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Aligning mission and practice: social justice curriculum for Jewish secondary day school students
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Content
Running head: SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOL STUDENTS
ALIGNING MISSION AND PRACTICE:
SOCIAL JUSTICE CURRICULUM
FOR JEWISH SECONDARY DAY SCHOOL STUDENTS
By
Emily Weisberg
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2018
Copyright 2018 Emily Weisberg
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Acknowledgements
“Justice, Justice, You Shall Pursue.”
(Deut. 16:20)
Writing my dissertation on the lack of effective social justice education for Jewish day
school students came as no surprise to my endlessly patient friends, colleagues and family. I
can’t adequately express the appreciation I have for the countless hours people sacrificed to talk
through the curriculum.
A huge amount of gratitude goes to Dr. Kenneth Yates for his patience, guidance and
sense of humor, and to Dr. Rebecca Lundeen and Dr. Kimberly Hirabayashi for their attention to
detail, and expertise. Thanks to all three of you for your investment in me as a learner and an
educator.
To Steve Becton, Pam Donaldson, Andrew Reese and Sara Bellin. Thank you for
challenging me, supporting me and showing me that the alignment of mission and practice can
be achieved in the work we do, and in the way we treat those around us. The insight, guidance
and information you shared with me has left an indelible mark on who I am, how I think and the
way in which I view the world, and the pursuit of equity.
Thank you to Jackie Goldblum, Whitney Phillips and Community Day School for
showing me what’s possible when a small group of thoughtful, committed educators endeavor to
change the world. Deep gratitude to my partner in crisis, Rebecca Berger, for leading by example
and constantly inspiring me to be, and do, better. A constant, never ending debt of gratitude,
deep admiration and appreciation of, and for, my PIC Alisha Pedowitz. Your commitment to the
pursuit of justice, both in your personal and professional life, motivates me every day.
Kim Young and Stephanie Carrillo-you have changed the way I think, the way I teach
and the way I view the world. You always help me check myself, right before I wreck myself.
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
David Karpel, Rabbi Aimee Gerace, Rachel Waltuch and Cathy Gordon. You are
brilliant, strong, supportive, hilarious and sometimes scare me. Thank you for your help, your
insight and reminding me of the balance between keva and kavanah in the work we do. Jared
Jackson, your candor, wisdom, perspective (and mere existence) gives me hope.
To my school wives, Esther and Isis. Truly and literally, I would not have completed this
without you.
Courtney and J. In all of time and space, I am the luckiest person in the world to have a
friendfamily like you. Together, or not at all.
Seester. You’re basically a human floatation device. Nothing good happens without your
support. Also cookies. Make me some cookies. I’m a doctor. Dad, Mom, Drewbie, Q, Uncle
Mark, Aunt Claud, Aunt Linda and Aunt Paula -your support, love and unapologetic weirdness
make this world a liveable place. Gloria, thank you for keeping me motivated, in so many ways,
over the past year.
This dissertation is dedicated to my grandfather, Bernie Kleiman.
He lived every day in the dedicated pursuit of justice.
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Table of Contents
Acknowledgements 2
Lists of Tables 8
Abstract 10
Chapter One: Introduction 11
Statement of the Problem 11
Environmental Context and Mission 11
Organizational Goal 13
Evidence for the Problem of Practice 13
Importance of the Problem 16
Instructional Needs Assessment 17
Data Collection 20
Curriculum Description and Purpose 21
Curriculum Goal, Outcomes, and Capstone Assessment 23
Definitions 25
Potential Designer Biases 25
Organization of the Design Blueprint 26
26 Chapter Two: Literature Review
The Curriculum 28
General Theoretical Approaches to the Curriculum 28
Historical Context 28
Student Challenges 30
Transformative Learning Theory 30
Social Justice Education Paradigm 32
Critical Pedagogy 33
Racialization 33
Content 37
Content Mastery 37
Critical Thinking and Analysis of Oppression 38
Action and Social Change 39
Awareness of Multicultural Group Dynamics 41
Prior Attempts 42
Civil Rights curriculum 42
The Jewish Teacher’s Project: Jews and civil rights. 43
Martin Luther King Jr. Day Observance 44
Analysis of Prior Attempts 47
Approaches to the Curriculum Design 48
Theoretical Foundations to the Curriculum Design 48
Constructivist Theory 48
Social Cognitive Theory 49
Cognitive Load Theory 49
Information Processing Theory 50
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Chapter Three: The Learners and Learning Context
Learner Profile 52
Ability 53
Cognitive characteristics 53
Physiological characteristics 54
Self-Efficacy 54
Affective characteristics 55
Social characteristics 55
Prior Knowledge 57
General world knowledge 58
Specific prior knowledge 59
Description of the Learning Environment 59
Facilitator Characteristics 60
Existing Curricula/Programs 61
Available Equipment and Technology 61
Classroom Facilities and Learning Climate 62
63 Chapter Four: The Curriculum
Overall Curriculum Goal, Outcomes, and Summative Assessment 63
Curriculum Goal 63
Curriculum Outcomes 63
Summative Assessment 64
Cognitive Task Analysis (Information Processing Analysis) 65
General Instructional Methods Approach 67
Description of Specific Learning Activities 68
Overview of the Units 69
Unit 1, Lesson 1 72
Learning objectives 72
Prerequisite analysis (enabling learning objectives) 72
Learning activities 72
Assessment 73
Unit 2, Lesson 1 73
Learning objectives 73
Prerequisite analysis 73
Learning activities 74
Assessment 74
Unit 3, Lesson 1 74
Learning objectives 74
Prerequisite analysis 74
Learning activities 75
Assessment 76
Unit 3, Lesson 2 76
Learning objectives 76
Prerequisite analysis 76
Learning activities 77
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Assessment 77
77 Learning objectives
Unit 4, Lesson 1 77
Prerequisite analysis 78
Learning activities 78
Assessment 78
Unit 4, Lesson 2 78
Learning Objectives 78
Prerequisite analysis 79
Learning activities 79
Assessment 80
Unit 5, Lesson 1 80
Learning Objectives 80
Prerequisite analysis 80
Learning activities 80
Assessment 81
Unit 5, Lesson 2 82
Learning Objectives 82
Prerequisite analysis 82
Learning activities 83
Assessment 83
Unit 5, Lesson 3 84
Learning Objectives 84
Prerequisite analysis 84
Learning activities 84
Assessment 85
Delivery Media Selection 86
Key Considerations in Choosing Media 87
General Instructional Platform Selection 89
Specific Media Choices 89
Chapter Five: Implementation and Evaluation Plan 92
Implementation of the Course 92
Implementation of the Evaluation Plan 93
Curriculum Purpose, Need and Expectations 93
Evaluation Framework 94
Level 4: Results and Leading Indicator 96
Level 3: Behavior 98
Required Drivers 101
Organizational Support 102
Level 2: Learning 103
Learning Goals 103
Components of learning evaluation 103
Level 1: Reaction 105
Evaluation Tools 106
Immediately following the program implementation 106
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Delayed for a period after the program implementation 106
Conclusion to the Curriculum Design 107
References 109
Appendix A: Evaluation Instrument (Immediate) 119
Appendix B: Evaluation Instrument (Delayed) 121
Appendix C: Surveyed Schools 123
Appendix D: Foundational Social Justice Vocabulary 124
130
155
164
172
180
196
251
281
385
Appendix E: Unit 0 Lesson Plan and Associated Materials
Appendix F: Unit 1 Lesson Plan and Associated Materials
Appendix G: Unit 2 Lesson Plan and Associated Materials
Appendix H: Unit 3 Lesson Plan and Associated Materials
Appendix I: Unit 3, Lesson 2 Plan and Associated Materials
Appendix J: Unit 4, Lesson 1 Plan and Associated Materials
Appendix K: Unit 4, Lesson 2 Plan and Associated Materials
Appendix L: Unit 5, Lesson 1 Plan and Associated Materials
Appendix M: Unit 5, Lesson 2 Plan and Associated Materials
Appendix N: Unit 5, Lesson 3 Plan and Associated Materials 395
7
85
88
90
97
99
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
List of Tables
Table 1: Scope and sequence table
Table 2: Instructional Delivery Options
Table 3: Specific Media Choices
Table 4: Indicators, Metrics, and Methods for External and Internal Outcomes
Table 5: Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Table 6: Required Drivers to Support Critical Behaviors
Table 7: Evaluation of the Components of Learning for the Program
Table 8: Components to Measure Reactions to the Program
104
8
1 07
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Abstract
Aggregate results of an environmental scan of mission statements from Jewish day schools
across the country highlighted striking similarities shared by the schools. The mission statements
emphasizing a social-justice driven focus, generating in students a commitment to becoming
ethical and informed citizens, connected to their local and global communities. These elements
present in the surveyed mission statements indicate a common belief in the importance of civic
participation, and fostering in students an informed, ethical perspective regarding the
communities of which they are a part. While these objectives are admirable, an analysis of prior
attempts highlights the gap between the goals in the mission statements, and effective curriculum
which would allow for their achievement.
Utilizing principles from transformative learning theory, sociocultural theory,
constructivism and cognitivism, this curriculum is comprised of five units intended to span the
course of a semester. Special attention has been paid to crafting lessons that can be used in
traditional courses such as history, as well as in classes such as advisory, council or senior
seminar. The accompanying teachers guide, and suggested professional development, will assist
in the successful implementation of the course.
The summative evaluation takes the form of a social justice action plan and presentation.
Upon completion of the course, students will have explored issues of equity, bias and media
literacy, deepening their awareness and understanding of social justice and issues of equity,
learning how to identify authentic ways in which they can assist in rectifying these injustices.
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
CHAPTER ONE: INTRODUCTION
“In general, educational research tends to focus on the effects segregation patterns have on kids
from low-income families or communities of color. However, not investigating the educational
experiences of white students wrongly frames them as the successful norm to which others are
compared. For teachers working within homogeneous groups privileged by race and class,
providing a critical multicultural education is of tremendous importance. A robust, diverse
democracy depends on...young people who are willing to step outside of their comfort zones. To
do that, students must understand how race and class influence their lives and want to work to
make the world a better place” (Swalwell, 2012).
Statement of the Problem
Environmental Context and Mission
Jewish Americans looking to provide a formal Jewish education for their children have
limited options. One choice is to enroll their children in secular public school and in
supplementary school, commonly known as “Hebrew school,” two to four hours a week, usually
in the evening. For parents interested in a more formal Judaic education, their children have the
option of attending a private Jewish day school. While Jewish day schools have their roots in the
immigration of Orthodox Hasidic refugees arriving from Europe during the 1930s and 1940s
(My Jewish Learning, n.d.), the landscape has drastically changed. Of the 861 day schools
surveyed in the most recent AVI CHAI Foundation (2014) census of Jewish day schools in the
United States, three categories of non-Orthodox schools were included: Reform, Solomon
Schechter (Conservative) and Community, which make up 13% of all day school enrollment,
down from 20% in 1998. The census also includes the many categories of Orthodox day
schools: Modern Orthodox, Centrist Orthodox, Yeshiva World, Chassidic and Chabad. Yeshiva
World and Chassidic schools’ enrollment has grown dramatically, now constituting 60% of all
day school enrollment. The census also reported almost 255,000 students enrolled from the pre-
K level through 12th grade, an increase of 27,000 students, or 12% since the previous census,
taken in 1998-1999.
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
There are vast differences in religious practice and educational focus amongst day
schools. Aggregate results of an environmental scan of mission statements from ten Jewish day
schools across the country highlight some similarities shared by the schools (See Appendix D).
Of the ten mission statements explored, half include mention of “gemilut hasadim,” which
loosely translates to “loving kindness,” and “tikkun olam,” or “healing the world.” These Judaic
concepts speak to a shared focus on cultivating a sense of connectivity and action in their
students. Additionally, almost all school mission statements, with varying language, list the
following as priorities for student development:
● Becoming knowledgeable and responsible citizens of the world,
● Cultivating a commitment to service of humanity,
● Becoming active, dedicated, ethical and informed citizens and
● Being connected to, and responsible for, the local community
These shared elements of the surveyed mission statements indicate a common commitment to
civic participation, and developing in students an informed, ethical perspective regarding the
communities, both local and global, of which they are a part.
Problem of Practice
While these goals are aspirational, the current construct of Jewish day schools, insular
nature of the student body, and quality of professional development for the educators employed,
leaves a large gap between the intended goals and their achievement (Kress, 2016). Whereas
previous generations encouraged civic involvement as part of the day school ethos, there has
been a marked shift since the 1980s, with engagement being primarily focused within the Jewish
community itself (Grant & Schuster, 2005). Krakowski (2011) notes this lack of focus on
outward-facing civic participation, and the dearth of curriculum addressing it. The author
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
identifies this as the result of a stagnant Jewish educational community. This stagnation is
due, in part, to a lack of professional development and modern approach towards bridging
the gap between an often insular and siloed day school community, and the broader
communal and global community addressed in the above cited mission statements.
Goal. Engaging with curriculum addressing issues of privilege, equity and meaningful
civic engagement will help high school students achieve the goal of gaining a deeper awareness
of systemic issues of inequity, and an opportunity to explore their attitudes toward the role they
play in perpetuating biases and assumptions. This deepening recognition will manifest in the
exploration of, and participation in, activities that speak to the student’s evolved understanding
of what it means to pursue social justice. After learners have completed the course, they will
have explored issues of race and equity, applying the knowledge gained to a final social justice
plan and presentation. In so doing, students will deepen their awareness and understanding of
activism, social justice and issues of equity.
Evidence for the Problem of Practice
There are two main components that comprise the perceived organizational problem; an
absence of curriculum addressing goals cited in the mission statements of the schools explored
(See Appendix D), and a dearth of effective and well-researched professional development that
provides the training teachers need to implement said curriculum in their classroom.
The lack of effective content addressing the goals highlighted in the cited mission
statements of the surveyed schools is one aspect of the perceived problem. Frozen in the
antiquated model of once separate worlds of Jewishness and Americanness (Fishman, 2000), day
schools often fail to create curriculum that effectively addresses the complex identities of their
students, and the world the students populate. In order to achieve their stated goals of active and
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
informed civic participation, day schools must recognize and embrace the identity of a world that
includes and reflects gender, political and cultural beliefs, familial roles and spiritual sensibilities
(Woocher, 2012). In so doing, a student’s Jewishness becomes inexorably linked to other
elements of their identity, thus connecting them to communities outside their Jewish day school,
and Jewish communal, enclaves. Woocher (2012) speaks to how this hybridization of identity
allows students to move amongst multiple communities, feeling authentically connected to
different groups.
With the exception of Orthodox day schools, non-Orthodox Jewish day schools present
themselves as pluralistic educational environments. Within the context of these schools, Shevitz
(2007) defines pluralism as “the approach taken to the reality of diverse Judaic beliefs and
practices among members of the school community” (p. 24). As the goal of pluralism in a day
school setting is not focused entirely on education, the author outlines three sub categories:
“demographic pluralism (e.g., schools enroll a diverse population), ‘coexistence pluralism (e.g.,
schools want individuals and groups to learn to respect each other and different ideas and
ideologies represented)’ and ‘generative pluralism (e.g., the ability to hold and grapple with
multiple, even contradictory interpretations and perspectives) (Shevitz, 2007, p. 24).
Additional scholars have also contributed to the research and definition of pluralism in day
school settings (Conyer, 2009a, 2009b; Eck, 2003; Kay, 2009). These myriad descriptions show
a lack of clarity regarding the overall concept of pluralism within the day school construct.
Specifically, they highlight a divide between a focus on the tacit acceptance of diversity, and
actively embracing diversity as a benefit to the school community as a whole. The latter goal is
of particular import when addressing the gap between intended goals of the day school mission
statements cited above, and their eventual achievement.
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
The inclusion of pluralism in a school’s mission carries with it strong implications.
Within the context of education, most theories espouse pluralism for two key reasons: as a
mechanism for social justice, foundational to addressing social inequity (Banks 2005; Nieto
1996; Sleeter & Grant 2003 in Conyer, 2009) and as an essential tool in helping students fully
engage in the world around them (Puolimatka 2004; Weinstein 2004; Dewey 1968 in Conyer,
2009). However, in exploring the practical manifestation of mission statements in a number of
Jewish day schools (See Appendix A), there appears to be a consistent disconnect between the
stated commitment to pluralism, and the application and practice of the concept through content
and curriculum brought into the classroom.
In addition, Krakowski (2011) notes that teachers, as well as teacher preparation and
professional development programs in Jewish education, often remain mired in outdated
concepts that fail to take into consideration current research, or recognize the social and
experiential nature of teaching and learning. If Jewish day schools are to continue the growth
noted in the most recent AVI CHAI census (2014), they must adapt a more progressive approach
to professional development, including an ongoing commitment to research and evaluation;
specifically incorporating research and theory from secular arenas which will help meet the
broader purpose, and impact, of a Jewish day school education (Bloomberg, 2017). If Krakowski
(2011, p. 323) is correct in his assertion that there is a “newly evolving paradigm in Jewish
education toward experiential, contextualized educational experiences integrated with students’
external lives—as one tool in a broader cultural toolkit,” the lack of effective teacher training
and consistent, research-based professional development must be addressed.
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Importance of the Problem
Historically, Jewish day schools have wanted for qualified, skilled educators (Isaacs,
O’Brien & Rosenblatt, 2011). Isaacs et al., go on to note that if current trends continue, the
shortage will remain, both in regard to numbers of teachers and their qualifications. Some of this
can be attributed to the lack of attention paid to the research-practice divide, resulting in an
absence of evidence-based skill building and professional development (Krakowski, 2011). As
Shevitz (2007) notes, “there is a sense that many of today’s Jewish educational organizations
want to do better but they too, always busy, can’t quite stop in order to figure out how” (p. 308).
Mentoring and professional development are vital in helping teachers grow. As Krakowski
(2011) states, only with improvements to teacher development and content knowledge can
day schools espouse, with any surety, that the goals of their mission statement can be met.
The claim of pluralism made by many day schools is often realized, as Kress (2016)
notes, in a passive and cerebral way; accepting diversity as important, rather than actively
embracing it as a benefit to the community at large. As long as pluralism remains a term applied
only to the various levels of student religiosity, schools will fail to frame pluralism as a
mechanism for social justice and the foundation for addressing social inequity (Conyer, 2009).
Many students attending a Jewish day school have the financial resources and social
capital to become change makers in their communities (Weiss, 2014). However, there must be
exposure and meaningful contextualization that help students expand their sense of community
and better understand the systemic issues plaguing minority groups in this country (Kress, 2016).
Without so doing, the claim of developing students into active, dedicated, ethical and informed
citizens will continue to be an empty promise. It will manifest as the study of inequity from a
place of power, a racialization of this social process, centering the entire exploration on
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
whiteness (Raby, 2004). Thus, schools will risk graduating a population of change makers
immune, unaware, or disinterested in authentically addressing those inequities.
Accordingly, it seems logical to presume that day schools who do not align mission and
practice run the risk of creating self-congratulatory echo chambers, with students approximating
an understanding of diversity, justice and human dignity. Additionally, students will be denied
an opportunity to gain a deeper awareness of the historical mistreatment of minorities in this
country, as well as the barriers erected for those without the resources this specific student
population has at their disposal.
Instructional Needs Assessment
Smith and Ragan (2015) refer to instructional designers as “clever investigators” (p. 42) as
they explore potential stakeholders, learning environments and perceived need before deciding
new instruction need be developed. Applying an innovation model to a needs assessment allows
for a careful appraisal of the changes or innovation within an organization, or outside it, and
determines whether new goals would effectively address said innovation and change (2015).
The first step in an innovation model needs assessment is to determine the nature of the
change. Current shifts in the political and social climate of the United States have made fostering
civil discourse, and providing ways in which students can explore current events and activism of
paramount importance (Hwang & Lynch, 2017). This change in the constitution of the learner
population encompasses both the educator and student community of learners (Smith & Ragan,
2015). Given the current political climate in the United States, curriculum must be created to bridge
this divide.
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
The second step in an innovation-based needs assessment requires a determination of the
learning goals required for said innovation (Smith & Ragan, 2015). The implementation of
curriculum focused on contemporary social and political issues demands a change in what Jewish
day school students, and educators, are expected to understand and implement. Educators will need
to teach content addressing issues of privilege, race and meaningful civic engagement, and will also
be required to attend professional development so as to more effectively achieve the goal of aligning
their school’s mission with its application.
As Jewish day schools are private institutions, they are beholden to the families enrolled for
their financial stability. This financial dependence creates challenges when integrating curriculum
addressing what families may view as controversial topics. As Krakowski (2011) notes, Jewish
educational communities continue to grapple with the balance between tradition and change,
survival and integration.
Alli Dubrow (2014) speaks to the importance of a clear, realized mission statement as
foundational to the creation of strong relationships between a school and their families. The author
also notes the importance of adhering to the mission statement when creating a foundation from
which a successful, unified program can be crafted. Thus, as the mission of a Jewish day school is
revisited and reaffirmed, in light of the changing social and political climate, the learning goals of
parents must also be identified and addressed. As Dubrow (2014) suggests, engaging parents in the
process of learning will help infuse the same objectives set forth in the mission of the school and
help foster the vision of an active Jewish day school
As the urgency for politically and socially relevant curriculum increases, the next step in an
innovation assessment model is to determine whether these learning goals are both appropriate and of
a high priority (Smith & Ragan, 2015). While educators in the Jewish day school community
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
may be well versed in the specific subjects they teach, there is a lack of effective professional
development available to them regarding content about which they feel unfamiliar. Krakowski
(2011) highlights the necessity of viewing Jewish day school educators within the larger context of
Jewish and American life, and not restrict opportunities for growth in the form of learning of new
content, or the acquisition of teaching skills. However, the authorand goes on to note a lack of
adequate resources to meet those needs, citing outdated teacher preparation and professional
development offered educators once in the field.
This shortage of effective resources speaks to an important element of the innovation needs
assessment regarding the availability of resources to support this new instruction. As previously
noted, there is a dearth of effective curriculum addressing contemporary social and political issues.
However, required professional development for all participating educators and school
administration, along with parent workshops, will help address the lack of current resources and help
bolster support from concerned parents and educators for this new curriculum.
One additional component of the innovation needs assessment is that of identifying groups
that may take issue with a new learning goal perceiving as partisan or overly political. Within Jewish
day schools, as with all communities, there is a divide between political affiliation and personal
belief. Within the day school community, there are Jewish values that create the foundational tenants
of the school and its mission. While this has the possibility of being restrictive, it also affords school
administrators the ability to address educator and parent objections to new learning goals in a
concrete and clear manner. As the Head of School of a Jewish day school in Pittsburgh wrote in
response to a teacher’s refusal to actively participate in the school’s focus on social issues, “This
isn’t a political issue. It’s our mission statement and the core Jewish values we embrace as a school”
(Head of School, personal communication, January 13, 2017).
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
While challenging, the introduction of professional development, parent involvement, and
curriculum that speaks to the mission and values of a pluralistic Jewish day school community all
assist in making this new learning feasible and sustainable.
Data Collection
A search of the literature did not reveal criticism of current day school curricula. However,
an analysis of extant data combined with observation, personal correspondence and evaluation
provided further evidence that a curricular need exists. The first data source analyzed were the
responses to a post on the private Facebook page of JEDLAB, described as “a network of Jewish
education people passionate about redesigning the Jewish Ed ecosystem” (JEDLAB, 2017). This
online community, comprised of over 7,700 members, is viewed as the premier meeting ground for
Jewish educators interested in an exchange of ideas around the topic of reimagining the Jewish
educational landscape (Shire, 2013). Immediately following the Trump administration’s executive
order on immigration (Executive order No. 13, 769, 2017), this author compiled a list of resources
and strategies focused on ways in which educators could address issues related to the executive order
in their classrooms. After sending the resource document to teachers with whom this author works
with directly, an additional message was posted on JEDLAB asking members if anyone else would
like access to the resources (2017). Previous posts of a similar nature resulted in no more than five
responses from interested group members. However, this post resulted in over 300 individual
responses, and a request to share the document with the 15,000 member mailing list for the Central
Agency for Jewish Education, now called NewCAJE, an organization dedicated to “re-imagining
Jewish education for the 21st century,” (NewCAJE, 2017). This escalation in numbers, coupled with
a marked increase in requests for professional development, indicate a clear need for resources and
support around teaching issues such as civic participation, race and privilege.
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
A second data source analyzed were responses gathered from an informal survey
administered to teachers who opted to participate in a three-session workshop series focused on
issues of privilege in the classroom. Survey questions included: (a) What are three takeaways from
the workshop (b) What are two questions you still have. Relevant responses included, “How do we
move students from awareness to responsibility around issues of race and privilege,” and “How do I
talk about these issues without it becoming divisive and political?” Additional responses regarding
parent involvement and personal bias were also noted. This feedback further highlights the gap
between content deemed important to the school and educators, and the inability to effectively
implement curriculum addressing said content.
Description of Curriculum
Curriculum Description and Purpose
Created for high school students in a Jewish day school setting, this curriculum
addresses issues of privilege, equity and meaningful civic engagement. By the conclusion of
the course, students will deepen their awareness and understanding of activism, social justice
and issues of equity, actively bridging the gap between the stated goals of a school’s mission
statement and the achievement of said goals.
While the curriculum can be used in its entirety as a semester-long course, individual
strategies and content from the larger unit can be utilized in other classes, such as advisory,
where an exploration of these topics could easily be integrated into a course that is typically less
structured than a core subject class (Education Reform, 2015).
A study published by The Jewish Education Project (2016) focused on Jewish teen
engagement, noting a foundational shift in the way Jewish teen programming and education have
traditionally been evaluated. Historically, evaluation centered on whether Jewish teens acquired
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
more Jewish knowledge, had more Jewish experiences, and thus “became more Jewish,” (Jewish
Education Project, 2016, p. 4). The new outcomes delineated in the study outline benchmarks
that move beyond singularly Jewish outcomes, instead identifying whether educational content
adds significant benefit to the lives of Jewish teenagers, enabling them to grow and thrive in a
holistic way.
These new outcomes speak to a gap between curriculum created specifically for a Jewish
day school environment, and a perceived lack of overtly Judaic content. This observation
references the unique nature of Jewish identity development, and a generational shift in how
young American Jews think of their Jewishness (Pew Research Center, 2013). 93% of surveyed
Jews in the “Greatest Generation” age group, born between 1914 and 1927, identify as Jews on
the basis of religion. In the same study, only 68% of millennial-aged Jews identified similarly,
with 32% describing themselves as having no religion, defining their Jewishness “on the basis of
ancestry, ethnicity or culture” (Pew Research Center, 2013, p. 7). This distinction is important to
note as it speaks to the necessity of reframing both the content, and evaluation of, social justice
curriculum developed for Jewish day school.
In response to these findings, this curriculum has been crafted to respond to the growing
redefinition, or expansion of, the Jewish teen sense of self; pushing back against the frequency
with which Jewish teens note the lack of relevance in their traditional Jewish learning (Jewish
Education Project, 2016). Additionally, the content has been curated with an eye towards
combating some of the problematic ways in which issues of social justice and oppression have
been traditionally framed in Jewish education.
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Curriculum Goal, Outcomes and Capstone Assessment
A 2013 Pew Research Study notes commitment to social action as guiding principle in
the lives of Jewish teens. Dedication to combating genocide, racism and intolerance all emerge
as motivating forces in what teens believe and how they act upon those beliefs. Often, the
Holocaust is cited as the driving force behind this commitment, with Jewish teens identifying the
Holocaust as a tribal signifier, resulting in the current strength and resiliency of the Jewish
community today (Pew Research Study, 2013). However, the Jewish Education Project
highlights this connection through a more troubling lens; Jewish teens indicated that while other
groups in the United States experienced persecution, “the fact that the Jews were persecuted
more than anyone else throughout world history was viewed as a source of resilience and even
pride” (Jewish Education Project, 2016, p. 14). This quote represents a troubling example of the
competitive oppression witnessed in many examples of existing curriculum exploring Jewish
involvement in the struggle for social justice. By making the horror of the Holocaust a badge of
honor, coupled with a seeming need to compare the oppression of the Jewish community to other
oppressed groups, existing resources intended for day school students fail to give the inequities
they explore the focus, import or uniqueness they require. And so, then, do the students.
In order to achieve curricular goals, this curriculum takes into consideration the attitude
of the learner toward the content presented. Gagne´ (1985) cites cognitive, affective and
behavioral components of attitude; the impact of attitude toward subject matter directly impacts
motivation, perseverance and the choices a learner makes. While attitude plays a foundational
role in engagement and learning, there is not a wide range of research available, as attitude is
rarely a major learning goal. However, in this curriculum, attitude, both before and after the
curriculum is implemented, is of the utmost import. In order to most effectively conduct a
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general information-processing analysis for attitude objectives, Smith and Ragan (2005) suggest
a four-steps: (1) evaluate the situation, and consider possible courses of action, (2) determine
which course of action is valued, (3) choose that course of action and (4) perform that course of
action (Smith and Ragan, 2005).
Thus, the curricular outcomes for this course will be achieved by learners engaging in
active analysis of the role they play in these inequities, questioning their own biases and
assumptions, and redefining their understanding of social justice both as a concept and a priority.
As they move through the course, students will unpack their understanding, assumptions and
biases about the issue and engage in guided research to gain a deeper, more nuanced
understanding of the topic. All of this metacognitive reframing will culminate in the research of,
and participation in, a cumulative social justice plan and presentation.
More specifically, students will operationalize these goals and outcomes in the form of a
final capstone presentation wherein learners will identify a local, contemporary social justice
issue that challenges them to apply the concepts and knowledge gained throughout the course.
This presentation will highlight their expanded awareness of the subject, display an
understanding of the biases and assumptions they held when examining the issues explored, and
outline steps they can actively take to ameliorate the injustice they chose to examine. These
social justice and service learning activities will serve as curricular and attitude objectives (Smith
& Ragan, 2005), demonstrating the evolution of a new attitude or the shedding of a previously
destruction orientation. In so doing, students will be better able to understand racial and
socioeconomic disparities in the United States, and identify ways in which they can play a role in
rectifying these injustices, assiduously working towards real and meaningful parity.
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Before implementing the curriculum, teachers will participate in professional
development to better understand how to create a safe and reflective learning space in which to
engage in difficult conversations, foster civil discourse in the classroom, and effectively frame
the social issues explored within the curriculum. Additionally, the accompanying teacher guide
will support educators with the tools necessary to engage students in learning about these
complex topics in a safe and reflective manner.
Definition of Concepts and Terms
Definitions of concepts and terms foundational to this curriculum are found in Appendix
E.
Potential Designer Biases
The development of curriculum and instruction can quickly be rendered useless if
designers fail to disclose their biases and predispositions toward the subject of study (McEwan &
McEwan, 2003). In order to identify any designer bias present here, an elucidation of relevant
past experiences, connections between the researcher and the schools, teachers and educational
community referenced and the researcher's’ personal views on Jewish day school education will
be provided (Creswell, 2014).
The use of quotations and vignettes, along with descriptive and evocative data of the
participants and setting being explored, are defined as characteristics inherent in qualitative
studies (Locke, Silverman & Spirduso, 2010). While existing research and data are used to
identify the perceived gap in curriculum and need for instruction for this study, the standards set
for qualitative data collection still apply. As the role of researcher in qualitative data analysis
calls for the interpretation of the results of their research, often times after sustained, in-depth
experience with the study’s participants, there is potential for bias (Creswell, 2014). Applying
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the expectations Lock et al. (2010) define for qualitative studies provides a solid framework for
addressing designer biases particular to this study.
Time. Often, researchers do not spend enough time in the environment being studied,
engaged with participants. While the goal is for the researcher to spend enough time to provide
both the designer and the reader with an accurate representation of what is being explored, the
length of time this study’s designer spent within the Jewish educational community has informed
their approach to the gap being explored. Working in Jewish day and supplementary schools, as
well as informal Jewish educational environments, for over 20 years has left an indelible mark on
the researcher. The researcher’s personal experience and connection with the ways in which
issues of race, class and civic participation manifest in the Jewish day school classroom mirror
many of the experiences and responses shared by educators and researchers cited in this study.
This also informed the focus of the study, and the creation of curriculum designed to address the
perceived gap between the stated mission of the Jewish day schools explored and the
manifestation of those core goals in their classroom instruction.
Organization of the Design Blueprint
This curricular design blueprint is divided into five chapters. Chapter One introduces the
organizational problem of practice, along with the evidence of said problem and the importance
of addressing it and offering up a solution. Additionally, chapter one provides an instructional
needs assessment used to determine the need for instruction and an overview of the curriculum
that will be discussed at length in later chapters. Lastly, this first chapter defines important terms
and concepts and identifies potential designer biases. Chapter Two is comprised of a literature
review which will identify theoretical approaches to the curriculum design solution. Moreover, it
will provide an overview of the factors which influence the problem of practice, as well as any
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prior attempts at finding a solution. Chapter Three focuses on learner characteristics and the
learning environment. Chapter Four delves into the curriculum itself, presenting a more
developed curriculum goal, outcome and summative capstone assessment. This is comprised of a
cognitive task analysis, instructional methods approach, learning goals and activities, and the
selection of media delivery. Finally, Chapter Five describes the implementation and evaluation
methodology utilized.
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CHAPTER TWO: LITERATURE REVIEW
The Curriculum
This review of literature is comprised of three sections. The first section focuses on the
theoretical framework informing the curricular content, the literature that informs the content of
the curriculum, as well as an analysis of prior attempts. The third section provides an overview
of the approaches to instructional design.
General Theoretical Approaches to the Curriculum
The curriculum addresses the perceived gap between the goals present in surveyed Jewish
day schools’ mission statements and a meaningful manifestation of those qualities in their
student body. In order to best select the most effective theoretical approach to both the content
and instructional design of the curriculum, challenges specific to the Jewish day school
community, student and teacher population must be highlighted.
Historical context. Antiquated curriculum and the lack of effective professional
development for implementing educators must be actively addressed in order to better develop
civically-minded, social justice-driven students. Historically, there has been a lack of growth
opportunities for educators, both in the learning of new content, and the acquisition of teaching
skills. Day school administration, faculty, and professional development often remain stuck in
outdated educational concepts that do not incorporate the social and experiential nature of
teaching and learning, nor do they address issues of inequity and social justice highlighted in the
mission statements of many Jewish day schools. The emphasis on a Jewish mandate to serve and
promote justice in the world grounds the philosophy behind the Jewish social justice movement.
Thus, social justice curriculum, and opportunities for active student participation in social justice
education, need be made a priority.
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Bloomberg (2007) states that school administration must recognize the diversity inherent
in Jewish educational contexts, rather than assume a wholly homogenous teacher and student
population. Additionally, Bloomberg (2007) notes that in order for Jewish day schools to grow,
both institutionally and in faculty training, they must incorporate research and theory from other
educational arenas.
Woocher (2012) echoes Bloomberg’s emphasis on the integration of research and theory
originating from the secular, public educational community. In order to develop both the Jewish
and American identity in a day school student body, school administration must provide the
following support in order for those dual identities to develop in concert with each other in the
classroom. Woocher (2012) suggests (a) demonstrating the value of these two complementary
identities to both the parent community and faculty (b) providing the information and training
necessary for this innovative perspective to be infused into the classroom (c) ensuring that
adapters have the skills, tools, and resources necessary to implement the innovation in their
setting; (d) providing consistent support and guidance through the inevitable difficulties that will
emerge.
In response to the challenges specific to educators in a Jewish setting, Krakowski (2011)
highlights the lack of consistent professional development focused on current educational
research and pedagogy. Historically, Jewish day schools lack teacher preparation and
professional development programs; what does exist remains mired in outdated concepts that do
not incorporate the social and experiential aspects of teaching and learning. In order to address
this gap, organizational leadership must commit to the integration of professional development,
research and evaluation in order to effectively address the lack of growth opportunities for
educators, both in the learning of new content, and the acquisition of teaching skills (Krakowski,
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2012; Woocher, 2011). This is of specific relevance when addressing the creation, and
implementation, of social justice curriculum.
Student Challenges. Foundational to effective social justice education is an
understanding of the history of specific inequities, as well as the ability to draw personal,
contemporary connections that guide learners toward an understand of the issues explored
(Lough and Thomas, 2014). In order to guide this specific population of learners toward
meaningful social action, Lough and Thomas (2014) write of the importance of learning not only
the root causes of the inequities explored, but the learner’s role in the process of change. This
emphasis on active learner engagement, and the necessity of reflection in social justice
education, is grounded the principles of praxis or “moving back and forth in a critical way
between reflecting and acting on the world.” (Breunig, 2005; Brown, K.M., 2004, p. 96; Iverson
& James, 2013).
In order to create curriculum that effectively speaks to issues of inequity, and asks
learners to engage with these issues in a reflective and active manner, the ways in which this
specific student population constructs their views and opinions about issues such as oppression,
class and privilege must be addressed.
Transformative learning theory. Mezirow and Taylor (2011) note the effectiveness of
transformative learning theory as a framework through which teachers can better assist students
in unpacking their biases, predispositions and beliefs. This framework guides learners towards
becoming more aware of their own biases and thus more open to becoming better informed about
various social and cultural inequities. Additionally, Mezirow and Taylor (2011) discuss
transformative learning theory as an effective tool in crafting curriculum which balances the
praxis students experience when engaging with challenging material.
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Mezirow and Taylor’s (2011) research on transformative learning theory states the need
to highlight problematic frames of reference for students, and help shift them to a more inclusive,
reflective, and open state of mind. Just as important, the authors note that these changes must be
incremental in nature; small shifts in meaning schema over time.
Mezirow (2000) notes the importance of addressing what he refers to as “meaning
perspective,” described by Mezirow as a more fundamental belief than meaning schema.
Meaning perspective is the structure of assumptions within which one’s past experience
processes and transforms new experience. This is of particular import to the learner population
for whom this curriculum is developed. Taylor (2008) reiterates Mezirow’s emphasis on both
meaning perspective and the measured, incremental nature of shifting a learner’s worldview,
paying particular attention to the cognitive and developmental needs specific to adolescents.
Merten’s (2007) research reinforces Taylor (2008) and Mezirow’s (2000, 2011)
assertions regarding the importance of using a transformative paradigm when crafting curriculum
that addresses inequality and injustice in society. A transformative paradigm acknowledges the
influence social, political, cultural, economic, and racial/ethnic values have on our construction
of reality. Thus, power and privilege are important factors in deciding which reality will be
privileged in a learning context (Mertens, 2007). As the learner population for whom this
curriculum has been developed are, by and large, Caucasian, able-bodied students with high
socioeconomic status, the influence of the power and privilege that exists within these learners
need be addressed. As transformative learning theory speaks to the particular worldview of an
individual, and the goal in applying it is to help students and educators address and change the
assumptions upon which they currently act, we first must understand some of the assumptions
that run within the Jewish day school community.
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Social justice education paradigm. Moving beyond sociocultural theoretical theories, a
framework specifically addressing social justice content is necessary in crafting curriculum that
is not only responsive to the way students have constructed knowledge, but the ways in which
that knowledge will be challenged and expanded.
The utilization of a social justice education paradigm provides a practical framework for
crafting curriculum, grounded in a clear social justice perspective that empowers and encourages
students to think critically, and models social change. Just as Transformative Learning Theory
(Mezirow and Taylor, 2011) examines the role power and privilege play in issues of social
justice, so too does a social justice education paradigm focus on systems of power and privilege
that give rise to social inequity, challenging students to examine oppression on institutional,
cultural, and individual levels. Hackman (2005) suggests five components necessary in crafting
effective social justice curriculum, (a) gaining content mastery, (b) developing tools for action
and social change, (c) meaningful personal reflection, (d) awareness of multicultural group
dynamics. The integration of these components challenges students to identify opportunities for
social action and change, and develop a sense of agency in and outside the classroom.
McIntosh’s (1988) seminal work on privilege speaks directly to the learner population for
whom this curriculum is intended. McIntosh notes her own lack of awareness regarding her
privilege, and the impact that privilege had on people or groups who lacked the same agency and
status. McIntosh (1988) identifies two entrenched beliefs about privilege those with privilege are
actively taught not to see: (a) those with privilege are taught to see their life and its privileges as
the norm, (b) those with privilege have done nothing to earn this privilege. Unless these areas are
reflected upon, both by educators and learners, the invisibility and impact of privilege will
continue to support larger, oppressive structures in society and in the classroom.
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The focus social justice education places on the identification of privilege allows
dominant group members to begin to extricate themselves from the effects of privilege, and work
to be more authentic change agents in their classrooms and communities (McIntosh, 1988). This
not only applies to students. Teachers can, and should, reflect through a continuous critique of
their practice, ongoing dialogue with colleagues outside their own teaching environment, and
exposure to new content areas.
Critical Pedagogy. Assisting educators in the process of integrating meaningful social
justice curriculum must also be addressed if the utilization of said curriculum is to be successful.
Critical pedagogy grounds culturally responsive teaching, allowing teachers to better assist
students in examining the social and personal impact of racism, and guiding them in challenging
the oppressive conditions in their own perceptions and communities. Tintiangco-Cubales, Kohli,
Sacramento, Henning, Agarwal-Rangnath, and Sleeter (2015) note that critical pedagogy focuses
on the identity of who is being taught, who is teaching and their relationship to each other, as
well as their relationships with power and structure. This is of particular import when crafting
social justice curriculum for the unique educator and learner population for whom this
curriculum is intended.
Racialization. The concept of racialization further addresses the many ways in which
learners construct their beliefs about race. Walcott (1990) defines racialization as a social process
in which the exploration of power relations tends to center whiteness (Walcott, 1990).
Racialization recognizes that racism is not always straightforward; people can receive and
participate in expressions of racism, new racism and anti-racist discourses in myriad ways. The
concept highlights that whiteness is often centered when discussions around race and inequity
are broached. The integration of this concept when crafting social justice curriculum allows both
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students and teachers to understand the interconnectedness between individual and systemic
racism. In so doing, they will be better situated to understand their privilege, and recognize they
have at least an equal, if not more important, part to play in challenging and changing racism and
inequity.
Beyond including the concept of racialization in social justice curriculum, Walcott (1990)
notes the importance of school administration supporting its inclusion, playing an active role in
the creation and implementation of effective social justice education. The author goes further,
stressing that both administration and educators must reflect on their own racialization and
involve others, such as community and parents in their classrooms.
The concept of racialization allows one to acknowledge that we hold many beliefs,
allowing us to be both racist and anti-racist at the same time (Walcott, 1990). Integrating
racialization into the approach and application of social justice education is integral in the
attitude learning of the students. It guides learners towards acknowledging the existence of
multiple, contradictory beliefs about race and privilege. This awareness makes it possible for
learners to engage in dialogue that addresses the deeper complexities and subtleties of racism,
and challenges them to take ownership of the role they play in perpetuating the cycle of racism.
Research conducted by Raby (2004) reinforces the importance of integrating the concept
of racialization into social justice curriculum. In the 2004 study, patterns emerged in the
responses from the students surveyed. Students denied and downplayed racism in their schools;
narrowly defined racism, vocalized privileging definitions of racism as individualized and
violent over institutional and systemic; and conceptualized racism in a way that centered
whiteness. Raby’s (2004) findings suggest that young people hold multiple, and often
contradictory, views on racism. The common trope stated by surveyed students, “I don’t see
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color” (Raby, p. 372, 2004) showcases the typicality of positioning oneself as not-racist, but in
so doing, ignoring the consequence of producing an environment in which the dominant group
becomes universal and centered. While Raby’s respondents positioned themselves as being anti-
racism, they simultaneously refused to admit that racism existed in their schools, and found ways
to redirect potential (Raby, 2004). This centering of the dominant group is a defining
characteristic of current social justice education in Jewish day schools (Kress, 2016), often
manifesting in what Bell (1997) refers to as horizontal racism, the result of people of targeted
racial groups believing, acting on, or enforcing the dominant (white) system of racial
discrimination and oppression.
Giroux (1997) continues to explore ways in which difficult conversations around race and
“whiteness,” can be successful. In order to craft effective social justice curriculum, Giroux
argues there must first be an acknowledgment of the resentment, confusion and victimization felt
by many white people. The author argues that sense of victimization can be used to validate their
lack of action in the face of the deep inequalities and exclusionary practices that exist within the
current social construct. This validation prevents white learners from an honest exploration of
race and privilege. This concern is of particular relevance to the learner population intended for
this curriculum. To combat this, Walcott, 1990; Roman and Stanley, (1997) outline the following
as foundational elements of successful curriculum addressing issues of race:
● Address the concept defining racism, specifically in relation to stereotype and bias,
discussing why this concept is difficult for so many students to use.
● Emphasize racism includes systematic, structural, unequal relations of power.
● Students and educators must unpack their racial identifications, including whiteness.
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● Include an examination of history; not only the racial injustices of the past, but the
creation of race as a concept, and the reasons behind this social construct.
