9th Grade - Ethnic Studies Pilot

Curriculum Map
Ms.Santisteban & Ms.Flores
Alliance William and Carol Ouchi High School

Based on
CDE Ethnic Studies Model Curriculum

2022-2023

CURRICULUM OVERVIEW
Grade 9

COURSE DESCRIPTION

Ethnic Studies courses operate from the consideration that race and racism have been, and continue to be, profoundly powerful social and cultural forces in
American society. These courses focus on the experiences of African Americans, Asian Americans, Chicanas/os and Latinas/os, Native Americans, and other
racialized peoples in the US. Courses are grounded in the concrete situations of people of color, and use a methodological framing that emphasizes both the
structural dimensions of race and racism and the associated cultural dimensions (Adapted from UC Berkeley, Department of Ethnic Studies).

The major purpose of this course is to educate students to be politically, socially, and economically conscious about their personal connections to local and national
history. Ethnic Studies focuses on themes of social justice, social responsibility, and social change. The course spans from past to present, from politics to social reform,
allowing students to identify similar social patterns and universal qualities present in other societies, including their own. This course will focus on the experiences of
African American, Asian Americans, Latino American, and American Indians. This course will also include an Identity section where students will consider concepts
related to their own personal, group, and/or national identity. (LAUSD)

CURRICULUM AT-A-GLANCE
Grade 9
 SWBAT understands the Indigenous/ Native American struggle to remain on their land in the early 1800s. Students will be able to develop
their literacy skills as they explore a social studies focus on the assimilation strategy of the Cherokee Nation and its eventual impact on their
fate. During this process, students will read informational text on the Indian Removal act and identify forms of oppression that native
americans experienced during Jackson’s presidency.

SWBAT understands and analyzes the conditions that led to the emergence of the farm worker movement. Identify key individuals,
organizations and stakeholders Identify the strategies and symbols that gave shape to the movement. Compare and contrast various
leadership styles and identify the narratives and counter narratives of the movement. Students will also explain the racial implications of
Overarching Learning
Cesar Chavez’s leadership.
Objectives (LO)
Students will be able to explain the impact of slavery on African Americans. Identify modes of resisting slavery through the actions of Nat
Turner and Dred Scott. Describe the methods of the abolitionist movement. Identify inconsistencies in the founding documents regarding
the legal existence of slaver. identify the narratives and counter narratives of the abolitionist and liberation movements.

Students will be able to examine the Chinese Exclusion Act of 1882 and it’;s implications on racial identity and immigration. Students will
analyze and explain how the attack on Pearl Harbor led to xenophobia against Asian Americans lead to internment camps to explain how
asian americans were institutionalized through different forms of oppression.
Essential Questions:
● Who are you?
● What is identity?
● How do we determine our identities?
● How do our identities determine our beliefs, values, decisions, and actions?
● How do other people see our identities?
YEAR LONG ESSENTIAL
● What is culture? How do we navigate cultural differences?
QUESTIONs
● How do we balance our identities as individuals and our memberships in communities?
● How does intersectionality affect your identity?
● How does intersectionality affect your identity?
● What are the four I’s of Oppression (Internalized, Ideological, Interpersonal, and Institutional?
● Whose voice is heard and whose isn’t?

Identity + Self-Exploration:

● Scholars will understand what a worldview (lens) is, and apply this understanding to their personal lens – describing what effects
their worldview and how their worldview can change.
● Scholars will have a deep understanding of the language of oppression (including the terms dehumanization, minimization,
marginalization, microaggression, exploitation and oppression) and how to use this language to name systems of oppression.
ENDURING
● Scholars will understand 2-3 systems of oppression relating to Race, class and gender, and begin to explore the idea of
UNDERSTANDINGS
intersectionality without using the term.

Intersectionality + 4 I’s of Oppression

● Scholars will deeply understand what the term intersectionality means.

● Scholars will understand that social justice requires intersectionality to inform our world view.

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 ● Scholars will understand how intersectionality relates to race, class, gender, pay gaps, homosexuality, being transgender, sex
trafficking, feminism and Black Lives Matter.
● Scholars will understand how their personal identities relate to intersectionality, privilege and oppression.
● Scholars will understand how to use their sharpened worldview to take actions to make their communities better.

Race + Power

● Scholars will understand that race, racism and white supremacy are social constructs with real life implications that affect their lives
and the lives of those around them.
● Scholars will understand how to use their sharpened worldview to take actions to make their communities better.
● Scholars will understand that racial categories are fluid and serve the interests of power.

