CULTURE, IDENTITY, AND TRANSFORMATION A CULTURALLY RELEVANT VIEWPOINT: GRADE 9

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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

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Personal Identity: Enduring Understanding: A person's identity begins before his or her birth. How a student sees herself or himself is critical to the way in which the student engages the world, and in many cases impacts the students level of agency and sense of empowerment. The development of a strong sense of identity not only elevates a students understanding of the world, for many students, especially historically underserved students it is also an antecedent to academic success. Examples and Explanations: Students will examine their understandings of themselves. Students define and articulate how they see themselves in this world. Students will deconstruct and reconstruct these understandings while analyzing and evaluating their epistemological and ontological understandings regarding themselves. Students will identify the influences in their lives that have helped to shape their identities. Students will critically evaluate and analyze the intent of these influences. Given these deconstructed and reconstructed understandings, students will construct a living definition of who they are, who they seek to be, and the role they will play in the effort to create a more just and humane Tucson, national and world community. Common Core 11-12.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance 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 and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form that anticipates the audiences knowledge level, concerns, values, and possible biases. 11-12.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic.

Self and Family: Enduring Understanding: Families are the sites of the creation and nurturing of identity, values, attitudes and many behaviors. Examining the notion of identity development, especially with regard to the relationships and values of the family is beneficial to nurturing students understanding of the world. In most cases, with the TUCSON UNIFIED SCHOOL DISTRICT 2|Page

CULTURE, IDENTITY, AND TRANSFORMATION A CULTURALLY RELEVANT VIEWPOINT: GRADE 9

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evolution of a consciousness about self and family comes a deeper sense of understanding, freedom and responsibility that become preliminary blocks in the development of a bridge between childhood, adulthood, empathy and civic engagement. Examples and Explanations: Students will examine the different structures of family, define family and construct an argument regarding the importance and the role of family. The following are some of the questions students will consider during this exercise: 1. How do you define family? Are there different forms of family? Explain. 2. How does your self identity intersect with the values spoken and lived within your family? 3. Is there anything about your family that you would like to change? 4. Identify the aspects of your family of which you are most proud. 5. Which relationships within your family, as addressed in question #1, do you most cherish and why? Students will analyze, evaluate, and formulate a position regarding the importance of their families in the shaping of their cultural identity. Student will analyze, evaluate, and formulate position regarding the importance of their families in the shaping of their personal identity. Student will analyze, evaluate, and formulate a position articulating the nature of the intersection between their cultural identity and their personal identity. Students will explore and document their family roots. In an effort to deepen the students' understanding of their identity they will research, document and present their family stories. Self and Peers: Enduring Understandings: Identities often are shaped by those we are connected to through shared values, expectations and experiences. Individuals are so commonly defined by their associations with others that often it is difficult to define ones identity without them. Examples and Explanations: TUCSON UNIFIED SCHOOL DISTRICT Common Core 3|Page Common Core 11-12.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance 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 and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form that anticipates the audiences knowledge level, concerns, values, and possible biases. a. Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic.

CULTURE, IDENTITY, AND TRANSFORMATION A CULTURALLY RELEVANT VIEWPOINT: GRADE 9

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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.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.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.

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 for everyone. Examples and Explanations: Students will define culture and sub-culture. Students will examine how and TUCSON UNIFIED SCHOOL DISTRICT Common Core 11-12.RH.1. Cite specific textual evidence to support analysis of primary 4|Page

CULTURE, IDENTITY, AND TRANSFORMATION A CULTURALLY RELEVANT VIEWPOINT: GRADE 9

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why some cultures are labeled sub-cultures. Students will examine and identify various cultures within the United States. Student will analyze, evaluate, and formulate a position articulating the nature and importance of culture in the United States. Student will analyze, evaluate, and formulate a position on the valuation and devaluation of culture. Student will investigate, evaluate, and formulate a position articulating how culture can be both a unifying and divisive force in human relations. Students will identify, examine and describe the beliefs, norms and social practices of three cultural groups to which they belong and that shape their identity. By creating a two-sided representation of a culture to which they belong, students will depict and challenge stereotypical representations of this cultural group. Students will formulate a position exploring historic and enduring cultural misconceptions and stereotypes. Students will define the following concepts and provide examples of their impact on levels of access, equity and justice: 1. Acculturation 2. Assimilation 3. Ethnicity Students will identify and address ways of overcoming cultural biases and assumptions in their communities. 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.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance 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 and thoroughly, 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. and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

