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ID.K-2.1 --  I know and like who I am and can talk about my family and myself and name some of my group identities.

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DI.3-5.10: I know that the way groups of people are treated today, and the way they have been treated in the past, is a part of what makes them who they are.

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Heart Map activity where students are able to draw or write about themselves and their family members -- things that are unique to them

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Action 18- AC.3-5.18-I know some ways to interfere if someone is being hurtful or unfair, and will do my part to show respect even if I disagree with someone’s words or behavior.

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JU. K-2. 15 I know about people who helped stop unfairness and worked to make life better for many people.

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DI.K-2.10
I find it interesting that groups of people believe different things and live their daily lives in different ways.

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Standard Description:
I care about those who are treated unfairly.

Lesson Idea:
A simulation to show when one group is not treated the same and seeing the unfairness. Everyone that picks a short paper can't do a fun activity but people with the long paper can do a short activity.

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ID.3-5.2 I know about my family history and culture and about current and past contributions of people in my main identity groups.

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Introduces different group identities through read alouds

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Presenting students with realistic scenarios and having them generate solutions. As a class, we will discuss which ideas would be the most helpful and respectful.

We would also provide sentence frames on how to handle these situations, such as how to respectfully ask someone to stop doing something.

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I know that life is easier for some people and harder for others based on who they are and where they were born.

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Students create a collage of family photos and/or text that represent a family tradition and share with the class. Students can respond to their peers in a variety of ways, including on Flipgrid.

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Discussions about how being treated unfairly can be shown in various ways and how to notice/be aware of it and prevent it from happening

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Students learn about the experience of Jackie Robinson. Students are asked- "What would you do if one of your teammates was not allowed to go to the White House based on who they are?". Students would discuss what their reaction/actions would be based on this scenario.
ELA- Students write a written response based on the classroom discussion.

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Right before winter break, teachers in a grade level can turn each classroom into a country in which students get to learn about a holiday celebrated by people from there. Students learn about the holiday and then participate in a craft that relates to something about that holiday (EX: Mexico & making paper pointsettias). Students can even have passports that get stamped at each "country."

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Have students read novels that focus on people who are discriminated against (e.g. Number of the Stars)

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Students cut out a paper heart and we discuss ways that stereotypes can be harmful as a class. During the discussion, we crumple the heart. At the end, we unfold the heart to represent when people apologize, but see how it still affects them as represented by the wrinkles in the paper.

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Have students brainstorm different people who have helped stop unfairness and worked to make life better for many people. Then, help students find texts and guide students in informative writing process.

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Show previous letters that have been written to legislation to change unfair laws and model how to write one. Then, have students write their own letters and include important information they need to bring forth social change.

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This is such a fun idea!

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yes, literature circles like in our social studies class could be a great way to incorporate this standard

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Action 19 AC.3-5.19
I will speak up or do something when I see unfairness, and I will not let others convince me to go along with injustice.

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Standard: DI.K-2.6 I like being around people who are like me and different from me, and I can be friendly to everyone.
Choose 1 mirror and window read aloud. Read to the class and ask them questions: Raise of hands, how many say this book was a mirror for you? A window?
How is this book a mirror or window for you?
Chart students' responses.

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Standard: I will speak up or do something if people are being unfair even if my friends do not.

Lesson Idea: Read Aloud of "Pink is for Boys" > Have a Hands-Down Conversation talking about the question, "What would you do if someone told your friend who is a boy that pink is only for girls?" > we will come up with a cohesive response from the conversation as a class > finally, practice acting it out.

- Alison and Miriam

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ID.3-5.1: I know and like who I am and can talk about my family and myself and describe our various group identities.

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ID.3-5.1: I know and like who I am and can talk about my family and myself and describe our various group identities.

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At the beginning of the year, students would create a multiple bubble venn diagram in which they write/draw about their multiple group identities, with themselves in the middle. Students could describe family, cultural, and religious identities as well as hobbies/interests.

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Great idea! Writing letters for social change to legislation would allow them to feel like their thoughts matter and that they could take action for change.

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This is a great idea, about posing real life scenario to students and then engaging them in discussion.  This is awesome ! 

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This is a great idea, about posing real life scenario to students and then engaging them in discussion.  This is awesome ! 

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Love this paper heart activity! I did it in my previous placement with a slightly different context, but it was super impactful and I love the tie to social justice.

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guided simulation on discrimination:
Have students come into the classroom without telling them anything. Giving them instructions: If you're shorter than 4 feet, here are your materials (high quality materials). Then another group of students get another set of materials (lesser quality). Finally the last group get low quality materials. After they worked for 10 minutes with the materials, teacher will ask questions like "how did that feel? and "was what I did fair, why or why not?"

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GREAT BOOK! GREAT LESSON. Will serve as a great conversation/discussion topic afterwards.

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GREAT BOOK! GREAT LESSON. Will serve as a great conversation/discussion topic afterwards.

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I love having each teacher become a country and students "travel the world" while learning more about that country!

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Activities that teach empathy are so important!

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Activities that teach empathy are so important!

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Heart map idea is so cute! I think it would be a great idea for all grade level students to do. 

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Heart map idea is so cute! I think it would be a great idea for all grade level students to do. 

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For this standard, it would be great to get students to share their voices and opinions about the injustices occurring through letters and posters. Students can start off by reading articles and looking at images of injustices occurring in their community or around the world.

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I love the idea of charting "mirror" and "window" experiences for students as this is so powerful to show highlight diversity of student experiences

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Diversity 8-I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally. ----Students will formulate interview questions (whole class) to learn more about their elbow partner, then conduct the interview and share what they learned with the class 

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Diversity 8-I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally. ----Students will formulate interview questions (whole class) to learn more about their elbow partner, then conduct the interview and share what they learned with the class 

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Having students create a collage is a  an awesome way to get students to feel connected and engaged in the learning

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Having students create a collage is a  an awesome way to get students to feel connected and engaged in the learning

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I think simulations are interesting but I also worry. Always set people up emotionally for them.

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I think simulations are interesting but I also worry. Always set people up emotionally for them.