Hope, Activism, and Critical Consciousness

● Scholars will understand how to use their sharpened worldview to take actions to make their communities better

Vocabulary Racial Equity Tools

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 ● Accountability ● Diaspora ● Oppression ● Settler Colonialism
● Ally ● Discrimination ● People of Color ● Social Oppression
● Anti-Black ● Diversity ● Power ● Structural Racialization
● Anti-Racism ● Ethnicity ● Prejudice ● Structural Racism
● Anti-Racist ● Implicit Bias ● Privilege ● Systemic Racism
● Anti-Racist Ideas ● Inclusion ● Race ● Targeted Universalism
● Assimilationist ● Indigeneity ● Racial and Ethnic ● Tokenism
● Bigotry ● Individual Racism Identity ● White Fragility
● BIPOC ● Institutional Racism ● Racial Capitalism ● White Privilege
● Black Lives Matter ● Internalized ● Racial Equity ● White Supremacy
● Caucusing (Affinity Dominance ● Racial Healing ● White Supremacy
Groups) ● Internalized Racism ● Racial Identity Culture
● Centering Blackness ● Interpersonal Racism Development Theory ● Whiteness
● Collusion ● Intersectionality ● Racial Inequity ● Xenophobia
● Colonization ● Liberation ● Racial Justice
Critical Race Theory Liberatory Racial Reconciliation Racial Equity Tools
● ● ●
● Cultural Appropriation Consciousness ● Racialization
● Cultural ● Marginalization ● Racism
Misappropriation ● Microaggression ● Racist
● Cultural Racism ● Model Minority ● Racist Ideas
● Culture ● Movement Building ● Racist Policies
● Decolonization ● Multicultural ● Reparations
Competency ● Restorative Justice
●

Primary texts

● Rethinking Ethnic Studies

● Stamped: Racism, Antiracism, and You: A Remix of the National Book Award-winning Stamped from the Beginning
● Read this to get Smarter By Blair Imani
Texts Used in Ethnic ● The New York Times 1619 Project
Studies ● A People's History of the U.S._Zinn.pdf
Supplemental Texts
● My Name - Yesika Salgado
● Introduction to In Lak Ech and HIPPO analysis Document
● Racist Housing Policies
● Schools Reopen with Masks Optional
● Pros and Cons of Christopher Columbus

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 Media/ Multimedia
● HPL: Ethnic Studies By: Nearpod Team
● Racial Justice
● Civil Rights By: iCivics
● 13TH | FULL FEATURE | Netflix
UNIT TIME UNIT ESSENTIAL QUESTIONS STANDARDS
SEMESTER 1
Relationship Building + Strong SEL focus Historical Thinking Skills: Stanford Historical
Thinking Chart.pdf
The purpose of Unit 0 is threefold: (1) to provide space and
time for developing a strong rapport with scholars and ● Sourcing
between scholars, (2) to learn about and strengthen ● Contextualization
● Corroboration
scholars’ course identities, and (3) engage scholars in ● Close Reading
instructional and classroom routines that will be utilized
throughout the entire school year. Within Unit 0, the goal is Common Core Standards:
not content mastery. We want to introduce content while
CCSS.ELA-LITERACY.RH.9-10.1
developing class culture and establishing classroom
routines and procedures while getting scholars excited to Cite specific textual evidence to support
learn throughout the year. analysis of primary and secondary sources,
attending to such features as the date and
● Why do identity, labels, and narratives matter in origin of the information.
history?
CCSS.ELA-LITERACY.RH.9-10.2
Unit 0: Identity &
August 16- August 20
Narratives Determine the central ideas or information of a
primary or secondary source; provide an
accurate summary of how key events or ideas
develop over the course of the text.

CCSS.ELA-LITERACY.RH.9-10.3

Analyze in detail a series of events described in

a text; determine whether earlier events caused
later ones or simply preceded them.

EthStu.2.17: Yesika Salgado - Annotation Guide

Assessment:
My Name - Yesika Salgado

Rubric:Reading Comprehension and Writing Skills

Rubrics for SS/ELD/EN

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 EthStu.1.1: I Am Poem - Google Slides

Assessment: “I am Poem” Template

Rubric:[Template] Rubric - EthSTu 1.1

Text(s)/Media
● My Name - Yesika Salgado
● What’s in a Name? | Isha Marthur |
TEDxYouth@WestVancouver
● I Am From Poem
● Where I’m From | a poem
● An Ethnic Studies Program Sued The
Lawmakers That Banned It (HBO)

In this four-week unit, students will explore the meaning of Historical Thinking Skills: Stanford Historical
words such as race and ethnicity as they pertain to Thinking Chart.pdf
individuals and communities. This Identity Unit contains a
LGBTQ “mini-unit” in which students will go beyond the ● Sourcing
notion of individual, community, state and national identity ● Contextualization
and develop an understanding and respect for the LGBTQ ● Corroboration
community. Additionally, students will be able to ● Close Reading
understand gender stereotypes and will be able to clarify
their own values and feelings by participating in class Common Core Standards:
discussions and writing exercises. The overall objective of
the Identity Unit is for students to explore themselves and CCSS.ELA-LITERACY.RH.9-10.1
how they fit into society.
Cite specific textual evidence to support
Unit 1: Essential Questions: analysis of primary and secondary sources,
Introduction to Ethnic August 16 - September ● Who are you? attending to such features as the date and
Studies and Identity 10 ● What is identity? origin of the information.
Weeks 1-4 ● How do we determine our identities?
● How do our identities determine our beliefs, values, CCSS.ELA-LITERACY.RH.9-10.2
decisions, and actions?
● How do other people see our identities? Determine the central ideas or information of a
● What is culture? How do we navigate cultural primary or secondary source; provide an
differences? accurate summary of how key events or ideas
● How do we balance our identities as individuals develop over the course of the text.
and our memberships in communities?

