The 5 Domains of Social Justice
• Students will know how to create their own meaning out of what they learn.
• Students will organize information in a way where they create mental models.
• Students will integrate individual skills into whole sets of processes.
• Students will apply what they have learned to new or novel situations.
• Students will demonstrate their learning through multiple modalities.
INDIVIDUAL AND FAMILY IDENTITY
• Students will develop positive social identities based on their membership in multiple groups in society.
• Students will develop language and historical and cultural knowledge and accurately describe their membership in multiple identity groups.
• Students will recognize that people’s multiple identities interact and create unique and complex individuals.
• Students will express pride, and healthy self-esteem without denying the value and dignity of other people.
• Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.
• Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
• Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups.
• Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.
• Students will respond to diversity by building empathy, respect, understanding and connection.
• Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
• Students will recognize stereotypes and relate to people as individuals rather than representatives of groups.
• Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination, racisms).
• Students will analyze the harmful impact of bias and injustice on the world, historically and today.
• Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.
• Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.
• Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias.
• Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.
• Students will speak up with courage and respect when they or someone else has been hurt or wronged by bias.
• Students will make principled decisions about when and how to take a stand against bias and injustice in their everyday lives and will do so despite negative peer or group pressure.
• Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective.