Curriculum Map for Justice-Oriented Teaching

Unit Title:
How Violence Affects our Youth
Discipline: Social Studies/Economics
Social Justice Goals/Rationale:

Grade: 9

Purpose: The purpose of this unit is to help students develop conflict resolution skills
so they can solve their problems peacefully. This unit also will have students
investigate the relationship between gang violence and the environmental factors that
can contribute to its increase.

Stage 1 Desired Results

Relevant Standard(s):
1.B.4a. Preview reading materials, clarify meaning, analyze overall themes and
coherence, and relate reading with information from other sources.
1.B.4b. Analyze, interpret and compare a variety of texts for purpose, structure,
content, detail and effect.
1.C.4d. Summarize and make generalizations from content and relate them to the
purpose of the material.
2.A.4b. Explain relationships between and among literary elements including
character, plot, setting, theme, conflict and resolution and their influence on the
effectiveness of the literary piece.
2.B.4a. Critique ideas and impressions generated by oral, visual, written and
electronic materials.
2.B.4c. Discuss and evaluate motive, resulting behavior and consequences
demonstrated in literature.
3.A.4. Use standard English to edit documents for clarity, subject/verb agreement,
adverb and adjective agreement and verb tense; proofread for spelling, capitalization
and punctuation; and ensure that documents are formatted in final form for submission
and/or publication.
3.C.4b-Using available technology, produce compositions and multimedia works for
specified audiences.
5.A.4b. Design and present a project (e.g., research report, scientific study,
career/higher education opportunities) using various formats from multiple sources.
5.C.4a. Plan, compose, edit and revise information (e.g., brochures, formal reports,
proposals, research summaries, analyses, editorials, articles, overheads, multimedia
displays) for presentation to an audience.
5.C.4b. Produce oral presentations and written documents using supportive
research and incorporating contemporary technology.
14.A.4 Analyze how local, state and national governments serve the purposes for which
they were created.
14.C.3 Compare historical issues involving rights, roles and status of individuals in
relation to municipalities, states and the nation.
14.F.4b Describe how United States political ideas, practices and have extended rights
for Americans in the 20th
century (e.g., suffrage, civil rights, motor-voter registration).

Alison G. Dover, Northeastern Illinois University

a-dover@neiu.edu

Understanding(s):
Focus on the key content-specific and
justice-oriented concepts students will
understand at the end of this unit

Students will understand that:

Activity 1:
Draw connections between Martin
Luther Kings dream of nonviolence,
Commons A Dream, and Myers
Monkeyman.
Develop critical reading skills by
analyzing characterization and conflict in
Monkeyman.
Draw conclusions about the ways a
writers use of characterization
influences the message of the story.
Activity 2:
1. Respond to a quote about gang
violence.
2. Learn about the increasing gang
problem in Los Angeles by reading and
discussing the article Los Angeles
Police Chief Faces a Huge Challenge.
3. Brainstorm factors that contribute to
gang violence; research the association
between one of these factors and gang
violence.

Essential Question(s)
What significant, important questions will
students grapple with throughout this unit?
Justice-oriented- How can one solve
problems using non-violence? What are
some factors that contribute to an increase
in gang violence in a neighborhood? Have
you ever experienced or known anyone
who has experienced institutional racism?

Content-specific What are the similarities

between MLK JRs speech, Commons
song ,A Dream and Myers
Monkeyman? Differences? What do you
think causes an increase in gang violence?
Have you ever noticed an increase in
violence in your neighborhood? Have you
ever noticed zoning restrictions in your
neighborhood? Do you ever wonder why
some buildings or lots just sit empty for
years, with no development? Is that good?
Why or why not? Have you ever been
personally discriminated against? What is
institutional racism? Have you or someone
you know ever-experienced institutional
Alison G. Dover, Northeastern Illinois University
a-dover@neiu.edu

4. Write a section of their groups

recommendation; in a later class, edit
and compile sections.

racism? How have these issues been dealt

with? Or have they been dealt with?

Activity 3: consider how zoning

policy shapes the character of
neighborhoods

see how zoning and loan policies

have been used historically in the U.S.
to benefit some people and
discriminate against others

examine the tensions between

First Amendment rights and zoning
practices

examine the tensions between

private property rights and public
interests

learn about the role of housing

policy in municipal politics

practice persuasive speaking and

writing

practice negotiating skills

Reflect on and develop an

understanding of the role of
environment and individual motivation
on academic achievement and future
life plans

Reflect on and express their own

educational goals and aspirations

Write about and discuss their

personal experiences

Develop critical thinking skills

Practice listening and speaking

skills

If Time Allows/Other Activities

to Use Objectives:

Create original pieces of writing

Conduct round table group

discussions on juvenile violence and
juvenile accountability for crimes.