EthStu.1.4: Identity and Values -

Journal/Notebook

Assessment: Ethnic Studies Notebook Layout +

Warm Ups + Exit Tickets

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 Rubric:Reading Comprehension and Writing Skills
Rubrics for SS/ELD/EN

EthStu.1.2: In Lak Ech - HIPPO Analysis

Assessment:[Template] Introduction to In Lak

Ech and HIPPO analysis Document

Rubric: Reading Comprehension and Writing

Skills Rubrics for SS/ELD/EN

EthStu 1.7: Love Simon - Reflection Doc

Assessment: Love Simon Discussion Questions

Rubric: Reading Comprehension and Writing

Skills Rubrics for SS/ELD/EN

Text(s)/Media:
● [Template] Introduction to In Lak E…

In this four-week unit scholars engage with rigorous Google Slide Deck:
readings to internalize a deep understanding of
intersectionality EthStu.1.6: Oppressions & -ism's - Frayer Vocab
What is intersectionality? Scholars engage with rigorous
readings to internalize a deep understanding of Assessment: Vocabular (Ism's and Oppression)
intersectionality. Scholars begin this unit by reading why
Kimberlé Crenshaw created the term in the 1970’s. The unit EthStu.2.1: Redlining in the US - Google Doc
then goes on to define intersectionality as an analytic
sensibility, a way of thinking about identity and its Assessment: Racist Housing Policies
Unit 2:
relationship to power, with emphasis on race plus other
Intersectionality and September 13- October
identities. This is followed by scholars exploring the Rubric: Reading Comprehension and Writing
Cultural Wealth 8
intersections of their personal identities and creativity in the Skills Rubrics for SS/ELD/EN
Weeks 5-8
Self Portrait project. Next scholars have 8 close reading
lessons that each explore different facets of
intersectionality – requiring scholars to relate class, gender, EthStu.1.11: Systems of Oppression - Handout
pay gaps, homosexuality, being transgender, sex
trafficking, feminism and Black Lives Matter to Assessment: Make a Copy + Email: Oppression
intersectionality. Finally, scholars are given the opportunity Introduction Reading
to demonstrate deep understandings of intersectionality in
their analysis paper connecting the intersections of race, Rubric: Reading Comprehension and Writing
class and gender. Skills Rubrics for SS/ELD/EN

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 EthStu.1.15 : Empathy - Handout
● How does intersectionality affect your identity?
● What are some seen and unseen identities that Assessment: Schools Reopen with Masks
influence how you interact with others? Optional
● What are the different types of culture?
● What role does community and collective learning Rubric: Reading Comprehension and Writing
play in shaping culture and identity? Skills Rubrics for SS/ELD/EN
● What are the different lenses we look through that
form our identity?
● What is code-switching? *Intro to Ethnic Studies, Identity, Intersectionality
● How do all codes have value? (Slide Deck)
● How do language and code affect the way
people judge others? EthStu.1.5 : Matrix of Oppression - SlideDeck
● What defines a healthy community?
● How does membership in a community help or Assessment: Matrix of Oppression
hinder individuals’ resilience??
● What are the four I’s of Oppression (Internalized, EthStu.1.11: Unit 1 - Analysis - Exam
Ideological, Interpersonal, and Institutional?
Assessment: Santisteban: Unit 1 Identity Exam

EthStu.1.6: The 4 I's of Oppression Slidedeck

Assessment: Santisteban-The 4 Is of Oppression

Rubric: :[Template] Rubric - EthSTu 1.1

In this unit, scholars begin by reviewing current *Intro to Ethnic Studies, Identity, Intersectionality
circumstances surrounding the topic, and then each (Slide Deck)
subsequent lesson they walk further back into history
unpacking the historical context that has led to our current
situation. This unit starts in the present, by providing scholars EthStu. 1.19: Indigenous/Native American
statistics, definitions and immediate causes for the Columbus Day - Doc
school-to-prison pipeline. From here scholars start to
Unit 3: unpack how the prison industrial complex and uncover the Assessment: [Template] Pros and Cons of
Race + Systems of negative effects of Brown Vs. Board of Education on the Christopher Columbus
October 11 - December
Power and the education of people of color and other effects of Jim
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Dominant Narrative Crow Laws in the History of the United States. Rubric: Reading Comprehension and Writing
Weeks 9-12 Skills Rubrics for SS/ELD/EN

● What are the four I’s of Oppression (Internalized, Ethnic Studies PBL: Ethnic Studies PBL (Week by
Ideological, Interpersonal, and Institutional? Week) Template
● Whose voice is heard and whose isn’t?
● Who crafts laws and policies, and whom do those ● EthStu.1.29: Indigenous/Native American
policies benefit? Narrative + CounterNarratives - PBL
● What are different kinds of power? (Page 16)

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 ● What are overt and covert ways that systems ● EthStu.1.24: Latinx/Hispanic Narrative +
oppress groups of people? How do our identities CounterNarratives - PBL (Page 19)
afford us privilege and/or position us as members ● EthStu1.13: Black/African American
of marginalized groups? Narrative + CounterNarratives - PBL
(Page 22)
● EthStu.1.38: Pacific Islander/Asian
American Narrative + CounterNarratives
- PBL (Page 24)
● EthStu.1.15: PBL: Narrative +
CounterNarratives Visual Album (Video)
PBL (Page 29)
Ethnic Studies PBL:

