Phase | Group Sessions | Purpose (Goals) | Content (Activities) | Process |
I. Investigation and Examination of Social Justice Principles | 1. Beginnings 2. Knowledge | Create safe environment for students to share and explore social justice issues; provide foundation of knowledge on social justice | Familiarize members with group process; establish curative factors; connect to social justice principles in curriculum unit | Classroom dialogue; ice breaking; Initial stage group work |
II. Investigation, Examination, and Deconstruction of Societal Narratives about American Indians | 3. Learning and Unlearning History 4. Facilitating Perspectives | Investigate and critique dominant US cultural, educational, and political narratives regarding American Indians | Critically examine and discuss history textbooks and sports media (newspapers, television, online columns, blogs); create scenarios to facilitate perspectives | Classroom dialogue; discourse analysis; Transition stage group work |
III. Synthesis and Application of Findings | 5. Synthesis and Planning 6. Presenting Projects | Define and study a problem based on themes discovered in Phase I and II; create presentations to share with fellow group members for feedback and support | Plan for social justice project; implement findings; create own unique format to present ideas to fellow students | Oral presentation; technology use; Working stage group work |
IV. Future Applications of Social Justice Skills | 7. Processing Projective Applications of Project 8. Termination | Develop action plan to address issues; facilitate connection of learning from group to external world; provide closure to group members | Provide feedback and support to fellow group members; discuss ways to implement social justice principles in future endeavors; terminate group process | Support building; networking, Termination stage group work |