Lesson 2: How Teaching Geometry Can Be a Tool for Social Justice

Head to: Joseph Russo's personal wiki | Joseph Russo's portfolio | ETAP 623 Fall 2020 | CRT Course Home

Lesson 2 Objective and Accessibility

  • Objective: Here, we will first investigate a provided lesson that incorporates CRT and discuss what makes it effective. Then, we will look at some possible options for a given geometry lesson that feature CRT, and select which activities are most relevant and relatable.
  • Digital Platform(s): Google Slides to illustrate example and for matching activity
  • Pre-requisites: Device with access to the internet and ability to manipulate text boxes in a Google Slides presentation

A Sample CRT Lesson

First, we will look at a lesson that has, to some degree, made an effort to implement culturally responsive teaching into its design. An at-a-glance screenshot is provided for skimming, and a link to the document with links is provided below. Please read through the materials and continue to the discussion that follows.


Screenshot for quick reference

CRT LP.png


Links to LP & Materials

Lesson Plan (View-only Google Doc; make a copy and save to your Google Drive to edit.)

Warm-Up activity (Google Form)

Student-facing Google Slides presentation (View-only; make a copy and save to your Google Drive to edit.)

GeoGebra activity (Use name or email address to sign into activity. If needed, code: awbpwayx)

Exit Slip (Google Form)


Discussion: What Makes This Lesson Culturally Responsive?

Zaretta Hammond has written about three key elements that can help to make a lesson more culturally responsive. Namely,

1. Gamify it.

2. Make it social.

3. Storify it.

More detail here:

Source: Zaretta Hammond


Lesson 2, Assignment 1

ASSIGNMENT Discussion: Lesson 2, Prompt A: Discuss how each of the three elements in the infographic above are (1) featured in the provided lesson and (2) how they could be more prominently connected to this lesson.

Uses and Misuses of CRT

The above lesson plan and materials provide opportunities for students to connect the material to the world around them, making a game out of the matching activity while being connected to a larger story (specifically, as a city planner creating enclaves within neighborhoods). You discussed the lesson's strengths and weaknesses, and now will have the opportunity to qualify how fitting (or not fitting) a given brief lesson plan description for a prospective lesson might be at tying in CRT.

To access this activity, please click on the link below. Make a copy of the slideshow so you can edit Slide 3 in the presentation. Then, share the link to your completed Google Slides presentation in the discussion. Peruse your classmates' submissions to see what they have to say, and edit your own responses based on the insight you receive from the other posts.

Link to Lesson 2 Materials on Google Slides (Make a copy so you can edit.)

Lesson 2, Assignment 2

ASSIGNMENT Discussion: Lesson 2, Prompt B: Paste a link to your completed Google Slides presentation here. Review the work of your classmates and modify your own responses as you see fit.

References and Resources

Hammond, Zaretta. “3 Tips to Make Any Lesson More Culturally Responsive.” Cult of Pedagogy, 13 June 2020, www.cultofpedagogy.com/culturally-responsive-teaching-strategies/.

Hammond, Zaretta. Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin Publishers, 2014.

Wright, Pete. “Teaching Mathematics for Social Justice: Translating Theories into Practice.” University of Sussex, 2015, sro.sussex.ac.uk/id/eprint/53984/.

Course Navigation

Return to Lesson 1 |···| Proceed to Lesson 3 |···| Return to Course Home