CLASSROOM TOOLSSOCIAL JUSTICE
STANDARDS
THE L E A R NIN G FO R J US TICEA NTI-B I A S FR A M E WO RKLEARNING
FOR JUSTICE
learningforjustice . org

ABOUT THE SOUTHERN POVERTY LAW CENTERThe Southern Poverty Law Center, based in Montgomery, Alabama, is
a nonpartisan 501(c)(3) civil rights organization founded in 1971 anddedicated to fighting hate and bigotry and to seeking justice for the mostvulnerable members of society. It neither endorses political candidates
nor engages in electioneering activities.
ABOUT LEARNING FOR JUSTICE

Learning for Justice seeks to uphold the mission of the Southern Poverty Law
Center: to be a catalyst for racial justice in the South and beyond, working in
partnership with communities to dismantle white supremacy, strengthenintersectional movements and advance the human rights of all people.
We support this mission by focusing our work with educators, students,
caregivers and communities in these areas:
1. Culture and Climate
2. Curriculum and Instruction
3. Leadership
4. Family and Community Engagement
Since our founding as Teaching Tolerance in 1991, we have had a strong
foundation of providing educational resources, and we are buildingon that foundation with expanded engagement opportunities forcommunities, especially in the South.
Our free educational resources—articles, guides, lessons, films, webinars,
frameworks and more—help foster shared learning and reflection for
educators, young people, caregivers and all community members. Our
engagement opportunities—conferences, workshops, and school andcommunity partnerships—provide space where people can harness
collective power and take action.
Through this continual cycle of education and engagement, we hope that
we can build and maintain meaningful relationships with communities
and we can all move from learning for justice to creating it.

CONTENTS
Introduction
Anchor Standards and Domains
K-2 Grade Level Outcomes and Scenarios
3-5 Grade Level Outcomes and Scenarios
6-8 Grade Level Outcomes and Scenarios
9-12 Grade Level Outcomes and Scenarios
Acknowledgments

2
3
4
6
8
10
12

Introducing Learning for Justice’s
Social Justice Standards, a road map for
anti-bias education at every grade level.
The Social Justice Standards are a set of anchor standards and age-appropriate learning
outcomes divided into four domains—Identity, Diversity, Justice and Action (IDJA). The
standards provide a common language and organizational structure: Teachers can use
them to guide curriculum development, and administrators can use them to make schools
more just, equitable and safe. The standards are leveled for every stage of K–12 educationand include school-based scenarios to show what anti-bias attitudes and behavior may
look like in the classroom.
Teaching about IDJA allows educators to engage with a range of anti-bias, multiculturaland social justice issues. This continuum of engagement is unique among social justiceteaching materials, which tend to focus on one of two areas: either reducing prejudice or
advocating collective action. Prejudice reduction seeks to minimize conflict and generally
focuses on changing the attitudes and behaviors of a dominant group. Collective action
challenges inequality directly by raising consciousness and focusing on improving
conditions for underrepresented groups. The standards recognize that, in today’s diverse
classrooms, students need knowledge and skills related to both prejudice reduction andcollective action.
Educators can use the Social Justice Standards as the basis for building custom learningplans on learningforjustice.org . Free registration is required.

Anchor Standards and Domains
IDENTITY

DIVERSITY

1.

6.

2.

3.
4.
5.

Students will develop positive social identities
based on their membership in multiple groups
in society.
Students will develop language and historicaland cultural knowledge that affirm andaccurately describe their membership in
multiple identity groups.
Students will recognize that people’s multiple
identities interact and create unique andcomplex individuals.
Students will express pride, confidence andhealthy self-esteem without denying the value
and dignity of other people.
Students will recognize traits of the dominantculture, their home culture and other culturesand understand how they negotiate their own
identity in multiple spaces.

