📖 Social Justice Project Pacing Guide 📖

Weeks 1-2: Introduction to Youth Advocacy: Before getting starting with the social justice project, instill confidence and empower students to believe that their actions matter to their community. You can do this with the "Worthiness vs Value," lesson for students to reflect on their societal contributions. Additionally, students explore an activist of their choice and create an Instagram profile based on their activism. In addition to this, you may introduce mentor texts that depict themes of youth advocacy, injustice, oppression or other social justice themes.

Additionally, this week is extremely essential to gauge student research interests and select an organization to partner with for community service. Begin discussing your plans with administrators and seek support from your team in this community service adventure. Involve your department and team in this process! Collaboration will help stakeholders recognize the need for this social justice work. Lastly, determine the next steps or materials needed based off your district's requirements. 

Week 3: Introduction to Research: After students have become familiar with the key concepts of advocacy, students can begin to explore topics of interest and approve their research topics with parents or caregivers. Students can begin collecting evidence on their topic using the Claims and Evidence Guide. You may also explore the opportunity of collaborative teams for this research.

During this week, this is an opportunity for you to finalize partnerships with community organizations, determines dates/ times and submit required paperwork for your school. If you are having difficulty finding an organization, explore networks within your campus or colleagues to partner with. You will also want district administration to sign off or approve on the organization partnered with. Granted that some districts have restrictions, you can also explore opportunities for students to design a school-centered service plan such as environmental initiatives, socioemotional campaigns, public service announcements, or school newsletter highlighting youth perspectives.

Weeks 4-5: Argumentative Drafts and Peer Review:  During this week, you can choose how you want students to demonstrate stance on their research issue. Students can write a speech or create a research paper (on paper or Canva) to present their arguments.  Both options include all argumentative components (claims, supporting evidence, counterclaims and conclusions). In addition, a peer review guide helps students provide constructive feedback to each other.

At this time, you may start to collect student permission slips for the community service event with your district's approved permission slip. When selecting students for this opportunity, reflect on their commitment to their research topics and grades. Select role model scholars who demonstrate leadership on campus. Depending on your district's procedures, you might want to create a "waitlist" of students who have their permission slips signed just in case others do not show up the day of due to appointments, family emergencies, etc. Also, discuss transportation procedures with your administrator. 

Week 6: Presentations: In this final week of the unit, students may present their speeches or research posters to each other. Real audiences and collaboration with the campus increase student engagement! You may present to another class, grade level or have a gallery walk in a community space like the library. Additionally, you may boost student interactions by hosting a competition where students vote for the "best speech," or "most creative research poster." Presentation guides and student reflections are available to help conclude this unit.

In this final week, celebrate your students' hard work and give back to your community with service. Here, students transfer their understandings of advocacy and apply them to a real-world context! Discuss with students how they can share these key takeaways with their peers and community. You can provide students with a formal written reflection or informally share-aloud. These resources are provided below.