1. Jesse Bergman, Upper Grand DSB jesse.bergman@ugdsb.on.ca Anthony Persaud, Peel DSB anthony.persaud@peelsb.com

2. Why Do Social Justice? 1. Connections 2. Purposes How to Do Social Justice 1. In Lessons 2. Implementation 3. Organization Social Justice Examples 1. Short Videos 2. Topics from Lessons 3. Assignments 4. Student Feeback 5. Pink / Green / Gold Day

3. WHY DO SOCIAL JUSTICE?

4. SOCIAL JUSTICE connections Broaden World View Build Confidence Share Ideas Global Issues Enrichment Local Actions Critical Thinking

5. Not just talking about topics, but as a way of organizing your classroom and encouraging students to discuss with each other Connecting to broader topics – have a broad world view Exploring students’ interests – no topic should be avoided, even if it is not directly related to a progressive cause or helping humanity Relating concepts to mathematics without concern as there is support from administration Creating critical thinking and global awareness – create a space for students to comfortably and securely talk about their feelings

6. HOW TO DO SOCIAL JUSTICE

7. Students Want to… Share their opinions Learn about the world Learn new things Have flexible conversations with their peers Teachers Want to… Connect topics to the math curriculum Allow Dynamic conversations Prevent domination Prevent inappropriate comments General Question: Why do YOU want to do Social Justice?

8. In my class, we cover SJ topics on every day, except work periods, review and test days. SJ topics are always optional and students can work on their homework while discussion is happening. My job is to facilitate: 1. Keep them on topic 2. Prevent confrontation 3. Enforce equity 4. Manage the order of speakers The key is to come up with creative and interesting topics. In your groups, discuss how you could relate your object(s) to SJ.

9. How would you organize a social justice discussion? a) Seating b) Participation- mandatory or voluntary c) Teacher role d) Voting – how to have quick check-ins to see how the class feels – I use single-foot-stomp. e) Initiate Discussion – How does it begin? I have a volunteer to say each day, “Mr. Bergman, what does this have to do with social justice?” We’ll now look at some examples. Keep these structural decisions in mind as you develop what SJ will look like for you.

10. SOCIAL JUSTICE EXAMPLES

11. Video here, short videos, discussions in small group, share?

12. Cutouts of SJ topics 1) Discuss the topics you like. 2) Extend them to ideas for you own class.

13. When asked, students eagerly added their own SJ to their final projects – create and solve a question from your unit. In groups of 4 – 10, get final projects photocopied package. Think and reflect in your groups: 1) Do any of these give me an idea for SJ in my class? 2) Could I adapt any summatives in my classes?

14. Handout Pink / Green / Gold Instructions Summary: Separate the class into three distinct groups: Gold – give candy, compliment, treat like royalty Green – treat respectfully, but normally Pink – ignore, be rude, be dismissive, be condescending After about 30 minutes, stop the game and discuss

15. Q: Things You'll Remember and Why / If there was one thing you would never want Mr. Bergman to change, what would it be and why: A: Social Justice, because… "Learned about important issues of the world." "Made the class more enjoyable.” "I feel it is important." "Interesting, fun." "Best part of my day." "Really was fun and learned a lot." "I found it very interesting and it made math more fun for me." "Learned alot about the world and myself." "It makes class interesting." "Was interesting to know." "It usually connected to the material we learned in the lesson which made it easier for me to connect what we were learning to real life, making what we learned feel more important." "It was a fascinating real life application for mathematical concepts."

16. Jesse Bergman, Upper Grand DSB jesse.bergman@ugdsb.on.ca Website http://mrbergman.pbworks.com/ -> Social Justice