JUSTICE
11. Students will recognize stereotypes andrelate to people as individuals rather thanrepresentatives of groups.
12. Students will recognize unfairness on theindividual level (e.g., biased speech) andinjustice at the institutional or systemic level(e.g., discrimination).
13. Students will analyze the harmful impact ofbias and injustice on the world, historically andtoday.
14. Students will recognize that power andprivilege influence relationships oninterpersonal, intergroup and institutional
levels and consider how they have been
affected by those dynamics.
15. Students will identify figures, groups, eventsand a variety of strategies and philosophies
relevant to the history of social justice aroundthe world.

2

LEARNING FOR JUSTICE // SOCIAL JUSTICE STANDARDS

Students will express comfort with people whoare both similar to and different from them andengage respectfully with all people.
7. Students will develop language and knowledge
to accurately and respectfully describe how
people (including themselves) are both similar
to and different from each other and others intheir identity groups.
8. Students will respectfully express curiosity
about the history and lived experiences ofothers and will exchange ideas and beliefs in an
open-minded way.
9. Students will respond to diversity by building
empathy, respect, understanding andconnection.
10. Students will examine diversity in social,
cultural, political and historical contexts
rather than in ways that are superficial oroversimplified.

ACTION
16. Students will express empathy when people
are excluded or mistreated because of theiridentities and concern when they themselves
experience bias.
17. Students will recognize their own
responsibility to stand up to exclusion,
prejudice and injustice.
18. Students will speak up with courage andrespect when they or someone else has been
hurt or wronged by bias.
19. Students will make principled decisions about
when and how to take a stand against bias andinjustice in their everyday lives and will do so
despite negative peer or group pressure.
20. Students will plan and carry out collective
action against bias and injustice in the world
and will evaluate what strategies are mosteffective.

LEARNING FOR JUSTICE // SOCIAL JUSTICE STANDARDS

3

K-2 Grade Level Outcomes and Scenarios
AnchorStandard

Code

Grade Level Outcome

Anti-bias Scenario

Identity 1

ID.K-2.1

I know and like who I am and can talkabout my family and myself and namesome of my group identities.

Identity 2

ID.K-2.2

I can talk about interesting and healthy
ways that some people who share mygroup identities live their lives.

Ms. Macias is teaching a unit on family
structure and includes gay and lesbianparents in a lesson. Anissa shares that
she has two moms.
David asks, “Anissa, why do you have
two moms?”

AnchorStandard

Code

Grade Level Outcome

Anti-bias Scenario

Justice 11

JU.K-2.11

I know my friends have many identities,
but they are always still just themselves.

Justice 12

JU.K-2.12

I know when people are treatedunfairly.

Enrique’s uncle is undocumented andwas recently detained. He tells his
friend Isabel, “I’m sad and I’m scared
they will take me or my family away.”

Justice 13

JU.K-2.13

I know some true stories about how
people have been treated badly becauseof their group identities, and I don’t likeit.

Identity 3

ID.K-2.3

I know that all my group identities arepart of me—but that I am always ALL
me.

Identity 4

ID.K-2.4

I can feel good about myself without
being mean or making other people feelbad.

Justice 14

JU.K-2.14

I know that life is easier for somepeople and harder for others and thereasons for that are not always fair.

Identity 5

ID.K-2.5

I see that the way my family and I do
things is both the same as and different
from how other people do things, and I
am interested in both.

Justice 15

JU.K-2.15

I know about people who helped stop
unfairness and worked to make life
better for many people.

Action 16

AC.K-2.16

As children enter the classroom on
a Monday morning, their teacher,
Mr. Gomez, overhears a conversation
between two students.

I care about those who are treatedunfairly.

Action 17

AC.K-2.17

I can and will do something when I see
unfairness—this includes telling anadult.

“What did you do during theweekend?” John asks Stephanie.

Action 18

AC.K-2.18

I will say something or tell an adult if
someone is being hurtful, and will do
my part to be kind even if I don’t likesomething they say or do.

