Attitudes
i. Value, confidence, applying mental effort to administer a student
assessment
e. Psychomotor skills
i. None specifically required for this step.
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The Learning Environment and the Learners
It is essential to include the details of both the environment where the learning will take
place and the learners themselves when developing and implementing a new curriculum. As
such, the learning system (Smith & Ragan, 2005) for this curriculum is the SJES’s campus. The
resources of faculty, staff expertise, as well as the campus’ physical spaces will all contribute to
the learning system.
Smith and Ragan (2005) defined the learning environment as the learning system in
which the instruction will be implemented. Located in one of California’s largest school districts,
SJES serves a diverse population. School leaders work diligently to meet the diverse needs of
their students, faculty, and staff. The school is equipped with modern technology in every
classroom. Several common areas are suitable for the teachers to work together in a professional
development setting. A hybrid learning environment will be used to address the faculty’s range
of experience and schedules.
Teacher/Trainers/Facilitator Characteristics
Smith and Ragan (2005) suggested that identifying the interests and preferences of
teachers and trainers, especially those who engage with specific content and use traditional
methods, may have more success in the actual implementation of the training in the learning
environment. As Sinatra et al. (2017) stated, engagement and interest are interrelated yet two
distinct aspects of motivation that impact learning outcomes. The members of the instructional
leadership team will serve as facilitators, bringing a myriad of identities, expertise, and
commonalities. The instructional leadership team believes in social justice and that students
should have a voice and learn to use it effectively to make changes in their environment. The
22
faculty members that will be recruited as the instructional leadership team to facilitate the
training are all experts able to provide individualized support for the wide range of teacher needs.
Existing Curricula/Programs
Smith and Ragan (2005) purport that if a certain approach is used to teach specific
content, then the material should be created that utilizes this theory or philosophy to be
integrated into the curriculum. SJES will use the PSD’s mandated curriculum and the social
justice anchor standards to teach this curriculum. The district already establishes the state content
standards, and these are not new. Additionally, the existing core curriculum uses the science of
reading and cognitive guided instruction. However, the social justice anchor standards are new to
SJES, hence the need for professional development. At the lesson level, the GEL framework will
be used to plan effective instructional activities.
Available Equipment and Technology
Smith and Ragan (2005) suggested that one of the biggest impediments to mediated
learning is hardware and software. They state that surveys should be conducted to indicate what
hardware or software is available. In this curriculum, technology will be used to allow teachers
to participate in person or virtually if needed. Moreover, technology will be used to leverage
engagement by using a multimedia approach. All classrooms are equipped with SMART boards,
printers, and laptops for teachers to utilize and practice on. Educational software is available for
use and provided by the PSD. Finally, SJES is internet-ready and equipped to implement new
projects involving artificial intelligence and purchase educational software if needed.
Classroom Facilities and Learning Climate
Smith and Ragan (2005) claimed that the size and location of facilities and classes can
affect the way instructional materials should be developed and what they should include.
23
Additionally, a more subtle factor to consider is class climate. All of these factors have a
significant impact on what the curriculum designer utilizes to teach an unfamiliar technique. The
size and location of SJES are conducive to new learning because there are several common areas
to accommodate small and big groups of learners. Both SJES and PSD value differentiated
small-group instruction to make learning more accessible to learners. Moreover, wall space and
bulletin boards are available to create a rich physical learning environment. The district supports
anti-bias education, social-emotional learning, and a social justice curriculum. The culture and
climate of SJES are open to new learning if time, space, and hourly pay are available. Making
the workload more manageable is very attractive to most teachers. The purpose of this
curriculum is to make the job of teachers easier and lessons more engaging.
Description of the Learners
Smith and Ragan (2005) asserted that there are many implications for instructional design
because learners have an array of similarities and differences. This curriculum design will apply
the science of learning (Mayer, 2011), universal design for learning framework (CAST 2018),
and GEL framework (R. E. Clark et al., 2009) to meet diverse learners’ needs. Additionally, selfattributional theory (Graham, 2020) will be utilized to assess the learners’ abilities, mindsets, and
prior knowledge and experiences. Moreover, self-determination theory (Ryan & Deci, 2000) and
social cognitive theory (Bandura, 1989; Schunk & DiBenedetto, 2020), which speak to selfefficacy, belongingness, and identity, will be critical foundational components to the experience
of the learner (Reeve, 2018) throughout the curriculum.
Cognitive Characteristics
When designing instruction, knowing the learners’ general characteristics might influence
instructional outcomes (Smith & Ragan, 2005). This curriculum is designed to target teachers
24
with experience ranging from 1 to 30 years across kindergarten through fifth grade. The design
will include the most effective instructional strategies related to the characteristics of the
learners. Considering the wide range of learners and strategies, the readiness to learn or achieve
may vary. For example, new teachers may be more energetic and eager to achieve, whereas
seasoned teachers may have grown tired of new curricula and the reinvention of the proverbial
wheel. However, determining the learners’ prior knowledge and needs may effectively address
general aptitudes (Mayer, 2011).
Prior Knowledge
Smith and Ragan (2005) claimed that the most important factor for a curriculum designer
to consider about learners is prior knowledge and/or learning. Because the targeted learners have
a wide range of experiences, this curriculum will provide them with the knowledge they may
need as well as acknowledge the expertise of learned life and educational skills and strategies.
Moreover, learners may have experienced or been exposed to learning that was not retained,
transferred, or memorable. With that being said, learners do not necessarily need to bring
prerequisites to engage and be successful in the curriculum. However, the curriculum does
require reflection and knowledge of self to deliver authentic meaningful instruction (Mayer,
2011). Further, learners will learn how to integrate specific grade-level state content standards
and the social justice anchor standards. Having prior knowledge of state content standards and
social justice standards would be helpful for teachers but is not necessary to have a successful
outcome with the curriculum. Teachers will unpack standards to integrate them in the most
meaningful and engaging way.
25
Physiological Characteristics
Teachers with 1 to 30 years of experience teaching kindergarten through fifth grade have
several advantages and disadvantages. First-year teachers, for example, should contribute a fresh
level of energy to the teaching process and school community. They should be more flexible and
open minded to try on new strategies and techniques because their toolbox is not full yet. Also,
there may be a level of stress associated with the demands of teaching.
In contrast, seasoned teachers may have developed coping strategies that allow them to
mentor new teachers with confidence. They may have accumulated tools and strategies that
allow them to navigate current demands as well as new curricula. Some of the seasoned teachers
are willing to support and mentor new teachers. They have an open mind and are interested in
adding value to the process by sharing lessons that have successfully integrated standards.
Motivation Characteristics
This social justice curriculum values self-efficacy in diversity in that it empowers
teachers to approach the curriculum through a social-emotional, culturally relevant, and
responsive lens by integrating social justice anchor standards into social-emotional learning and
culturally responsive curricula. Self-determination theory (Ryan & Deci, 2000) states that the
three psychological needs of relatedness, competence, and autonomy closely align with value,
self-efficacy, and emotions. Further, Reeve (2018) stated that self-efficacy is more than just
ability because it requires the learner to perform competently and make good judgments under
constantly changing circumstances. Motivation and emotion have theoretical and practical
applications that affect both our minds and daily lives. It is a change in internal processes that
gives energy, direction, and persistence to a goal (Reeve, 2018). Value is important in motivation
26
because the more one positively values an activity and has positive emotions they may approach
the task with purpose, joy, and interest (Muhammad, 2023).
Motivation is based on how the learner feels about attaining the goal (Schunk &
DiBenedetto, 2020). This curriculum values what the learner finds important and motivating by
allowing teachers to have the autonomy to integrate standards they feel are meaningful and can
make the most impact in learning the standards. Also, learners will experience and use strategies
to maintain self-efficacy throughout the training. Additionally, the curriculum embeds selfregulation and learning activities for the learner to maintain a positive outlook and combat
negative thoughts and emotions as they approach tasks. Moreover, this curriculum will elicit
responses and feedback from teachers to inform the curriculum for future training.
Understanding what learners positively value can be a powerful tool (Schunk & DiBenedetto,
2020).
Social Characteristics
Relationships between learners will create the climate in which the learning takes place
and are important in building equitable and accessible learning environments (Jensen, 2014).
Darling-Hammond et al. (2020) purported that learners’ academic identity plays a major role in
engaging and adapting growth mindsets, strong relationships, positive interactions, and
thoughtful development of student agency. Learners building healthy supportive relationships
with each other and with the trainer(s) is important to foster community and a sense of belonging
and purpose (Darling-Hammond et al., 2020).
The social justice anchor standards pay special attention to identity, diversity, justice, and
action, which directly impact learners by affirming each learner as well as colleagues (LadsonBillings, 2022). Integration of the social justice anchor standards allows learners to make an
27
impact in their school community by solving problems in the school community and possibly the
surrounding area.
Implications of the Learning Environment and Learner Characteristics for Design
It is imperative that learner characteristics are considered when designing this curriculum
and the implications these characteristics have for the design of the instruction. As previously
stated, principles of the science of learning (Mayer, 2011), universal design for learning
framework (CAST, 2018), and GEL framework (R. E. Clark et al., 2009) will be used to engage
and meet the needs of diverse learners. Additionally, self-attributional theory (Graham, 2020)
and self-determination theory (Ryan & Deci, 2000) will be utilized to assess the learners’
abilities, mindsets, prior knowledge, and experiences to foster a sense of belonging and purpose.
Due to the large scope of learners’ characteristics, activities and strategies will be used to meet
their diverse needs.
The Curriculum
The purpose of this curriculum is to teach teachers how to integrate the social justice
anchor standards into the subject matter they teach in an engaging way. This will be achieved by
having learners demonstrate the following six major steps to integrate the social justice anchor
standards into elementary curriculum: (a) selecting the appropriate state content standards to
teach; (b) review and select one or more appropriate social justice anchor standard for the
content being taught; (c) choose an approach to integrate curriculum; (d) create a lesson plan that
incorporates an activity that teaches content and social justice anchor standard(s); (e) implement
the lesson; and (f) administer a student assessment for the lesson that includes both content and
social justice anchor standards. An outcome of the curriculum will be to integrate the social
justice anchor standards into any subject matter with confidence while creating a sense of
28
community. First, the curriculum analysis starts with a cognitive task analysis (CTA) of the main
task to be learned and written as a learning goal.
Cognitive Task Analysis
The curriculum design began with a CTA to identify the best ways to integrate the social
justice anchor standards into the subject matter. The CTA was conducted in two parts. First was
the bootstrapping process, where literature was found to identify a preliminary list of the main
steps. Then, subject matter experts were consulted to confirm the main steps (see content of the
curriculum). The CTA process resulted in six major steps to integrate the social justice anchor
standards into the elementary curriculum:
1. Select the appropriate state content standards to teach.
2. Review and select one or more appropriate social justice anchor standards for the
content being taught.
3. Choose an approach to integrate curriculum.
4. Create a lesson plan that incorporates an activity that teaches content and social
justice anchor standards.
5. Implement the lesson.
6. Administer a student assessment for the lesson that includes both content and social
justice anchor standards.
Course Learning Goals
Six major steps were identified from conducting the CTA and used to inform the learning
goals for the curriculum. Smith and Ragan (2005) stated that learning goals are what learners
should know and be able to do at the end of instruction. A learning goal has a condition and
context in which the action is performed and should be observable behaviors that can be
29
measured and assessed. Also, learning goals should be clear and align with the characteristics of
learners. Moreover, learning goals are similar to critical behaviors (J. D. Kirkpatrick &
Kirkpatrick, 2016) in that they require context-specific behaviors critical for success in achieving
organizational goals, the overall learning task in this case, within a particular context (J. D.
Kirkpatrick & Kirkpatrick, 2016).
The following are six major steps to integrate the social justice anchor standards into the
elementary curriculum rewritten as learning goals or critical behaviors:
1. When creating a lesson plan for a given set of state content standards, the teachers
will select the appropriate content standard.
2. When creating a lesson plan for a given set of state content standards, the teachers
will select the appropriate social justice anchor standard.
3. When creating a lesson plan for a given set of state content standards, the teacher will
choose an approach to integrating the curriculum.
4. When creating a lesson plan for a given set of state content standards, the teachers
will incorporate an activity that teaches content and a social justice anchor standard.
5. When creating a lesson plan for a given set of state content standards, the teachers
will implement the lesson.
6. When creating a lesson plan for a given set of state content standards, the teachers
will administer an assessment for the lesson that includes both content and social
justice anchor standards.
Course Learning Outcomes
The aforementioned learning goals can be represented as knowledge outcomes (Gagné,
1984). Learning outcomes help differentiate the conditions and different types of tasks required
30
to support learning. The primary outcomes from the literature are declarative knowledge, or
knowing what something is, and intellectual skills, or knowing how to do something. In addition,
it is important that teachers develop cognitive strategies to sustain their learning throughout their
education and beyond, as well as the attitudes to value and use what they have learned.
Psychomotor skills are another outcome and are not required, however, for this curriculum
beyond those teachers already use. Finally, these outcomes will further inform the design of the
curriculum.
Each learning outcome will include specific descriptions of declarative knowledge,
intellectual skills, cognitive strategies, and attitudes that learners will need to demonstrate to
achieve the learning goals.
