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Seed 1: Gr. 10 Unit: The Journey for Social Justice

Essential Question:

What is the basis for the belief that justice will ultimately prevail in American society?

Lesson Calendar

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Unit Overview

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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.

Lesson Seed 1 - Day 1

Lesson Opener; Concept study of social justice

TEXT MODEL*

W.E.B. DuBois' Credo (included with unit materials) or available at: http://www.library.umass.edu/spcoll/dubois/?p=5

Other texts as determined appropriate by the teacher.

Download Du Bois' Credo

BRIEF DESCRIPTION OF THE SEED

STUDENT OUTCOMES

Students will:

examine and interpret the concept of social justice
read, analyze and discuss W.E.B.DuBois' Credo
discuss personal interpretations of a just society
write their own "credo" or philosophy on the concept of social justice

*PLEASE NOTE: Consider the need for Accessible Instructional Materials (AIM) and/or captioned/described video when selecting texts, novels, videos and/or other media for this lesson. See "Sources for Accessible Media" for suggestions. See also Maryland Learning Links: http://marylandlearninglinks.org http://marylandlearninglinks.org.

CCSS STANDARDS ALIGNMENT

Reading: Informational Text

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Writing

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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Last Updated 3/17/2020 11:56 AM