● Recognize that people do not occupy single, static identity positions: we are a collection
of identifications, all of which undergo constant change: gender, sexuality, class, and
culture all feed into our understanding of oppression.
These five elements have clear parallels to Hackman’s (2005) five essential components for
social justice education, serving to reinforce the importance of integrating these concepts into
social justice curriculum.
A powerful example of the ways in which racialization and ineffective social justice
participation without the foundational elements highlighted by Hackman (2005), Walcott (1990)
and Roman and Stanley (1997), is exemplified in an essay written by Elaine Delott Baker (2002).
Part of book reflecting on the involvement of white women in the civil rights movement, Delott-
Baker’s essay was penned years after her involvement in the Student Nonviolent Coordinating
Committee (SNCC) during the 1960’s. In the essay, Delott-Baker expresses nostalgia at no
longer feeling part of the black community. She expresses her desire to re-enter the community,
noting, “All that has to happen is for a black person to look me in the eye and say, ‘It's still your
struggle and I'm there (Delott-Baker, 2002)." A clear example of a racialized view of the civil
rights struggle, this letter, touted as a strong example of Jewish civil rights involvement, includes
no framing or acknowledgment of the privilege inherent in being able to reminisce about, rather
than reflect on being a victim of, the continued struggle for civil rights. Inherent in this is the
message that the Jewish community’s participation in pushing back against oppression is
dependent upon being told that they, too, are part of the same oppressive struggle.
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Her writing elicits strong comparisons to the rise of disaster tourism New Orleans’
residents experienced in the wake of Hurricane Katrina. Holly Young (The Independent, 2012)
writes of this phenomenon as “Tourism that profits from the struggle and loss of others.” Noting
the confluence of tourism and human tragedy, Young (2012) goes on to note,
Unfortunately, the tours dramatize the event in a way only appropriate when something
feels officially ‘historical’, ultimately rendering it trivialised. Rather than move from
passive news consumption to active engagement with the issue, tourists peer through
windows and reconfirm the roles of spectator and object. Tourists are strictly told that
they will not leave the bus during these tours. This caveat, supposedly to ensure respect
for the residents, appears rather to emphasise the voyeuristic nature of the enterprise and
confirm it as something more akin to consumption than education.
Delott-Baker’s (2002) essay conjures up similar feelings of voyeurism and racialization,
consuming the experience of the civil rights movement rather than actively participating in, and
learning from, the suffering endured by those around her. In order to build curriculum that avoids
the pitfalls of this kind of racialization, allowing day school students to metaphorically remain
safely “on the bus” waiting for an invitation to actively engage in the injustice they are
witnessing, the utilization of a social justice education framework must be operationalized.
Content
The curricular content will employ Hackman’s (2005) essential components for social
justice education as a guiding framework (Hackman, 2005). The first of which is content
mastery.
Content mastery. Content mastery is essential in assisting students and educators in
shifting their meaning perspective and schema. Consisting of three principal areas (Hackman,
2005), each aspect builds upon the other. The first of which is factual information, foundational
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declarative knowledge of both historical and contemporary examples of the inequities being
explored. Additionally, research states the importance of providing information that is connected
to lives of the learners, and helps them understand the individual implications, and impact of
larger issues (Delpit, 1995; Gay, 2000; Ladson-Billings, 1997; Nieto, 2000).
Sociocultural theory notes the complexity of knowledge construction, viewing knowledge
as constructed by, and distributed among, individuals and groups as they interact with one
another. Wertsch, del Rio and Alverez (1995) write of the interconnectivity between the cultural,
historical and institutional situations in which our knowledge is constructed. Cole (1991)
reiterates the shared nature of knowledge and the impact of participation in sociocultural
activities. Sociocultural perspectives support learners in their understanding of the influence of
culture on learning, and the awareness of what individuals learn from their social interactions
and bring to new social exchanges. The research emphasizes the importance of building in an
awareness of the cultural, historical and institutional characteristics specific to the learner
population for whom this curriculum is being crafted.
Content mastery alone does not adequately prepare learners to become active change
agents and social justice advocates, nor does basic knowledge of a specific issue translate into a
deeper understanding or a pathway to action. Without room for question or critique, learners will
be unable to develop the critical thinking skills necessary to challenge their own preconceptions,
and the biases of others. In order to facilitate this level of critical thinking, educators must help
students employ critical analysis and the careful consideration of issues of oppression as they
apply to the students and the people around them.
Critical thinking and the analysis of oppression. Hackman (2005) cites critical
thinking and the analysis of oppression as the second fundamental component of social justice
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education. The author notes a finite difference between the act of thinking about an issue, as
evidenced in content mastery and thinking critically about said issue. Hackman (2005) identifies
three important elements of critical thinking, (a) focusing on information from multiple
perspectives, (b) decentering the learner’s framework and opening their eyes to a broader range
of experiences lived by a diverse group of people, (c) truthfully analyzing the effects of power
and oppression, asking what alternatives exist to the current views on the issues being explored.
Hackman (2005) cautions that the critical exploration of inequity and race can leave learners
feeling hopeless, cynical or powerless. By assisting learners to develop critical thinking and
analysis skills, they will better cultivate an awareness of how to directly apply what they have
learned to their own lives, and their communities. The consideration of other groups,
perspectives, position, social, political and cultural capital and the limitations therein, are of vital
import. Echoing the research cited on meaning perspective and schema (Mezirow, 2000;
Mezirow and Taylor, 2011), Hackman (2005) highlights the importance of critical thinking as a
way to safely guide students toward questioning their own perspectives and actively engaging
with the point of view and experiences of others.
Action and social change. As with critical thinking and analysis, developing tools for
action and social change is an integral component of leading students safely into, and out of,
challenging social justice curriculum. Yon (2000) notes that learners are often taught to feel
disempowered, complacent or hopeless when exploring issues around social justice. The author
writes that one way to solidify inequity and oppression is to convince those contributing to, or
living in, these systems of inequality that they should not, or cannot, do anything about them.
Hackman (2005) notes that educators often stop with the first three components of social
justice education, missing a critical opportunity to provide time for personal reflection. Without
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time to reflect, learners are not able to effectively process or internalize what they’ve learned.
McIntosh (1988) writes of her own lack of awareness regarding her privilege, never reflecting on
it because it had previously been invisible to her. Because of this, she never imagined the impact
of her privilege on members of those with less agency. This provides a powerful example of the
impact self-reflection makes when examining issues of privilege.
Hooks (2014) in Teaching to Transgress writes of the importance of personal reflection.
She notes three central ways in which personal reflection contributes to an effective social justice
teaching and learning environment:
● Reflecting on issue of power and dominant- group privilege as they connect to one’s
multiple social identities.
● Reflecting on the ways in which those in power are taught to see their lives and privilege
as the norm.
● Reflecting on privilege as inherited, rather than earned.
Along with these three contributions, Hooks (2014) identifies ongoing self-reflection, by both
teachers and students, as allowing for a more proactive extrication from previously unseen
vestiges of invisible privilege, and more concerted and informed commitment to becoming
change agents, in the classroom and the community. This outcome speaks directly to the
invisible privilege and absence of reflection about which McIntosh (1988) speaks.
Hooks (2014) also writes of the absence of meaningful self-reflection manifesting in
dominant group members believing that simply “being nice” obfuscates their real connection to
the inequity they have studied. This is anathema to effective social justice education, and this
specific curriculum. For privileged groups, critical self-reflection leads to deeper understanding
of privilege. It also contributes to an awareness that these groups have an equal, if not more
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important, role to play in challenging and ending discriminatory policies of which they may
unwittingly be a part (Hooks, 2014).
Awareness of multicultural group dynamics. The last of Hackman’s (2005)
components, an awareness of multicultural group dynamics, calls into focus the challenges
specific to the learner population for whom this curriculum is intended. Content focused on
issues of race, privilege and equity will be markedly different in an all-white classroom, situated
in an all-white community, than it will be in a classroom comprised of learners with more
diverse racial identities and backgrounds.
Understanding the group dynamics of a classroom, as well as the diverse identities of
teachers and students, helps further cultivate awareness of those critical constructs outside the
classroom, and assists educators in creating, and implementing, an approach to the previous four
dynamics of effective social justice education (Hackman, 2005). Gay and Howard (2000) suggest
placing emphasis on activities that create a safe space for students to discuss issues of diversity,
creating clear classroom expectations that honor and reflect diverse life experiences.
Hackman’s (2005) five elements for effective social justice education assist in the writing
of curricular content that takes into consideration the specific ethnic and cultural dynamics of the
classroom, and school, in which the curriculum will be taught. Using this framework, this
curriculum is better able to address what has been previously lacking in social justice education
within the Jewish day school community, taking into consideration the specific needs of the
learners, educators and school community. The lack of awareness and integration of elements
foundational to effective social justice education are highlighted in the prior attempts outlined
below.
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Prior Attempts
There is limited research for this population of learners. In-class observations and insight
the author gleaned from personal communication contribute to much of the assessment regarding
prior attempts. In the research available, a distinct lack of curricula addressing root causes of
inequity was apparent. The existing curricula, much of it online, perpetuates a white, and Jewish-
centered, lens through which the civil rights movement is viewed.
Civil rights curriculum. Online civil rights curriculum was obtained from the Jewish
Women’s Archive. “Living the Legacy” (2014) is a 16-lesson plan curriculum exploring issues
of identity and activism by focusing on stories of Jewish activists during the Civil Rights
movement. Additionally, the resource cites the unpacking of the complex relationship between
Jews, African Americans and social justice activism as a curricular goal. Lessons focus on the
impact of identity on decision making as well as power, privilege and responsibility. As the
curriculum progresses, the history of segregation and Jewish involvement in the Freedom Rides,
Freedom Summer, the March on Washington and the activism of Jewish clergy are explored.
Lastly, the current state of the Jewish/African American relationship is examined, ending with a
lesson on civil rights and social justice struggles of today.
The lens through which the civil rights movement is examined is entirely white, Jewish
and racialized. The resource almost entirely centers the fight for civil rights around the Jewish
community, directing focus away from African American leaders and erasing involvement from
other activists from white communities. This is best highlighted by the inclusion of letters from
white freedom riders with the website issuing the caveat, “while the letters below may not have
been written by Jewish civil rights activists, they express views shared by many (Jewish
Women’s Archive, 2014).” The inclusion of essays that speak of race as fact, and not as social
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construct, and the absence of any authors of color as contributors to the resource results in an
incomplete, and racialized, view of the issues being explored. Additionally, the curriculum lacks
tools to help educators grapple with this complex material, and continues to center the Jewish
community as one unwilling to fight against oppression, unless they are allowed to include
themselves in the struggle; best highlighted in a lesson titled “Siblings in oppression” (Jewish
Women’s Archive, 2014).
The Jewish Teacher’s Project (2014): Jews and civil rights. Described as “The open-
source, single site educational portal for teachers of Jewish studies” (2014), this teacher resource
provides information about “Jews and the struggle for Black civil rights.” The website contains
links to The Jewish Women’s Archive, Jewish Virtual Library and My Jewish Learning. The
inclusion of PBS’s comprehensive documentary series, “Eyes on the Prize” is also included, with
a specific link to “From swastika to Jim Crow.”
Focusing on content, the site provides biographical information on Dr. Martin Luther
King Jr, Rabbi Abraham Joshua Heschel, Rabbi Joachim Prinz and the March on Washington.
An appendix at the bottom of the website includes the following topics the author encourages
educators to explore, (1) Jewish leadership in the creation of the NAACP, (2) Julius Rosenwald
and the Rosenwald schools, (3) Jews and the Freedom Rides, (4) Jews among civil rights
attorneys, (5) Support for Holocaust refugees at Black Colleges.
As with the Jewish Women’s Archive curriculum, all resources, content and framing used
are selected by, and often times generated from, a singularly white, Jewish perspective.
Additionally, no non-Jewish or non-white authors contributed to the curriculum created. While
there are “notes to the teacher,” they are comprised of reminders regarding supplies, resources
and content teachers need in order to supplement the lessons. No teaching guide or support
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materials are provided for educators in order for them to reflect on their own relationship with
this topic, or to effectively engage with students around the issue of civil rights, past or present.
While there is evidence to suggest the Jewish community took an active role in the fight
for civil rights, from primary documents chosen, to essential questions and reflection, the
resources cited above focus almost exclusively on the Jewish community as the major change
agent of the civil rights struggle, ignoring the intricacies and nuances the role whiteness, power
and privilege played, and continue to play, in Jewish social action.
Martin Luther King Jr. Day Observance. Generally, in Jewish day schools, the Civil
Rights Movement and Black History month are observed once a year, during a short program or
town hall meeting. Little contextualization or framing, either before or after the programming, is
provided.
An article written by Jared Jackson (2016), founder and executive director of “Jews in
all Hues,” writes of the ways in which Jewish day schools attempt to honor Martin Luther King
Jr. Mr. Jackson, himself a Jew of color, notes the consistent, and singular, requests for Jewish
leaders of color to speak at MLK-related events. After speaking at various events for years,
Jackson writes of his realization that many Jewish communities were taking credit for their
participation and impact on social justice issues, without carrying forth the oft stated
commitment to addressing contemporary issues of inequity and injustice. Jackson (2016) notes
that while MLK Day programming is often inspiring, it does little to lead the educational and
communal institutions towards an actual culture of change. Jackson writes that without “clear
intentions, measurable goals and actions steps” the events constitute nothing more than a
communal pat on the back. The author suggests the following need be present in order for MLK
Day programming to have any real, or lasting, impact: (a) people organizing the event
understand the history of Jews in, and around, the Civil Rights Era, and have a strong social
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justice background, (b) the clergy and/or leadership have a vision for moving their community
forward, knowing it is a lifelong journey, (c) in the planning, there is a clear intention to take
the momentum of the event and turn it into actionable steps.
The absence of the criteria listed by Jackson (2016) in Jewish day schools is highlighted
in personal communication with the Principal of a Los Angeles day school (2015, November 30).
The Principal writes, “The Civil Rights movement is an area that really captures the students’
imagination. It’s moving for them to hear about people’s experiences impacting significant
changes. The kids learn about these events in their social studies classes, of course, but it brings a
different component to have a speaker come and share from his or her personal experience.”
After stressing the importance of educating the student body about the civil rights movement, the
Principal states that 40 minutes have been allotted for all Civil Rights programming, throughout
the entirety of black history month. In surveying other Jewish day schools in California, Florida
and Pennsylvania, the 40-minute time frame was a consistent representation of what most
schools budgeted for Civil Rights programming.
This gap is emphasized in another personal communication, (2017, January 10) held with
a school Rabbi at a Los Angeles Jewish day school. This Rabbi was in charge of planning the
high school’s MLK Day “teach in.” She stated the goal of the teach in was to “tell the/a story of
Jewish involvement in the Civil Rights movement.” 30 minutes would be allotted for the entire
“teach in” experience.
Standing in contrast to these examples is the approach taken by Community Day School,
a Jewish day school in Pittsburgh, PA. Held annually for the past three years, Community Day
school holds a “MLK Day of Learning” for the entire K-8 Jewish student body. Referred to as a
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“day on,” the school decided to convene on Martin Luther King Jr. Day, turning the day into one
of exploration around issues of civil rights. Involving all teachers and students, the “day on” is a
holistic experience, including a community event held the evening before the Day of Learning,
and an opening event, featuring an outside speaker, both of which are open to family and the
larger community.
During a presentation shared at the PRIZMAH Jewish Day School Conference, the
largest gathering of Jewish Day schools in the country, Community Day School’s head of school
cited the MLK Day of Learning as a reason the school was able to address a serious student and
teacher retention issue (Munro, Minkus, & DeWitt, 2017). An anonymous parent email
communication (2017, January 20), written in response to the school’s Day of Learning, speaks
to the impact a day-long exploration of social justice issues had on both students and parents.
“Thanks so much for this work. On a deeper level, I would love to know more about the
role of independent schools in advancing an equity agenda for an education for all
children. I'm really curious as to how/why an independent school, that educates mostly
privileged children from predominantly white families sees its role in a broader education
for liberation for all children and all people.”
While the Day of Learning has been a successful event that creates awareness, and active
involvement, in the civil rights movement throughout the year, there are still gaps that need be
addressed. Not all teachers feel confident engaging with the complex material, and some
question what they feel is an overly politicized view of the issues. Additional teacher training
and curriculum that provides context and a framework for before, and after, the event is lacking
(Munroe, personal communication, 2017). However, the school remains committed to infusing
its year-long curriculum with the content and themes explored throughout the Day of Learning.
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Analysis of prior attempts. While the intended goal of all prior attempts discussed was
to engage students in building awareness of the fight for civil rights, and a tacit exploration of
inequality in America, the attempts remain mired in the historical, rooting issues of race and
class in the past, as opposed to grounding them in the present.
Uncomfortable false equivalencies are drawn, to various degrees, in the previous attempts
cited. This competitive oppression is witnessed most clearly in the Jewish Women’s Archive
(2014) civil rights resource, which includes a unit focused on Jewish Black relations titled
“Siblings in Oppression.” This racialized perspective places Jewish oppression at the center of an
academic resource intended to explore the legacy of the Civil Rights Movement in America. By
shifting focus and making the oppression felt by the African American community not only
shared, but diminished by a seeming need to compare or align the Jewish community as equally
oppressed, the resource fails to give the history it claims to explore the focus, import or
uniqueness it deserves.
Problematically, none of the resources acknowledge race as a social construct,
inadvertently giving credence to the notion that race is genetic, not manufactured by those
wishing to establish, or maintain, a social hierarchy (Hodson, 2016). In so doing, the historical
legacy of the eugenics movement, the “one drop rule” in the United States and other troubling,
formative examples of racial “science” remain unexplored, muting a vital piece of the
conversation (Hodson, 2016).
Another issue present is the lack of people of color as authors or contributors to the
resources cited. Save for Jared Jackson’s (2016) article on his participation in Martin Luther
King Jr. Day celebrations, there is a complete absence of a non-white voice. This extends to
testimony chosen to commemorate the struggle for civil rights (Jewish Women’s Archive, 2014),
again placing the Jewish experience at the center of the battle, even if the experience isn’t
authentic.
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There is an approximation of importance regarding the Jewish involvement in the Civil
Rights Movement, lessening the ability to focus on the real impact made, and raising real
questions as to the goals and outcomes of the resources cited here.
Approaches to the Curriculum Design
Theoretical Foundations to the Curriculum Design
The design of this curriculum draws on diverse approaches, including social
constructivist theory, individual constructivism, social cognitive theory, cognitive load theory
and information processing theory.
Social Constructivist Theory. Social constructivist theory places the emphasis on the
influence of the social context on the construction of knowledge. Meaning is developed through
experience, and the interpretation of the learner (Smith & Ragan, 2005). The importance of
collaborative learning and exploration of the context in which this particular student population
situates itself, are integral elements of curriculum addressing issues of race, class and equity.
Vygotsky’s (1978) definition of social constructivism outlines learning as something that
cannot be separate from social context. All cognitive functions originate in, and are products of,
social interaction. This theory argues for learning as an active process, rather than a passive
acquisition of information. Wertsch and Del Rio (1995) reinforce the emphasis on context, citing
the goal of social perspective theories as that of examining the relationship between human
cognitive functioning and the cultural, historical and institutional environments in which this
functioning occurs.
Individual Constructivism. Cobb (1996) notes that knowledge is constructed in an
active way, by learners who are engaged in experiences that create opportunities to reflect and
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accommodate existing knowledge. Cobb’s (1996) notes that individual constructivism provides
educators with a framework that combines a learner’s acquisition of new knowledge with their
prior knowledge, values, experiences and beliefs. The integration of this theory allows for
curriculum that acknowledges the perspectives learners bring into the learning situations that
extend well beyond specific prior knowledge. In keeping with Hackman’s (2005) emphasis on
critical thinking, individual constructivism states that priority should be given to the
development of meaning and understanding rather than the training of behavior (Cobb, 1996)
Shifting from the theoretical, Cobb (1996) warns against adopting a radical constructivist
approach, emphasizing instead the importance of creating clearly stated goals and objectives. He
further cautions against “activity for activity’s sake,” prioritizing focus on achieving clear goals
over designing activities.
Social Cognitive Theory. Similar to the approach espoused in constructivist theories,
social cognitive theory (Bandura, 1986) states that learning occurs in a social context -- much of
what is learned is gained through observation. Denler, Wolters and Benzon (2014) highlight
triadic reciprocity as a foundational element of social cognitive theory. Triadic reciprocity states
that personal, behavioral, and environmental factors influence one another in a reciprocal
fashion. How a person functions is a result of the continuous interaction between cognitive,
behavioral, and contextual factors. Additionally, the theory suggests that modeled behavior is
most effective when the model is credible and recognizable, i.e. of a similar ethnicity or faith.
The onus will be on the instructor to model and demonstrate the desired behavior.
Cognitive Load Theory. Cognitive Load Theory (Sweller, 1994) advocates segmenting
complex material into simpler, small parts. This theory will inform the instructional design of the
curriculum, guiding the creation of activities appropriate for the learners’ level of prior
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knowledge, and infusing strategies to manage cognitive load. (Kirschner, Kirschner & Paas,
2006) suggest that clearly stated objectives and scaffolded lessons will decreasing extraneous
cognitive load, allowing for more effective learning in the classroom.
Focusing on the educators implementing the curriculum, Mayer (2011) emphasizes pre-
training in order to help manage the intrinsic load of teachers, as the curricular material will be
challenging for both teacher and student. Additionally, Mayer (2011) encourage students to
explain or answer complex questions during learning, as it assists in increasing germane load.
Connecting new information with prior knowledge also assists in the increase of germane load.
Pre-training for teachers and the segmentation and scaffolding of complex material will
greatly assist in preventing cognitive overload for students and teachers grappling with the
complex topics present in this social justice curriculum, and allow for an enhanced learning
experience.
Information Processing Theory. Information Processing Theory (Paas et al., 2003)
advocates for assisting individuals in making connections between new knowledge and prior
knowledge as a way to construct meaning from the synthesis of the two. Schraw and McCrudden
(2006) highlight information processing theory as assisting learners in making sense of the
material, rather than focusing on rote memorization. Again, this connects to Hackman’s (2005)
assertion of the importance of critical thinking and personal reflection, not merely the acquisition
of new information. The theory also places a similar focus on modeling and demonstrating
desired behavior as present in social cognitive theory. Schraw and McCrudden (2006) encourage
guidance, modeling and coaching throughout the learning process.
Mayer (2011) suggests challenging learners to identify what they know, and what they do
not, before beginning a learning task. This assists in the metacognitive process. Mayer (2011)
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also emphasizes providing opportunities for reflection and debrief after completing a learning
task as another way to assist in metacognition. This echoes the importance placed on reflection
by Hooks (2014) and McIntosh (1988).
By drawing on the knowledge students have of their previous social justice work, and
expanding their understanding with the introduction of curriculum focused on issues of race,
class and equity, new knowledge can be cultivated and new meaning developed.
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CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT
Learner Profile
The primary learners for this curriculum are Jewish day school high school students.
Along with a brief overview of demographic factors, ability, self-efficacy, and prior knowledge
of this student population are outlined below, and need be thoroughly reviewed by the educators
who will be implementing this curriculum. As Smith and Ragan (2005) note, it is of vital import
that instruction and curriculum are created with the specific audience in mind, rather than
creating content, and then attempting to find a learner population for whom it fits. Thus, all the
characteristics noted about the Jewish day school student population must be considered when
crafting effective curriculum.
An important aspect of this community of learners is the homogenous nature of the
student body; almost all students share the same religious affiliation, ethnicity, and
socioeconomic status. While there is a slow and small increase of non-Jewish students accepted
into day schools, the population remains almost exclusively Jewish (Schick, 2014). Most
students live in the same neighborhoods in which they attend school, and do so with the same
classmates, kindergarten through middle, and often high school, graduation. Day schools are
insular educational communities, with a small student body. The most recent AviChai Census of
Jewish day schools (2014) lists the number of students enrolled in American day schools as
255,000, spread out among 861 institutions. Omitting Hasidic (Orthodox) day schools from the
profile, as the schools surveyed for this study do not identify as such, the total amounts to 724
schools with 172,800 students, for an average enrollment per school of 239 students. As a
comparison, the Los Angeles Unified School District educates 664,774 students, kindergarten
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through 12th grade, at over 954 schools, and 187 public charter schools (Los Angeles Unified
School District, 206-2017).
Ability
Often, there is a tendency for curriculum designers to make assumptions that learners for
whom curriculum is being designed are cognitively similar to the designers of the curricular
content. This form of cognitive ethnocentrism can cripple a student’s ability to learn and
effectively engage with examples and instructional techniques better suited to the designer
(Smith & Ragan, 2005). In order to avoid this, and create curriculum that meets the needs of the
specific audience for whom it’s intended, both cognitive and physiological aspects of ability will
be examined in the development of this social justice curriculum.
Cognitive characteristics. Of particular importance to this curricular design are the
developmental level and general world knowledge of the learner population.
Developmental level. According to Piaget (1952), children actively construct their own
cognitive world; manufacturing structures that allow them to adapt to the world around them and
organize knowledge. The concrete operational stage Piaget (1952) defined highlights a child’s
ability to perform concrete operations, and reason logically as long as that reasoning can be
applied to specific or concrete examples. Herein lies the challenge for the specific student
population of focus; existing in homogenous educational environments and, often times,
similarly homogenous environments outside school doors, real and concrete examples of
inequity, discrimination, need and bias are seldom present. Thus, they are asked to reason, and
operationalize, logically around issues that are presented as hypothetical and historical, rather
than concrete and authentic. As students will be asked to adjust the mental schemas they have
developed around issues of race, equity and bias, careful attention must be paid to
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accommodate the disequilibrium children experience as they grapple with the cognitive conflict
that comes with a new understanding of the world.
Although the concrete operational stage (Piaget, 1952) occurs in children seven to 11
years of age, younger than those focused on in this curriculum, it is necessary to pay attention to
the imbalances that can occur in an adolescent’s brain as their concretized way of viewing the
world is challenged. Despite Piaget’s (1952) formal operational stage seeming to most directly
apply to the students for whom this curriculum is meant, researchers have challenged Piaget’s
ideas, noting that only about one in three young adolescents is a formal operational thinker, with
many American adults never becoming formal operational thinkers (Brynes, 2012; Diamond,
2013; Kuhn, 2011). Thus, due to age of the learners being explored in this study, it is most
appropriate to view the learners in question as working within the concrete operational stage.
Physiological characteristics. While there is normal variance in the aptitude and
academic performance of day school students, there are no extreme characteristics that would
prevent learning or participation in social justice curriculum. All learners are between the ages of
14 and 18 and in general good health.
Self-Efficacy
While belief in one’s capability, and expectations regarding what one can accomplish in a
given situation or given task vary, it remains important to consider this feeling. Smith and Ragan
(2005) define this as self-efficacy, which should be considered along with variance in
motivation, value, belief and interest when crafting curriculum. In order to best address the
specific values, beliefs and attitudes of this learner population, an examination of affective and
social characteristics of day school students will be conducted.
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Affective characteristics. Interest and attitude toward subject matter are affective
characteristics that impact student ability to receive instruction (Smith & Ragan, 2005). While
day school students tend to be academically driven, social justice curriculum has long taken the
form of short assemblies or discussions about slavery in history class. While there is an interest
in community service and Tikkun Olam (i.e., healing the world), day schools typically
operationalize these things in the form of canned food drives, collecting Tzedakah (i.e, money)
to donate to various causes, and participating in their local Jewish World Watch Walk to End
Genocide. The root causes of these issues are seldom, if ever, discussed. The false narrative oft
used, that of “we were immigrants too, and we’re doing just fine,” (personal correspondence,
2017) fosters both a level of disinterest, and distance, in engaging with these difficult topics and
an attitude of dismissiveness regarding an exploration of their own bias and assumptions about
the topics explored.
As previously noted, during the concrete operational stage of development, Piaget (1952)
cautions against the drastic unmooring of a child’s mental schemas as they relate to issues of
race, gender, equity and bias. The emphasis on cautious, yet vital, challenging of student
schemas and biases is important. In order to assist learners in moving beyond the constructs they
have built around themselves, and their understanding of these complex and often incendiary
issues, careful attention must be paid to accommodate the disequilibrium children experience as
they negotiate the cognitive conflict that comes with a new understanding of the world.
Social characteristics. The social characteristics of the learner population in question are
of particular import to the curriculum and instruction. The minority group status of the Jewish
community complicates discussion around issues of equity. As previously stated, an innate
comparison between themselves and other minority groups seems inevitable, with the outcome
often being a level of a dismissiveness, apathy or empathy from a distance. These attitudes
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permeate many of the families within the day school community and inevitably trickle down to
their children, resulting in an “us against them” mentality (Hirshman-Weiss, 2011). While this is
a generalization, and there are families, and students, with a vested interest in equity, the
dynamic in a day school classroom when discussing issues of race, class and equity is often
fraught with emotion and disagreement, making teachers shy away from broaching these
complex topics (personal correspondence, 2017). Student socioeconomic background,
racial/ethnic background and moral development are explored below.
Socioeconomic background. Due to the protection of privacy for those who enroll their
children in day school, there is no statistical information available regarding the aggregate annual
income of enrolled families. However, Shira Hirshman-Weiss (2011) notes that the average
annual cost of attending a K-12 Jewish day school is $15,000, as compared to the average
Catholic school tuition of $3,383 (NCEA, 2011). Without question, these numbers have inflated
over the past six years.
While many families do apply for financial aid, they still shoulder a large percentage of
the cost of admission and, often times, shun the stigma attached to receiving assistance. As
Hirshman-Weiss (2011) notes, the scholarships available are often difficult to obtain and
involve a complicated application process. Even when a family is awarded financial assistance,
it is often at the expense of feeling scrutinized and judged throughout the application process.
Additionally, these families live close to the schools where they send their children, in
comparatively expensive parts of town. This contributes to a student body either entirely
removed from financial hardship, or lacking an awareness of anyone inside, or outside, their
family or school community experiencing economic difficulties. Thus, for many students,
inequity is the result of someone doing something “wrong” (Hirshman-Weiss, 2011). Many of
the people they know come from successful, immigrant families. Because of this, the
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assumption is that anyone who struggles upon arrival to this country isn’t trying hard enough. As
one student in a Los Angeles day school (2016) noted, “Everyone who is homeless is drunk or a
drug addict. It’s their fault for not trying harder.” This narrow view of a person foreign to this
student echoes the perspective of many economically-stable students. The insular nature of
financial security creates enough distance for these learners to feel morally and intellectually
removed from the struggle of others.
Racial/ethnic background. Day schools are homogenous institutions, with students,
faculty and administration almost entirely Jewish and Caucasian. Occasionally schools employ
teachers who don’t identify as Caucasian, but it is common to see the janitorial or security staff
as the only people of color on campus. Thus, students see a racial caste system in the very place
they receive their education. Additionally, issues of comparison between racial and ethnic
groups, with Judaism always positioned as the most oppressed, can infuse conversations and
lessons around social justice with a troubling, competitive undertone.
Moral development. As the families to which students belong differ in perspective,
politics, religious observance and point of view, the moral development amongst students will
vary.
Prior Knowledge
It is common for instructional designers to create curriculum based on characteristics
they hope intended learners possess, rather than crafting the curriculum for the actual
characteristics embodied by the target learner population (Smith & Ragan, 2005). A clear and
honest assessment of prior knowledge is essential in crafting curriculum that meets students
where they are, rather than where we hope them to be. Additionally, Smith and Ragan (2005)
highlight the singular importance of prior learning, as background knowledge and skills differs
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significantly amongst prospective learners, providing insight into the information required for
learners to effectively engage in the current learning task.
General world knowledge. There is an important distinction between prior learning and
prior knowledge that need be noted. Smith and Ragan (2005) define prior learning as specific,
lower-level learning that is necessary in achieving an intellectual skill. This learning leads to the
development of general world knowledge, comprised of information that transforms based on
age, culture and many other factors.
Social constructivist theory, one of the theoretical underpinnings of this curricular design,
delves deeply into the concept of general world knowledge. Through a constructivist lens, the
terms in which the world is understood are products of historically situated exchanges between
people (Gergen, 1985). Of particular import here are the exchanges and social artifacts Jewish
day school students utilize to form their understanding of the world.
When exploring the social constructivist focus on analyzing the processes by which
people come to describe, explain, or account for the world in which they live (Gergen, 1985), the
community in which Jewish day school students live, and learn, must be considered. As one
Jewish day school student noted while in conversation with a Muslim student as part of a school-
wide program, “I’ve never met a Christian person” (Personal communication, March, 2017).
This statement is not unique among the day school community. Lack of exposure to people of
color, those of differing socioeconomic status, religions and life experience stunts day school
students’ ability to construct knowledge about the larger world around them. Coupled with the
dual track of day school curriculum, which focuses on Jewish history, Hebrew and the state of
Israel, any focus on international issues remains funneled through a specifically Jewish lens.
This homogenous environment directly informs the ways in which students think, categorize,
and process information. As Gergen (1985) observes, processing and categorization are
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foundational in fashioning general knowledge.
Specific prior knowledge. Learners do not need specific prior knowledge before
participating in the learning process, but will need to acknowledge the biases and assumptions
they carry with them when discussing the topics explored in this curriculum. The learner
population will have varying levels of prior knowledge regarding historical facts as they relate to
issues of race, class and equity in the United States. However, it will be the responsibility of the
educator facilitating instruction to provide background knowledge, as well as help craft a safe
and reflective space in which to engage in learning about these challenging topics.
Description of the Learning Environment
This social justice curriculum is intended for high school students in pluralistic Jewish
day schools. Smith and Ragan (2005) note that all factors that influence, and are influenced by,
the learning that takes place make up the learning system explored in the section below. By
considering the larger, learning system in which a day school classroom exists (Smith & Ragan,
2005), the curriculum can be better curated to meet the needs of both the specific learner
population and the stakeholders who populate the larger learning environment.
Facilitator characteristics, available resources to support the implementation of the
curriculum, and intended learning environment are outlined below. Classroom size in day
schools is small compared to that of a public school classroom (Schick 2014), with an average of
13-16 students. Schools that are not day schools looking to implement this curriculum will need
to assess their respective learning environments in order to gauge what adjustments are needed to
make the curriculum impactful and effective.
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Facilitator Characteristics
The instructors who will implement the curriculum are educators of high school students
in Jewish day schools. In the most recent Educators in Jewish Schools Study (EJSS; Jewish
Education Services of North America, [JESNA], 2006), 79% of all surveyed day school teachers
were female, with 43% over the age of 50. When asked about religious affiliation, 8% of
surveyed educators identified as “Not Jewish.” The majority of those educators held positions in
general studies, teaching history, English, science or math.
The EJSS study highlights the “highly degreed” nature of day-school educators, with
more than half of the surveyed educators achieving an advanced degree (JESNA, 2006, p. 6).
While day school educators are not required to have teaching certification, 56% of those
surveyed stated they held valid non-emergency certification recognized by the state in which
they taught. The EJSS study also noted that 92% of Jewish educators working in a day school
environment had some level of formal, and informal, Jewish educational training, with 44% of
those citing their personal experience as the primary motivation for seeking employment within
the Jewish educational community (JESNA, 2006). They were not only looking to teach, but to
teach in a Jewish environment. As the study notes, “...the more and the greater variety of Jewish
educational experiences — formal and informal — in which a person engages, the more likely
s/he is to be engaged in the life of the Jewish community” (p. 9). Another important
characteristic is level of expertise; over 25% of surveyed educators were newly hired for the
2006-2007 academic year, filling existing positions.
The existing biases of educators in a Jewish setting are also present in the JESNA (2006)
survey. 76% of day school educators reported the desire to “work with students who are self-
motivated to learn,” as a primary reason for working in their current schools. The assumption
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that Jewish day school students are intrinsically motivated both highlights a stark example of
the model minority stereotype (Cheryan & Bodenhausen, 2000), and can be interpreted as an
assumption that students outside a day school environment lack the same level of motivation.
Other factors, such as small class size and the freedom it affords educators to better know, and
shape, their students were also cited, but in significantly smaller numbers.
All of these findings create a profile of an educator relatively new to the school in which
they teach, coming from similar backgrounds as their students, who actively sought out a student
population that was comfortable and known to them. Thus, engaging in curriculum that
challenges notions of race, class and bias presents unique challenges to the teachers tasked with
implementing said instruction.
Existing Curricula/Programs
While many day schools include social action and community service projects as part of
larger areas of instruction, none of the surveyed day schools have curriculum dedicated entirely
to the study of social justice. This proposed curriculum will deepen the work being done around
social justice by requiring the establishment of a semester-long course dedicated to examining
these issues. The foundational tenets present in the mission statements of surveyed day schools
serve as the philosophical underpinnings for the need to establish such a course.
Available Equipment and Technology
The social justice curriculum will be implemented in classrooms in various day schools.
While each school has varying levels of available resources, all classrooms have internet
capability, and the ability to project video. Many schools are equipped with SMART boards, and
almost all day schools have a 1:1 student to tablet or laptop computer ratio.
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Classroom Facilities and Learning Climate
Jewish day schools have an average enrollment per school of 239 students (AviChai
Census of Jewish day schools, 2014). Small class size allows for more a more personalized
learning space for learning and reflection. Teachers implementing the curriculum will arrange
their classrooms according to their needs and the needs of their students. Administrative support
will be provided by school staff and technical support will be provided by the school’s
information technology staff. While classrooms can be configured to the specific needs of
students, students should feel comfortable and safe in their learning environment. Thus, students
should participate in the curriculum in the same room throughout the course of the semester.
Educators charged with instruction will receive training utilizing the teaching guide which
accompanies the curriculum. This training, to be held before the curriculum is implemented, will
be conducted in a large, communal space on the school grounds.
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CHAPTER FOUR: THE CURRICULUM
Overall Curriculum Goal, Outcomes, and Summative Assessment
Curriculum Goal
Students are the primary stakeholders. Engaging with curriculum addressing issues of
privilege, race and meaningful civic engagement will help them achieve the goal of gaining a
deeper awareness of systemic issues of inequity. By the conclusion of the course, students will
have explored issues of equity, bias and media literacy and applied the knowledge gained to a
cumulative social justice plan and presentation. In so doing, students will deepen their awareness
and understanding of activism, social justice and issues of equity, actively bridging the gap
between the stated objectives of their school’s mission statement and the achievement of those
goals.
Curriculum Outcomes
Concept learning plays a prominent role in shaping curricular outcomes as abstract
concepts such as equity, race, bias, discrimination and activism run throughout (Smith and
Ragan, 2005). Important here is the clarification Smith and Ragan (2005) note in their discussion
of myths surrounding concept learning. Namely, they clarify that concept learning is not merely
learning the definition of a concept, but learners being able to adjust their understanding of a
concept, and apply it to their day-to-day encounters.
Curricular outcomes have been developed with specific attention paid to the attitude of
the learner population, as attitudes towards subject matter directly impact motivation,
perseverance and the choices a learner makes (Gagne,1985). On a foundational level, the
curricular outcome is rooted in the conceptual change students will experience throughout the
entire course. As Sinatra and Pintrich (2003) note, the impact learner intention and achievement
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goals have on successfully achieving conceptual change serve to highlight that affective and
cognitive learning are inexorably linked. This is important, as the cognitive and affective
domains need be viewed as interwoven, not separate entities, in order to effectively design
instruction and achieve curricular outcomes.
Due to the symbiotic relationship of the cognitive, behavioral and affective components
of attitude learning, curricular outcomes will reflect all three. By the end of this curriculum,
learners will be able to:
● Reflectively question their own understanding, assumptions and biases about issues of
race, equity and social justice explored.
● Redefine their understanding of social justice both as a concept and a priority.
● Develop media literacy skills in order to engage in guided research to gain a deeper, more
nuanced understanding of the topics explored.
● Determine ways in which they can assist in rectifying the injustices explored
Summative Assessment
In order for students to acquire a deeper understanding of the inequities present in the
United States, and the ways in which they can identify accurate sources of information about said
issues, a summative assessment must be in place to measure the attainment of this goal. This will
be achieved by learners engaging in active analysis of these inequities, questioning their own
biases and assumptions, and redefining their understanding of social justice both as a concept
and a priority. As they move through the course, students will engage in guided research to gain
deeper, more nuanced understandings of the topics investigated. More specifically, learners will
operationalize these goals and outcomes in the form of a final social justice action plan and
presentation. In this plan, students will expand their knowledge on a subject of their choice,
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utilize effective media literacy skills and display an understanding of the role they play in the
inequity explored by outlining the steps they can take to address the injustice they chose to
examine. This activity will demonstrate the evolution of a new attitude or the shedding of a
previously held orientation. In so doing, students will be better able to understand issues of social
justice in the United States and identify ways in which they can play a role in ameliorating these
injustices.
Cognitive Task Analysis (Information Processing Analysis)
In order for students to have an opportunity to achieve the stated outcomes and goals, an
information processing analysis need be conducted (Smith and Ragan, 2015). As this program is
an innovation, no experts were available. As such, this information analysis draws primarily
from the literature on instructional design and the content of literature review.
Objective
Students will deepen their awareness and understanding of activism, social justice and
issues of equity, and apply strategies to respond appropriately.
Cue
Recognition of a situation which requires a personal response.
Condition
When placed in a situation requiring students to activate the social justice skills and
perspectives they have learned.
Standards
There is no time standard for applying the strategies. The strategies should be applied
with accuracy to achieve the objective.
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Equipment
No particular equipment is required to apply the strategies for social justice.
Major Steps
Based on a review of the literature and the information processing analysis suggested by
Smith and Ragan (2005) for learning attitudes, the following tasks are suggested in order to
achieve the overarching goal of students gaining a deeper understanding of social justice issues
in the United States, and applying strategies to respond in a way that assists in addressing these
injustices.
Smith and Ragan (2005) outline a four-step analysis for attitude objectives, the primary
objective of this curricular design: (1) Evaluate the situation and consider possible courses of
action, (2) determine which course of action is valid, (3), choose that course of action and, (4)
perform that course of action. These four steps for attitude change can be applied to social justice
education as follows:
1. Students will evaluate issues of inequity and analyze the harmful impact of bias
and injustice on the world, historically and today.
2. Students will determine that engaging with these issues in a reflective and active
manner, and exploring the ways they construct their views and opinions about
these issues, are important and must be addressed.
3. Students will choose socially aware and justice-driven behavior, standing up to
exclusion, prejudice and injustice.
4. Students will behave in a manner that indicates social justice is viewed as
fundamental to their everyday lives, not optional.
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General Instructional Methods Approach
Identifying effective instructional strategies and activities that meet the needs of the
specific learner population for whom they are intended is a vital part of constructing an effective
curricular design. For this curriculum, the general approach to instruction will integrate both
student driven (generative) and teacher-facilitated (supplantive) learning (Smith and Ragan,
2005). Due to the specific characteristics present in the targeted learner population, a completely
generative instructional approach would create cognitive load in the learner, as it assumes a level
of prior knowledge and strategies for learning that do not yet exist in the students engaging with
the course. Smith and Ragan (2005) cite the importance, and impact, of finding a balance
between the mental effort required for learning, and the need to support the learners’ cognitive
processing in a way that does not overload working memory.
As the overarching goal of the curriculum is focused on the attitude of the learner,
precautions must be taken to avoid cognitive overload and reduce the responsibility generative
instruction places on the student to structure their learning (Smith & Ragan, 2005). Through the
scaffolding of information and monitoring of learner understanding, supplantive instruction
allows learners the cognitive capacity required for new skill and knowledge acquisition related to
the learning tasks (Salomon, 1979).
However, as supplantive instruction can lead to less personally meaningful learning, and
thus a reduction in the value placed on instruction by the learner, instructional equilibrium
established by the utilization of both generative and supplantive instructional strategies is
necessary.
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Description of Specific Learning Activities
Based on the review of literature, learning objectives have been established that address
multiple types of knowledge acquisition, specifically declarative, conceptual knowledge and
attitude learning. Smith and Ragan (2005) note the foundational importance of declarative
knowledge and of acquiring it within meaningful learning structures, rather than through rote
memorization.
Building, or in some cases, reshaping student declarative knowledge around the history of
issues of equity in the United States is the first step in achieving the larger learning goal. In order
to fully engage in concept learning, students must first have an understanding of the ideas and
information present in declarative knowledge, as well as the ways in which those ideas interact
with each other. Without an understanding of what characterizes a specific problem, there is no
hope of it being able to be solved. Thus, declarative knowledge provides a platform from which
students can explore the ways in which they can play active roles in rectifying some of the
injustices they will explore.
Gagne and Briggs (1979) highlight three subtypes of declarative learning, with organized
discourse being of particular relevance to this curriculum. While often discussed in relation to
the close reading of a text, for this course, organized discourse takes the shape of an awareness
and deeper understanding of the link between the declarative knowledge gained, and the ability
to make connections throughout the course, with clear understanding of the “thread of meaning”
(Smith & Ragan, 2005, p.153) that runs throughout all information explored.