Action 19

AC.K-2.19

I will speak up or do something if
people are being unfair, even if myfriends do not.

Action 20

AC.K-2.20

I will join with classmates to make ourclassroom fair for everyone.

Diversity 6

Diversity 7

Diversity 8

Diversity 9

Diversity 10

DI.K-2.6

DI.K-2.7

DI.K-2.8

DI.K-2.9

DI.K-2.10

I like being around people who are likeme and different from me, and I can befriendly to everyone.
I can describe some ways that I am
similar to and different from people
who share my identities and those whohave other identities.
I want to know about other people andhow our lives and experiences are thesame and different.
I know everyone has feelings, and I
want to get along with people who aresimilar to and different from me.
I find it interesting that groups ofpeople believe different things and live
their daily lives in different ways.

Anissa replies, “My moms love eachother, and then they decided theywanted to have me.”“On Saturday, I got my hair done! I
got to sit there for hours,” Stephanie
replies.
“Why does it take hours to get yourhair done?”“I have a special way to take care of
my hair! Plus, I get to spend time withother women in my neighborhood, likemy mom and my auntie.”
Mr. Gomez makes a mental note to
select a read aloud text that affirms thediversity of hair types for a whole classconversation.

4

K-2 GRADE LEVEL OUTCOMES AND SCENARIOS (CONT’D)LEARNING FOR JUSTICE // SOCIAL JUSTICE STANDARDS

Isabel is unsure of what to do, so shetells her teacher, Ms. Lee. “It’s sounfair that Enrique is scared. Nobody
should have to feel this way or be awayfrom their family.”
Ms. Lee thanks Isabel for sharing thisstory with her. She plans to check inwith Enrique and his family, and todevelop a lesson for the class on theeffects of family separation.

After school, Connor asks Ms.
Martinez, “Why does Kelsey get tobring her dog to school? We can’t evenpet him.”Ms. Martinez knows Kelsey has
a seizure alert dog, so she speaks
with Kelsey and her family about
introducing him to the class. They
agree, and the next day, during show
and tell, Kelsey shares first.
Kelsey says, “This is Kairo. He’s aspecial dog because he is a service
dog. His job is to keep me healthy.
That’s why you can’t pet him or playwith him. He might not be able tofocus on helping me.”Connor raises his hand and shares, “I
didn’t know Kairo had a special job. It’sso cool that he keeps you safe.”

LEARNING FOR JUSTICE // SOCIAL JUSTICE STANDARDS

5

3-5 Grade Level Outcomes and Scenarios

3-5 GRADE LEVEL OUTCOMES AND SCENARIOS (CONT’D)

AnchorStandard

Code

Grade Level Outcome

Anti-bias Scenario

AnchorStandard

Code

Grade Level Outcome

Anti-bias Scenario

Identity 1

ID.3-5.1

I know and like who I am and cantalk about my family and myself anddescribe our various group identities.

Justice 11

JU.3-5.11

Identity 2

ID.3-5.2

I know about my family history andculture and about current and past
contributions of people in my main
identity groups.

Tiana identifies as a transgendergirl and tells her parents that she isready to share her identity with herclassmates. “I’m a sister and a she,”
Tiana explains to her family.

I try and get to know people asindividuals because I know it is unfair
to think all people in a shared identity
group are the same.

During a unit on immigration, Mr.
Rivers brings in an immigration
lawyer from the community as aguest speaker.

Justice 12

JU.3-5.12

I know when people are treatedunfairly, and I can give examples ofprejudiced words, pictures and rules.

Justice 13

JU.3-5.13

I know that words, behaviors, rules andlaws that treat people unfairly based on
their group identities cause real harm.

Justice 14

JU.3-5.14

I know that life is easier for somepeople and harder for others based on
who they are and where they were born.

After listening to the lawyer, thestudents in Mr. Rivers’ class send
him a thank you note. They write,“It was interesting learning about
the history of immigration to ourcountry. It’s so unfair the way somany immigrants were treated in thepast and are still being treated today.
I’m glad that people like you arefighting for their rights.”

