- Review Process
- Take Action
- A project of
Through a variety of activities and discussions, students will explore the theme of injustice: what is means, how it manifests in everyday life, and how it contributes to larger social dynamics. Students will also evaluate our shared values, discuss why it is important to ensure equality among all people, and brainstorm ways to promote equality and justice in their own lives.
Lesson 1: What is Injustice to Me?
Lesson 2: What is Injustice to Other People
Lesson 3: What are our Shared Values and Why Should Everyone Be Treated Equally?
Lesson 4: What Can We Do?
Lesson 5: Take Action
In this lesson, students will learn how to communicate effectively in group discussions.
This resource would be excellent in Social Studies courses where students are asked to take age appropriate action on an issue.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
In this resource, students will come up with their own definition of injustice and examples to share. Most of the lesson is centered on discussions where students can form their own opinion and take informed positions on the matter.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
Throughout this lesson, students will discuss injustices in the global community. In lesson 5, they will choose one injustice and come up with an injustice that they would like to lessen. They will then develop an action plan to achieve this goal.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
Most of the activities in this resource are class discussions or small group discussions which provides ample opportunities for students to share their beliefs and values.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
In this lesson, students will take a close look at injustices within their community that affect humans.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
This is not a focus of this resource.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Throughout the activities of this lesson, students will look at their own community or their own lives to search for injustices. This makes it very relevant to students.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
In lesson 5, students will be making an action plan to address one of the injustices they have encountered, therefore promoting a positive vision for the future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Throughout this resource, students will be asked to share their ideas and values therefore not steering them towards one right answer.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
This resource mostly connects to the social studies curriculum. However, depending on the injustices that students use there could be links to other curriculum.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
In this resource, students pick one injustice they want to address and prepare a detailed plan on how to address this injustice. They learn to develop action plans to address injustices.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
This resource has a variety of activities that will address a range of students learning styles. However, there is no modification of activities for struggling learners.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students are asked to place themselves in another person’s position to recognize and to acknowledge instances of injustice occurring in their context.
|Experiential Learning: |
Authentic learning experiences are provided
Students will work in groups in this resource.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
Assessment ideas are included in each of the lessons. No rubrics are provided.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Students present to the class how they sought to correct injustices in their respective groups.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
Students will share the injustices they have observed in their community.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Very Good|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|