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OBJECTIVES
• To educate students about past and present social
justice movements
• To help students understand how their everyday
choices affect others in society
• To raise students’ awareness of, and encourage
involvement in, community issues
TARGET AUDIENCE
It is
wi
Choi th great
pl
ce
your s: Explor easure th
ing S
stud
a
ents
ocial t we sen
nurt
g
uri
dy
Ju
ro
well- ng the d w, learn stice Tod ou the e
, and
roun
evelo
n
a
ded
pme
chan y. As a h closed e
This
c
n
d
i
i
ge e
gh s
tiz
un
t
very
choo ucationa
desig ique tea ens who of today
d
lp
lt
ay
’s
chin
n
g too feel emp teenage , you un eacher w rogram,
histo ed to he
d
h
r
Ju
o
l
l
,
s
ersta
p
ry
o
w
. You
whic
nd th is watc st
h inc ered to
caus —social you edu
w
a
hi
nt
h
c
e
es, b
l
justi
ot
ce m ate stude udes a v elp make your stu importa ng
role
ideo
n
ovem
d
nts a
of th h past a
t
c
ents
he w
, pos
nd p
bout
e ind
ents
orld
to be e of
prog
t
e
r
.
i
ese
a cru
r,
a be
vid
By e
ra
tter p come
xam
cial a and stu
of th m to aid ual in cr nt, stud
i
d
n
lace
s
e
i
e
p
eir o
n
e
y
n
nts w
e
atin
g
ou i
t
wn c
ill ga a numb ct of this activitie .
omm n helpin g social
The
s, is
er of
in a
natio
c
g stu
pr
uniti
mov
n’s
dent hange. U greater
es.
lang ogram is
e
m
s be
ua
c
com ltimately understa ents and
the v ge arts ( ross-cur
e pro
,
ndin
ric
sp
id
g of
duct it is the
the
ive, c
goal
treat eo, whic ecifically ular and
h de
men
o
o
d
f the
ntrib
esign
picts critical t
t of a
educ
u
ed t
ting
hi
nima
h
at
mem
ls. A igh scho nking), h o streng
too, e thems
bers
s the
then
ol st
istor
elves
can
uden
se st
y, an
stud
take
a
n
ud
e
d civ
d
ts re
an a
We h
sear
ics. T nts’ skill
ctive effect ch ents be
ope
c
s in
h
g
h
a
r
i
i
e
th
ole i
nge,
n to
n
and
n civ
unde g a mod starting
your
insp at Just C
i
c aff
iring
hoic
airs. students rstand w ern-day i point is
es w
for y
ss
ha
Sinc
i
will c
o
l
l
u
b
r stu
erely
ome t they ca ue—the
dent e useful
,
n
t
o
s.
do to
for y
see t
ou a
hat t
nd e
h
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xcitin
g
explori
ng soci
al
justice
today
This program is designed for middle and high school
students. It reinforces analytical thinking and
reasoning, reading comprehension skills, and civic
responsibility. It also meets the following U.S. National
Standards for education:
LANGUAGE ARTS
Students will ...
• Analyze techniques used to convey views
or impressions
• Use discussion with peers as a way of understanding
information
• Use a variety of criteria to evaluate the clarity and
accuracy of information
CIVICS
Students will ...
• Know and understand historical and contemporary
examples of citizen movements seeking to
expand liberty
• Understand the decisions that lead citizens to
become independent, active members of society
LIFE SKILLS: THINKING AND REASONING
Students will ...
• Understand and apply the basic principles of
presenting an argument
• Understand and apply basic principles of logic
and reasoning
COMPONENTS
Included with this educational program are the
following components:
• This eight-page teachers’ guide
• Four dual-sided reproducible student-activity masters
• One Just Choices video
• One Just Choices wall poster
• One teacher-response card
PROGRAM OVERVIEW
Just Choices is designed to educate students about
social justice movements and their effects on society.
The goal of the program is to motivate students to
become involved in a cause that they care about and
to empower students to realize that they can make
a positive difference in their communities if they
choose to.