Historical Narrative Visual Album Story Rubric

Text(s)
● Racist Housing Policies
● Schools Reopen with Masks Optional
● Pros and Cons of Christopher Columbus
SEMESTER 2
In this unit, scholars begin by looking at one particular EthStu.1.12: Analyze and describe the
approach to responding to injustice: the strategy of effectiveness of the various approaches
nonviolence. The first lesson helps students understand the employed by different leaders of the Civil Rights
goals and rationale that provided a foundation for the and Black Power movement.
philosophy of nonviolence as advocated by activists in the
civil rights movement, including James Lawson, Martin EthStu.1.14 - Analyze the effectiveness of the
Luther King Jr,Diane Nash, Bayard Rustin, John Lewis, Ella Civil Rights movement for African Americans.
Baker the Southern Christian Leadership Conference, the
Student Nonviolent Coordinating Committee, and many EthStu.1.34 - Analyze and describe the
others. Students will explore how this philosophy played out effectiveness of the various approaches
in practice throughout the civil rights movement. Students employed by different leaders of the Civil Rights
Unit 4: Civil rights will focus on the direct action tactics of nonviolence used movement (Dennis Banks, Clyde Bellecourt,
movements (BIPOC January 14 - February 25 at different points during the civil rights movement. Russell Means, Susan LaFlesche, LaDonna Harris,
communities) etc.).
Essential questions:
● How does the philosophy and practice of
nonviolence played out during various moments in Lesson Plan:
the civil rights movement? Ethnic Studies: January 18th - 31st, 2022
● How does the philosophy and practice of
nonviolence inform contemporary struggles Assessment(s):
against injustice and violence? ● Martin Luther King Jr.’s Letter from a
Birmingham
● HPL: Letter from a Birmingham Jail By:
Nearpod Team

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 Reading texts:
● banks-ojibwa-warrior-american-indian-
movement.pdf
● Thunder before the Storm: The
Autobiography of Clyde Bellecourt

● The Incredible Legacy of Susan La

Flesche, the First Native American to
Earn a Medical Degree | History |
Smithsonian Magazine

● https://ca.pbslearningmedia.org/resour
ce/d975a629-33ed-443c-b6ec-fcb09a04
834f/ladonna-harris-indian-101-educatio
nal-guide/

In this unit, Students will identify the components that EthStu.1.10 - Understand the impact and legacy
uphold post-colonial supremacy and power, how of colonialism on African Americans.
post-colonial supremacy has been normalized and
interpret historical and current events. EthStu.1.17 - Analyze the implications of the
concept of Manifest Destiny (e.g. Mexican
American War, Westward Expansion).

EthStu.1.16 - Analyze migration patterns of

Essential questions: pre-colonial, indigenous, maize – based groups
● How do you uncover a historical identity? and the impact of migration of the transference
● What has disrupted the historical identities of Black and preservation of language.
people in the U.S.?
Unit 5: Colonialism and ● How does knowledge of resistance cultivate a
Imperialism: the Social historical identity? Slide Deck:
construction of Race February 28- March 28 ● How can we reclaim and uncover our own Imperialism - Resistance in Africa + China
and Origins historical identities?

Assessment(s):

● Colonization In Africa Nearpod

● Student Analysis - Imperialism DBQ

[Make a Copy + Email Teacher]

● New Imperialism Document Analysis

● Imperialism Flocabulary

● Critiques of the Enlightenment

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 ● Imperialism Hyperslide Intro

● Slavery and Labor Systems of the Early

Modern Era

Scholars will be able to examine the EthStu.2.1 - Locate, interpret, and assess
achievement/opportunity gaps from both historical and information found in primary and secondary
contemporary perspectives, as well as the sources.
overrepresentation of minority students in special
education and the school-to-prison pipeline. Students will EthStu.2.2 - Describe how major historical events
also examine school reform and the impact on students are related to each other in time by
based on race, class, and dis/ability and the capacity of distinguishing between cause and effect,
law and policy to include (and exclude). Students will also
learn about the social construction of disabilities through sequence, and correlation
narratives.
Identity: EthStu.2.3 - Apply the principles of historical
● Who a person is and what makes them research to the History/Social Science discipline
that way.
by asking historical questions, evaluating data,
Disability:
● How society makes the differences of and analyzing different points of view.
people’s bodies and minds into problems
Mini Unit 6: Dis/ability Impairment:
Critical Race Studies March 29-April 22 ● When a specific part of someone’s body ● What is Disability Studies?
(DisCrit) for Inclusion or mind functions in a different way than
most people ● DISABILITY | How You See Me
Assistive technology:
● Any product, device, or service that ● Disability Awareness Activity Packet
makes tasks easier or possible for people
with and without disabilities
Resource​: ​National Disability Policy: A Progress
Report

Type​: Report

Summary​: Yearly report from the National

Council on Disability to the President. Gives
recommendations and findings on how to help
people with disabilities from a federal level
across many domains.

