Handout
Educational Justice Anticipation Guide (en español)
Students decide if they agree or disagree with a variety of statements about schools and education. This resource is in Spanish.
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Supporting Question 1: Defining Educational Justice
Students explore the supporting question, “How did African American, Latinx, and Chinese American Bostonians envision educational justice for their children in the 1960s and 1970s?”
Supporting Question 2: The Pursuit of Educational Justice in the 1960s and 1970s
Students explore the supporting question, “How did African American, Latinx, and Chinese American Bostonians envision educational justice for their children in the 1960s and 1970s?”
Supporting Question 3: Responding to Morgan v. Hennigan
Students explore the supporting question, “What impact did the 1974 decision in Morgan v. Hennigan have on Boston’s children and parents, and how did they respond?”
Supporting Question 4: Pursuing Educational Justice Today
Students explore the supporting question, “What does the pursuit of educational justice in Boston look like today?”
Summative Assessment & Taking Informed Action
Students culminate their arc of inquiry into educational justice in Boston by completing a C3-aligned Summative Performance Task and Taking Informed Action.
The Pursuit of Educational Justice in Boston
This 7–9 day C3-aligned inquiry explores the compelling question, “What can we learn from Boston’s past about what it takes to make progress toward educational justice today?”
Staging the Compelling Question
Students are introduced to the compelling question by annotating the question and completing an anticipation guide about educational justice.
Discussing Contemporary Islamophobia in the Classroom
This unit is designed to help students in the UK reflect on how Islamophobia manifests in contemporary society and what needs to be done to challenge it.
Most teachers are willing to tackle the difficult topics, but we need the tools.
—
Gabriela Calderon-Espinal, Bay Shore, NY
