English 5,6 - Culturally Relevant Mexican American Viewpoint_Grade 11
Culture, Identity and Transformation - Culturally Relevant Viewpoint_Grade 9
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Transcript of Culture, Identity and Transformation - Culturally Relevant Viewpoint_Grade 9
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CULTURE, IDENTITY, AND TRANSFORMATION A CULTURALLY RELEVANT VIEWPOINT: GRADE 9
CURRICULUM NOT ADOPTED
TUCSON UNIFIED SCHOOL DISTRICT 1 | P a g e
Course Objective: This one semester college-readiness course will help prepare all students for the demands of advanced learning experiences. The curriculum
focuses on helping students, including historically underserved students develop their personal and academic identity. Youth identity evolves through the
convergence of personal and societal associations with the beliefs, values and behaviors relating to ones personal interests, culture, gender, race, ethnicity, class,
sexual orientation, and religion.
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CULTURE, IDENTITY, AND TRANSFORMATION A CULTURALLY RELEVANT VIEWPOINT: GRADE 9
CURRICULUM NOT ADOPTED
TUCSON UNIFIED SCHOOL DISTRICT 4 | P a g e
Students will evaluate, analyze and critique the method by which they choose
their peers.
Students will evaluate and analyze the notion of conformity.
They will articulate how conformity has impacted their lives.
Students will examine the role of conformity in their selection of friends and
their maintained relationships with their friends and peers.
Student will analyze, evaluate, and formulate a position articulating the nature
of the intersection between the identity of their peers and their personal identity,
and how they view themselves in relationship to this understanding.
11-12.RH.7. Integrate and evaluate multiple sources of information presented
in diverse formats and media (e.g., visually, quantitatively, as well as in
words) in order to address a question or solve a problem.
11-12.WHST.7. Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under
investigation.
Culture:
Enduring Understandings: Culture is a unifying system of customs and beliefs shared by individuals. Individuals belong to many cultural groups. Cultural differences may
also be a divisive force in human relations. An understanding of cultures and sub-cultures is essential to the development of a compassionate, equitable and just society
foreveryone.
Examples and Explanations:
Students will define culture and sub-culture. Students will examine how and
Common Core
11-12.RH.1. Cite specific textual evidence to support analysis of primary
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CULTURE, IDENTITY, AND TRANSFORMATION A CULTURALLY RELEVANT VIEWPOINT: GRADE 9
CURRICULUM NOT ADOPTED
TUCSON UNIFIED SCHOOL DISTRICT 7 | P a g e
d) What is needed to make their community or communities healthier;e) How does community fit into schools and their education?f) How has community influenced who they believe they are and what
they can become;g) What is their responsibility in the effort to develop a healthier
community or communities
Students will research the perspectives of others (e.g. friends, family,
community members, historical figures, research experts etc. to find out how to
create a healthier community, and how a healthier community impacts the lives
of those around them.
Students will compare and contrast the findings from their research to their
previous understandings. Students will evaluate and assess these new
understandings and potential competing perspectives; and explore and present
how this newly constructed knowledge can be used in a positive way today and
in the future.
investigation.
Social Constructions of Identity
Enduring Understanding: In the United States the social construction of race, class, religion, language, disability and gender is pervasive. These constructions impact our
understanding of justice and equity.
Enduring Understanding: The theory of hegemony explains the establishment and maintenance of the social hierarchy.
Explanation and Examples:
Students will examine and define how the following concepts fit into their
understanding of community:
a)
Humanityb) Social Constructsc) Hegemonyd) Racee) Racismf) Sexismg) Classh) Classismi) Ableismj) Social stratification
Common Core
11-12.RH.1. Cite specific textual evidence to support analysis of primary
and secondary sources, connecting insights gained from specific details to anunderstanding of the text as a whole.
11-12.RH.3. Evaluate various explanations for actions or events and
determine which explanation best accords with textual evidence,
acknowledging where the text leaves matters uncertain.
11-12.RH.8. Evaluate an authors premises, claims, and evidence by
corroborating or challenging them with other information.
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CULTURE, IDENTITY, AND TRANSFORMATION A CULTURALLY RELEVANT VIEWPOINT: GRADE 9
CURRICULUM NOT ADOPTED
TUCSON UNIFIED SCHOOL DISTRICT 10 | P a g e
Explanation and Examples:
Students will examine and evaluate the concept of organic intellectualism.
Students will develop an argument regarding the intersection between
community building, organic intellectualism and the Jeffersonian doctrine of
equality for all. Within this argument students will offer a well developed idea
for making equality for all a reality. The target audience for this plan is the
people within the students sphere of influence.
Students will identify, examine and evaluate a problem in their community,
research the problem and develop a plan of action to address the problem.
Students should identify:
1. The resources need to implement the plan2. Potential allies3. Potential stakeholders4. Potential roadblocks
Common Core
11-12.WHST.1Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish thesignificance of the claim(s), distinguish the claim(s)from alternate or opposing claims, and create an
organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly andthoroughly, supplying the most relevant data and
evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a
discipline-appropriate form that anticipates the
audiences knowledge level, concerns, values, and
possible biases.
11-12.WHST.5. Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
11-12.WHST.7. Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under
investigation.
11-12.WHST.9. Draw evidence from informational texts to support analysis,
reflection, and research.
Note:
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