Athletes have historically used their public platform and collective voice to advocate for social change.

Home — MPT in the Classroom — State Circle — State Circle Lesson Starters — Young Athletes Using Platforms to Promote Social Justice — Teacher's Guide

Young Athletes Using Platforms to Promote Social Justice

Grades 9-12

This lesson focuses on two main ideas:

  • Ways in which individuals and groups influence public opinions and public policy
  • The impact of collective action

Procedure

INTRODUCTION (15 minutes)

  1. Display the vocabulary words in one column and the definitions in another column in random order. Challenge students to match the words with the correct definitions in one minute. Review correct answers and clear up any confusion.
  2. Have a student volunteer read the lesson introduction, then show the State Circle video excerpt.
  3. As a class, discuss the lesson’s essential questions and thinking questions.

EXTENSION (30-120 minutes)

Complete extension activities with students, as you see fit.

ASSESSMENT (15 minutes)

Have students apply their newfound knowledge by completing a Summative CER on the lesson using evidence from the video and activity resources as support.

REFLECTION (10 minutes)

Have students complete a reflection.

Standards

College, Career, and Civic Life (C3) Standards and Maryland American Government Standards

College, Career, and Civic Life (C3) Standards

Civics

  • D2.Civ.5.9-12.
    Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
  • D2.Civ.10.9-12.
    Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
  • D2.Civ.14.9-12.
    Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.

Maryland American Government Standards

Citizens and Public Policy
The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions by: Evaluating the tools that individuals or groups may use to influence laws, government policies, and elections including referendum, acts of civil disobedience, voting, boycotts, financial contributions, digital communication, and voting drives.


Summative CER

Option 1:

Use evidence and reasoning from the lesson video and activity resources to describe three methods citizens can use to influence public opinions and public policy.

Option 2:

Make an argument for the power of collective action. Use evidence and reasoning from the lesson video and activity resources to support your argument.


Reflection Questions

  • Suggest a topic for discussion at the next Social Justice Alliance Symposium.
  • What have you done or could you do to be an advocate for social justice?

Summative CER Rubric

No Response
Score Point 0 		Not There Yet
Score Point 0.5 		Beginning To
Score Point 0.75		 Yes
Score Point 1.0
The claim is missing The claim is incorrect or irrelevant. The claim partially takes a position on the topic or issue addressed within the prompt. The claim takes an appropriate position on the topic or issue addressed within the prompt.
There is no type of evidence in the response The evidence is irrelevant or does not support the claim. The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources. The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources.
There is no use of words, phrases, and clauses to create cohesion and to clarify the relationship between the claim and evidence. Use of words, phrases and clauses fail to show or explain any relationship between the claim and evidence. Scientific words, phrases, and clauses used lack cohesion but partially clarify the relationship between the claim and evidence. Appropriate scientific words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence.


Teacher Resources


References

 

This learning resource is a production of Maryland Public Television/Thinkport.