Respond to these topics based on

class discussion and personal opinion
Alison G. Dover, Northeastern Illinois University
a-dover@neiu.edu

by writing an editorial.
Reflect on and develop an
understanding of the role of
environment and individual motivation
on academic achievement and future
life plans
Reflect on and express their own
educational goals and aspirations
Write about and discuss their
personal experiences
Develop critical thinking skills
Practice listening and speaking
skills

Students will know:

How to draw connections between
reading materials
How to develop their critical reading
skills
How to define and use in context
important vocabulary

Students will be able to:

Identify a way to solve problems using non
violence
Identify how environment affects an
individual and their ability to learn
Compare their neighborhoods with the
zoning laws and restrictions learned
Identify factors that contribute to gang
violence
Analyze what may contribute to violence
Make connections between the individual
and the environment
Make connections between the texts to real
life issues
Present what they learned in the unit by
creating a final class project.

Alison G. Dover, Northeastern Illinois University

a-dover@neiu.edu

Stage 2 Assessment Evidence

Formative Assessments
Journaling
Discussions
Internet Research
Writing excercises
Handouts/Study guide questions for video

Summative Assessment (Aligned to Justice-Oriented & Content-Specific EQs)

Writing an essay- for MLK lesson plan. Essay should be on identifying non-violent
approaches to conflict and the role that characterization has in achieving this
resolution in literature.
Final Project- Planning an anti-violence rally at the school.

Stage 3 Learning Plan

Key readings/resources:
Activity 1:
http://www.readwritethink.org/classroom-resources/lesson-plans/have-dream-exploringnonviolence-30509.html?tab=4#tabs- Here are all the resoureces needed :
Choose Poem by Carl Sandburg- http://www.poetryfoundation.org/poem/174297
I Have a Dream Speechhttp://www.americanrhetoric.com/speeches/mlkihaveadream.htm
Reflection Worksheet- http://www.readwritethink.org/files/resources/lessondocs/ReflectingOnMLKDream.pdf
Multiple Perspectives Worksheet- http://www.readwritethink.org/files/resources/lessondocs/MultiplePerspectives.pdf
Alison G. Dover, Northeastern Illinois University
a-dover@neiu.edu

Activity 2: http://learning.blogs.nytimes.com/2002/10/25/do-the-right-thing/?_r=0
Read and Discuss the article Los Angeles Police Chief Faces a Huge Challenge.
Activity3:
http://www.pbs.org/pov/flagwars/lesson_plan.phphttp://www.hud.gov/- can explore website with class

If time allows/ Other Activitieshttp://www.readwritethink.org/classroom-resources/calendar-activities/1940-musicianpeace-activist-20306.html John Lennon lesson plan analyzing the song Imagine. Hold a
discussion. Utilize questions such as: John says hes a dreamer, what other words can
you use to describe him? Is there such a world, like the world Lennon describes in the
song? What would your world look like or be like? Have students write their own stanza
to the song. Get creative! Have fun!
http://www.pbs.org/pov/boysofbaraka/lesson_plan.php- How environment affects
education as a whole and an ability to learn individually; gets students to think
critically about
http://learning.blogs.nytimes.com/2001/05/18/taking-age-into-account/#more-3551activity used
http://www.pbs.org/pov/whatiwant/lesson_plan.php - Another interesting Lesson Plan
that could be utilized; Teaches conflict-Resolution skills through writing.

Learning Activities:
1.

ACTIVITY 1- Introduce the idea of conflict-resolution by reading the

poem "Choose" by Carl Sandburg.
2.
Ask the students to explain the poem and its relation to conflict. What is
Sandburg trying to say about conflict and how it can be solved? Are there only two
ways to resolve a conflict (e.g., with nonviolence or with violence)?
3.
As a whole class (or in small groups), brainstorm definitions and examples for the
Alison G. Dover, Northeastern Illinois University
a-dover@neiu.edu

4.
5.

6.
o
o
o
7.

8.
9.

terms nonviolence and violence and discuss. Where do students see violence in
schools? Where do they see examples of nonviolent behavior?
Prompt students to silently think about how they go about solving conflicts. Why
would some conflicts prompt violence while others can peaceably be solved?
Divide students into pairs and pass out copies of Multiple Perspectives on Conflict
Resolution (one for each student) and a Dr. Seuss book (one for each pair). Explain
to students how to complete the handout with the story they are provided. This
would be another good opportunity to review the types of conflict presented in
stories (e.g., person vs. person, person vs. society, etc.).
After 7-10 minutes, ask students to come back as a whole class and share the
conflicts portrayed in their picture books.
How were these conflicts resolved?
Did it help to take multiple perspectives when looking at the conflict?
How many conflicts were resolved peacefully? Violently?
To begin a discussion on Martin Luther King, ask students to share anything they
know about him. List these ideas on the overhead or white board. Explain that Dr.
King believed nonviolence could solve any problem.
Watch the Video of Martin Luther King, Jr.'s "I Have a Dream" speech to
emphasize his view and passion about nonviolent resistance.
Pass out Reflecting on Martin Luther Kings Dream and ask students to reflect on
their own experiences with conflict-resolution.