As previously stated, concept learning plays a prominent role in understanding abstract
concepts such as equity, bias, discrimination and activism, concepts that run throughout the
curriculum (Smith and Ragan, 2005). Concept learning is not merely learning the definition of a
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concept, but learners being able to adjust their understanding of said concept, and apply it to their
day-to-day encounters.
Lastly, learning activities and events have been developed with specific attention paid to
the attitude of the learner population, as attitudes towards subject matter directly impact
motivation, perseverance and the choices a learner makes (Gagne,1985). On a foundational level,
the curricular outcome is rooted in the conceptual change students will experience throughout the
entire course. As Sinatra and Pintrich (2003) note, the impact learner intention and achievement
goals have on successfully achieving conceptual change serves to highlight that affect and
cognitive learning inexorably linked. This is important, as the cognitive and affective domains
need be viewed as interwoven, not separate entities, in order to effectively design instruction and
achieve curricular outcomes. Due to the symbiotic relationship of the cognitive, behavioral and
affective components of attitude learning, curricular outcomes will reflect all three.
Overview of Units
The units will be scaffolded using Smith and Ragan’s (2005) information processing
analysis for learning attitudes, and elements of the model outlined in Hackman’s (2005) five
essential components for social justice education. Units One focuses on issues of identity. Unit
Two centers on content mastery in the form of foundational social justice concepts and
vocabulary. Moving forward, Unit Three builds on the declarative knowledge gained in the first
two units, exploring intersectionality, rights and privileges. In so doing, Unit Three introduces
Hackman’s (2005) second essential social justice education component, tools for critical
thinking. This provides the foundation necessary for a more conceptual exploration of the history
behind issues of bias and equity. Unit Four centers on bias and the development of tools for
media literacy, in order for students to better understand how to locate, and utilize accurate
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information. Unit Five, the final unit, presents students the opportunity to apply their media
literacy skills using a provided case study, and guides learners in created a targeted action plan,
with an emphasis on personal reflection in order for students to better identify the value inherent
in the active pursuit of social justice. The units will also integrate elements of Krathwohl, Bloom
and Maslia’s (1964) taxonomy of educational objectives within the affective domain.
This structure will reflect the three components necessary for attitude learning: the
cognitive component, behavioral and affective components (Smith & Ragan, 2005). The
cognitive component of attitude learning focuses on the “how” of the learning objectives. The
behavioral component explores the attitudes necessary to engage in the desired behavior, in this
case, a more socially aware, and active, way of engaging with the world. Lastly, the affective
component is the “knowing why,” generating in learners the desire to operationalize and embody
this new way of pursuing social justice. All of this is contingent upon the presence of a role
model demonstrating this desired behavior, the ability to practice the desired behavior and
reinforcement of the desired behavior (Smith and Ragan, 2005). Thus the educator charged with
the task of facilitating this learning must engage in learning of their own before modeling, and
reinforcing, the desired behavior for students in an authentic way.
Course and Lesson Overview
Unit Terminal Learning Objective Assessment
UNIT 1: Identity Introduction and Overview
Identity
Using a graphic organizer, learners
will be assessed on their ability to
identify the many factors that
comprise their identity
Learners will also complete a “taping
project” interview, responding to
questions provided by the instructor.
UNIT 2:
Lesson 1: Social
Justice 101
Define and understand foundational social
justice vocabulary and concepts,
including difference between equity,
equality and access.
Learners will be assessed based on
their ability to define the meaning
and importance of foundational social
justice vocabulary, including their
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ability to articulate the meaning, and
importance, of equity, equality and
access as they relate to issues of
social justice.
UNIT 3:
Lesson 1
Intersectionality
Learners will define, and understand, the
concept of intersectionality.
Learners will be assessed on their
ability to define and understand the
concept of intersectionality.
Lesson 2
Rights and
Privileges
Learners will define and articulate the
differences between privileges and rights,
in order to better analyze the effects of
oppression and marginalization on voting
rights in the United States.
Learners will be assessed on their
ability to define and articulate the
differences between privileges and
rights, as present in the effects of
oppression and marginalization on
voting rights in the United States.
UNIT 4:
Lesson 1
Bias
Learners will identify biases, opinions and
value-judgments, and they influence they
hold, in order to better understand issues
of equity.
Learners will be assessed on their
ability to identify biases, opinions
and value-judgments that prevent an
understanding of issues of inequity
and oppression.
Lesson 2
Media Literacy
Learners will identify critical thinking and
media literacy skills in order to more
accurately find reliable information and
gain a more complex understanding
regarding issues of equity.
Learners will be assessed on their
ability to identify critical thinking and
media literacy skills in order to more
accurately find reliable information
and gain a more complex
understanding regarding issues of
equity.
UNIT 5:
Lesson 1
Investigation
Using voting rights as a case study,
learners will research and analyze a
contemporary issue of inequity, explore
historical attempts to resolve the issue,
articulate contributing factors and gain
practice, and a deeper understanding, of
how to engage with the news media, in
order to gain a more nuanced
understanding of the topic being explored.
Using voting rights as a case study,
learners will be assessed on their
ability to research and analyze a
contemporary issue of inequity,
explore historical attempts to resolve
the issue, articulate contributing
factors and gain practice, and a
deeper understanding, of how to
engage with the news media, in order
to gain a more nuanced understanding
of the topic being explored.
Lesson 2
Action
Given the opportunity to research
contemporary inequities, learners will
generate and present a social justice
action plan.
Using a rubric, learners will be
assessed based on their ability to
create and present a well-researched
and organized social justice action
plan, addressing the inequity they
identified.
Lesson 3
Reflection
Revisiting their original “taping project”
interviews, learners will identify ways in
which their understanding of issues of
equity and social justice have shifted
since the start of the course.
Learners will be assessed based on
their ability to identify ways in which
their understanding of issues of
equity and social justice have shifted
since the start of the course. This will
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been showcased in a reflection of
their original “taping project”
interviews, and a reflection essay.
Unit 1, Lesson One: Identity
Terminal Learning objective. Learners will analyze what shapes identity, articulating
the differences between individual and group identity.
Prerequisite analysis (enabling learning objectives).
● Understand the definition of individual and collective identity.
● Understand the composition of identity is made up of both internal and external
characteristics.
● Understand that much of identity is a social construct.
● Identify biases and assumptions held regarding the identity of others (indirect
self-report).
Learning activities.
● After introduction and attention activities, assess prior knowledge of the concept
of identity, and its contributing factors.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Expand declarative knowledge around the social construct of identity.
● Model how to explore identity construction, highlighting effective ways to gain a
more complex perspective.
● Provide opportunities for practice and feedback.
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● Model the procedure for employing critical analysis and careful consideration of
the ways in which identity is constructed.
● Provide practice and feedback for employing critical analysis and careful
consideration of issues of identity.
● Determine that engaging with the foundational issue of identity is relevant and
foundational to exploring social justice issues, and the ways learners construct
their views and opinions around these issues.
● Model how to analyze the connection between identity and issues of power and
oppression.
● Provide opportunities for practice and feedback.
● Provide opportunities to transfer their knowledge and skills to examine their own
identity and the assumptions they make about others.
Learning assessment. Using a graphic organizer, learners will be assessed on their
ability to articulate the many factors that comprise their identity.
Unit 2: SOCIAL JUSTICE 101
Unit 2, Lesson 1
Terminal objective. Integral to the creation of the final capstone project and reflection,
learners will define and understand foundational social justice vocabulary.
Prerequisite analysis.
● Understand foundational social justice vocabulary, including the difference
between equity and equality
● Engage prior knowledge of definitions explored.
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● Determine that engaging with social justice issues, and exploring ways they
construct their views and opinions around these issues, is important and must be
addressed.
Learning Activities.
● After introductions and attention activities, assess prior knowledge of social
justice vocabulary, including the the meaning of inequity and injustice
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
Assessment. Learners will be assessed based on their ability to articulate the meaning,
and importance, of foundational social justice vocabulary. The vocabulary and concepts defined
in this unit will be integral in the creation of the learner’s capstone project and reflection.
Unit 3, Lesson 1
Terminal Objective. Learners will define, and understand, the concept of
intersectionality in order to explain the definition, and importance, to someone new to the
concept.
Prerequisite Analysis.
● Recognize people have multiple identities, which interact to create unique and complex
individuals.
● Teach any necessary prerequisite knowledge by providing definitions and examples and
non-examples.
● Understand that identity is comprised of membership in multiple groups in society.
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● Develop language that accurately identifies their membership in multiple identity groups.
● Develop historical and cultural knowledge that identifies their membership in multiple
identity groups.
● Recognize traits of the dominant culture, their home culture and other cultures and
understand how they negotiate their own identity in multiple spaces.
● Recognize their own multiple identities, and the identities of others, which interact to
create unique and complex individuals.
Learning Activities.
● Expand declarative knowledge about the definition of intersectionality and the history of
race in the United States
● Provide opportunities for practice and feedback.
● Model the procedure for employing critical analysis and careful consideration of issues
related to intersectionality, race and ethnicity.
● Provide practice and feedback for employing critical analysis and careful consideration of
issues related to intersectionality, race and ethnicity.
● Model how to analyze the effects of race, ethnicity and intersectionality, exploring what
alternatives exist to current views on the issues being discussed.
● Provide opportunities for practice and feedback.
● Expand declarative knowledge around the history of intersectionality in the United States
● Model how to explore methods of personal information gathering, identifying more
effective ways to gain a more complex perspective.
● Provide opportunities for practice and feedback.
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● Provide opportunities to transfer their knowledge and skills to examine their own
example of intersectionality
Assessment: Learners will be assessed on their ability to explain the definition and importance
of intersectionality to someone new to the concept.
Unit 3, Lesson 2
Terminal Objective. Learners will define and articulate the differences between
privileges and rights, in order to better analyze the effects of oppression and marginalization on
voting rights in the United States.
Prerequisite Analysis.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Develop an awareness of the differences between rights and privileges
● Recognize the misuse of power as it relates to the constraint on human and legal
rights of people and groups in the United States.
● Identify the ways in which privileges and rights are granted, or denied, to various
groups in the United States.
● Understand dominant-group privilege and the ways in which those in power are
taught to see their lives and privilege as “the norm.”
● Engage prior knowledge of the events explored
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Learning Activities.
● Expand declarative knowledge about the definition of rights and privileges as they
relate to issues of human and legal rights in the United States.
● Provide opportunities for practice and feedback.
● Model the procedure for employing critical analysis and careful consideration of
issues related to rights, privileges and marginalization.
● Provide practice and feedback for employing critical analysis and careful
consideration of issues related to rights, privileges and marginalization.
● Model how to analyze the effects of oppression and marginalization, as they relate
to privileges and rights, exploring what alternatives exist to current views on the
issues being discussed.
● Provide opportunities for practice and feedback.
● Model how to explore methods of personal information gathering, identifying
more effective ways to gain a more complex perspective.
● Provide opportunities for practice and feedback.
Assessment: Learners will be assessed on their ability to define and articulate the differences
between privileges and rights, as present in the effects of oppression and marginalization on
voting rights in the United States.
Unit 4, Lesson 1
Learning Objective. Learners will identify biases, opinions and value-judgments, and
they influence they hold, in order to better understand issues of inequity.
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Prerequisite analysis.
● Model how to explore methods of personal information gathering, identifying
more effective ways to gain a more complex perspective.
● Define and understand the concepts of bias, confirmation bias, stereotypes and
assumptions.
● Develop an awareness of what constitutes bias.
● Provide opportunities for practice and feedback.
Learning activities.
● Teach any necessary prerequisite knowledge by providing examples and non-
examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Provide opportunities to transfer their knowledge and skills to examine examples
of bias.
● Identify the ways in which bias, opinions and value judgements inform decision
making and an understanding of social issues.
Assessment. Learners will be assessed on their ability to identify biases, opinions and
value-judgments that prevent an understanding of issues of inequity and oppression.
Unit 4, Lesson 2
Terminal Objective. Learners will identify critical thinking and media literacy skills in
order to more accurately find reliable information and gain a more complex understanding
regarding issues of equity.
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Prerequisite Analysis.
● Identify the ways in which bias, opinions and value judgements inform decision
making and an understanding of social issues.
● Understand the role that confirmation bias, stereotyping, and other cognitive
biases plays in how interpret events, news, and information are interpreted.
● Explore the impact of social media on the traditional news cycle, and understand
the role it can play in influencing public opinion and the press.
● Identify the ways in which bias, opinions and value judgements inform decision
making and an understanding of social issues.
● Develop tools for evaluating news sources.
● Identify how to gather factual information, how to place the information within
the appropriate historical context, and macro-to-micro content analysis.
Learning Activities.
● Teach any necessary prerequisite knowledge by providing examples and non-
examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Model how to explore methods of personal information gathering, identifying
more effective ways to gain a more complex perspective.
● Provide opportunities for practice and feedback.
● Provide opportunities to transfer their knowledge and skills to examine news
sources.
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Assessment: Learners will be assessed on their ability to identify critical thinking and
media literacy skills in order to more accurately find reliable information and gain a more
complex understanding regarding issues of equity.
Unit 5: Investigation, Action, Reflection
Unit 5, Lesson 1
Learning Objective. Using voting rights as a case study, learners will research and
analyze a contemporary issue of inequity, explore historical attempts to resolve the issue,
articulate contributing factors and gain practice, and a deeper understanding, of how to engage
with the news media, in order to gain a more nuanced understanding of the topic being explored.
Prerequisite analysis.
○ Model how to explore methods of information gathering, identifying effective
ways to gain a more complex perspective.
○ Recognize, describe and distinguish unfairness and injustice at different levels of
society
○ Identify ways in which bias, opinions and value judgements inform decision
making and an understanding of social issues.
○ Model how to verify reliable sources of information.
○ Analyze and evaluate text for credibility, point of view, values, varying
interpretation, and the context in which they are made, including institutional and
economic contexts.
Learning activities.
○ Teach any necessary prerequisite knowledge by providing examples and non-
examples.
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○ Provide opportunities for learners to generate their own examples and non-
examples.
○ Provide opportunities to transfer their knowledge and skills to examine credible
sources as they relate to voting rights in the United States.
○ Provide opportunities for learners to determine central ideas or themes of a text
and analyze their development.
○ Provide opportunities for learners to summarize the key supporting details and
ideas.
○ Provide opportunities for learners to evaluate an argument and specific claims in a
text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
○ Provide opportunities for learners to generate their own examples and non-
examples.
Assessment. Using voting rights as a case study, learners will be assessed on their ability
to research and analyze a contemporary issue of inequity, explore historical attempts to resolve
the issue, articulate contributing factors and gain practice, and a deeper understanding, of how to
engage with the news media, in order to gain a more nuanced understanding of the topic being
explored.
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Unit 5, Lesson 2
Learning objective. Using a rubric, students will generate and present a social justice
action plan.
Prerequisite analysis.
● Expand declarative knowledge around the history of race, class and equity in the
United States
● Provide opportunities for practice and feedback.
● Model the procedure for employing critical analysis and careful consideration of
issues of inequity.
● Provide practice and feedback for employing critical analysis and careful
consideration of issues of oppression.
● Model how to analyze the effects of power and oppression, exploring what
alternatives exist to current views on the issues being discussed.
● Provide opportunities for practice and feedback.
● Model how to explore methods of information gathering, identifying more
effective ways to gain a more complex perspective.
● Provide opportunities to transfer their knowledge and skills to examine their own
example of inequities.
● Model how to verify reliable sources of information.
● Analyze and evaluate text for credibility, point of view, values, varying
interpretation, and the context in which they are made, including institutional and
economic contexts.
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Learning activities.
● Analyze and evaluate text for credibility, point of view, values, varying
interpretation, and the context in which they are made, including institutional and
economic contexts.
● Model examples of effective plans of action
● Reinforce any necessary prerequisite knowledge by providing examples and non-
examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Create action plans that addresses bias and injustice and evaluate what strategies
are most effective.
● Provide opportunities to transfer their knowledge and skills to examine credible
sources as they relate to an issue of inequity present in the learner’s community.
● Provide opportunities for learners to generate a social justice action plan that
addresses a specific issue of inequity present in their community.
● Provide opportunities for learners to present and summarize the action plan they
have created.
Assessment. Using a rubric, learners will be assessed based on their ability to create and
present a well-researched and organized social justice action plan, addressing the inequity they
identified.
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Unit 5, Lesson 3
Learning objective. Revisiting their original “taping project” interviews, learners will
identify ways in which their understanding of issues of equity and social justice have shifted
since the start of the course.
Prerequisite Analysis.
● Provide opportunities for practice and feedback.
● Provide practice and feedback for employing critical analysis and careful
consideration of issues of oppression.
● Model how to analyze the effects of power and oppression, exploring what
alternatives exist to current views on the issues being discussed.
● Model the procedure for employing critical analysis and careful consideration of
issues of inequity.
● Provide opportunities for practice and feedback.
● Model the procedure for reflecting on the growth of personal attitudes and values.
● Provide practice and feedback for reflecting on the growth of personal attitudes
and values.
Learning activities.
● Participate in a range of conversations around issues of social justice, building on
others’ ideas and expressing their own clearly and persuasively.
● Reflect on the growth of personal attitudes and values, as they relate to social
justice.
● Identify influences on the formation of their attitudes towards social justice and
issues of equity.
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
● Identify and describe how a range of perspectives can contribute to enhancing a
co-operative group activity
● Demonstrate a commitment to social justice-driven behavior.
● Acknowledge areas of growth that still remain in regards to changes in attitude
needed to address injustice and inequity.
Assessment. Learners will be assessed based on their ability to identify ways in which
their understanding of issues of equity and social justice have shifted since the start of the course.
This will be showcased in a reflection of their original “taping project” interviews, and a
reflection essay.
Scope and Sequence Table
I = Introduced R = Reinforced M = Mastered
Units
By the end of
this curriculum,
students will be
able to:
Over
view
Unit 1
L1
Identity
Unit 2
L1
Social
Justice
101
Unit 3
L 1
Intersecti
onality
Unit 3
L2
Rights/
Privileges
Unit 4
L1
Bias
Unit 4
L2
Media
Literacy
Unit 5
L1
Inves-
tigation
Unit 5
L2
Action
Unit 5
L3
Reflectio
n
Explore racial
and
socioeconomic
disparities in the
United States.
R R R R R R M
Engage in active
analysis of the
role they play in
the inequities
explored.
R R R R R R M
Determine ways
in which they
can assist in
rectifying the
injustices
explored.
I R R R R M
Reflectively I R R R M
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
question their
own
understanding,
assumptions and
biases about
issues of race,
equity and social
justice explored.
Redefine their
understanding of
social justice
both as a concept
and a priority.
I R R R R R R R R M
Develop media
literacy skills in
order to engage
in guided
research to gain
a deeper, more
nuanced
understanding of
the topics
explored
I R R R R M
Delivery Media Selection
There is a propensity to embrace newer forms of media under the assumption their
utilization will lead to significantly increased learning and performance (Clark, Yates, Early, &
Moulton, 2010). However, Clark et al. (2010) describe media as tool for delivering instruction,
but note the lack of evidence supporting media as an influencer on motivation and learning. Even
when the correct media have been chosen, without employing appropriate instructional
strategies, media does little to increase or affect the learning process.
Taking into consideration Clark et al.’s (2010) assertion that providing a variety of media
options doesn’t improve learning, the chosen media will be integrated into the curriculum in a
way that aligns with instruction. Media will include PowerPoint slides, video clips, readings
from books, articles and online periodicals as well as instructor presentations and student
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
facilitated discussion. Due to the age of the learner, and the complexity of the learning task all
instruction will be conducted in person, as will all student and instructor-led discussions.
Key Considerations in Choosing Media
In order to choose the media that most effectively provides the type, amount, timing and
control of methods that best support the cognitive processing required for learning (Clark et al.
2010), three key elements should be considered; conceptual authenticity, immediate feedback
and special sensory requirements (Clark, Bewley, & O’Neil, 2006, p. 136).
Conceptual authenticity focuses on whether the correct conditions are present for learners
to apply new learning (Clark, Bewley, & O’Neil, 2006). Of equal import is immediate feedback,
which encompasses both observation and corrective feedback given, in this case, by the
instructor as learners engage in complex practice. The feedback must be both precise and timely
in order to be effective (Clark et al., 2006). This factor is particularly important to this
curriculum, as will be highlighted in the table below. Lastly, consideration must be given to any
senses the curriculum will access and make sure media selection supports any senses, in addition
to the visual and aural senses media are normally directed towards (Clark et al., 2006).
Transformative learning theory, a theoretical foundation for this curriculum, requires the
learner shift their meaning perspective, the structure of assumptions within which one’s past
experience processes and transforms new experience (Mezirow, & Taylor, 2011). Additionally,
one of the learner challenges cited earlier in this design, is that of engaging in praxis, or “moving
back and forth in a critical way between reflecting and acting on the world.” (Breunig, 2005; K.
M. Brown, 2004, p. 96; Iverson & James, 2013). In order for either of these vital elements of
attitude learning to occur, media must address the specific sensory requirements inherent in this
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
kind of knowledge acquisition. The below table outlines ways in which these three factors are
being considered for this curriculum.
Table 2
Instructional Delivery Options
Synchronous
(Live) Instructor
onsite
Synchronous
(Live) Instructor
on Online
Platform
Mix of
Synchronous
Instructor with
Asynchronous
Computer-based
Tutorial
Asynchronous
Computer-based
Tutorial on
Online Platform
Authenticity:
Can both a
distance (online
or blended) and a
classroom (face-
to-face) platform
simulate all of
the necessary
conditions in the
job setting where
the learner will
apply their skills
and knowledge?
Yes - a live
instructor and
classroom setting
provides for
activities that
enhance
transformative
learning
experiences.
Media must be
selected that assists
in creating an
authentic and
realistic
environment in
which learners
apply new
learning.
No- an online
platform cannot
provide for
activities that
enhance
transformative
learning
experiences.
No- a blended
platform cannot
provide for
activities that
enhance
transformative
learning
experiences. The
use of mixed
instruction will
contribute to
cognitive overload
for learners,
preventing the
application of new
knowledge.
No-an
asynchronous
computer-based
online platform
cannot provide for
activities that
enhance
transformative
learning
experiences.
Immediate Yes- Immediate, No- This platform No- Specific to No- Specific to
feedback: precise feedback is cannot provide the attitude learning, attitude learning,
Can both required. type of immediate timely feedback timely feedback
platforms Observation and corrective from peers and from peers and
provide the corrective feedback feedback and instructors instructors
required must both be given information directly affects directly affects
immediate in a timely manner. needed to achieve attitudinal change attitudinal change
(synchronous) learning and learning. and learning.
and delayed objectives.
(asynchronous)
information and
corrective
feedback needed
to achieve
learning
objectives?
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Special sensory
requirements:
Can both
platforms
provide the
necessary
sensory mode
information
(visual, aural,
kinesthetic,
olfactory, tactile)
required to
achieve all
learning
objectives?
No- Visual and
auditory senses
will be the
dominant senses
addressed by
media.
Additional senses
will be engaged as
learners confront
their own biases,
assumptions, past
experiences and
meaning
perspectives.
No-Visual and
auditory senses
will be the
dominant senses
addressed by
media.
No-Visual and
auditory senses
will be the
dominant senses
addressed by
media.
No-Visual and
auditory senses
will be the
dominant senses
addressed by
media.
General Instructional Platform Selection
Synchronicity is necessary, as synchronous feedback is vital in the acquisition of
complex knowledge (Clark, Bewley, & O’Neil, 2006), as is the case with the attitude learning
central to this curriculum. Clark et al. (2006, p. 137) describe complex knowledge as “requiring
the integration and performance of task-specific skills, markedly different than mere recall of
definitions, concepts and processes.” Because the acquisition of complex knowledge requires
whole-task practice (Clark et al., 2010), high school student learners targeted for this curriculum
need in-person instruction, as it is vital in providing the immediate feedback, real-time
observation and guidance required.
Specific Media Choices
As previously stated, media will include PowerPoint slides, video clips, readings from
books, articles and online periodicals as well as instructor presentations and student facilitated
discussion.
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Table 3
Specific Media Choices
Selected Media Purpose Benefit
Instructors ● Provide real-time observation
● Provide timely visual and verbal
feedback
● Provide examples that connect
prior knowledge to similar new
information
● Communicate learning objectives
● Introduce foundational terms,
concepts and definitions
● Model the attitude, knowledge,
skills, and behaviors students are
expected to learn
● Introduce skills and/or material
considered personally relevant to
the learner
● Provide students analogies and
examples that relate their relevant
prior knowledge to new learning
(Merrill, 2002)
● Offer clear and complete
demonstrations of how to perform
key tasks and solve authentic
problems
● Provide frequent practice
opportunities to apply what is
being learned
● Both during and after instruction,
require that students practice,
including both the practice of
small chunks of larger tasks and
applying as much of what is
learned as possible to solve larger,
complex problems (Merrill, 2002).
● Students learn better
when new terms are
learned before
introducing complex
processes, principles, or
procedures (Mayer,
2001)
● A great deal of learning
is gained through
observation (Denler,
Wolters, and Benzon,
2013)
● Modeling assists in the
acquisition of novel
behaviors (Denler et al.,
2013)
● Learning is a result of
watching new behavior
and consequences of
models in the
environment (Denler et
al., 2013, p. 4.)
● Timely observation and
verbal feedback assist in
building learner self-
efficacy (Denler et al.,
2013)
PowerPoint
presentations
● Organize new information and
connections
● Utilizes outlines, headings, pointer
words and graphic organizers
● Provide overview and structure for
individual lessons and the course
as a whole
● Use examples of concepts,
processes and principles required
to gain conceptual knowledge
● Helps learner build an
organized structure in
which to learn
● Directs the learner to
relevant information,
helping prevent
cognitive overload
● Organize concepts,
processes, and principles
necessary to perform a
task or solve a problem
(Clark, 2004, 2006)
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
● Will use Mayer’s
Multimedia Design
Principles (2011) as
foundation for slide
creation
Video clips ● Provide demonstrations
● Provide students examples that
relate their relevant prior
knowledge to new learning
(Merrill, 2002)
● Offer clear and complete
demonstrations of how to perform
key tasks and solve authentic
problems
Knowledge and instruction
should be taught in
environments that reflect the
application environment as
much as possible (De Corte,
2003, Masui & De Corte, 1999).
Because the homogenous
student body of the learner
population makes instruction in
an environment reflective of the
application environment
impossible, the use of video will
help provide examples, voices
and stories that are intended to
provide some familiarity and
access in order to highlight the
importance of relevant cues.
Selected readings ● Provide students examples that
relate their relevant prior
knowledge to new learning
(Merrill, 2002)
● Introduce skills and/or material
considered personally relevant to
the learner
Readings will primarily be first
person accounts and primary
source material. The use of these
readings will:
● Increase motivation,
interest and value in
learners by providing
clear rationale for
achieving the learning
objective
● Effectively highlight the
reasons for learning and
the risks inherent in the
failure to learn and
transfer new knowledge
(Clark, 2004, 2006)
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN
Implementation of the Course
Innovative instructional design requires the creation of new content, new insight and new
ways to motivate and engage learners (Smith & Ragan, 2005). However, if the creation, intention
and application is limited only to the creator, serious limitations, both in assessment and
implementation, will result (Smith & Ragan, 2005). As Smith and Ragan (2005) note, successful
implementation of innovative instructional design requires that administration and educators
must acknowledge the problem the innovation addresses, be in favor of the innovation as an
effective solution to the problem, and see themselves as active, effective stakeholders in the
implementation of the innovation. As this curriculum addresses social justice education in a
novel and challenging way, careful attention must be paid to the dissemination, adoption and
integration of the course in order for it to successfully achieve its objectives.
Using Smith and Ragan’s (2005) stages for the adoption of innovative curriculum, the
first phase of successful curricular adoption is awareness; having both exposure to, and an
awareness of, said curriculum. To address this stage, the curriculum developer, or lead teacher in
charge of implementing the course, will meet with school administration to generate a shared
vision regarding the goals of the curriculum. This will also provide administration an opportunity
to share organizational concerns regarding challenges they feel exist, or might arise, throughout
the dissemination of the course.
A required professional development session will address Smith and Ragan’s (2005)
second stage of adoption, that of interest. Different that awareness, which will hopefully build in
this second stage, interest manifests in stakeholders wanting to learn more about the innovation
being introduced. During this initial session, all staff, including educators who will be
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facilitating this social justice curriculum, will participate. Smith and Ragan (2005) warn that this
stage can see stakeholders develop negative or positive feelings towards the innovation. Holding
this session before the course begins allows educators to feel as though their concerns are heard
and provides administration and the curriculum developer an opportunity to respond to teacher
feedback. In so doing, the third stage of adoption, evaluation (Smith & Ragan, 2005), is also
touched upon. Participants will attend a professional development session midway through the
course and again at the course’s conclusion. These sessions will also serve to address the trial
stage of the adoption process, giving the implementing educators the opportunity to evaluate
their experience, and the experience of the learners (Smith & Ragan, 2005). It will also provide
an opportunity to offer up support, praise, feedback and encouragement to participating staff.
The fifth stage, adoption, is the curriculum itself, comprised of five units. Each unit
contains multiple forms of assessment designed to meet the particular needs inherent in
achieving attitude learning objectives. These assessment tools for learners range from an initial
personal interview project, journal entries reviewed each class by the instructor, a cumulative
social justice project, reflection essay and summative anonymous survey required of all students.
Additionally, the professional development session held midway through the course will provide
the curriculum developer, or facilitator of the session, the opportunity to solicit feedback from
implementing educators, noting both positive and negative responses in order to improve the
curriculum as it moves into the final stage, integration (Smith & Ragan, 2005).
Implementation of the Evaluation Plan
Curriculum Purpose, Need and Expectations
Intended for high school students in a Jewish day school setting, this curriculum
addresses issues of privilege, equity and meaningful civic engagement. By the course’s
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conclusion, students will deepen their awareness and understanding of activism, social justice
and issues of equity.
The need for this curriculum is acute. Current social justice curriculum intended for a
Jewish day school population lives predominantly online and perpetuates a white, Jewish-
centered, lens through which issues of social justice are viewed. While existing curriculum
endeavors to engage learners in building awareness of the fight for civil rights, and a tacit
exploration of inequality in America, the attempts remain mired in the historical, rooting issues
of race and class in past, as opposed to grounding them in the present. The resources utilized in
the prior attempts explored focus almost exclusively on the Jewish experience. In so doing, they
ignore the intricacies and nuances the role whiteness, power and privilege played, and continue
to play, in Jewish perspectives of, and involvement in, social action.
Expectations for this curriculum are rooted in concept and attitude learning, which play a
prominent role in understanding abstract concepts such as equity, bias, discrimination and
activism (Smith & Ragan, 2005). Concept learning is not merely learning the definition of a
concept, but guiding learners in adjusting their understanding of said concepts, and applying this
new understanding to their day-to-day encounters. Learning activities and events have been
developed with specific attention paid to the attitude of the learner population, as attitudes
towards subject matter directly impact motivation, perseverance and the choices a learner makes
(Gagne, 1985).
Evaluation Framework
Kirkpatrick and Kirkpatrick’s (2016) New World Kirkpatrick Model informed this
implementation and evaluation plan. The Model originated from Kirkpatrick’s Four Level Model
of Evaluation (Kirkpatrick & Kirkpatrick, 2006) and states that all evaluation plans begin with
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identifying organizational goals, working backwards to better respond to those goals in a way
that is clear and closely aligned. The New Kirkpatrick Model (2016) suggests this backwards
planning during the planning phase of programmatic development, which speaks to the needs
Smith and Ragan (2005) highlight in the adoption process of innovative curricular design.
The new model begins with Level 4, focusing on whether targeted organizational
outcomes have been met due to the training and support provided (Kirkpatrick & Kirkpatrick,
2016). The authors note this level is often misunderstood as those implementing new curriculum
define results only through the lens of their own, immediate team or department, rather than
measuring success from an, all-school perspective. The clarity regarding Level 4 results is
imperative. Kirkpatrick and Kirkpatrick (2016) state that this is often a combination of stated
organizational purpose and mission, which is of particular relevance for this curriculum as it
seeks to bridge the gap between the stated mission of surveyed day schools (See Appendix C)
and an organizational outcome that matches the mission’s intent.
Level 3 focuses on the practical application of what participants learned during training.
This level is comprised of critical behaviors; actions the key stakeholders will need perform in
order to reach targeted outcomes. Critical behaviors are identified as those integral to achieving
organizational success. This success is predicated upon the alignment of what is learned during
training with critical behaviors and leading indicators (Kirkpatrick & Kirkpatrick, 2016). Level 3
focuses on what the Kirkpatrick Model (2016) refers to as required drivers, “processes and
systems that reinforce, monitor, encourage and reward the performance of critical behaviors” (p.
14). Simply relying on training to generate optimal performance is not enough. Utilizing drivers
that reinforce knowledge, skills and performance with support systems have a significantly
higher rate of success (Kirkpatrick & Kirkpatrick, 2016).
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Level 2 of the model focuses on the level of knowledge, skills, attitude and commitment
attained by participants (Kirkpatrick & Kirkpatrick, 2016). Newly introduced in Level 2 of the
model, confidence and commitment assist in closing the gap between learning and behavior, of
particular relevance to curriculum focused on attitude and concept learning. Learning
components present in Level 2 also echo Hackman’s (2005) five elements of social justice
education, moving from declarative knowledge to procedural knowledge while acknowledging
the value inherent in mastering the intended skills, knowledge, attitude and commitment
(Kirkpatrick & Kirkpatrick, 2016).
Level 1 is what Kirkpatrick (2016) refers to as “the customer service measurement” of
training (p. 17). This level encompasses the degree to which participants find the training
engaging and relevant. While some trainers refer to Level 1 as “smile sheets” or “happiness
ratings” (Kirkpatrick, 2006, p. 6), Kirkpatrick cautions against dismissing the value inherent in
measuring participant reaction. Without gauging, and responding to, participant satisfaction,
there is no hope for continued implementation.
Level 4: Results and Leading Indicators
All training is performed in order to achieve results. Kirkpatrick and Kirkpatrick (2016)
note that training becomes an empty exercise if it’s contribution to the desired results is not
demonstrated and recognized by stakeholders (Kirkpatrick & Kirkpatrick, 2016). Connecting
training, performance and results is crucial for mission-focused programs, such as this
curriculum. In order to ensure successful implementation, understanding an organization’s Level
4 results, and key leading indicators, is key.
Kirkpatrick and Kirkpatrick (2016) outline leading indicators as short-term observations
and measurements that let evaluators know that key critical behaviors are occurring in order to
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achieve the desired programmatic results. Indicators can be internal, intended for students, staff,
administration and curriculum developer, or external, visible to parents, school board of
directors, and other academic institutions interested in the success of the curriculum. Table 3
outlines suggested internal and external outcomes to be used for measuring leading indicators.
The table also includes proposed metrics for data collection and the methodology used in the
data collection process to determine if the training has assisted in achieving the stated outcomes.
Table 4
Indicators, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increased school-wide
commitment to social justice
activities, curriculum and
mindset
Use of data collected from staff
surveys.
Surveys, completed by
administration and staff,
administered before the class, after
the class, and a year after students
participated in the course.
Increased dissemination of
information around social
justice-focused work being
done on campus.
Presence of articles, press releases,
parent letters, staff meetings and
school-wide bulletins.
Compare former and current
presence of information in school
newsletters, bulletins, press
coverage and communication with
parents, regarding social justice-
related activities.
Increased commitment by
administration and staff to
professional development
around issues of social
justice education
Use data collected from staff
surveys
Surveys, completed by staff who
implemented the social justice
course, administered before the
class, after the class, and a year
after students participated in the
course.
Internal Outcomes
Increase student
commitment to meaningful,
sustained social justice work
Number of students who display
investment and participation in
social-justice oriented activities, as
compared to previous involvement.
Surveys administered at the
conclusion of the class, six months
after the class has ended and a year
after students participated in the
course.
Increase media literacy
skills for participating
students.
Use data collected from staff
surveys focused on the utilization
of, and facility with, media literacy
skills in students non-social justice
oriented courses.
Surveys, completed by staff who
did not teach the social justice
course, administered after the
class has ended and a year after
students participated in the course.
Increase teacher interest and
motivation in course
participation
Use data collected from staff
surveys
Surveys will be administered
during the three planned
professional development sessions:
before the course begins, midway
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
through the course and at the
course’s conclusion. The survey
will be administered to all
attending administration and staff,
including those not actively
involved with the implementation
of the course.
Decrease teacher frustration
with limited,
underdeveloped,
unsupported social justice
curriculum
Use data collected from staff
surveys
Surveys will be administered
during the three planned
professional development sessions:
before the course begins, midway
through the course and at the
course’s conclusion. The survey
will be administered to all
attending administration and staff,
including those not actively
involved with the implementation
of the course.
Increase administrative
awareness of the
importance, and appearance,
of well-planned, intentional
social justice curriculum
Use data collected from staff
surveys
Surveys will be administered
during the three planned
professional development sessions:
before the course begins, midway
through the course and at the
course’s conclusion. The survey
will be administered to all
attending administration and staff,
including those not actively
involved with the implementation
of the course.
Level 3: Behavior
Critical behaviors. Level 3 identifies the degree to which participants transfer the
information they learned during their training (Kirkpatrick & Kirkpatrick, 2016). For the purpose
of this curriculum, the participants are identified as the high school students engaging in the
course. Expectations for this curriculum are rooted in concept and attitude learning, which play a
prominent role in understanding abstract concepts such as equity, bias, discrimination and
activism (Smith & Ragan, 2005). Thus, the critical behaviors identified here reflect the cognitive,
behavioral and affective component upon which this curriculum is based. While some of the
critical behaviors will not be measurable immediately following the course; the development of a
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
real and lasting commitment to social justice will not be solidified by the end of one course, there
are specific, observable skills that can be identified (Kirkpatrick & Kirkpatrick, 2016).
As a result of this curriculum, learners will be able to perform five critical behaviors. The
first critical behavior is that learners will understand, and be able to explain, the meaning and
importance of foundational social justice vocabulary and concepts. The second critical behavior
is defined by learners identifying, and questioning, the biases, assumptions and value-judgments
they hold about issues of equity and social justice. The third behavior is that of learners
employing critical thinking and media literacy skills to identify reliable information, thus gaining
a more complex understanding regarding issues of equity. The final critical behavior sees
learners choosing socially aware and justice-driven behavior, standing up to exclusion, prejudice
and injustice.
Table 4 outlines these critical behaviors, as well the metrics, method of data collection
and timing in which the evaluation of stated critical behaviors will take place.
Table 5
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
Explain to others the
meaning and
importance of
foundational social
justice 100% of the
time. opportunity.
Observational data,
collected in class, from
appropriate
administration, teachers
or support staff.
During History, English
and any other relevant
classes, teachers, admin or
support staff will observe
student presence, and
utilization, of social
justice concepts and
vocabulary, when engaged
in class discussion or
assignments.
Observations will
take place at the
teacher’s discretion.
Observation forms
will be provided, both
in hard copy, and
online.
Observations will be
submitted midway
through the semester
immediately
following the social
justice course, and at
the semester’s
conclusion.
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
This evaluation can
also take place during
the latter two
professional
development sessions
held during the
implementation of the
social justice
curriculum.
Employ critical
thinking and media
literacy skills to
identify reliable
information 100% of
the time.,
Observational data,
collected from
appropriate
administration, teachers
or support staff.
During History, English
and other relevant classes,
teachers, admin or support
staff will observe student
implementation of
appropriate media literacy
and critical thinking skills
in class discussion or
assignments.
Observations will
take place at the
teacher’s discretion.
Observation forms
will be provided, both
in hard copy, and
online.
Observations will be
submitted midway
through the semester
immediately
following the social
justice course, and
again at the
semester’s
conclusion.
This evaluation can
also take place during
the latter two
professional
development sessions
held during the
implementation of the
social justice
curriculum.
Choose socially
aware and justice-
driven behavior,
standing up to
exclusion, prejudice
and injustice 100%
of the time.
Observational data,
collected from
appropriate
administration, teachers
or support staff.
Teachers, admin or
support staff will submit
observation forms noting
examples of social-justice
driven behavior.
Observations will
take place at the
teacher’s discretion.
Observation forms
will be provided, both
in hard copy, and
online.
Observations will be
submitted midway
through the semester
immediately
following the social
justice course, and
again at the
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
semester’s
conclusion.
To better observe
desired behaviors,
schools should seek to
provide year-round
opportunities for
students to engage in
activities that allow
students to implement
the skills learned, and
their commitment to
social justice. This
could include
activities such as
service learning trips
and projects, all-
school town halls,
assemblies and school
clubs.
Required drivers. Kirkpatrick and Kirkpatrick (2016) note the importance of required
drivers to provide the support and accountability necessary to successfully reinforce, monitor and
encourage the performance of critical behaviors. Table 5 identifies the required drivers necessary
to ensure the transfer of knowledge after the conclusion of the course.
Table 6
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Offer optional speaker events,
workshops and service learning
opportunities that allow learners to
display, and strengthen, critical
behaviors.
Ongoing 1, 2, 3
Offer optional professional
development to educators on how to
provide positive feedback, and
empower learners.
Ongoing 2
Encouraging
Teachers will offer positive
encouragement to learners based on the
critical behaviors they display in class.
Ongoing 2, 3
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Ensure that positive feedback and
reinforcement provided by teachers is
given to learners in a timely, clear and
relevant way.
Ongoing 1, 2, 3
Provide learners with opportunities,
outside the classroom, to display critical
behaviors and receive positive
feedback. (e.g. school events, club
participation, school newspaper, service
learning, leadership)
Ongoing 1, 2, 3
Rewarding
Highlight the successful display of
critical behaviors by recognizing and
rewarding students. This can be done
through a formal award presented to
students, mention in school newsletters
or newspaper, letters home to parents or
one-on-one recognition between teacher
and student.
Ongoing 1, 2, 3
Students will be given the opportunity
to work with administration in selecting
social justice and service learning
programs in which students will
participate.
Start of the year 1, 2, 3
Students who participate in the pilot
course will work with instructor to
create a “welcome” message to
incoming students. This can be done in
person, on video or in other forms.
At the conclusion
of the course
(either mid-year
or at the end of
the year)
1, 2, 3
Monitoring
Using the provided observation form,
teachers will assess critical behaviors,
noting any barriers.
Ongoing 2, 3
Student surveys will be given to all
participating students, in the semester
after the completion of the course and,
again, a year after the course has
concluded. The survey questions will
focus on Level 1, 2 and 3
measurements.
Twice, post
course
1, 2, 3
Organizational support. While the learners engaging with this curriculum will only do
so for a finite period of time, the internal and external outcomes used for measuring leading
indicators, described in Table 3, suggest steps schools can take to assist learners in successfully
implementing, applying and transferring their new knowledge, skills, and attitudes.
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School administration, implementing staff, and staff teaching courses learners will take
after they complete this curriculum, are all vital to the process of consistently implementing
these organizational drivers. These drivers consist of increasing school-wide commitment to
social justice activities, curriculum and mindset, the consistent creation and dissemination of
information around the social justice-focused work being done on campus and an increased
commitment by administration and staff to provide staff with professional development around
issues of social justice education. In so doing, the school will effectively create a culture in
which the knowledge, skills and attitudes developed by participants in the social justice course
can be encouraged, monitored and developed.
Level 2: Learning
Learning goals. By the end of this curriculum, learners will be able to:
● Identify historical inequities, as well as racial and socioeconomic disparities in the United
States.
● Engage in active analysis of the role they play in the inequities explored.
● Determine ways in which they can assist in rectifying the injustices explored.
● Question their understanding, assumptions and biases about issues of race, class and
social justice explored.
● Redefine their understanding of social justice both as a concept and a priority.
● Engage in guided research to gain a deeper, more nuanced understanding of the topics
explored.
Components of learning evaluation. In keeping with the cognitive, behavioral and
affective components of attitude learning, an analysis must be done to gauge learner retention of
declarative and procedural knowledge before transfer and implementation can begin (Kirkpatrick
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
& Kirkpatrick, 2016). Of equal importance is an evaluation of the intended attitudes, confidence
and commitment learners display towards carrying what they have learned out of classroom, and
into other areas of their lives. Table 6 outlines the evaluation of learning components for this
curriculum, along with the timing of each method or activity.
Table 7
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Engage in small group activities, discussions and projects During each lesson
Large group discussion and activities During each lesson
Journal reflections and in-class reflections During each lesson
“How Do We Know” research project During Unit 4
Knowledge checks through discussions, “pair, think, share” and
other activities.
Throughout the course
Unit evaluations At the conclusion of each unit
Procedural Skills “I can do it right now.”