Self and Community: Enduring Understandings: The development of a community is an outcome of relationships usually forged through the recognition of common interests that unite people. Our connection to a community or communities is essential to the development of our sense of self and our ability to acquire the resources required to meet our needs and achieve our goals. TUCSON UNIFIED SCHOOL DISTRICT 5|Page

CULTURE, IDENTITY, AND TRANSFORMATION A CULTURALLY RELEVANT VIEWPOINT: GRADE 9

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Individuals make a difference in their community. There are different kinds of communities. Each person is part of a community/ multiple communities. Individuals shape their community or communities, and each community shapes the individuals within its membership. . Explanation and Examples: Students will examine and define their understanding of community, what it means to be member of a community, and how community membership is established. Students will define the following terms and describe how they fit into their understanding of community: a) Justice b) Kindness c) Peace d) Equality e) Equity f) Civil Society g) Trust h) Responsibility Students will enhance their understanding of these concepts by utilizing books, newspapers, magazines and film as textual evidence. 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 an understanding 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. 11-12.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance 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.

Students will critique their definitions and descriptions with a focus on how they constructed them. Students will identify and examine the source of their information, and ask the questions, what is the intent of the information? And, what unseen oppressions exist in their definitions and descriptions? And, how are these unseen oppressions enacted in their community? Students will define and debate concepts of who is American and what it means to be American? Students will evaluate and assess how these understandings impact their lives and the lives of those in their communities. Students will examine, construct and defend their position regarding: a) What it means to develop community; b) What are the hindrances to community development; c) What is meant by a healthy community; TUCSON UNIFIED SCHOOL DISTRICT

b. Develop claim(s) and counterclaims fairly and thoroughly, 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 6|Page

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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. 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) Humanity b) Social Constructs c) Hegemony d) Race e) Racism f) Sexism g) Class h) Classism i) Ableism j) Social stratification TUCSON UNIFIED SCHOOL DISTRICT 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 an understanding 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. 7|Page investigation.

CULTURE, IDENTITY, AND TRANSFORMATION A CULTURALLY RELEVANT VIEWPOINT: GRADE 9

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k) l) m) n) o) p) q) Subordination Privilege Oppression Gender Religion Religious Oppression Sexual Orientation 11-12.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance 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 and thoroughly, 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.

Students will analyze and evaluate the notion that the above concepts are all social constructions. Students will formulate and present an argument articulating the purpose of social constructions, and who has benefitted from their construction. Students will analyze and evaluate how and why the above concepts have been constructed historically and in the present, and how they can transform these social constructions as a means of creating a more humane, just and equitable society.

Students will also examine: a) How they have perpetuated these social constructions; b) Why they have perpetuated these constructions; c) What has been the impact of their perpetuation of these social constructions; d) What hinders their ability to transcend these social constructions; e) How they can personally address the self manifestation of these constructions; f) How can they help their schools and communities implement plans and structures that engage and combat these social constructions as a means of building more inclusive and equitable schools and communities? Critical Media Literacy and Analysis

Enduring Understandings: Critical media literacy is the exploration and exposure of the structures of manipulation. This is essential because it goes beyond simply coming to voice. A critical media literacy study opens a space to historically underserved (and all students) to struggle against different forces of injustice, and to construct their own knowledge. The entirety of this work ties in with how students and historically underserved groups engage with larger socio-political issues of race, culture, gender, disability, class, political economy and power.