1. When creating a lesson plan for a given set of state content standards, the teachers
will select the appropriate content standard.
a. Declarative
i. Elements of a content standard
b. Intellectual skills
i. Articulate a content standard.
c. Cognitive skills
i. Evaluate the accuracy and effectiveness of articulating a content
standard.
d. Attitudes
i. Student agency, patience, valuing diversity, equity, and inclusion
(DEI)
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2. When given the social justice anchor standards, the teachers will be able to select
social justice anchor standard(s) that work well with the content standard.
a. Declarative
i. Elements of a social justice anchor standard
b. Intellectual skills
i. Articulate a social justice anchor standard.
c. Cognitive skills
i. Evaluate the accuracy and effectiveness of articulating a social justice
anchor standard.
d. Attitudes
i. Student agency, patience, valuing DEI
3. When given multiple standards, the teachers will be able to choose an approach to
integrate the curriculum.
a. Declarative
i. Elements of approaches to integrate curriculum
b. Intellectual skills
i. Articulate an approach to integrating curriculum.
c. Cognitive skills
i. Evaluate the accuracy and effectiveness of articulating an approach to
integrate curriculum.
d. Attitudes
i. Student agency, patience, valuing DEI
32
4. When given content and social justice anchor standards, the teachers will be able to
create a lesson plan that incorporates an activity that teaches the chosen standards.
a. Declarative
i. Elements of creating a lesson plan; Elements of creating an activity
within a lesson plan
b. Intellectual skills
i. Articulate the elements of creating a lesson plan and activity.
c. Cognitive skills
i. Evaluate the accuracy and effectiveness of articulating a lesson plan
and activity.
d. Attitudes
i. Student agency, patience, valuing DEI
5. When given an opportunity to teach a lesson, the teachers will implement the lesson.
a. Declarative
i. Elements of delivery of instruction
b. Intellectual Skills
i. Articulate the elements of instruction delivery.
c. Cognitive skills
i. Evaluate the accuracy and effectiveness of articulating instruction
delivery.
d. Attitudes
i. Student agency, patience, valuing DEI
33
6. When creating a lesson plan for a given set of state content standards, the teachers
will administer an assessment for the lesson that includes both content and social
justice anchor standards.
e. Declarative
i. Elements of an assessment
f. Intellectual skills
i. Articulate the elements of an assessment.
g. Cognitive skills
i. Evaluate the accuracy and effectiveness of articulating the elements of
an assessment.
h. Attitudes
i. Student agency, patience, valuing DEI
List of Units, Terminal, and Enabling Objectives
Once learning goals have been established, we can convert these learning goals into
learning objectives (Smith & Ragan, 2005). Learning objectives consist of terminal objectives
and enabling objectives. The four components of learning objectives are a condition, learner,
behavior, and standard. This curriculum will be divided into six units, which will include
terminal and enabling objectives. The terminal and enabling objectives for the curriculum units
are listed as follows:
1. When creating a lesson plan for a given set of state content standards, the teachers
will select the appropriate content standard according to the district guidelines.
1. Declarative
34
i. Given a list of elements, learners will be able to provide a definition
and an example and non-example of the following per the definitions
given:
1. Elements of a content standard per the state content guidelines.
2. Intellectual skills
i. Given a description of an event, learners will articulate a content
standard per the definition provided.
3. Cognitive skills
i. Learners will evaluate the accuracy and effectiveness of articulating a
content standard per a rubric.
4. Attitudes
i. Learners will choose to embrace student agency, patience, and valuing
DEI as reflected in teachers’ lesson plans and classroom instruction.
2. When creating a lesson plan for a given set of state content standards, the teachers
will select social justice anchor standard(s) that work well with the content standard
according to district guidelines.
1. Declarative
i. Given a list of elements, learners will be able to provide a definition
and an example and nonexample of the following per the definitions
given:
1. Elements of a social justice anchor standard per the Learning
for Justice framework.
2. Intellectual skills
35
i. Given a description of an event, learners will articulate social justice
anchor standards per the definition provided.
3. Cognitive skills
i. Learners will evaluate the accuracy and effectiveness of articulating a
social justice anchor standard per a rubric.
4. Attitudes
i. Learners will choose to embrace student agency, patience, and valuing
DEI as reflected in teachers’ lesson plans and classroom instruction.
3. When creating a lesson plan for a given set of state content standards, the teachers
will be able to choose an approach to integrate the curriculum.
1. Declarative
i. Given a list of elements, learners will be able to provide a definition
and an example and non-example of the following per the definitions
given:
1. Elements of approaches to integrate curriculum.
2. Intellectual skills
i. Given a description of an event, learners will articulate an approach to
integrate curriculum per the definition provided.
3. Cognitive skills
i. Learners will evaluate the accuracy and effectiveness of articulating an
approach to integrate curriculum per a rubric.
4. Attitudes
36
i. Learners will choose to embrace student agency, patience, and valuing
DEI as reflected in teachers’ lesson plans and classroom instruction.
4. When creating a lesson plan for a given set of state content standards, the teachers
will be able to create a lesson plan that incorporates an activity that teaches the
chosen standards.
1. Declarative
i. Given a list of elements, learners will be able to provide a definition
and an example and non-example of the following per the definitions
given:
1. Elements of creating a lesson plan; Elements of creating an
activity within a lesson plan.
2. Intellectual skills
i. Given a description of an event, learners will articulate creating a
lesson plan and activity per the definition provided.
3. Cognitive skills
i. Learners will evaluate the accuracy and effectiveness of articulating a
lesson plan and activity per a rubric.
4. Attitudes
i. Learners will choose to embrace student agency, patience, and valuing
DEI as reflected in teachers’ lesson plans and classroom instruction.
5. When creating a lesson plan for a given set of state content standards, the teachers
will implement the lesson.
1. Declarative
37
i. Given a list of elements, learners will be able to provide a definition
and an example and non-example of the following per the definitions
given:
1. Elements of delivery of instruction.
2. Intellectual skills
i. Given a description of an event, learners will articulate instruction
delivery per the definition provided.
3. Cognitive skills
i. Learners will evaluate the accuracy and effectiveness of articulating
instruction delivery per a rubric.
4. Attitudes
i. Learners will choose to embrace student agency, patience, and valuing
DEI as reflected in teachers’ lesson plans and classroom instruction.
6. When creating a lesson plan for a given set of state content standards, the teachers
will administer an assessment for the lesson that includes both content and social
justice anchor standards.
1. Declarative
i. Given a list of elements, learners will be able to provide a definition
and an example and nonexample of the following per the definitions
given:
1. Elements of an assessment.
2. Intellectual skills
38
i. Given a description of an event, learners will articulate an assessment
per the definition provided.
3. Cognitive skills
i. Learners will evaluate the accuracy and effectiveness of articulating an
assessment per a rubric.
4. Attitudes
i. Learners will choose to embrace student agency, patience, and valuing
DEI as reflected in teachers’ lesson plans and classroom instruction.
Overview of the Units
While developing the units in this curriculum, sequence, context, and learner
characteristics were a major consideration. Since belongingness, self-efficacy, and identity are
foundational to this curriculum, building relationships and reflection will be integrated
throughout each unit. Teachers’ understanding of themselves and each other will support them as
they create lesson plans that are engaging, relevant, and meaningful.
This curriculum focuses on integrating the social justice anchor standards into the
curriculum to create equitable and just learning environments. Procedural knowledge is best
taught in the order that it is performed (R. E. Clark et al., 2009). Each unit will be delivered in an
authentic setting and are ordered in the manner in which they are performed. Each major task can
be taught in one unit, totaling six units. Although there are six units, there is a natural overlap
between units. For example, when teachers create and implement lesson plans, the approach they
choose will include content and social justice anchor standards.
J. D. Kirkpatrick and Kirkpatrick (2016) posited that there are three reasons why
programs should be evaluated. First, it is to improve the program. Second, to maximize the
39
transfer of learning to behavior and after results for the organization. Lastly, to demonstrate the
overall effectiveness of the program. At the conclusion of the program, teachers will participate
in a summative assessment during the second cycle. Teachers will independently demonstrate
learning in classrooms while receiving instructor support and feedback. Concurrently, feedback
and pertinent information will continue to be collected from teachers regarding the program.
Visual Overview of the Units
Table 1 provides an overview of the units in this curriculum. This curriculum will be
conducted in six sessions, approximately 90 minutes per session. As mentioned earlier, each unit
will integrate relationship building and reflection for teachers as they progress through the
curriculum. Next, Table 1 presents the scope and sequence of this curriculum.
Table 1
Representation of the Units Covered in Curriculum
Select state
content
standards
Select
social
justice
anchor
standards
Choose an
approach to
integrate
Create a
lesson plan
Implement
the lesson
Administer
assessment
Sessions
that cover
all topics
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 ###
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Scope and Sequence Table
Scope and sequence are important for the design and development of this curriculum as
they inform implementation by identifying gaps in instruction. It also contributes to the
continuity and effectiveness of curriculum design. Further, it guides lesson planning (Smith &
Ragan, 2005). Smith and Ragan (2005) also suggest that the content in this curriculum is
organized in a way where new learning is delivered at the beginning of the course and thus lays
the foundation for subsequent units. The units in this curriculum are ordered in the manner in
which they are performed (R. E. Clark et al., 2009). Table 2 reflects the sequence of the learning
goals, skills, and outcomes, which are generative in nature. The units will be taught in cycles,
which can be likened to 6–8 weeks or a semester if flexibility is needed. Table 2 also reflects the
process of how the learning outcomes are acquired, processed, and mastered.
41
Table 2
Curriculum Scope and Sequence
Cycle 1 Cycle 2
Learning goals Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Summative
assessment
Select appropriate
content
standard.
I R R R R R M
Select the
appropriate
social justice
anchor
standard.
P I R R R R M
Choose an
approach to
integrate
curriculum.
P P I R R R M
Create a lesson
with an activity
that teaches
content and a
social justice
anchor
standard.
P P P I R R M
Implement the
lesson.
P P P P I R M
Administer an
assessment.
P P P P P I M
Note. The letters in Table 2 are represented as follows: Previewed (P), Introduced (I), Reinforced
(R), or Mastered (M).
42
Delivery Media Selection
Media, as a description of technology and a learning environment, is very broad, and the
selection of media must be carefully considered when designing curricula (R. E. Clark et al.,
2009). This curriculum will utilize various forms of media to support learning and provide equity
and access for teachers. For example, group discussions, hands-on activities, multimedia
presentations, literature, and online resources may be used. Further, media used throughout this
curriculum will align with the instructional methods and cognitive processes needed for teachers
to learn a particular task.
General Instructional Platform Selection in Terms of Affordances
Integrating curriculum requires knowledge, planning, and creativity. Using a multimedia
approach may be the most effective approach to meeting all teachers’ needs. Three key
affordances that inform media selection are learning objectives, the target audience, and
available resources (R. E. Clark et al., 2009). This approach allows learners to access resources
and learn at their own pace using different modalities, such as online learning and in-person
classroom feedback. However, learners’ characteristics and preferences should be considered.
The choice of media is directly linked to access, time to learn, and cost.
Access
Media has the potential to enhance access to resources to meet the learners’ needs
through a variety of formats. Access examines ideas such as learner characteristics, context, and
the number of learners. As stated previously, this curriculum will have a multimedia approach to
allow learners to access resources and learn at their own pace using different modalities such as
online learning and in-person classroom demonstration and feedback. R. E. Clark et al. (2009)
stated that media selection has a direct impact on the accessibility of the content for learners and
43
must adequately depict the conditions required for learners to apply the new training. Cautiously,
Sweller’s work (as cited in Clark, R.E. et al., 2009) recommended being cognizant of
information processing and cognitive overload.
Consistency
Consistency is very important in learning and examines how important it is to have the
same content and pedagogy delivered to all the learners. Retention and understanding of new
concepts come from regularly practicing important skills and tasks. This curriculum will be
delivered in whole and small groups to allow for differentiation for learners. D. R. Clark (2015)
posited that media does not make a difference in learning, but consistent practice and application
make a difference.
Cost
Media selection is based on the most economical, accessible, and cost-efficient media
that incorporate the required attributes. Costs may include human resources, equipment, physical
space, and software. Due to the variety of media and technology, it is recommended that the cost
of delivery be examined under different conditions to have the most effective training and
education program (R. E. Clark et al., 2009). Moreover, factors such as teacher’s accessibility to
technology and the availability of resources to support online and physical media delivery must
be considered as costs could be a one-time occurrence or recurring expenses.
Specific Instructional Platform Selection in Terms of Restrictions
This curriculum will use a blended format to offer both in-person and online
opportunities for teachers to maximize learning, engagement, and self-efficacy. R. E. Clark et al.
(2009) stated that there are three key restrictions that often limit instructional media selection.
Due to these instructional methods, it is recommended to first consider conditional knowledge,
44
practice and feedback, and sensory modes when determining training requirements (R.E. Clark et
al., 2009).
Conditional knowledge is an authentic illustration of real-life scenarios in which to apply
new learning (R. E. Clark et al., 2009). Meaningful learning happens when learners engage while
learning with relevant learning materials to organize and integrate them with prior knowledge
(Mayer, 2011). Therefore, to apply new learning, the media selected must reflect the true
conditions as much as possible. In this curriculum, teachers create lessons to implement with
other teachers in their natural setting. This setting is highly authentic. Moreover, participating in
online and in-person opportunities will strengthen the ability of teachers to create lessons that
afford the same opportunities for their students.
Given authentic scenarios and problems, teachers can practice new learning with support
and feedback. Targeted and corrective feedback is necessary to give learners an opportunity to
practice or try a new approach (R. E. Clark et al., 2009). Additionally, open questioning during
application allows teachers to think about their thinking and alternatives. This curriculum
incorporates corrective feedback while teachers work in whole and small groups. It also creates a
space for teachers to receive feedback and suggestions from colleagues.