Multi-class research projects During Units 4 and 5
Providing feedback in small group media literacy project During Units 4 and 5
Define and be able to explain important social justice terms and
concepts
During each lesson
Unit evaluations At the conclusion of each unit
Attitude “I believe this is worthwhile.”
Actively engaging in activities, reflections and assignments During each lesson, and after each
lesson as assigned
Thoughtful participation in Poll Everywhere prompts During each lesson
Ask clarifying questions or complete a question index card to be
given to the instructor at the end of each class.
During, or after, each lesson
Instructor observation of learner participation, highlighting their
belief in the benefit of engaging with social justice curriculum.
Throughout the course
Unit evaluations At the conclusion of each unit
Confidence “I think I can do it on the job.”
Discussions following practice and feedback. During every lesson
Revisit original Taping Project interview Before last lesson
Unit evaluations At the conclusion of each unit
Commitment “I will do it on the job.”
Discussions following practice and feedback. During every lesson
Social Justice Action plan and presentation During final unit
Complete end-of-course survey After last lesson
Compose a final reflection essay in response to
revisiting their Taping Project interview
After last lesson
Unit evaluations At the conclusion of each unit
Complete two surveys distributed six months, and one year,
after the conclusion of the course
After end of course
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Level 1: Reaction
The evaluation of Level 1 reactions is comprised of three elements: engagement,
relevance and customer satisfaction (Kirkpatrick & Kirkpatrick, 2016). This level of evaluation
looks to assess the degree to which participants have found the training a positive, engaging and
relevant experience (Kirkpatrick & Kirkpatrick, 2016). The researchers go on to address the
importance of both formative and summative evaluation. Formative evaluation allows the
curriculum designer, or implementing instructor, to integrate learner feedback as well as specific
issues related to instructor approach and curricular content. This, as Kirkpatrick and Kirkpatrick
note, allows the learner to feel the curriculum is responsive to their needs and feedback (2016).
Table 7 highlights the components used to measure learner reaction to the curriculum.
Table 8
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Attendance Each lesson
Journal reflections As assigned
Participation in class discussion Each lesson
Final reflection essay End of course
Social justice action plan Last lesson
Informal teacher check ins As necessary
Unit evaluations At the conclusion of each unit
Course evaluation To be turned in with final reflection essay (date at the discretion
of the educator, but encouraged to complete within one week)
Relevance
Final reflection essay End of course
Course evaluation To be turned in with final reflection essay (date at the discretion
of the educator, but encouraged to complete within one week)
Journal reflections As assigned
Participation in class discussion Each lesson
Unit evaluations At the conclusion of each unit
Customer Satisfaction
Unit evaluations At the conclusion of each unit
Course evaluation To be turned in with final reflection essay (date at the discretion
of the educator, but encouraged to complete within one week)
Follow up surveys Conducted six months after course completion and again one year
after course completion.
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Evaluation Tools
Kirkpatrick and Kirkpatrick (2016) highlight surveys, questionnaires and interviews as
the only effective evaluation instrument that addresses both Level 1 and 2. Informed by
evaluation tools created by Kirkpatrick and Kirkpatrick (2016), an evaluation instrument (See
Appendix A) has been created to gather data for Level 1 and 2 evaluation. Learners will
complete this evaluation at conclusion of each of the five units that comprise the curriculum.
This instrument is designed to gather Level 1 data connected to the learner’s level of
engagement, their view of the relevance of the course content, and course satisfaction. Level 2
data will be captured in survey questions focused on the knowledge and skills gained in each
unit, their attitude towards the unit, their confidence in performing learned skills, and their level
of commitment in using this information beyond the duration of the course.
Immediately following the program implementation. In order to capture data from
Levels 1, 2, 3 and 4, Kirkpatrick and Kirkpatrick (2016) again recommend a survey or
questionnaire as the only method that can sufficiently evaluate all four levels. A summative
course questionnaire (See Appendix B) should implemented no later than one week after the
course’s conclusion.
Delayed for a period after the program implementation. Six months after the
conclusion of the course, learners will complete a slightly modified questionnaire content from
the initial summative assessment. Reflecting the length of time since the course ended, the
questionnaire will include questions connected to learner satisfaction, and the curriculum’s
impact, six months after conclusion of the course. Similarly, the questionnaire will be modified
again (See Appendix D), one year after learners have completed the course.
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Conclusion to the Curriculum Design
Aggregate results of an environmental scan of mission statements from Jewish day
schools across the country highlighted striking similarities shared by the schools (See Appendix
D). Of the 10 mission statements explored, half include mention of “gemilut hasadim,” which
loosely translates to “loving kindness” and “tikkun olam,” or “healing the world.” These Judaic
concepts speak to a shared focus on cultivating a sense of connectivity and action in their
students. Additionally, almost all school mission statements, with varying language, emphasized
generating in their students a commitment to becoming ethical and informed citizens, connected
to, and responsible for, their local and global community. These elements present in the surveyed
mission statements indicate a common belief in the importance of civic participation, and
fostering in students an informed, ethical perspective regarding the communities of which they
are a part.
While these objectives are admirable, an analysis of prior attempts highlight the gap
between the intended goals and their achievement. This curriculum was developed to bridge that
gap, responding to what Krakowski (2011) notes as the Jewish day school community’s lack of
focus on outward-facing civic participation.
As Smith and Ragan (2005) note, it is of vital import that instruction and curriculum are
created with the specific audience in mind, rather than creating content, and then attempting to
find a learner population for whom it matches. Almost all students share the same religious
affiliation, ethnicity, and socioeconomic status. Curricular outcomes have been developed with
specific attention paid to the attitude of the learner population, integrating an awareness of the
homogenous nature of the community of learners for whom this curriculum is intended.
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By the conclusion of the curriculum, students will have explored issues of equity, bias
and media literacy, applying the knowledge gained to a cumulative social justice project and
presentation. In so doing, students will deepen their awareness and understanding of activism,
social justice and issues of equity, identifying authentic ways in which they assist in rectifying
these injustices, assiduously working towards real and meaningful parity.
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Education, 78:3, 182-226. DOI: 10.1080/15244113.2012.700636
Yeshiva University High School of Los Angeles (2017). About Us. Retrieved from
http://bit.ly/2nkF1th
Yon, D. A. (2000). Elusive Culture: Schooling, Race, and Identity in Global Times. SUNY
Series, Identities in the Classroom. State University of New York Press, c/o Cup
Services, PO Box 6525, Ithaca, NY 14851.
Young, Holly (2012). Disaster tourism: how bus trips to the scene of Hurricane Katrina make
profit from loss. The Independent. Retrieved from https://ind.pn/2qe1Ils
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Appendices
Appendix A
Evaluation Instrument (Immediate)
Thank you for a successful first class! Please complete the brief survey below. Your responses
will help make this course as meaningful and responsive and possible. In order to reduce any
concerns regarding choosing the “correct” response, this survey is to be completed
anonymously. Please answer as honestly as possible.
For the first section, read and rate each statement using the following scale: Strongly Disagree,
Disagree, Agree, and Strongly Agree.
1. I understand the goals outlined for this course.
Strongly Disagree Disagree Agree Strongly Agree
2. I am clear on what is expected of me throughout this course.
Strongly Disagree Disagree Agree Strongly Agree
3. Discussing issues related to diversity, discrimination and social justice is important.
Strongly Disagree Disagree Agree Strongly Agree
4. Our school encourages open and honest discussion about issues relating to diversity and
social justice.
Strongly Disagree Disagree Agree Strongly Agree
5. My friends and I share similar political and social views.
Strongly Disagree Disagree Agree Strongly Agree
6. My family and I share similar political and social views.
Strongly Disagree Disagree Agree Strongly Agree
7. I get into arguments on social media, and in person, about political and social issues.
Strongly Disagree Disagree Agree Strongly Agree
8. I look at multiple sources when trying to learn more about a specific issue or current
event.
Strongly Disagree Disagree Agree Strongly Agree
9. The United States is a melting pot and always will be.
Strongly Disagree Disagree Agree Strongly Agree
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
10. I am aware of the ways in which oppression and the misuse of power limit human and
legal rights of individuals and groups within American society.
Strongly Disagree Disagree Agree Strongly Agree
11. All people have equal opportunities in the U.S.
Strongly Disagree Disagree Agree Strongly Agree
12. As a member of a minority group living in the U.S., I get frustrated listening to members
of other minority groups complain about their treatment in the US.
Strongly Disagree Disagree Agree Strongly Agree
13. The American dream is real for anyone willing to work hard to achieve it.
Strongly Disagree Disagree Agree Strongly Agree
14. There isn’t anything I can do about oppression and discrimination in the U.S.
Strongly Disagree Disagree Agree Strongly Agree
For this final section, please provide a written response to the following questions:
1. What are three main ideas you are taking away from this first class?
2. What are three questions you still have?
3. What are three words you would use to describe how you feel when talking about racial
issues?
4. What, if any, concerns do you have about this class?
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Appendix B
Evaluation Instrument
(Delayed)
Thank you for taking time to reflect on the Fall Semester Social Justice course in which you
participated. Please complete the brief survey below. Your responses are important and will help
make this course successful for future students. In order to reduce concerns regarding choosing
the “correct” response, this survey is to be completed anonymously. Please answer as honestly
as possible.
For the first section, read and rate each statement using the following scale: Strongly Disagree,
Disagree, Agree, and Strongly Agree.
1. I consistently use the skills and knowledge I learned in the course.
Strongly Disagree Disagree Agree Strongly Agree
2. I have increased my involvement in social justice/service learning activities since the
conclusion of the course.
Strongly Disagree Disagree Agree Strongly Agree
3. I feel more comfortable discussing issues related to diversity, discrimination and social
justice.
Strongly Disagree Disagree Agree Strongly Agree
4. The school has provided opportunities for me to apply what I learned in the course.
Strongly Disagree Disagree Agree Strongly Agree
5. I engage differently with my friends when discussing political and social views.
Strongly Disagree Disagree Agree Strongly Agree
6. I engage differently with my family when discussing political and social views.
Strongly Disagree Disagree Agree Strongly Agree
7. I feel more confident seeking out information about specific issues and current events.
Strongly Disagree Disagree Agree Strongly Agree
8. I would like the opportunity to take additional social justice-related classes at school.
Strongly Disagree Disagree Agree Strongly Agree
9. I would recommend this course to a fellow classmate.
Strongly Disagree Disagree Agree Strongly Agree
10. I am better able to identify ways in which I can work to prevent discrimination,
oppression and inequality.
Strongly Disagree Disagree Agree Strongly Agree
For this final section, please provide a written response to the following questions:
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
1. What are three ideas/concepts/issues that have made the biggest impact on you?
2. What challenges have you experienced in your attempts to become more socially active?
3. What are three questions you still have?
4. What are three words you would use to describe feel when talking about social justice
issues?
5. What could the school do to help support your commitment to social justice?
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Appendix C
Surveyed Schools
Community Day School (2017). Mission and Strategic Vision. Retrieved from
http://bit.ly/2nmY1HZ
Milken Community Schools (2017). Mission and Philosophy. Retrieved from:
http://bit.ly/2DGDzIS
Abraham Joshua Heschel Day School (2017). Mission Statement. Retrieved from
http://heschel.com/about/mission
Pressman Academy (2017). Philosophy. Retrieved from
https://www.pressmanacademy.org/about/philosophy/
Lainer School, Los Angeles (2017). About us: Mission and philosophy. Retrieved from
http://bit.ly/2GpJOSW
Yeshiva University High School of Los Angeles (2017). About Us. Retrieved from
http://bit.ly/2nkF1th
Shalhevet, Los Angeles (2017). About Shalhevet. Retrieved from http://bit.ly/2DSOmmp
deToledo High School (2017). Our Mission. Retrieved from http://dths.org/about/our-mission/
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
Appendix D
Foundational Social Justice Vocabulary
Unless otherwise indicated, all definitions taken from The ABC’s of Social Justice. Retrieved
from http://bit.ly/2nizZyt)
1. Advisory: A regularly scheduled period of time during the school day, when teachers
meet with small groups of students for the purpose of advising them on academic, social,
or future-planning issues. In some cases, other adults and staff members, such as
guidance counselors or social workers, may act as advisors or participate in an advisory
program. Advisories may be casual and loosely organized, or they may follow a
prescribed curriculum and routine determined by school leaders, teachers, and students.
Advisories may meet daily, multiple times a week, or only a few times a month. Advisory
periods tend to be shorter than a typical class, perhaps as 20 or 30 minutes long, and are
often used as an alternative to more traditional homeroom periods (Hidden Curriculum,
2014).
2. Affirmative Action: an active effort to improve the employment or educational
opportunities of members of minority groups and women
sought to achieve a multicultural staff through affirmative action; also : a similar effort to
promote the rights or progress of other disadvantaged persons (Merriam-Webster, 2018.
Retrieved from http://bit.ly/2hn3lrS)
3. Agency: The capacity, condition, or state of acting or of exerting power (Merriam-
Webster, 2018. Retrieved from http://bit.ly/2FpGrKB)
4. Allyship: an active verb; leveraging personal positions of power and privilege to fight
oppression by respecting, working with, and empowering marginalized voices and
communities; using one’s own voice to project others’, less represented, voices.
5. Assimilation: The process of adapting or adjusting to the culture or behaviors of a
dominant or majority group or nation.
6. Be Uncomfortable: The act of putting yourself outside of your comfort zone, and into
situations in which you are not privileged where you otherwise would be. Does not
include putting oneself in physical danger.
7. Bias: An inclination of preference, especially one that interferes with impartial judgment.
8. Bicultural: A person who functions effectively and appropriately and can select
appropriate behaviors, values, and attitudes within either of two cultures; a person who
identifies with two cultures.
9. Cisgenderism: A socially constructed assumption that everyone’s gender matches their
biological sex, and that that is the norm from which all other gender identities deviate.
10. Civil Rights: The rights established and ensured by a state government regarding political
and social equality.
11. Classicism: Any attitude or institutional practice which subordinates people of a certain
socioeconomic class due to income, occupation, education, and/or their economic status;
a system that works to keep certain communities within a set socioeconomic class and
prevents social and economic mobility.
12. Code switching: The conscious or unconscious act of ‘switching’ between two languages,
dialects, or intonations depending on the specific situation of who one is speaking to,
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
what is being discussed, and the relationship and power and/or community dynamics
between those involved.
13. Color-blindness: A term referring to the disregard of racial characteristics. Proponents of
color-blind practices believe that treating people equally inherently leads to a more equal
society and/or that racism and race privilege no longer exercise the power they once did,
while opponents of color-blind practices believe that color-blindness allows those in
power to disregard or ignore the history of oppression and how it is experienced today.
14. Conservative Judaism: Conservative Judaism views Jewish law as obligatory, though in
practice there is an enormous range of observance among Conservative Jews. The
movement has historically represented a midpoint on the spectrum of observance
between Orthodox and Reform. About 18 percent of American Jews identify as
Conservative (MJL Staff, 2017).
15. Cultural appropriation: The act of members of dominant/powerful/privileged groups
claiming ownership of, or the rights to, less powerful/privileged groups' cultural and/or
religious symbols, dress, and ceremonies.
16. Cultural competence: The ability to effectively and empathetically work and engage with
people of different cultural identities and backgrounds in order to provide safe and
accountable spaces for dialogue and discourse; cultural competence is relevant in all
fields of work, education, and informal social interactions.
17. Democracy: A governmental system whose actions and principles value and reflect the
people’s views through their votes.
18. Dialogue: A bi-directional conversation between people of two different groups or
communities coming together to create and recreate multiple understandings of a topic or
issue.
19. Disenfranchised: Being deprived of power and/or access to rights, opportunities, and
services.
20. Discrimination: Actions or thoughts, based on conscious or unconscious bias, that favor
one group over others.
21. Diversity: A multiplicity of shared and different individual and group experiences,
values, beliefs, and characteristics among people.
22. Empathy: A learned skill that allows one to recognize and deeply listen to another’s story
or experiences, and connect them to common understandings and emotions; differs from
sympathy.
23. Equality: The state of being equal, especially in status, rights, and opportunities
(Equality, 2017.)
24. Equity: The quality of being fair, unbiased, and just. Equity involves ensuring that
everyone has access to the resources, opportunities, power and responsibility they need to
reach their full potential as well as making changes so that unfair differences can be
understood and addressed (Clow, Bernier, Haworth-Brockman, Pederson & Hanson, Y.,
2012).
25. Ethnocentrism: Consciously or unconsciously privileging one’s own ethnic group over
others; assuming or judging other groups according to one’s own group values.
26. Feminism: The pursuit of the social, economic, and political equality of all people,
regardless of sex, gender, sexuality, race, geographical location, body size,
socioeconomic status, physical and mental ability, and religion.
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27. Fundamental attribution error: The often unconscious bias to place more emphasis on
perceived internal or innate characteristics to explain someone’s behavior in a given
situation; doesn’t take into consideration the external factors that can, and often do,
impact an individual’s behavior.
28. Gender: The socially constructed roles, behaviors, activities, and characteristics that a
given society categorizes as ‘masculine’ and ‘feminine’; not defined by one’s biological
sex.
29. Gender identity: A person’s individual and subjective sense of their own gender; gender
identities exist in a spectrum, and are not just masculine and feminine.
30. Gentrification: Demographic shifts that usually occur in big cities in which upper-middle
class and/or racially privileged individuals and businesses move into historically working
class and poor and/or racially oppressed neighborhoods and communities.
31. Give Grace: Assuming best intentions from others and always approaching a situation
with your own best intentions.
32. Hegemony: One group or community holding all authoritative power or dominance over
other groups in a given society, geographical region, and/or political system.
33. Heteronormativity: A socially constructed assumption that heterosexuality is the natural
norm from which all other sexual preferences deviate; the assumption that everyone
identifies as heterosexual until shown or proven otherwise.
34. Horizontal hostility: The structural strategy to intentionally place two or more oppressed
groups in competition with one another; a strategy that aims to divide and conquer.
35. Ideology: A system of ideas and ideals, especially one that forms the basis of economic
or political theory and policy.
36. Immigrant: A person who moves out of their country of birth, supposedly for permanent
residence in a new country.
37. Institutional Oppression: The systematic mistreatment and dehumanization of any
individual based solely on a social identity group with which they identify that is
supported and enforced by society and its institutions; based on the belief that people of
such a social identity group are inherently inferior.
38. Institutional Racism: The systematic distribution of resources, power and opportunity in
our society to the benefit of people who are white and the exclusion of people of color.
39. Intersectionality: The intersection of race, class, gender, and ability identities within each
individual that informs how one views, discusses, and navigates through the world the
way each of us views and discusses the world.
40. Jewish community day schools: Community, or non denominational, Jewish day schools
represent a diversity of denominational affiliations, including those who affiliate with
more than one denomination and those who affiliate with none. These schools strive to
create communities in which students with varying Jewish beliefs and practices feel
included and respected (Kress, 2016).
41. Jewish day school: A contemporary Jewish educational institution, first brought to the
United States in 1731. The Jewish day school is designed to provide children with both a
Jewish and secular education. The term "day school" is used to differentiate schools
attended during the day, just as one would attend a public school, from their religious
“Hebrew school” studies, usually conducted in preparation for their B’nai Mitzvah. The
substance and focus of the Judaic educational, depending on the denomination and vision
of a school's' founder. (History of Jewish Schooling in America, n.d.)
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
42. Justice: The establishment or determination of rights according to rules of law and
standards of equity; the process or result of using laws to fairly judge crimes and
criminality.
43. LGBTTQQIA: the umbrella community of people who identify as lesbian, gay, bisexual,
trans, two-spirited, queer, questioning, intersex, and/or asexual.
44. Marginalization: The systematic disempowerment of a person or community by denying
access to necessary resources, enforcing prejudice through society’s institutions, and/or
not allowing for that individual or community’s voice, history, and perspective to be
heard.
45. Micro-aggression: Subconscious and often well-meaning actions or remarks that convey
an unconscious bias and hurt the person at the receiving end.
46. Mobility: The ability to move through society, both physically and socioeconomically.
47. Model Minority: Refers to a minority ethnic, racial, or religious group whose members
achieve a higher degree of success than the population average. This success is typically
measured in income, education, and related factors such as low crime rate and high
family stability (Diversity and social justice glossary, Retrieved from
http://bit.ly/2xu34NR).
48. Multi-ethnic: A person who identifies as coming from two or more ethnic groups; a
person whose biological parents come from different ethnic groups.
49. Multi-racial: A person who identifies as coming from two or more racial groups; a
person whose biological parents come from different racial groups.
50. Nativism: Prejudiced thoughts or discriminatory actions that benefit or show preference
to individuals born in a territory over those who have migrated into said territory.
51. Oppression: The systemic use of institutional power and ideological and cultural
hegemony, resulting in one group benefiting at the expense of another; the use of power
and the effects of domination.
52. Orthodox Judaism: There are many derivations of Orthodox Judaism. In a general sense,
Orthodoxy has come to mean a strict adherence to the practices of Judaism and halakhah
(Jewish law) in their traditional form. Orthodox Jews believe the Jewish bible, the Torah,
is of divine origin and thus cannot be interpreted through a contemporary lens (Jacobs,
2017).
53. People of color: An umbrella term for any person or peoples that is considered by the
society in which they live to be non-white.
54. Pluralistic Jewish day school: The pluralist approach is described as the belief that
“...truth is not the exclusive or inclusive possession of any one tradition or community”
and diversity is framed as a positive, “an opportunity for our energetic engagement and
dialogue with one another.” (Eck, 2003, p. 168). As applied to Jewish day schools,
pluralism refers to the approach taken in response to the diversity of Judaic beliefs and
practices among members of a school community (Kress, 2016).
55. Prejudice: A preconceived, often unconscious, judgment or opinion about a person or
group; usually a negative bias.
56. Privilege: Benefit, advantage, or favor granted to individuals and communities by
unequal social structures and institutions.
57. Race: A term used to to identify and define individuals as part of a distinct group based
on physical characteristics and some cultural and historical commonalities; once used to
denote differentiations in humankind based on physiology and biology, race is now
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
understood as a social construct that is not scientifically based, though is still commonly
associated with notions of biological difference; race is still sometimes perceived as
innate and inalterable.
58. Racism: An ideology and institution that reflects the racial worldview in which humans
are divided into racial groups and in which races are arranged in a hierarchy where some
races are considered innately superior to others; racism is the effect of domination of
certain racial groups by other racial groups, historically the domination of people of color
by white/European peoples.
59. Reform Judaism: 35 percent of Jews identify as Reform, making it the largest affiliation
of American Jews. The movement emphasizes the foundational importance of the Jewish
ethical tradition over the obligations of Jewish law. The movement has traditionally
sought to adapt Jewish tradition to meet modern sensibilities and sees itself as politically
progressive and social-justice oriented, while emphasizing personal choice in matters of
ritual observance (MJL Staff, 2017).
60. Safe space: Spaces in which people, often of marginalized or underrepresented social
groups, can say, be, and share their experiences without fear or judgment.
61. Silencing: The conscious or unconscious act of excluding or inhibiting certain groups’
voices, thus preventing their experiences, perspectives, and histories to be heard.
62. Social Justice: The practice of allyship and coalition work in order to promote equality,
equity, respect, and the assurance of rights within and between communities and social
groups.
63. Social justice framework: A framework that actively address[es] the dynamics of
oppression, privilege, and isms, [and recognizes] that society is the product of historically
rooted, institutionally sanctioned stratification along socially constructed group lines that
include race, class, gender, secual orientation, and ability… (Cochran-Smith, 2004).
64. Stereotype: An attitude, belief, feeling, or assumption about a person or group of people
that are widespread and socially sanctioned; though stereotypes can be positive and
negative, they all have negative effects because they support institutionalized oppression
by validating oversimplified beliefs that are often not based on facts.
65. Stereotype threat: The risk of internalizing and confirming others’ negative biases
towards one’s social group.
66. System of Oppression: Conscious and unconscious, non- random, and organized
harassment, discrimination , exploitation, discrimination, prejudice and other forms of
unequal treatment that impact different groups (Diversity and social justice glossary,
Retrieved from http://bit.ly/2xu34NR).
67. Tikkun Olam: A Jewish concept defined by acts of kindness performed to perfect or
repair the world. The phrase is found in the Mishnah, a body of classical rabbinic
teachings. It is often used when discussing issues of social policy, insuring a safeguard to
those who may be at a disadvantage. In modern Jewish circles, tikkun olam has become
synonymous with the notion of social action and the pursuit of social justice (Noparstak,
n.d.).
68. Tolerance: Acceptance and open-mindedness to cultures, practices, and attitudes that are
different from one’s own; does not necessitate agreeing with those differences.
69. Tzedakah: Most commonly translated as “charity,” its root means “justice” or
“righteousness.” Jewish tradition teaches that giving tzedakah is a religious imperative,
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SOCIAL JUSTICE CURRICULUM FOR JEWISH DAY SCHOOLS
even for those who have little to give (Tzedakah Box, Retrieved from
http://bit.ly/2Ef9wJg)
70. Unconscious bias: Negative stereotypes regarding a person or group of people; these
biases influence individuals’ thoughts and actions without their conscious knowledge.
We all have unconscious biases.
71. Upstander: A person who chooses to take positive action in the face of injustice in
society or in situations in which individuals need personal assistance; the opposite of a
bystander.
72. White guilt: The individual or collective guilt felt by some white people for the historical
and current oppressions experienced by people of color; though white guilt has been
described as being a detrimental consequence of racism, experiences associated with
white guilt are not comparable to the experiences of systemic oppression faced by
marginalized communities.
73. White privilege: The right or advantage provided to people who are considered white; an
exemption of social, political, and/or economic burdens placed on non-white people;
benefitting from societal structuring that prioritizes white people and whiteness.
74. Whiteness: Like race, whiteness is a social construct rather than an essential characteristic
or biological fact; is used as cultural property, and can be seen to provide material and/or
social privilege to those who are considered white, pass as white, or are given honorary
white status.
75. Worldview: The perspective through which individuals view the world; comprised of
their history, experiences, culture, family history, and other influences (Diversity and
social justice glossary, Retrieved from http://bit.ly/2xu34NR).
76. Xenophobia: The unreasonable fear or dislike of things, cultures, forms of expression, or
people that are different from oneself and one’s own experiences of the everyday; fear of
that which seems foreign or strange.
129
Appendix E
Unit 0 and Associated Materials
Unit Duration: 95 minutes (can be done in multiple class sessions)
Unit Focus: Course Overview
Introduction: The first in this ten-lesson course, this lesson focuses on exploring the foundational
concept of identity, specifically examining how identity is crafted. The purpose of this unit is to increase
motivation of learners, and focus on content mastery and tools for critical thinking, providing the
foundation necessary for the later, more conceptual, exploration of the history behind issues of race, class
and equity.
Learning Objective
Lesson Materials
Learner Characteristic Accommodations
Facilitator’s Notes
Instructional Activities
Instructional
Sequence
Time (mins) Description of
the
Learning
Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 25
Provide
motivation by
Introduce the
course, purpose
Learners will
reflect on, and
drawing the and goal asking journal about,
learner’s attention students to define their personal
to contemporary the word definition of the
Presentation tools: PowerPoint slides, quotes, handouts (syllabus), “question and answer” handout,
device learners can use to record their answers to the questions provided.
Learners are Jewish high school students attending private Jewish day school. Almost all students share
the same religious affiliation, ethnicity, and socioeconomic status. Because of the insular nature of both
the learner’s academic and home environments, this curriculum is informed by Smith and Ragan’s
(2005) four steps for achieving attitude learning objectives, in order to better assist them in adjusting
their understanding of difficult concepts, and apply them to their day-to-day encounters (Smith &
Ragan, 2005).
To informally assess prior knowledge, begin by ask questions of your learners relating to: examples of
injustice, how they gain information regarding these examples and their knowledge of basic social
justice vocabulary such as equality, equity, injustice, bias and racism.
Enabling Objective(s):
Understand the definition of individual identity.
Understand the composition of identity is made up of both internal and external characteristics.
Understand that much of identity is a social construct.
Identify biases and assumptions held regarding the identity of others (indirect self-report).
Terminal Objective: Learners will analyze the many factors that contribute to the construction of
individual identity.
130
social justice
inequities.
Provide the
overall purpose of
the course is for
learners to explore
roots of
contemporary
inequities and
identify ways in
which they can
address, and help
ameliorate, these
imbalances.
“Tzedakah,” a
Hebrew word
meaning
righteousness or
justice, but often
misunderstood to
mean “charity.”
After the students
journal, students
will pair share and
then share their
definitions in the
larger group.
Immediately
following,
learners will
actively engage
with selections of
Jewish text related
to social justice.
These selections
will be placed on
large pieces of
flipchart paper,
with learners
being encouraged
to interact with
the text in a
“silent
conversation,”
recording
questions and
responses to what
they are reading.
After the learning
activity, learners
will revisit their
original definition
of Tzedakah.
Ask the learners
to write down a
personal goal they
want to get out of
the course and
how they might be
able apply it.
word “Tzedakah.”
After participating
in the quotation
learning activity,
learners will
revisit their
original definition
and expand it to
include new
knowledge gained
through the
activity.
Course Goal 5
Introduce course
goal and
outcomes:
Present course
goal and outcomes
Learners connect
and match the
goal and outcomes
to their personal
131
Assist learners in goal and
developing a application.
deeper
understanding of
issues of equity in
the United States,
and applying
strategies to
respond in a way
that assists in
ameliorating these
injustices.
Purpose for
Course
10
Stimulate
motivation by
describing the
Ask the learners
to answer
questions such as:
- “What is the
value for me in
this course”
- “Can I do it?”
- “Will I need and
use what I will
learn in studies
and my life?”
Learners write
down their
answers and
opportunity being connect their
provided to the personal goals
learner and the with the course
risk that will be goals.
avoided if the
course is
mastered.
Course
Overview
20
Show all the units
in the course to
provide a mental
model and assist
the learners in
organizing their
learning. Show
that the sequence
is “as performed”
or other structure.
Provide a
description of the
activities, tools,
and artifacts that
will be used in
each unit,
including:
Additionally, as it
relates to the
specific learner
characteristic
accommodations,
time will be spent
describing what
the course is not
Use a visual
model to show the
units in the course
and how each
relates to
achieving the
course
goal. Describe the
reasoning for
sequencing the
units.
Describe how the
units are
structured, the
overarching
design of the
units, and some of
the common
components and
activities that each
unit provides.
After completing
the course
overview, the
instructor will
Learners follow
the model and
make note of how
each unit applies
to their personal
goals and reasons
for taking the
course.
Additionally,
learners will be
encouraged to
write down, and
turn in, any
questions or
concerns the
course, and course
goals, raise for
them.
Learners will
contribute to the
creation of the
classroom
contract.
Before the next
lesson, learners
will record their
132
in order to dispel
ingrained biases
present in the
learner
population.
create a
“classroom
contract,” asking
learners to
highlight what
they need in order
for the classroom
to be a safe and
reflection space in
which they can
learn. The
instructor can do
this as a large
group share out,
have students
journal
individually and
then share as part
of the larger
group.
responses to the
series of questions
provided by the
instructor.
If deemed
necessary by the
instructor, a
prompt can be
given to jumpstart
the contracting
process. The
prompt, “Think of
a learning
experience you
had (can be
anything: school,
sports, camp etc.)
that made you feel
safe and supported
enough to engage
honestly and
openly with the
content. Please
write down the
elements of that
learning
environment that
allowed you to
feel this way…”
After the prompt
is given, the
instructor can
133
guide the
construction of the
contract in one of
the ways listed
above.
Important to this
activity is the
inclusion of what
the instructor
needs, as well as
the learners and
reiterating that the
contract is a
“living
document,” and
thus can be
revisited, edited
etc., throughout
the course.
Instructors are
strongly
encouraged to
display the
contract
somewhere in the
classroom.
At the conclusion
of the lesson, the
instructor will
provide learners
with a series of
questions to which
they must record
their responses.
They will revisit
these responses in
the final unit of
the course.
Total Time 90
134
“The Torah tells us, ‘Love thy neighbor as thyself, so we
make it impossible for them to be our neighbor.”
- Rabbi Heschel, “Religion and Race,” 1963
135
“Confronted with knowledge of dozens of apparently
random disasters each day, what can a human heart do
but slam its doors? No mortal can grieve that much. Our
defense is to pretend there’s no thread of event that
connects us, and that those lives are somehow not
precious and like our own.”
- Barbara Kingsolver
136
“...I needed to do what I ask our students to do. When
confronting different historical moments or current
events, I ask students to resist generalizations, to judge
responsibly, to consider reliable sources, and to make
conclusions without prejudice. I ask them to avoid
retreating from uncomfortable conversations, to
participate in them actively and thoughtfully instead...I
know that if I fall into the troubling pattern of seeing these
experiences only from my own perspective, it would lead
to drawing simplistic and divisive conclusions...As I
engaged in conversation with others, I was reminded of
the privilege and responsibility of living in a democracy,
even an imperfect one.”
- Steven Becton, Director of Urban Education FHAO
137
“Ask questions. Discuss and deliberate and you will find
yourself in a different place. We all have the same
materials. How you look at it will depend on where you
enter the discussion. Turn the questions around and find
yourself in a different place.”
- Father of Helise Lieberman, Educational Director for the
Taube Center for the Renewal of Jewish Life in Poland
Foundation
138
Often, our students look at people in need as "others" and
keep or create distance. "Those people" need help etc. Not
in a malicious way, but our students can tend to be
somewhat removed from the world around them. Only by
recognizing that when someone happens to one of us, it
happens to all of us, can we act justly.
– Bryan Stevenson, Just Mercy
139
He does not break in on the speech of his fellow man. As
we have noted, it is only common courtesy to let someone
complete his thought before we respond. An eagerness to
interrupt, straining at the leash, usually comes from an
overpowering conviction that we know exactly what the
other intends to say before he has said it and already we
perceive his fallacy. Such a conviction often turns out
wrong. But right or wrong, anyone speaking should be
given the right to express himself freely as he sees fit,
without interruption, until he is done.
- Pirkei Avot, Chapter 6
140
“I used to think that the most important line in the Bible
was “Love your neighbour as yourself”. Then I realised
that it is easy to love your neighbour because he or she is
usually quite like yourself. What is hard is to love the
stranger, one whose colour, culture or creed is different
from yours. That is why the command, “Love the stranger
because you were once strangers,” resonates so often
throughout the Bible. It is summoning us now…A
civilization that does not tolerate difference fails a basic
moral requirement of humanity. A world that cannot live
with strangers is a world not yet redeemed.
-Rabbi Jonathan Sacks in A Letter in the Scroll
141
How do we live with moral difference and yet sustain an
overarching community?
“The answer is conversation- the disciplined act of communication-
the disciplined act of communicating (making my views intelligible
to someone who does not share them) and listening (entering into
the inner world of someone whose views are opposed to my
own). Each is a genuine form of respect, or paying attention to the
other, of conferring value on his or her opinions even though they
are not mine. In a conversation neither side loses and both are
changed because they now know what reality looks like from a
different perspective. That is not to say that either gives up its
personal convictions. That is not what conversation is about. It does
mean, however, that I may now realize that I must make space for
another deeply held belief. That is how public morality is
constructed in a pluralistic society- a sustained act of understanding
and seeking to be understood across the boundaries of difference.”
- Rabbi Jonathan Sacks in The Dignity of Difference: How to Avoid the
Clash of Civilizations
142
Psalm 82:3-4
Defend the poor and the orphan; deal justly with the poor and
the destitute. Rescue the weak and the needy; deliver them
from the hand of the wicked.
143
Mishnah Sanhedrin 4:5
Therefore, only one person was created to teach you that
whosoever kills a single soul the Bible considers to have killed
a complete world. And whosoever sustains and saves a single
soul, it is as if that person sustained a whole world.
144
Pirke Avot 2:5
Hillel said, do not separate yourself from the community.
145
Gittin 61a
Our Rabbis taught, “Give sustenance to the poor of the non-
Jews along with the poor of Israel. Visit the sick of the non-Jews
along with the sick of Israel. Bury the dead of the non-Jews
along with the dead of Israel. [Do all these things] because of
the ways of peace.”
146
Midrash Tannaim on Numbers 28:2
God says to Israel, “My children, whenever you give sustenance
to the poor, I impute it to you as though you gave sustenance to
Me.” Does God then eat and drink? No, but whenever you give
food to the poor, God accounts it to you as if you gave food to
God.
147
Midrash Tehillim 82:3
Defend the poor and the orphan; do justice to the afflicted and
needy.
148
Rabenu Bahya (late 13th century)
Job lauds himself that his home was wide open to all wayfarers,
strangers, and sojourners and that he endured that no one
regardless of his nationality ever lodged in the street. Job was a
righteous person and he was kind to all people as well as to his
own countrymen. This should be an inspiration for man to
broaden the extent of his compassion, as the sages said, “one
who shows mercy to God’s creatures will be
shown mercy in heaven” (Shabbat 1516). We may conclude a
fortiori that if Job, who did not know Torah, practiced this
quality of kindness, the Israelites, who have accepted the
Torah, are certainly obliged to practice it in all aspects. Seder
Hasidim If a community lacked a synagogue and a shelter for
the poor, it was first obligated to build a shelter for the poor.
149
Rabbi Shelom of Karlin (18th Century)
If you want to raise a person from mud and filth, do not think it
is enough to keep standing on top and reaching a helping hand
down to the person. You must go all the way down yourself,
down into mud and filth. Then take hold of the person with
strong hands and pull the person and yourself out into the
light.
150
TAPING PROJECT INTERVIEW GUIDE
Instructions:
1. Answer each of the questions in the attached interview guide as though you were being
interviewed by someone else. Try to make you answers as complete as possible so that if someone
else were listening, s/he would understand what you meant by your response.
2. Be sure to record all of your answers.
3. Turn in the tape (you can leave in my box or bring it to class) labeled with your name or other
identifying information by the third class meeting.
4. Although the instructor will check to see that your interview has been uploaded, you will be the
only person who will listen to the recording. Your confidentiality is assured. Feel free to be
as candid in your responses as possible. At the conclusion of the class, you will be asked to listen
to your recording and do a written analysis of it according to guidelines that will be provided at
that time.
A. Background
Age
Birthplace
Racial identity
Ethnicity
Gender
Sexual orientation
Religion
Other
B. Beliefs
a. What is your understanding about oppression: reasons why, effects etc.
b. What do you think characterizes someone or a group that is "oppressed"?
c. In regards to racism as one kind of oppression, the U.S. Riot Commission Report (Kerner
Commission) concluded that America is a racist society. Do you think that this is a fair
statement? Why? Why not?
d. Do you think there are differences between individual racism and institutional racism? If no,
why not? If yes, what do think those differences are?
C. Experience and Contact
1. When did you become aware of people being treated differently because of:
a. race, ethnicity or culture?
b. socioeconomic class difference?
c. gender?
d. for having a disability?
e. sexual orientation?
f. religion?
g. age?
2. Do you remember your first contact with a person whose "difference” (see above) was
associated with negative stereotypes? What kind of relationship was it (friend, family, college)?
151
3. At present, does your social network include people from different racial/ethnic cultural
groups? Different class? Sexual orientation? Other diversities? Have you thought that you
would like to have more friends from groups different than your own?
4. At present what is the situation with respect to race, ethnicity, age, gender, sexual orientation
where you go to school?
a. Are there any efforts to change the diversity balance where you work or go to school?
5. What makes you comfortable with people of different backgrounds (i.e., racial, ethnic,
cultural, class, sexual orientation) than your own (i.e. attitudes, behaviors)? What makes you feel
uncomfortable?
6. If you were to have a family of a different ethnic, racial, cultural group than your own as a
neighbor, describe the qualities that you would want in that family. In a homosexual couple?
7. Are most people that you know prejudiced or unprejudiced? Do you think of yourself as
prejudiced or unprejudiced?
8. When was the last time that you talked about race or diversity? When and where did that
occur? About what group(s)? What was the discussion about? What did you say? How often do
you talk about these issues?
D. Attitudes about contemporary oppression issues.
l. In general, what do you think about the experience of people of color in this
society? Specifically, how do you feel they perceived and treated? In your opinion, do people of
color have legitimate grievances?
2. Do you think there has been much progress on issues of social justice? If yes, what are some
examples of this progress? (Be specific about particular groups, e.g., women, African Americans,
Latinos, gay/lesbians). If no, what are some examples?
3. What are your thoughts and feelings on the following:
a. Perceived levels of crime and violence in communities of color? Be specific regarding
the kind of crime that you discuss.
a. Gays in the military?
b. Poverty levels in populations of color and immigrant groups?
c. These groups using social services (welfare, food stamps etc.)
d. The growing focus on a "multiculturalist perspective" in the United States. Do you
think that there is a need? Why or why not?
e. The integration of bilingual programs into elementary schools?
4. Do you enjoy watching television programs (or hearing radio programs) that deal with
diversity issues (i.e. ethnic, racial, cultural, gay/1esbian, etc.)?
5. Regarding civil unrest (i.e. riots):
a. How you feel about them?
b. What do you think 1eads to these outbursts?
c. What should be done about them?
152
6. In your opinion:
a. Are the rates of unemployment, infant mortality (death), mortality among people of
color the same, lower or higher than of whites? Why or why not?
b. Are wage levels the same between men and women? Why or why not?
7. What do you think should be done about U.S. immigration policy?
8. What are the implications of calling immigrants "illegal aliens” vs. "undocumented
workers/immigrants"? Be specific.
9. What is the meaning of "integration" to you?
D. Images of Oppressed Populations
1. What person of color, woman, gay/lesbian in America do you admire most?
2. Do you know of any leaders and organizations that represent diverse groups (racial, ethnic,
gay/lesbian etc.)? What is your evaluation of the job they do?
3. Identify 3 - 4 stereotypes that you hold about African Americans, Latinos, Asians, Native
Americans, gay/lesbians/bisexual/gender non conforming, and older people. Can you recall
where you learned these stereotypes? What evidence are you aware of that supports these
stereotypes?
E. Social Identity
1. What do you identify with in terms of:
Nationality
Culture
Ethnicity
Socioeconomic class
Religion
2. Have you ever thought about your skin color? How often? What do you think about it? Do you
ever feel good or bad about not being born a different color?
3. What does it mean to you to be a person from your racial, cultural or ethnic group? Is this a
source of pride for you? Do you think it has made any difference in your life? If yes, how?
4. What is positive about being a member of the group(s) with whom you identify? What
negative stereotypes are held about your ethnic, cultural, racia1 group?
5. How you feel about other members of your own ethnic, racial, cultural group?
6. Do you consider yourself as holding prejudiced beliefs or feelings? Towards what group(s)?
F. Social Change
1. What would be the consequences (i.e. cost) of acting against oppression? With friends,
family? At work, school?
2. What concerns do you have about the cost for you for holding racist or oppressive attitudes?
153
3. Do you currently challenge or reinforce oppressive practices, attitudes, behaviors? What else
can you do? What holds you back from action?
4. What is your worst fear of what society would be like if power was shared or if oppressed
populations were in power?
5. What is your best vision of what society would be like if power was shared, or if different
groups were in power?
G. The Interview Experience
1. What was it like to answer these questions?
2. Were there any questions that you feel were inappropriate, irrelevant or should have been left
out? Are there any additional questions that you think should have been asked? If so, what are
they?
4. What questions were helpful?
**Feel free to discuss any questions and/or responses to the interview experience with the
instructor.
154
Appendix F
Unit 1 and Associated Materials
Unit Duration: 95 minutes (can be done in multiple class sessions)
Unit Focus: Identity
Introduction: The first in this ten-lesson course, this lesson focuses on exploring the foundational
concept of identity, specifically examining how identity is crafted. The purpose of this unit is to increase
motivation of learners, and focus on content mastery and tools for critical thinking, providing the
foundation necessary for the later, more conceptual, exploration of the history behind issues of race, class
and equity.
Learning Objective
Lesson Materials
Learner Characteristic Accommodations
Facilitator’s Notes
Presentation slides
Copies of Identity Chart graphic organizer
Completed Identity Chart (done by facilitator) to model for learners
Writing utensils
Index Cards available for learner questions
Talking piece for community circle
Smartphone, laptop or tablet for learners to participate in “Poll Everywhere” prompt.
Learners will engage in this unit in-person. The use of the identity chart graphic organizer will help
learners organize and focus their thinking on identity, and promote learning. Due to the specific learner
population, the meaningful learning structure of identity charts (Smith & Ragan, 2005) in order to build
declarative knowledge
This is an in-person lesson. See the table below for specific Instructor Action/Decision (Supplantive
events of instruction). The instructor needs to provide timely feedback to practice and assessment. See
the table below for specific Instructor Action/Decision (Supplantive events of instruction).
Enabling Objective(s):
Understand the definition of individual identity.
Understand the composition of identity is made up of both internal and external characteristics.
Understand that much of identity is a social construct.
Identify biases and assumptions held regarding the identity of others (indirect self-report).