Justice 15

JU.3-5.15

I know about the actions of people andgroups who have worked throughout
history to bring more justice andfairness to the world.

Action 16

AC.3-5.16

I pay attention to how people (including
myself ) are treated, and I try to treat
others how I like to be treated.

Action 17

AC.3-5.17

I know it’s important for me to stand up
for myself and for others, and I know
how to get help if I need ideas on how to
do this.

6

Identity 3

ID.3-5.3

I know that all my group identities arepart of who I am, but none of them fully
describes me and this is true for otherpeople too.

Identity 4

ID.3-5.4

I can feel good about my identity
without making someone else feel badly
about who they are.

Identity 5

ID.3-5.5

I know my family and I do things thesame as and different from other people
and groups, and I know how to use what
I learn from home, school and otherplaces that matter to me.

Diversity 6

DI.3-5.6

Diversity 7

DI.3-5.7

I like knowing people who are like me
and different from me, and I treat each
person with respect.
I have accurate, respectful words todescribe how I am similar to and different
from people who share my identities andthose who have other identities.

Diversity 8

DI.3-5.8

I want to know more about other people’s
lives and experiences, and I know how
to ask questions respectfully and listen
carefully and non-judgmentally.

Diversity 9

DI.3-5.9

I feel connected to other people andknow how to talk, work and play withothers even when we are different orwhen we disagree.

Diversity 10

DI.3-5.10

I know that the way groups of people
are treated today, and the way they havebeen treated in the past, is a part of whatmakes them who they are.

LEARNING FOR JUSTICE // SOCIAL JUSTICE STANDARDS

Tiana’s parents contact her teacher,
who agrees to help Tiana develop an
introduction. The following week,
Tiana comes home beaming. “Itwent well!” she tells her parents.
“A few kids didn’t understand at
first, but my teacher helped me feel
comfortable standing up for myself. I
feel so relieved.”

Ms. Ali divided her class into small
groups for a mapping activity. As thestudents are gathering to begin work,
she overhears one student, Jasmine, tell
the others that she doesn’t want Kylie,
an autistic classmate, in her group.
Just as Ms. Ali is about to interveneand facilitate a discussion with
Jasmine and the rest of the group,
she hears another student, Jaden,say, “Jasmine, Kylie has a lot to sharewith our group. It’s important for us
to all work together. You shouldn’t
think she is a less important memberof our group.”

Action 18

AC.3-5.18

I know some ways to interfere if
someone is being hurtful or unfair, andwill do my part to show respect even
if I disagree with someone’s words or
behavior.

Action 19

AC.3-5.19

I will speak up or do something when I
see unfairness, and I will not let others
convince me to go along with injustice.

Action 20

AC.3-5.20

I will work with my friends and family
to make our school and community fairfor everyone, and we will work hard andcooperate in order to achieve our goals.

Mr. Haddad’s class is about to go on afield trip to a local museum. Kainoa
asks Mr. Haddad, “Will there be aramp for Jamila? I want to make sure
she can go too.”Mr. Haddad agrees. “Great idea,
Kainoa. Let’s call the museum to makesure that she has everything she needs
to have a great time.”

LEARNING FOR JUSTICE // SOCIAL JUSTICE STANDARDS

7

6-8 Grade Level Outcomes and Scenarios
AnchorStandard

Code

Grade Level Outcome

Anti-bias Scenario

Identity 1

ID.6-8.1

I know and like who I am and can
comfortably talk about my family and myself
and describe our various group identities.

Identity 2

ID.6-8.2

I know about my family history and culture
and how I am connected to the collective
history and culture of other people in myidentity groups.

Alicia uses they/them/elle pronouns
and identifies as a non-binary Latine
person. Even though they’ve shared
this with all of their teachers, Mr.
Ferguson continues to use theirincorrect pronouns.