Sensory modes required for learning concepts, processes, and procedures are basic. This
curriculum does not require any additional sensory beyond the visual and aural modes for
information processing. Table 3 summarizes the three key restrictions the content of this
curriculum places on the delivery media.
45
Table 3
Key Considerations for Media Selection
Key consideration Media considerations
Conceptual authenticity Teachers will benefit from working with
colleagues to create lessons.
Teachers will benefit from unpacking
standards in a collaborative fashion.
Teachers will be exposed to a variety of
elements that promote identity and culture.
Teachers will implement lessons in their own
classrooms
Immediate feedback Creating lesson plans will require feedback
from facilitators.
Integrating standards will require feedback
from facilitators.
Implementing lessons will require feedback
from facilitators
Special sensory requirements None
Client Preferences or Specific Conditions of the Learning Environment
Teachers, as clients, were the main consideration for this curriculum and the selection of
media. The heart of this curriculum is to support teachers in planning and creating effective
lessons that embody content and social justice. In-person training is very desirable for teachers to
collaborate and share ideas. Teachers would also like to be able to access information online for
review and convenience.
Specific Media Choices
Based on the considerations above, this curriculum was designed to be taught using a
blended learning approach that will utilize both asynchronous and synchronous instruction. This
approach will be used to maximize teachers’ learning, engagement, and self-efficacy. As Sinatra
46
et al. (2017) stated, engagement and interest are interrelated yet two distinct aspects of
motivation that impact learning outcomes. The content delivered will determine the type of
media that is selected. Variety in media will allow access and differentiation for teacher success
in the training. Table 4 shows the selection of media chosen for the curriculum and a rationale
for each choice.
47
Table 4
Media Choices in Course Title
Media Purpose Benefits
Instructors To model and provide examples of
learning
To provide immediate and
corrective feedback
To maintain a focused, respectful,
and productive working
environment
To facilitate the instruction of
declarative and intellectual
knowledge
Consistent delivery of instruction
Support for content delivery
Experts in their field
Colleagues To brainstorm ideas and collaborate
Provide immediate feedback.
To provide social support
To facilitate the instruction of
values and attitudes
To apply new learning concepts.
Relationship building
Builds collaboration skills
Feedback from an authentic
audience
Support in completing tasks and
assignments
Google To facilitate the organization of
asynchronous instructional
content
To provide collaborative
opportunities to learn and apply
concepts.
To create and share documents
Provides autonomy for independent
learning and application
Support for content delivery
Builds collaboration skills
Feedback from an authentic
audience
Literature To facilitate the instruction of
values and attitudes
To facilitate the instruction of
declarative and instructional
knowledge
Support for delivery of content
Concepts and shared personal
narratives build self-awareness,
efficacy, and mindsets.
Apps To facilitate instruction of
declarative and instructional
knowledge
Support for delivery of instruction
Provides autonomy for independent
learning and application
48
General Instructional Methods Approach
When designing this curriculum, thought was given to several theories and to the
teaching experience itself. The belief is that a more holistic delivery of instruction would make
teachers' lives easier and more meaningful learning for students. That being said, the overall
approach was an interdisciplinary approach because it fosters connections between different
subject areas or disciplines. Moreover, CRT (Crichlow, 2015), self-determination theory (Ryan
& Deci, 2000), self-attributional theory (Graham, 2020), and social cognitive theory (Bandura,
1989; Schunk & DiBenedetto, 2020) have informed the development of this curriculum.
Critical race theory supports the idea that due to the increasing diversity in classrooms,
educators must learn to work with and across cultural, racial, and gendered differences
(Crichlow, 2015). This framework addresses social crises in our classrooms by valuing
differences and sharing power equitably. Another idea of CRT is that storytelling education can
frame meaningful discussions around social justice. Creating lessons that integrate social justice
anchor standards into the curriculum embraces these ideas of sharing power, diversity,
collaboration, and planning around social justice.
Ryan and Deci (2000) stated in their self-determination theory that there are three
psychological needs (relatedness, competence, and autonomy) that, when satisfied, result in
enhanced self-motivation and well-being. Also, intrinsic motivation is authentic and may result
in enhanced performance, persistence, and creativity. On the other hand, non-optimal challenges,
excessive control, and lack of connectedness may disrupt the natural inherent actualizing and
organizational tendencies, resulting in a lack of initiative and responsibility (Ryan & Deci,
2000). As such, this curriculum supports teachers in creating lessons that value intrinsic
motivation, building relationships, and collective and personal well-being.
49
Self-attributional theory (Graham, 2020) speaks to perception and how one views others
and themselves. It states that attributions are cognitions that answer the “why” questions in our
spaces. Sources used to answer these questions are gleaned from prior experiences, feedback,
and context. All of this has an impact on motivation and self-efficacy. This curriculum takes into
consideration this theory when creating safe classroom environments and giving corrective
feedback.
Social cognitive theory (Bandura, 1989; Schunk & DiBenedetto, 2020) expands the role
of acquiring new behaviors by modeling and observation to include cognitive processes and the
role of self-regulation and self-efficacy. Also, this theory states that learning takes place through
the reciprocity of the learner, their environment, and their behavior (Bandura, 1989). This
curriculum will be delivered in an authentic setting where teachers may practice and receive
corrective feedback to foster self-efficacy and self-regulation when completing tasks. Moreover,
this curriculum focuses on building relationships so teachers can interact in their learning
environment positively and safely while exploring and taking risks.
Implementation Plan
Since many external factors can affect the successful adoption of an innovation, ample
attention must be given to implementation (Smith & Ragan, 2005). Implementation may be
viewed as a process that facilitates the adoption of an innovation, and this process can be
described in six primary phases (Smith & Ragan, 2005). These six stages are awareness, interest,
evaluation, trial, adoption, and integration. This curriculum will follow all six stages to increase
the chances of successful adoption. Also, social cognitive and self-determination theories will
inform the implementation of this curriculum. Further, formative and evaluative feedback will be
50
actively collected from selected stakeholders, namely teachers, students, and parents. This will
occur during the first rollout of the trial stage.
Quick starters will be the teachers who volunteer to take the course to learn how to
integrate the social justice anchor standards into their content curriculum. This will complete the
first three stages, which are Stage 1 (awareness), Stage 2 (interest), and Stage 3 (self-evaluation).
The actual trial is Stage 4, in which the innovation is used on a small scale to determine how well
it will work in a particular context. Similarly, this curriculum will start on a small scale
appreciating the informal communication and data collected during each trial from participants.
After performing a trial, the adoption of the innovation ensues. Smith and Ragan (2005) stated
that an adoption may occur after the results of a pre-trial evaluation are reviewed. This course
will utilize the teacher’s expertise and allow them to make an informed decision. The final step is
full integration. This happens when the innovation becomes routine from continuous use of the
innovation (Smith & Ragan, 2005).
Evaluation Plan
This course is designed to teach teachers how to integrate the social justice anchor
standards into curriculum content to empower their learners to address systemic issues deeply
rooted in societal structures and policies. Over 6 days, teachers will take a creative iterative
journey of interdisciplinary approaches to the integration of curriculum. Teachers will identify
big ideas, unpack standards, and integrate them in a way that is coherent and meaningful. They
will also plan and implement integrated lessons that eliminate subject boundaries and holistically
allow access to multiple standards. Ultimately, teachers will learn skills as those learned in
Specially Designed Academic Instruction in English (SDAIE), to help themselves and their
students become more successful, effective, and energized in the classroom (Genzuk, 2011).
51
SDAIE is an instructional program designed to support English Learners to meet satisfactory
levels of competence in academic areas (Genzuk, 2011). As a result of this integration approach,
learners may retain content at an increased rate because learning is not in bits and pieces
(Kysilka, 1998) and make real-life connections as they personalize learning and construct
meaning.
Evaluation Framework
Evaluation is a critical part of any new initiative. The new world Kirkpatrick model
allows for the creation of an effective training evaluation plan. According to J. D. Kirkpatrick
and Kirkpatrick (2016), effective programs lead to a transfer of learning to behavior. The intent
of the model is to highlight and identify the organizational value of the training program (J. D.
Kirkpatrick & Kirkpatrick, 2016). This curriculum bases its evaluation framework on the new
world Kirkpatrick model, which has four levels of evaluation. Planning an evaluation starts at
Level 4: Results, then follows with Level 3 (behavior), Level 2 (learning), and finally, Level 1
(reaction). Evaluation planning in the new world model emphasizes results measured by Level 4
from the start of the training evaluation, which focuses the efforts of the training on what is most
important (J. D. Kirkpatrick & Kirkpatrick, 2016). In contrast, in the old model, both planning
and implementation progressed from Level 1 to Level 4. The following section provides a
detailed framework for evaluating the effectiveness of integrating social justice anchor standards
into the K–5 curriculum.
Level 4: Results and Leading Indicators
J. D. Kirkpatrick and Kirkpatrick (2016) defined Level 4 as the reason the training is
performed. It is necessary to know key leading indicators, otherwise known as personalized
targets, that all contribute to organizational results. These personalized targets are short-term
52
measurable indicators that connect the critical behaviors with the training outcomes (J. D.
Kirkpatrick & Kirkpatrick, 2016). Evaluating the results of the effectiveness of this course at
Level 4 is centered around one question, “Is this what the organization exists to
do/deliver/contribute?” (D. L. Kirkpatrick & Kirkpatrick, 2005, p. 6). Specifically, it is the
reason for developing the curriculum. Additionally, recognition by key stakeholders of the
overall contributions to the organization is essential. This curriculum was developed to support
teachers in integrating the social justice anchor standards into content areas to maximize the
academic success of students. Leading indicators are short-term measurable indicators that
connect training outcomes with critical behaviors (J. D. Kirkpatrick & Kirkpatrick, 2016).
External or public-facing outcomes relate to participant response and retention, organizational
standards, and the success of the training. Internal outcomes may relate to output, quality, and
employee retention. Table 5 shows the external or public-facing and internal outcomes
associated with the connected methods and metrics (J. D. Kirkpatrick & Kirkpatrick, 2016).
53
Table 5
Indicators, Metrics, and Methods for External and Internal Outcomes
Outcome Metric Method
External outcomes
Increased recognition by
central magnet office
Number of positive
recognitions by the central
magnet office
Data collected by PSD’s
magnet office
Increased recognition by the
local region.
Number of positive
recognitions by local
region
Data collected by local
regional office
Increased enrollment from
the community.
Number of applications
received to attend SJES
Data collected by regional
attendance office
Increased parent volunteers Number of parent volunteers
reporting to campus
Data collected by regional
parent engagement office
Increased recognition on
social media sites
Number of positive posts and
views on social media
Data collected by the regional
communications
department
Increased recognition in local
newspaper and magazine
Number of broadcasts on
local news channels,
papers, and magazines
Data collected by the regional
communications
department
Internal outcomes
Increased number of lessons
with the social justice
anchor standards
Number of surveys with
Likert-type items and
interviews
Teachers will be asked to
complete surveys and
interviews following
completion of the program
and throughout the first
semester of the program.
Increased number of teachers
teaching rigorous
integrated social justice
lessons
Number of teachers
volunteering to participate
in the program
Data collected by school
administrators.
Increased teacher selfdetermination
Number of teacher desires to
create new lessons and
implement them
Data collected by school
administration observations
and peer observations
Increased number of teachers
participating in the
program
Number of teachers
completing the program
Data collected by facilitator
and school administration
Increased language around
social justice anchor
standards
Number of teachers using
appropriate language
Data collected by school
administration observations
and peer observations
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Level 3: Behavior
Level 3 may be considered the most important level because it focuses on the transfer of
behavior from the training environment to the working environment (J. D. Kirkpatrick &
Kirkpatrick, 2016). Smith and Ragan (2005) described transfer, specifically near transfer, as the
application of new learning to other similar situations. The transfer of learning is most important
for a student to transfer their learning from inside the classroom to real-life situations and
between domains (Day & Goldstone, 2012). Also, behavioral researchers take an interest in
behavioral changes that take place in and between natural educational environments (Cook et al.,
2012). Level 3 is critical for this curriculum because the purpose of this curriculum is to
influence a change in teacher behavior. Additionally, Level 3 relates to this curriculum to witness
a change in the teachers’ behavior to plan, integrate the social justice anchor standards, and
implement the lessons after the training has ended.
Critical Behaviors Required to Perform the Course Outcomes
Critical behaviors are established for individuals to implement new learning on the job
following the training (J. D. Kirkpatrick & Kirkpatrick, 2016). Success at Level 3 relies on these
critical behaviors and needs to be defined to influence desired outcomes. J. D. Kirkpatrick and
Kirkpatrick (2016) also stated that critical behaviors need to be specific, observable, measurable,
and explainable so that one can capture them on camera and be able to explain them. Next,
critical behaviors must demonstrate that the learning outcomes have been accomplished with
100% compliance (J. D. Kirkpatrick & Kirkpatrick, 2016).
To achieve the curriculum’s goal of integrating the social justice anchor standards into
the K–5 curriculum, the following critical behaviors must be achieved: (a) select the appropriate
state content standard to teach, (b) review and select one or more appropriate social justice
55
anchor standard for the content being taught, (c) choose an approach to integrate curriculum, (d)
create a lesson plan that incorporates an activity that teaches content and social justice anchor
standard(s), (e) implement the lesson, (f) administer a student assessment for the lesson that
includes both content and social justice anchor standards. Table 6 outlines the critical behaviors,
metrics, methods, and timing for evaluation for teachers integrating the social justice anchor
standards into the curriculum.