2) Activity 2- Read and Discuss the article Los Angeles Police Chief Faces a Huge
Challenge.
As a class, brainstorm factors that are associated with gang violence, based on the
information from the article and students own knowledge (some factors include
economy, size of police force, number of criminals on parole, overall approach of police
department to policing and type of discipline for police officers.) Divide students into
five groups, assigning each group one of these factors. Each group represents a think
tank assigned to study this factor and make recommendations to the Los Angeles city
council about how this factor can be handled to reduce gang violence. Groups should
research historical precedents in the United States for the relationship between this
factor and violence. Questions (written on the board for easier student access) to keep
in mind during research include:
What aspects of this problem can be changed through a change in policies, behaviors,
etc? What asp- Read article, Los Angeles Police Chief Faces a Huge Challenge. As a
class, brainstorm factors that are associated with gang violence, based on the
information from the article and students own knowledge (some factors include
economy, size of police force, number of criminals on parole, overall approach of police
department to policing ects of this problem cannot be changed and must be dealt with
as they are?
How has this problem been dealt with in the past? Which of these tactics may be
useful in the current situation? Which of these tactics do not effectively address the
issues involved in the current situation?
What new innovations in this area might help reduce gang violence? Why do you think
these innovations might be successful?
Before the end of class, groups assign each group member to one specific, practical
Alison G. Dover, Northeastern Illinois University
a-dover@neiu.edu

suggestion that the group will offer (groups should make as many suggestions as there
are group members). Examples of practical suggestions include: having monthly job
fairs in areas with high gang activity (economy) or providing bonuses to police officers
in gang areas (size of police force).
Activity 3/Interdisciplinary Connection- looking at gang violence and the economic
situation of the neighborhood in which they are prevalent. Students will watch a film
titled, Flag Wars in which talks about zoning restrictions, policies, as well as letting
students explore institutional racism. This is the activity: View the entire Flag
Wars film. Practice conflict resolution skills by asking students to discuss what
strategies they would use to help neighbors come together to improve the
neighborhood. Have students attend local zoning meetings to observe or to present an
issue related to their own neighborhoods. Invite a local lawyer, politician, or zoning
board official to class to answer questions about current housing issues and the rights
of individual citizens and property owners. As an adaptation or a part of assessment,
have students walk the neighborhood around their homes and/or school and draw
conclusions about what they think existing zoning laws are. Then compare their
educated guesses with the actual codes

Final Project: As a class, plan an anti-violence rally at your school. Invite a speaker to
address the school about conflict resolution and anger management, and set up tables
around the school promoting peaceful mediation of conflict, informing students about
the recent school shootings across the country, and allowing students to voice their
opinions on this issue. Have students research:
1. How to plan a rally : Have them ask questions like:
2. What do you plan to accomplish?
3. Who is your audience and how do you reach them? Are you trying to get the
attention of local legislators, patrons, etc.?
4. Who are your allies and will they lend support?
5. Can you collaborate on the event with other types of libraries?
Next, have students come up with ideas on how to plan the actual event: Have
them determine the date, find sponsors, and find a location.
Next, have students come up with ideas for speakers and line them up in order
as they are to speak. An example would be a politician, alderman, supportive
representative.
Next, have students invite people. Who do they think should come? Who is
important? Community members? Peers from other schools? Parents?
Next, teacher help your students with the actual logistics.
Help them find an event space. A place like the gymnasium or auditorium should
suffice.
Make sure students have the materials they need: signage, seats, microphone,
podium, supply table etc.
Lastly, organize your rally. Make pamphlets with the order of the speakers.
Visualize where people will be speaking and what action they will take when they
are done.
Make sure students thank your audience for coming and listening to an issue of
great importance to them.
Alison G. Dover, Northeastern Illinois University
a-dover@neiu.edu

Have fun, be creative and enjoy your anti-violence rally!

Alison G. Dover, Northeastern Illinois University

a-dover@neiu.edu

Works Cited
Lesson Plans/links1) http://www.readwritethink.org/classroom-resources/lesson-plans/have-dream-exploringnonviolence-30509.html?tab=4#tabs- Activity 1
2) http://learning.blogs.nytimes.com/2002/10/25/do-the-right-thing/?_r=0 - Activity 2
3) http://www.pbs.org/pov/flagwars/lesson_plan.php- Activity 3
4) http://learning.blogs.nytimes.com/2001/05/18/taking-age-into-account/#more-3551 - Where I
got my idea for final project
5) http://www.ala.org/advocacy/advleg/advocacyuniversity/toolkit/stagingarally/organizearallyInfo on organizing a rally
6) http://www.readwritethink.org/classroom-resources/calendar-activities/1940-musician-peaceactivist-20306.html - Other Activities/ If Time Allows
7) http://www.pbs.org/pov/whatiwant/lesson_plan.php#background- Lesson Plan underneath If
Time Allows/Other Activities- Utilizes writing as conflict/resolution strategy
8) http://www.pbs.org/pov/boysofbaraka/lesson_plan.php- Lesson Plan underneath If Time Allows/
Other Activities- Environmental Affects education and the individuals ability to learn

Alison G. Dover, Northeastern Illinois University

a-dover@neiu.edu