COVID-19 has caused so many changes in our lives. What are we doing differently now? Why are we doing those things, and how do we feel about all of the changes? In the context of decisions their families make, students explore the basics of how the virus affects people, and design investigations to explore how it spreads from person to person, and what we can do to prevent that spread.

This unit is designed to support students in understanding the COVID-19 pandemic, transmission of the COVID-19 virus, and the impacts of the pandemic on communities, especially communities of color. Specific learning targets are listed at the beginning of each lesson and highlight a core idea for the lesson, the science and engineering practice students will engage in, and the crosscutting concept students will use in the lesson.

 The LA riots of 1992 were a pivotal moment in American history.  Not only did they raise awareness of issues of police violence related to African Americans in the beating of Rodney King, they were also the first instance when film footage by an ordinary citizen (well before cell phone cameras) would lead to such direct and widespread consequences.  Obviously, with those cell phone cameras, such incidents are now reported regularly, with the largest recent consequences being the summer protests of 2020 after the death of George Floyd.  For HS students, 30 years ago might seem like ancient history, but they witnessed 2020.  This provides an excellent opportunity not only to provide context for an historical event, but also to connect it directly to the world in which they live, and to explore the concepts of continuity and change.  This project is designed to not only help students achieve a better understanding of the events of 1992 as an historical event, but also to refine their skills as historians.  Finally, in the culminating part of the project, students will be able to evaluate the judgment of USC criminal justice and law professor Jody David Armour’s comment, “Ain’t nothing changed but the year it is.”

Cause and Effect asks students to demonstrate their explanatory and informative writing skills.

CARLA's Social Justice in Language Education project is creating instructional materials that address a wide range of social justice topics in ten languages. Grounded in multiliteracies pedagogy, these materials will improve students' language abilities, intercultural understanding, and career competencies through critical engagement with target language texts.

The Social Justice in Language Education website currently includes the following:
--Social Justice Bibliography: provides a curated list of resources in three main categories--general social justice resources; social justice and language education; and language-specific resources.
--Social Justice and Language Education Presentations: includes recordings of a webinar highlighting the intersection of language and social justice and another webinar that describes the process of developing research-based curricular unit and lesson plan templates that support language instructors in the teaching of social justice themes.

This activity was produced in conjunction with The Library of Congress and the TPS at Metropolitan State University of Denver. This activity will allow learners toinvestigate and explain how different groups of people were treated in the past, and the ways in which that treatment changed over timeidentify injustice in multiple formsidentify ways in which groups become marginalizedThis lesson leads students through several major events in the history of the Cheyenne & Arapaho tribes, and asks that they use primary source documents to describe the ways in which the treatment and perception of the tribes changed over time in southern Colorado.

Japanese American Memorial Pilgrimages has developed lessons, supplemental resources, and educational documentary videos to accompany the memoir Child Prisoner in American Concentration Camps by Mako Nakagawa.

In recent years both scholars and policymakers have expressed a remarkable amount of interest in the concepts of social capital and civil society. A growing body of research suggests that the social networks, community norms, and associational activities signified by these concepts can have important effects on social welfare, political stability, economic development, and governmental performance. This discussion based course examines the roles played by these networks, norms, and organizations in outcomes ranging from local public goods provision and the performance of democracies to ethnic conflict and funding for terrorism.

Meaningful STEM learning can happen at home as we use our imagination to solve real problems! This STEM project introduces students to the problem of oil spills around the world. The project culminates with students using their imagination to design a solution to the problem.

Students create visual artwork combining various images to convey diversity or social justice issues, concerns or themes related to the central text.

Students produce original art that conveys an anti-bias or social justice message then work with school staff to plan a public showcase of their work.

Students showcase artwork and nonfiction writing that addresses issues they found in the text. The result is a visual, collaborative and creative representation of student learning and ideas. An alternative to the bulletin board is a community newsletter.

Students create a large-scale artistic depiction in a community space. As an alternative to the community mural, students can create a set of informational posters that reflect a diversity topic or social justice theme.

Students compile and publish a showcase of artwork and nonfiction writing addressing issues found in the central text. The result is a creative representation of student learning, opinions and ideas.

Students create a community puzzle mural, a large-scale artistic depiction, usually displayed in a community space. Puzzle pieces covered in student’s artwork relating to diversity, anti-bias or social justice themes from the central text comprise the mural.

Students create “trading cards” spotlighting diverse community members who work toward social justice goals that connect to themes from the central text.

Students examine the history of political art. They then create their own murals, political cartoons or posters, demonstrating an understanding of social justice issues.

Host Harry Kreisler welcomes distinguished public servant Stuart E. Eizenstat for a discussion of his career in politics and law and his new book, "Imperfect Justice," an account of his work as the President's envoy to solve the conundrum of reparations for Holocaust survivors. (56 min)

Students take their ideas from the classroom page to the community pavement when they participate in a service-learning project based on their multimedia presentations.

Pointing to inequities of the past that are unfathomable today, the Distinguished Professor at the University of Illinois College of Education invites us to consider what aspects of our current educational system our grandchildren will find unimaginable.