September 27: I teach young men who are incarcerated. They are middle and high school students and aren't typically good students or careful writers. We started the unit two weeks ago, and we've had some amazing conversations. The boys are sharing personal stories and being much more mindful about how they interact with each other. The writing is a bit of a struggle for them but they are doing it and enjoying the opportunity to share their thoughts.

A national organization that works with students and teachers in alternative settings are sponsoring a song writing contest next month dealing with social justice as the topic of the songs. It couldn't have come at a better time. My students are combining lessons from that program and the writings and discussions from the social justice project to really get an in-depth look at the issues. Thanks so much for what you do.

Update February 24: We are currently reading a book called Bronx Masquerade by Nikki Grimes. My reluctant writers are writing poetry every day and still including topics we discussed months ago during our Social Justice unit in their writing. I couldn't be happier with the unit or with the chance to share our story.

I am happy to share my positive experiences with the Social Justice Unit during our online learning practices due to COVID-19. What really resonated with my students was that there were so many options that helped them forget about being sheltered in place and instead reminded them of the larger issues that they will have to recognize and offer solutions as part of our society.

Some of the things that my 7th and 8th grade students (as part of our Montessori practice, we have blended age groups) specifically responded to was the Javon Johnson video "Cuz He's Black." Their perspectives varied as people who had seen or been exposed to similar situations, to students who'd read books that connected to the concept of racism, as well as the students who made political connections. I was surprised at their maturity in making connections and how they felt regarding our government leadership using racial/sexual slurs and getting away with it.

The students also related to the essay by Jordan Womack, “If you think racism doesn’t exist.” I think they were shocked by the reality of Jordan’s experiences as well as the experiences of some of their classmates. My students responded with such compassion and a sense of duty to ensure that discrimination due to any factor needed to be stopped. Most of my feedback to them reminded them that they were our agents of change and that they truly are our future.

Last, but not least, the videos by Black Eyed Peas, “Where's the Love?” seemed to make them think about our society at the present time, as well as its past and the future.

I can’t say enough about how this unit brought us all together at a time when we were far apart physically. I am definitely planning on using this unit again next year.

Thank you so much for providing these materials. They are relevant today and also timeless. They provoked deeper thought from my students as well as myself. There are truly no words that can fully express the benefits my students experienced.