Terminal Objective: Learners will analyze the many factors that contribute to the construction of
individual identity.
155
Instructional Activities
Instructional
Sequence
Time (mins) Description of
the
Learning
Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 5
Provide
motivation by
Before class
begins, the
Learners will
respond to the
drawing the instructor will Poll Everywhere
learner’s attention pose a question to prompt, using
to the concept of learners, using the their phones or
identity and what Poll Everywhere computers.
factors contribute app. The question,
to its formation. “What makes you,
you?” will be
answered by
students using
their phones. The
instructor will
provide
immediate
feedback to the
responses.
Learning
Objectives
10
After the Poll
Everywhere
activity, the
instructor will
introduce the
learning objective
and ask students
to continue to
brainstorm factors
that contribute to
the construction of
their identity.
Instructor will
write all the ideas
contributed by the
learners during the
large-group
brainstorm,
connecting the
ideas to the lesson
objective. The
instructor will
then ask if
learners have any
clarifying
questions or ideas
to add to the list
that are not yet
represented.
Learners will
expand on the
concept of
identity, listing
contributing
factors to identity
formation in a
large group
brainstorm.
The instructor will
make a specific
point of
encouraging
learners to
identify
environmental,
familial and
biological
156
contributors to the
list of identity
characteristics.
Purpose for
Learning
-Benefits
-Risks Avoided
10
Introduce and
reinforce the
concept of identity
and identity
formation.
Benefits: Being
able to identify
the impact of
identity
construction on
issues of race,
class and social
justice, connecting
their own
knowledge around
their identity to
the identity of
others.
Risks Avoided:
Not beginning to
develop a more
nuanced
understanding of
the many factors
that contribute to
the construct of
individual
identity, thus
viewing identity
as static and
unchanging.
Instructor will
show the TED
Talk, “The
Danger of a
Single Story” by
Chimamanda
Ngozi Adichie
Using the piece as
a foundation, the
instructor will
highlight the
importance of
viewing identity
as multifaceted,
and ask learners to
reflect and
identity what is
lost when a person
is only viewed
through a single
lens
Learner will listen
to the TED Talk
“The Danger of a
Single Story.”
After which, they
will reflect and
journal on the
risks of viewing
others through a
single narrative,
or aspect of their
identity.
Overview
-Prior Knowledge
-New Knowledge
-Learning
Strategies
5
The previous
lesson was the
course overview,
which introduced
the overall
purpose of the
course; to explore
roots of
contemporary
inequities and
identify ways in
which they can
address, and help
The instructor will
ask learners to
connect the video
they just watched
with the identity
factor brainstorm
from earlier in the
lesson.
The instructor will
reiterate key
points made by
learners, and
highlight any
Learners will
share connections
between the
brainstorm
activity and video,
sharing prior
knowledge on
what shapes
identity, and the
differences
between
individual and
group identity.
This will be done
157
ameliorate, these
imbalances.
additional
information or
connections
already known by
the learners.
The instructor will
respond to any
questions posed
by the learners.
in pairs and then
shared with the
entire class.
Learners will ask
any relevant
clarifying
questions.
Prerequisite
Knowledge
10 Assess prior
knowledge of
identity
construction and
teach necessary
knowledge using
the “Danger of a
Single Story”
video as an
example.
Introduce and
reinforce
-The definition of
individual
identity.
-The composition
of identity as
made up of both
internal and
external
characteristics.
-Much of identity
is a social
construct.
Provide learners
an opportunity to
share an example
of a time where
they made a
judgment about
another person
based on one
element of their
identity, and that
judgment was
later proven
wrong.
Ask learners to
provide an
example of a time
when that same
judgment was
placed on them,
thus providing an
opportunity for
learners use their
own experiences
to generate
examples of
identity
construction and
bias.
Learners will
reflect and journal
about a time they
made a judgment
about another
person based on
one element of
their identity, and
that judgment was
later proven
wrong.
Learners will then
journal about a
time when that
same judgment
was placed on
them.
Learning
Guidance
-Lecture
-Demo
10
All sequential
information must
be presented in
sequence with
related conceptual
knowledge. Each
step requires time
for practice and
feedback before
moving on to the
next step.
Instructor will
project a slide
with their
completed
Identity Chart,
explaining to the
learners what the
chart contains.
The instructor will
then build on
Using the identity
chart graphic
organizer, learners
will complete
their chart,
working
independently.
Learners reflect
on the factors that
contribute to their
158
student prior
knowledge by
asking them to
complete their
own identity chart,
comprised of the
internal and
external
characteristics that
define who they
are. The instructor
should provide
immediate
feedback, helping
redirect students,
answer questions
and clarify
instructions as
needed.
identity and create
an “identity chart”
noting internal
and external
characteristics that
form their identity
Practice and
Feedback
10 Learners are asked
to further
investigate their
identity with the
introduction of
five prompts,
delivered by the
instructor, in order
for the learners to
further process the
concept and
construction of
identity.
Provide time for
practice and
feedback for
learners. Practice
with feedback is
untimed and
ungraded.
After completion
of their charts, the
instructor will
present five
prompts to the
learners, using
PowerPoint slides.
These prompts
are:
-Circle one thing
that you are
feeling acutely
right now
-Put a square
around one thing
that is so
foundational to
your identity that,
if removed, you
would no longer
be you.
-Put a triangle
around something
people would not
know about you,
just by looking at
you.
-Put a star around
something you
have carefully
After completing
their charts,
learners will
identify the
factors on their
chart that align
with the five
prompts given by
the instructor.
After which, they
will work in pairs
and share the five
selected factors
with the other
learner,
identifying one
commonality that
exists between
them.
159
cultivated over
time
-Put the shape of
your choosing
around something
defined by
geography
In order to avoid
cognitive
overload, at the
conclusion of the
prompts, the
instructor should
leave a slide up
with all prompts,
and
accompanying
shapes, listed.
The instructor will
then ask learners
to break into pairs
and share only the
responses to the
prompts with their
partner. The
instructor will
offer
encouragement
and feedback as
each group meets.
Authentic
Assessment
10
Learners will
present, in their
partner groups,
the commonalities
they shared with
their partner,
based on the
attributes they
identified from the
given prompts.
Instructor will
help facilitate
small group
presentations and
provide
immediate
feedback and
clarification when
required.
Learners will
share the
commonalities
they identified in
the identity charts
and also
acknowledge what
surprised them
about their
partner’s chart.
Retention and
Transfer
10
Inform learners
that they will
revisit their
identity charts at
the conclusion of
the course, thus
reinforcing the
Instructor will
provide time for
learners to share
feedback and
response to the
other partner
groups.
Learners will
share feedback
and responses to
the other partner
groups.
160
fluidity and
growth of identity.
Big Ideas 5 Review and
reinforce the
concept of identity
and identity
formation.
Connect the
importance of this
conceptual
knowledge to the
goals of the unit
and course.
Instructor
provides learners
an opportunity for
self-report, using
index cards on
which to write one
take-away from
the lesson and one
question they still
have.
Learners will
respond to the
prompts given by
the instructor,
writing down a
take-away and
question they have
about the lesson.
Advance
Organizer for
10
Connections made
between
Instructor
“previews” next
Learners will
share how they
next unit
conceptual lesson by asking believe identity
knowledge of learners what connects to social
identity to identity has to do justice.
procedural with social justice,
knowledge for building
implementing connections
meaningful Social between prior and
Justice practice. new knowledge.
This will allow
the instructor to
assess prior
knowledge before
the next lesson,
focused on
foundational
social justice
vocabulary.
Total Time 95
161
Identity Chart Step by Step
Before learners create their chart, the following helps for successful
implementation:
1. Let them know they will not have to share their chart out loud; they will not have to
share anything they feel is too personal.
2. Model one for them. Teacher should have completed one beforehand.
3. Make sure they include internal/external traits. “Who am I?” such as our role in a
family (e.g., daughter, sister, mother, etc), our hobbies and interests (e.g., guitar player,
football fan, etc), our background (e.g., religion, race, nationality, hometown, or place of
birth)
STEP ONE: Each person constructs chart for himself or herself. Make sure they
have at least six things written on their chart.
Once participants have created their individual charts, ask them to identify
specific things on their chart that match the prompts below.
Each prompt should be given one at a time. To avoid any confusion, once all
prompts have been given, put up a “key” that reminds them what each shape
means.
While there will probably be more than one thing on their chart that fits each
prompt, participants should only choose one word for each (although they can use
the same word for more than one prompt)
1. PUT A SQUARE AROUND: ONE THING you’re feeling most acutely right
now
2. PUT A CIRCLE AROUND: ONE THING that, if removed from the chart,
you would no longer be you (it’s so foundational to who you are as a person).
3. PUT A TRIANGLE AROUND: ONE THING People wouldn’t know by
looking at you
4. PUT A RECTANGLE AROUND: ONE THING you’ve carefully cultivated
over time. (Can be a skill like tennis or something like “patience.”)
5. PUT STARS AROUND: ONE THING on your chart defined by geography
(where you’re from, your parents are from, where you live, where you go to
camp etc.)
Once they have completed the prompts,
Put the students in pairs and have them share the things they marked based on the
five prompts. If there is something they don’t feel comfortable sharing, they do
not have to share.
Ask them what surprised them, what they learned, what connections they
discovered they didn’t know existed.
162
Identity Chart
Who Am I?
163
Appendix G
Unit Two, Lesson One and Associated Materials
Unit Duration: 95 minutes (can be done in multiple class sessions)
Unit Focus: Social Justice 101
Introduction: The second in this ten-lesson course, this lesson focuses on defining and understanding
foundational social justice vocabulary. The purpose of this unit is to increase motivation of learners, and
focus on content mastery, providing the foundation necessary for the more conceptual exploration of root
causes of inequity that will be explored later in the Unit.
Learning Objective
Lesson Materials
Learner Characteristic Accommodations
Facilitator’s Notes
Instructional Activities
Instructional
Sequence
Time (mins) Description of
the
Learning
Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 5 Provide activities Before class Learners will
that will introduce begins, the respond to the
social justice instructor will Poll Everywhere
vocabulary and pose a question to prompt, using
gain learner learners, using the their phones or
attention towards Poll Everywhere computers.
a deeper app. The question,
Presentation slides
Social justice vocabulary bingo cards
Social justice vocabulary “connect” handout
Graphic Organizer for “Vocab in Action” assignment
Pen or pencil
Index Cards available for learner questions
Smartphone or laptop for learners to participate in “Poll Everywhere” prompt.
Learners will engage in this unit in-person. The Bingo game and after-school assignment will help
learners organize and focus their thinking, as well as promote learning and retention.
This is an in-person lesson. See the table below for specific Instructor Action/Decision (Supplantive
events of instruction). The instructor needs to provide timely feedback to practice and assessment. See
the table below for specific Instructor Action/Decision (Supplantive events of instruction).
Enabling Objective(s):
Understand foundational social justice vocabulary, including the difference between equity and
equality
Engage prior knowledge of the definitions explored
Build on declarative knowledge by observing examples of the learned vocabulary
Terminal Objective: Learners will define and understand foundational social justice vocabulary as
measured by a recall assessment.
164
understanding of “What is the
the words and difference
phrases. between
“equality” and
“equity?” will be
answered by
students using
their phones,
tablets or laptops..
The instructor will
provide
immediate
feedback to the
responses
Learning 10 After sharing the Instructor will Working
Objectives
learning objective, share learning individually or in
an advanced objective using a pairs, learners will
organizer will be PowerPoint slide complete the
provided to and provide “Connect the
activate recall of learners with an Words” handout.
prior knowledge. advanced
organizer, the
“connect the
words” handout.
Purpose for
Learning
-Benefits
-Risks Avoided
5 Benefits: Identify
and define
complex, and
foundational,
social justice
vocabulary in
order to better
engage in
conversation and
action later in the
course.
Risks Avoided:
The inability to
define and
understand
foundational
social justice
vocabulary
necessary for a
deeper conceptual
understanding of
social justice.
Instructor will
state the
importance of
learning the
material and the
risk avoided,
connecting the
completed
handout the
learners have
worked on to the
importance of the
learning objective
and its benefits.
Learner will
engage in
dialogue with the
instructor
regarding the
importance of
learning the
vocabulary. After
completing their
handout, learners
will assess their
knowledge of the
vocabulary
provided in the
handout and make
connections to the
benefits of
learning.
Overview
-Prior Knowledge
-New Knowledge
10 The previous
lesson introduced
the concept of
The instructor will
ask learners to
report on their
Learners will
share their results
from the handout,
165
-Learning
Strategies
identity through
readings, identity
charts and group
discussion.
results from the
“word connect”
handout, as well
as addressing the
Poll Everywhere
prompt.
The instructor will
reiterate key
points made by
learners, and
highlight any
additional
information or
connections
already known by
the learners.
The instructor will
respond to any
questions posed
by the learners.
share prior
knowledge of
vocabulary listed
on the handout
and their response
to the Poll
Everywhere
prompt.
Learners will ask
any clarifying
questions they
have.
Prerequisite 10 Assess prior Engage prior Provide learners
Knowledge
knowledge of knowledge of the with opportunity
foundational definitions to engage with the
social justice explored, graphic presented
vocabulary, reinforcing the by the instructor,
including the importance of identifying the
difference vocabulary using importance of
between equity a PowerPoint slide developing a clear
and equality. featuring a understanding of
graphic foundational
differentiated vocabulary, as
between equity featured in the
and equality. graphic.
Learning
Guidance
-Lecture
-Demo
15 Direct instruction
via PowerPoint
slides will be used
to provide an
overview of the
first set of
foundational
vocabulary terms.
Each subsequent
lesson will feature
a new set of
terms.
Instructor will
project slides with
the specific
vocabulary for
this specific
lesson, explaining
the definitions
to the learners
and instructing
them to take notes
using the Cornell
Notes taking
structure.
Learners will
respond to
prompts by the
instructor to
define the
vocabulary
presented. Using
Cornell Notes,
learners will
record the
definitions.
The instructor will
build on student
166
Terms for this prior knowledge
by asking the
learners to define
the words before
providing the
definition. The
instructor should
provide
immediate
feedback, helping
redirect students,
answer questions
and clarify
instructions as
needed
lesson are:
- Being
Uncomfortable
- Access
- Bias
- Classism
- Discrimination
- Equality
- Equity
- Ethnicity
- Justice
- Multi-ethnic
- Multi-racial
- People of Color
- Race
- Racism
- Safe Space
Practice and
Feedback
15 Learners will
reinforce the
transfer of
knowledge, using
the “Vocabulary
Bingo” game
provided by the
instructor.
Provide time for
practice and
feedback for
learners. Practice
with feedback is
untimed and
ungraded.
After completion
of their notes on
the vocabulary
provided, the
instructor will
give learners a
“Vocabulary
Bingo” card
featuring the
eleven vocabulary
words introduced
in this lesson. The
card will have the
specific words
listed, with the
instructor
providing the
definitions as
prompts.
In order to avoid
cognitive
overload, the
instructor should
leave a slide up
with each
prompts, and
allow students to
refer to their notes
Learners will
listen and respond
to the definitions
provided by the
instructor and find
the corresponding
word on their
Bingo card, using
the notes they
took earlier in the
lesson. This will
allow for ,
learners to further
process the
definitions
provided.
Provide time for
practice and
feedback for
learners. Practice
with feedback is
untimed and
ungraded.
167
as they play the
game.
Instructor will
offer
encouragement
and feedback after
each prompt is
given.
Authentic
Assessment
Included in
practice/feedback
timing
When a learner
calls “Bingo,”
they will present
the words, and
corresponding
definitions, they
marked off.
Instructor will
help facilitate the
sharing of
completed Bingo
cards, providing
immediate
feedback and
clarification when
required.
Learners will
share their
completed cards.
Retention and
Transfer
5 Inform learners
that they will
revisit their notes
repeatedly as they
move through the
course,
reinforcing the
vocabulary
learned.
Instructor will
provide time for
learners to ask
clarifying
questions.
Learners will
share questions
about any of the
vocabulary
explored in the
lesson.
Big Ideas 10 Review and
reinforce the
foundational
social justice
vocabulary
presented.
Connect the
importance of this
declarative
knowledge to the
procedural and
conceptual goals
of the unit and
course.
Instructor
provides learners
an opportunity to
understand
foundational
social justice
activity and
connect the
importance of said
learning to the
larger goals of the
course.
Index cards will
again be provided
on which learners
can write any
questions that
remain from this
lesson.
Learners will
engage in
discussion with
the instructor, and
write down any
questions they still
have regarding the
vocabulary
introduced in the
lesson.
168
Advance
Organizer for
next unit
10 Connections made
between the
declarative
knowledge
presented in this
lesson to the
complex
conceptual
knowledge that
will be the focus
of the next lesson
(intersectionality).
Instructor
“previews” next
lesson by asking
learners to define
“intersectionality”
on an index card
and leave it with
the instructor.
Learners will
respond to the
prompt by writing
down their
definition of
intersectionality.
This will allow
the instructor to
assess prior
knowledge before
the next lesson,
focused on
foundational
social justice
vocabulary.
Total Time 95
169
BINGO
Equity
Bias
Racism
Discriminate
Bicultural
Oppression
Mobility
FREE
SPACE
Civil
Rights
Justice
Multiracial
Disen-
franchised
Prejudice
Equality
Marginalize
Diversity
Social
Justice
Multiethnic
Race
Stereotype
170
Name:
Social Justice Match Up
Write the letter for the correct definition next to the corresponding social justice term or concept.
1. Agency
2. Bias
3. Classicism
a. An inclination of preference, especially one that interferes with
impartial judgment
b. Actions or thoughts, based on conscious or unconscious bias,
that
favor one group over others
c. The state of being equal, especially in status, rights, and
opportunities.
4. Discrimination d. A person who identifies as coming from two or more ethnic groups
e. Attitudes or practices limiting people of a certain socioeconomic
5. Equality
6. Equity
7. Ethnicity
class due to income, occupation or education
f. The effect of domination of certain racial groups by other racial
groups
g. Term used to to identify and define individuals as part of a distinct
group based on physical and culture characteristics
8. Justice h. The ability to act independently and make decisions for oneself
i. A state in which all people or groups are given access to the
9. Multi-ethnic
10. Multiracial
People of
resources they need to achieve equal results.
j. Spaces in which people can say, be, and share their experiences
without fear or judgment
k. An umbrella term for any person or peoples that is considered by
11. color the society in which they live to be non-white
l. The establishment or determination of rights according to rules of
12. Race law and standards of equity
13. Racism m. A person who identifies as coming from two or more racial groups
n. State of belonging to a social group that has a common national or
14. Safe Space cultural tradition.
171
Appendix H
Unit Three, Lesson One and Associated Materials
Unit Duration: 130 minutes (can be done in multiple class sessions)
Unit Focus: Intersectionality
Introduction: The third in this ten-lesson course, this lesson focuses on defining and understanding the
concept of intersectionality. The purpose of this unit is to increase motivation of learners, and focus on
content mastery, providing the foundation necessary for the more conceptual exploration of root causes of
inequity that will be explored later in the Unit.
Learning Objective
Lesson Materials
Learner Characteristic Accommodations
Facilitator’s Notes
Presentation slides
Pen or pencil
Index Cards available for learner questions
Completed word cloud
Intersectionality videos
Flip Chart paper
Student Journals
Learners will engage in this unit in-person. The will help learners organize and focus their thinking, as
well as promote learning and retention.
This is an in-person lesson. See the the table below for specific Instructor Action/Decision (Supplantive
events of instruction). The instructor needs to provide timely feedback to practice and assessment. See
the table below for specific Instructor Action/Decision (Supplantive events of instruction).
Enabling Objective(s):
Recognize people have multiple identities, which interact to create unique and complex
individuals.
Teach any necessary prerequisite knowledge by providing definitions and examples and non-
examples.
Provide opportunities for learners to generate their own examples and non-examples.
Understand that identity is comprised of membership in multiple groups in society.
Develop language that accurately identifies their membership in multiple identity groups.
Develop historical and cultural knowledge that identifies their membership in multiple identity
groups.
Recognize traits of the dominant culture, their home culture and other cultures and understand
how they negotiate their own identity in multiple spaces.
Terminal Objective: Learners will define, and understand, the concept of intersectionality in order to
explain the definition, and importance, to someone new to the concept.
172
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
10
Provide motivation
by drawing the
learner’s attention to
the concept of
intersectionality and
how it connects to
identity and bias.
Instructor will project a
word cloud comprised of
the learner responses to the
question “What is
intersectionality” that
learners completed in the
previous lesson.
After which, the instructor
will provide clarification
and the correct definition of
the term.
Learners will
read the word
cloud,
responding to
instructor
prompts focused
on the words and
phrases that
appear most
frequently in the
word cloud.
Learning
Objectives
5
After exploring the
word cloud, the
instructor will
introduce the
definition of
intersectionality
connect the
definition to learner
prior knowledge
around identity.
Instructor will share
learning objective using a
PowerPoint slide and
provide learners with the
correct definition of
intersectionality.
The instructor will respond
to any clarifying questions
asked by learners.
Learners will
note the correct
definition of
intersectionality
and pose any
clarifying
questions they
have.
Purpose for
Learning
-Benefits
-Risks
Avoided
5
Benefits: Recognize
that people have
multiple identities,
which interact to
create unique and
complex individuals.
This prepares
learners for the
upcoming lesson.
Risks Avoided: The
inability to grasp the
complexity of
identity and the
ability of one person
to belong to many
groups.
Instructor will state the
importance of learning the
material and the risk
avoided.
Learner will
engage in
dialogue with the
instructor
regarding the
importance of
learning about
intersectionality.
Overview
-Prior
Knowledge
-New
Knowledge
5
The previous lesson
was Unit One,
Lesson Two, which
introduced the
foundational social
justice vocabulary
The instructor will ask
learners to report on the
differences between their
original definition of
intersectionality, and the
actual definition.
Learners will
share their
original
definitions.
173
-Learning
Strategies
through games and
group discussion.
The instructor will reiterate
key points made by
learners, and highlight any
additional information or
connections already known
by the learners.
The instructor will respond
to any questions posed by
the learners.
Learners will ask
any clarifying
questions they
have.
Prerequisite
Knowledge
10
The previous
activities will help
assess prior
knowledge. Present
new vocabulary to
help teach necessary
knowledge.
Introduce and
reinforce
- The concept of
developing positive
social identities
based on their
membership in
multiple groups in
society;
- People’s multiple
identities interact and
create unique and
complex individuals;
- The importance of
expressing pride,
confidence and
healthy self-esteem
without denying the
value and dignity of
other people; and
- People experience
inequity and
discrimination in
different ways.
- The impact our
intersecting identities
have on shaping our
perspectives and the
way we experience
the world
Provide learners an
opportunity to gain a deeper
understanding of
intersectionality by viewing
this video clip:
Intersectionality
(3:03):http://bit.ly/2ezM7cX
Instructors should provide
students with a graphic
organizer, one side for
“facts” and the other for
“questions.”
After viewing, instructors
should give immediate
feedback to learner
questions.
Learners will
deepen their
understanding of
intersectionality
by viewing the
Intersectionality
video and
recording notes
using the graphic
organizer
provided by the
Instructor. They
should view this
individually,
using
headphones.
After viewing,
learners will
share questions
they noted on
their graphic
organizer with
the class and the
instructor
174
Learning
Guidance
-Lecture
-Demo
30
Direct instruction via
a video clip and
PowerPoint slides
will be used to
provide an overview
of intersectionality.
Learners will then
further investigate
the concept of
intersectionality with
“What is an
American” activity,
in order for the
learner’s further
process the concept.
The instructor will ask
learners to take out a blank
piece of paper and write
down what they think an
“American” looks like.
After a few minutes, the
instructor will ask learners
to share their lists and
discuss with a partner,
answering the following
questions, which the
Instructor will read and
simultaneously project on a
PowerPoint slide:
How did you decide
what to write?
How are our lists
similar?
How are they
different?
After the small groups have
met, the instructor will
moderate a large group
discussion, reminding
learners of the safe space
protocols created in the
introductory unit, using the
following as suggested
prompts:
Where might our
ideas of what it
means to be
“American” come
from?
Where do we hear
messages about
what “American-
ness” can be?
Learners
will respond to
the prompt given
by the instructor,
making a list of
what an
American looks
like.
After completing
the list, they will
meet in partners
to share their
lists and answer
the prompts
provided.
Learners will
then participate
in the large
group
discussion, using
the safe space
protocols set up
in the
introductory
lesson.
Practice and
Feedback
15
Model a completed
response to the
journaling activity.
Provide practice and
feedback for
completing the
activity.
The instructor will model
the completed response to
the journal activity,
responding to the following
prompts:
Talk about a time
when you noticed
something about
you was different
from those around
you. Begin with this
line: “I first noticed
Learners will
respond to the
prompts given
by the Instructor
in their journals.
After completing
the prompts,
they will engage
in class
discussion about
175
that I was
when ____.”
the later prompts
provided by the
Instructor.
After modeling their own
responses, Instructors will
then ask learners to
complete the prompts in
their journals, including the
prompts on a PowerPoint
slide to diminish cognitive
overload.
Learners will
provide, and
receive
feedback, from
the Instructor
and the class.
On the left side of their
journal, learners should
make a list of their
identities, and can refer
back to the identity chart
they completed in Unit 1,
Lesson 1.
On the right side, learners
should be instructed to write
about a time they were
aware of being one of those
identities more than
another.
After learners have
completed their journal
responses, the Instructor
should open the
conversation to the entire
room, using the following
prompt:
Have you ever felt
privileged or
disadvantaged
because of some
unchangeable
aspect of who you
are?
If necessary, the Instructor
should be prepared to model
a response to these prompts,
using personal experience.
The instructor will moderate
a large group discussion,
providing immediate
feedback.
176
Authentic
Assessment
20
Learners will view
the video “Kids
Explain
Intersectionality”
(2:15):
http://bit.ly/2AYOi3g
after which they will
work in pairs, each
learner given the
opportunity to
explain the concept
of intersectionality to
the other.
The instructor will show the
short video clip to the class.
After which, the instructor
will ask learners to take a
few minutes to write down
how they would explain
intersectionality to someone
who is new to the concept.
After note-taking, learners
will break into pairs, each
given 2.5 minutes to explain
the concept (with a total of
5 minutes being allocated to
this element of the lesson)
After each pair has been
given an opportunity, the
Instructor will guide the
learners in working together
to synthesize their
explanations and create one,
cohesive explanation.
Immediate feedback and
support is necessary.
The instructor will then
direct learners to write their
synthesized explanation on
a piece of large flip chart
paper, and then place the
paper on a wall of the
learning space.
Learners will
view the short
video and write
down how they
would explain
intersectionality
to someone new
to the concept.
They will then
work in their
partner groups,
sharing their
explanation and
working with
their partner to
create one,
shared
explanation.
They will then
write down their
explanation.
Retention and
Transfer
10
Provide opportunities
to transfer
knowledge and
develop thinking
through a “Gallery
Walk” of the
synthesized
explanations created
by each pair of
learners.
The Instructor will direct
the learners to circulate
around the room, reading all
the synthesized
explanations the class has
created.
After returning to their
seats, the Instructor will
moderate a group
discussion, providing
feedback on the
explanations and any
clarification deemed
necessary.
Learners will
circulate around
the room,
reading the
synthesized
explanations
created by the
other learners.
After circulating,
learners will
participate in a
group
discussion,
providing
feedback on the
explanations and
asking clarifying
177
questions as
needed.
Big Ideas 10 Review and redirect:
Learners will review
the evolution of their
understanding of
intersectionality and
prepare to apply the
declarative
knowledge they have
gained in this and
previous lessons to
the upcoming
lessons.
The Instructor will prompt
learners to share their
understanding of
intersectionality, as it has
evolved from the beginning
of the lesson to the
conclusion.
Learners will
share their
understanding of
intersectionality,
as it has evolved
from the
beginning of the
lesson to the
conclusion.
Advance
Organizer for
next unit
10
Connections made
from the declarative
knowledge learned in
previous lessons,
along with this
lesson, will be
revisited, as learners
are prepared to apply
these terms and
concepts to the more
conceptual
exploration of said
concepts on
contemporary forms
of inequity in the
United States, the
focus of the next few
lessons.
While still in the group
discussion, the Instructor
will connections between
the concepts explored in
this, and previous, lessons
and the application of said
concepts to the exploration
of examples of inequity in
the United States.
The Instructor will ask
learners to journal about
current examples of
inequity having to do with
aspects of someone’s
identity.
Learners will
journal about
current examples
of inequity
having to do
with aspects of
someone’s
identity.
Total Time 130
178
Video Clip Notes
Graphic Organizer
FACTS QUESTIONS
179
Appendix I
Unit Three, Lesson Two and Associated Materials
Unit Duration: 135 minutes (can be done in multiple class sessions)
Unit Focus: Rights and Privileges
Introduction: This lesson focuses on identifying the differing rights and privileges afforded residents of
the United States. The purpose of this unit is to increase motivation of learners, and focus on content
mastery, providing the foundation necessary for the more conceptual exploration of root causes of
inequity that will be explored later in the course.
Learning Objective
Lesson Materials
Learner Characteristic Accommodations
Facilitator’s Notes
Instructional Activities
Instructiona
l Sequence
Tim
e
(min
s)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative
)
Gain 10 Provide motivation by Instructor will place large pieces Learners
Attention
drawing the learner’s of flip chart paper around the will respond
attention to the definition room before class begins. Half of to the two
the papers should have the prompts
Presentation slides
Pen or pencil
Index Cards available for learner questions
Flip Chart paper
Student Journals
Tape for “Privileges and Rights” activities
Learners will engage in this unit in-person. The will help learners organize and focus their thinking, as
well as promote learning and retention.
This is an in-person lesson. See the table below for specific Instructor Action/Decision (Supplantive
events of instruction). The instructor needs to provide timely feedback to practice and assessment. See
the table below for specific Instructor Action/Decision (Supplantive events of instruction).
Enabling Objective(s):
Develop an awareness of the differences between rights and privileges
Recognize the misuse of power as it relates to the constraint on human and legal rights of
people and groups in the United States.
Identify the ways in which privileges and rights are granted, or denied, to various groups in the
United States.
Terminal Objective: Learners will define and articulate the differences between privileges and rights, in
order to better analyze the effects of oppression and marginalization on voting rights in the United
States.
180
of, and difference between,
rights and privileges.
prompt “What is a right?” The
other half should state “What is a
privilege?” The instructor should
create as many as needed to avoid
having too many learners at any
one piece of paper.
silently, and
then circle
back around
the learning
space to see
what others
have written
After this activity is complete, the
instructor will provide immediate
feedback by synthesizing what
was written on the papers into one
list, asking learners to reflect on
similarities and differences.
Learning
Objectives
10 After the larger class
discussion about the
previous activity, the
instructor will introduce
the definition of privileges
and rights and connect
them to the upcoming
lesson on the differing
ways in which rights and
privileges are granted, or
denied, various individuals
and groups in the United
States.
Instructor will share definitions
and learning objectives using a
PowerPoint slide and provide
learners with the correct
definitions of privileges and
rights.
The instructor will respond to any
clarifying questions asked by
learners.
Learners
will note the
correct
definitions
of privileges
and rights
and pose
any
clarifying
questions
they have.
Purpose for
Learning
-Benefits
-Risks
Avoided
5 Benefits: Recognize that
there are concrete and
identifiable differences in
the ways in which rights
and privileges are afforded
different groups in the
United States, an integral
piece in understanding the
larger characteristics of
marginalized and
oppressed individuals and
groups. This prepares
learners for the upcoming
lessons and provides
context and grounding for
Unit Four.
Instructor will state the
importance of learning the
material and the risk avoided.
Learner will
engage in
dialogue
with the
instructor
regarding
the
importance
of learning
about these
issues.
Risks Avoided: The
inability to understand that
the rights and privileges
enjoyed by the learner are
not the same as those
received by other minority
groups in the US.
181
Overview
-Prior
Knowledge
-New
Knowledge
-Learning
Strategies
10 The previous lesson was
Unit Three, Lesson One,
which introduced the
concept of intersectionality
through activities and
group discussion.
The instructor will ask learners to
report on the differences between
their original thoughts regarding
rights and privileges and the
definitions provided.
The instructor will reiterate key
points made by learners, and
highlight any additional
information or connections
already known by the learners.
The instructor will respond to any
questions posed by the learners.
Learners
will ask any
clarifying
questions
they have.
Prerequisite
Knowledge
20 The previous activity will
help assess prior
knowledge. Present
clarification to dispel
misinformation and help
teach necessary
knowledge.
Introduce and reinforce
- Declarative knowledge
about the definition of
rights and privileges as
they relate to issues of
human and legal rights in
the United States.
- Employing critical
analysis and careful
consideration of issues
related to rights and
privileges, such as
oppression,
marginalization, power,
individual and systemic
racism.
- Analysis of the effects of
the denial of rights and
privileges, exploring what
alternatives exist to current
views on the issues being
discussed.
- People experience
inequity and discrimination
in different ways (directly
reinforcing this point from
the previous lesson).
Provide learners an opportunity to
gain a deeper understanding of
rights and privileges by
participating in a small group
discussion and activity.
Instructors should provide
students with a graphic organizer,
with the following prompts:
- To what do people have a right?
(What do people deserve just
because they’re human beings)
- What do people deserve because
they have earned it (privileges)?
After small groups have time to
read and reflect on the prompts,
each learner should be instructed
to fill out their paper. While the
whole group can have the same
things written down, each learner
needs their own, completed,
document.
After the small groups have
completed this step, individuals
from different groups should pair
up, sharing what they have
written on their document.
After this is completed, the
instructor should ask for
volunteers to share what they
wrote, and what they learned,
with the larger class. The
instructor should provide
Learners
will deepen
their
understandi
ng of rights
and
privileges
by
participating
in this
activity and
discussion,
using the
handout
provided.
Learners
will initially
share their
responses in
pairs and
then break
into small
groups
before
volunteers
share out
with the
larger class.
182
immediate feedback to learner
responses and questions.
Learning
Guidance
-Lecture
-Demo
10 Direct instruction via
PowerPoint slides will be
used to deepen learner’s
understanding of rights and
privileges and begin to
forge connections between
these concepts and goal of
social justice work as that
of achieving “equity.”
Learners will then further
investigate the concepts of
rights and privileges as
they relate to oppression,
justice and equity.
The instructor will project the
“Equity vs. Equality” slide,
without the captions indicated
which image aligns with which
definition. After so doing, the
instructor will ask learners to look
at the image for a few minutes
and decide the identify which
aligns with which definition.
After a few minutes, the
instructor will ask learners to
share their thoughts and will
moderate a large group
discussion, reminding learners of
the safe space protocols created in
the introductory unit, if necessary.
Learners
will look at
the image
projected by
the
instructor
and decide
which
image aligns
with which
definition.
They will
then
volunteer to
share what
they have
decided and
respond to
any
clarifying
questions
posed by the
instructor.
Learners
will then
participate
in the large
group
discussion,
using the
safe space
protocols set
up in the
introductory
lesson.
Practice and
Feedback
20 Model an example of
equity and an example of
equality.
Provide practice and
feedback for completing
the activity.
A helpful video for
teachers about the “Near
and Far” activity:
After sharing their own examples,
the instructor will ask learners to
generate their own examples of
equity and equality.
After journaling their examples
and sharing out to the larger class,
the Instructor will then lead the
learners in the “Near and Far”
activity.
After
completing
the prompts,
learners will
share out
their
examples.
Learners
will then
participate
183
https://www.youtube.com/
watch?v=2KlmvmuxzYE
- *See the attached document for
a step by step summary of this
activity.
After learners have completed the
activity, the Instructor will lead a
whole-group conversation about
what the activity highlighted for
them, as it relates to oppression,
rights and privileges. Special
attention should be paid to the
following:
- Where people are sitting
- Why people are sitting there?
- How it felt to participate
(depending how near or far they
were from the trash can)
- How they could make the game
more “fair” or equitable.
in the “Near
and Far”
activity,
lead by the
instructor.
At the
conclusion
of the
activity,
learners will
respond to
the
questions
posed by the
Instructor.
The Instructor should moderate
the conversation, providing
immediate feedback.
Authentic
Assessment
15 Learners will participate in
the “Know Your Rights”
game.
The instructor will split the class
into two groups and explain the
rules of the “Know Your Rights”
game.
*See the attached document for a
step by step summary of this
activity.
The instructor should have each
prompt as an individual
PowerPoint slide, to accompany
their sharing of each prompt
verbally.
After completing the game, the
instructor should pose the
following reflection questions to
learners:
What are some privileges
you have that other
people in this country
might not?
Do you think everyone
deserves these same
rights?
What are some factors
that prevent the things we
have identified as rights
Learners
will
participate
in the
“Know
Your
Rights”
game. After
completing
the activity,
learners will
respond to
the
reflection
questions
provided by
the
instructor.
184
from being afforded to
everyone, in the same
way?
Immediate feedback and support
from the instructor is necessary
Retention
and
Transfer
15 Provide opportunities to
transfer knowledge and
develop thinking through
video focused on the “Ban
the Box” movement.
https://www.youtube.com/
watch?v=A6jBBN1zR30
(5:17)
The Instructor will direct the
learners to watch the “Ban the
Box” video clip. After which,
they will be asked to journal in
response to the following
questions, which the instructor
will show on a PowerPoint slide:
What stood out to you in
this video?
What questions do you
have?
What rights and
privileges are called into
question in this video
clip?
After journaling, learners will
break into small groups and
discuss their thoughts on the
video. The instructor should hand
out a document to each group,
detailing the rights affording to
convicted felons in the state of
CA. After which, the instructor
should circulate from group to
group, answering any questions
and providing immediate
feedback and direction.
Learners
will watch
the video
and respond,
in their
journals, to
the prompts
provided by
the
instructor.
After which,
learners will
break into
small
groups,
discussing
the video
and the
handout
provided by
the
instructor,
asking
clarifying
questions as
needed
Big Ideas 10 Review and redirect: The Instructor will prompt Learners
Learners will review the learners to share their will share
evolution of their understanding of rights and their
understanding regarding privileges, taking into account the understandi
rights and privileges, and video they recently watched. How ng of rights
prepare to apply the as their definition and and
declarative knowledge they understanding of rights and privileges,
have gained in this and privileges, has evolved from the as it has
previous lessons to the beginning of the lesson to the evolved
upcoming lessons. conclusion. from the
beginning of
the lesson to
the
conclusion.
185
Advance
Organizer
for next unit
10 Connections made from
the declarative knowledge
learned in previous
lessons, along with this
lesson, will be revisited, as
learners are prepared to
apply these terms and
concepts to the more
conceptual exploration of
said concepts on
contemporary forms of
oppression in the United
States, the focus of the
next few lessons.
The Instructor will help build
connections between the concepts
explored in this, and previous,
lessons and the application of said
concepts to the exploration of
examples of oppression in the
United States.
The instructor will provide
students with a writing prompt to
be turned in the following class.
The prompt reads as follows:
Do you believe that life is
fair or unfair? If so, what
does justice mean based
on your response?
Where do your beliefs
about life come from?
How comfortable are you with
them? (Garcia, and Van Soest,
2006)
Learners
will receive
instructions
for the
writing
assignment
due the
following
class, asking
any
clarifying
questions.
Total Time 135
186
Consequences of a California Felony Conviction
California law requires job applicants to disclose certain criminal convictions.
Applicants who fail to disclose a felony conviction might not be hired if the employer finds out.
Or if they are hired, they could be fired later on. Additionally, if an employee is fired for
dishonesty, that person is ineligible to receive unemployment benefits.
Legally, an employer has the right to decline to hire you on the basis of a prior
conviction. However, an employer's reliance on a criminal record to deny employment may
violate Title VII of the Civil Rights Act of 1964. This happens if a conviction is used as a pretext
to deny employment based on: race, color, religion, sex, or national origin.
Your rights can be violated by bias, even if it is not conscious. Title VII prohibits
decisions "infected by stereotyped thinking," as well as those driven by racial or ethnic
animosity. Thus, an employer's decision to reject an applicant based on racial or ethnic
stereotypes about criminality... rather than qualifications and suitability for the position... is
unlawful disparate treatment that violates Title VII. To prevent this type of discrimination,
federal guidelines recommend that employers not automatically disqualify felons. California has
adopted the federal guidelines.
When can an employer legally ask about a felony conviction?
An employer may ask about a conviction if there is a legitimate, business-related reason to do so.
The employer may also legally refuse to hire a convict based upon a legitimate business concern.
For example, if the job involves access to patients, a health care facility can ask about
arrests for certain sex crimes in California. Or, if the job involves access to narcotics, the
employer could decline to hire an applicant because of prior drug convictions.
How does a felony conviction affect federal employment?
Similar restrictions apply to jobs with, or relating to, the federal government. Again, the
EEOC recommends that employers not ask about convictions on job applications. If they do
make such an inquiry, the EEOC suggests it be limited to job-related convictions.
A felony conviction may, however, be considered in determining suitability for particular
jobs. Depending on the specific crime, a California or federal felony conviction may result in
either a permanent bar... or a disqualification for a period of time... from employment as, or with:
a federal defense contractor or sub-contractor;
labor organizations;
banks and other financial institutions;
insurance companies; and
futures commission merchants, introducing brokers, commodity trading advisors,
commodity pool operators, or floor brokers.
And if you are convicted of an offense that arises from advocating the overthrow of the federal
government or the government of a state... or interfering with the morale of the United States
armed forces... you will be ineligible for any federal employment for a period of five (5) years.
Can I Get a Professional License in California if I Have a Felony Conviction?
Consequences of a felony conviction in California can include denial, suspension, or revocation
of a California professional or business license. But only if the crime is substantially related to
the qualifications, functions, or duties of the business or profession.
Professions that may be affected by a felony conviction include (but are not limited to):
doctor;
187
nurse;
dentist;
pharmacist;
physical therapist;
teacher;
social worker;
lawyer; and
real estate agent or broker.
Your ability to obtain a California alcoholic beverage license may also be affected by a prior
felony conviction.
When applying for a professional license, you are required to disclose past convictions. This is
so even if they have been expunged. If the regulatory board or department considers the offense
substantially related to your fitness to do your job... it may deny, revoke or suspend your license.
Before they can take your license away, however, they must give you a chance for an
administrative hearing. And if you disagree with their decision, you have the right to ask
a California Superior Court to review and reverse the licensing authority's order.
At the federal level, a felony conviction may also result in the loss of a license, such as:
customs broker's license;
export license;
license to export defense articles and services;
merchant mariner's document, license, or certificate of registry;
locomotive engineer's license;
transportation worker identification credential (TWIC); and
any other license, if the conviction is for a drug offense.
Can a Convicted Felon Vote in California?
The power of the states to deny the right to vote because of participation in a crime is recognized
in the Fourteenth Amendment.
In California, your right to vote is suspended while you are imprisoned or on parole for the
conviction of a felony. Except... If you have been convicted of a felony, but the judge has
suspended imposition or execution of the sentence, AND the judge has placed you on probation
with the condition that you serve one (1) year or less in county jail... you retain the right to vote
while in jail as a condition of this form of probation.
Otherwise, you are NOT allowed to vote when you:
have a felony conviction and you are still in state prison or serving a sentence in jail
under California Realignment,
are awaiting transfer to a state prison, or
when you are on parole, on post-release community supervision, or on mandatory
supervision.
Once you have completed your prison sentence and parole or other community supervision, your
right to vote is automatically restored. You do not need to do anything to "restore" your right to
vote. However, you MUST register or re-register to vote in an upcoming election.
Can a Felon Serve on a Jury?
Someone who has been convicted of a felony is disqualified from serving on a California jury
unless the person's civil rights have been restored.
A person can restore civil rights in California by:
188
applying for and being granted a Certificate of Rehabilitation and Pardon, or
through a direct application for a pardon from California's governor.
Additionally, if your conviction was for a crime punishable by imprisonment for more than one
(1) year, you are disqualified from serving on a federal grand or petit jury unless your civil rights
have been restored under federal law. Currently, the only method available to restore civil rights
under federal law is a presidential pardon.
Can a Felon Serve in the Armed Forces?
People convicted of a felony are ineligible to enlist in the Armed Forces unless they receive a
waiver from the Secretary of Defense. In addition, a convict who has already served in the
military may not receive a military pension after the first 60 days of incarceration in a federal,
state, or local penal institution as a result of a conviction for a felony or misdemeanor. The
pension lost as a result of imprisonment may be paid, however, to a convict's spouse or children.
Convicts also forfeit all accrued and future "gratuitous" veteran’s benefits and the right to
National Service Life Insurance and Servicemen's Group Life Insurance if their conviction was
for certain serious crimes, such as:
treason;
mutiny;
sabotage;
subversive activities; or
rendering assistance to an enemy of the United States or of its allies.
Can a Convicted Felon Hold Public Office?
People are legally obligated to disclose a felony conviction when running for high office, even if
the conviction has been expunged.
