Unit Topic: __ Social Justice ________ Grade level:____2_______ Stage 1 Desired Results Content Standard/Established Goals(s):

Reading

CCSS.ELA-Literacy.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Writing

CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question CCSS.ELA- Literacy.W.2.1 write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, us linking words (e.g., because and also) to connect opinion and reasons, and provide concluding statement or section

Social Studies

PA Common Core

8.1.3.C. Understand fundamentals of historical interpretation Difference between fact and opinion; The existence of multiple points of view; Illustrations in historical stories; Causes and results.
National Center for History in Schools

4B Identify ordinary people who have believed in the fundamental democratic values such as justice, truth, equality, the rights of the individual, and responsibility for the common good, and explain their significance. 4C Identify historical figures who believed in the fundamental democratic values such as justice, truth, equality, the rights of the individual, and responsibility for the common good, and explain their significance in their historical context and

today. 4C.1 Describe how historical figures in the United States and other parts of the world have advanced the rights of individuals and promoted the common good, and identify character traits such as persistence, problem solving, moral responsibility, and respect for others that made them successful.

Understanding(s) Students will understand that: Social Justice is an important ideal that they should think critically about Achieving justice involves equality, freedom, and resolving conflict It essential to consider multiple perspectives when working to achieve justice They possess the power to stand up against injustice Learning about others experiences can serve as both inspiration and a resource to create effective methods for combating injustice in their everyday lives. The affects of injustice

Essential Question(s): What is justice? What is injustice? Why is important to question injustice/ speak out even if you arent being directly affected? How do you react when faced with an injustice using a method that is both effective and peaceful? Why is it important to consider others perspectives when discussing instance of justice/injustice?

Student objectives (outcomes):

Students will be able to. Define and understand the terms justice and injustice Identify non violent methods for dealing with instances of injustice Identify injustice in their everyday lives Use various methods (songs, art, poetry) to speak out against an injustice that is important to them Express empathy for others

Stage 2 Assessment Evidence Performance Task(s): Other Evidence:

Identify and describe methods others used to effectively battle injustice Participate in discussions about justice and what is the right thing to do when issues of injustice arise Make connections to personal experiences with issues of injustice

Authentic assessment - Students will reflect and journal about class discussions and activities Observations during class discussions read alouds and activities Authentic & Summative assessment song, poem, artwork or other written expression about how to solve an issue of injustice the student feels is important

Stage 3 Learning Plan Learning Activities:

Whole group discussion and creation of idea web about justice. Whole group discussions following read alouds related to social justice.

Swimmy Fly Away Home The Story of Ruby Bridges

Scenario discussions to help develop empathy for others. Students will consider questions such as

Would you have gone to school if you were Ruby Bridges? Do you think Rosa Parks was afraid when she refused to give up her seat?
What makes someone a social activist? Mini Lessons on Ruby Bridges Jesse Owens Wangari Maathai Examining social justice through different mediums. Art Poetry Music

Write persuasive letters to the Mayor Nutter about why homelessness is an example of injustice in Philadelphia and pose methods for solving this issue. Independent and small group reading of biographies about social activists. Dr. King Rosa Parks Gandhi Susan B. Anthony Small Group work. Students will create mock twitter pages describing the methods of social activists. (See appendix C for Twitter page template) Dr. King Rosa Parks Gandhi Susan B. Anthony Independent work on creative pieces about an injustice they would like to see change. Sharing of work with whole group. Allows for students to justify their reasoning and gives others the opportunity to see classmates perspectives as well as question their peers.