Welcome to Justice High! The ULTIMATE interactive FLEX experience! Upon enrollment get access to our virtual school. Each week enter a different area of the school to learn your tasks for the week. All weeks are posted in the platform so you can work at your own pace. Work ahead, take your time, the choice is yours! Justice High also offers fun interactive games and activities  including: 

-Game of the Week in the Gym (GimKit, Kahoot, Blooket, etc) 
-Create Your Own Lunch Tray in the Cafeteria!
-Decorate Your Locker 
-Read of the Week in the Libray 

Flexible Schedule Information : This flexible schedule class will mirror the live class offered with a few difference due to its flexible schedule. This class will be hosted by me on a various 3rd party sites to help build engagement through out the semester. The class will mainly be ran through an interactive site called Genially.  Learners will then be able to self direct their learning by completing different tasks set out. Examples of these would be direct instruction/lecture (by me recorded with slides using Canva and ED puzzle), supplemental videos via Youtube or a other site, discussion questions which should be answered via the Outschool classroom, Warm Up/Ice Breaker Questions using Padlet. Account creation is not required for any of these 3rd party materials. Direct instruction lessons via Ed puzzle will contain check for understanding questions throughout. 

Class Information: 

In this semester long class learners will dive deep into the hard topics of Systematic Racism, Black Lives Matter, and Critical Race Theory over 8 weeks. Students will also learn about the Black Lives Matter Movement and its impact on the fight for social justice in the United States. 

Please note the guidelines we will follow during group discussions below: 

 What you share within the context of the conversation is confidential, honored, and respected.
 Use “I” statements‐ avoid speaking for another or for an entire group.
 To avoid critiquing others’ experiences so we can focus on your own experiences.
 Be honest and willing to share—if you tend to be quieter in groups, challenge yourself to share. But also know you will never be forced to share :) 
 Listen with curiosity and the willingness to learn and change, resist the desire to interrupt.
 Be mindful of the time—if you tend to share a lot, challenge yourself to listen more. Suspend judgment. Be open to the wisdom in each person’s story.
 This is a safe space ❤️ 

Week 1 - Introduction and Vocabulary 

-Learners will start class with a fun Ice Breaker Game to build rapport in the classroom. 
-Learners will listen to a class orientation to go over what to expect from the class and participate in a Q&A with the myself if they have any additional questions. 
-Learners will be introduced about the terms RACE, NATIONALITY, and ETHNICITY.
-Students will be given a handout with semester vocabulary that will be commonly used throughout the course. Definitions of these words will be given via presentation and students will be able to fill in their notes. It is encouraged learners keep this note page with them for the entire semester in the event they need to refer back to it during class. 

Vocabulary/Phrase List includes the following: 

-People of Color
-Disparities 
-Privilege 
-Oppression 
-Redlining 
-Wealth Gap
-Segregation 
-Discrimination 
-Racism
-Unarmed
-Controversy
-Systemic
-Qualified Immunity
-Displace
-Disproportionate
-Marginalized
-Revitalization
-Qualified Immunity

-Learners will learn about how did the hashtag (#BlackLivesMatter) began
-Learners will watch a supplemental video called "Black Lives Matter Protests Around the World" by Great Big Story to finish off class. This short video will introduce Week's 2 lesson. They will participate  in a discussion thread question in the online classroom after class. 

Week 2- "Say Their Names" Lesson 

-Students will listen to the "Say Their Name" presentation created by me highlighting figures of the #BLM movement who were killed by deadly force and/or law enforcement (listed below) 
(Please note this presentation will contain graphic images and some figures will have an additional supplemental video that will be shown. Those videos will be listed below. Links are found in sources.
-Students will start the lesson by watching " A brief history of police impunity in Black deaths" by Vox via Youtube, link in sources. 
-Students will be given a worksheet with the names and terms to take notes during the lesson. Figures and terms on the worksheet will include:

-Trayvon Martin (Who was he? What happened?)
Supplemental Video: The Murder of Trayvon Martin by Brut

-Michael Brown (Who was he? What happened?)

Alton Sterling (Who was he? What happened?)
Supplemental Video : Alton Sterling Shooting: Justice Department Announces No Charges | NBC Nightly News

-Eric Garner (Who was he? What happened?)

-Michael Brown (Who was he? What happened?)

-Ahmaud Arbery (Who was he? What happened?)
Ahmaud Arbery Murder: Georgia Father and Son arrested

-Breonna Taylor (Who was she? What happened?)
Supplemental Video: How the Police Killed Breonna Taylor by NY times

Sandra Bland (Who was she? What happened?)
Supplemental Video: Say Her Name: The day and the life of Sandra Bland HBO

-George Floyd (Who was he? What happened?)

