This lesson begins to build the foundations for an effective classroom environment, which will allow us to explore topics including vulnerability, power, oppression, and abuse. We will engage in community building activities and discuss our classroom agreements that center on participation, listening, and respect. We will also provide students with trigger warnings, and speak about why we might need such warnings. The information that we will be covering throughout the unit can be emotionally difficult to discuss, therefore it is imperative that a safe space based on respectful communication is created and sustained throughout.
1. Students will work together to establish a culture that is conducive to the discussion of potentially emotionally difficult material.
2. Students create/accept/approve/decide on classroom agreements that will be used throughout the unit to create a safe and productive learning environment.
3. Students will complete the baseline assessment, to inform future versions of the curriculum.
4. Students will participate in brief activities to begin to build classroom culture, discussing social and political topics.
This lesson begins to build the foundations for an effective classroom environment, which will allow us to explore topics including vulnerability, power, oppression, and abuse. We will engage in community building activities and discuss our classroom agreements that center on participation, listening, and respect. We will also provide students with trigger warnings, and speak about why we might need such warnings. The information that we will be covering throughout the unit can be emotionally difficult to discuss, and given the distance learning format it is imperative that students feel safe and know that there are resources to help them if they reach out.
1. Students create/accept/approve/decide on the virtual classroom agreements that will be used throughout the unit to create a safe and productive learning environment.
2. Students will complete a brief baseline assessment to inform future versions of the curriculum.
3. Students will participate in brief activities to begin to build classroom culture, discussing social and political topics.
1. Make sure you have completed the Teacher Questionnaire before beginning the Curriculum.
2. Have a computer setup that is connected to a projector with A/V capabilities.
3. Have the following links ready for viewing:
A. Student Pre-Unit Surveys
4. Print out copies of the following handouts:
A. Unit Introduction Handout (Optional)
B. Community Agreements Handout (Optional)
C. Lesson 1 Terms & Concepts Handout (Optional)
D. Deck of Cards Handout
5. Have the following materials ready at the beginning of class for use through the Lesson.
A. Talking Piece (an everyday object that can be passed around to students)
B. Flip chart/display board or Collaborative online space like Google Slides or Mural
C. Exit Cards (blank note cards - at least one for each student)
1. We recognize that teachers and students are using different platforms and technology for online learning and may have to adapt various activities to align with available features. We recommend that you read through this entire lesson plan and and prepare your virtual classroom ahead of time to enable settings to enable such as Q&A, breakout groups, link sharing, and powerpoint presentations, etc. when possible.
2. Have the following links ready for viewing:
A. Student Pre-Unit Surveys
3. Share the following handouts during the live lesson - not before - as you present them:
A. Unit Introduction Handout (Optional)
B. Community Agreements Handout (Optional)
C. Lesson 1 Terms & Concepts Handout (Optional)
D. Deck of Cards Handout
Lindsey Pointer, Restorative Practices Facilitator
Dr. Jane Bluestein, Education World
Stephanie Carrillo, Learn + Teach + Share
Texas Education Agency