9th & 10th Grade English Social Justice Two-Week Unit

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Grade Levels
9th - 10th
Formats Included
  • Google Drive™ folder
34 pages
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Part of the Teach for Justice
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Welcome! Thank you for your interest in my two-week social justice unit for ninth and tenth-grade English students. I created this unit based on the principles of antiracism and social justice. The unit aligns with Common Core State Standards for reading informational/literary texts and writing and Teaching Tolerance Social Justice Standards. I hope to share this affordable two-week unit that encourages students in ninth and tenth grade English to dive deeper into their origins to unearth personal biases. I believe the path to antiracism in our country begins in the classroom through exploratory and research-based units such as this one. 

The unit provides in-person and online students the opportunity to join together for courageous conversations about racism in our country. With this unit's purchase, teachers receive an 11-page unit plan, including lesson sequences for ten class periods, suggestions and instructional best practices, and further suggestions for modification and differentiation. Those who purchase the unit will also receive access to an expository review paper summative assessment, a rubric for the essay, four handouts/activities for students, and original posters I created to display in the classroom. 

Please double check all links when using this product. If one doesn't work for you, let me know! I'd be happy to send you an alternative link or adjust the product for you.

Lesson Topics: 

  • Day One: Who Do You Think You Are? 
  • Day Two: Who Do You Think You Are? 
  • Day Three: What Is Social Injustice? 
  • Day Four: History of Racism in America
  • Day Five: The Civil Rights Movement 
  • Day Six: Desegregation In Schools
  • Day Seven: Segregation In Schools Today
  • Day Eight: Racism In Modern America
  • Day Nine: Writing Workshop
  • Day Ten: Writing Workshop

Texts Used Throughout Unit: 

  • "My Name" by Sandra Cisneros 
  • Children's Literature - teacher choice 
  • "I Have A Dream" by MLK, Jr.
  • An assortment of texts from Teaching Tolerance - teacher choice
  • "High School Training Ground," Malcolm London TedTalk  
  • "Wisdom from a Trailblazer: Ruby Bridges Talks Racism in Education" 
  • Excerpts from The Hate U Give by Angie Thomas
Total Pages
34 pages
Answer Key
Teaching Duration
2 Weeks
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to see state-specific standards (only available in the US).
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).


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