But felons are disqualified from public office if they have ever been convicted under California
or federal law of:
vote-buying;
bribery;
perjury;
forgery;
malfeasance in office;
embezzlement of public money;
falsification of public account records; or
other "high crimes."
Can I Possess a Firearm After a Felony Conviction?
A felony conviction subjects people to a lifetime ban from owning or possessing a gun in
California unless their firearms rights are restored. The lifetime ban applies to all California and
most federal felonies. It applies both to adults, and to minors who were convicted of any of the
above offenses when tried as adults. Expungement of a conviction does not restore firearm
rights. In addition, if you have been convicted of a felony involving the use of a dangerous
weapon, there is no way to restore your firearms rights. California law defines "dangerous
weapon" as any weapon, instrument, or object capable of being used to inflict great bodily injury
or death.
Can a Felon Collect Social Security or Other Federal Benefits?
Old age survivors and disability benefits are suspended for any month during which someone
is actually confined in jail or prison under any felony conviction.
Felons are also ineligible to participate in any federal health care program if they have been
convicted of a felony related to:
189
federal program fraud;
patient abuse; or
drugs.
You may also be denied participation in a federal health care program at the government's
discretion if you commit any of the following in connection with a program operated by -- or
financed in whole or in part by -- any Federal, State, or local government agency:
fraud;
theft;
embezzlement;
breach of fiduciary responsibility;
or other financial misconduct.
Drug offenders may have additional restrictions placed upon federal benefits, including:
receipt of grants,
licenses, and contracts;
retirement benefits; welfare;
Social Security;
disability;
public housing,
and benefits based on military service.
The denial of these benefits becomes mandatory and permanent upon a third conviction for a
drug offense... although it may be suspended if:
you complete a supervised drug rehabilitation program;
you have otherwise been rehabilitated; or
you have made a good faith effort to gain admission to a supervised drug rehabilitation
program, but are unable to do so because of inaccessibility or unavailability of such a
program, or your inability to pay for such a program.
You may also maintain your right to such benefits if you cooperate with the government in
connection with the prosecution of other offenders.
If you are convicted of certain offenses related to national security, neither you... nor any
survivor or beneficiary... may receive a federal annuity or retirement pay. You may also be
subject to additional penalties regarding the collection of:
old-age benefits,
survivors' benefits,
disability insurance benefits,
or health insurance for the aged and disabled.
Finally, if you are subject to a lifetime registration requirement under a State sex offender
registration program, you are ineligible for federally assisted housing.
Travel Restrictions After a Felony Conviction
Most sentences for felony convictions provide for a period of supervised release following any
prison or jail time. During this time, the parolee needs the permission of his or her parole officer
in order to travel: Outside of the county in which he or she resides, or more than 50 miles from
home.
If you have been convicted of a felony federal or state drug offense, however (and you
used a passport or otherwise crossed an international boundary in committing the offense) you
may not be issued a passport. And an already issued passport may be revoked upon conviction
of a disqualifying offense.
190
In addition, many foreign governments -- including Canada -- make it a crime under their laws
for an individual with a felony conviction to enter their country without special application.
Special applications, if available, can take months to obtain.
Warrantless Parole Searches of Felons
With few exceptions, every inmate released from a California state prison is placed on parole.
The term of parole is generally three (3) years. Inmates convicted of certain sex crimes... and
inmates who were sentenced to life in prison... may be placed on parole for five (5) years.134
While you are on parole, you and your residence and any property under your control
may be searched without a warrant at any time by any agent of the Department of Corrections or
any law enforcement officer.
In addition, judges who grant felony probation generally impose similar "search
conditions" as a condition of probation.
Does a Felony Conviction Affect California Pension Benefits?
Public employees and elected officials may lose their public pension rights and benefits. The law
applies to both California and federal felons. The law applies to people who were first employed
by a public employer or elected or appointed to an office on or after January 1, 2013.
It only applies, however, to if the crime: arose out of or in the performance of official duties,
was in pursuit of the office or appointment, was committed in connection with obtaining salary,
disability retirement, service retirement, or other benefits, or was committed within the scope of
official duties against or involving a child.
Consequences of a California Felony Conviction (2018). Retrieved from
https://www.shouselaw.com/consequences-felony-california.html#1
191
192
Pro 1
Over the past two decades, states across the country have made significant progress scaling back archaic
laws that collectively deny voting rights to millions of Americans with criminal convictions in their past.
But Florida is not one of them: The state has a 150-year-old law that bans people from voting for life if
they have a conviction.
Imagine if nearly every adult citizen living in Miami-Dade County lost their right to vote. By the
numbers, that is the reality in Florida. According to estimates from the Sentencing Project, nearly
1.5 million citizens across Florida have
permanently lost the right to vote even though they have full y completed their sentences...
Voters should consider the importance of a second chance to someone who has committed a crime in his
or her past, but is now part of the community and trying to care for themselves and their families just like
everyone else. It is hard to do that without a voice in our government."
- Kwame Akosah JD, Equal Justice Works Fellow at the Brennan Center for Justice.
Mar. 4, 2017, "Restore Ex-Felons' Voting Rights - It's the Right Thing.”
Con 1
"[l]t makes perfect sense to take away certain rights from felons, at least until they have served their
sentences in full and then shown they have turned over a new leaf by going some period of time without
committing a new crime...
We don't let everyone vote, because there are certain minimum, objective standards - of responsibility,
trustworthiness, and commitment to our laws - that we require of people before they can be entrusted with
a role in the solemn enterprise of self-government. Children, noncitizens, the mentally incompetent, and
those who have committed serious crimes against their fellow citizens don't meet those standards."
- Roger Clegg, J D
President and General Counsel at the Center for Equal Opportunity
Mar. 9, 2017, "Ironic but Illustrative.”
193
Pro 2
On Thursday, I will be the first sitting President to visit a federal prison. And I'm going to shine a
spotlight on this issue, because while the people in our prisons have made some mistakes- and sometimes
big mistakes - they are also Americans, and we have to make sure that as they do their time and pay back
their debt to society that we are increasing the possibility that they can turn their lives around... if folks
have served their time, and they've reentered society, they should be able to vote."
- Barack Obama, JD, 44th President of the United States
July 14, 2015 speech "Remarks by the President at the NAACP Conference.”
Con 2
“The proposal to automatically restore felons' right to vote as soon as they have completed their
sentences is shortsighted and bad public policy. When presented as a measure of compassion and justice,
it is also hypocritical, as automatic restoration is not in the best interests of felons or the general public...
Several years ago, liberal groups unsuccessfully sued Florida, claiming that the state's rules were
unconstitutional and a violation of the Voting Rights Act. In Johnson v. Bush, a federal appeals court
dismissed those claims, noting that 'criminal disenfranchisement provisions have existed as a punitive
device' throughout history.
People truly concerned with the well-being of felons and their successful reintegration into the civil
society would want the type of system Florida has. Felons have, by definition, knowingly and
intentionally violated the laws of society. A five- or seven-year waiting period gives felons the
opportunity - and an incentive - to prove they are deserving of exercising their right to vote."
- Hans A. von Spakovsky, JD, Manager of the Election Law Reform Initiative and Senior Legal Fellow at
the Heritage Foundation
"Ex-Cons Should Prove They Deserve the Right to Vote.” Mar. 15, 2013
194
Pro 3
The ACLU also pushes to repeal Jim Crow-era laws that take away the right s of citizens with criminal
convictions...Dating back to the Jim Crow era, a patchwork of state felony disfranchisement laws, which
vary in severity from state to state, prevent approximately 5.85 million Americans with felony and, in
several states, misdemeanor convictions from voting. Confusion about and misapplication of these laws
also de facto disenfranchise countless other Americans.
Many disenfranchised citizens live in Florida, Iowa, or Kentucky, the three states with extreme policies of
disenfranchising anyone with a felony conviction for life. These states are among those that also
disproportionately suppress the voting rights of black people. In Florida and Kentucky, approximately one
in five black citizens is disenfranchised due to a prior conviction. In Iowa, the longstanding system of
disenfranchisement, paired with the worst disproportionate incarceration rate of black people in the
nation, resulted in the disenfranchisement of an estimated one in four voting-age black men by 2005.
- The American Civil Liberties Union (ACLU), on its webpage "Voting Rights." (accessed Mar. 23, 2017)
Con 3
"[E)very felony is a serious breach of the bonds that unite our society. Rather than obligate the
government to initiate the restoration process, it is reasonable to require felons to ask to have their rights
restored. Also, felons should demonstrate rehabilitation by living crime-free during a waiting period after
the completion of their sentences...
Felons earned the designation of convicted felon by breaking the law, so they should also earn the
restoration of civil rights by abiding by the law and applying...The 'paid their debt' argument also
wrongly suggests that completion of a criminal sentence signals rehabilitation."
Mar. 16, 2011 - Pam Bondi, JD, Florida Attorney General, “Clemency Shift Upholds Rule of Law.''
195
“Take a Shot” Privilege Game Step by Step:
The goal of the game is to help students better understand the concept of equity.
Step by Step:
● At the beginning of the activity, all students should receive a piece of paper and crumple
it into a ball.
● The teacher should place a recycling bin or trash can somewhere in the room where some
students have clearer access than others. Ideally, this will be in the front of the room.
○ If the students are not arranged in desks so that some are at the front of the room
and others are at the back, make sure to place the bin in a location that allows
some students easier access than others.
Students should take their shots.
Most of the students in the front of the room/closest to the bin will probably make it, only a few
students in the back of the room/farthest away will. Let this continue until all the students have
attempted to make a basket.
● The students farthest from the recycle bin will probably immediately speak up and talk
about how the game isn’t fair, the students in the front of the room/ closer to the bin
obviously have a much better chance than they do.
After students have had the opportunity to attempt to make a basket:
● The instructor should first ask students what they learned from the activity.
Framing: The students represent the country’s population. And everyone in the country has a
chance to become wealthy and move into the upper class. To move into the upper class, all you
must do is throw your wadded-up paper into the bin while sitting in your seat.
● The closer you are to the recycling bin, the better your odds. This is what privilege looks
like. Did you notice how the only ones who complained about fairness were in the back
of the room? By contrast, people in the front of the room were less likely to be aware of
the privilege they were born into. All they can see is 10 feet between them and their goal.
● Your job — as students who are receiving an education — is to be aware of your
privilege. And use this particular privilege called “education” to do your best to achieve
great things, all the while advocating for those in the “rows” behind you.
196
Name: _________________________
Know Your Rights!
To what do people have a right (What do people deserve just because they’re human beings)?
What do people deserve because they have earned it (privileges)?
197
Appendix J
Unit Four Lesson One and Associated Materials
Unit Duration: 160 minutes (can be done in multiple class sessions)
Unit Focus: Bias
Introduction: This lesson focuses on identifying biases, opinions and value-judgments that prevent an
understanding of inequity and oppression. The purpose of this unit is to increase motivation of learners,
and focus on gaining a deeper understanding of the ways in which learners learn about, and engage with,
issues of inequity and oppression.
Learning Objective
Lesson Materials
Learner Characteristic Accommodations
Facilitator’s Notes
Presentation slides
Pen or pencil
Index Cards available for learner questions
Flip Chart paper
Projector and speakers
Student Journals
Image Analysis graphic organizer
Copies of “Street Calculus”
Device that will allow each student to participate in a poll everywhere prompt
Social Media “Audit” homework handout
Learners will engage in this unit in-person. The will help learners organize and focus their thinking, as
well as promote learning and retention.
This is an in-person lesson. See the table below for specific Instructor Action/Decision (Supplantive
events of instruction). The instructor needs to provide timely feedback to practice and assessment. See
the table below for specific Instructor Action/Decision (Supplantive events of instruction).
Enabling Objective(s):
Define and understand the concepts of bias, confirmation bias, stereotypes and assumptions.
Provide opportunities to transfer their knowledge and skills to examine examples of bias.
Develop an awareness of what constitutes bias
Identify the ways in which bias, opinions and value judgements inform decision making and an
understanding of social issues.
Terminal Objective: Learners will identify biases, opinions and value-judgments, and they influence
they hold, in order to better understand issues of equity.
198
Instructional Activities
Instructional
Sequence
Time (mins) Description of
the
Learning
Activity
Instructor Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain Attention 5 Provide
motivation by
drawing the
learner’s attention
to how bias
informs the way
they see
themselves and
others.
Using the Poll Everywhere
app, the instructor will
project the following
prompt, “What’s the
difference between an
assumption, a stereotype and
bias?
After learners respond to the
prompt, the instructor will
provide immediate feedback
by synthesizing the learner
responses, asking learners to
reflect on similarities and
differences.
Learners will
respond to
the Poll
Everywhere
prompt and
reflect on the
similarities
and
differences
present in the
responses.
Learning
Objectives
10 After the prompt
discussion, the
instructor will
introduce the
definition of the
following:
- Bias: Attitudes
or behaviors
based on
stereotypes of
people
- Assumption: An
idea taken for
granted but not
necessarily
proven.
Assumptions are
made personally.
- Stereotype: An
exaggerated
belief, image or
distorted truth
about a person or
group. A
generalization
that allows for
little or no
individual
Instructor will share
definitions and learning
objectives using a
PowerPoint slide and
provide learners with the
correct definitions of bias,
assumption and stereotype.
The instructor will respond
to any clarifying questions
asked by learners. They will
also offer up an example of
bias, an assumption and a
stereotype.
Learners will
note the
correct
definitions of
privileges
and rights
and pose any
clarifying
questions
they have.
199
differences or
social variation.
And connect these
definitions to the
upcoming lesson
on the ways in
which our
personal biases
and assumptions
inform our
understanding of
social issues.
Purpose for
Learning
-Benefits
-Risks Avoided
10 Benefits:
Recognize that
our own
assumptions,
biases and
stereotypes
inform the way
we look for, and
process,
information.
Additionally, help
learners better
acknowledge the
intrusion of these
roadblocks and
develop tools that
allow them to
better locate
accurate
information about
an issue. This
prepares learners
for the upcoming
lessons and
provides context
and grounding for
later units.
Risks Avoided:
The inability to
acknowledge bias
and stereotype,
thus preventing
learners from
cultivating media
literacy skills vital
in helping them
develop into
Instructor will ask learners
to brainstorm why a lesson
focused on bias, assumption
and stereotype is a vital
component of a social justice
course, providing immediate
feedback. Of particular
import here is the instructor
approaching this lesson not
from a place of judgment,
nor making the learner feel
judged. Rather, the lesson
focuses on the
acknowledgement of these
issues, the awareness that we
all have them and offering
up of tools and information
that will allow learners to
become more discerning
thinkers and receivers of
information.
Learner will
engage in
dialogue with
the instructor
regarding the
importance
of learning
about bias,
assumptions
and
stereotypes
with in a
social justice
framework
200
civic-minded,
social-justice
oriented thinkers.
Overview
-Prior
Knowledge
-New
Knowledge
-Learning
Strategies
10 The previous
lesson introduced
the concept of
rights and
privileges
through activities
and group
discussion.
The instructor will ask
volunteers to share their
responses to the writing
prompt assigned in the last
class.
After sharing, the instructor
will ask learners to reflect on
what connections they see
between the previous lesson
and the current exploration
of bias, assumption and
stereotype.
The instructor will reiterate
key points made by learners,
and highlight any additional
information or connections.
The instructor will respond
to any questions posed by
the learners.
Learners will
share
responses to
the writing
prompt they
were given in
the previous
class.
Learners will
respond to
the
Instructor’s
question
regarding
connections
between the
focus of the
last lesson
and the
current
lesson. They
will ask any
clarifying
questions.
Prerequisite
Knowledge
10 The previous
activity will help
assess prior
knowledge.
Present
clarification to
dispel
misinformation
and help teach
necessary
knowledge
Introduce and
reinforce
- Declarative
knowledge about
the definition of
bias, assumption
and stereotype as
Provide learners an
opportunity to gain a deeper
understanding of the impact
bias, assumption and
stereotype can have on the
ways in which we view
people.
Instructors will show
“Peanut Butter, Jelly and
Racism” a short video in a
series about race, produced
by the New York Times in
2016.
http://nyti.ms/2hQhjoD
(2:26)
*There are ads before the
video, cue up video before
class in order to save time.
Learners will
deepen their
understandin
g of the
definitions,
and impact
of, bias,
assumption
and
stereotypes
on the way
they interact
with the news
they receive.
Learners will
watch the
“Peanut
Butter, Jelly
201
they relate to the and Racism”
gathering of video and
information about engage in a
a specific issue or discussion
group. around the
- Employing themes
critical analysis presented.
of the impact of
bias, assumption
and stereotypes
as they affect the
ways in which we
view examples of
oppression and
marginalization
portrayed by the
media.
Learning
Guidance
-Lecture
-Demo
30 Direct instruction
via PowerPoint
slides will be
used to deepen
learner’s
understanding of
the concept of
bias, stereotypes
and assumptions.
Learners will also
explore political
cartoons, video
and news articles
to better
understand the
ways in which
bias informs the
processing news
about specific
groups.
After watching the “Peanut
Butter, Jelly and Racism”
video, Instructors should
project the cartoon “Street
Calculus” (Trudeau, 1994)
and have handouts of the
image for learners to
examine closely. The
Instructor should also hand
out the guiding questions
that accompany the cartoon.
In concert with the guiding
questions, the instructor will
lead the learners through an
analysis of the image.
At the conclusion of the
image analysis, ask students
to identify what biases,
stereotypes and assumptions
were made by the two men
featured in the cartoon. The
Instructor should respond
with immediate feedback
and clarification to learner
responses.
After
watching the
video,
learners
should
explore the
“Street
Calculus”
cartoon
displayed by
the
Instructor.
Each learner
should also
be provided
their own
copy.
Learners will
analyze the
image and
answer
accompanyin
g guiding
questions,
distributed by
the
Instructor.
After concluding the
exercise, the instructor will
show a short video “How to
Tell Someone They Sound
Racist” by Jay Smooth
They will
then
volunteer to
share what
202
https://www.youtube.com/w
atch?v=b0Ti-gkJiXc (2:59)
The Instructor will then ask
learners to reflect on the
videos, using the following
prompts, which should be
projected on a PowerPoint
slide to avoid cognitive
overload:
- What does Smooth mean
by the “what they did”
conversation?
- How is that different from
the “what they are”
conversation?
- Do you agree with what J
Smooth suggests when he
says people should focus on
“what they did” versus
“what they are”?
- How is the difference
important?
Learners will respond in a
large group discussion,
moderated by the Instructor,
who will offer up immediate
feedback and clarification
when necessary.
introduce the following
questions using the Four
Corners teaching strategy
(See attached document for
step by step breakdown of
the activity). Each prompt
should be read and projected
on a PowerPoint slide.
they have
decided and
respond to
any
clarifying
questions
posed by the
instructor.
Learners will
then
participate in
the large
group
discussion,
addressing
the
Instructor’s
question
regarding the
biases,
stereotypes
and
assumptions
were made
by the two
men featured
in the
cartoon.
After
viewing the
Jay Smooth
video,
learners will
reflect on the
videos and
the questions
posed by the
instructor on
a PowerPoint
slide.
Practice and 15 Provide The Instructor will read, and Learners will
Feedback
opportunities for project on a PowerPoint respond to
learners to slide, the following prompt the prompt
transfer their and ask students to journal given by the
knowledge and their responses. The Instructor.
skills to examine Instructor should make clear
203
examples of bias
and racism.
that learners will not be
called upon to share unless
they volunteer.
I mostly feel when
talking about race because
________
After learners have journaled
and a few have shared, the
Instructor will instruct
learners to turn their
attention to quotes that have
been placed along the walls
of the classroom (ideally this
should be done before class
begins so the Instructor is
free to engage with
students).
The Instructor should
explain the following:
- Each quote is taken from a
short video.
- Each quote was spoken by
a white man, woman or
young adult.
Learners should read each
quote and stand next to the
quote they feel most closely
aligns with their personal
views about race. (See
attached document for
quotes)
The Instructor should then
direct learners to turn to
someone standing at the
same quote and share the
reasons why they have
selected it. If there is only
one person at a quote, the
Instructor should place them
with another group, or
another individual. It’s
important that the Instructor
not inject themselves into
this exercise, making sure
Learners will
move to the
quote that
most closely
aligns with
their feelings
about race.
After
selecting
their quote,
they will
share out
with the other
learner, or
learners, who
also selected
their quote.
Develop a deeper
awareness of
what constitutes
bias.
Identify ways in
which bias,
assumptions and
value judgements
inform decision
making and an
understanding of
social issues.
Provide practice
and feedback for
completing the
activity.
Revisiting the
classroom
contract, created
in the unit
overview, may be
necessary as this
lesson deals with
difficult issues.
The quotes have
accompanying
images that
should be placed
next to the
appropriate quote
for the second
step of this
activity. Learners
should read the
quotes without
seeing the
images. After that
step is complete,
the instructor
should reveal the
images that align
with the quotes.
They are labeled
204
Person A-Person
K.
learners are interacting with
learners exclusively.
The Instructor should
actively move around the
room, providing guidance
and feedback when
necessary
Authentic
Assessment
20 Please note that
the video does
have ads before,
so cue up the
video before
showing.
The video also
contains
references to Eric
Garner, and one
of the
interviewees
makes a
distinction
between gender
and sexual
orientation. You
may want to
provide context
before the final
step, where
students watch
the video.
After this step, the Instructor
should then reveal a picture
of the person who is
attributed with the quote.
The Instructor should ask
inform learners that they can
shift their selection if the
pictures have altered their
feelings.
If learners shift, ask for
volunteers to explain why
the addition of the pictures
changed their feelings about
the quotes.
After this step, the Instructor
will ask learners to take their
seats and will show the short
video “Conversations with
White People,” featuring the
quotes from the activity.
https://www.nytimes.com/vi
deo/opinion/1000000037736
43/a-conversation-with-
white-people-on-race.html
(5:24)
After watching, the
Instructor will ask learners
to revisit the quotes.
Learners can choose the
same quote or select another
one, based on the video they
just watched.
After sharing
with their
partner or
partners,
learners will
respond to
the reveal of
the images
and shift their
quote
selection if
they feel so
moved. If
learners have
shifted,
volunteers
can share out
their
motivation
(to stay or
move).
After this
step, learners
should return
to their seats
and watch the
short video
shared by the
Instructor.
The Instructor should pose
the following question:
Did the video change the
quote you selected? What
205
influenced you; gender, age,
apparel?
After
watching the
video,
learners
should revisit
the quotes,
choosing the
same quote
or selecting a
new quote
based on the
video.
Learners
should
respond to
the prompts
given by the
Instructor.
Retention and 30 Provide The Instructor will direct the Learners will
Transfer
opportunities to learners to participate in the participate in
transfer “In Group/Out Group” the “In Group
knowledge and Activity (See attached and Out
develop thinking document for step by step Group”
around bias, breakdown of the activity) Activity and
difference and
engage in
discrimination
full-class
through the “In
discussion at
Group/Out
the
Group” Activity
conclusion of
the activity.
Big Ideas 10 Review and The Instructor will prompt Learners will
redirect: Learners learners to share their share their
will review the understanding of bias, as understandin
evolution of their they experienced it in the In g of bias, as
understanding Group/Out Group” activity it has evolved
regarding bias, and the ways in which their from the
and apply the understanding of bias has beginning of
declarative evolved throughout the the lesson to
knowledge they lesson. the
have gained to
conclusion.
their reflection
about the “In
Group/Out Group
activity.”
Advance 10 Connections The Instructor will help Learners will
Organizer for
made from the build connections between receive
next unit
declarative the topics explored in this, instructions
knowledge and previous, lessons, and for the
206
learned in
previous lessons,
along with this
lesson, will be
revisited, as
learners are
prepared to apply
their
understanding of
bias to the more
conceptual
exploration of
bias in
contemporary
forms of
oppression in the
United States,
and the ways in
which it affects
the ability to be
intelligent
consumers of
news and
information, the
focus of the next
lesson
the application of said
concepts to the exploration
of news and current events
in the United States.
The Instructor will assign
and explain the “Personal
Audit” (See Attached
document for Step by Step
instructions for this
assignment) assignment, due
the following class.
“Personal
Audit”
assignment
due the
following
class, asking
any
clarifying
questions.
Total Time 160
207
Street Calculus
By Gary Trudeau
208
Street Calculus Framing Questions
Basic Questions:
● Where are these two people?
● Who are they?
● What are they doing?
● What is the “Street Calculus” they are doing?
● Describe the formula at the bottom of the thought bubbles. (Deciding whether the person
they are encountering is a threat or should be ignored and/or is worthy of a “hello.”)
● What are they each trying to figure out?
Further Analysis:
● What categories are they using to make judgments about the other person? Which of
these are you ok with and which not?
● Are there categories that it is never ok to use in making snap judgments?
● Are there categories we are uncomfortable with but may use them anyway?
● Are there some categories it is ok to use in a casual encounter that wouldn’t be acceptable
if a police officer or elected official used them? A security guard, or an employer, or a
teacher in a classroom?
● Is it ever ok to use race when judging someone else? Under what circumstances?
● What about other categories are acceptable to use, such as gender or age?
● Are there other things that can make us feel comfortable or uncomfortable – such as
clothing, tattoos, type of music being listened too, etc.
● When is it acceptable or appropriate to use those things when make judgments?
209
Strategy: Four Corners
Place each of the four signs (agree, disagree, strongly agree, strongly disagree) at different points
in the classroom.
● I would recommend having each prompt projected so students remember what you read.
● Provide one prompt at a time so the students focus on each prompt as given.
While the goal of this strategy is not to convince anyone of your opinion, students can move if
they feel the argument made by a student at another corner is powerful enough to influence their
stance.
● After each prompt, vary the ways in which students can respond:
○ For one prompt, have them turn to someone at the same corner and discuss why
they chose it
○ For another prompt, have them partner up with someone at the opposite corner,
discuss.
○ For another, have them share out to the larger (whole class) group
210
AGREE
211
DISAGREE
212
STRONGLY AGREE
213
STRONGLY DISAGREE
214
Conversations with White People-Quotes
(These quotes should be enlarged, each placed on their own sheet of paper)
Person A: It’s very uncomfortable to talk about race. It’s not something, it’s not something I do.
Person A: I don’t know maybe I am racist. I certainly don’t like to think that I am. I think that’s
because the perception, in this society, the perception of a racist is a guy in a robe.
Person A: I realize I’ve never said anything, when I’ve heard racist jokes, when I’ve heard racist
comments, I’ve never said anything, I’ve never spoken up and said “hey, that’s racist.” Not once.
Person B: I am feeling apprehensive. Because I think there is a lot of reasons I feel like I should
be able to talk about race...
Person C: I don’t want to say anything, you know, that would offend anyone. In my mind, I’m
not involved in any conflict that involves race, I’ve only been the beneficiary of it, so, um, to talk
about it is...I don’t think I’d sound very wise.
Person D: It’s a very touchy subject. It’s still difficult, even if you feel like you’re on the right
side of it to, you know, have a dialogue about it.
Person D: I don’t want to be ashamed, and plus I’m a male, so it’s like every group out there can
be pissed off at me because I’m white and a male. And that’s a weird kind of burden that some
people do feel and I certainly feel it sometimes from people, that I’m privileged, I get stuff that
other people don’t get...
Person E: Especially for white people, because we, because we don’t want to see the racism we
may be holding onto.
Person E: I remember asking a friend of my fathers, who was black, why he was called black
because his skin was brown. And I’ve learned a lot of white people have asked this question.
Maybe they also received the answer that I got from my parents, which was like “Oh my gosh,
we’re so sorry that she asked that...and it’s just a term, move on.”
Person E: Being white means that I have the privilege to think that I’m not affected by racism or
that I don’t even have a race cuz I have all these other things like a gender and a sexual
orientation and those are pretty neat, so I don’t have a race. But I do. And I’m white.
Person F: Now I understand that it’s a system of advantages and disadvantages based on race. So
as much as there is a disadvantage piece to it, there’s an advantage piece to it, which is what I
experience as a white person.
215
Person G: I want to bring up race, and I want to bring it up in a frame that helps my children
think that there’s no difference. But the mere fact that I might be bringing it up could suggest
that there is a difference.
Person G: I know that I’m white and I guess I’m part of that collection, um, but I don’t think
about being white, I don’t...
Person H: One of my third grade students seemed pretty rocked after the Eric Garner case, er
death, and came up to me and said, “when you were little, were you worried about this stuff
too?” And I knew what he was talking about before, I mean I didn’t say “what do you mean,
what stuff?” I didn’t want to play dumb. And I said, you know, “no, cuz I didn’t have to be. And
that’s not fair.” And that was really hard, cuz he just kind of sat there and it honestly seemed like
the first time that he had considered the fact that not everyone had to think about race all the
time.
Person I: I really did not know that I had a racial identity. I knew I was white, I had no idea what
that meant, how that had shaped my outlook on life, how that had shaped my sense of optimism,
my sense of belonging, sense of safety, sense of feeling entitled to go help children that I thought
were part of a community that I thought couldn’t figure out how to help themselves.
Person J: I think that impulse that kind of color blindness impulse comes mostly from white
people. Like, I’ve never heard, I mean, I dunno, I’m sure it comes from all people of all kinds but
I’ve heard it most from white people who are saying “let’s do this as a way of getting past this
racism thing.” And I think, in part, it comes from a sense of shame, and guilt, about what racism
has done and kind of how racism was built by white people.
Person K: I think we’re all implicated in a racist system and I play my part in it as a white
person. So I do have individual responsibility and accountability. I mean, I’m part of the system
and I do things that both perpetuate it and I certainly try to do things that challenge it.
216
217
Person A: It’s very uncomfortable to talk about race. It’s
not something, it’s not something I do.
218
Person A: I don’t know maybe I am racist. I certainly
don’t like to think that I am. I think that’s because the
perception, in this society, the perception of a racist is a
guy in a robe.
219
Person A: I realize I’ve never said anything, when I’ve
heard racist jokes, when I’ve heard racist comments, I’ve
never said anything, I’ve never spoken up and said “hey,
that’s racist.” Not once.
220
Person B: I am feeling apprehensive. Because I think
there is a lot of reasons I feel like I should be able to talk
about race…
221
Person C: I don’t want to say anything, you know, that
would offend anyone. In my mind, I’m not involved in
any conflict that involves race, I’ve only been the
beneficiary of it, so, um, to talk about it is…I don’t think
I’d sound very wise.
222
Person D: It’s a very touchy subject. It’s still difficult,
even if you feel like you’re on the right side of it to, you
know, have a dialogue about it.
223
Person D: I don’t want to be ashamed, and plus I’m a
male, so it’s like every group out there can be pissed off
at me because I’m white and a male. And that’s a weird
kind of burden that some people do feel and I certainly
feel it sometimes from people, that I’m privileged, I get
stuff that other people don’t get…
224
Person E: Especially for white people, because we,
because we don’t want to see the racism we may be
holding onto.
225
Person E: I remember asking a friend of my fathers, who
was black, why he was called black because his skin was
brown. And I’ve learned a lot of white people have asked
this question. Maybe they also received the answer that I
got from my parents, which was like “Oh my gosh, we’re
so sorry that she asked that…and it’s just a term, move
on.”
226
Person E: Being white means that I have the privilege to
think that I’m not affected by racism or that I don’t even
have a race cuz I have all these other things like a gender
and a sexual orientation and those are pretty neat, so I
don’t have a race. But I do. And I’m white.
227
Person F: Now I understand that it’s a system of
advantages and disadvantages based on race. So as much
as there is a disadvantage piece to it, there’s an advantage
piece to it, which is what I experience as a white person.
228
Person G: I want to bring up race, and I want to bring it
up in a frame that helps my children think that there’s no
difference. But the mere fact that I might be bringing it
up could suggest that there is a difference.
229
Person G: I know that I’m white and I guess I’m part of
that collection, um, but I don’t think about being white, I
don’t…
230
Person H: One of my third grade students seemed pretty
rocked after the Eric Garner case, er death, and came up
to me and said, “when you were little, were you worried
about this stuff too?” And I knew what he was talking
about before, I mean I didn’t say “what do you mean,
what stuff?” I didn’t want to play dumb. And I said, you
know, “no, cuz I didn’t have to be. And that’s not fair.”
And that was really hard, cuz he just kind of sat there and
it honestly seemed like the first time that he had
considered the fact that not everyone had to think about
race all the time.
231
Person I: I really did not know that I had a racial identity.
I knew I was white, I had no idea what that meant, how
that had shaped my outlook on life, how that had shaped
my sense of optimism, my sense of belonging, sense of
safety, sense of feeling entitled to go help children that I
thought were part of a community that I thought couldn’t
figure out how to help themselves.
232
Person J: I think that impulse that kind of color blindness
impulse comes mostly from white people. Like, I’ve
never heard, I mean, I dunno, I’m sure it comes from all
people of all kinds but I’ve heard it most from white
people who are saying “let’s do this as a way of getting
past this racism thing.” And I think, in part, it comes
from a sense of shame, and guilt, about what racism has
done and kind of how racism was built by white people
233
Person K: I think we’re all implicated in a racist system
and I play my part in it as a white person. So I do have
individual responsibility and accountability. I mean, I’m
part of the system and I do things that both perpetuate it
and I certainly try to do things that challenge it.
234
Conversations with White People-Images
(Each image should be placed on its own sheet of paper. The accompanying letter should be
removed before students participate in the activity)
Person A
235
Person B
236
Person C
237
Person D
238
Person E
239
Person F
240
Person G
241
Person H
242
Person I
243
Person J
244
Person K
245
“In Group/Out Group” Game
(Based on a game created by Mark Lazar)
Supplies Needed:
Pen and paper (one per group)
Dividers or multiple rooms so groups can plan out of eye/ear range of other groups
**IMPORANT: The instructor should not share the name of the game or provide any hints
as to the goal or intention of the game. Additionally, instructors should refrain from any
interaction with students, beyond tapping students to move into the opposite group as part
of the game instructions below.
Steps:
Divide students into groups.
There should be no more than 10-15 students per group.
Each group shouldn’t be able to see or hear the other group as they plan.
Provide a prompt for the group (they are planning a class party etc. The prompt doesn’t matter
but the students should know that.)
Once divided the groups should complete the following:
● Each group nominates a group leader who leads the discussion.
● Each group needs to come up with:
o A group “norm” (examples include: everyone removes their right shoe or
everyone bows before they begin talking.)
o A word/expression: It cannot mean what it normally means or it must be gibberish
(Example: “Meow” means “hello,” or “splat!” means “thank you.)
o A gesture: Again, cannot mean what it normally means (Example: High fiving
someone when you disagree.)
● Once these have been created, the group should begin to discuss the prompt given.
● Slowly, the teacher should start “tapping people out” and having them move from their
group to the other group, taking their norm, gesture and word with them. The teacher
should make sure to tap out the group leader relatively early and aim to have a third of
each group migrate to the other group.
● While members are leaving and new members are joining, the groups should continue to
talk and plan in response to the prompt.
● The teacher should allow this to happen for a few minutes but end the activity after no
more than 10-15 minutes (earlier is also fine).
After activity:
● What do you think was the purpose of this game? (talk about ideas of feeling like an
outsider, talk about how we treat people who are different, have fun.)
● Either in small groups or as a class, engage in reflection questions:
● How did it feel when someone came in doing something different than you were doing?
● How did you feel entering another group and being the odd-man out?
● How did you use your norms and expressions in the new group?
● What is your personal responsibility as a newcomer when you enter a group?
246
TEACHING
TOLERANCE
TOLERANCE.ORG
DIGITAL LITERACY
Five Steps to a Balanced Media Diet
Like with most things in life, the healthiest way to stay informed involves moderation and
variety. Taking control of your media consumption habits can make you a more efficient and
better-informed consumer and producer of news. (Yes, producer! Ever “shared” something
online? You are a producer!)
Follow these five steps to get started, then check in with yourself periodically to see if your
media diet needs an adjustment.
Step 1: Take stock of your current diet by tracking your media consumption. Use the chart provid-
ed on page 2 to survey the media you consume for one week. Map the results to the graph on
page 3 to figure out where you can make healthy changes.
Step 2: Identify reputable news sources. Research sources that have a track record of factual,
timely and politically middle-of-the-road reporting. Begin working these sources into the mix
until the majority of your news comes from these sources.
Step 3: Consume a balanced diet. Try not to consume all of your information from one source
but from a variety of sources, including across partisan lines. This practice helps ensure you’re
getting the whole story instead of just parts of it.
Step 4: Just as in food consumption, limit empty new calories from “junk food” sources. This
means cutting back on sources that specialize in sensational news that fills up your time and
distracts you from what’s important to you.
Step 4: Trim the fat. Spending hours on Facebook every day? Try scheduling time to spend on
social media and go without when you’re scheduled to do other things. Your notifications can
wait.
Step 5: Practice mindful media consumption. When you’re reading news, focus exclusively on the
task at hand. Multitasking means you’ll retain less information—and find yourself unsatisfied.
© 2017 TEACHING TOLERANCE 1
247
TEACHING
TOLERANCE
TOLERANCE.ORG
DIGITAL LITERACY
Media Diet Tracking Sheet
EARLY MORNING
5am – 9am
MORNING
9am – noon
AFTERNOON
noon – 5pm
EVENING
5pm – 10pm
LATE-NIGHT
10pm – 5am
SOURCE TYPE SOURCE TYPE SOURCE TYPE SOURCE TYPE SOURCE TYPE
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
248
TEACHING
TOLERANCE
TOLERANCE.ORG
DIGITAL LITERACY
Media Diet Map
Fact-checked
Reporting
Opinion/
Analysis
Fake News
After tracking your media diet for a week, map the outlets on the grid below. What do you notice about your media diet in
terms of confirmable accuracy and partisan bias? What changes could you make to diversify your media diet?
PARTISAN BIAS
CONFIRMABLE ACCURACY
249
250
Appendix K
Unit Four, Lesson Two and Associated Materials
Unit Duration: 165 minutes (can be done in multiple class sessions)
Unit Focus: Media Literacy
Introduction: This lesson focuses on critical thinking and news literacy skills. The purpose of this unit is
to increase motivation of learners, and focus on developing critical thinking and news literacy skills in
order to find reliable information to make informed decisions and take action.
Learning Objective
Lesson Materials
Learner Characteristic Accommodations
Facilitator’s Notes
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 20 Provide motivation by
drawing the learner’s
attention to how they seek
The instructor will
ask for learner
volunteers to
share the
Learners
(volunteers) will
share their
“Personal Audits,”
Presentation slides
Pen or pencil
Index Cards available for learner questions
Flip Chart paper
Projector and speakers
Student Journals
Learners will engage in this unit in-person. The will help learners organize and focus their thinking, as
well as promote learning and retention.
This is an in-person lesson. See the table below for specific Instructor Action/Decision (Supplantive
events of instruction). The instructor needs to provide timely feedback to practice and assessment. See
the table below for specific Instructor Action/Decision (Supplantive events of instruction).
Enabling Objective(s):
Identify the ways in which bias, opinions and value judgements inform decision making and an
understanding of social issues.
Understand the role that confirmation bias, stereotyping, and other cognitive biases plays in
how interpret events, news, and information are interpreted.
Explore the impact of social media on the traditional news cycle, and understand the role it can
play in influencing public opinion and the press.
Develop critical thinking and news literacy skills to help students find reliable information to
make decisions, take action, and responsibly share news through social media.
Terminal Objective: Learners will identify critical thinking and media literacy skills in order to more
accurately find reliable information and gain a more complex understanding regarding issues of equity.
251
out, and process,
information.
“Personal Audit”
they conducted.
The Instructor will
ask learners what
biases they
noticed in their
own lives.
After reflecting on
the previous
assignment, using
large pieces of flip
chart paper,
placed around the
room, students
will respond to the
question posed on
the PowerPoint
slide projected on
the board as they
enter the
classroom.
“How do you
know what you
know?
Or
“From where do
you get your
news?
The Instructor will
ask learners to
take post it notes
that have been
placed on their
desks, and place a
post it note on any
paper that lists a
news source they
use.
The papers will
list the following
(one source per
page)
- TV News (write
which channel on
the post it)
Newspaper (write
highlighting any
bias they noticed
in their lives.
After sharing out
the audit exercise,
learners will
respond to the
prompt given by
the instructor, and
place post it notes,
writing down
information as
requested, on the
notes. They will
not write their
names on the post
it notes.
After sharing out
the audit exercise,
learners will
respond to the
prompt given by
the instructor, and
place post it notes,
writing down
information as
requested, on the
notes. They will
not write their
names on the post
it notes.
After the learners
have placed their
post it notes, they
will circulate
around the room,
observing which
pieces of paper
have accumulated
the most post it
notes.
252
which newspaper
on the post it)
- Blogs (write the
name of the blog
or blogs on the
post it)
- Social media
(write each site on
the post it)
- Friends
- Parents
- Teachers
- Other (write the
alternate source of
information on the
post it)
After learners
have filled out,
and placed, their
post it notes on
the corresponding
pieces of flip chart
paper, the
instructor will ask
learners to
circulate around
the room, noting
which pieces of
paper have
accumulated the
most post it notes.
At the conclusion
of their
observation, the
instructor will
provide feedback
by synthesizing
the learner
responses, asking
learners to reflect
on what they
observed.
Learning
Objectives
10 After the prompt discussion,
the instructor will introduce
the definition of the
following:
Confirmation bias (a
review from last
lesson)
Instructor will
share definitions
and learning
objectives using a
PowerPoint slide
and provide
learners with the
Learners will note
the correct
definitions, offer
up examples and
pose any
clarifying
253
Anchoring bias
Clickbait
Cognitive dissonance
Echo chamber
Backfire effect
Fake news
Motivated
directional reasoning
Filter bubbles
And connect these
definitions to the upcoming
lesson on the ways in which
we can acknowledge and
manage these biases as we
gather information to better
understand issues of social
justice.
correct definitions
of the vocabulary
listed.
questions they
have.
The instructor will
respond to any
clarifying
questions asked
by learners. They
will also ask for
examples, and
offer up examples
of the vocabulary
shared.
Purpose for
Learning
-Benefits
-Risks Avoided
10 Benefits: Recognize that
assumptions and biases
inform the way we look for,
and process, information.
Additionally, help learners
better acknowledge the
intrusion of these roadblocks
and develop tools that allow
them to better locate accurate
information about issues of
social justice. This prepares
learners for the upcoming
lessons and provides context
and grounding for later units.
Instructor will ask
learners to
brainstorm how
the previous
lesson on bias,
coupled with this
lesson on media
literacy, are vital
components of a
social justice
course, providing
immediate
feedback.
Learner will
engage in
dialogue with the
instructor
regarding the
importance of
learning about
bias and media
literacy within a
social justice
framework.
Risks Avoided: The inability
to acknowledge bias and
stereotype, thus preventing
learners from cultivating
media literacy skills vital in
helping them develop into
civic-minded, social-justice
oriented thinkers.
As with the
previous lesson,
of particular
import here is the
instructor
approaching this
lesson not from a
place of judgment,
nor making the
learner feel
judged. Rather,
the lesson focuses
on the
acknowledgement
of these stumbling
blocks, and the
offering up of
tools and
information that
will allow learners
254
to become more
discerning
thinkers and
receivers of
information
Overview
-Prior Knowledge
-New Knowledge
-Learning
Strategies
10 The previous lesson
introduced the concept of
bias through activities,
videos and group discussion.
After sharing, the
instructor will ask
learners to reflect
on what
connections they
see between the
previous lesson
and the current
exploration of
media literacy.
Learners will
respond to the
instructor’s
question regarding
connections
between the focus
of the last lesson
and the current
lesson.
The instructor will
reiterate key
points made by
learners, and
highlight any
additional
information or
connections.
They will ask any
clarifying
questions
The instructor will
respond to any
questions posed
by the learners
Prerequisite
Knowledge
10 The previous activity will
help assess prior knowledge.
Present clarification to dispel
misinformation and help
teach necessary knowledge.
Introduce and reinforce
Declarative
knowledge about the
definition of bias,
assumption and
stereotype as they
relate to the
gathering of
information about a
specific issue or
group.
Employing critical
analysis of the
Provide learners
an opportunity to
gain a deeper
understanding
how to identify
credible sources,
in order to gain a
deeper
understanding of a
particular issue of
social justice.
Learners will
deepen their
understanding of
how to identify
credible sources,
in order to gain a
deeper
understanding of a
particular issue of
social justice.
255
impact of bias,
assumption and
stereotypes as they
affect the ways in
which we view
examples of
oppression and
marginalization
portrayed by the
media.
Procedural
knowledge focused
on developing a
process, and utilizing
tools, to gain media
literacy skills.
The ways in which
bias, opinions and
value judgements
inform decision
making and an
understanding of
social issues.
The role that
confirmation bias,
stereotyping, and
other cognitive
biases play in how
events, news, and
information are
interpreted.
The impact of social
media on the
traditional news
cycle, and
understand the role it
can play in
influencing public
opinion and the
press.