Table 6
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical behavior Metric Method Timing
Select the
appropriate state
content standard
to teach
Number of state
content standards to
include in the
lesson
Teachers share lesson
plans with
administration and
peers for feedback;
data is collected by
administrator and
grade-level chair.
Weekly
Review and select
one or more
appropriate
social justice
anchor standards
for the content
being taught.
Number of social
justice anchor
standards
appropriate for
content
Teachers collaborate
during grade-level
meetings to plan,
share ideas, and
reports to an
administrator and
grade-level chair.
Biweekly
Choose an
approach to
integrate
curriculum.
Number of integration
approaches
Teachers collaborate
during grade-level
meetings to plan,
share ideas, and
reports to an
administrator and
grade-level chair.
Biweekly
Create a lesson
plan that
incorporates an
activity that
teaches content
Number of activities
appropriate for
standards selected
Teachers create activity
that teaches content
and social justice
anchor standard(s)
Conduct peer
observations.
Monthly
56
Critical behavior Metric Method Timing
and social justice
anchor standards.
Analyze student work.
Reports to an
administrator and
grade-level chair
Implement the
lesson
Successful delivery of
lesson(s)
Teachers implement
lesson that is
observed by informal
administration and
peer observations;
data is collected by
administrator and
grade-level chair.
Weekly
Administer a
student
assessment for
the lesson that
includes both
content and
social justice
anchor standards.
Number of
assessments created
Teachers administer
assessment and
analyze data with
administration and
peers; data is
collected by
administrator and
grade-level chair.
At the conclusion of
each social justice
lesson and activity
Required Drivers
Extra attention is given to Level 3 because it is the key to Level 4 results. Level 3 gives
this extra attention through required drivers, which are processes and systems that reinforce,
monitor, encourage, and reward the performance of critical behaviors on the job (J. D.
Kirkpatrick & Kirkpatrick, 2016). Some examples of required drivers are extra duty pay, words
of affirmation, and recognition. Required drivers support learners to persevere and reach the
goals of the training. Moreover, effective application of the required drivers may increase the
possibility of critical behaviors being used after the training has ended. For this curriculum, some
of the required drivers that will be utilized are as follows: (a) Google platform to preserve
resources and job aides; (b) personal journal to reflect after each unit (c) feedback from
facilitators and peers, (d) recognition at ongoing weekly meetings, and (e) the opportunity to earn
57
a role as a facilitator in the next iteration of the program. Required drivers for this curriculum are
outlined in Table 7.
Table 7
Required Drivers to Support Critical Behaviors for Teachers Integrating the Social Justice
Anchor Standards into the K–5 Curriculum
Method Timing Critical behaviors supported
Reinforcing
Google platform to facilitate
organization of
asynchronous
instructional content
accessible 24/7
Throughout the school year All
Google platform to provide
collaborative
opportunities to learn and
apply concepts 24/7
Throughout the school year All
Google platform to create
and share documents 24/7
Throughout the school year All
Google platform to share
job aids and resources
24/7
Throughout the school year All
On-the-job
training/executive
modeling
Quarterly throughout the
school year
All
Encouraging
Faculty coaching and
modeling of learning
During weekly grade-level
and staff meetings
All
Mentor feedback,
collaboration, and support
During weekly grade-level
and staff meetings
All
Rewarding
Recognition at ongoing
monthly meetings
During monthly meetings All
Awards and incentives that
circulate on a daily,
weekly, or monthly basis
Weekly staff meetings and
monthly assemblies
All
Opportunity to earn a role as
a facilitator/coach
After the course All
58
Method Timing Critical behaviors supported
Extra duty pay for hours
needed to plan and coteach
Throughout the course All
Monitoring
Teachers will self-monitor
progress using a checklist.
Weekly during grade-level
meetings
All
Teachers will informally
observe peers and give
actionable feedback.
Biweekly, during peer
observations
All
Teachers will continue to
read literature to stay
abreast of current
research.
Monthly throughout the
course
All
Teachers will upload lesson
plans into shared Google
drive.
Weekly grade-level meetings All
Organizational Support
For training outcomes to be accomplished, organizational support is needed for sustained
behavioral change (J. D. Kirkpatrick & Kirkpatrick, 2016). The institutional support package
may include belongingness and trust from the organization, time to learn and plan, a budget
dedicated to professional development, resources to support desired change, and physical space
to work, grow, learn, and analyze data. Institutional support needed for this curriculum will be
access to SJES facilities, access to technology and instructional resources, a budget to hire and
train staff, a budget to purchase incentives, and extra duty pay for planning and data analysis.
Level 2: Learning
According to J. D. Kirkpatrick and Kirkpatrick (2016), learning is defined as the degree
to which participants acquire the intended knowledge, skills, attitude, confidence, and
commitment based on their participation in the training. They also purport that confidence and
commitment have been added to Level 2 in the new world Kirkpatrick model to close the gap
59
between learning and behavior. Further, J. D. Kirkpatrick and Kirkpatrick (2016) stated that this
addition was to prevent the cycle of waste when training is repeated for people who have
knowledge and do not perform. This is a parallel perspective to Smith and Ragan’s (2005)
definition of learning in that learners should be able to demonstrate the behavior at the
conclusion of training. In this curriculum, learning will be demonstrated by the successful
achievement of the learning goals to integrate the social justice anchor standards into the K–5
curriculum.
Terminal Learning Objectives
At the end of this 6-day iterative journey of interdisciplinary approaches to the
integration of curriculum, teachers will know and be able to demonstrate the following
behaviors:
1. When creating a lesson plan for a given set of state content standards, the teachers
will select the appropriate content standard according to the district guidelines.
2. When creating a lesson plan for a given set of state content standards, the teachers
will select social justice anchor standard(s) that work well with the content standard
according to district guidelines.
3. When creating a lesson plan for a given set of state content standards, the teachers
will be able to choose an approach to integrate the curriculum.
4. When creating a lesson plan for a given set of state content standards, the teachers
will be able to create a lesson plan that incorporates an activity that teaches the
chosen standards.
5. When creating a lesson plan for a given set of state content standards, the teachers
will implement the lesson.
60
6. When creating a lesson plan for a given set of state content standards, the teachers
will administer an assessment for the lesson that includes both content and social
justice anchor standards.
Components of Learning Evaluation
Much thought and consideration must be given to identifying the components of Level 2
(J. D. Kirkpatrick & Kirkpatrick, 2016). After consideration, a combination of elements will be
implemented during and after the course. Assessments of learning will be conducted formally
and informally throughout the entirety of the course and after its conclusion. The first measure of
assessment will occur before the program starts to obtain prior knowledge and motivation levels
among learners. A skills assessment will also determine the knowledge and attitude toward state
content standards and social justice anchor standards. This will be measured by the facilitator
and via weekly assessments and reflections. External and internal outcomes mentioned in the
prior section, Level 4, will continue to be assessed after the culmination of the course. Table 8
outlines the activities in this course and their timing.
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Table 8
Evaluation of the Components of Integrating Social Justice Anchor Standards into the K–5
Curriculum
Methods or activities Timing
Declarative knowledge: “I know it.”
Facilitator checks on learning. During the course
Teachers complete KWL chart. During the course
Procedural skills: “I can do it right now.”
Choose approaches to integration. During practice activities in the course
Unpack state content standards. During practice activities in the course
Unpack social justice anchor standards. During practice activities in the course
Use reflective journal to capture thoughts
and attitudes.
During the course, at the end of each live
session
Attitude: “I believe this is worthwhile.”
Class discussions During the course
Teachers will complete a survey on their
attitude toward the program.
At the start, during, and after the course
Teachers will reflect on their implicit bias in
reflective journals.
At the start, during, and after the course
Confidence: “I think I can do it on the job.”
Skills practice During the course
Teachers engage in integrating standards. During the course
Teachers engage in creating activities. During the course
Teachers engage in selecting integration
approaches.
During the course
Commitment: “I will do it on the job.”
Class discussions During the course
Facilitator will follow up with teachers. Weekly/Biweekly
Teachers will informally observe lessons
and plan with peers
During the course
Level 1: Reaction
Level 1 is defined as the degree to which participants in the training react to the training
(J. D. Kirkpatrick & Kirkpatrick, 2016). J. D. Kirkpatrick and Kirkpatrick (2016) described some
of the characteristics of Level 1 as reaction, engagement, and relevance. According to
62
Kirkpatrick and Kirkpatrick, an inexpensive way to collect the information needed is to
incorporate formative evaluations into your curriculum. Formative evaluations such as instructor
observations, pulse checks, and dedicated observers can be used in addition to the usual postprogram survey to quickly obtain information like the content of the curriculum, physical
environment, comfort and distractions for learners, and the content of the curriculum (J. D.
Kirkpatrick & Kirkpatrick, 2016). As mentioned, the traditional post-program evaluation can be
time-consuming, so special attention must be dedicated to selecting the most important elements
to question (J. D. Kirkpatrick & Kirkpatrick, 2016). This curriculum will use both formative and
summative assessments to collect data on the engagement, relevance, and satisfaction level of the
teachers who are participating in the program. Table 9 outlines this information.
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Table 9
Components to Measure Reactions to Integrating Social Justice Anchor Standards into the K–5
Curriculum Program
Methods or tools Timing
Engagement
Observe teachers’ engagement throughout
the units; this will be conducted by
facilitators and peer mentors.
During the 6-day curriculum program
Program views on Google platform online
usage
During the program
Teachers participate in group discussions. During the program
Individual check-ins with facilitator. During the program
Relevance
Ask teachers about their skill and
confidence levels in multiple content
areas.
At the beginning and during the program
Ask teachers about their skill and
confidence level in the social justice
anchor standards.
At the beginning and during the program
Ask teachers if what they are learning is
relevant to lesson planning.
During the program
Survey teachers to determine if what they
learned during their first semester is
relevant to application in the second
semester.
During second semester
Customer satisfaction
Survey teachers to collect their overall
satisfaction with the program.
At the end of the program
Teachers reflect in their journals, interviews,
and discussions that the integration of
standards reduces stress and increases
overall well-being and satisfaction.
At the end of the program
Evaluation Tools
Successful programs require credible and relevant data. J. D. Kirkpatrick and Kirkpatrick
(2016) stated that obtaining credible and relevant results requires obtaining measures
immediately and up to 3 to 6 months after the program has ended. All evaluation tools should
64
engage respondents and focus on content to obtain meaningful results. J. D. Kirkpatrick and
Kirkpatrick (2016) also suggested evaluation tools be developed from the perspective of the
learner rather than from the perspective of the facilitator. This facilitates learners sharing their
personal experiences about the training. Lastly, they recommended evaluation on multiple levels.
Evaluating on multiple levels from multiple perspectives in a single instrument helps maintain
focus on the most important elements of the learner’s experience (J. D. Kirkpatrick &
Kirkpatrick, 2016). In this curriculum, over 6 days, teachers will take a creative iterative journey
of interdisciplinary approaches to the integration of curriculum using various evaluation methods
that will be utilized at the start of the course, throughout, and at the end of the course.
Immediately Following the Program Implementation
Upon completion of the first semester, Levels 1 and 2 will be evaluated to assess
comprehension of learning and reactions to the program. A summative evaluation will be given
in addition to formative evaluations, such as instructor and peer observations and pulse checks (J.
D. Kirkpatrick & Kirkpatrick, 2016). The summative evaluation will be a survey designed to
evaluate Reaction (Level 1) and Learning (Level 2) outcomes. The survey will consist of Likertscale questions and open-ended questions through retrospective pre- and post-assessment items
(J. D. Kirkpatrick & Kirkpatrick, 2016). The content, structure, and response scales of the survey
items will be consistent with the six steps of the psychological measurement principles (J. D.
Kirkpatrick & Kirkpatrick, 2016). The psychological measurement principles are (a) consider the
subjectivity of your response scales, (b) match the natures of items and response scales, (c) check
for unnecessary use of the opt-out option, (d) do not lump specific numbers into general
categories, (e) choose meaningful categories for your items, and (f) complete the three-point
65
final review (J. D. Kirkpatrick & Kirkpatrick, 2016). The immediate evaluation instrument is
found in Appendix D.
Delayed For a Period After the Program Implementation
It is critical that this evaluation takes place after time has passed to ensure that
participants have an opportunity to employ the knowledge, skills, and strategies introduced in the
program in their day-to-day lives. J. D. Kirkpatrick and Kirkpatrick (2016) stated that the best
time to evaluate is three to 6 months after the training, preferably 3 months. This survey will
mimic the previous survey using open-ended questions and Likert-scale questions. The survey
can be found in Appendix E.
Data Analysis and Reporting
Data analysis and reporting is an ongoing process throughout program implementation
and not a discrete activity that occurs at the end of the process (J. D. Kirkpatrick & Kirkpatrick,
2016). J. D. Kirkpatrick and Kirkpatrick (2016) also stated that a program can maximize its
outcomes and value when data is analyzed and action is taken based on that data. Further, as data
is collected during the implementation of the program, one must keep the goals and the plan that
was set at the beginning in mind to create credibility in the eyes of stakeholders (J. D.
Kirkpatrick & Kirkpatrick, 2016). In this curriculum, quantitative and qualitative data will be
presented. Visuals will be used to communicate data to stakeholders because it may be easier to
understand. Please note that appropriate adjustments will be made to the program to maximize
outcomes as data is collected. The data presented in Figures 1 and 2 are fictitious.