10
Use:​Primary source research on the current
state of the country on data about people with
disabilities.

Resource​: ​I Am Defined By My Disability

Type:​Blog

Summary​: Disability is an essential part of this

woman's life and identity; don't erase it when
talking about her (does mention sex).

Use:​Discussion on identity and how taking away

disability from people’s identity can be harmful.

Resource: ​Washington Assistive Technology Act

Program

Type:​Website

Summary:​Washington AT database on different

kinds of AT organized by activity and function;
includes Washington AT lending library.

Use:​Internet scavenger hunt to discover new

kinds of assistive technology.

Resource:​N​ationalPublicWebsiteonAssistiveTech
nology

Type:​Website

Summary:​Database on different kinds of AT

organized by function, activity, and vendor. Use:​
Internet scavenger hunt to discover new kinds of
assistive technology.

Resource: D​isability in KidLit

Type:W​ebsite
Summary:B​logpostsandresourcesaboutchildren’s
literaturefeaturingpeoplewithdisabilities.Use:C​re
atereadinglistofbooksfeaturingcharacterswithdis

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abilities.

Resource:‘​
ToSiriWithLove’andtheProblemWithNeurodiversity
Lite

Type:A​rticle
Summary:R​eviewbyanautisticactivistandattorne
yofacontroversialbookwrittenbyaparentofanauti
sticchild; defines neurodiversity and the issues
that pervade media relating to autistic
people.Use:D​efines neurodiversity;can be
applied to learning more about autism.

Resource:​D​isability Sensitivity Training Video

Type:​Youtube Video (3:40)

Summary:​Shows experiences of people with a

variety of disabilities in the workplace. Use:​
Discussion on do’s and don’ts of interaction with
people with disabilities.

Resource: A​n Introductory Guide to Disability

Language and Empowerment

Type:W​ebsite

Summary: Lists accessible definitions of disability

and language, including “differently abled" and
"d" v "D.” .Use:D​discussion person-first
language,reclaiming words,and the power of
language.

Resource: Disability Pride Toolkit and Resource

Guide Type:W​ebsite

Summary: ​Resource guide created by National

Council on Independent Living about the
importance of disability pride. Includes
representation of people with disabilities in the
media and video links.

Use: ​Provides additional definitions to terms

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 regarding disability.

Scholars will be able to examine the aspirational capital as

defined by Yosso as the “hopes and dreams” students Summary of yosso's cultural wealth model
have. They will also examine their own linguistic capital.
https://www.learningforjustice.org/learning-plan
● How can we support the maintenance and /community-cultural-wealth
growth of our own aspirations in a culture that may
harm us?
● To what degree can we utilize our cultural wealth
in dismantling systems of oppression (ideological,
interpersonal, internalized and/or institutionalized)

Tara J. Yosso: cultural wealth: "The Yosso Cultural Wealth

Model represents a framework to understand how students
of color access and experience school from a
strengths-based perspective."

Aspirational: "What are your hopes and dreams?" or "What

Unit 7: Restorative would the world be like if this person were President?"
April 25 - May 27
Justice and Healing
Linguistic: "How does speaking Spanish shape your
perspective on language arts? or "How does this person
express themselves?"

Familial: "What role does your family play in your learning?"

or "Who is this person inspired by? Who are their main
supporters?"

Social: "What do you need/expect/get from your

heritage-speaking peer group?" or "How does this person
collaborate?"

Navigational: "What changes for you when you are in

English- vs. Spanish-speaking space?" or "What has this
person had to do/accomplish to get to the place they are
today?"

Resistance: "How has your cultural or linguistic status

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 changed the way you think about concepts of
democracy, politics, social justice, and citizenship?" or
"What has this person been up against in their journey
towards leadership?"

Students reflect on ways they have responded to PBL - Ethnic Studies

Unit 8: Culminating oppression and create an action plan for resisting
May 30 - June 10
Project oppression and transforming their lives, relationships, and
communities through Project Based Learning (PBL).

