Curriculum Plan

Social Justice
A Curriculum Plan and Teaching Guide

Introduction
In the Social Justice Curriculum Plan web quest students will complete four activities that will allow students to practice identifying the difference between fiction, bridge the connection between Fiction and Non Fiction by making real life connections to key themes found novel “To Kill A Mockingbird” by Harper Lee. Lastly it will allow students to perform research to successfully identify key social injustice issues which still exist today.

Curriculum Standards
ELA9RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background.
ELA9RC4 The student establishes a context for information acquired by reading across subject areas.
ELA9W3 The student uses research and technology to support writing.
ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.

Aim/Purpose Statement
The main purpose of this Social Justice web quest is to allow students to learn how to perform research and locate information via the world wide web. They will acquire the ability to determine the difference between information that is based upon facts versus fiction. By the end of the curriculum they will be able to make connections between the text they have read and real world situations. This is done by having students locate current examples of social injustices found in the past and/or present and connecting it to a commonly read ninth grade novel "To Kill a Mockingbird" by Harper Lee.

Rationale
Social justice is the idea that all people deserve to have equal rights and opportunities regardless of their gender, race or socioeconomic background. In literature authors often focus the injustices found in our society in order to promote change. Today’s learners often fail to look beyond their immediate environment/ community to recognize issues faced by others outside of their ‘world’. It is essential that learners begin to open their eyes to issues that human beings have faced in the past, are facing now and if no improvement, is made will face in the future.

Allowing students to be able to draw connections between what they are reading and real life issues allows them to see the true value of literature and understand its relationship to society. Hopefully, once students are able to see the connection they will not only find relevance in reading literature but also be inspired and encouraged to take action and fight for social injustice issues that they hold dear to their hearts.

General Educational Goals
This activity is designed for students enrolled in 9th Grade Literature. It can however, be used for students in grades 6-12 whenever issues of economic, racial, gender or health inequality arise. This means that it can be used in academic areas other than a literature class.
The Ninth Grade Language Arts Curriculum was created to provide students the opportunity to learn the skills that are necessary to comprehend and interpret written as well as audio and visual texts. It also affords students the opportunity to perform research and effectively communicate and share their newly acquired knowledge with their classmates. Ultimately, the curriculum successfully integrates the processes of reading, writing, and listening/speaking/viewing in order to help students communicate and interpret information in a variety of modes. Students residing in the state of Georgia must master a set of educational standards as outlined by the Georgia Department of Education. These goals are designed to ensure that each student in the state of Georgia successfully work towards mastering these skills which are key to their successful transition into becoming productive citizens in adulthood.

Subject Matter Description
This curriculum focuses on allowing learners to identify the relationship between literature and issues of social injustice that are found in the world. The topics include:
reviewing the difference between fiction and nonfiction.
identifying social injustices such as:
economic inequality
racial inequality
gender inequality
health inequality

Skills
Text to world connections
Connect a work of literature to its literary and historical period.
Support opinions and ideas with evidence obtained from research.
Deliver a presentation of research in an electronic format.
Uses appropriate resources to locate evidence from sources.

Learners
Although this curriculum was designed specifically for 9th grade literature it can be used with grades 10-12 as well. Middle school students can also benefit from this particular curriculum. The content and subject matter can be a wonderful learning experience for learners from various social and cultural backgrounds. Prior experience surfing the web and or using technology to perform research can be helpful but is not a requirement for the participants. The lesson can be completed by general education students with little difficulty and a moderated version can be given to students who have special needs if the original version proves to be too difficult.

Prerequisites
Learners should be able have a number of skills and abilities before engaging in this curriculum web. They should be able to:
Successfully navigate between internet web sites.
Know how to use a publishing program (i.e. PowerPoint, Microsoft Word, Glogster) in order to store, process, publish and present their work.
Students with limited experience with publishing programs; and are limited in their research or internet ability may need to attend a tutorial in order to become better acclimated with the process.

Learning Objectives
Students will be able to locate and identify the several nonfiction ghost stories that can be found in the state of Georgia.
Students will be able to use the world wide web to locate information about social injustices found in the United State s of America both past and present.
Students will be able to use Students will identify the relationship between the literature they read and social injustices found in America. They will be able to provide at least 3 examples of injustices.
Students will be able to make real life connections to the novel To Kill A Mockingbird
Students will be able to publishing software to share their research with the class.
Students will show empathy and respect others and their experiences. The activity should promote the understanding that equality is not always for all as it should be and encourage them to stand up and fight for change.

Materials
File Name Purpose
Index Entry Page
Teacher Guide Teaching Guide
New User Tutorials Provides links to brief tutorials to users with limited computer experience.
Activity 1 Introduces activity number one by providing instructions for completing the learning activity.
Activity 2 Introduces activity number two by providing instructions for completing the learning activity.
Activity 3 Culminating activity for the curriculum web.
Links List of links to relevant sites that focus on social justice.
Glossary A list of vocabulary words associated with the learning activities.
Final Assessment Final rubric used to access the products produced by completing activities 1-3.