66
Figure 1
Sample Data Representing the Impact of the Program on Teacher’s Lesson Planning
67
Figure 2
Sample Data Representing the Frequency That Teachers Engage in the Skills Taught in the
Program
Conclusion
Black lives matter, and educational leaders’ appreciation of differences is critical to a just
and equitable society (Santamaria, 2014). Teaching the importance of identity, kindness,
empathy, and tolerance is a powerful action (Kessler, 2000). Our classrooms are more culturally
and academically diverse and require instruction that honors social-emotional learning, identity,
diversity, and culture to fully include and give access to marginalized communities (Brannon &
Lin, 2021). These foundational skills can be used throughout a lifetime.
This curriculum was developed to support teachers at SJES to become effective in
teaching the social justice anchor standards as determined by the central magnet office. The
purpose of this curriculum is to teach teachers how to integrate social justice standards into their
68
daily curriculum. As a result, teachers will have the confidence to use social justice anchor
standards and state content standards to create units and projects, as well as find common
concepts and skills across disciplines to help themselves and their students become more
successful, effective, and energized in the classroom.
69
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Appendix A: Course Overview, The Curriculum
The purpose of this curriculum is to teach teachers how to integrate the social justice
anchor standards, in an engaging and fun way, into the subject matter they teach. This will be
achieved by having learners demonstrate the following six major steps to integrate the social
justice anchor standards into elementary curriculum: (a) select the appropriate state content
standards to teach; (b) review and select one or more appropriate social justice anchor standards
for the content being taught; (c) choose an approach to integrate curriculum; (d) create a lesson
plan that incorporates an activity that teaches content and social justice anchor standard(s); (e)
implement the lesson; and (f) administer a student assessment for the lesson that includes both
content and social justice anchor standards.
An outcome of the curriculum will be to integrate the social justice anchor standards into
any subject matter with confidence while creating a sense of community. This curriculum design
will apply the science of learning, universal design for learning, and guided experiential learning
frameworks. Also, it was informed by social cognitive and critical race theories. Over 6 days,
teachers will take a creative iterative journey of interdisciplinary approaches to the integration of
curriculum. Teachers will identify big ideas, unpack standards, and integrate them in a way that
is coherent and meaningful. They will also plan and implement integrated lessons that eliminate
subject boundaries and holistically allow access to multiple standards. After which, they will
administer an assessment. Ultimately, teachers will learn skills to help themselves and their
students become more successful, effective, and energized in the classroom. As a result of this
approach, learners may retain content at an increased rate, making real-life connections as they
personalize learning and construct meaning.
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This curriculum will consist of two semesters. During the first semester, teachers will
learn the skills needed to integrate the curriculum. The second semester is more of a guided
practice and application of these skills. By the end of this curriculum, teachers will have the
confidence to use social justice anchor standards and state content standards to create units and
projects and find common concepts and skills across disciplines. This curriculum was designed
to be taught using a blended learning approach that will utilize both asynchronous and
synchronous instruction. This approach will be used to maximize the learning, engagement, and
self-efficacy of teachers.
Instructional Strategies
In this course overview, teachers will be inspired to see themselves as artists and the
curriculum as artistry (Muhammad, 2023). They will be encouraged to embrace social justice
anchor standards (identity, diversity, justice, and action) as important and necessary and to
integrate them into their lessons. Teachers will do this because the social justice anchor
standards bring students awareness of social justice issues and empower them to act. In a world
where data and metrics are priorities, and advances in AI and apps are threats to work that
require empathy and human connection (Pugh, 2024), it is more important than ever for
teachers to build communities of students with strong character, voice, and the ability to
collaborate and speak truth. Moreover, schools should be beautiful joyful spaces where
curriculum, community, and consciousness uncover what makes each student special and
unique (Muhammad, 2023). Using social justice anchor standards will provide a common
language and organizational structure for teachers to plan for and integrate social justice anchor
practices into their teaching (Davis & Jeffrey, 2021). Also, this course will apply generative
80
and supplantive instructional strategies to gain the learner’s attention and increase their
motivation for the task (Smith & Ragan, 2005).
Instructional Activities
On the first day of training, teachers will write an example of social injustice (Padlet
software may be used as an alternative) and discuss it with an elbow partner. After completing
this (less than 5 minutes), they will display it in the class (or use the software) and place it in a
category of social injustices. This will make the point that social injustice takes many forms
and is all around us (use Google sample of social injustice categories).
From here, facilitators will show the program objective and ask for understanding.
Facilitators will tell teachers the reasons as benefits and risks avoided, and ask if they have any
to share. Using the visual overview of the program, facilitators will review what will be learned
in each session. Teachers will be informed that each unit will begin and conclude with an
assessment. Also, individual and group reflections will occur throughout the unit to inform
instruction and encourage deep thought. Additionally, all skills will be modeled, and teachers
will be allowed to practice and receive feedback during the sessions. Facilitators will discuss
how each participant can use the skills learned in the coming week’s lesson planning and
secure buy-in for monitoring progress.
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Table A1
Learning Activities for the Course Overview of Integrating Social Justice Anchor Standards Into
the K–5 Curriculum
Instructional
sequence
Time
(mins)
Description of
the learning
activity
Instructor action
(supplantive)
Learner action
(generative)
Gain attention 10 Welcome and
introduction of
the course
facilitators
Introduction of
the purpose of
the social
justice anchor
standards with
a collaborative
activity.
Course
facilitators will
introduce
themselves and
their roles.
Course
facilitators will
present the
purpose of the
social justice
anchor
standards using
a collaborative
activity.
Ask learners to
actively listen to
the introduction
course.
The facilitators ask
learners to
participate in the
social justice
anchor standards
collaborative
activity.
Course goal 5 Provide an
introduction to
the course
Present the
overall course
goals
Ask learners to
listen to the
course goals and
ask questions.
Reasons for
the course
5 The course has
been designed
to integrate the
social justice
anchor
standards into
state content
standards.
Benefits: learners
will be
introduced to
the resources
and skills
necessary to
integrate the
social justice
anchor
standards into
state content
The instructor
will go over the
reason for the
course and
provide
examples from
each of the
units.
The instructor
discusses the
importance of
goal setting and
planning
Ask learners to
reflect on their
current
knowledge,
comfort, and
skills with each
unit.
Ask learners to
discuss the
reasons for the
course with their
colleagues.
Ask learners to
share with the
group.
Ask learners to set
personal goals for
the fall semester.
82
Instructional
sequence
Time
(mins)
Description of
the learning
activity
Instructor action
(supplantive)
Learner action
(generative)
standards in a
fun and
engaging way
Risks: learners will
avoid some of
the struggles
faced when
working to meet
organizational
expectations
Course
overview
5 Introduce all 6
units of the
curriculum.
(Figure A1)
Review the
course
overview visual
(Figure A1)
and the Google
platform where
resources and
learning aids
will be
maintained.
Ask learners to
review the course
overview visual;
identify their
grade-level
colleagues, and
ask any clarifying
or follow-up
questions.
Total time 25
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Figure A2
Visual Overview of the Units
Select state
content
standards
Select
social
justice
anchor
standards
Choose an
approach to
integrate
Create a
lesson plan
Implement
the lesson
Administer
assessment
Sessions
that cover
all topics
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 ###
Materials for The Curriculum: Examples of Injustices
● Ageism
● Climate change
● Climate justice
● Discrimination
● Economic injustice
● Education system
● Erosion of civil liberties and
freedoms
● Food insecurity
● Gender
● Healthcare
● Income gap
● Denying healthcare
● Gender inequality
● Political corruption
● Human rights for all
● Poverty
● Racial equality
● Refugee crisis
● War and other forms of
violence
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Appendix B: Lesson Overviews
This section contains the lesson overviews of the entire six-unit curriculum. The
overviews consist of the terminal objectives, the prerequisite knowledge or enabling objectives,
and the overview of the learning activities. The summative assessment for each unit of
instruction is also described.
Unit 1: Select the Appropriate State Content Standards to Teach
Given the large number of state standards and domains for teachers to teach, this unit will
provide the foundation for teachers to create the most effective lessons by unpacking the state
content standards. For teachers to meet district expectations, they must select appropriate state
content standards to teach for their particular grade level. This in-person unit will be taught to the
learners in a classroom setting using Google Suite and SMART boards. All slides will be made
available for students to access at any time.
Terminal Learning Objective
The terminal learning objective for this unit is that when creating a lesson plan for a
given set of state content standards, teachers will select the appropriate state content standard
according to the district guidelines.
Enabling Objectives
● Given a list of elements, learners will be able to provide a definition and an example
and non-example of the elements of a content standard per the state content
guidelines.
● Given a description of an event, learners will articulate a content standard per the
definition provided.
85
● Learners will evaluate the accuracy and effectiveness of articulating a content
standard per a rubric.
● Learners will choose to embrace student agency, patience, and valuing DEI as
reflected in teachers’ lesson plans and classroom instruction.
Learning Activities
● After introductions, icebreaker activities, and learning objectives, prior knowledge
and the purpose of state content standards will be assessed.
● Review prerequisite knowledge as necessary by providing definitions, examples,
and non-examples of choosing the appropriate state content standards.
● Demonstrate choosing appropriate state content standards for a given topic.
● Provide whole task practice and feedback through worked examples.
● Provide opportunities to transfer knowledge and skills of this unit to other
contexts or to solve more difficult problems by posing questions relating to
unpacking state content standards.
● Teach metacognitive strategies and provide opportunities to practice them.
● Reflect on objectives, activities, and experiences during the unit.
● Complete a formative evaluation at the end of the unit.
Instructional Strategies
When creating a lesson plan for a given set of state content standards, teachers will
select the appropriate state content standard according to the district guidelines. To support
teachers in integrating the social justice anchor standards and appropriate state content
standards, they must see the world as full of opportunities for teaching and learning
(Muhammad, 2023). Teachers must envision how Common Core State Standards manifest in
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their environment to create fun and meaningful integrated lessons. When teachers enter the
room, they will see the title This or That on a slide presentation. Next, two images of social
justice topics will be shown on the SMART board. Music will play as teachers walk. Teachers
talk to the person closest to them when the music stops. Each person will respond to the image
and why it was selected. This activity will emphasize that there are many social justice issues
to address with students. There will be three iterations of the activity, after which teachers will
share responses with the group, and the responses will be captured in a Google or Padlet
document.
From there, teachers will be given a job aid of the state standards or a sample of a
specific state standard. Teachers will also be given a handout of the social justice standards
(Learning for Justice, 2022). The facilitator will demonstrate how to unpack and choose a state
standard based on a particular sample content area while thinking aloud for teachers. Next, the
facilitator will model how to always reflect on the social justice anchor standards as you
unpack state content standards to ensure they are included when lesson planning. After
collaboration, questions, and answers, teachers will practice using a sample from their
classroom content, considering student needs, identities, and desires. Finally, the teachers will
engage in a metacognitive exercise, writing down the strategies used for this part of the lesson.
Summative Assessment
Using a quick write or worksheet, teachers will use a sample lesson from their
classroom and articulate the strategies for selecting the appropriate state content standards for a
particular lesson.
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Materials for Unit 1: Select the Appropriate State Content Standards to Teach Opening
Activity Slide Deck
88
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Unit 2: Select Social Justice Anchor Standards
Terminal Learning Objective
The terminal learning objective for this unit is: when creating a lesson plan for a given
set of state content standards, the teachers will select one or more social justice anchor
standards that complement the content standard according to district guidelines.
Enabling Objectives
● Given a list of elements, learners will be able to provide a definition and an example
and non-example of a social justice anchor standard per Learning for Justice’s
framework.
● Given a description of an event, learners will articulate social justice anchor standards
per the definition provided.
● Learners will evaluate the accuracy and effectiveness of articulating a social justice
anchor standard per a rubric.
● Learners will select social justice anchor standard(s) that complement the content
standard according to district guidelines.
● Learners will choose to embrace agency, patience, and valuing DEI as reflected in
their lesson plans and classroom instruction.
Learning Activities
● After introductions, icebreaker activities, and learning objectives, prior knowledge
of social justice anchor standards and their purpose will be assessed.
● Demonstrate each social justice anchor standard using discussions, resources,
and case studies and how to select one for the appropriate content standard.
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● Provide learners with practice and feedback in selecting the appropriate social
justice anchor standard.
● Provide opportunities to transfer knowledge and skills of this unit to other
contexts or to solve more difficult problems by posing questions relating to each
social justice anchor standard.
● Teach metacognitive strategies and provide opportunities to practice them.
● Reflect on objectives, activities, and experiences during the unit.
● Complete a formative evaluation at the end of the unit.
Instructional Strategies
Teachers must think about how to merge what students need to learn in the world to be
productive citizens with what they want to learn and, finally, what is required by policy. This
approach will result in meeting the needs of the students they serve. When creating a lesson
plan for a given set of standards, the teachers will select the appropriate social justice anchor
standards that complement the content standard according to district guidelines and student
interest. Teachers will be taught this using a word cloud activity to create interest and motivate
them to engage with the lesson. The prompt for the word cloud will ask them to name three
words that describe social justice. After this, teachers will discuss the implications of the word
cloud. Next, teachers will identify content standards that facilitate discussions about social
justice issues. Once they have identified the appropriate content standard, the facilitator will
model how to unpack the standard to understand what the learner is expected to learn and be
able to do. Lastly, the teacher will choose a social justice anchor standard from the social
justice standards handout to emphasize and integrate with the state content standard and then
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allow teachers to practice with their content and receive feedback from the facilitator and other
teachers.
Summative Assessment
Using a graphic organizer, ask teachers to unpack a state standard that facilitates
discussion about social justice anchor standards and articulate and apply the strategies for
selecting the appropriate social justice anchor standard for a particular lesson.