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CALIFORNIA ETHNIC STUDIES CONTENT STANDARDS

EthStu.1.1 - Examine the process of identity formation as individuals, communities, states, and as a nation.
EthStu.1.2 - Explore the meaning of race as it pertains to individuals and communities.
EthStu.1.3 - Examine the idea of American citizenship and how hyphenated Americans get defined and/or redefined.
EthStu.1.4 - Consider how a nation confronts, emerges from, and atones for its past.
EthStu.1.5 - Evaluate how images, often stereotypes, can be used to marginalize an individual and/or groups.
EthStu.1.6 - Analyze human nature and consider what motivates individuals to take action.
EthStu.1.7 - Explore the histories, struggles, and triumphs of the LGBTQ community in the United States
EthStu.1.8 - Examine and evaluate gender stereotypes.
EthStu.1.9 - Examine and analyze the effects of dehumanization through the capture, trade, and enslavement of Africans, within a regional and global context.
EthStu.1.10 - Understand the impact and legacy of colonialism on African Americans.
EthStu.1.11 - Analyze the concept of white supremacy (including institutional racism, racial hierarchy, and oppression).
EthStu.1.12 - Analyze and describe the effectiveness of the various approaches employed by different leaders of the Civil Rights and Black Power movement.
EthStu.1.13 - Understand the role of ongoing resistance and self-determination in the trajectory of the African American community.
EthStu.1.14 - Analyze the effectiveness of the Civil Rights movement for African Americans.
EthStu.1.15 - Examine connections between current and historical events (e.g., How does #BlackLivesMatter relate to Selma?).
EthStu.1.16 - Analyze migration patterns of pre-colonial, indigenous, maize – based groups and the impact of migration of the transference and preservation of
language.
EthStu.1.17 - Analyze the implications of the concept of Manifest Destiny (e.g. Mexican American War, Westward Expansion).
EthStu.1.18 - Evaluate the impact of the Treaty of Guadalupe Hidalgo on peoples living in the ceded territories (e.g. social bandits, land grants, squatting, political
rights, racism).
EthStu.1.19 - Describe the role of violence, oppression, and persecution in the West (e.g. lynching, Texas Rangers, Bear Flag Revolt).
EthStu.1.20 - Examine the role of Mendez v. Westminster School District played in the desegregation of American schools.
EthStu.1.21 - Examine the tensions during WWII by analyzing the causes of the Zoot Suit Riots and the role of the media in shaping public opinion towards Latino
Americans.
EthStu.1.22 - Analyze Latino American participation in WWII and its impact on the development of the Mexican American Chicano movement.

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EthStu.1.23 - Analyze Latino immigration patterns between 1910 and 1950; evaluate U.S. immigration policies in the same era, including the impact of the Bracero
program.
EthStu.1.24 - Analyze and describe the effectiveness of the Civil Rights movement for Latinos
EthStu.1.25 - Analyze the development of political power within the Latino American community and its relationship to changing power structures in the United States.
EthStu.1.26 - Evaluate the impact of immigration policies on Latino Americans.
EthStu.1.27 - Examine the role of geography on the development of various American Indian cultures.
EthStu.1.28 - Analyze the worldviews, values, spiritual traditions, cultures, and contributions of various American Indian peoples.
EthStu.1.29 - Evaluate scholarly sources to consider the impact of U.S. policy on the American Indian population and whether or not these policies had the intent of
genocide on American Indian peoples, as defined by the 1948 United Nations Convention on Genocide.
EthStu.1.30 - Analyze U.S. policy on American Indian Boarding Schools and their impact on American Indian peoples (physical, mental, emotional, and spiritual).
EthStu.1.31 - Evaluate the impact of the reservation system on American Indians.
EthStu.1.32 - Evaluate the contributions of American Indians during WWII.
EthStu.1.33 - Analyze U.S. policy on relocation and its impact on American Indian peoples (1940 – 1970), with an emphasis on the move to urban centers.
EthStu.1.34 - Analyze and describe the effectiveness of the various approaches employed by different leaders of the Civil Rights movement (Dennis Banks, Clyde
Bellecourt, Russell Means, Susan LaFlesche, LaDonna Harris, etc.).
EthStu.1.35 - Analyze and evaluate the American Indian Movement (e.g. goals, methods, leaders, struggles, accomplishments).
EthStu.1.36 - Examine efforts to re-humanize through the restoration and revitalization of the physical, mental, emotional, and spiritual health of American Indian
communities (e.g. loss of language and culture, confronting drugs and alcohol, addressing rates of suicide, balanced ways of healing).
EthStu.1.37 - Examine the preservation and revitalization of tribal cultures, language, and traditions and the role of tribal values in community health and well – being.
EthStu.1.38 - Examine the experiences of various Asian groups in America.
EthStu.1.39 - Examine push – pull factors that led to Asian immigration to the United States.
EthStu.1.40 - Analyze the impact of legislation designed to limit Asian immigration to the United States (e.g. Chinese Exclusion Act, Gentlemen’s Agreement of 1907 –
1908).
EthStu.1.41 - Analyze the varied impacts of WWII on Asians in the United States (e.g. Japanese Internment, Korematsu v. United States, Magnuson Act).
EthStu.1.42 - Analyze the varied impacts of the Cold War on Asians in the United States (e.g. McCarran – Walker Act, Immigration and Nationality Act of 1965).
EthStu.1.43 - Examine the impact of the Civil Liberties Act of 1988.
EthStu.1.44 - Examine efforts by Asian Americans to preserve Asian cultures.
EthStu.1.45 - Analyze the development of political power within the Asian American community and its relationship to changing power structures in the United States.

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EthStu.2.1 - Locate, interpret, and assess information found in primary and secondary sources.
EthStu.2.2 - Describe how major historical events are related to each other in time by distinguishing between cause and effect, sequence, and correlation
EthStu.2.3 - Apply the principles of historical research to the History/Social Science discipline by asking historical questions, evaluating data, and analyzing different
points of view.
EthStu.2.4 - Ask historical questions and relate different points of view
EthStu.2.5 - Use writing to combine ideas, concepts, and information to craft a claim and draw connections among them.
EthStu.2.6 - Arrange historical events in sequential order and determine their correlation to each other.
EthStu.2.7 - Identify an author’s position on a historical event.
EthStu.2.8 - Identify and evaluate an author’s purpose in producing a document.
EthStu.2.9 - Hypothesize what the author will say before reading a document
EthStu.2.10 - Evaluate the trustworthiness of a source by considering genre, audience and purpose.
EthStu.2.11 - Understand how context and background information influence the content of a document.
EthStu.2.12 - Recognize that documents are products of particular points in time.
EthStu.2.13 - Establish what is probable by comparing documents to each other.
EthStu.2.14 - Recognize disparities between accounts.
EthStu.2.15 - Identify an author’s claims about an event.
EthStu.2.16 - Evaluate the evidence and reasoning the author uses to support claims.
EthStu.2.17 - Evaluate author’s word choice; understand that language is used deliberately

