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Standing Up for Justice

Movements for Civil Rights

 
Case Study at a Glance

Eighth grade students conduct research for "Standing Up for Justice" anti-marginalization case study

In "Standing Up for Justice," every student learns about a leader, organization, or law related to one of six movements for civil rights that gained momentum during the 1960s and 1970s. In addition to sharing what they learn, students complete civic action to raise awareness or to advocate for change related to an injustice that persists today. The goal of these actions is to foster an understanding of how social change occurs and to demonstrate to students how they can be active participants in creating a more just society. History becomes more meaningful and relevant as students make connections between past and present injustices and social movements. 

Driving Question: How is a just and equitable society achieved?
 
Author
Cindy Kramer
School
Boynton Middle School
Grade
Eighth
 
Social Justice Standards
  • I can explain how the way groups of people are treated today, and the way they have been treated in the past, shapes their group identity and culture.
  • I am aware that biased words and behaviors and unjust practices, laws and institutions limit the rights and freedoms of people based on their identity groups.
  • I know about some of the people, groups and events in social justice history and about the beliefs and ideas that influenced them.
  • I will speak up or take action when I see unfairness, even if those around me do not, and I will not let others convince me to go along with injustice.
 
Student Products
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies
Students describe the issues, strategies, and changes associated with one topic related to a movement for civil rights. Students read and record notes on a minimum of two sources about their topic. Students summarize what they learn about a particular topic in a final product.
Students compare and contrast various topics and movements for civil rights. In movement groups, students synthesize the notes on their different topics to identify the main issues, strategies, and changes related to the movement researched by their group. Students participate in a gallery walk activity to learn from each other’s research on movements for civil rights and to record observations about their similarities and differences.
Students take action to address current injustices experienced by various groups. Students complete a civic action planning sheet. Students create educational brochures and posters; write letters to legislators; and make proposals to school administrators. Students present their civic actions in a classroom forum.

Case Study Photos
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Students engage in "Standing Up for Justice" anti-marginalization case study
Students engage in "Standing Up for Justice" anti-marginalization case study
Students engage in "Standing Up for Justice" anti-marginalization case study
Students engage in "Standing Up for Justice" anti-marginalization case study