Identity 3

ID.6-8.3

I know that overlapping identities combine
to make me who I am and that none of mygroup identities on their own fully defines
me or any other person.

Identity 4

ID.6-8.4

I feel good about my many identities andknow they don’t make me better thanpeople with other identities.

Identity 5

Diversity 6

Diversity 7

Diversity 8

ID.6-8.5

DI.6-8.6

DI.6-8.7

DI.6-8.8

When Mr. Ferguson misgenders Alicia
during class, Alicia speaks up andexplains, “Please use my pronouns. It’s
important to me because they/them/elle better represents who I am.”

I know there are similarities anddifferences between my home culture
and the other environments and cultures
I encounter, and I can be myself in adiversity of settings.
I interact with people who are similar toand different from me, and I show respect
to all people.
I can accurately and respectfully describe
ways that people (including myself ) aresimilar to and different from each otherand others in their identity groups.
I am curious and want to know more
about other people’s histories and lived
experiences, and I ask questions respectfully
and listen carefully and non-judgmentally.

Diversity 9

DI.6-8.9

I know I am connected to other people
and can relate to them even when we aredifferent or when we disagree.

Diversity 10

DI.6-8.10

I can explain how the way groups of people
are treated today, and the way they havebeen treated in the past, shapes their group
identity and culture.

Buddy and Fatima are discussing
current events. Buddy says, “Fatima, I’ve
read in the news that some countries
require women to wear a hijab, whileother countries have ‘burqa bans.’ They
all have different reasons, but somepeople say wearing a hijab oppresses
women. If you don’t mind sharing, why
do you choose to wear a hijab?”Fatima explains, “Everyone has adifferent reason. I wear it because for me,
it means being humble and modest. It’s
also normal for me—my mom and older
sisters, for example, also wear the hijab.”Buddy replies, “Wow, that’s really cool.
I never thought about it that way. Forme, it’s normal to wear pants, and it
would feel weird without it. It would
be as if I wasn’t dressed properly.”“Exactly,” Fatima affirmed. “That’s areally good way of putting it.”8

LEARNING FOR JUSTICE // SOCIAL JUSTICE STANDARDS

6-8 GRADE LEVEL OUTCOMES AND SCENARIOS (CONT’D)

AnchorStandard

Code

Grade Level Outcome

Anti-bias Scenario

Justice 11

JU.6-8.11

I relate to people as individuals andnot representatives of groups, and I
can name some common stereotypes I
observe people using.

After a disagreement in the hallway, Jennifer
says to Roque, “Go back to Mexico!”

Justice 12

JU.6-8.12

I can recognize and describe unfairness
and injustice in many forms including
attitudes, speech, behaviors, practices
and laws.

Justice 13

JU.6-8.13

I am aware that biased words andbehaviors and unjust practices, laws
and institutions limit the rights andfreedoms of people based on theiridentity groups.

Justice 14

JU.6-8.14

I know that all people (including
myself ) have certain advantages anddisadvantages in society based on who
they are and where they were born.

Justice 15

JU.6-8.15

I know about some of the people,groups and events in social justicehistory and about the beliefs and ideasthat influenced them.

Action 16

AC.6-8.16

I am concerned about how people(including myself ) are treated and feelfor people when they are excluded or
mistreated because of their identities.

Action 17

AC.6-8.17

I know how to stand up for myself andfor others when faced with exclusion,
prejudice and injustice.

Action 18

AC.6-8.18

I can respectfully tell someone when
his or her words or actions are biased
or hurtful.

Action 19

Action 20

AC.6-8.19

AC.6-8.20

I will speak up or take action when I see
unfairness, even if those around me donot, and I will not let others convince
me to go along with injustice.
I will work with friends, family andcommunity members to make ourworld fairer for everyone, and we willplan and coordinate our actions inorder to achieve our goals.

