Culture, Identity and Transformation - Culturally Relevant Viewpoint_Grade 9

7/28/2019 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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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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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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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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Culture, Identity and Transformation - Culturally Relevant Viewpoint_Grade 9

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