PAGE 1
JUST CHOICES:
EXPLORING SOCIAL
JUSTICE TODAY VIDEO
This video complements the Just
Choices program as it teaches
students about a modern-day social
justice movement. The video
documents the journeys of four
high school students, Apryl,
Angela, Richard, and Zach, as
they investigate the roles and
treatment of animals in society
for a class project on social justice.
As the students learn about the
movement, its victories and
struggles, and the role of animals in
society, they realize that they can make
a difference through the choices that
they make.
VIDEO EXTENSION
ACTIVITIES
• Lead a group discussion with your class about the
students in the video and the social justice topic that
they researched. Prompt discussions with the
following questions (remind students that there are
no “right” or “wrong” answers to the questions
below—they are discussion starters designed to
encourage students to share opinions and listen
respectfully to the views of their classmates):
• How did the video affect you? What did you learn
from the video?
• If Apryl, Angela, Richard, and Zach presented their
project in your class, what follow-up questions would
you ask them? What else would you like to learn
about their research topic?
• Do you think that the students were respectful of each
others’ opinions when deciding which social justice
movement to work on? Why or why not? (Ask
students to give specific examples.)
• Is tolerance important when discussing social issues?
Why or why not?
• Which fact or issue mentioned in the video affected
you the most? Why?
• What was your reaction to the factory-farm footage
that depicted how animals are raised for food?
• The video touched on a variety of subjects relating
to the treatment of animals. What information is
needed to generate informed opinions on the
following questions? How could you learn more
about these issues?
• Do you agree or disagree that animals
have feelings?
• What do you think is meant by “animal rights”?
Should animals have rights?
PAGE
2
• Do you agree or disagree that animals are killed
humanely for their meat and fur?
• Do you think that it is necessary to use animals
for research and experimentation?
• Do you think that animals should be used for
entertainment purposes, such as in circuses?
• Do you think that people who have pets should be
considered the animals’ “owners”? If so, should
owners have the right to treat pets in any manner
they choose? Should pets be considered property?
• What are your thoughts on vegetarianism?
• Which of these topics would you choose to
research and learn more about?
• Do you think that the treatment of animals is a viable
and relevant social justice topic? Why or why not?
• What are your opinions about the four animal issues
that were brought up in the video—animals used for
food, clothing, entertainment, and experimentation?
Do you think that treatment of animals in these
situations should be improved?
• How do you think the students’ topic compares
to other social justice movements such as civil rights,
women’s rights, environmentalism, etc.?
• Ask students to analyze each character from the
video—Apryl, Angela, Richard, and Zach—and the
changes that they exhibited throughout the video.
How did each character change? What influenced
the changes that they made? Who made the biggest
change? Who was most affected by the facts that they
uncovered? Which character do students identify
most with (if any)? Why?
• Direct students to research the environmental
impact of the meat industry. Students can visit
The Humane Society’s Web site at
www.humaneteen.org/farms_as_factories for
more information. Have students answer the
Activity 1 The
Objective: To ga
following questions:
• How does the meat industry affect
the environment?
• How much waste do industrial farms produce?
• How is the environmental impact regulated?
• How could the issues be addressed?
• Are there solutions to solving the waste problems?
JUST CHOICES WALL POSTER
The Just Choices wall poster encourages students
to think about the ways in which their actions either
perpetuate or help end discrimination. Hang the
poster in a high-traffic area, such as the front of the
classroom, the hallway, or the library.
Encourage students to visit the Web site on the
poster, www.JustChoices.com, to learn more about
becoming an empathic and respectful student who
can make a difference.
l Justice
PAGE.3
t
e
ause, bu
r their c
justice is
strength
l
fo
o
ia
T
rt
ial
c
:
o
o
e
p
s
v
p
on
r su
and soc
Objecti
g them
to garne ng about news
n
g
ti
lain
n
a
p
c
ti
x
e
u
ri
d
w
to
while e
d facts
hen writi
rsuasive
Ac
an
se pe
utral w
sources
s on
s may u
to be ne
ributed
2 focuse which
tt
y
a
it
Advocate are supposed
e
v
s
ti
u
c
A
s
y
.
e
a
is
in
lw
ts
th
a
s
do
s
eterm
uld
journali
and sho ey don’t always k students to d nal observation
s
e
u
s
is
s
o
th
A
rs
.
r,
e
e
ry
p
to
v
e
s
justice
to
rs
s
w
e
se
ries. Ho
fictional ts and which u ficult for report
their sto two sides of a
dif
fac
e
d
b
n
a
y
a
s
g
e
m
n
.