Unit 3: Choose An Approach to Integrate Curriculum
Terminal Learning Objective
The terminal learning objective for this unit is that when creating a lesson plan for a
given set of state content standards, the teachers will be able to choose an approach to integrate
the curriculum.
Enabling Objectives
● Given a list of elements, learners will be able to provide a definition and an example
and non-example of approaches to integrate curriculum.
● Given a description of an event, learners will choose and articulate an approach to
integrate the curriculum per the definition provided.
● Learners will evaluate the accuracy and effectiveness of articulating an approach to
integrate curriculum per a rubric.
● Learners will choose to embrace student agency, patience, and valuing DEI as
reflected in teachers’ lesson plans and classroom instruction.
Learning Activities
● After introductions, icebreaker activities, and learning objectives, prior knowledge
of approaches to integration will be assessed.
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● Discuss each integration approach using discussions, resources, and case
studies.
● Demonstrate how to choose an integration approach.
● Provide whole task practice and feedback on choosing an integration approach.
● Provide opportunities to transfer knowledge and skills of this unit to other
contexts or to solve more difficult problems by posing questions relating to each
integration approach.
● Teach metacognitive strategies and provide opportunities to practice them.
● Reflect on objectives, activities, and experiences during the unit.
● Complete a formative evaluation at the end of the unit.
Instructional Activities
When creating a lesson plan for a given set of state content standards, ask teachers to
choose an approach to integrate the curriculum. Our goal as teachers is to create fun, engaging,
and relevant lessons for students. The pedagogies we use must humanize lessons, center
justice, and bring forth the excellence that students have within (Muhammad, 2024). Using the
social justice anchor standards as a guide is critical to accomplishing this vision as well as
integrating content. As suggested by Thorndike and Gates (1929), skills should be taught
across multiple subjects. He also proposed that drilling skills will not help students master or
transfer skills to different contexts. This unit will be taught using a graphic organizer
identifying the different degrees of integration. Next, teachers will identify integration
approaches that facilitate robust academic discussion and collaboration in the classroom. Then,
facilitators will demonstrate how to use an integration approach. After this, teachers will read
short vignettes of integration approaches. Once they have read the vignettes, they will select
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content and social justice anchor standards for an integrated unit utilizing two or more subject
areas or skills.
Summative Assessment
Using a quick write or worksheet, ask teachers to use a sample lesson from their
classroom and apply the strategies for selecting the best integration method for the content they
have chosen to teach.
Unit 4: Create a Lesson Plan that Incorporates an Activity that Teaches Content and Social
Justice Anchor Standards
Terminal Learning Objective
The terminal learning objective for this unit is that when creating a lesson plan for a
given set of state content standards, the teachers will be able to create a lesson plan that
incorporates an activity that teaches the chosen social justice and content standards.
Enabling Objectives
● Given a list of elements, learners will be able to provide a definition and an example
and non-example of creating a lesson plan and an activity within a lesson plan.
● Given a description of an event, learners will create a lesson plan that incorporates an
activity that teaches the chosen social justice anchor standards and content standards.
● Learners will evaluate the accuracy and effectiveness of creating a lesson plan and
activity per a rubric.
● Learners will choose to embrace student agency, patience, and valuing DEI as
reflected in teachers’ lesson plans and classroom instruction.
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Learning Activities
● After introductions, icebreaker activities, and learning objectives, prior knowledge
of how to create a lesson will be assessed.
● Facilitator will demonstrate how to create a lesson plan that incorporates an activity
that teaches the chosen social justice and content standards.
● Learners will practice how to create a lesson plan that incorporates an activity that
teaches the chosen social justice and content standards.
● Allow learners to share different viewpoints to encourage empathy and appreciation
for different perspectives.
● Provide opportunities to transfer knowledge and skills of this unit to other
contexts or to solve more difficult problems by posing questions relating to the
state content standard and social justice standards.
● Teach metacognitive strategies and provide opportunities to practice them.
● Reflect on objectives, activities, and experiences during the unit.
● Complete a formative evaluation at the end of the unit.
Instructional Activities
When creating a lesson plan for a given set of state content standards, teachers will be
able to create a lesson plan that incorporates an activity that teaches the chosen social justice
and content standards. This unit will begin by playing a game to energize teachers and model
how simple items around you can be used to create learning experiences for students
(Muhammad, 2024). The facilitator will randomly write the lesson planning steps on strips of
paper. Teachers will order the steps of an effective lesson plan in pairs. Next, the facilitator
will review answers with the class and facilitate a discussion. Once the whole group has shared
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the elements of a lesson plan, the facilitator will model how to use a lesson plan template to
build a lesson. Next, teachers will use a lesson plan template to build their lesson. To build
their lesson, teachers will use the social justice anchor standards handout, state content job aid,
district-mandated programs, the internet, and relevant and responsive classmate interests to
plan the lesson. After completing the lesson plan, teachers will share their lesson plans with
another teacher to give constructive feedback.
Additionally, a pedagogical theory will be introduced by a gallery walk. Facilitators
will write a theory as a title on chart paper and ask teachers to jot down what they know about
each theory on the corresponding chart. After this, teachers will discuss each theory and how a
particular theory may be applied in educational settings and humanized in a culturally relevant
and responsive classroom.
Summative Assessment
Using a quick write or worksheet, ask teachers to use a sample lesson from their
classroom and create the components of a well-planned lesson incorporating an activity with
content and social justice anchor standards. Teachers will receive feedback from the facilitator
and peers to give suggestions for improvement.
Unit 5: Implement The Lesson
Terminal Learning Objective
The terminal learning objective for this unit is that when creating a lesson plan for a
given set of state content standards, the teachers will implement the lesson.
Enabling Objectives
● Given a list of elements, learners will be able to provide a definition and an example
and non-example of the elements of the delivery of instruction.
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● Given a description of an event, learners will articulate the delivery of instruction per
the definition provided.
● Learners will evaluate the accuracy and effectiveness of articulating the delivery of
instruction per a rubric.
● Learners will choose to embrace student agency, patience, and valuing DEI as
reflected in teachers’ lesson plans and classroom instruction.
Learning Activities
● After introductions, icebreaker activities, and learning objectives, prior knowledge
of how to implement a lesson will be assessed.
● Organize the classroom to facilitate learning, discussion, and collaborative group
work.
● Before the lesson begins, conduct a short activity or prompt that focuses and gains
the student's attention.
● Introduce the lesson’s learning objective(s) and outcome(s).
● Share vocabulary and resources needed to complete the lesson.
● Model what the outcome should look like.
● Lead students through a guided practice.
● Check for understanding.
● Provide opportunities to transfer knowledge and skills of this unit to other contexts
or to solve more difficult problems by posing questions relating to implementing a
lesson.
● Teach metacognitive strategies and provide opportunities to practice them.
● Reflect on objectives, activities, and experiences during the unit.
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● Complete a formative evaluation at the end of the unit.
Instructional Activities
When creating a lesson plan for a given set of state content standards, the teachers will
implement the lesson. Teachers will begin the unit by reviewing a lesson plan that includes
content and social justice anchor standards. The purpose of this is to understand the objectives,
content, and structure of the lesson plan. Next, teachers will ensure they have all the required
materials, technology, and resources to implement an effective and engaging lesson. Following
this, facilitators will guide teachers in setting up a classroom space to optimize learning. Then,
teachers will review learning outcomes and their alignment with activities and assessments.
Next, facilitators will model key instructional techniques like group work, hands-on
activities, scaffolding, and differentiated instruction. They will also model classroom
management techniques like redirecting misbehavior using proactive techniques. Finally,
facilitators will model reflection to identify successes and areas of improvement. Teachers will
then be allowed to practice these strategies and receive feedback during instruction to make
adjustments to their lessons.
Summative Assessment
In small groups, teachers will implement a lesson and receive constructive feedback
from colleagues using a prepared observation checklist.
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Unit 6: Administer a Student Assessment for the Lesson that Includes Both Content and
Social Justice Anchor Standards
Terminal Learning Objective
The terminal learning objective for this unit is that when creating a lesson plan for a
given set of state content standards, the teachers will administer an assessment for the lesson
that includes both content and social justice anchor standards.
Enabling Objectives
● Given a list of elements, learners will be able to provide a definition and an example
and non-example of the elements of an assessment.
● Given a description of an event, learners will articulate an assessment per the
definition provided.
● Learners will evaluate the accuracy and effectiveness of articulating an assessment
per a rubric.
● Learners will choose to embrace student agency, patience, and valuing DEI as
reflected in teachers’ lesson plans and classroom instruction.
Learning Activities
1. After introductions, icebreaker activities, and learning objectives, prior knowledge
of how to administer a post-lesson assessment will be assessed.
2. Review prerequisite knowledge as necessary by providing definitions, examples,
and non-examples of administering a post-lesson assessment.
3. Demonstrate choosing appropriate post-lesson assessment for a given lesson.
4. Provide whole task practice and feedback through worked examples.
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5. Provide opportunities to transfer knowledge and skills of this unit to other
contexts or to solve more difficult problems by posing questions relating to
post-lesson assessments.
6. Teach metacognitive strategies and provide opportunities to practice them.
7. Reflect on objectives, activities, and experiences during the unit.
Instructional Activities
When creating a lesson plan for a given set of state content standards, the teachers will
administer an assessment for the lesson that includes both content and social justice anchor
standards. Teachers will begin the unit by watching a short video to review SMART goals.
Next, facilitators will discuss the video with teachers. After discussing SMART goals,
facilitators will provide interactive examples where teachers can apply the concepts discussed.
This could involve scenarios or case studies where teachers identify how to assess state content
and social justice anchor standards. As well as refine SMART goals for different hypothetical
student situations. Then, the facilitator will lead a collaborative discussion about what students
should know and be able to do once a SMART goal is established. Next, the facilitator will
demonstrate creating an assessment and give teachers practice and feedback. Lastly, teachers
will peer-review each other's proposed assessments and offer feedback. This fosters
collaboration and allows for multiple perspectives on assessment creation.
Summative Assessment
Using a worksheet or checklist, ask teachers to complete an assessment that identifies
appropriate assessment questions for the lesson.
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Appendix C: Lesson Activities, Design, and Materials for Unit 4
This appendix contains the instructional details for Unit 4 in the curriculum. It includes
the learning objectives, summative assessment, instructional strategies, specific learning
activities, and materials for Unit 4. This unit will represent how the remaining units in the
curriculum are developed.
Unit 4: Create a Lesson Plan That Incorporates an Activity that Teaches Content and
Social Justice Anchor Standards
This section contains the lesson activities, design, and materials for Unit 4: Create a
Lesson Plan that Incorporates an Activity that Teaches Content and Social Justice Anchor
Standards. This unit is one of six units taught in the 6-day curriculum that supports teachers in
creating engaging and fun lessons. The lesson activities, design and materials, summative
assessment, and learning table are included below.
Learning Objectives
1. Declarative
i. Given a list of elements, learners will be able to provide a definition and an
example and non-example of the following per the definitions given:
1. Elements of creating a lesson plan; Elements of creating an activity
within a lesson plan.
2. Intellectual skills
i. Given a description of an event, learners will articulate creating a lesson plan
and activity per the definition provided.
3. Cognitive skills
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i. Learners will evaluate the accuracy and effectiveness of articulating a lesson
plan and activity per a rubric.
4. Attitudes
i. Learners will choose to embrace student agency, patience, and valuing DEI as
reflected in teachers’ lesson plans and classroom instruction.
Learning Activities
● After introductions, icebreaker activities, and learning objectives, prior knowledge
of how to create a lesson will be assessed.
● Facilitator will demonstrate how to create a lesson plan that incorporates an activity
that teaches the chosen social justice and content standards.
● Learners will practice how to create a lesson plan that incorporates an activity that
teaches the chosen social justice and content standards.
● Allow learners to share different viewpoints to encourage empathy and appreciation
for different perspectives.
● Provide opportunities to transfer knowledge and skills of this unit to other
contexts or to solve more difficult problems by posing questions relating to the
state content standard and social justice standards.
● Teach metacognitive strategies and provide opportunities to practice them.
● Reflect on objectives, activities, and experiences during the unit.
● Complete a formative evaluation at the end of the unit.
Instructional Activities
When creating a lesson plan for a given set of state content standards, teachers will be
able to create a lesson plan that incorporates an activity that teaches the chosen social justice
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and content standards. This unit will begin by playing a game to energize teachers and model
how simple items around you can be used to create learning experiences for students
(Muhammad, 2024). The facilitator will randomly write the lesson planning steps on strips of
paper. Teachers will order the steps of an effective lesson plan in pairs. Next, the facilitator
will review answers with the class and facilitate a discussion. Once the whole group has shared
the elements of a lesson plan, the facilitator will model how to use a lesson plan template to
build a lesson. Next, teachers will use a lesson plan template to build their lesson. To build
their lesson, teachers will use the social justice anchor standards handout, state content job aid,
district-mandated programs, the internet, and relevant and responsive classmate interests to
plan the lesson. After completing the lesson plan, teachers will share their lesson plans with
another teacher to give constructive feedback.
Additionally, a pedagogical theory will be introduced by a gallery walk. Facilitators
will write a theory as a title on chart paper and ask teachers to jot down what they know about
each theory on the corresponding chart. After this, teachers will discuss each theory and how a
particular theory may be applied in educational settings and humanized in a culturally relevant
and responsive classroom.
Summative Assessment
Using a quick write or worksheet, ask teachers to use a sample lesson from their
classroom and create the components of a well-planned lesson incorporating an activity with
content and a social justice anchor standard. Teachers will receive feedback from the facilitator
and peers to give suggestions for improvement.