Printable worksheets for activity 2 Social Justice Worksheet A and B
Printable worksheets for activity 3 Activity 3 Worksheet

Teaching Plan
Before deciding to use this curriculum web the teacher must consider the effect that different factors might have on the overall outcome. Educators should review the elements introduced in this section to ensure that they will have the best conditions to implement this curriculum web with their students.

Survey of the Implementation of Elements
Teachers
Before teaching the Social Justice curriculums web the teacher should be familiar with the content that is being taught as well as the technology being used by their students.
Educators should also verify that the content contained within this web complements the material being covered in the class.

Students
Teachers should verify that their students have basic computer knowledge before requiring them to complete the activities found in the curriculum web.
Student Grouping
Teachers should consider seating students with more experience by students with students with limited abilities so that they can assist others when in need.

Computers
The amount of laptops/computers should be enough for each student to have their own (unless working in pairs).
The amount of computers in the computer lab should be enough for each student to have their own (unless working in pairs).
Teachers should ensure that all computers/laptops have all necessary parts (ex. mouse, working keyboard) are working properly prior to student use.
PowerPoint must be available on each computer/laptop to ensure student success.

Teacher Assistance
Teacher should inform the Media Specialist as well as the school's Technology Coordinator of the assignment so that they are available should any complications arise while using technology.

Alternatives
Since each of the elements listed above can have a tremendous impact upon a student's progress in the curriculum web, teachers should consider alternatives listed below if needed.

Teachers: Teachers should have back up activities prepared in case the computer network is not working.

Students: Students with limited computer access at home should be informed of additional opportunities available for computer use. For example a student may be able to visit the Media Center before school, after school or during lunch. Internet connectivity must also be available to students in the classroom.

Instructional Plan
Length: Approximately 1.5-2 weeks (10 forty five to fifty minute class sessions).
Allow students the freedom to work at their own pace but create check points to monitor progress. Time should be adjusted according to the proficiency of the participants.
*Prerequisites: Learners should have previous experience using the internet, web browsers and Microsoft Office software. Learners should be able to easily follow links and conduct basic research using search engines.
*Students with limited experience using the internet, performing research or using Microsoft Office should begin by watching the tutorials that are available. Student should be encouraged to review a tutorial if they are having difficulty using the web and/locating scholarly information/sources.

Tutorials
Intro to using computers tutorial
http://www.mesalibrary.org/research/mouse/page01.htm
How to find research using journal articles
http://www.youtube.com/watch?v=Xq-MW63MelU

Activity One (Mandatory for all students)
Advance Preparation (to be repeated each day of instruction)
Complete the following before students arrive.
Place the URL for the Social Justice website (http://stu.westga.edu/~srober12/ss_ghost/) on the board prior to student arrival.
Verify the links provided in the web quest to ensure that they work with your school's filtering software. Do research to find additional sources by if links are not accessible on school computers.

Links
•http:// www.Southernhauntings.com
• http://www.realhaunts.com/
• http://www.hubpages.com/hub/hauntings-in-georgia
•http:// www.haunted-georgia.org/allatoona-battlefield-pass-video/
• http://www.theshadowlands.net/places/Georgia.htm
Ensure that each student has access to a computer with internet access. Instruct students to click on the internet explorer icon on their desktops to gain access to the internet.

Instruction for Students
Tell students to type in http://stu.westga.edu/~srober12/ss_ghost/ in their web browser (refer them to the board). Strongly encourage students to begin their work by completing the tutorial if they need to practice how to use a computer or surf the web for information. Tell students that already have basic computer skills to go straight to Activity One. Students should be encouraged to work through each activity independently at their own pace. Provide a date when you expect them to have moved on to Activity Two for self pacing purposes.
Activity One Implementation (Two 45-50 minute class sessions)
Instruct student to read the directions on the "Ghost's of Georgia's Past" web quest before beginning to complete any of the activities. Students should then follow the directions listed in the Process section of the web quest. Teacher should frequently check on the students to ensure that they are visiting the appropriate links and are working toward identifying at least five haunted locations in the state of Georgia only. Remind students that they must use the information gathered to create a haunted house travel brochure. Students should refer to the rubric for expectations and complete the Haunted Locations Travel Brochure. Students should have a completed product by the end of the second class period. Finished product should be collected at the completion of the final assessment.
Note: After completing the first activity, learners must move on to Activity Two and may choose to complete Social Justice Worksheet A or B depending upon their interest and abilities.

Activity Two (Mandatory For All Students)
Advance Preparation (to be repeated each day of instruction)
Complete the following before students arrive.
Place the URL for the Social Justice website (http://stu.westga.edu/~srober12/ss_ghost/) on the board prior to student arrival.
Verify the links provided in the web quest to ensure that they work with your school's filtering software. Do research to find additional sources by if links are not accessible on school computers.