Model and practice
media literacy skills
that help ameliorate
the effects of bias.
Learning
Guidance
-Lecture
-Demo
20 Direct instruction via lecture
and PowerPoint slides will
be used to focus on media
literacy skills that help
ameliorate effects of bias.
The instructor will
transition into
focusing on media
literacy skills that
help ameliorate
effects of bias.
Learners will
watch the Monkey
Business Illusion
video clip and
then engage in a
classroom
discussion based
256
Learners will explore video
and news articles in order to
identify to better understand
the ways in which bias
informs the ways in which
they process news.
The video below
focuses on
selective attention
bias.
on the prompts
provided by the
instructor.
Learners will then build
media literacy skills by
engaging in analysis of a
news story to find accurate,
unbiased information about a
current event.
Monkey Business
Illusion
https://www.youtu
be.com/watch?v=I
GQmdoK_ZfY
Learners should
expand, listing
examples of
selective attention
bias in their own
lives.
The first video shown will
highlight the stimuli and
distractions that bombard
consumers as they try to
obtain accurate information.
The instructor will
show the above
video and ask
learners a series of
questions after the
video is complete.
It’s important for
the instructor to
note that this is a
forced situation as
the learners were
told what to look
for.
The instructor
should pose the
following
questions,
displaying each on
a PowerPoint slide
to avoid possible
cognitive overload
of the learner.
- Why do they
think so many
people missed the
gorilla (and
missed the black-
shirted student
leaving and the
curtain changing
color).
Before moving to
the final question,
the instructor
257
should introduce
the concept of
“selective
attention bias”
which the video
highlights. The
Instructor should
provide an
example, ideally a
personal one, of
selective attention
bias.
- How do you
think selective
attention
influences
people’s ideas and
behavior in the
real world, either
in the way they
interact with
others or the way
they seek out, and
digest, news?
Throughout the
class discussion,
the instructor
should provide
immediate
feedback and
clarification.
After the
discussion has
concluded, the
instructor will
provide context,
reiterating the
goal of the lesson
is to assist
learners develop
skills that will
allow them to
better locate and
vett accurate
information in
order to become
better information
258
and take
meaningful action.
Practice and
Feedback
25 Provide opportunities for
learners to use their
knowledge and skills to
explore what makes a news
source, or piece of
information, credible.
Develop a deeper awareness
of the process of vetting
news and news sources.
Identify ways in which bias,
opinions and value
judgements inform and affect
the ways in which we
consume and share
information.
Provide practice and
feedback for completing the
activity.
The Instructor will
project an image
from the Stanford
History Education
Group’s
“Lunchroom
Fight” lesson
plan. The
Instructor will
share the
following prompt,
as well as
projecting the
prompt on a
PowerPoint slide
to reduce possible
cognitive
overload.
Prompt: Imagine
you are the
principal of a
school and you
just found out
there was a fight
in the cafeteria
during lunch.
You’ve asked
many students and
teachers who
witnessed the
fight to write
down what they
saw, and who they
think started the
fight.
Unfortunately,
you have received
many conflicting
accounts that
disagree not only
as to who started
the fight, but also
as to who was
involved and
when the fight
even started. It’s
important to
remember that NO
Learners will
break into pairs
and respond to the
image and
questions posed
by the instructor.
Learners will use
the handout
provided to take
notes.
After completing
their notes, with
their partner,
learners will
engage in a full-
class discussion,
responding to the
initial prompts
and follow up
questions
provided by the
instructor.
259
ONE is just plain
lying.
After providing
the prompt, the
Instructor will put
the learners into
pairs and have
them discuss the
following
questions, which
will be projected
and also handed
out to students
(see attached
document for
questions):
Why would there
be different stories
of the event if no
one is lying?
What are the
different types of
people who might
have seen this
fight? (e.g.,
friends of those
involved; people
who don’t know
the kids who were
fighting; those
who were
fighting; teachers;
staff)
What might make
one person’s story
more believable or
plausible than
another person’s?
After learners
have explored
these questions in
their pairs, the
Instructor will ask
learners to debrief
what they
discussed,
focusing on the
260
following
questions:
Why might people
see or remember
things differently?
Who has an
interest in one
student getting in
trouble instead of
another student?
Who was standing
where? Could
they see the whole
event?
The plausibility of
the stories
themselves (e.g.,
issues of
exaggeration and
how the stories fit
into what is
known about the
students’ prior
histories). Is the
story believable,
trustworthy?
Time: Do stories
change over time?
How might what
we remember
right after the
event differ from
what we
remember a week
later? Does time
make the way
someone
remembers
something more
or less
trustworthy?
Physical
Evidence: what
kinds might have
an effect on what
you believe:
261
bruises, missing
objects, etc.
Authentic
Assessment
25 Learners will make
connections between the
“Lunchroom Fight” activity
and the ways in which it
mirrors the process of
finding accurate information.
The Instructor will
transition from the
“Lunchroom
Fight” activity
into assisting
learners in
building
connections
between their
analysis of the
“fight” and the
process of finding
accurate
information.
Learners will
volunteer to read
the excerpt from
the article shared
by the instructor.
The Instructor will
project a slide
with the following
text:
An article
published in The
New York Times
on Dec. 13 begins:
On Saturday, a
festive, besotted
mob of 20- and
30-somethings,
decked out in
various measures
of Santa Claus
dress and undress,
will descend on
the bars of lower
New York City
and rain down
Christmas cheer
like spoiled
eggnog. This
obnoxious event is
SantaCon. For
those living in
peaceful oblivion,
SantaCon is an
annual tradition
in which revelers
dress up as Kriss
After reading,
learners will
respond to the
questions posed
by the instructor,
noting in what
section of the
newspaper they
feel the article
was printed
After learners
have offered up
their answers,
they will receive a
full copy of the
article and,
following
instructor
directions, will
highlight lines that
feature facts and
lines in the article
that are opinions.
After highlighting,
the learners will
respond to
instructor
262
Kringle (or, at
least, put on a
Santa hat) and
participate en
masse in an often
literal bar crawl,
cramming 12
nights of
Christmas
boozing into a
single afternoon
questions
regarding how
they were able to
differentiate,
asking questions
when needed.
After asking for
learner volunteers
to read that
section aloud, the
instructor should
pose the following
question:
Where in the
newspaper do you
think this article
was published?
A) A news report
that belongs on
the front page?
B) A review in the
Arts section?
C) An Op-Ed
piece in the
Opinion section?
After learners
have offered up
their answers, the
instructor will
provide the
correct answer
(correct answer is
c) and hand out
copies of the full
article to learners.
After handing out
the article, the
instructor should
ask learners to
read it and
highlight:
263
- Which lines in it
are facts?
- Which are
opinions?
After learners
have read and
highlighted their
article, the
instructor should
ask for learner
volunteers to
share what they
selected and ask
them how they
can tell the
difference,
offering
immediate
feedback and
clarification when
needed.
The Instructor
should provide the
definition of fact
and opinion if
necessary.
Retention and
Transfer
25 Using a New York Times
Op-Ed Piece, learners will
strengthen and reinforce
skills necessary in
differentiating between fact
and opinion in their news
sources.
The Instructor will
put learners into
small groups, of
no more than 4.
Each learner will
receive their own
copy of the New
York Times
opinion piece
“Why Attractive
Candidates Win.”
Learners will be
instructed to read
the article silently,
and then, working
in their small
groups, complete
the following
steps:
- Underline the
facts in the article
Learners will
break into small
groups and
receive a copy of
the New York
Times piece,
“Why Attractive
Candidates Win.”
Learners will read
the article silently
and then, working
in their small
groups, complete
the following
steps:
- Underline the
facts in the article
and circle the
opinion
statements.
264
and circle the - After you
opinion complete this,
statements. compare with
- After you your group. Did
complete this, you underline the
compare with same facts? Did
your group. Did you circle the
you underline the same opinions?
same facts? Did - If there are
you circle the differences, why
same opinions? do you think that
- If there are is?
differences, why - Which ones
do you think that were tricky? What
is? does the ratio of
- Which ones fact to opinion in
were tricky? What this article tell
does the ratio of you?
fact to opinion in
this article tell
you?
Big Ideas 15 Review and redirect:
Learners will review the
evolution of their
understanding regarding fact
and opinion in news sources,
and prepare to apply the
declarative and procedural
knowledge they have gained
in this and previous lessons
to the upcoming lessons.
The Instructor will
prompt learners to
share their
understanding of
fact and opinion,
as it has evolved
throughout the
course of this
lesson.
Before assigning
the homework, the
instructor will
show the short
video “How
Journalists
Minimize Bias,”
http://bit.ly/2BpB
2AI (6:30) and
share some
guidelines for
engaging with
media in order to
locate credible
sources.
Learners will
share their
understanding of
the difference
between fact and
opinion, and what
makes a news
source credible.
Learners will
receive the
homework
assignment and
ask the instructor
any clarifying
questions about
the assignment,
and/or how it
relates to the
lesson.
265
The Instructor will
reiterate that in
order to define a
source is credible,
they must
determine:
- its authority
(what are its
sources of
expertise?);
- its accuracy (do
facts and
reasonable
premises support
its conclusions?);
- its bias (does it
have a slant or is
it advancing a
particular
perspective?).
After answering
any clarifying
questions, the
instructor will
explain the
homework
assignment, to be
completed by the
next class.
Learners must
locate one article
in a major news
source (can we a
blog, newspaper,
etc.) and complete
the attached
checklist and
summary. They
must bring in both
the article and the
completed
assignment to
receive full credit
(Cairo, 2017;
Phillips, 2007).
Advance
Organizer for
next unit
10 Connections made from the
declarative knowledge
learned in previous lessons,
The Instructor will
reinforce
connections
Learners will ask
any remaining
clarifying
266
along with this lesson, will
be revisited, as learners are
prepared to apply these terms
and concepts to the more
conceptual exploration of
credible and reliable news
that report on contemporary
issues in United States.
between the
concepts explored
in this lesson and
the assignment
given the
learners.
questions.
questions.
Total Time 165
267
Lunchroom Fight Prompt
Imagine you are the principal of a school and you just found out there was a fight in the cafeteria during
lunch. You’ve asked many students and teachers who witnessed the fight to write down what they saw,
and who they think started the fight. Unfortunately, you have received many conflicting accounts that
disagree not only as to who started the fight, but also as to who was involved and when the fight even
started. It’s important to remember that NO ONE is just plain lying.
Why would there be different stories of the event if no one is lying?
What are the different types of people who might have seen this fight? (e.g., friends of those involved;
people who don’t know the kids who were fighting; those who were fighting; teachers; staff)
What might make one person’s story more believable or plausible than another person’s?
268
https://nyti.ms/1duTOoT
Bring Drunken Santas Under Control
By JASON O. GILBERT DEC. 12, 2013
ON Saturday, a festive, besotted mob of 20- and 30-somethings, decked out in
various measures of Santa Claus dress and undress, will descend on the bars of lower
New York City and rain down Christmas cheer like spoiled eggnog.
This obnoxious event is SantaCon. For those living in peaceful oblivion,
SantaCon is an annual tradition in which revelers dress up as Kriss Kringle (or, at
least, put on a Santa hat) and participate en masse in an often literal bar crawl,
cramming 12 nights of Christmas boozing into a single afternoon.
Though its exact origins are somewhat murky, SantaCon as we know it probably
first occurred in 1994, when members of a prank-happy urban adventure club
stormed the streets of San Francisco in Santa outfits as a subversive expression of
anti-commercialism and protest theater. Since then, the Saint Nick takeover has shed
its dissident roots and expanded into a more traditional booze-athon, with SantaCon
events taking place in more than 300 cities in 44 countries.
The largest is in New York City. Though the tradition may have started as a
counterculture act, participating in the Big Apple’s version of SantaCon is about as
anti-establishment as a trip to Disney World.
The Santas — and if you need to imagine a typical participant, just think of Billy
Bob Thornton in “Bad Santa,” if the character were 24 and worked at Bain Capital —
generally arrive via bridge, tunnel, subway and, perhaps this year, CitiBike. In the
past, they have convened in Midtown and marched down to the East Village, where
1/3
269
Ban SantaCon - The New York Times
the majority of the day’s jubilations typically occur; those who were still conscious
then took the train to terrorize Brooklyn. Chronologically, SantaCon lasts from about
10 a.m. until whatever time the last Santa passes out on a park bench somewhere.
Indeed, SantaCons of years past have been distinguished by sexism, drunkenness,
xenophobia, homophobia and enough incidents of public vomiting and urination to
fill an infinite dunk tank. Despite these rampant violations, the departing police
commissioner, Raymond W. Kelly, recently praised SantaCon, claiming that it
“makes New York New York.”
Perhaps most distressing about SantaCon is its size and the way that it shuts
down and befouls dozens of blocks. Any East Villager (I am one) can tell you that the
event makes doing absolutely anything beyond one’s front stoop an impossibility,
unless you own swamp waders and a riot shield. Last year, an estimated 30,000
carousers participated in the festivities.
But really, it’s not the disruption or the noise that rankles. New Yorkers can
endure street closures and inconveniences for any number of events so long as there
is a beneficent impulse, or an obvious reason for the disruption. For a New York City
event of its size, however, SantaCon is distinctive, and arguably impressive, in that it
contributes absolutely zero value — cultural, artistic, aesthetic, diversionary, culinary
or political — to its host neighborhood. Quite simply, SantaCon is a parasite.
SantaCon apologists point to its sizable charitable donations (a $10 donation to
charity is required to “officially” participate), and the sugar rush of money injected to
local business (especially alcohol business) owners. But the ends don’t always justify
the means; and when the means include a neighborhood of kids having to watch
simulacra of beloved childhood figures stumbling around, picking fights with
passers-by — well, the ends aren’t justified. Charity is not a quid pro quo
proposition.
In November, a New York police lieutenant, John Cocchi, wrote an open letter
urging his district’s bar owners not to serve obviously inebriated Santas, and it
appears that the melee will skip Midtown this year. More recently, The Daily News
reported that SantaCon’s organizers would work more closely with the Police
Department, providing detailed information about the traditionally secret bar crawl
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Ban SantaCon - The New York Times
route, and stationing 80 “helper elves” along the route to ensure that things don’t get
out of hand.
That’s a good start, but it seems a bit like closing the stable door after the
reindeer have bolted. It’s unlikely that some well-intentioned volunteers will be able
to control a meaningful fraction of the boozed-up mob. Meanwhile, history has
proved that SantaCon Santas are incapable of self-governing: Years of lax regulation
have emboldened them to spill their base instincts on the streets, without
consequence.
What seems required, then, is a Police Department approach that is less Ray
Kelly and more John Cocchi: one that recognizes SantaCon as disruptive, rather than
benign. If our police force can actively prevent the abhorrent behavior that residents
have become accustomed to — either by more aggressive ticketing, or just through an
increased presence that discourages misdemeanor crime — SantaCon should be
allowed to proceed as the charitable, cheerful, harmless festival that event press
officers paint it as.
Otherwise, perhaps New York should banish the Santas to the North Pole.
Jason O. Gilbert is a writer and editor at Yahoo News.
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Why Attractive Candidates Win - The New York Times
https://nyti.ms/16sVDBE
Why Attractive Candidates Win
Gray Matter
By ANDREW EDWARD WHITE and DOUGLAS T. KENRICK NOV. 1, 2013
JOHN F. KENNEDY, Sarah Palin, Mitt Romney, Kirsten Gillibrand: Americans have
a long history of electing good-looking leaders. Of course, not every successful
candidate could be a stand-in for George Clooney or Angelina Jolie. Indeed,
sometimes a less attractive candidate triumphs over a better-looking rival. So when
and why do voters prefer more attractive politicians?
Scientists had previously theorized that the general preference for attractive
leaders was just another example of a “halo effect.” In other words, we attribute all
kinds of positive characteristics to attractive people, and this tendency leads to more
votes for politicians who look like Hollywood stars.
But our work challenges this traditional view. As we argue in a new article in the
journal Psychological Science, people’s preferences for good-looking politicians may
be linked to ancient adaptations for avoiding disease. In fact, the preference for
attractive politicians seems to ebb and flow with voters’ concerns about germs.
How and why might disease be related to beauty at the ballot box?
Past research has found that some of the features associated with beauty —
smooth skin, shiny hair, body and facial symmetry — are actually indicators of
health.
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Why Attractive Candidates Win - The New York Times
Building on these findings, we hypothesized that voters’ preferences for
physically attractive politicians might reflect a desire for leaders who are free from
disease. Our ancestors frequently confronted devastating epidemics that wiped out
many of the members of their groups; at such times, having a healthy leader might
have been particularly important.
If this is right, then modern humans may have a vestigial tendency to prefer
attractive leaders when disease threats are looming. It follows that preferences for
attractive leaders may rise and fall with voters’ concerns about disease. That is,
people especially worried about germs should be especially likely to prefer physically
attractive politicians.
To test this hypothesis, we first examined the links between health statistics and
voting patterns for winners and losers in the 2010 United States congressional
elections. These analyses revealed that in congressional districts with a higher
incidence of disease, more physically attractive candidates earned a significantly
greater portion of the vote and were actually more likely to win at the ballot box. In
fact, good-looking candidates were almost twice as likely to win in these districts.
By contrast, in districts where people were generally healthier, being the better-
looking candidate had no measurable effect on electoral outcomes.
To rule out alternative explanations for this phenomenon, we also conducted a
series of controlled experimental studies. In one study, participants were exposed
either to images of unhealthy people, violence or, as control, office supplies. People
who had seen the images of disease placed relatively more importance on a
candidate’s physical attractiveness.
This finding suggests that the preference for good-looking leaders arises from a
desire to avoid disease threats specifically and is not a response to threats more
generally (those exposed to the violent images did not show the same pattern of
results).
A third experiment replicated this finding using images of actual members of
the British Parliament, to control for any cultural or familiarity bias. When American
subjects were asked which of the members they would vote for, those who had been
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Why Attractive Candidates Win - The New York Times
previously thinking about disease were more likely to favor the better-looking
Britons.
A final experiment extended these findings to leadership preferences in the
workplace. Participants were shown a series of photographs of people who varied in
attractiveness and were asked what role they would prefer each person to have in
their office: Would you rather have this person serve as your boss or as your co-
worker?
People who said they were concerned with disease were more likely to desire
that a more attractive person take on the boss role, highlighting that the preference
for attractive group leaders goes above and beyond the more general preferences for
attractive group members.
At first blush, you might not guess that typhoid fever, John F. Kennedy and
Sarah Palin had any connection with one another. But the link between disease and
leader preferences aligns with other new findings showing that disease concerns are
connected in functional ways to a host of human decisions, from prejudice to
religiosity. This work is part of a larger program of research exploring how human
decision making reflects the influence of our evolutionary past, and highlighting how
little we understand our own, supposedly reasoned, decision making.
Andrew Edward White is a doctoral candidate in social psychology at
Arizona State University. Douglas T. Kenrick is a professor of
psychology at Arizona State and a co-author of “The Rational Animal:
How Evolution Made Us Smarter Than We Think.”
.
© 2018 The New York Times Company
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Article Credibility Checklist
Use this checklist as a guideline to help you decide whether an online source is reliable.
7 or more points: This is probably a reliable source; consider using it.
4-6 points: This might be a good source; try to find out more about it before using it.
3 or fewer: This is probably not a credible source.
Yes No/Not Sure
I can identify a group or individual responsible for the content of this
article
1 0
This site is maintained by a person or organization that I know is
credible.
1 0
The author of this article is easily identifiable 1 0
This site has been updated in the past 3 to 6 months 1 0
The author cites credible outside sources 1 0
This site provides a phone number, email or mailing address that I could
use for contacting the person or organization for more information
1 0
The main purpose of this article is to provide facts (not opinions) 1 0
The article presents multiple perspectives on the issue being explored 1 0
Subtotal
Yes No/Not Sure
This article is clearly biased toward a specific opinion or point of view
-1 0
This article contains many misspellings and/or broken links
-1 0
The main purpose of this site is to sell a product or service
-1 0
This site has no external links
-1 0
Final Total
Summarize your article: Write one or two sentences summarizing the article you have chosen.
All of the below “Reporter’s Questions” should be answered or addressed. (For example: If there is no
answer to “who,” you need to explain the reason you do not have the information.)
Your summary should include:
Who?
What?
When?
Where?
Why?
280
Appendix L
Unit Five, Lesson One and Associated Materials
Unit Duration: 170 minutes (can be done in multiple class sessions)
Unit Focus: Investigation
Introduction: This lesson focuses on the application of tools learned in the previous media literacy
lesson, analyzing a contemporary issue of inequity. The purpose of this unit is to increase motivation of
learners, and focus on gaining a deeper understanding of the ways in which learners engage with the news
media, identifying credible sources in order to gain a more nuanced understanding of the topic being
explored.
Learning Objective
Lesson Materials
Learner Characteristic Accommodations
Facilitator’s Notes
Instructional Activities
Instructional Time (mins) Description of the Instructor Learner
Sequence
Learning Activity Action/Decision Action/
(Supplantive) Decision
(Generative)
Presentation slides
Pen or pencil
Index Cards available for learner questions
Projector and speakers
Student Journals
Learners will engage in this unit in-person. The will help learners organize and focus their thinking, as
well as promote learning and retention.
This is an in-person lesson. See the table below for specific Instructor Action/Decision (Supplantive
events of instruction). The instructor needs to provide timely feedback to practice and assessment. See
the table below for specific Instructor Action/Decision (Supplantive events of instruction).
Enabling Objective(s):
Model how to explore methods of information gathering, identifying effective ways to gain a
more complex perspective.
Recognize, describe and distinguish unfairness and injustice at different levels of society
Identify ways in which bias, opinions and value judgements inform decision making and an
understanding of social issues.
Model how to verify reliable sources of information.
Analyze and evaluate text for credibility, point of view, values, varying interpretation, and the
context in which they are made, including institutional and economic contexts.
Terminal Objective: Using voting rights as a case study, learners will research and analyze a
contemporary issue of inequity, explore historical attempts to resolve the issue, articulate contributing
factors and gain practice, and a deeper understanding, of how to engage with the news media, in order
to gain a more nuanced understanding of the topic being explored.
281
Gain Attention 10 Provide motivation by
drawing the learner’s
attention to effective
ways to research and
analyze a contemporary
issue of inequity
The instructor will
project a Poll
Everywhere prompt, to
which students will
respond. The prompt
reads “Who has the
right to vote in this
country?” Learners will
respond to the prompt
using their phone,
tablet or laptop. The
instructor will provide
feedback and
clarification as needed.
After completing the
prompt, will ask for
learner volunteers to
share the assignment
given in the previous
class. The Instructor
will ask learners about
the challenges they
encountered in the
assignment and what
new information they
discovered.
The Instructor will
make connections
between the assignment
they completed and the
Poll Everywhere
prompt
Learners will
respond to
the Poll
Everywhere
prompt and
engage in
class
discussion
around the
responses
generated
After which,
learners
(volunteers)
will share the
results of
their article
activity,
highlighting
challenges
and new
information
discovered
during the
assignment.
Learning
Objectives
10 After the discussion,
the instructor will
introduce the definition
of the following:
Suffrage
Franchisement
Disenfranchise
ment
Felon
connecting these
definitions to the
upcoming lesson
focused on reinforcing
procedural knowledge
of researching a topic
using credible sources.
Instructor will share
definitions and learning
objectives using a
PowerPoint slide and
provide learners with
the correct definitions
of the vocabulary
listed.
The instructor will
respond to any
clarifying questions
asked learners what
they know about voting
rights in the US.
Learners will
note the
correct
definitions,
offer up
examples and
pose any
clarifying
questions
they have.
Learners will
share any
information
they have
about voting
282
to better understand
issues of social justice.
rights in the
US.
Purpose for
Learning
-Benefits
-Risks Avoided
10 Benefits: Clarify and
reinforce procedural
knowledge around how
to research a specific
issue of social justice,
and understand how to
identify credible
sources.
Risks Avoided: The
inability to develop
tools that allow them to
better locate accurate
information about
issues of social justice,
thus preventing learners
from cultivating media
literacy skills vital in
helping them develop
into civic-minded,
social-justice oriented
thinkers.
Instructor will ask
learners to brainstorm
how the previous lesson
on media literacy, and
this lesson, putting the
skills learned into
practice, are vital
components of a social
justice course,
providing immediate
feedback.
Learner will
engage in
dialogue with
the instructor
regarding the
importance
of
strengthening
media
literacy skills
in order to
better engage
with
information
around issues
of social
justice.
Overview 5 The previous lesson The instructor will Learners will
-Prior
introduced the concept highlight the current respond to
Knowledge
of media literacy lesson, making sure to the
-New
through activities, draw connections to the instructor’s
Knowledge
videos and group previous lesson. question
-Learning
discussion. The instructor will regarding
Strategies
reiterate key points connections
made by learners, and between the
highlight any additional focus of the
information or last lesson
connections. and the
current
lesson. They
will ask any
clarifying
questions.
Prerequisite 10 The previous activity Provide learners an Learners will
Knowledge
will help assess prior opportunity to practice practice
knowledge. Present media literacy skills, media
clarification to dispel identifying credible literacy
misinformation and sources to better skills,
help teach necessary understand a particular identifying
knowledge. issue of social justice. credible
283
Introduce and
reinforce:
- Methods of
information gathering,
identifying effective
ways to gain a more
complex perspective
- Recognize, describe
and distinguish
unfairness and injustice
at different levels of
society
- Process of verifying
reliable sources of
information.
- Analyze and evaluate
text for credibility,
point of view, values,
varying interpretation,
and the context in
which they are made,
including institutional
and economic contexts.
- Procedural knowledge
focused on developing
a process, and utilizing
tools, to gain media
literacy skills.
- Model and practice
media literacy skills
that help ameliorate the
effects of bias and
misinformation.
sources to
better
understand a
particular
issue of
social justice.
Learning
Guidance
-Lecture
-Demo
20 Direct instruction via
lecture and PowerPoint
slides will be used to
guide the learner’s
practice of media
literacy skills.
Learners will practice,
and reinforce, media
literacy skills by
engaging in analysis of
a news story to find
accurate, unbiased
information about a
current event.
The instructor will pose
the following question
to learners:
- What information do
we need in order to
understand a current
event?
Learners will be
encouraged to
brainstorm the
foundational
information required to
gain a basic
understanding of an
issue of social
importance.
Learners will
respond to
the prompt
given by the
Instructor,
brainstormin
g the
information
needed to
have a basic
understandin
g of a
specific issue
or current
event.
284
The first activity assists
learners in:
Exploring
historical
attempts to
resolve the
issue
Articulating
contributing
factors
Gaining
practice, and a
deeper
understanding,
of how to
engage with the
news media, in
order to gain a
more nuanced
understanding
of the topic
being explored
At the conclusion of the
brainstorm, the
Instructor should assist
in guiding the learners
in the creation of a list
of questions they will
use to research a topic.
The questions should
include, but are not
limited to the following
(for the upcoming
activity, it is
recommended that no
more than 6-7 questions
total should be
generated)
After the
brainstorm,
learners will
expand,
helping
generate
foundational
questions that
need to be
answered in
order to gain
a deeper
understandin
g of specific
topic or
issue.
1. What, if any, is the
history of this issue?
2. Who are the
stakeholders (who is
involved in the specific
issue)
3. What is the issue or
conflict?
4. Who is affected by
the issue?
5. What is the major
argument/belief held on
both sides of the issue?
6. What are ways in
which this is affecting
the larger community?
7. What are ways in
which we could involve
ourselves?
The instructor will
inform learners they
will be engaging with
the issue of voting
rights for Americans
who have been
convicted of a felony,
as they practice the
process for locating
credible sources to
285
better understand this
particular issue.
Practice and
Feedback
45 This activity provides
an opportunity for
learners to:
transfer their
knowledge and
skills to
explore what
makes a news
source, or piece
of information,
credible.
Develop a
deeper
awareness of
the process of
vetting news
and news
sources.
Identify ways
in which bias,
opinions and
value
judgements
inform and
affect the ways
in which we
consume and
share
information.
Provide practice and
feedback for
completing the activity.
All sources in video:
http://www.trutv.com/s
hows/adam-ruins-
everything/blog/adams-
sources/adam-ruins-
voting.html)
The Instructor will
hand out a K-W-L
graphic organizer for
each learner, which
they will use
throughout the lesson.
After handing out the
organizer, the Instructor
will ask learners “what
they know about voting
rights in this country.”
Learners should be
instructed to write what
they know in the first
column of the chart.
After so doing, the
instructor will play a
short clip from the
television show “Adam
Ruins Everything:
Voting”
https://www.youtube.co
m/watch?v=Gg0vraeoy
Ag&t=8s (3:55)
As they watch the clip,
the instructor will
learners know that they
will be starting to fill in
the second column of
the chart, but to refrain
from doing so until
they have completed
watching the clip.
Once the learners have
completed adding
things to the second
column, the instructor
will ask for learner
volunteers to share
some of the questions
they posed in that
second, “What I want
to know” column,
providing immediate
feedback, clarification.
Learners will
respond to
the first
prompt given
by the
instructor,
writing down
what they
know about
voting rights
in the first
column of
their K-W-L
charts.
After
completing
the first
prompt,
learners will
watch the
video clip,
keeping in
mind the
prompt to
which they
will be
responding,
after the
video has
concluded.
They should,
as much as
they are able,
complete the
second
prompt
silently.
The learners
will share out
some of the
items they
have written
in the second
column of the
chart, asking
any
286
The instructor will then
draw learner attention
back to the questions
generated at the start of
the lesson, reminding
learners that gaining an
understanding of the
history of an issue, both
the issue itself and
attempts to address it, is
an integral component
of understanding the
social issues they
explore.
The instructor will then
hand out the “voting
rights human timeline”
(making sure it is not
handed out
chronologically) and
ask learners to first
working with one
another, arrange all the
dates chronologically.
(the dates should,
ideally, be taped on a
wall or laid out on the
floor, with enough
room and visibility that
learners will be able to
see all the dates in the
timeline)
After this step is
complete, learners will
take their KWL charts
and look at all the dates
and information present
on the timeline. As they
read, they should be
making notes in the
second “What I want to
know” column of the
chart, whenever they
want clarification on a
date and event.
After moving through
the entire timeline,
learners should place a
clarifying
questions.
With the
instructor's
guidance,
learners will
direct their
attention
back to the
questions
they
generated at
the start of
the lesson,
focusing on
the
importance
of gaining an
understandin
g of the
history of an
issue, both
the issue
itself and
attempts to
address it, in
order to
better
understand
the social
issue they
will be
exploring.
After
listening to
instructions
for the next
part of the
activity,
learners will
work
together as
class to
arrange the
dates that
comprise the
human
timeline in
287
post it note on one
date/event they feel
strongly about (it
angers them, they have
a question, they think it
is extremely important
etc.), and return to their
seats.
Throughout this
activity, the instructor
should be moving
among the learners,
observing where Post
Its are placed and
answering any
questions that arise.
After learners have
returned to their seats,
the instructor will
moderate a class
discussion, asking
learners to reflect on:
- Where they placed
their post it, and why
- Some of the questions
they wrote in the
second column of the
chart
- Anything they learned
that negated or called
into question something
they thought they knew
(had written in their
first column), providing
feedback and
clarification as needed.
After the discussion has
concluded, the
instructor will
transition learners to
the next activity.
chronological
order.
After this,
learners will
retrieve their
KWL charts
and walk
through the
entire
timeline,
making sure
to read all
dates/events.
As they do
this, they
should be
making notes
in the second
column,
“What I
Want to
Know,”
writing down
any questions
that arise as
they move
through the
timeline.
After they
have
completed
this step,
each learner
should place
a post it note
on one
date/event
about which
they feel
strongly (it
angers them,
they have a
question,
they think it
is extremely
important
etc.), and
288
return to their
seats. They
do not need
to write their
name on the
Post It note.
After
returning to
their seats,
learners will
engage in a
class
discussion,
reflecting on:
- Where they
placed their
post it, and
why
- Some of the
questions
they wrote in
the second
column of the
chart
- Anything
they learned
that negated
or called into
question
something
they thought
they knew
(had written
in their first
column),
asking for
clarification
as needed.
Authentic
Assessment
30 Learners will build on
the “Human Timeline”
activity, engaging with
research to better
understand the issue of
voting rights, using the
“Putting Together the
Pieces” activity.
Drawing learner
attention back to the
foundational questions
they created at the start
of the lesson.
The instructor will
project the questions
and place learners in
groups that will be
responsible for
Learners will
listen to the
instructions
given by the
instructor,
asking any
clarification
questions that
arise.
289
researching the
question to which they
have been assigned.
The instructor can
create groups based on
learner interest, or at
their discretion.
Unlike their final action
plan, learners will
receive handouts and
links that provide the
research for the
activity. Due to the
complexity of the
activity, asking learners
to locate credible
sources, and assess
them, could result in
cognitive overload.
All groups will receive
the same links and
research, and a blank
puzzle piece on which
they will write the
information they have
gathered.
The instructor will
explain the guidelines,
as well as projecting
them on a PowerPoint
slide that will remain
up for the duration of
the activity. (See
attached document and
PowerPoint for step by
step instructions for this
activity).
Within their
small groups,
learners
should first
work
together,
using the
provided
checklist, to
identify why
the sources
provided are
credible.
After which,
they should
each,
individually,
take notes
and then
come back
together as a
small group
to fill in their
“puzzle
piece” with
information
that speaks to
their
question.
Learners must:
1. Identify why
the sources
provided are
credible (they
will be given a
“source
checklist” to
290
help with this
assessment).
2. Exploring the
research
provided,
learners must
generate as
much
information as
possible
regarding the
question they
have been
assigned.
3. Learners
should be made
aware they will
be sharing out
their results to
the entire class.
Retention and
Transfer
10-15 Learners will share out
what elements they
identified to indicate
the sources provided
were credible and the
information each group
gathered about their
assigned question.
At the conclusion if the
activity, they will
return to their KWL to
note what they still
want to learn (W) and
have learned (L) about
the topic of voting
rights.
The instructor will ask
each group to come
forward and share out
the following:
- The elements they
identified to indicate
the sources provided
were credible and
- The information each
group gathered about
their assigned question.
After each group has
presented, they should
place their puzzle piece
at a location designated
by the instructor,
eventually constructing
a completed “puzzle.”
The instructor should
provide immediate
feedback.
Each group
of learners
will come
forward and
share out the
following:
- The
elements they
identified to
indicate the
sources
provided
were credible
and
- The
information
each group
gathered
about their
assigned
question.
After completing the
share out, the instructor
will ask learners to
reflect on why the
activity was done using
puzzle pieces,
providing feedback and
guiding learners
After each
group has
presented,
they should
place their
puzzle piece
at a location
designated by
the instructor,
291
towards an
understanding the
process of
understanding an issue
requires an investment
in answering a series of
questions, in order to
gain awareness about
the many elements that
exist in any one issue.
Lastly, the instructor
will ask learners to
revisit their KWL chart
for the last time, filling
in the last “What I
learned” column. These
charts will be turned in
at the end of class.
eventually
constructing
a completed
“puzzle.”
After
completing
the share out,
learners will
reflect on
why the
activity was
structured.
Learners will
then revisit
their KWL
chart for the
last time,
filling in the
last “What I
learned”
column.
These charts
will be turned
in at the end
of class.
Learners will
ask any
clarifying
questions.
Big Ideas 10 Review and redirect:
Learners will reflect on
the entire lesson,
engaging in class
discussion around what
they got out of the
activity, what surprised
them etc. The instructor
will connect this
activity to their
capstone project, which
will be a more
comprehensive version
of the activity they
completed in this
lesson.
The instructor will
guide learners in a
reflection on the entire
lesson, engaging in
discussion around what
the learners got out of
the activity, what media
literacy skills were
strengthened, what
surprised them etc.
The instructor will
connect this activity to
their upcoming
capstone project, which
will be a more
comprehensive version
of the activity they
Learners will
reflect on the
entire lesson,
engaging in
class
discussion
around what
they got out
of the
activity, what
surprised
them etc.
Learners will
share why
they feel
conducting
research,
292
Learners should have
clarity on why
conducting research,
using credible sources,
is a foundational part of
social justice and
prepare to apply the
declarative and
procedural knowledge
they gained in this and
previous lessons to the
upcoming social justice
action plan.
completed in this
lesson.
The instructor should
make sure learners can
verbalize why
conducting research
using credible sources,
is a foundational part of
social justice and
prepare them to apply
the declarative and
procedural knowledge
they gained in this and
previous lessons to the
upcoming social justice
action plan.
using
credible
sources, is a
foundational
part of social
justice.
Advance
Organizer for
next unit
10 The instructor will
discuss the capstone
social justice action
plan learners will be
completing over the
course of the next few
classes. A rubric for the
project will be provided
The instructor will hand
out a rubric to all
learners, and the
instructor should
explain the social
justice action plan in
detail, answering all
clarifying questions
posed by the learners.
The action plan will be
comprised of three
main parts:
1. Identifying a local
issue of social justice
the learner wants to
explore.
2. Conduct research on
said issue,
operationalizing their
media literacy skills.
Learners must indicate
the sources used, and
why they are credible.
3. Explore ways in
which they can help
ameliorate the social
justice issue being
explored.
The instructor must
reinforce that the topics
chosen by learners are
issues they can
Learners will
listen to the
instructions
and overview
of the final
capstone
social justice
action plan,
asking
any/all
clarifying
questions.
Learners will
begin to think
about
possible
topics for
their action
plan.
293
realistically address, as
high school students in
Los Angeles.
Within this section,
learners must
demonstrate an
awareness of the people
affected by this issue,
what the community
has shared they need to
address it and realistic
suggestions that are
responsive to the needs
expressed by said
community.
Presentations should be
no more than 10
minutes and have a
visual component
(PowerPoint, handouts
etc.)
The instructor should
make clear that all
research will be
conducted in-class, in
order for the instructor
to provide appropriate
support and guidance to
learners, as needed.
This project will take
several class periods,
with one, or more,
classes dedicated to the
presentation of each
project.
Learners will be
encouraged to think
about possible issues to
address in their action
plans.
The instructor should
answer all clarifying
questions.
Total Time 170
294
K-W-L Chart
Assess what you know about this particular topic before and after you have engaged with it. Fill the three columns below with what
you Know about the topic, what you Want to know, and what you’ve Learned.
What do you Know About the Topic What do you Want to Know What did you Learn?
295
The 19th Amendment states: “The right of citizens of the
United States to vote shall not be denied or abridged by
the United States or by any State on account of sex.”
1920
296
The full US Senate considered the constitutional
amendment to give women the right to vote for the first
time, and defeated it by a 2-to-1 margin.
1887
297
Both the House and the Senate approve the amendment
to give women the right to vote, and it is sent to the states
for ratification.
1919
298
28 states amend their constitutions to permit women to
vote, at least for President, and supporters of the federal
amendment predict victory. Within a little more than a
year, 35 of the required 36 states vote for ratification.
1919-1920
299
The last stand for those opposed to women voting was in
Tennessee. The showdown in the legislature, which became known
as the “War of the Roses,” featured pro-amendment legislators
sporting yellow roses, while those opposed wore red.
For two roll calls, the vote was tied, 48-48. But on the third vote,
24-year-old Harry T. Burn, a Republican and the youngest member
of the legislature, switched sides. He was wearing a red rose but
voted for ratification because he had received a letter from his
mother that read, in part: “Hurrah and vote for suffrage! Don’t
keep them in doubt!”
Burn later said: “I know that a mother’s advice is always safest for
her boy to follow, and my mother wanted me to vote for
ratification. I appreciated the fact that an opportunity such as
seldom comes to mortal man—to free 17,000,000 women from
political slavery—was mine.”
Summer of 1920
300
New Zealand adopts an amendment to give women the
right to vote.
1893
301
Norway adopts an amendment to give women the right to
vote.
1913
302
Denmark adopts an amendment to give women the right
to vote.
1915
303
Canada adopts an amendment to give women the right to
vote.
1916
304
The presidential election between Republican Warren G.
Harding and Democrat James M. Cox was the first in
which all American women had the right to vote.
1920
305
The Equal Rights Amendment, stipulating equal
treatment of the sexes under the law, fails to become part
of the Constitution after it was passed by Congress,
ratified by only 35 of the necessary 38 states.
1972
306
Women surpassed men for the first time in turnout for a
presidential election.
1980
307
Congress passes the15th Amendment to the U.S.
Constitution, giving African-American men the right to
vote. The Amendment states, "the right of citizens of the
United States to vote shall not be denied or abridged by
the United States or by any State on account of race,
color, or previous condition of servitude."
African Americans were denied access to voting through
intimidation and Jim Crow laws. These barriers included
poll taxes, literacy tests, clauses that limited voting to
people whose ancestors had voted in the past, and party
primaries that were limited to whites only.
1869
308
The Civil Rights Act grants citizenship but not the right
to vote to all native-born African American
1866
309
Louisiana’s “grandfather” clauses are passed, keeping
former slaves and their descendants from voting. As a
result, the percentage of registered black voters drops
from 44.8 percent in 1896 to 4.0 percent four years later.
Mississippi, South Carolina, Alabama and Virginia
follow Louisiana by enacting their own grandfather
clauses.
1896
310
Only 3 percent of eligible African Americans in the south
are registered to vote. Jim Crow laws like literacy tests
and poll taxes were meant to keep African Americans
from voting
1940
311
24th Amendment is passed, outlawing poll taxes.
1964
312
More than 500 nonviolent civil rights marchers are
attacked by law enforcement officers while attempting to
march from Selma to Montgomery, to demand the need
for African American voting rights
1965
313
President Lyndon B Johnson signs
the Voting Rights Act into law
It prohibits any election practice that denies the right to
vote on account of race, and requires jurisdictions with a
history of voting discrimination to get federal approval
for changes in their election laws before they can take
effect.
1965
314
250,000 new Black voters are registered.
By the end of 1965
315
Extension of the Voting Rights Act signed by President
Nixon
1970
316
President Ford signs an extension of the Voting Rights
Act
1975
317
A 25-year extension of the Voting Rights Act is signed
by President Reagan
1982
318
President George W. Bush signs a 25-year extension of
Section 5 of the Voting Rights Act
2006
319
Voter Suppression on the Rise: A record number of
voting restrictions are introduced in state legislatures
nationwide, including photo ID requirements, cuts to
early voting and restrictions to voter registration.
2011
320
Laws restricting the vote are passed in South Carolina,
Texas and Florida, and are found to disproportionately
impact minority voters.
2011
321
Florida passes a law that restricts voter registration and
cuts early voting. The majority of African Americans in
Florida rely on early voting to cast a ballot and to register
to vote through community based registration
2011
322
An estimated 6.1 million people in the United States (2.5% of
the nation's voting age population, excluding DC) cannot vote
due to a felony conviction.
323
There are 10 states (AL, AZ, DE, FL, IA, KY, MS, NV, TN,
WY) where some felons may be permanently barred from
voting, even after release, probation, parole, and fines.
324
Florida has the highest percentage of disenfranchised voters
(10.43%) of any state. Mississippi came in second at 9.63%,
and Kentucky ranked third at 9.14%, according to a 2016
report.
325
In 2012 US jails and prisons housed 2,255,997 people - more
than the entire populations of Alaska, North Dakota, and
Vermont combined.
326
Maine and Vermont are the only two states where felons are
permitted to vote while in prison. However, on September 28,
2016, CA Governor Jerry Brown signed AB 2466, allowing
convicted felons serving time in county jails (rather than state
jails) to vote while in jail.
327
In Canada, and at least 20 other countries, convicted felons
have no voting restrictions and can vote while incarcerated.
328
The percentage of state and federal prisoners incarcerated for a
drug offense peaked in 1997 at 26.9% (1 in 4 inmates) up from
10.4% (1 in 10) in 1974. As of 2012, 20.5% of all state and
federal prisoners were in for a drug related offense.
329
In 2002, the US Senate voted 63-31 against legislation that
would have restored voting rights to ex-felons voting in federal
elections.
330
In 2013 white people made up 63.7% of the US population and
33.3% of the prison population. Black people made up 12.6%
of the US population and 36.2% of the prison population.
331
In 2004, the Alabama Republican Party Chair stated that the
party was "opposed to [restoring voting rights] because felons
don't tend to vote Republican."
332
The number of people incarcerated in US jails and
prisons grew from 501,866 in 1980
to 2,305,900 in 2013
A 359.5% increase during a period when the US
population increased by 39.7%.
333
Texas vs Holder: Texas passes one of the nation’s most
restrictive voter id laws. Under the Voting Rights Act,
the state is required to submit the law to the Justice
department or the DC federal district court for approval.
They do not. The court blocks the law, citing racial
impact.
2011
334
South Carolina’s passes a restrictive voter ID law that
will keep more than 180,000 African Americans from
casting a ballot.
2011
335
The South Carolina voter id law is blocked by the Justice
Department, saying it discriminates against minority
voters. The state eventually agrees that an ID is not
required to vote.