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Learning Activities Table
The learning activity table below outlines the details of a synchronous lesson on creating
an activity that includes content standards and social justice anchor standards. The table includes
both the learning and cognitive strategies (Smith & Ragan, 2005) incorporated into the lesson.
The lesson consists of an introduction to the topic, a preview of activities, opportunities to
review prior relevant knowledge, examples, and practice and feedback (Smith & Ragan, 2005).
The table also includes risks avoided and benefits of the unit, time devoted to each task, big
ideas, and strategies for connecting the material to the next lesson. Table C1 shows learning
activities for creating an activity that incorporates state content standards and a social justice
anchor standard(s).
Table C1
Learning Activities for Creating a Lesson Plan That Incorporates an Activity That Teaches
Content and Social Justice Anchor Standards
Instructional
sequence
Time Instructional strategy
(supplantive)
Activity
(generative)
Gain attention 1 min Introduce the game.
Say this: You will all play a
game that will test your prior
knowledge of lesson
planning. As you work with a
partner, have fun and
collaborate.
Ask teachers to
actively listen to the
instructions.
Ask for volunteers to
restate the
instructions for the
entire class.
Learning objectives 30s Show the objective slide.
Say this: At the end of this
lesson, you will be able to
create a lesson plan that
incorporates an activity that
Ask teachers to read
the learning
objective.
Ask for understanding
and questions.
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Instructional
sequence
Time Instructional strategy
(supplantive)
Activity
(generative)
teaches the chosen social
justice and content standards.
You will demonstrate an
understanding of what goes
in each lesson step and write
notes in your document.
Reasons for learning
Benefits
Risks avoided
1 min Say this: Why is this
important? What are some of
the benefits and risks avoided
by learning how to create a
lesson plan that incorporates
an activity that teaches the
chosen social justice and
content standards?
Benefits:
You will be able to apply this
skill to any lesson plan.
Risks avoided:
You will avoid creating lesson
plans incorrectly.
You will avoid creating lessons
that are ineffective and lack
cultural relevance.
You will avoid creating
misconceptions in your
students' understanding.
Ask the teachers if they
can think of
additional benefits or
risks avoided that
they would like to
share.
Advance organizer (brief
overview) of this
lesson
5 min Say this: As an element of our
course, we will have to create
our own lesson plan, and as
teachers, we are familiar with
using lessons and/or creating
lesson plans.
Ask teachers to listen.
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Instructional
sequence
Time Instructional strategy
(supplantive)
Activity
(generative)
Next, you will learn how to
integrate state standards with
the social justice anchor
standards.
Finally, you will participate in a
series of activities to support
you with this task. You will
play a game, practice
creating lesson plans,
collaborate with colleagues,
and review pedagogical
approaches to lesson
delivery.
Assess prerequisite
knowledge.
10 min Hand out game pieces
Say this: Let us align our
vocabulary so that we have
the same understanding of a
lesson plan and its
components. After this, we
will play a game to assess
our prerequisite knowledge
of the components of a lesson
plan.
Next, play What Order? Hand
out the lesson planning steps
on paper strips. Review the
answers with the class.
Tell the teachers that once the
elements of a lesson plan
have been ordered and
shared, model how to use a
lesson plan template to build
a lesson.
Introduce a list of pedagogical
theories on a gallery walk by
writing a theory as a title on
chart paper.
Ask teachers to review
game pieces.
Ask the teachers to get
in pairs, and ask
teachers to put in
order the strips to
represent the steps in
an effective lesson
plan. Tell them that
afterward, they will
use the lesson plan
template to build
their lesson.
Ask teachers to jot
down what they
know about each
theory on the
corresponding chart.
After this, teachers
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Instructional
sequence
Time Instructional strategy
(supplantive)
Activity
(generative)
will discuss each
theory and how a
particular theory
may be applied in
various educational
settings.
Demonstrate procedures
(“how to”) CTA
5 min Say this: Now that we all know
the components of a lesson
plan. Let me demonstrate
how to create a lesson plan.
So, follow along using your
lesson plan template handout.
Demonstrate how to create a
lesson plan.
1)Introduce the lesson plan
template handout.
2)Think aloud and model
completing each section of
the lesson plan template.
Ask learners to actively
listen and follow
along on the worked
example.
Provide practice and
feedback in as
authentic conditions as
possible.
30
min
Say this: Now it’s your turn!
You will practice completing
a lesson plan using the
template given to you.
After 30 minutes, ask teachers
to share their lesson plans
with a classmate using a
checklist.
Ask learners to use the
lesson plan template
to effectively plan
the lesson, ensuring
all steps are
included.
Authentic assessment of
the terminal objective.
1 min Say this: Your authentic
assessment will be when
your partner reviews your
lesson plans.
Ask learners to share
their lesson plans
with a partner.
Promote transfer. How
will you use it on the
job?
1 min Say this: How can you use your
experience completing the
lesson plan in your group
project or your work?
Ask learners to share
with a partner and
with the group.
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Instructional
sequence
Time Instructional strategy
(supplantive)
Activity
(generative)
Big Ideas. 30s Say this: The key takeaways
from this lesson were:
● This is how you create an
effective lesson plan.
● What are your key
takeaways?
Ask learners to share
their takeaways with
the group.
Advance organizer for
the next unit.
30s Say this: This lesson plan can
inform our work in powerful
ways. It will also allow you
to deliver the lesson
effectively, which is
addressed in the next unit,
“How do we implement our
lesson plan effectively?”
Ask students to listen.
Total time 56 min
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Materials for Unit 4: Create a Lesson Plan that Incorporates an Activity that Teaches
Content and Social Justice Anchor Standard(s)
Agenda for the Workshop Slide Deck
Title Page
109
Gain attention
1 min
Introduce the game:
Say this: You will all play a game that will test your prior knowledge of lesson planning. As you
work with a partner, have fun and collaborate.
Ask teachers to actively listen to the instructions.
Ask for volunteers to restate the instructions for the entire class.
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Learning objectives
30s
Show the objective slide:
Say this: At the end of this lesson, you will be able to create a lesson plan that incorporates an
activity that teaches the chosen social justice and content standards. You will demonstrate an
understanding of what goes in each lesson step and write notes in your document.
Ask teachers to read the learning objective.
Ask for understanding and questions.
111
Reasons for Learning.
Benefits.
Risks Avoided.
1 min
Say this: Why is this important? What are some of the benefits and risks avoided by learning
how to create a lesson plan that incorporates an activity that teaches the chosen social justice and
content standards?
Benefits:
You will be able to apply this skill to any lesson plan.
Risks avoided:
You will avoid creating lesson plans incorrectly.
You will avoid creating lessons that are ineffective and lack cultural relevance.
You will avoid creating misconceptions in your students' understanding.
Ask the teachers if they can think of additional benefits or risks avoided that they would like to
share.
112
Advance organizer (brief overview) of this lesson.
5 min
Say this: As an element of our course, we will have to create our lesson plan, and as teachers, we
are familiar with using lessons and/or creating lesson plans.
Next, you will learn how to integrate state standards with the social justice anchor standards.
Finally, you will participate in a series of activities to support you with this task. You will play a
game, practice creating lesson plans, collaborate with colleagues, and review pedagogical
approaches to lesson delivery.
Ask teachers to listen.
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Assess prerequisite knowledge.
10 min
Hand Out Game Pieces
Say this: Let us align our vocabulary so that we have the same understanding of a lesson plan
and its components. After this, we will play a game to assess our prerequisite knowledge of the
components of a lesson plan.
Next, play What Order? Hand out the l lesson planning steps on paper strips. Review the
answers with the class.
Tell the teachers that once the elements of a lesson plan have been ordered and shared, model
how to use a lesson plan template to build a lesson.
Introduce a list of pedagogical theories on a gallery walk by writing a theory as a title on chart
paper.
Ask teachers to review game pieces.
Ask the teachers to get in pairs, and ask teachers to put in order the strips to represent the steps
in an effective lesson plan. Tell them that afterward, they will use the lesson plan template to
build their lesson.
Ask teachers to jot down what they know about each theory on the corresponding chart. After
this, teachers will discuss each theory and how a particular theory may be applied in various
educational settings.
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Demonstrate procedures (“how to”) CTA.
5 min
Say this: Now that we all know what goes in a lesson plan. Let me demonstrate how to create a
lesson plan. So, follow along using your handout.
Demonstrate how to create a lesson plan.
1) Introduce the lesson plan template handout.
2) Think aloud and model completing each section of the lesson plan template.
Ask learners to actively listen and follow along on the worked example.
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Provide practice and feedback in as authentic conditions as possible.
30 min
Say this: Now it’s your turn! You will practice completing a lesson plan using the template given
to you.
After 30 minutes, ask teachers to share their lesson plans with a classmate using a checklist.
Ask learners to use the lesson plan template to effectively plan the lesson, ensuring all steps are
included.
116
Authentic assessment of the terminal objective.
1 min
Say this: Your authentic assessment will be when your partner reviews your lesson plans.
Ask learners to share their lesson plans with a partner.
117
Promote transfer. How will you use it on the job?
1 min
Say this: How can you use your experience completing the lesson plan in your group project or
your work?
Ask learners to share with a partner and with the group.
118
Share Big Ideas.
Ask students what they learned in today’s lesson. Some possible responses may be:
● Cultural Identity and Pride
● The Power of Names
● Empathy and Understanding
● Acceptance of Friendship
● Self-Acceptance
This lesson plan can inform our work in powerful ways. It will also allow you to deliver the
lesson effectively, which is addressed in the next unit, “How do we implement our lesson plan
effectively?”
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Lesson Plan Game Activity: What Order?
Directions: The facilitator will cut the paper into rows. As you review the items listed below,
place them in procedural order.
Steps of An Effective Lesson Plan
Gain attention
● How are you going to focus your student’s attention on the lesson?
● What would you have learners do?
Identify the Learning Objectives:
● Define clear, specific, and measurable goals: What should students know or be able
to do by the end of the lesson?
● Align with state content standards: Ensure objectives are aligned with educational
standards and requirements.
● Identify a social justice anchor standard to integrate with the state content standard.
Discuss Reasons for Learning:
● What are the benefits of achieving the learning outcome?
● What risks are avoided by achieving the learning outcome?
Assess prior knowledge and overview of the lesson
● Pre-assessment: Determine what students already know about the topic.
● Teach, if needed, the terms or concepts to follow the procedural steps.
● Contextual understanding: Understand students' backgrounds and interests.
● Tell learners what is new to be learned.
● Tell them the activities you will use to teach them.
Demonstrate procedures (“how to”) CTA.
● Define the task.
● Model/demonstrate the steps/strategies you want them to learn.
Provide practice and feedback in as authentic conditions as possible.
● Design activities that are differentiated and require student participation and
collaboration.
● Practice and evaluate feedback using a checklist from the procedural steps.
● How will feedback be given?
Promote transfer.
● How will you use it in a different setting?
● How could you know they will be able to transfer what they learned?
Plan authentic assessments of the learning objective.
● Assess learning using the checklist from the procedural steps.
● What are the most authentic conditions possible for assessment?
Share Big Ideas.
● Takeaways from this unit.
Name Survey for Parents
120
Dear Parents/Guardians,
We are learning about letters, consonants, vowels, syllables, and phonemes by reading books
such as Chrysanthemum, My Name is Yoon, and The Name Jar. We are investigating our
names through these titles. Can you provide your child with the following information?
From,
Terrific Teacher
1. Why did you choose your child’s name?
2. Who helped you decide on the name?
3. What special meaning or events surround your child’s name?
4. How old was your child when he/she recognized the spelling of his/her name?
5. Where and what was occurring when your child recognized it?
121
Criteria chart: Tells students what to do
1. Read the name ____________________.
2. Count the letters in the name. Write the number.
3. Use a red crayon to circle the consonants. Count the consonants. Write the number of
consonants.
4. Use a green crayon to underline the vowels. Count the vowels. Write the number of
vowels.
5. Write a number sentence to add the consonants and vowels.
6. Use red crayon to segment the phonemes. Count the phonemes. Write the number of
phonemes.
7. Use a black crayon and draw a box around the syllables. Count the syllables. Write the
number of syllables.
8. Write a number sentence to add the phonemes and syllables.
9. Complete the sentence: My name is unique because __________.
Rubric: Clear expectations to score student work
4 Students correctly identify all letters. Count and add consonants, vowels, phonemes, and
syllables in their names. All number sentences are correct. Tell why the name is unique.
3 Students correctly identify most letters. Count and add consonants, vowels, phonemes,
and syllables in their names. One of the number sentences is correct. Tell why the name
is unique.
2 Students correctly identify some letters. Count and add consonants, vowels, phonemes,
and syllables in their names. Addition problems need to be corrected. Tell why the name
is unique.
1 Students did not attempt the activities.
122
Authentic Lesson Plan: Practice and Feedback
Create an abbreviated lesson plan using storytelling, content, and social justice anchor
standards to address phonological awareness, basic math operations, identity, and diversity.
There are four standards taken from Common Core State Standards (RF 1.2; RF 1.2.cc; RF 1.2.d
for reading; and 1.OA.C.6 for math). The social justice anchor standards addressed are ID.K-2.1
for identity and DI.K-2.9 for diversity. The abbreviated lesson will take about 45 minutes.
Steps of An Effective Lesson Plan
Gain attention (2 minutes)
● Students will sing songs that incorporate names.
○ “Who Stole the Cookie from the Cookie Jar?”
○ Name Game to the Tune of Bingo.
○ Students will place their names in the jar.
Identify the learning objectives (1 minute)
● Describe the characters’ traits, motivations, or feelings and explain how their actions
impact the story.
