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Sustainability is a vital interdisciplinary concept to address within engineering education. Furthermore, the natural connections that exist between sustainability and social justice provide an optimal opportunity to integrate both into curricula. We argue that engineering curricula ought to include sustainability and social justice so future engineers are trained to understand both societal and technical implications of their work, while acknowledging the challenges engineering faculty may face in conceptualizing social justice or social sustainability. We then highlight how new sustainable design rating systems, such as Envision and The Living Building Challenge, embed inclusion and social justice into their ratings and how these sustainability rating systems can help engineering faculty bring social justice into their classrooms in ways that meaningfully link to engineering content. Finally, we present two examples of how sustainability and social justice can be incorporated into the civil engineering curriculum through inclusive pedagogy and new curricula: (1) a semester-long effort to document, design, and improve the inclusive pedagogical practices in a first-year engineering course that included the theme of sustainability throughout much of the class meetings; and (2) a new assignment about the Envision rating system and the societal implications of rebuilding a major component of regional infrastructure. We conclude with recommendations that other instructors can use to begin incorporating social justice in their courses. [ABSTRACT FROM AUTHOR]