Roque frowns, explaining, “I’m not from
Mexico. I’m from the U.S. And my family isfrom El Salvador.”
Another student, Shayna, says, “Jennifer,that’s not okay to say! Roque and his family
belong here just as much as anyone else.
Plus, all Latine people are not from Mexico.”

Tori notices that many of her friends arecomparing their bodies to social media
influencers. “Ms. Reyes,” Tori says, “I wantto create a campaign around wellness
that celebrates different body types. I
see my friends scrolling on social media,
and they keep wishing they looked likeother people. I don’t think that’s healthy,
mentally or physically.”
Ms. Reyes replies, “Thanks for letting
me know, Tori. That’s really important.
Let’s meet tomorrow, and we can discussdifferent ideas for the campaign.”
The next day, Tori shares her idea with Ms.
Reyes. “I think we should recruit otherstudents to help us create posters andpresentations for the school. We could evenwrite about this in the local newspaper. I’msure there are other students in our area
who are having the same issues.”

LEARNING FOR JUSTICE // SOCIAL JUSTICE STANDARDS

99-12 Grade Level Outcomes and Scenarios
AnchorStandard

Code

Grade Level Outcome

Anti-bias Scenario

Identity 1

ID.9-12.1

I have a positive view of myself, including anawareness of and comfort with my membershipin multiple groups in society.

Identity 2

ID.9-12.2

I know my family history and cultural background and can describe how my own identity
is informed and shaped by my membership in
multiple identity groups.

Identity 3

ID.9-12.3

I know that all my group identities and theintersection of those identities create uniqueaspects of who I am and that this is true forother people too.

As part of a class project,
Rebecca completes the following
personal mission statement:“I am more than one identity.
I celebrate all of who I am.
The way my identities overlap
have made me who I am today.
I cannot separate the parts ofmyself. I will not allow others to
put me into boxes.”

Identity 4

ID.9-12.4

I express pride and confidence in my identity
without perceiving or treating anyone else
as inferior.

Identity 5

ID.9-12.5

I recognize traits of the dominant culture, myhome culture and other cultures, and I am
conscious of how I express my identity as I
move between those spaces.

Diversity 6

Diversity 7

Diversity 8

Diversity 9

Diversity 10

10DI.9-12.6

DI.9-12.7

DI.9-12.8

DI.9-12.9

DI.9-12.10

I interact comfortably and respectfully with all
people, whether they are similar to or different
from me.
I have the language and knowledge to accurately
and respectfully describe how people (including
myself ) are both similar to and different fromeach other and others in their identity groups.
I respectfully express curiosity about the history
and lived experiences of others and exchange
ideas and beliefs in an open-minded way.
I relate to and build connections with otherpeople by showing them empathy, respect andunderstanding, regardless of our similarities
or differences.
I understand that diversity includes the impactof unequal power relations on the developmentof group identities and cultures.

LEARNING FOR JUSTICE // SOCIAL JUSTICE STANDARDS

Rebecca explains to her peers insmall group discussion that her
identities as a student, sister,
Cherokee, queer, athlete andTsalagi speaking person are
all interconnected and are allimportant to her. She displays her
personal mission statement on
the outside of her class binder.
Danish just transferred to a newschool at a time coinciding with
Ramadan and exams. During
Danish’s second week, Jose, aschool ambassador, checks on him.
“Honestly? Between fasting andiftar—which is really fun—I’m alittle tired. Plus, we’ve got exams.
And I feel like I’m already behind.”
Jose nods. “That sounds stressful.
For me, it’d be like taking exams
at Christmas, but we get that off.”

9-12 GRADE LEVEL OUTCOMES AND SCENARIOS (CONT’D)

AnchorStandard

Code

Grade Level Outcome

Anti-bias Scenario

Justice 11

JU.9-12.11

I relate to all people as individuals rather thanrepresentatives of groups and can identify
stereotypes when I see or hear them.