5
rc
presenti
ts why it nswers on page
iple sou
A
h studen
ses mult
article u ns. Discuss wit g a news story.
io
tin
and opin partial when wri
im
in
a
m
re
Activity 3 Cha
ng
ing Minds, C
Objective: To
hanging Tim
educate stud
es
ents about th
and the indiv
e legal progres
iduals who h
s of social ju
av
e
h
ad an impact
The rights of
stice issues
on society th
women and pe
rough social
ople of color
advocates ha
causes
have increase
ve worked to
d
These four reproducible activities provide students with
an overview of social justice movements, their effects
on society, the changes that they have inspired, and
their leaders, as well as why it is important to be a
socially active and responsible citizen.
Before beginning the activities, ask students to
name as many social justice movements as they can,
and list them on the chalkboard. How many
movements are still ongoing? Which issues directly
affect your students? Are students currently involved
in movements for change? How did they become
involved? How does being involved make them feel?
Do students feel that they can make a difference as
part of a group effort for social change?
knowledge of
Social justice m
social justice m
ovements have
ovements
made positive
of color, the en
changes in so
vironment, an
ci
ety for women
d animals. Activ
knowledge of
, people
ity 1 is designed
these movemen
to assess stud
ts and the effe
the quiz before
ents’
cts that they ha
beginning the
ve had on soci
lesson to gaug
issues, or inst
ety. Use
e your students
ruct students
’ knowledge of
to take the qu
what they have
iz at the end of
these
learned.
the lesson to m
easure
After students
have completed
and corrected
they learned fro
Activity 1, ask
m the quiz an
them what
d whether they
information. U
were surprised
se the informat
by any of the
io
n on the quiz
discussion abou
to engage stud
t social justice
ents in a
movements an
society. Ask st
d their import
udents to disc
ance to
uss what societ
there had not
y would be like
been any social
today if
justice movem
that mean for
ents—what wou
women, animal
ld
s, people of co
environment?
lor, and the
Which current
issues are stud
in learning mor
ents interested
e about? Answ
ers on pa
ges 5-6.
itica
the
etween ts’ analytical and cre media
B
d
a
e
R
n
th
n stude
sues in
tivity 2
STUDENT ACTIVITIES
Road to Socia
uge students’
pinions ls
O
.
s
v
s
t
ac
g skil
Lines: F
l thinkin
pass laws reco
over the year
focuses on th
s because
gnizing their
e legal progre
status in soci
ss that social
years and the
ety. Activity 3
justice movem
people who ha
ents have mad
ve led those
e throughout
movements.
the
Although chan
ging local, st
ate, and/or fe
seem like a da
deral laws in
unting challe
order to help
nge to studen
takes is just on
improve soci
ts, it is impo
e person to m
ety may
rt
ant for them
ak
contributed th
e a difference.
to realize that
eir time and
A
ct
iv
ity
all it
3 lists severa
efforts to soci
students to re
l advocates w
al ju
search and w
ho each
rite about a pe stice movements. The ac
such as an ac
tivity directs
rson from th
tivist in their
e list or a pers
area. After th
oral summar
on of their ch
e activity is co
ies of the advo
oice,
mpleted, ask
cates and then
which one pe
students to pr
lead a class di
rson can mak
esent
scussion abou
e a difference.
t the ways in
Activity
4
What Y
Objectiv
ou Can
e
Do
video a : To motivate
nd to e
studen
t
m
s
p
to
ower th
Social a
em to m think about w
dvocate
h
s
ake a d
locally,
and na can be involv
ifferenc at they learne
e
ti
d fro
d
e
o
na
in their
for anim
a bicyc
causes
le to wo lly—from the
als and m the
o
e
n
r
c
k
Activity
o-mind
society
e
to the v
ed neig very level—p
4 asks
egetar
ersona
hbor w
studen
ian who
person
ll
h
ts to th
al
ink abo volunteers a o recycles an y,
the sco choices reflec
t a loca
d rides
ut bein
pe of th
t their s
l anima
g “ev
eir acti
ocial be
l she
In this
vism.