● Understand the importance of one’s name and the meaning behind their name
through the story The Name Jar by Yangsook Choi.
Embedded standards (1 minute)
● The following are the standards addressed in the lesson:
○ RF 1.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
○ RF 1.2.c Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.
○ RF 1.2.d Segment spoken single-syllable words into their complete
sequence of individual sounds (phonemes).
○ 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition
and subtraction within 10.
○ ID.K-2.1 I know and like who I am and can talk about my family and myself
and name some of my group identities.
○ DI.K-2.9 I know everyone has feelings, and I want to get along with people
who are similar and different from me.
Discuss reasons for learning (1 minute)
● Students gain a better understanding of who they are, which can lead to improved
self-esteem and self-confidence.
● Students with strong character traits tend to exhibit better focus, discipline, and
motivation.
● A lack of self-awareness and self-esteem can contribute to anxiety, depression, and
other mental health issues.
123
● Without a strong moral compass, students may make poor decisions that negatively
impact their lives.
Assess prior knowledge (2 minutes)
● Start the lesson by asking students to sit in a circle. Ask them if they have any
nicknames that they use at home.
● Students can sound out nicknames and pre-assess phonological awareness.
● After students share their nicknames, share an appropriate personal story about your
name. For example, I used to have a different last name before I married. There was
a whole process to change my last name legally.
● Tell students they will listen to a story.
● Tell students that different discussion protocols will be used during the lesson.
Demonstrate procedures (“how to”) CTA (20 minutes)
● Conduct a first read - Picture Walk
○ Ask critical questions
■ How does she feel about her name?
■ How do classmates view her name?
○ Review vocabulary
○ Chart student responses
● Conduct a second read - The first half of the story
○ Review selected vocabulary from The Name Jar.
○ Revisit selected charted student responses.
● Select a name from The Name Jar.
○ Rewrite the name: Consonants in blue - vowels in green
○ Count the number of letters in the name
○ Divide the name into syllables
● The teacher asks guided questions. The teacher models responses.
○ How many letters are in the name?
○ There are ____letters in _____ name.
○ How many consonants and vowels are in the name?
○ There are ____ consonants and ____ vowels in his/her name.
● Sort Names by number of letters. Create a graph, table, or chart based on the number
of letters, consonants, or vowels.
Name # of Letters Consonants Vowels Phonemes Syllables
Unhei
● The teacher will conduct a third read. The middle half of the story where the
character visits the Korean market.
○ Review The Name Jar vocabulary chart.
124
● Group discussion
○ Have you ever thought about changing your name? Why or why not?
● Send home a name survey.
○ Students will interview their parents about their names.
○ Why did you choose my name?
○ Who helped you decide on my name?
○ What special meaning or events surround my name?
● Students think pair share to retell the first two parts of the story.
● The teacher will conduct a fourth read - Read the last section of the story where the
name jar is missing.
● Revisit original questions to discuss how the character and classmates feel about her
name:
○ How does she feel about her name?
○ How do classmates view her name?
○ Describe how the characters change from the beginning to the end of the
story.
● Group share: students share the results of the name survey
Promote transfer: 2 minutes:
● When you meet a new friend with a name you haven't heard before, ask them to tell
you about their name. Maybe they have a cool story or meaning behind it!
● Did you try a new way of solving a problem or help a friend with what you learned
in class?
Plan authentic assessments of the learning objective: 5 minutes:
• The teacher will assess students using a criteria chart to assess understanding.
• Use the four-point rubric will be used to assess students’ work.
Share Big Ideas: 3 minutes:
Ask students what they learned in today’s lesson. Some possible responses may be:
● Cultural Identity and Pride
● The Power of Names
● Empathy and Understanding
● Acceptance of Friendship
● Self-Acceptance
125
Unit 4 Worked Example Slide Deck
Title Page
126
2 minutes • Introduction to Identity
● Students will sing songs that incorporate names.
○ “Who Stole the Cookie from the Cookie Jar?”
○ Name Game to the Tune of Bingo.
○ Students will place their names in the jar.
127
Identify the Learning Objectives:
1 minute • Learning Objectives
● Describe the characters’ traits, motivations, or feelings and explain how their actions
impact the story.
● Understand the importance of one’s name and the meaning behind their name through the
story, The Name Jar, by Yangsook Choi.
128
1 minute • Embedded Standards:
● The following are the standards addressed in the lesson:
○ RF 1.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
○ RF 1.2.c Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.
○ RF 1.2.d Segment spoken single-syllable words into their complete sequence
of individual sounds (phonemes).
○ 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10.
○ ID.K-2.1 I know and like who I am and can talk about my family and myself and
name some of my group identities.
○ DI.K-2.9 I know everyone has feelings, and I want to get along with people who
are similar and different from me.
129
Rationale
1 minute • Reasons for Learning
● Students gain a better understanding of who they are, which can lead to improved selfesteem and self-confidence.
● Students with strong character traits tend to exhibit better focus, discipline, and
motivation.
● A lack of self-awareness and self-esteem can contribute to anxiety, depression, and other
mental health issues.
● Without a strong moral compass, students may make poor decisions that negatively
impact their lives.
130
Assess Prior Knowledge
2 minutes • Prerequisite Knowledge
● Start the lesson by asking students to sit in a circle. Ask them if they have any nicknames
that they use at home.
● Students can sound out nicknames and pre-assess phonological awareness.
● After students share their nicknames, share an appropriate personal story about your
name. For example, I used to have a different last name before I married. There was a
whole process to change my last name legally.
● Tell students they will listen to a story.
● Tell students that different discussion protocols will be used during the lesson.
131
First Read
5 minutes • Picture Walk
● Conduct a first read - Picture Walk
○ Ask critical questions
■ How does she feel about her name?
■ How do classmates view her name?
○ Review vocabulary
○ Chart student responses
132
Second Read
1 minute • Picture Walk
● Conduct a second read - The first half of the story
○ Review selected vocabulary from The Name Jar.
133
Two minutes • Select a name from The Name Jar.
○ Rewrite the name: Consonants in blue - vowels in red
○ Count the number of letters in the name
○ Divide the name into syllables
134
2 minutes • Guiding Questions
● The teacher asks guided questions. The teacher models responses.
○ How many letters are in the name?
○ There are ____letters in _____ name.
○ How many consonants and vowels are in the name?
○ There are ____ consonants and ____ vowels in his/her name.
135
Two minutes • Sort Names by number of letters.
Create a graph, table, or chart based on the number of letters, consonants, or vowels.
● Name
● # of Letters
● Consonants
● Vowels
● Phonemes
● Syllables
136
Third Read
1 minute • Conduct a third read
○ The middle half of the story - where the character visits the Korean market.
○ Review The Name Jar vocabulary chart.
137
5 minutes • Group Discussion
● Group discussion
○ Have you ever thought about changing your name?
○ Why or why not?
138
One minute • Send home a Name Survey.
○ Students will interview their parents about their names.
○ Why did you choose my name?
○ Who helped you decide on my name?
○ What special meaning or events surround my name?
139
2 minutes • Think.Pair.Share
Retell
● Students Think Pair Share to retell the first two parts of the story.
140
Fourth Read
1 minute • Conduct a fourth read
● The teacher will conduct a fourth read - Read the last section of the story where the name
jar is missing.
141
1 minute • Revisit
● Revisit original questions to discuss how the character and classmates feel about her
name:
○ How does she feel about her name?
○ How do classmates view her name?
○ Describe how the characters change from the beginning to the end of the story.
142
1 minute • Group Share
● Group share: students share the results of the name survey
143
8 minutes • Provide practice and feedback in authentic conditions
● The teacher will teach the lesson they create to a small group.
● Group members will give constructive feedback using the lesson plan template.
144
2 minutes • Promote transfer
● When you meet a new friend with a name you haven't heard before, ask them to tell you
about their name. Maybe they have a cool story or meaning behind it!
● Did you try a new way of solving a problem or help a friend with what you learned in
class?
145
5 minutes • Plan authentic assessments of the learning objective
● The teacher will assess students using a criteria chart to assess understanding.
● Use the four-point rubric will be used to assess students’ work.
146
3 minutes • Share Big Ideas
Ask students what they learned in today’s lesson. Some possible responses may be:
● Cultural Identity and Pride
● The Power of Names
● Empathy and Understanding
● Acceptance of Friendship
● Self-Acceptance
147
Appendix D: Immediate Evaluation of the Curriculum
Context: This pulse check is administered at the end of Day 1 of Integrating the Social Justice
Anchor Standards into the K-5 Curriculum program. The intent is to identify any issues that
require attention or correction on Day 2 of the program or in subsequent program updates.
Social Justice Integration Day 1 Evaluation
Date and Location: _________________________________________________________
Instructions:
• For questions 1-3, please use the following rating scale:
0 = strongly disagree 10 = Strongly agree
• Please circle the appropriate rating to indicate the degree to which you agree with each
statement.
• Please provide comments to explain your ratings.
• If your session had two facilitators, please fill in the key below and score each individually in
question 3.
Facilitator A:________________________ Facilitator B:____________________________
Rating
1. I took responsibility for being involved in today's class discussions (L1).
Strongly disagree Strongly agree
0 1 2 3 4 5 6 7 8 9 10
Comments:
Rating
2. The information in today's session is relevant to my lesson planning (L1).
Strongly disagree Strongly agree
0 1 2 3 4 5 6 7 8 9 10
Comments:
Rating
3. My understanding of state content standards is greater now than before the program (L2).
148
Strongly disagree Strongly agree
A: 0 1 2 3 4 5 6 7 8 9 10
B: 0 1 2 3 4 5 6 7 8 9 10
Comments:
Rating
2. I found the material most relevant to my job (L1).
Strongly disagree Strongly agree
0 1 2 3 4 5 6 7 8 9 10
Comments:
4. Today’s information helped me identify my implicit biases (L2).
Strongly disagree Strongly agree
0 1 2 3 4 5 6 7 8 9 10
Comments:
5. I know more about integrating social justice standards into my lesson plans now than I did
before the program. (L2)
Strongly disagree Strongly agree
0 1 2 3 4 5 6 7 8 9 10
6. Please describe what you liked about the program today (L1).
7. Please provide any suggestions for change/improvement in the program you may have for
tomorrow and future sessions of this program.
149
Appendix E: Delayed for a Period After the Program Implementation
Context: Please complete this survey to provide feedback to the workshop designer and instructor.
Your responses will be used to improve this course for future participants.
Directions. Please mark the appropriate
rating to indicate the degree to which
you agree with each statement.
Strongly
disagree
1 2 3 4
Strongly
agree
5
Statements about procedural skills
I collaborate with teachers during
grade-level meetings to plan and
share ideas about integrating social
justice standards into my lesson
plans (L3).
1 2 3 4 5
I create activities in my lessons that
integrate content and social justice
anchor standards (L3).
1 2 3 4 5
Statements about attitude
It was very important for me to learn
the content of this program. (L1). 1 2 3 4 5
I liked the subject matter of this
program (L2). 1 2 3 4 5
Statements about results and leading indicators
My experience in the program led me
to recommend it to others (L4). 1 2 3 4 5
My lesson plans currently reflect social
justice anchor standards and content
standards (L4).
1 2 3 4 5
Looking back, taking this course was a
good use of my time (L1).
1 2 3 4 5
150
Statement about confidence/relevance
How are you currently using what you learned in the program to create your lesson plans (L1)?
Statement about commitment/relevance
How will you continue to use what you learned in your career? (L1)
Question about engagement
In the future, are you interested in speaking with new learners about the program (L1)? (Y/N)
Abstract (if available)
Abstract
Teachers at Social Justice Elementary School (a pseudonym) are not prepared to teach the social justice anchor standards. In 2017, a magnet evaluation determined that social justice practices were not evident systemically at the school. The purpose of this curriculum is to teach teachers how to integrate social justice standards into their curriculum. This curriculum design applies the science of learning, universal design for learning, and guided experiential learning frameworks. Also, social cognitive and critical race theories informed this curriculum. Over 6 days, teachers will take a creative iterative journey of interdisciplinary approaches to curriculum integration. Teachers will identify big ideas, unpack standards, and integrate them in a way that is coherent and meaningful. They will also plan and implement integrated lessons that eliminate subject boundaries and holistically allow access to multiple standards. After which, they will administer an assessment. Ultimately, teachers will learn to help themselves and their students become more successful, effective, and energized in the classroom. As a result of this approach, learners may retain content at an increased rate, making real-life connections as they personalize learning and construct meaning. This curriculum will be comprised of two semesters. During the first semester, teachers will learn the skills needed to integrate the curriculum. The second semester is more of a guided practice and application of these skills. By the end of this curriculum, teachers will have the confidence to use social justice anchor standards and state content standards to create units and projects and find common concepts and skills across disciplines.
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Asset Metadata
Creator
Rose, Aleta
(author)
Core Title
A curriculum to integrate social justice anchors standards into K–5 curriculum
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Educational Leadership
Degree Conferral Date
2024-08
Publication Date
07/26/2024
Defense Date
06/27/2024
Publisher
Los Angeles, California
(original),
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
integrated curriculum, social justice standards, student engagement, motivation, real-life experiences
Format
theses
(aat)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Yates, Kenneth (
committee chair
), Gates, Issaic (
committee member
), Hirayabashi, Kimberly (
committee member
)
Creator Email
aleta0808@yahoo.com,aletaros@usc.edu
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https://doi.org/10.25549/usctheses-oUC113998G14
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UC113998G14
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Rose, Aleta
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Tags
integrated curriculum, social justice standards, student engagement, motivation, real-life experiences