# data[].attributes.body
How do we ensure teachers understand that they can address a lot of -isms? Racism, sexism, homophobia, religious hate, and all of the various social justice issues.

# data[].attributes.body
"Facing Ferguson" and "Little Rock" might be described as case studies.  These can support teachers to think about the kinds of lessons they can implement -- but is it right to call these "strategies"?

Same could be said of http://www.radicalmath.org/docs/SJMathGuide.pdf -- it's a launching point

# data[].attributes.body
A District Profile
Why teaching BLM Matters

# data[].attributes.body
There are a lot of great resources for the first part about becoming politically and socially conscious and assisting/structuring those conversations. I'd like to see more strategies for the 'take action' part of the indicator, totally acknowledging that this is the harder part. I'm wondering if some PBL resources might help here so that teachers can craft projects with action as the product/outcome.

# data[].attributes.headline
4) What is really exciting about this indicator is that students are taking action and that is powerful. 

# data[].attributes.subject
4) What is really exciting about this indicator is that students are taking action and that is powerful. 

# data[].attributes.headline
4) In general, I think it may be helpful to look at each strategy in this indicator and ask ourselves, "what is the call to action that students can take as a result of a teacher trying this strategy. 

# data[].attributes.subject
4) In general, I think it may be helpful to look at each strategy in this indicator and ask ourselves, "what is the call to action that students can take as a result of a teacher trying this strategy. 

# data[].attributes.body
This is a great resource with strategies for bystander. It simplifies the types of responses into 4 D's - direct, distract, delegate, delay  - that allow people to make choices about how comfortable they feel responding and considering which way is appropriate to respond safely. https://www.ihollaback.org/resources/bystander-resources/

# data[].attributes.body
Selected works by James Baldwin, Tanehisi Coates. My instinct is to push back on the idea of democratic institutions as a tool for Social Justice. One can argue they more often serve as placeholders for the status quo.

# data[].attributes.headline
4) For the strategy Class Council, we may need to add an additional step to this strategy where students leave the council with a next step or some sort of action they are going to take, since this indicator is emphasizing students taking action. 

# data[].attributes.subject
4) For the strategy Class Council, we may need to add an additional step to this strategy where students leave the council with a next step or some sort of action they are going to take, since this indicator is emphasizing students taking action. 

# data[].attributes.body
Thinking about Julie's earlier tale about her Groton teacher. I'd be wondering about institutional support for this type of teaching focus.

# data[].attributes.body
1. Flipboard
2. Piktochart
3. Padlet
4. Versoapp

In the service of "creating learning activities based on issues of cultural and social justice," the use of Flipboard to keep up on current events seems promising.

Piktochart might be compelling as a way of supporting students to present what they've learned -- but how directly does this fit?  Maybe it's the idea that an infographic can help to draw more people into a conversation?

Padlet and Versoapp are ways of sharing out within a classroom, and as such could apply to a lot of different Outcomes/Indicators -- I wonder about the extent to which they're useful to include here? I wonder if we can set a goal this year of trying to get teachers to use these, and then being able to publish the specific STRATEGIES they produce for this context?

# data[].attributes.headline
4) For the strategy, class managers, I don't see the connection between students taking action to improve the quality of life for others and working as class managers. I'd love to hear your thoughts about how this strategy could support teachers to make the connection to the indicator more clearly. 

# data[].attributes.subject
4) For the strategy, class managers, I don't see the connection between students taking action to improve the quality of life for others and working as class managers. I'd love to hear your thoughts about how this strategy could support teachers to make the connection to the indicator more clearly. 

# data[].attributes.body
http://www.radicalmath.org/main.php?id=SocialJusticeMath

# data[].attributes.headline
4) For the strategy Class Forum, the description as currently written doesn't feel connected to this indicator. Is having a discussion taking action? 

# data[].attributes.subject
4) For the strategy Class Forum, the description as currently written doesn't feel connected to this indicator. Is having a discussion taking action? 

# data[].attributes.body
The many pressures teachers feel are both symptoms and causes of injustices. What is my best role in helping to break that pattern?

# data[].attributes.body
...I hear instructional leaders say that math is no place for cultivating social and political action.  Just one look at some numbers (not hard to find, you've heard it...just one example: http://worldcentric.org/conscious-living/social-and-economic-injustice) and a little push of support to build understanding is enough to get kids FIRED UP.  These stats/facts are also great for generating a need to know among students as they dig into all those concepts that are high-stakes tested!