2011
336
Shelby vs Holder: The Supreme Court cripples one of the
most effective voting rights protections by rendering
ineffective the requirement that jurisdictions with a history
of voting discrimination must get pre-approval for any
voting changes.
Immediately, states enact potentially discriminatory laws
(Texas, Mississippi. North Carolina, Florida, Virginia,
South Dakota, Iowa, Indiana)
2013
337
Voting Rights Amendment Act
2014
338
Federal Courts rule that North Carolina, Kansas, North
Dakota and Texas must remove discriminatory
restrictions that silence voters of color. The restrictions
remain in 13 other states.
2016
339
The Declaration of Independence signed. The Right to
vote during the Colonial and Revolutionary periods is
restricted to property owners—most of whom are white
male Protestants over the age of 21.
1776
340
No federal voting standard—states decide who can vote.
The U.S. Constitution is adopted. Because there is no
agreement on a national standard for voting rights, states
are given the power to regulate their own voting laws. In
most cases, voting remains in the hands of white male
landowners.
1777
341
The Naturalization Law passed. It explicitly states that
only “free white” immigrants can become naturalized
citizens.
1790
342
The Treaty of Guadalupe-Hidalgo ends the Mexican-
American War and guarantees U.S. citizenship to
Mexicans living in the territories conquered by the U.S.
However, English language requirements and violent
intimidation limit access to voting rights.
1848
343
North Carolina is the last state to remove property
ownership as a requirement to vote.
1856
344
The 14th Amendment to the U.S. Constitution passed.
Citizenship is defined and granted to former slaves.
Voters, however, are explicitly defined as male.
Although the amendment forbids states from denying any
rights of citizenship, voting regulation is still left in the
hands of the states.
1868
345
The 15th Amendment passed. It states that the right to
vote cannot be denied by the federal or state governments
based on race.
However, soon after, some states begin to enact measures
such as voting taxes and literacy tests that restrict the
actual ability of African Americans to register to vote.
Violence and other intimidation tactics are also used.
1870
346
The Supreme Court rules that Native Americans are not
citizens as defined by the 14th Amendment and, thus,
cannot vote.
1876
347
The Chinese Exclusion Act bars people of Chinese
ancestry from naturalizing to become U.S. citizens.
1882
348
The Dawes Act passed. It grants citizenship to Native
Americans who give up their tribal affiliations.
1887
349
Native Americans who served in the military during
World War I are granted U.S. citizenship.
1919
350
The 19th Amendment is passed, giving women right to
vote in both state and federal elections.
1920
351
Supreme Court rules that people of Japanese heritage are
ineligible to become naturalized citizens. In the next
year, the Court finds that Asian Indians are also not
eligible to naturalize.
1922
352
Indigenous people must apply for citizenship. The Indian
Naturalization Act grants citizenship to Native Americans
whose applications are approved—similar to the process
of immigrant naturalization. Many states make laws and
policies which prohibit Native Americans from voting.
Some states ban Native Americans
from voting until 1957.
1924
353
Congress bars Filipinos from U.S. citizenship unless they
have served three years in the Navy.
1925
354
While attempting to register to vote in Birmingham,
Alabama, a group of African American women are
beaten by election officials.
1926
355
Miguel Trujillo, a Native American and former Marine,
sues New Mexico for not allowing him to vote. He wins
and New Mexico and Arizona are required to give the
vote to all Native Americans.
1947
356
The McCarran-Walter Act grants all people of Asian
ancestry the right to become citizens.
1952
357
Large-scale efforts in the South to register African
Americans to vote intensify. However, state officials
refuse to allow African Americans to register by using
voting taxes, literacy tests and violent intimidation.
Among the efforts launched is Freedom Summer, where
close to a thousand civil rights workers of all races and
backgrounds converge on the South
to support voting rights.
1963-1964
358
The 24th Amendment passed. It guarantees that the right
to vote in federal elections will not be denied for failure
to pay any tax.
1964
359
The Voting Rights Act passed. It forbids states from
imposing discriminatory restrictions on who can vote,
and provides mechanisms for the federal government to
enforce its provisions.
1965
360
Civil rights activist James Meredith is wounded by a
sniper during a solo “Walk Against Fear” voter
registration march between Tennessee and Mississippi.
The next day, nearly 4,000 African Americans register to
vote.
1966
361
The 26th Amendment passed, granting voting rights to
18-year-olds. The amendment is largely a result of
Vietnam War-protests demanding a lowering of the
voting age on the premise that people who are old
enough to fight are old enough to vote.
1971
362
Amendments to the Voting Rights Act require that
certain voting materials be printed in languages besides
English so that people who do not read English can
participate in the voting process.
1975
363
National Voter Registration Act passed. Intends to
increase the number of eligible citizens who register to
vote by making registration available at the Department
of Motor Vehicles, and public assistance and disabilities
agencies.
1993
364
A month prior to the presidential election, a federal court
decides that Puerto Ricans living in Puerto Rico, though
U.S. citizens, cannot vote for U.S. president. Residents of
U.S. territories including Puerto Rico, Guam, American
Samoa and the U.S. Virgin Islands—nearly 4.1 million
people total—cannot vote in presidential elections and do
not have voting representation in the U.S Congress.
2000
365
The National Commission on Federal Election Reform
recommends that all states allow felons to regain their
right to vote after completing their criminal sentences.
Nearly four million US citizens cannot vote because of
past felony convictions.
2001
366
The Federal "Motor Voter Law" takes effect, making it
easier to register to vote.
1995
367
The Supreme Court strikes down Section 5 of the Voting
Rights Act, which established a formula for Congress to
use when determining if a state or voting jurisdiction
requires prior approval before changing its voting laws.
Under Section 5 of the act, nine-mostly Southern-states
with a history of discrimination must get clearance from
Congress before changing voting rules to make sure
racial minorities are not negatively affected.
While the 5-4 decision did not invalidate Section 5, it
weakened it substantially.
Fallout from the ruling was swift, with several states
quickly moving to change their voting laws.
2013
368
In response to the Supreme Court ruling, several states,
including Texas, North Carolina, Wisconsin, Ohio,
Alabama, Mississippi, Virginia, and South Carolina, pass
laws that limited voting times or required photo ID at the
polls.
In October, the U.S. Supreme Court blocked law a photo
ID law in Wisconsin.
In September, the Court overturned a federal appeals
court ruling that restored a week of early voting and
allowed same-day registration in Ohio.
2014
369
A federal appeals panel rules that Texas's voter ID law,
which was passed in 2011, discriminates against blacks
and Hispanics and violates
Section 2 of the Voting Rights Act of 1965.
August, 2015
370
Help America Vote Act (HAVA) passed in response to
disputed 2000 presidential election. Massive voting
reform effort require states comply with federal mandate
for provisional ballots, disability access, centralized,
computerized voting lists, electronic voting and
requirement that first-time voters present identification
before voting.
2002
371
Eight states enact bills that will make voting and
registration easier, seven states have not yet enacted
legislation but have passed it through their state
legislatures, and more than a hundred bills to improve
voting access have at least advanced through a
committee.
2017
372
Websites for “Putting Together the Pieces” Activity
https://felonvoting.procon.org/
Pro Con
https://www.sentencingproject.org/issues/felony-disenfranchisement/
The Sentencing Project
https://www.aclu.org/issues/voting-rights/voter-restoration/felony-disenfranchisement-laws-map
ACLU
http://www.fairvote.org/felon_disenfranchisement
Fair Vote
https://www.nytimes.com/topic/subject/felony-disenfranchisement
Series of related articles from the New York Times
https://www.nytimes.com/2014/11/19/opinion/the-racist-origins-of-felon-
disenfranchisement.html
NYTimes Op Ed
https://www.prisonpolicy.org/research/felon_disenfranchisement/
Prison Policy Initiative
373
“Putting it Together” This activity is a way for students to explore current events or social
issues, and develop research and media literacy skills. This offers a way for students to seek facts
and better understand a challenging or “hot-button” issue.
Step by Step: After selecting a topic:
Step One: What are the questions we would need to answer to better understand this
issue?
Step Two: Students generate questions. Make sure, if it’s not already suggested, to add
the question “What can we do to help address this issue/form of injustice?”
Step Three: Break the class into pairs or small groups and “assign” each group one of
the questions.
Step Four: Each group should receive one puzzle piece cutout. After researching their
question, they will write the information they’ve found onto the puzzle piece, along with
the sources they used to get the information.
Step Five: Students come back together and each group shares out the information
they’ve gathered.
Step Six: Students place their puzzle pieces back together, forming a complete puzzle.
Reflect on activity: no issue/person/situation is made up of one story or one perspective; there
are multiple perspectives and stories that make up an issue. It’s our job to explore these
perspectives to get a better sense of what is wrong/what is needed/what we can do.
374
375
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380
K-W-L Chart
Assess what you know about this particular topic before and after you have engaged with it. Fill the three columns below with what
you Know about the topic, what you Want to know, and what you’ve Learned.
What do you Know About the Topic What do you Want to Know What did you Learn?
381
Social Justice Action Plan
Project and Presentation Rubric
The presentation should address the following:
● The issue I have chosen is occurring in the community in which I live (for this assignment, do not
select an issue being experienced solely by a person or group outside the United States.
● The issue I have chosen can be researched using credible sources.
● The issue I have chosen is such that I will be able to offer up realistic suggestions as to ways in
which young people, like myself, can help address the issue being highlighted
● My presentation includes realistic suggestions that are responsive to the needs expressed by said
the person or community experiencing the selected social justice issue.
The presentation should include the following:
1. Includes/relates three concepts discussed during the course to your selected social injustice issue.
2. Analysis of chosen injustice, addressing each of the following framing questions thoroughly:
a. What is the issue or conflict?
b. Who are the stakeholders (who is involved in the specific issue)?
c. Who is affected by the issue?
d. What is the major conflict/belief/issue held on both sides of the issue?
e. What are ways in which this is affecting the larger community?
f. What is history of the issue and any prior attempts to address it?
g. What are ways in which we can help address the issue?
3. Presentations should include a visual component. The visual component can be a powerpoint,
Prezi or handouts provided for the entire class.
a. Presentations should be no more than 10 minutes and include a visual component
(PowerPoint, handouts etc.)
b. Presentation should be assembled without grammar/spelling/citation errors
c. Presentation must Include a works cited page/slide
5 4 3 2
Content: Introduction Strong introduction: Adequate Weak introduction: No introduction:
Grabs listeners’ introduction: Introduces the issue, Does not make clear
attention, explains the explains the issue but not its what issue is being
issue clearly, and shows and why it is importance. explored.
why the issue is important, but
important. without details or
clarity.
Content: Analysis of Strong analysis: includes Adequate analysis: Weak analysis: No analysis:
social justice issue three related social includes two related includes one related information
justice concepts and social justice social justice presented has no
addresses all seven concepts, addresses concept, addresses a clear connection to
framing questions. most of the seven few of the seven any related social
framing questions. framing questions. justice concepts.
Does not address any
of the seven framing
questions.
382
Content: Conclusion Strong conclusion:
Clearly summarizes the
analysis, offers up
well-researched ways to
address the issue.
Adequate
conclusion: Minimal
summary of the
analysis, offers up
some
well-researched ways
to address the issue.
Weak conclusion:
Brief summary, no
suggested solutions
offered.
No conclusion: No
summary, so
solutions offered.
Mechanics: word usage,
conventions
Correct word usage,
minimal errors in
grammar and spelling.
Effective integration of
social justice concepts.
Some usage,
grammar and
spelling errors, but
they don’t interfere
with comprehension.
Some integration of
social justice
concepts.
Some word usage,
grammar and
spelling errors
interfere with
comprehension. Poor
integration of social
justice concepts.
Many errors in word
usage, grammar and
spelling that limit
comprehension.
Presenter did not
proofread or edit
powerpoint.
Research All sources meet the
article credibility
checklist. All sources
used have been cited.
All citations are correct.
Most sources meet
the article credibility
checklist. Most
sources used have
been cited. Most
citations are correct.
Some sources meet
the article credibility
checklist. Some
sources used have
been cited. Some
citations are correct.
No sources which
meet article
credibility checklist.
No source citations.
Presentation The issue is presented The issue is The issue is The issue is
with enthusiasm and addressed with some addressed in a addressed in a
interest. The student enthusiasm and mechanical manner. mechanical manner.
demonstrates a clear interest. The student The student The student
understanding of the demonstrates limited demonstrates little to demonstrates no
issue. The presentation understanding of the no understanding or understanding or
is well organized. The issue. The ownership of the ownership of the
presentation clearly presentation issuel. The issuel. The
explains the social somewhat explains presentation vaguely presentation does not
injustice chosen and the social injustice explains the social explain the social
relates it to the material chosen, and injustice and vaguely injustice nor does it
covered in class. somewhat relates it relates it to the relate the issue to
to material covered material covered in the material covered
in class. class. in class.
383
Final Presentation Sign Up Sheet
Name Topic
384
Appendix M
Unit Five, Lesson Two and Associated Materials
Unit Duration: Three or four class periods
Unit Focus: Social Justice Action Plan
Introduction: The ninth in this ten-lesson course, this lesson focuses on the creation of learner-generated
social justice action plans. The purpose of this unit is to increase motivation of learners, and focus on
identification of a social justice issue, the gathering of credible sources that speak to the nuances of said
issue and the creation of a social justice action plan addressing ways in which this issue can be addressed.
Learning Objective
Lesson Materials
Learner Characteristic Accommodations
Facilitator’s Notes
Learners will engage in this unit in-person. The will help learners organize and focus their thinking, as
well as promote learning and retention.
This is an in-person lesson. See the table below for specific Instructor Action/Decision (Supplantive
events of instruction). The instructor needs to provide timely feedback to practice and assessment. See
the table below for specific Instructor Action/Decision (Supplantive events of instruction).
385
Instructional Activities
Instructional
Sequence
Time (mins) Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 10 Provide motivation by
drawing the learner’s
attention to applying
the skills learned
throughout the course
to the generation of a
social justice action
plan.
The instructor will
have a PowerPoint
slide with the
following quote
“Activism is the
rent I pay for
living on the
planet.” - Alice
Walker
Learners will
respond to the
posted quote,
volunteering to
share their
responses with
the larger class.
The instructor will
ask students to take
out their journals
and respond to the
quote.
Learning
Objectives
10 After a group
discussion of the quote,
the instructor will
transition to making
connections between
the declarative,
conceptual and
procedural knowledge
gained throughout the
course and the final
social justice action
plan.
Using the quote,
the instructor will
transition to
reinforcing the
final social justice
action project as
the accumulation
of the declarative,
conceptual and
procedural
knowledge gained
throughout the
course.
Learners will ask
any clarifying
questions.
An emphasis on putting
knowledge into action
should be made.
The instructor will
respond to any
clarifying
questions asked
learners.
Purpose for 10 Benefits: Reinforcing Instructor will Learners will
Learning
the practical application reinforce the many offer up
-Benefits
of the knowledge ways in which examples of
-Risks Avoided
gained throughout the people can effect ways to get
course, with an change; asking involved, using
emphasis on the learners to the scenario
interconnectedness of generate an provided by the
knowledge and action. example that instructor.
Learners will highlights a wide
understand that in order
386
to take meaningful
action, they must
engage in the world
around them, and do so
from an informed place.
This final project also
helps lead students
safely out of this
difficult course, giving
them active ways in
which to address the
problems they have
identified.
Risks Avoided: The
inability to apply the
knowledge gained
around locating
accurate information
about issues of social
justice, thus preventing
learners from
cultivating media
literacy skills vital in
helping them develop
into civic-minded,
social-justice oriented
thinkers.
Without this final
action plan, learners run
the risk of feeling
helpless and cynical.
range of
involvement:
Example: Learners
are not yet of age
to vote on a piece
of legislation or a
candidate, but they
can:
- Make phone calls
- Canvas
- Put out door
hangers
- Form a political
club on campus
- Volunteer
- Share well-
researched
information
- Attend town hall
meetings
The instructor
should emphasize
the importance of
all ways/levels of
involvement. They
should also
provide immediate
feedback and
clarification.
Overview
-Prior
Knowledge
-New
Knowledge
-Learning
Strategies
10 The social justice action
plan is a cumulative
activity and, thus,
should build on the
declarative, conceptual
and procedural
knowledge gained
throughout the course.
The instructor
should reinforce
that the social
justice action plan
is a cumulative
activity and, thus,
should build on the
declarative,
conceptual and
procedural
knowledge gained
throughout the
course.
The instructor
should make clear
that all research
Learners will
engage in
discussion with
the instructor,
asking any
clarifying
questions if
needed.
387
will be conducted
in class, the only
component done as
homework will be
the creation of the
final presentation.
The instructor will
answer questions
and provide
clarification as
needed.
Prerequisite
Knowledge
N/A The entire course is
intended to prepare
students for this final,
culminating activity.
Introduce and reinforce:
Methods of
information
gathering,
identifying
effective ways
to gain a more
complex
perspective
Ability to
recognize,
describe and
distinguish
unfairness and
injustice at
different levels
of society
Process of
verifying
reliable sources
of information.
Analyze and
evaluate text
for credibility,
point of view,
values, varying
interpretation,
and the
economic
contexts
Procedural
knowledge
focused on
developing a
process, and
Provide learners an
opportunity to
practice and apply
media literacy
skills.
Learners will
practice and
apply media
literacy skills to
an issue of social
justice of their
choosing.
388
utilizing tools,
to gain media
literacy skills.
Practice and
apply media
literacy skills
that help
ameliorate the
effects of bias
and
misinformation.
Utilization of
media literacy
skills.
Learning
Guidance
-Lecture
-Demo
20 Indirect instruction via
instructor feedback and
guidance will be
provided as learners
engage in topic
selection and research.
Learners will apply
learned media literacy
skills by engaging in
the selection of a social
justice issue, research
of said issue and
presentation of findings
and plan of action.
The instructor will
project a slide that
lists the criteria for
a topic or issue that
will be appropriate
for the social
justice action plan.
Criteria:
- The issue I have
chosen is occurring
in the community
in which I live (for
this assignment, do
not select an issue
being experienced
solely by a person
or group outside
the United States.
- The issue I have
chosen can be
researched using
credible sources.
- The issue I have
chosen is such that
I will be able to
offer up realistic
suggestions as to
ways in which
young people, like
myself, can help
ameliorate the
issue being
highlighted.
Learners will ask
the instructor
any clarifying
questions they
have regarding
the criteria for
topic selection.
389
The instructor will
keep the criteria up
on a PowerPoint
slide throughout
the duration of the
first part of the
assignment.
The instructor will
model an example
of a topic that
meets the criteria
listed, answering
all questions
posted by learners.
Practice and
Feedback
30 The first step of the
action plan requires
learners to select a
social justice issue
upon which their entire
project will be built.
After sharing the
criteria for
selecting an issue
upon which
learners will build
their action plan,
the instructor will
give learners time
to brainstorm and
search for a topic,
using their
computer or tablet
if they so choose.
The instructor will
move throughout
the room,
providing guidance
and clarification
when necessary.
Using the
PowerPoint slide
with listed
criteria, learners
will begin the
process of
selecting their
topic for the
final action plan.
After making an
initial selection,
they will share
with the
instructor,
receiving
approval or
guidance in
order to select a
more appropriate
topic.
The instructor
must approve the
topic chosen by
each learner (they
are doing this
project
individually).
Authentic N/A The remainder of the The instructor will For the
Assessment
lesson will be begin each of the remainder of the
comprised of learners subsequent classes lesson, learners
conducting research on in which learners will follow the
their chosen topic, are conducting provided rubric,
390
following the rubric to their research by conducting
address all components projecting the research on their
of the action plan. rubric on a chosen topic,
PowerPoint slide, asking for
answering clarification
questions posed by from the
learners and instructor when
keeping learners needed.
on track, in order
for the research to
be complete
Retention and
Transfer
N/A After research is
complete, learners will
create their
presentations, aligning
the presentation with
the provided rubric.
Presentations should be
no more than ten
minutes, include a
visual component and
will be presented to the
class. The learners, and
instructor, will provide
feedback using a
specific feedback
protocol (see attached
document)
The instructor will
provide a sign-up
sheet, giving
learners the
opportunity to sign
up for a
presentation slot of
their choosing.
For all learners, a
copy of their
presentation,
including visuals
and write up
(aligning with
rubric) must be
submitted at the
start of day one.
The Instructor will
moderate the
presentations,
making sure
learners abide by
the feedback
protocol when
giving feedback
after each
presentation. The
instructor should
also provide
immediate
feedback
Learners will
sign up for a
presentation slot
and turn in a
copy of their
presentation,
including visuals
and write up
(aligning with
rubric) at the
start of day one.
After other
learner
presentations,
the learner will
engage in
provided
construction
feedback, using
the given
feedback
protocol
Big Ideas N/A Learners will reflect on The instructor will Learners will
process of the action guide learners in a engage in
plan, engaging in class reflection on the conversation
discussion around what entire course, around
challenges the action engaging in connections
discussion around between the
391
plan presented and what
surprised them.
The instructor will
connect this activity to
the exploration of
identity, bias, privilege
and media literacy that
made up the rest of the
course.
connections
between the action
plan and the
exploration of
identity, bias,
privilege and
media literacy that
made up the rest of
the course.
action plan and
the exploration
of identity, bias,
privilege and
media literacy
that made up the
rest of the
course.
Advance
Organizer for
next unit
10 The instructor will ask
learners to return to the
“taping project”
interviews they
conducted after the first
class.
As a final assessment of
attitude change,
learners will write a
reflective essay about
the experience, using a
provided rubric.
Guiding learners
into the final
reflective piece of
the course, and the
final class itself,
the instructor will
share the rubric
and objective of
the final reflection
essay.
Learners must
incorporate their
responses to the
original “taping
project” interview
they conducted and
reflect about their
growth in general,
using a provided
rubric.
Learners will
listen to the
instructor
describe their
final reflection
assignment,
asking questions
as needed.
The due date of the
essay is at the
discretion of the
instructor, but
must be included
in order for
meaningful
assessment to take
place.
The instructor can
have learners do a
basic reflection on
their “taping
project” interview
to discuss in the
final class and
assign the essay to
392
be due at a later
date.
Total Time 3-4 class
periods
393
Taping Project Reflection Paper
At the beginning of this class you made a recording in which you interviewed yourself and answered
questions about your ideas and attitudes about racism. In many ways the recording represents a story
about your experience with social justice and inequality. As we approach the end of the course, it’s time
to revisit your recording and reflect on your story as you told it, and how it has evolved.
Your assignment is to:
Carve out a block of time and listen to your recording without interruption. After listening, write down
your initial response to hearing your interview. After noting your initial responses, craft a final reflection
essay addressing the below questions.
● Paper should be 3-5 pages, double spaced.
For your final reflection paper, reflect on the following:
1. Were you surprised to hear any of your responses?
2. Would any of your answers remain the same?
3. What were your feelings as you listened?
4. What did you learn about yourself from listening to the tape? How do you understand your
impressions and responses?
5. Your understanding of where you see yourself now in your understanding of social justice.
6. Identify events and/or experiences during the course that you feel facilitated your
evolution.
7. Steps you will take in your personal journey regarding integration of social justice and social
action after completing this course.
394
Appendix N
Unit Five, Lesson Three and Associated Materials
Unit Duration: 145 minutes (can be done in multiple class sessions)
Unit Focus: Reflection and Allyship
Introduction: The final of this ten-lesson course, this lesson focuses on learner reflection; both of their
media literacy skills and the deepening of their understanding of issues of inequity and social justice. The
purpose of this unit is to increase motivation of learners, and reinforce both the hard skills, and attitude
learning, of the learners.
Learning Objective
Lesson Materials
Learner Characteristic Accommodations
Facilitator’s Notes
Instructional Activities
Instructional
Sequence
Time (mins) Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 15 Provide motivation by The instructor Learners will
drawing the learner’s will ask learners take their original
attention to reflection to take out their “taping project”
on the course, and original “taping interview
their change in project” interview responses and the
attitude and responses and the rubric provided
understanding rubric provided them last class.
them last class.
Learners will engage in this unit in-person. The will help learners organize and focus their thinking, as
well as promote learning and retention.
This is an in-person lesson. See the table below for specific Instructor Action/Decision (Supplantive
events of instruction). The instructor needs to provide timely feedback to practice and assessment. See
the table below for specific Instructor Action/Decision (Supplantive events of instruction).
395
regarding issues of
social justice.
The instructor
will introduce the
“Snowstorm”
activity,
explaining the
steps to learners.
Learners will
follow the
instructions for
the “Snowstorm”
activity, writing a
takeaway on a
slip of paper.
- Learners will
write one major
takeaway from
revisiting their
“taping project”
interviews.
- After all learners
have written their
takeaway on a
slip of paper, they
will be instructed
to toss the paper
in the air (the
“snowstorm”).
- After so doing,
learners will pick
up a piece of
paper they did not
throw and read
the response
aloud.
- Learners should
be told not to
write their names
on the takeaway
they write. They
will not be asked
to identify
themselves at any
point in the
activity.
After selecting
and reading
another learner’s
response, the
learners will
engage in a class
discussion about
what resonated
for them, in the
other learner
responses.
While the
takeaways are
being read, the
instructor should
make note of any
response that is of
particular interest,
highlights a
specific point or
raises an
396
important
question.
The instructor
should then
moderate a class
discussion,
highlighting the
notes they made
while listening to
the student
responses.
The instructor
should provide
immediate
feedback and
clarification.
Learning
Objectives
10 After the discussion,
the instructor will
provide an overview
of this final reflective
lesson: that of
identifying ways in
which their
understanding of
issues of equity and
social justice have
shifted since the start
of the course.
Additionally, they will
be discussing the
concept of “allyship”
as a final, and
important, element of
social justice work.
Instructor will
share the learning
objectives using a
PowerPoint slide.
The instructor
will respond to
any clarifying
questions asked
by learners and
ask them what
they know about
the concept of
allyship.
Learners will ask
any clarifying
questions they
have.
Learners will
share any
information they
have regarding
the concept of
allyship.
Purpose for
Learning
-Benefits
-Risks Avoided
10 Benefits: A final
lesson focused on
reflection allows
learners to engage in
critical and reflective
thinking, and helps
learners process their
experiences, laying
the foundation for a
continued
commitment to social
justice work.
Risks Avoided: With
the opportunity to
Returning to the
prompt given to
learners for the
“Snowstorm”
activity, the
instructor will
share their
observations,
highlighting the
growth, insight
and development
of the learners
throughout the
entire course.
Learners will
have an
opportunity to
receive feedback
from the
instructor,
allowing the
learner to receive
reinforcement for
the growth they
have noted in
themselves.
Learners will
have the
397
dedicate a lesson to
reflection, learners
will lose a vital
opportunity to identify
and appreciate their
own growth and
awareness of the
content.
The instructor
will also share
what they hope
learners will take
with them as the
course ends.
opportunity to
respond to the
instructor, asking
questions as
needed.
Overview
-Prior
Knowledge
-New Knowledge
-Learning
Strategies
10 This lesson will ask
learners to reflect on
the experience as the
course as a whole,
taking into
consideration the
skills gained, attitude
shifts and plans to
integrate social justice
into their lives in
meaningful ways.
This lesson will also
introduce the concept
of allyship into learner
understanding of
meaningful social
justice work.
The instructor
will highlight the
reflective nature
of the lesson,
making sure to
draw connections
to previous
lessons.
The instructor
will reiterate key
points made by
learners, and
highlight any
additional
information or
connections.
Learners will
respond to the
instructor’s
overview, asking
any clarifying
questions.
Prerequisite
Knowledge
10 Introduce and
reinforce:
Meaning and
importance of
allyship, as it
relates to
responsive
social justice
work.
Reflecting on
the growth of
personal
attitudes and
values, as
they relate to
social justice.
Identifying
influences on
the formation
of their
attitudes
towards social
justice and
Provide learners
an opportunity to
reflect on their
growth
throughout the
course, and
introduce the
concept of
allyship into their
understanding of
responsive social
justice work.
Learners will
have the
opportunity to
reflect on their
growth
throughout the
course, and
integrate the
concept of
allyship into their
understanding of
responsive social
justice work.
398
issues of
equity.
Demonstrate a
commitment
to social
justice-driven
behavior.
Acknowledge
areas of
growth that
still remain in
regards to
skills and
attitude
changes
needed to
address
injustice and
inequity.
Learning
Guidance
-Lecture
-Demo
20 Direct instruction via
lecture and
PowerPoint slides will
be used to guide the
learner’s
understanding of the
concept of allyship as
a foundational
element of responsive
social justice work.
The instructor
will hand out
copies of “Three
Parables for
Allyship” to each
learner.
Learners should
break into pairs or
small groups (no
more than four)
and read through
each of the three
scenarios.
Learners will
break into small
groups and
discuss the
“Three Parables
of Allyship,”
responding to the
prompts provided
by the instructor.
After reading the
scenarios, the
instructor will ask
learners to discuss
with their small
group and
identify:
- the strengths and
weaknesses
present in each
- Applying the
definition of
allyship they have
just discussed,
which scenario
feels closest to a
399
representation of
allyship? Why?
After circulating
around the room,
providing
feedback and
clarification as
needed, the
instructor will ask
learners from
each group to
share out their
responses to the
prompts.
After small group
share outs, the
instructor will
guide learners
towards making
clear connections
between the
parables and why
allyship is a vital
component of
meaningful social
justice work.
Practice and
Feedback
30 This activity provides
an opportunity for
learners to:
Explore ways
in which
social justice
work, and a
social justice
mindset,
manifest in
everyday life.
Much of the work
learners done
throughout the course
has been the building
of declarative and
conceptual knowledge
and social justice
action resulting from
research. This activity
highlights situational
opportunities for
The Instructor
will ask learners
to respond, in
their journals, to
the following
prompts.
Learners will ask
any clarifying
questions about
the provided
prompt, before
beginning their
reply.
The Instructor
will project each
prompt as it’s
given, in order to
reduce cognitive
overload:
After completing
their reply,
learners will
choose a partner
and share out
their response.
Prompt One:
Reflect on a time
you witnessed
some kind of
oppression. Did
you take action or
did you refrain
400
social justice work
that will often arise in
the learner’s lives.
from taking
action?
Why did you feel
comfortable or
uncomfortable
speaking up?
The instructor
should offer the
following as
examples:
- Someone
ignoring a person
of color to help a
white customer
- Someone
making a racist,
sexist or
homophobic joke
or slur
- A person being
singled out,
mocked, harassed
or ignored for
being “different”
by a group.
When reflecting
on whether they
chose to take
action, learners
will likely
identify issues of
power as the
reason they chose
not to act: ("It
was my teacher
who said
something sexist,
so I didn't know
what to say"),
relationships ("It
was someone I'm
good friends with,
and I knew it
would be okay
even if he got
mad at me right
then for telling
him not to do
401
that"), or
knowledge ("I
knew it was
wrong, but I
didn't know what
to do or say" or "I
was afraid that if I
said something I'd
get in trouble or
make it worse.”
After learners
have responded to
the prompts, they
should break into
pairs and share
their responses.
During the pair
share, the
instructor should
circulate
throughout the
room, in order to
help keep
discussion on
track, provide
clarification and
feedback as
needed.
After the pair
share has
concluded, the
instructor will ask
for volunteers to
share why they
chose to act, or
did not. The
instructor should
make clear this is
not an
opportunity to
share the specifics
of the issue, but
rather their
response.
The instructor
will write down
all motivating
402
factors, providing
immediate
feedback.
Authentic
Assessment
30 Learners will build on
the journal reflection
by exploring an
example of allyship
and using the “Am I
Doing It Right”
activity to help frame
concrete ways in
which they can build
authentic allyship
skills.
Drawing learner
attention from the
reflection activity
to practical
examples of
allyship, the
instructor will
project on a
PowerPoint slide
the first part of
the “Am I Doing
it Right” activity,
which provides
learners with an
example of
allyship. (See
accompanying
PowerPoint for
the example
provided.)
Learners will
respond to the
questions posed
by the instructor,
asking clarifying
questions as
needed.
After reading the
intro and
statement issued
by the GSAN, ask
learners the
following:
Why would the
GSAN issue a
statement
announcing their
allyship with the
Arab American
community?
How did, and
does, the bias and
discrimination
against the Arab
and Muslim
community affect
them?
After learners
brainstorm
responses, the
instructor will
403
provide
immediate
feedback, and
write particularly
resonant
responses down
where learners
can see them.
The instructor
will then project
the next section:
“How the recent
hostility toward
Arab/Arab
Americans affects
everyone.” After
which, the
instructor will ask
learners for their
response; what
surprised them,
resonated with
them?
The instructor
will them ask
learners to
brainstorm ways
in which someone
could be an ally
to the Arab-
American
community.
The instructor
will write down
learner responses,
providing
immediate
feedback and
redirection when
needed.
Learners will
offer up
definitions of
sexism, based on
their
understanding of
the issue. After
which they will
respond to each
of the questions
posed by the
instructor, and
take time to read
the responses of
their classmates.
After noting
learner
suggestions, the
instructor will
project the actions
suggested by
GSAN. The
404
instructor will ask
learners if these
actions seem
realistic,
challenging etc.
The instructor
will now ask
learners to engage
in a conversation
around a different
social injustice,
that of sexism.
The instructor
will ask learners
to define sexism,
and provide a
definition after
learners have
contributed.
Definition:
attitudes,
conditions or
behaviors
promoting
stereotyping of
social roles based
on gender.
Drawing learner
attention to the
various pieces of
flip chart paper
around the room
(there should be
multiple pieces of
paper at each
question to avoid
congestion) the
instructor will ask
learners to
respond to the
first question
(which is written
on the flip chart
paper and
projected on a
PowerPoint slide:
405
Question One:
Identify examples
of sexism
The instructor
should project
one or two
example
responses to each
prompt on a
powerpoint slide
to help guide
learners.
After learners
have had a chance
to respond,
writing on the flip
chart paper, the
instructor will
pose the second
question.
Question two:
How does sexism
affect you?
Question three:
What are ways in
which you can be
an ally to those
affected by
sexism?
After responding
to each question,
the instructor
should provide
time for learners
to read the
responses of their
classmates.
After completing
the questions, the
instructor will ask
learners to reflect
on the activity.
What was
difficult about the
exercise? What
Learners will
reflect on the
activity as a
whole,
responding to
questions posed
by the instructor.
406
was easy? What
surprised them?
Retention and
Transfer
45 Provide opportunities
to transfer knowledge
and develop thinking
through exploring the
video “Five Tips for
Being An Ally” and a
Four Corners activity
around allyship.
Learners will be asked
to make connections
between allyship and
meaningful social
justice; why end with
being an ally?
Video: Five Tips for
Being an Ally (3:31)
http://bit.ly/2DwKRlH
The instructor
will share the
video “5 Tips for
Being an Ally”
which begins with
a house analogy,
calling learners
back to the first
activity in this
lesson.
After watching,
the instructor will
project “Am I
Doing It Right”
on a PowerPoint
slide, asking for
learner volunteers
to read each bullet
point.
After watching
the video and
engaging in class
discussion around
the “Am I Doing
it Right” slides,
learners will
reflect on the
personal choice
and commitment
prompt.
After which, the
instructor will
provide learners
will a piece of
paper, on which is
printed the
following:
Make a Personal
Choice and
Commitment
I, as a,
want to be an ally
with _______ to
end
____________ .
The instructor
will first provide
an example of
their own. After
which, the
instructor will
have learners
reflect and
respond to the
prompt. The
407
instructor will let
learners know
these responses
will be posted on
a documentation
board the
instructor is
creating to share
in a public place
on campus (the
responses should
remain
anonymous).
Big Ideas 15 Learners and
instructors will reflect
on the course as a
whole, using the
identity chart they
created in the first
class as a reflective
tool.
The instructor will
reinforce the
importance of the
content explored and
remind learners that
this course is the
beginning of a
lifelong commitment
to social justice.
The instructor
will ask learners
to revisit the
identity chart they
created in the first
lesson. Learners
should review the
chart and add
anything new
they feel is now
part of their
identity.
The instructor
will project the
following quote:
“If you have
come to help me,
please go home.
But if you have
come because
your liberation is
somehow bound
with mine, then
we may work
together.” -
Aboriginal
activist group,
Queensland,
1970s
As a closing
activity, the
instructor will ask
learners to take an
index card and
respond to the 3-
2-1 prompt
Learners will
revisit their
identity charts,
adding any new
elements they
feel are now part
of their identity.
After engaging
with the class
about the quote
projected by the
instructor,
learners will
respond to the 3-
2-1 prompts,
making sure to
write their names
on the index card
before turning it
in.
408
provided by the
instructor:
3 things you’ll
take away from
this class...
2 new skills or
tools you will
use...
1 question you
still have...
Advance
Organizer for
next unit
10 If the final essay has
not yet been turned in,
the instructor will
provide the final essay
overview.
Additionally, students
will be emailed a
survey that must be
completed in order to
pass the course.
If the final essay
has not yet been
turned in, the
instructor will
provide the final
essay overview,
answering any
questions posed
by the learners.
The instructor
will reiterate the
importance of
completing a
class survey, to be
emailed to
learners. Learners
must complete the
survey, and
submit it, in order
to pass the course.
The survey
responses will be
anonymous.
Learners will ask
any clarifying
questions
regarding the
final essay and
the end-of-course
survey.
Total Time 145
409
Make a Personal Choice and Commitment
I, as a, want to be an ally with
to end .
410
Three Parables for Integration
By Rabbi Jonathan Sacks
Former Chief Rabbi of the British Commonwealth
Rabbi Jonathan Sacks offers three different parables about the relationship between newcomers
and their host societies…
In the first, a hundred strangers have been wandering around the countryside in search of a place
to stay. Eventually they arrive at the gate of a large country house. The owner comes to the gate,
sees the strangers and asks them who they are. They tell him their story. He gives them a warm
smile. “How good to see you,” he says. “As you can see, I have an enormous home. Far too big
for me, actually. There are hundreds of empty rooms. Please feel free to stay here as long as you
like. I look forward to your company. From now on consider yourself my guests.”
A lovely story. But not entirely so for the strangers in the long run. They have a place to
live, and yes, their host is exactly as he seemed at first, welcoming, hospitable.... However there
is only one thing wrong as far as they are concerned. However generous their host, he remains
the host and they are his guests. The place belongs to someone else. That is society as a country
house.
The second: A hundred strangers in search of a home find themselves in the middle of a big city.
They are there to find a hotel. It is large, comfortable, and has every amenity. The visitors have
money enough to pay the hotel bills. They book their rooms, unpack, and stay.The rules are
simple. They are free to do what they like, so long as they don’t disturb the other guests. Their
relationship with the hotel is purely contractual. They pay money in return for certain services...
The hotel offers the newcomers a freedom and equality they did not have in the first
model. They are guests, but so is everyone else. There is only one problem. A hotel is where you
stay, not where you belong. You feel no loyalty to a hotel. You don’t put down roots there. It
doesn’t become part of your identity.... Yes, after a while you recognize your fellow guests. You
bid them good morning. You discuss the weather and football. But it remains a place where
everyone is, in the biblical phrase, “a stranger and sojourner.” That is society as a hotel.
The third: A hundred strangers arrive at a town. They are met by the mayor, councilors and local
residents. The mayor says: “Friends, we welcome you. It is good to have you among us. Sadly,
as you can see, there is no country house where we might accommodate you. There is, though,
something we can offer you. “We have a patch of empty land: large enough to accommodate
homes for all of you. We have bricks and materials. We have experts who can help you design
your homes, and we will help you build them.... Let us do this together.”
So it happens. Unlike the country house, the newcomers have to build their own long-
term accommodation. Unlike the hotel, they do not merely pay. They invest their energies in
what they build.... They helped build it.
Sacks explains that it won’t always be easy. The newcomers still occasionally seem strange.
They speak and act and dress differently than the locals. But those long sessions of working
together have had their effect. The locals know the newcomers are serious, committed,
dedicated. They have their own ways, but they have also learned the ways of the people of the
town, and they have worked out...a rough and ready friendship.... Making something together
breaks down walls of suspicion and misunderstanding.... That is society as the home we build
together.
How do newcomers learn to adapt to their new communities? To what extent should they have to
change their lives, habits, and customs to fit in? Visiting Germany in February 2008, Turkish
Prime Minister Tayyip Erdogan encouraged an audience of Turkish immigrants to integrate in
411
German society but stressed that they should resist assimilation. He proclaimed assimilation “a
crime against humanity.” What do you think he meant? What is the difference between
assimilation and integration?
Sacks offers three parables as metaphors for types of integration. What is the moral he is trying
to teach? Have you been a guest at someone’s home? At a hotel? What is the difference? To
what extent do any of these models of integration represent how immigrants are treated in your
community? Which model do you prefer? Why?
Some critics have suggested that Sacks’ three models fail to acknowledge the dangers of
terrorism and extremist ideology. The transit bombings in London and Madrid gave rise to
concerns that newcomers may have ideas and values that are dangerous and cannot be integrated.
How do you think Sacks would respond to those concerns? How should those concerns
influence the way people think about the best way to integrate newcomers? What should
communities do if migrants break the rules of their new community?
Why do you think Sacks advocates for the third parable, the home we build together?
What does he see as the advantages of that model? Why does Sacks believe the third model
“won’t always be easy”? Do you agree? What can be done by either host communities or
newcomers to foster integration?
412
Three Parables for Allyship
Adapted from Three Parables for Integration
by Rabbi Jonathan Sacks
Former Chief Rabbi of the British Commonwealth
1. In the first, a hundred strangers have been wandering around the countryside in search of
a place to stay. Eventually they arrive at the gate of a large country house. The owner
comes to the gate, sees the strangers and asks them who they are. They tell him their
story. He gives them a warm smile. “How good to see you,” he says. “As you can see, I
have an enormous home. Far too big for me, actually. There are hundreds of empty
rooms. Please feel free to stay here as long as you like. I look forward to your company.
From now on consider yourself my guests.”
2. A hundred strangers in search of a home find themselves in the middle of a big city. They
are there to find a hotel. It is large, comfortable, and has every amenity. The visitors have
money enough to pay the hotel bills. They book their rooms, unpack, and stay. The rules
are simple. They are free to do what they like, so long as they don’t disturb the other
guests. Their relationship with the hotel is purely contractual. They pay money in return
for certain services.
3. A hundred strangers arrive at a town. They are met by the mayor, councilors and local
residents. The mayor says: “Friends, we welcome you. It is good to have you among us.
Sadly, as you can see, there is no country house where we might accommodate you.
There is, though, something we can offer you. We have a patch of empty land: large
enough to accommodate homes for all of you. We have bricks and materials. We have
experts who can help you design your homes, and we will help you build them....Let us
do this together.”
413
Abstract (if available)
Abstract
Aggregate results of an environmental scan of mission statements from Jewish day schools across the country highlighted striking similarities shared by the schools. The mission statements emphasizing a social-justice driven focus, generating in students a commitment to becoming ethical and informed citizens, connected to their local and global communities. These elements present in the surveyed mission statements indicate a common belief in the importance of civic participation, and fostering in students an informed, ethical perspective regarding the communities of which they are a part. While these objectives are admirable, an analysis of prior attempts highlights the gap between the goals in the mission statements, and effective curriculum which would allow for their achievement. ❧ Utilizing principles from transformative learning theory, sociocultural theory, constructivism and cognitivism, this curriculum is comprised of five units intended to span the course of a semester. Special attention has been paid to crafting lessons that can be used in traditional courses such as history, as well as in classes such as advisory, council or senior seminar. The accompanying teachers guide, and suggested professional development, will assist in the successful implementation of the course. ❧ The summative evaluation takes the form of a social justice action plan and presentation. Upon completion of the course, students will have explored issues of equity, bias and media literacy, deepening their awareness and understanding of social justice and issues of equity, learning how to identify authentic ways in which they can assist in rectifying these injustices.
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University of Southern California Dissertations and Theses
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Asset Metadata
Creator
Weisberg, Emily Katherine
(author)
Core Title
Aligning mission and practice: social justice curriculum for Jewish secondary day school students
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
08/09/2018
Defense Date
08/08/2018
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
curriculum,education,High School,Jewish,Jewish education,middle school,OAI-PMH Harvest,Social Justice
Format
application/pdf
(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Yates, Kenneth (
committee chair
), Hirabayashi, Kimberly (
committee member
), Lundeen, Rebecca (
committee member
)
Creator Email
emilykweisberg@gmail.com,weisberr@usc.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-63914
Unique identifier
UC11671507
Identifier
etd-WeisbergEm-6707.pdf (filename),usctheses-c89-63914 (legacy record id)
Legacy Identifier
etd-WeisbergEm-6707.pdf
Dmrecord
63914
Document Type
Dissertation
Format
application/pdf (imt)
Rights
Weisberg, Emily Katherine
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...
Repository Name
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Repository Location
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Tags
education
Jewish education