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CULTURE, IDENTITY, AND TRANSFORMATION A CULTURALLY RELEVANT VIEWPOINT: GRADE 9

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Explanation and Examples: Students will examine and evaluate how and why the media portray the characteristics of various cultural groups; how the media shapes cultural beliefs and behaviors; and how the media portrays racially or sexually derogatory images of certain social and cultural groups. Students will examine, evaluate and construct an argument articulating how the media can be used to posit positive, empowering images of these same social and cultural groups. Students will examine and evaluate how social media influenced their identity; what impact social media have on our society; and the impact of social media on the nurturing or breaking down of community. 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 an understanding 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.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance 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 and thoroughly, 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.

Creating a Better World Enduring Understanding: America's identity and ideals has been forged through many stormy; the nation needed to choose between following the system of the English Monarchy or the ideals founded on Jefferson's statement that "...all men [and women] are created equal."

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CULTURE, IDENTITY, AND TRANSFORMATION A CULTURALLY RELEVANT VIEWPOINT: GRADE 9

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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 plan 2. Potential allies 3. Potential stakeholders 4. Potential roadblocks Common Core 11-12.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance 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 and thoroughly, 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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Researchers and educators have increasingly recognized the convergence of cultural relevancy and cultural responsiveness and the academic achievement of historically underserved children and adolescents.1 Various explanations have been offered to explain achievement and/or underachievement of historically underserved student populations, and most implicate the role of youths' ethnic identity beliefs, or their self-constructed definitions of the relevance and meanings associated with being a member of their ethnic group.2 The United States education system has created many systematic and structural risks for its historically underserved student populations.3 A strong sense of identity not only nurtures positive achievement and academic ideals, it helps all students preserve a high level of academic motivation and stronger sense of social responsibility.4 Our effort to create a truly inclusive and equitable academic curriculum and climate begins with a focus on identity. It is our belief that the use of identity as an academic artifact and asset will contribute to an environment where historically underserved students enjoy a true opportunity to excel academically.

Altschul, I., Oyserman, D., & Bybee, D. (2006). Racial-ethnic identity in mid-adolescence: Content and change as predictors of academic achievement. Child Development, 77(5), 11551169. Cammarota, J. & Romero, A. (2006). A Critically Compassionate Intellectualism for Latina/o Students: Raising Voices Above the Silence in Our Schools. Multicultural Education. Cammarota, J. & Romero, A. (2008). The Social Justice Education Project: A Critically Compassionate Intellectualism for Chicana/o Students. In W. Ayers, T. Quinn, & D. Stovall (Eds.) Handbook for Social Justice in Education. Cammarota, J. & Romero, A. (2009). Participatory Action Research and the Creation of Critically Compassionate Intellectualism. Qualitative Inquiry in Participatory Action Research. Cammarota, J. & Romero, A. (2011). Participatory Action Research for High School Students: Transforming Policy, Practice, and the Personal with Social Justice Education. Education Policy. Chavous, T. M., Bernat, D., Schmeelk-Cone, K., Caldwell, C., Kohn-Wood, L. P., & Zimmerman, M. A. (2003). Racial identity and academic attainment among African American adolescents. Child Development, 74(4), 10761091. Romero, A. (2008). Towards a critically compassionate intellectualism model of transformative education: Love, hope, identity, and organic intellectualism through the convergence of critical race theory, critical pedagogy, and authentic caring. Unpublished doctoral dissertation, University of Arizona. 2 Fordham, S. (1988). Racelessness as a factor in Black students' school success: Pragmatic strategy or pyrrhic victory? Harvard Educational Review, 58(1), 5484. Fordham, S., & Ogbu, J. (1986). Black students' school success: Coping with the burden of acting White. Urban Review, 18, 176206. Altschul, I., Oyserman, D., & Bybee, D. (2006). Racial-ethnic identity in mid-adolescence: Content and change as predictors of academic achievement. Child Development, 77(5), 11551169. Chavous, T. M., Bernat, D., Schmeelk-Cone, K., Caldwell, C., Kohn-Wood, L. P., & Zimmerman, M. A. (2003). Racial identity and academic attainment among African American adolescents. Child Development, 74(4), 10761091 3 Spring. J (2008). The American school: From the Puritans to no child left behind. New York: McGraw-Hill Higher Education. 4 Sleeter, C. (2011). The Value of Ethnic Studies.

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