Social Justice for Little Learners

Grade Level: Grade Two

Topic: Gender Stereotypes/Expectations

Book Title: “Jabari Jumps”

Author: Gaia Cornwall

Link to Purchase: https://a.co/d/g60l5Xz

Link for Online Read-Aloud : https://youtu.be/XwNNlgtHFiU?si=20_P0Gg60caZgRC1

• Before Reading
  • “What do you think about when I say that we are going to read a book about someone who is brave?”
  • “What are some things that you think brave people do?”
  • “Who are some brave people in your life?”

• During/After Reading
  • “Were there any things in this book that surprised you?”
  • “Have you ever had to be really brave, but it was extra hard because someone else thought it should be easy? How did that make you feel?”
  • “Sometimes people think that boys are always brave. Do you think that it is right or fair to say that? Why or why not?”
  • “Sometimes it is bravest to say no to things, or to say no to friends. Can you think of a time when this has happened to you?”

Follow-Up Activity:

• Have students use Lego or other building blocks to create diving boards for Lego people (or something else similar). Allow them to retell the story with their creations. If possible, have them use technology to record their stories, and to record “trick jumps” for their little characters.

BC Core Competency Connections:

Personal and Social

• Personal Awareness & Responsibility
  • I can show a sense of accomplishment and joy, and express some wants, needs, and preferences. I can sometimes recognize my emotions.
• Social Awareness and Responsibility
  • I can help and be kind.
  • I am aware that other people can be different from me.
  • In familiar settings, I can interact with others and my surroundings respectfully.

Thinking

• Creative Thinking
  • I get ideas when I play.
• Critical Thinking
  • I can explore with a purpose in mind and use what I learn.

Communication

• Communicating
  • I can understand and share basic information about topics that are important to me.
• Collaborating
  • In familiar situations, I cooperate with others for specific purposes.

BC Curricular Connections:

• Understand (Big Ideas):
  • Stories and other texts help us learn about ourselves and our families. (ELA 2)
  • Everyone has a unique story to share. (ELA 2)
  • Through listening and speaking, we connect with others and share our world. (ELA 2)
  • Confidence develops through the process of self-discovery. (Career Education 2)
• Know (Content):
  • Rights and responsibilities of individuals regionally and globally. (SS 2)
  • Cultural and social awareness, achieved by exploring self-identity, acknowledging cultural differences, honouring indigenous traditions. (Career Education 2)
  • Factors that influence self-identity (could include self-esteem, self-efficacy, cultural heritage, body image). (Physical and Health Education 2)
• 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 2)
    • Use personal experience and knowledge to connect to stories and other texts to make meaning. (ELA 2)
    • Demonstrate awareness of the role that story plays in personal, family, and community identity. (ELA 2)
  • Create and communicate (writing, speaking, representing)
    • Exchange ideas and perspectives to build shared understanding. (ELA 2)
  • Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events. (SS 2)
  • Make value judgements about events, decisions, or actions, and suggest lessons that can be learned. (SS 2)
  • Share ideas, information, personal feelings, and knowledge with others. (Career Education 2)
  • Develop and demonstrate respectful behaviour when participating in activities with others. (Physical and Health Education 2)

FPPL Link:

• Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
• Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
• Learning is embedded in memory, history, and story.
• Learning requires exploration of one’s identity.

BC ELF Link:

• Children are strong, capable in their uniqueness, and full of potential.
• Early years spaces are inclusive.
• Play is integral to well-being and learning.
• Relationships are the context for well-being and learning.
• Learning is holistic.

TFT Through-line Link:

• Justice Seeking
• Community Building