This lesson plan would be one to utilize at the very beginning of the course as it is introductory in nature. Here, we begin not only discussing the definition(s) of social justice, but specifically tailoring the topic around technology scarcity.

Morrell (2004) describes the tenets of critical literacy:

Despite this being a loaded quote, Morrell is applying social justice to literature in the same way the course intends to-particularly with technology issues.

Break down this quote with the class. This could take the form of a freewrite or as a structured class activity. I'd suggest having the students gather their thoughts first.

Directly enact many of the "Before Starting" tenents in this activity by scaffolding questions first toward understanding, then toward technology:

What does "challenge existing power relations" mean to you?

How have you seen power relations within your own life?

What power relations/political texts does technology play part in?

How comfortable with this type of reflection are you? Why do you believe that is?

This itself could be a fruitful discussion for one class period. As the conversation dwindles-or if you have a longer class period-you could further push the technology inequity aspect by calling up the below videos and readings.

The video below brings to life the realities those faced with technology scarcity face.

Ideally, this next lesson plan would be used after working with the students on familiarizing themselves with social justice terminology, as well as what the Digital Divide is. This could also possibly go before or while the students have been composing pieces that concern themselves with technology's role-or the lack thereof given certain wherewithal-in the classroom. It will pair well with extrapolating on readings that you've assigned in class.

With the students becoming more comfortable with reflecting on their own technology usage, meet them with taking these tools away. Splitting up the students into groups, have them discuss what their normal writing or composing-if not writing-centric-process consists of. In these groups, they'll be able to go a little more in depth with their answer.

Next, have them act on what they just gave as an answer by providing them a task-such as working on summarizing; if they said that they typically use a computer, offer them use of one.

Close out the activity by removing the use of their device and inquire how they would be able to navigate their assignment without this piece of technology. Have them employ whatever method they bring up. If they decide to work on their phone, allow them for another handful of minutes.

After the class activity is over, have them reflect on the differences and similiarities between their composing styles. Again, scaffold the students into reflective beings that may consider:

What skills did they feel like you could use in both settings, with and without technology and how is this information possibly useful to yourself?

Did they feel like writing was good in some aspects, but digital writing good in others? Why do you think was this the case?

What concerns might you have for those that don't have regular access to laptops or the Internet?

What factors may contribute to having access or not having access to the Internet? (Helps connections from the previous lesson).

How can we compose or write in a way that advocates for this group of people?

I could also see this remediated from a class activity to include the composing of other genres just to see the difference between having access to technology and not having that access.

NOTE:

This lesson plan should not vilify the absence of technology, but rather recognize and empathize with those that have experienced technology inequity.

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A little bit of a demonstration/performative piece to get people talking! Net neutrality is just one little facet of technology scarcity and Internet penetration. This makes a great topic to further research the complexities that surround technology inequity. Having worked up to this point by talking about how both social justice and technology inequality overlap together-as well as the different causes of the social justice issue-your students may have more of a chance to feel confident discussing this topic at length.

In order to get a solid background on the nuance that is net neutrality, I've included a number of sources-ranging from comical to stricktly informative-that are videos one could play in class. To remediate this experience, one could also implement various infographics or more traditional article sources.

With a background in net neutrality set, more discussion on the topic can take place. Definitely try to scaffold these discussions toward technology inequity. Also, remind the course that rather than simply talk about the topic of technology inequality, that we are as closely as possible embodying the issue itself as well, which will impact the way the course is taught.

The crux of this specific sequence culminates into some kind of composition that brings in areas of Rhet 105 such as discussing exigency, taking a stance, argumentation, and puts special emphasis on the "call to action." These pieces must have a real-world audience component to them that stems outside of the just the classroom; the audience of the piece will be a choice between designated technology aficionado or possible political bigwigs.

Composing through embodying the class' principles is the goal of this lesson sequence. Students will be not only composing these pieces keeping in mind their immediate rhetorical situation; therefore an exercise in not using particular types of technology ought to be dictated by the educator-laptop, phone, internet at all? You decide. Students will also be required to author a reflective piece on their writing, detaling how they would have gone about composing the assignment had they done this through digital means versus what they ended up doing.

NOTE:

Be aware that you might feel resistance on these issues as multiple, very opinionated people, may be on different parts of the argument spectrum. As long as you are re-tooling and re-organizing the class efficiently toward technology inequity and the part net neutrality plays in relation to technology inequity, there should be few other concerns.

With the previous pieces paving the way for what could be used as a last assignment sequence, the "Personal Technology Justice" sequence of lessons focus on bringing all skills and digital dispositions together into one piece. Students brainstorm, research, and write about, any area of their choosing that involves technology inequity. These are typically argumentative in nature with papers looking at cause and effect relationships between technology inequality and another concept or diving deep into the impact of technology scarcity, just to name a few options.

The piece will have an extensive "call to action" portion that has taken into consideration the author's rhetorical situation. To reach a broad audience, students will compose and revise their "op-ed" style pieces and will be required to submit their piece to their physical audience through analog or digital means.

While these pieces can be composed from anything, this assignment has the potential challenge of embodying itself; this means that students ought to attempt to compose their piece as one that is impacted by technology scarcity would. In order to provide evidence for this process, and social justice, based assignment, a research journal might be something one could incorporate within this assignment sequence.

Additionally, picking a topic to explore that one is interested in-or is seeking a possible career in-would be extremely beneficial for students. Depending on your class, you may be fine giving your students a blank slate to work from to complete this piece. However, there are occasions where requesting a piece or topic approval may allow you to keep track of your student's train of thought as it is expressed by the piece.

While a research journal may be recording the process of researching in this way, be sure to articulate to your class that you are looking for exigency, argument, and call to action represented clearly throughout their piece if their piece has not been composed through writing.