Writing for Justice: Using Your Words to Create Positive Social Change
We will help your students recognize social injustices in our world, realize the power in their individual voices, and use those voices as a means of peaceful protest and activism through their own forms of personal expression.
Mrs. Rae Marie (Writing, Poetry, ACE Educator)
Average rating:
4.9
Number of reviews:(398)
What's included
4 live meetings
4 in-class hoursHomework
1-2 hours per week. Our live sessions will be largely filled with discussions of our weekly topics. I will make an effort to have 10-15 minutes toward the end of our sessions to allow the writing process to begin. That allows me to check in with everyone during our time together to assist with strong starts. The completed homework, in whatever form the student chooses (essay, slides, blog-style post, audio/video recording, and visual art), should be submitted privately to me as soon as possible, but no later than the day before our next session. This allows me to look over it, confer with students (as needed), and to prepare for how it is to be presented during class the next day (i.e. slides, recordings, videos, etc.)Grading
includedClass Experience
US Grade 7 - 10
Our world is an outstanding place to be, but it isn't perfect. Together, let's discuss four areas of social injustice and inequity, and determine what we can do to create changes that will better our communities and our world. There will be a different topic focused upon each week. Week #1 - Race and Racism Week #2 - LGBTQ+ concerns Week #3 - Food Deserts Week #4 - Educational/Technological inequity Each week, our sessions will include the following: * sharing work from the prior week * discussion of examples of inequities, as well as positive things seen or experienced during the prior week; * discussion based upon a photo prompt (observations and the questions that arise from those observations); * 10-15 minutes to begin the new project (to be presented during the following session) * and other activities, as appropriate and as time allows. Students will be given an outline to be used each week so that important points are covered. This will be a printable document placed in the classroom on our first day. A copy of it will be needed for each of our four weeks. In this course, we will follow The Four Tenants of Peace and Tolerance found below. #1 - We will choose to function in unity at all times. Unity doesn't mean that we always see things the same way or share the same opinions, but it does mean that we will determine to learn together and from one another. #2 - We will respect all beliefs, opinions, and life experiences. #3 - We will refrain from any and all explicit language and details pertaining to sensitive topics. #4 - We will ask the teacher for clarity on the above tenants, if needed. Remember, we are all expanding our knowledge together (including the teacher). I'm looking forward to learning with you! Mrs. Rae Marie (M.Ed.) (Writing, Poetry, Fantasy Fiction, ACE Educator)
Learning Goals
Our goals for these sessions are to 1) recognize and more deeply understand social injustices within our world, 2) guide the students (through discussion) in determining realistic and positive steps they can take toward eliminating these injustices, and 3) giving voice to those steps through words and art to create positive and lasting change. Students will understand that their written words can be further used in essays, blogs, vlogs, student newspapers, or other avenues (with parental consent).
Other Details
Parental Guidance
Our discussions and writing products will cover topics of social injustice and inequity that will include race and racism, LGBTQ+ concerns, food deserts, and educational/technological inequality. Students will be instructed that all discussion and work products should be free of explicit language or content. (Please refer to The Four Tenants of Peace shared in the class description above.) Always feel free to ask questions for added clarity, whenever needed.
Supply List
Students will need either pen and paper or a device that allows them to create and save documents. As they will be given multiple ways to present their work (essay, slides, blog-style post, audio/video recording, and visual art), they will need access to the technology/apps to create them and be able to share them with me. Students will be given an outline to be used each week so that important points are covered. This will be a printable document placed in the classroom on our first day. A copy of it will be needed for each of our four weeks.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
The sources for our discussions and photos used will come from the Southern Poverty Law Center (https://www.splcenter.org/), and will include the following: Learning for Justice (publication of the Southern Poverty Law Center) (https://wwwlearningforjustice.org), Social Justice Standards (https://www.learningforjustice.org/frameworks/social-justice-standards), Art as Resistance (Part 1) (https://www.learningforjustice.org/magazine/art-as-resistance-part-1), and Art as Resistance (Part 2) (https://www.learningforjustice.org/magazine/art-as-resistance-part-2). We will also refer to the National Gallery of Art: Uncovering America (https://www.nga.gov/learn/teachers/lessons-activities/uncovering-america.html),
Joined February, 2019
4.9
398reviews
Teacher expertise and credentials
Master's Degree in Education from LeTourneau University
I've spent approximately 30 years working in organizational, community, and educational settings with students and families that represent diverse backgrounds. These include LGBTQ+ students, students and families of varied races, socio-economic backgrounds (including extreme poverty), and philosophical beliefs. I believe that every voice represents a set of unique experiences and should be given respect. This is how we all come to understand and appreciate all people.
Reviews
Live Group Class
$88
for 4 classes1x per week, 4 weeks
60 min
Live video meetings
Ages: 12-16
3-6 learners per class