Links
• http://www.freechild.org/SJforALL.htm
• http://freechild.org/youth_activism_2.htm
• http://www.vieu.org.au/12.html
• http://www.ijm.org/?gclid=CPSfw9WKmqUCFQta7Aod8QcPIw
• http://www.carnegiecouncil.org/index.html
• http://www.questia.com/library/jp-social-justice.jsp?CRID=jp_social_justice&OFFID=se1jp
• http://www.uua.org/socialjustice/
• http://www.whatissocialjustice.com/
• http://www.googlescholar.com

Ensure that each student has access to a computer with internet access. Instruct students to click on the internet explorer icon on their desktops to gain access to the internet.

Activity Two Implementation (Two 45-50 minute class sessions)
Students will visit the links listed on the site and complete the 1 following worksheets before moving on to the next activity:
1. Complete the Worksheet A on social justice
Students will identify three examples of Social Justice Issues that you have located while performing their research. Students will then provide an overview of the issue, a reflection and a plan of action that can be taken.
2. Complete the Worksheet B on social justice
Students will locate three separate pictures that represent Social Justice Issues of the past or present. Next, students will provide a detailed description of what is happening in the picture and explain the relationship between the picture and the issue it depicts. The finally, the students will provide both a reflection and action plan for each issue identified.
Students should have a completed product by the end of the second class period. Finished product should be collected at the completion of the final assessment.

Activity Three (Mandatory For All Students)
Advance Preparation (to be repeated each day of instruction)
Complete the following before students arrive.
Place the URL for the Social Justice website (http://stu.westga.edu/~srober12/ss_ghost/) on the board prior to student arrival.
Ensure that each student has access to a computer with internet access. Instruct students to click on the internet explorer icon on their desktops to gain access to the internet.

Activity Three (Two 45-50 minute class sessions)
During this activity the learner watch a brief video on "To Kill A Mockingbird" will make connections between the issues of social justice they have identified and themes found in a novel. Teachers may assign any novel that aligns with the content/subject matter however; in this plan the Novel To Kill a Mockingbird is used since it is widely read during the ninth grade year of high school. The worksheet for the activity is attached. Worksheet for Activity 3 . Finished product should be collected at the completion of the final assessment.

Alternate activity (without link to literature)

Non-computer based activity
Social Injustice Topics
Non-Fiction Review
Fact vs. Opinion

Assessment Plan
After the learner has completed Activity Three independently they may pair up with another student (or work alone) to create a PowerPoint, Moviemaker, Glogster.com, or other application to create a presentation that reviews two key themes of To Kill a Mockingbird and the three Social Justice Issues that they researched during Activity #2. Ultimately, a connection should be made between the book read and one of the three issues of Social Justice Issues researched.

Formative Assessments
The students will be judged by the attached rubric. Activities one through three will assessed with the rubric for each of the assignments each assignment should be averaged together to obtain a formative assessment grade. This rubric focuses on evaluating all of the three activities found in this curriculum web.

Summative Assessments
The Final Assessment assignment will count as a summative assessment for the curriculum. Each student will present their project to the class the teacher will use the rubric to grade the Final assessment. The grade on the Final Assessment is an indication of the level of student achievement.

Activity One
ASSIGNMENT TOTALS: _______/4 =_________
Add up all the rubric totals
Total number of 4's: ______ x 14.2 = _______
Total number of 3's: ______ x 10.3 = _______
Total number of 3's: ______ x 6.40 = _______
Total number of 2's: ______ x 2.5 = _______
Total number of 1's ______ x 1.0 = _______
Total: ______/100

Activity Two
Rubric for Worksheet A or Work Sheet B
3 Social Justice Issues have been identified ____/25
3 Concise details/descriptions have been provided ____/25
Thoughtful reflections were provided for each social issue ____/25
A plan of action was provided for each issue listed ____/25
Total: _____/100

Activity Three
Theme#1 of novel is identified and successfully connected to a Social Justice Issue __/25
Theme#2 of novel is identified and successfully connected to a Social Justice Issue __/25
Theme#3 of novel is identified and successfully connected to a Social Justice Issue __/25
Theme#4 of novel is identified and successfully connected to a Social Justice Issue __/25

Total: ____/100

Final Assessment Rubric
Shows an understanding of the material and is able to answer questions ____/25
Topic covered thoroughly and enough information given to understand topic ___/25
Did not exclude any important information or include any unnecessary information ___/25
Creative design is easy to see and follow and did not include any unnecessary graphics ____/25
Total ____/100

Recovery for low performing students
Students who are still working toward the standards at the end of the assignment will need to revisit Activities 1-3 before being allowed to resubmit a revised final assessment.

Evaluation Plan
Student Performance
Field Testing
As with all curriculum webs it is important to properly assess its effectiveness. Initially, the plan is to use the web with two 9th Grade Literature classes that are still focusing on nonfiction and has already read "To Kill A Mockingbird". The careful examination of student artifacts produced while participating in the curriculum will be done to assess student learning and a determination of the effectiveness of the plan will be made based upon the results.
Student verbal feedback
Peer Review
This curriculum web will also be reviewed by other educators who also teach 9th Grade Literature. Educators will provide a critique of it based upon self exploration.
This curriculum web will be reviewed by graduate students attending the University of West Georgia. Students will provide a critique of it based upon self exploration.
Teacher survey
Home

Curriculum Guide Instructions