liefs an eryday” advo
a
cates w lter.
d to co
the vid ctivity, studen
n
hose
te
mplate
eo
ts
broade
what th and are asked are encourag
ning
e
ey will
d
to write
to think
do
society.
a
Whethe to become em personal com about what th
r it’s bu
group a
patheti
ey learn
mitmen
ca
yin
ts
e
t
can ma chool, studen g cruelty-free nd concerned statement tha d from
ke a dif
t reflec
ts
p
c
r
it
o
c
iz
d
a
e
n
u
n
c
ts
u
ference
s for an
ts or sta
if they c se the statem
imals a
ent to b rting a peer c
nd
hoose to
o
e
u
tt
n
becom
e involv er understand seling
ed.
how th
ey
PAGE
.4
Activ
S
ANSWER
Road to
Activity 1 The
Social Justice
responsible
e parent held
iv
us
ab
an
ve
ied to ha
The ASPCA,
in New York tr
t yet in place.
s
no
te
e
mpt
ca
Answers
er
w
vo
e
ad
us
n
appeared unke
n from ab
ild-protectio
the child, who
protect childre
at
1. b. When ch
to
th
e
t
s
th
w
ur
la
co
on
,
a
g
73
a do
in 18
before
same rights as
for her actions
in and argued
ed at least the
1866, stepped
utes passed in
rv
at
in
se
st
de
ed
n
io
ho
rm
ct
w
fo
te
al
ro
im
-p
which
al
an
im
an
an
as
w
ve
ha
clothed,
successfully to
and was barely
n
recently fought
year in jail.
d
e
ha
on
A
ental-protectio
to
PC
d
AS
ce
street (the
d the environm
was senten
s
re
nt
ct
ur
fe
re
ef
sp
pa
l
,
e
ta
62
iv
en
19
us
im
in
e ab
d their detr
g, published
an
rin
es
New York). Th
id
Sp
ic
nt
st
le
pe
Si
s of
rson’s book
out the danger
2. c. Rachel Ca
ited
g the public ab
in
at
uc
ed
offers only lim
s.
by
lie
t
movemen
animals, yet it
d water supp
g
an
tin
s,
ec
al
t
ot
im
os
pr
m
an
w
,
ts
deral la
ice—the
on people, plan
the primary fe
s, rats, and m
are
Welfare Act is
as well as bird
al
s,
ts, even if they
al
im
en
im
An
rim
e
an
pe
Th
ed
ex
y
rm
3. d.
fa
an
r
it
es
fo
ib
e
ud
oh
bl
cl
e Act ex
responsi
es not pr
protection. Th
arch—and do
ture (USDA) is
se
ul
who
re
s
ric
in
al
s
Ag
al
im
of
t
an
im
ed an
tment of
epartmen
commonly us
s and the trea
ed. The U.S. D
se
gn
ou
si
rh
de
te
ly
gh
or
au
po
sl
redundant or
that pertain to
its
enforcing laws
gregation with
s.
se
ou
rh
te
gh
regulating and
lized school se
au
sl
e
ga
le
to
th
.
d
on
vs
te
us
n
or
rg
ow
sp
tran
vs. Fe
in Br
are at or being
cision in Plessy
e 1954 decision ual” decision,
th
de
t
til
ur
un
Co
e
e
ac
pl
em
Supr
ned in
e but eq
4. b. The 1896
The law remai
ed the “separat
equal” ruling.
Court overturn
e
em
pr
Su
“separate but
e
th
.
ation, in which
d on next page
Board of Educ
ional. Continue
ut
tit
ns
co
un
as
ruling that it w
ity 1 cont’d
5. c. Leonardo
da Vinci, Mark
Tw
ai
n, Gandhi, an
Einstein all ad
d Albert
vocated for pr
otection of an
said, “The grea
imals. Gandhi
tness of a natio
n and its mor
can be judged
al progress
by the way its
animals are tr
6. True. Specie
eated.”
sism is defined
in the dictiona
intolerance or
ry as “human
discrimination
on the basis of
especially as m
species,
anifested by cr
uelty to or expl
of animals.”
oitation
7. False. The w
omen’s rights
movement co
1970s, women
ntinues today.