CALIFORNIA COMMON CORE STATE STANDARDS

Reading and Writing in History/Social Science

READING STANDARDS IN HISTORY/SOCIAL SCIENCE

Grades 9 - 10

Key Ideas and Details

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course
of the text.

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 3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social
science.
5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their
respective accounts.

Integration of Knowledge and Ideas

7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
8. Assess the extent to which the reasoning and evidence in a text support the author's claims.
9. Compare and contrast treatments of the same topic in several primary and secondary sources.

Range of Reading and Level of Complexity

10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.

WRITING STANDARDS IN HISTORY/SOCIAL SCIENCE

Grades 9 - 10

Text Types and Purposes

1. Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships
among the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and
counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience's knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and
concepts.

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 d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and
context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
NOTE:scholars’ narrative skills continue to grow in these grades. The Standards require that scholars be able to
incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies,
scholars must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
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.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products,
taking advantage of technology's capacity to link to other information and to display information flexibly and
dynamically.

Research to Build and Present Knowledge

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.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format
for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.

Instructional Block

The purpose of the instructional block is to ensure key elements of instruction are leveraged during time with scholars. In a History/Social Science classroom, there are
four primary goals, which the instructional block seeks to address:
1) Building reading skills through close reading diverse, complex texts, while acquiring key content knowledge
2) Writing daily with the use of evidence and reasoning
3) Building historical thinking skills through document analysis
4) Consistent and frequent engagement in academic discourse to process learning and communicate stances

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 This tool should help teachers structure a lesson, but should be modified to meet the needs of their scholars. Times for Close reading/doc. analysis and independent
task are cumulative.
INSTRUCTIONAL PRACTICES
COMPONENT FREQUENCY TIME
Reading Writing Speaking & Listening
Scholars engage in either a preparatory or review task upon entering class, including:
● Short writing prompt (claim, evidence, link/reasoning)
Start of every ● Vocabulary exercise
Do Now 10% of class
lesson ● Pre-reading for the day’s lesson to build background knowledge/contextualize the day’s learning & central
time
historical question
● Small group discussions to review homework or prepare for the day’s learning
Scholars engage in academic (Tier II) and content (Tier III) vocabulary development
to build knowledge and language skill. This time can be embedded in other parts of the block.
● Word sorts
● Concept maps
Word Study 2x-3x week 10% of class
● Word relationships
time
● Word cards (frayer model)
● Scholars come up with symbols, illustrations, or other visuals that represent vocabulary words
● Personal dictionaries/glossaries built into students’ class notebooks/journals
● Pair, small, whole group discourse
● Text dependent around:
questions (TDQs ○ documents/sources
● Close reading loops & annotating
Close ● Inquiry ○ discussion questions around
● Strategic shared reading
Reading 2x-3x week 30% of class stations/document content specific
● Small group reading
time analysis with TDQs concepts/ideas,
● Mentor texts ○ central historical questions
○ TDQs.
● Socratic seminar

● Claim, evidence,
● Small group document analysis and
● Small group reading link/reasoning
Student discourse
2x-3x week 30% of class ● Document analysis ● DBQ task
Investigation ● Presentations
time ● Inquiry stations ● Text dependent
● Socratic seminar
● Independent reading questions
● Show call
Scholars independently complete a task that demonstrates and synthesizes their understanding of the content
Exit and/or historical thinking skill:
End of every
ticket/Summ 20 % of class ● Short answer responses
lesson
ative task time ● CEL/CER writing task
● DBQ writing task

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HISTORICAL THINKING SKILLS

This chart elaborates on the historical reading skills of sourcing, corroboration, contextualization, and close reading. In addition to questions that relate to each skill,
the chart includes descriptions of how scholars might demonstrate historical thinking and sentence frames to support the development of these skills. For a more
comprehensive list of the AP Historical Thinking Skills, including descriptions of what proficient scholars can be expected to demonstrate, please click HERE.
HISTORICAL READING
QUESTIONS SCHOLARS SHOULD BE ABLE TO… PROMPTS
SKILLS
Sourcing & Situation ● Who wrote this? ● Identify the author’s position on the ● The author most likely believes . .
● Who is the intended audience? historical event ● I think the audience is . . .
● What is the author’s perspective? ● Identify and evaluate the author’s purpose ● Based on the source information, I
● When was it written? in producing the document Hypothesize think the author might . . .
● Where was it written? what the author will say before reading the ● I do/don’t trust this document
● What is the occasion? document because . . .
● Why was it written? ● Evaluate the source’s trustworthiness by
● Is it reliable? Why or why not? considering genre, audience, and purpose

