Unit 5: Currently Marginalized Groups

Overview
In this unit, students should analyze the current marginalization of different groups in contemporary American
society: LGBT, Hispanic Americans, Middle Eastern Americans, multiracial Americans, atheists, and other groups at
teacher discretion. Students should examine the current historical context of their marginalization and make
connections to other groups and time periods similar to the current situations. Students should use legal
documents, literature, propaganda, art, music, and pop culture media to analyze how these groups have been (and
are being) marginalized both legally and culturally. Students should use a variety of texts to identify stereotypes
and prejudices and analyze where and how those negative perceptions are displayed and disseminated. Students
should also be able to describe the current movements of the marginalized groups and analyze both the support
they receive and the opposition they face. Students should examine how these groups are excluded from the
current definitions of American identity, the human ideal, and the American Dream, and they should be able to
articulate the various groups desires for new status in contemporary American society and logically predict (and
support that prediction) what the new status will be for the different groups and explain why, using connections to
previous cycles of change in marginalized groups. Students should also examine pop culture media and
technological innovations as a means of both perpetuating the marginalization as well as furthering a groups
movement, and they should decide whether these means have ultimately positive or negative influences on
American perceptions of identity, the human ideal, and the American Dream.

Note to Teachers
In this unit, students should continue sharing what theyre learning in their Independent Study research as it
connects to issues facing currently marginalized groups. Teachers should hold students accountable for outside
research, reading, writing, and sharing as part of the Independent Study and seminar aspects of the course. See
Unit 2 for lists of items and knowledge that students may choose to share. When students share their factual
knowledge, they should also offer analysis and insights into this knowledge as it is relevant to the current position
of currently marginalized groups within the cycle of change.

Generalizations
1.

There are groups in contemporary American society that are currently being marginalized and excluded from
contemporary definitions of identity, the human ideal, and the American Dream.

2.

Since the cycle of change follows a predictable pattern, the current context and process of this marginalization
share similarities to the marginalization of previous historical groups from a variety of time periods.

3.

Legal documents, government and corporate media, literature, propaganda, art, music, technology, and pop
culture media can provide documentation of this current marginalization as well as for evidence of the
movements that have begun as a result of challenges offered by the marginalized groups.

4.

These types of texts reveal stereotypes and prejudices while also providing the avenues through which these
negative perceptions are displayed and disseminated, but they also have the potential to challenge those
negative perceptions if marginalized groups can gain access to them.

5.

Some currently marginalized groups have been legally and culturally marginalized due to cultural background,
socioeconomic status, race/ethnicity, gender identity/roles, religious affiliation, education, and physical
location, and evidence of this marginalization/disenfranchisement can be found in todays legal/historical
documents, literature, philosophy, art, music, and popular culture.

6.

Some currently marginalized groups are using legal/governmental means, literature, philosophy, art, music,
and pop culture media to challenge the contemporary American concepts of freedom, equality, and justice.

7.

Social divisions due to immigration, migration, and settlement may be sources conflict and tension among
American citizens today, and this conflict and tension are often reflected in regional literature, philosophy, art,
music, and pop culture.

8.

Innovations in technology, transportation, communication methods, and pop culture media can serve either to
perpetuate the established marginalization or work with the movements of marginalized groups toward a new
status.

American Humanities, Unit 5

9.

Americas relationship with the environment can contribute to the marginalization of certain groups, and this
relationship can be reflected in legal/governmental documents, literature, philosophy, art, music, and pop
culture media.

10. Educational opportunities, utopian ideals, economic issues, and recent wars are important factors in the
marginalization of certain groups, and they affect the groups definitions of identity, the human ideal, and the
American Dream.

American Humanities, Unit 5

Essential Questions
1.

Who are some groups in contemporary American society that are currently being marginalized?

2.

How are these groups excluded from contemporary definitions of identity, the human ideal, and the American
Dream?

3.

Why have these groups been marginalized (cultural background, socioeconomic status, race/ethnicity, gender
identity/roles, religious affiliation, education, physical location)?

4.