Justice 12

JU.9-12.12

I can recognize, describe and distinguishunfairness and injustice at different levels ofsociety.

Alex’s friend Destiny was absent
for a week. When Alex reachedout, Destiny confided, “After thescholarships talk, I felt defeated.
I’m undocumented, so I don’t
have a social security number
and I can’t file for a FAFSA.”

Justice 13

JU.9-12.13

I can explain the short and long-term impactof biased words and behaviors and unjust
practices, laws and institutions that limit therights and freedoms of people based on theiridentity groups.

Justice 14

JU.9-12.14

I am aware of the advantages and disadvantages
I have in society because of my membership in
different identity groups, and I know how thishas affected my life.

Justice 15

JU.9-12.15

I can identify figures, groups, events and avariety of strategies and philosophies relevantto the history of social justice around the world.

Action 16

AC.9-12.16

I express empathy when people are excluded
or mistreated because of their identities andconcern when I personally experience bias.

Action 17

AC.9-12.17

I take responsibility for standing up to
exclusion, prejudice and injustice.

Action 18

AC.9-12.18

I have the courage to speak up to people when
their words, actions or views are biased andhurtful, and I will communicate with respecteven when we disagree.

Action 19

AC.9-12.19

I stand up to exclusion, prejudice anddiscrimination, even when it’s not popular oreasy or when no one else does.

Action 20

AC.9-12.20

I will join with diverse people to plan andcarry out collective action against exclusion,
prejudice and discrimination, and we will bethoughtful and creative in our actions in orderto achieve our goals.

“I’ve never felt the school calendar
considers my religion,” Danish says.
Jose agrees, then says, “Well,
maybe there’s something we could
do to relieve your stress. Let’s talkto the school counselor, though.
Maybe he can talk to your teachers
about being more thoughtful
about your schedule and exams.”

Alex, wanting to help, turns to his
counselor, Ms. Gaubert. He tells
her, “I think you should add details
to your presentations about how
undocumented immigrants can go
to college, and this should be a partof your presentation every year.
That way, students don’t have toshare their status, but they know
this information.”
Ms. Gaubert thanks Alex andasks, “Would you be interested inhelping me do some research so I
can add to this presentation?”
During a pep rally, a group of
students are laughing at one of thestudents on the cheerleader squad.
One student says, “I thought
cheerleaders were supposed tobe skinny.” The others laugh andmake jokes about the cheerleader.
Another student, Janista,
overhears and tells the group,“That’s not okay! Don’t make funof someone’s body.” Rachel andMay also speak up, “Yes, we agreewith Janista.”
After school, Janista, Rachel, andMay go to Mr. Clarence’s classto share what happened. They
explain that they want to starta campaign to educate students
about body positivity and how
judgments about body image
intersect with race and class.

LEARNING FOR JUSTICE // SOCIAL JUSTICE STANDARDS11ACKNOWLEDGMENTS
Social Justice Standards: The Learning for Justice Anti-Bias Framework
Second Edition© 2014-2022 The Southern Poverty Law Center, Inc.
400 Washington Ave
Montgomery, AL 36104
FOR EDUCATIONAL PURPOSES ONLY. ALL OTHER USES PROHIBITED.
THESE MATERIALS MAY NOT BE MODIFIED WITHOUT WRITTENPERMISSION.
Design and content management by Learningforjustice.org.
First Edition ©2014 and Reprints
Writers and Contributors: Emily Chiariello, Julie Olsen Edwards, Natalie
Owen, Thom Ronk and Sara Wicht
Editorial: Alice Pettway
Designer: Sunny PaulkSpecial thanks to Louise Derman-Sparks, whose goals for anti-bias
education in early childhood provided the foundation for the four domainsof the Social Justice Standards.
Second Edition ©2022
Reviewers and Contributors: Kimberly Burkhalter and Courtney Wai
Editorial: Deslin Chapman, Crystal L. Keels
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