Argumentation ● Articulate a simple claim that answers ● The document states _____. This
Develop an The skill of argumentation pairs with the prompt (affirmation or refutation of the shows ______
argument questions under the domains of other historical prompt) ● This proves [claim] because
thinking skills such as making connections and ● Provides basic information about historical ….[explain how evidence defends
developments & processes. Students should context, often limited to introduction. claim]
demonstrate the skill of argumentation ● Use 2-3 pieces of accurate historical ● According to _______, ….
through the development and analyses of evidence to support claim. Evidence is therefore….
their claims and evidence made in response often in the form of general statements.
to assigned prompts. ● Explain how evidence supports claim using
sentence frames, if necessary
● Uses 2 sources to support claim
Contextualization ● When and where was the document ● Understand how context/ background ● Based on the background
Analyze the context created? information influences the content of the information, I understand this
of historical events, ● What was different then? What was the document document differently because . . .
developments, or same? ● Recognize that documents are products of ● The author might have been
processes. ● How might the circumstances in which the particular points in time influenced by _____ (historical
document was created affect its context) . . .
content? ● This document might not give me
● What did __ look like before the changes the whole picture because . . .
to ___?

Claims & Evidence

Analyze arguments in ● What can most reasonably be concluded ● Identify and describe a claim and/or ● The author believes that…
primary & secondary based on [source/evidence]? argument in a text based or non-text-based ● According to the author…
sources ● In the [source/evidence], the author is source. ● The text states…

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 most clearly supporting what ● Identify the evidence used in a source to ● According to the text…
argument/claim? support an argument.
● Which of the following best
illustrates/describes the argument found in
the passage?
● What evidence best supports the
claim/argument?
Making Connections: ● What changed or stayed the same during ● Distinguish between a trend over time ● One change that occurred
Continuity & change the ___ period? periods (continuity) and changes over time between [dates], was…
Analyze patterns and ● How did ___ change between [dates]? periods. ● The reason this changed is
connections between ● What did ___ look like at the start of the ● Evaluate whether changes represent because…
and among historical ___ period? The end? progress or decline (using evidence) ● The biggest change to occur
developments & ● Recognize change as it occurs throughout was…
processes history ● One continuity in the ___ period
● Recognize factors that remain the same has been ___.
throughout the entire period. ● One thing that remained the same
between [dates] was ….
Making Connections: ● What were the causes of __? ● Explain at least one cause for an event ● In response to…
Causation ● What were the effects of __? ● Describe the consequences of a decision ● The causes of ___ were…
Analyze patterns and ● Why? made by a person or group of people ● This caused …
connections between ● What were the reasons for this event? ● This led to…
and among historical ● What factors contributed to a specific ● As a result, …
developments & pattern or trend? ● The reason for ____ is….
processes
Making Connections: ● How is one development like/unlike ● Identify the similarities and/or differences ● These events are different/similar
Comparison another development from the same between historical developments or because
Analyze patterns and time/a different time? processes. ● Unlike …
connections between ● Why did an event or development affect ● Explain the similarities and/or differences ● Similar to….
and among historical different groups in different ways? between historical events.
developments & ● How does a viewpoint (from a historical
processes actor or historian) compare with another
when discussing the same event or
historical development?
Corroboration ● What do other documents say? ● Establish what is probable by comparing ● The author agrees/disagrees with .
● Do the documents agree? If not, why? documents to each other . . These documents all agree/
● What are other possible documents? ● Recognize disparities between accounts disagree about . . .
● What documents are most reliable? ● Another document to consider
might be . . .
Close Reading ● What claims does the author make? ● Identify the author’s claims about an event ● I think the author chose these
● What evidence does the author use? Evaluate the evidence and reasoning the words in order to . . .
● What language (words, phrases, images, author uses to support claims ● The author is trying to convince me
symbols) does the author use to persuade ● Evaluate author’s word choice; understand ..
the document’s audience? that language is used deliberately ● The author claims . . .
● How does the document’s language ● Use reading strategies to comprehend literal ● The evidence used to support the
indicate the author’s perspective? meaning of grade level text. author’s claims is . . .
● Identify relevant text that answers

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 text-dependent questions provided by
teacher.
● Accurately answer text-dependent
questions and use these questions to answer
larger inquiry question.

VALUABLE US HISTORY RESOURCES FOR TEACHERS

Resource Potential Use(s)

Learning for Justice Selection of lesson plans that center around an anti-bias approach that encourages young people to
challenge prejudice and learn how to be agents of change in their own lives.

Stanford History Education Group Selection of lesson plans that utilize historical thinking, textbook excerpts, and primary sources to allow
students the opportunity to think like a historian.

Global oneness project Includes stories that facilitate the exploration of cultural, environmental, and social issues.

Teaching History In depth resource that offers best practices, lesson plan ideas, and text resources.

Facing History Lessons, texts, and other instructional resources that address racism, antisemitism, and prejudice at pivotal
moments in history.

Best History Sites A list of resources broken down by era with links to other places to get ideas. Great place to spend some
time if you’re teaching something for the first time and want to gather ideas.

Library of Congress Compilation of lesson plans divided by subtopic with primary sources.

Writing Resources CEL Rubric, Peer editing form

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