Social Justice for Little Learners

Introductory Lesson: “I Have the Right to Be a Child” by Alain Serres

Grade Level: PS3-Grade 2

Topic: Introduction

Book Title: “I Have the Right to Be A Child”

Author: Alain Serres

Link to Purchase: https://a.co/d/eoSGzBu

Link for Online Read-Aloud : https://youtu.be/ERKhP7bQ6Os?si=cYABimkxjQP3oMZf

Discussion Prompts/Questions:

  • Before Reading (depending on age of students):
    • “What are rights?”
    • “Who has rights?”
    • “What is the difference between a right and a privilege?”
    • “What is the difference between a right and a responsibility?”
    • “What are some rights that you have?”
  • During/After Reading (depending on age of students):
    • “Which rights are the most important ones, in your opinion? Why do you think that?”
    • “Why is it important that rights are protected? What might happen if we didn’t?”

Follow-Up Activity:

  • “Small World” play – use loose parts, dolls, Lego, art supplies, blocks, or other small items of your choose to create a “safe and happy environment” for children. Have students describe the things they have included, and tell why those things are important. Depending on the age of the students, this might look like providing a dollhouse and small toys for open play, or it might look like students creating their small world independently or in small groups.

BC Core Competency Connections:

  • Personal and Social
    • Positive Personal and Cultural Identity
      • I am aware of myself as different from others.
      • I am aware of different aspects of myself. I can describe my family, home, and/or community (people and/or place).
    • Social Awareness and Responsibility
      • I can be aware of others and my surroundings.
      • I can help and be kind.
  • Thinking
    • Creative Thinking
      • I get ideas when I play.
  • Communication
    • Communicating
      • In a safe and supported environment, I respond meaningfully to communication from peers and adults.
    • Collaborating
      • In familiar situations, I can participate with others.
      • In familiar situations, I cooperate with others for specific purposes.
      • I contribute during group activities, cooperate with others, and listen respectfully to their ideas.

BC Curricular Connections:

  • Understand (Big Ideas):
    • Stories and other texts help us learn about ourselves and our families. (ELA K-2)
    • Through listening and speaking, we connect with others and share our world. (ELA K-2)
    • Our communities are diverse and made of individuals who have a lot in common. (SS K)
    • Healthy communities recognize and respect the diversity of individuals and care for the local environment. (SS 1)
    • Individuals have rights and responsibilities as global citizens. (SS 2)
    • Strong communities are the results of being connected to family and community and working together toward common goals. (Career Education K-2)
  • Know (Content):
  • Do (Curricular Competency):
    • Comprehend and connect (reading, listening, viewing)
      • Engage actively as listeners, viewers, and readers. As appropriate, to develop understanding of self, identity, and community. (ELA K,1,2)
      • Recognize the importance of story in personal, family, and community identity. (ELA K,1)
      • Demonstrate awareness of the role that story plays in personal, family, and community identity. (ELA 2)
      • Use personal experience and knowledge to connect to stories and other texts to make meaning. (ELA K,1,2)
    • Create and communicate (writing, speaking, representing)
      • Exchange ideas and perspectives to build shared understanding. (ELA K,1,2)
      • Use language to identify, create, and share ideas, feelings, opinions, and preferences. (ELA K)


FPPL Link:

  • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
  • Learning involves recognizing the consequences of one’s actions.
  • Learning is embedded in memory, history, and story.

BC ELF Link:

  • Families have the most important role in contributing to children’s well-being and learning.
  • Play is integral to well-being and learning.
  • Relationships are the context for well-being and learning.

TFT Through-line Link:

  • Justice Seeking
  • Community Building
  • Servant Working

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