*Please note since these supplemental videos may be disturbing to some viewers I will be giving the option of not watching them in class by having those students who aren't viewing able to go to a break out room and participate in a Padlet questionnaire . All videos are under 4 minutes. I will also be providing the parents will links to all of the videos so they can preview the material and make a judgment/let me know which videos they'd like their learner to skip*

Week 3 - Healthcare


-Learners will start class watching the direct media instruction "How American Health Care Is Defined By Systemic Racism | NowThis". In the video they will listen to Dr. Owais Durrani's explanation of how American racism seeps into health care. Some health care facts mentioned in the video include:

* People of color are also more likely to live near unclear air or water. As a result, Black Americans are 3x more likely to die from pollution. 
*Living in such conditions drastically transforms health outcomes, contributing to asthma, cancer, and childhood developmental problems. 

-Learners will then complete an interactive exercise through outsmartinghumanminds.org. They will be deciding for themselves "When does life “spark” in a face?". We will compare answers and then view the supplemental video titled "Bias in Healthcare" . This video will include context about the fact that medical experts want to treat everyone equally, but implicit bias can shape their treatment recommendations. Learn how doctors can subvert their bias to make medical treatment equitable. The video also will be using our warm up activity as an example. 

-After the video learners will participate in a real time discussion via Padlet. They will be required to post one original post and reply to at least one classmate using examples/references from the video.  

-Learners will explore the different levels and sub levels of racism (some with examples) including : 
*Personally‐mediated/ Individual/Interpersonal: Individual acts of discrimination and prejudice,
stereotypes, hate 
*Individual/Implicit Bias: Unconscious attitudes and beliefs
*Individual/Explicit Bias
* Institutional/Structural: The unfair policies, practices and procedures of particular institutions and systems that routinely produce racially inequitable outcomes for people of color and advantages for white people.
* Institutional/Implicit: Policies that negatively impact a group unintentionally.
*Institutional/Explicit: Policies which explicitly discriminate against a group
*Internalized: The process by which people of color adopt racially prejudiced attitudes and behaviors that lead to discrimination and stereotyping of their own racial group.

-Students will learn about different areas of systemic racism in the healthcare system. 
-Students will learn and interpret data on how there is underrepresentation in clinical trials and what the outcome of this underrepresentation means for the African American Community. 
-Students will learn that in 2015, the U. S. Department of Health and Human Services (HHS )Trusted Source found numerous examples of health inequity for POC in the U.S., including: lower life expectancy , higher blood pressure , lower rates of influenza (flu) vaccination and strain on mental health.
-Students will learn that some of those findings (listed above) are influenced by racial inequality that exists outside of the healthcare system.
-Students will learn about Dr. Susan Moore, a Black doctor who recently died of COVID-19, and her personal experience she documented before her death. 
-Students will learn about how health care disparities are “racial or ethnic differences in the quality of health care that are not due to access‐related factors or clinical needs, preferences, and appropriateness of intervention.
-Students will learn how health equity is “attainment of the highest level of health for all people.
-Learners will learn about historical examples of institutional racism in science and medicine.
-Learners will learn how to differentiate the levels of racism and how they can affect health.
-Learners will utilize tools to address and cope with racial bias in the health care setting.


Week 4- Education 

-Students will learn about racism in education being unfairness and discrimination against people belonging to certain racial or ethnic categories in enjoying full educational opportunities.
-Learners will learn about the phrase “school-to-prison pipeline” which describes the continuity between the over discipline of children of color at school and the over policing of adults of color. 
-Students will watch the videos "How the School-to-Prison Pipeline Functions" by The Root and "Oakland Schools Find Success With New Approach To Discipline" by CBS Bay Area and take part in an open discussion on Padlet with their classmates. 
-Students will learn that the form of racism that most affects young people is peer-to-peer bullying accounting for 78 percent of reported cases (making racist jokes or taunting other kids about their skin color or heritage)
-Learners will investigate School Segregation and Educational Inequality using the original interactive map on ProPublica, they will search for individual school districts and change data categories by race and measure.
-We will read and discuss the article and study the map and graphs in “Why Are New York’s Schools Segregated? It’s Not as Simple as Housing.” Students will participate in a reflection question in Padlet. 
-Learners will get an overview on what education looked like in the Jim Crow South and its timeline in the Civil Rights Movement by watching "School Segregation and Brown v Board: Crash Course Black American History #33". They will answer various Check for Understanding questions in Padlet during the video. 
-Students will learn about systemic racism in the education system at every level from preschool through primary to secondary school and beyond. 