’s rig
Since the
Rights Amendm hts advocates have worked
to pass the Eq
ent, which focu
ual
se
freedom from
s on equal pa
gender discrim
y for women an
ination in the
8. False. The Co
d
workplace.
nvention on th
e Rights of the
ratified treaty
Child is the m
in the world, bu
ost widely
t it has not ye
States or Som
t been signed
alia. Adopted
by the United
by the United
November 20
Nations Gener
, 1989, the Co
al Assembly on
nvention prom
the right to lif
ises children ar
e, liberty, educ
ound the world
at
io
n, and health
protection fro
care. It provid
m discriminat
es protection
ion, protection
the justice syst
to children in
within
em, protection
armed conflic
from econom
inhumane, or
t,
ic exploitation,
degrading trea
an
tm
d protection fro
9. False. Althou
ent or punish
ment as well as
m torture and
gh Sojourner
Truth was prim
cruel,
many other fu
W.E.B. DuBois,
arily a women
ndamental pr
and Medgar Ev
’s
otections.
rights advocate
ers are best kn
African-Americ
, Truth, Ida W
own for worki
ans.
ells Barnett,
ng toward civi
10. True. As a
l rights and eq
result of cons
uality for
um
er
-d
riv
that do not te
en campaigns
st their produc
, there are now
ts on animals.
m
without the us
or
e
than 500 “cru
The term “cru
e of animal te
elty-free” com
elty-free” refers
sting.
panies
to the produc
tion of produc
ts
S
ANSWER
Activity 2 Read Between
the Lin
Facts vs. Opinions es:
Answers will vary.
1. Article B
2. Article A
3. Article B contains sta
tements from veterinaria
ns, facts from a
USDA report, and eyewit
ness accounts.
4. No. Article A describ
es the circus as “spectacu
lar” and the “best
performance of all time,”
says that trainers “gentl
y coaxed”
elephants, and gives the
opinion that animals loo
ked “happy
and healthy.” The anima
l-protection paragraph
is low in story.
The animal-protection gro
up is described as being
“rowdy.” It
gives the opinion that loc
al children would be un
happy if the
circus stopped coming
to town. There is a quo
te from ringleader
Samantha Gibbons but
no quote from the anima
l-protection
group. The story does no
t express both sides of
the
issue.
Article B uses attributed
facts, but the focus of the
story
is on the animal-protectio
n protest (lead paragraph
).
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EXTENSION ACTIVITIES
• Direct students to read a newspaper, specifically
the opinion/editorial pages, and identify social
justice issues covered by the newspaper. Ask students
to report on the stance that the paper took on the
movement or cause and the facts that were used
to support the article.
• People use different media to communicate
messages to others. For hundreds of years, art,
music, and literature have been used to educate
society about social justice issues—Harriet Beecher
Stowe brought the issue of slavery to light in her
book Uncle Tom’s Cabin; singers, such as Paul
McCartney, voice their opinions through songs; and
artist Sue Coe graphically illustrates the plight of
animals in her paintings.
Encourage students to voice their opinions about
an issue that is relevant to them through a poem,
drawing, or song. Ask students to share their work
and explain its meaning and what influenced it.
• Divide students into groups of four, and direct them
to choose a social justice topic to debate. Split the
groups of four in half, and ask two students to
discuss one side of the chosen issue and the other
two to discuss the opposite point of view. After
students have debated their issue for several minutes,
stop them and ask them to switch sides in the debate
and begin debating the opposite view. What did they
learn by having to debate both sides of the issue?
How did it affect their thoughts on the issues?
Emphasize the importance of being respectful and
tolerant when listening to others’ opinions.
• Ask students to research the treatment of animals
in our society (for clothing, food, entertainment,
research, etc.). Ask, “Do animals deserve more
protection than they currently receive? Should they
be protected under the constitution?” Then instruct
them to write a persuasive paragraph to support
their answer.
PAGE
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