Week 5- Housing 

-Students will watch a 12-minute video shows students how racism has affected the built landscape and physical infrastructure of American cities, and how experimental voucher programs have been used to relocate Black families from poor neighborhoods to more prosperous ones. Using data to explore how geography can become destiny for many young people, the video helps students see the intersection of racism and urban planning in American cities. The video shows how geographic data can be used to inform policy decisions. Check For Understanding questions will be provided in Padlet. 

-Students will also watch "Housing discrimination in Detroit: An example of systemic racism" by Click Detroit and answer reflection questions in Padlet.

-Students will learn how inequalities in urban geography affect the lives of city’s residents.

-Students will learn how experimental housing programs have sought to counteract the effects of racism.

-Students will analyze a variety of primary source documents and learn their history and definitions. These will include : redlining maps, restrictive covenants, the FHA underwriting manual, Supreme Court decisions, photographs of move-in violence. 

-Learners will define gentrification, compare three different perspectives on gentrification, evaluate whether gentrification is a neutral process.

-Students will define gentrification and analyze its positive and negative aspects.

-Students will evaluate and reflect on how gentrification can affect neighborhoods and communities.


Week 6- Understanding the Racial Wealth Gap

Our nation’s policies have limited wealth and opportunity, especially for Black, Indigenous and other communities of color. From the appropriation of millions of acres of Native American land, to the Emancipation Proclamation which freed those who were enslaved but did not establish a federal policy that Black people could own land, to the internment camps that cost Japanese Americans their homes and businesses, home and land ownership have been afforded only to some. Housing discrimination in many forms, including redlining and predatory lending, continues today.

-Students will learn about the 20th-century housing policies that bankrolled white capital accumulation while halting Black social mobility — and contributed to the injustice of the modern wealth gap.

-Students will view and interrupt statistics regarding the modern wealth gap amongst different races

-Students will explore resources about the wealth theft from Black Americans that has repeatedly occurred from 1619 to the present in order to research and propose a comprehensive solution.

- Students will be viewing The third episode of the Netflix  series Explained tackles “The Racial Wealth Gap.” This 16-minute
film not only dives into the history of racism in housing practices but also looking at how the 2008 subprime mortgage crisis disproportionately targeted and affected African Americans. Students will complete 4-5 Check For Understanding Questions in Padlet. 

-PROJECT: Learners will look at ways Black Americans have resisted this and consider what solutions they might be able to envision for the ongoing racial wealth gap in the United States. For an after class assignment students will consider a problem they have explored in the lesson and create a proposal for a comprehensive solution. Innovative solutions are the goal, learners won't be limited by what is “practical.” They can display this plan to action as a Photo Essay or slide show. This will not be presented but turned in to me. They will have the option to share it in Padlet for classmates to view if they wish. An example of these will be given during class. 

Week 7- "What Is Privilege?"

-Learners will explore "What Is Privilege?" 

-Learners will take a Privilege Aptitude Test which was adapted From the National Civil Rights Museum at the Lorraine Motel. They will take this test privately and have an opportunity to reflect on their scores and anomymously with their classmates through Padlet. 

-We will engage with several important terms concerning power, privilege and bias. These terms merely skim the surface of these important, complex and deep-seated issues. The purpose of this section is to develop a shared understanding and vocabulary on which to build upon.
-Students will learn  about intersectionality, which is a theoretical framework that reveals and recognizes the ways in which identity categories overlap to produce unique experiences of discrimination and oppression. It recognizes that by focusing on a single aspect of marginality, we may fail to appropriately observe and remedy experiences resulting from a combination of marginalized positions. 
-Students will engage in "The Social Identity Wheel" which an activity that encourages us to reflect on the various ways we identify socially, how those identities become visible or more keenly felt at different times, and how those identities impact the ways others perceive or treat us. 
-Students will learn that implicit bias broadly refers to the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. These biases, which encompass both favorable and unfavorable assessments, are activated involuntarily and without an individual’s awareness or intentional control.
-Students will watch "What Is Privilege?" by As Is and take part in an open discussion on Padlet. 
-Learners will participate in an active post lecture discussion answering the following questions :
"Should the United States be a color blind nation? Is it important to discuss concepts of privilege and prejudice?" 

Week 8- Equality Art Project 

Students will participate in an art project where they visually show what equality means to them. The only guidance for this project is that their work should cover the entire page. Students can use any art supplies they wish for this (makers, paint, water colors, etc).