How does the marginalized group desire to change contemporary definitions of identity, the human ideal, and
the American Dream?

5.

In which stage of the cycle of change are these currently marginalized groups?

6.

How do the context and process of this contemporary marginalization parallel the marginalization of previous
historical groups from different time periods?

7.

What legal or governmental documents reinforce this marginalization?

8.

How is this marginalization evident in contemporary literature, philosophy, art, music, and pop culture media?

9.

How do legal/governmental documents, literature, philosophy, art, music, and pop culture media reflect the
marginalized groups stage in the cycle of change?

10. How do legal/governmental documents, literature, philosophy, art, music, and pop culture media disseminate
contemporary stereotypes and prejudices, and is there any evidence that the marginalized group is attempting
to use any of these venues to challenge contemporary norms and petition for change?
11. How have immigration, migration, and settlement negatively influenced some contemporary groups and
contributed to their marginalization?
12. What are some innovations in technology, transportation, communication methods, and pop culture media
from the last half-century that is being used to perpetuate the contemporary marginalization?
13. Is there any evidence that the contemporary marginalized groups are attempting to utilize recent innovations
in technology, transportation, communication methods, and pop culture media to challenge social norms and
petition for change?
14. How does Americas relationship with the environment affect the marginalization of certain groups of people?
15. How do legal/governmental documents, literature, philosophy, art, music, and pop culture media relating to
the environment reveal reasons for or ways in which some groups are being marginalized?
16. How are contemporary philosophical and/or religious texts being used to either perpetuate or challenge
contemporary marginalization?
17. How are contemporary educational opportunities contributing to the marginalization of certain groups of
people?
18. How does access to educational opportunities contribute to a marginalized groups sense of identity, the
human ideal, and the American Dream?
19. How do utopian ideals, including the notion of universal prosperity, factor into the marginalization of some
contemporary groups, and how do these ideals affect their definitions of identity, the human ideal, and the
American Dream?
20. In what ways are currently marginalized groups challenging the contemporary concepts of freedom, equality,
and justice?
21. How are contemporary wars affecting marginalized groups, and how is this marginalization reflected in the
legal/governmental documents, literature, philosophy, art, music, and pop culture media relating to the topic
of war and conflict both abroad and at home?

22. How have economic factors in recent times affected the marginalization of certain groups in American society?

American Humanities, Unit 5

Unit Goals
What do students need to KNOW?
Groups who are currently marginalized
How groups are being marginalized
Why groups are being marginalized
The stages in the cycle of change for the
marginalized groups
The similarities of current marginalization to that
of previous groups
Legal/governmental documents, literature,
philosophy, art, music, and pop culture media
that reflect the marginalization
Legal/governmental documents, literature,
philosophy, art, music, and pop culture media
that are being used to petition for change
How legal/governmental documents, literature,
philosophy, art, music, and pop culture media
display and disseminate stereotypes and
prejudices
How current groups are using
legal/governmental documents, literature,
philosophy, art, music, and pop culture media to
challenge concepts of freedom, equality, and
justice
How immigration, migration, and settlement
may contribute to marginalization
How legal/governmental documents, literature,
philosophy, art, music, and pop culture media
reflect conflicts regarding immigration,
migration, and settlement
Which innovations in technology, transportation,
communication methods, and pop culture media
from the last half-century are being used to
perpetuate and/or challenge marginalization
How Americas relationship with the
environment can affect marginalization of
contemporary groups
How legal/governmental documents, literature,
philosophy, art, music, and pop culture media
reflect environmental concerns in relation to
certain groups
How educational opportunities, utopian ideals,
economic issues, and recent wars factor into
marginalization
How educational opportunities, utopian ideals,
economic issues, and recent wars affect
marginalized groups definitions of identity, the
human ideal, and the American Dream
How legal/governmental documents, literature,
philosophy, art, music, and pop culture media
reflect concerns regarding educational
opportunities, utopian ideals, economic issues,
and recent wars in relation to marginalized
groups

American Humanities, Unit 5

What do students need to be able to DO?

Identify currently marginalized groups
Explain how and why some groups are being
marginalized in contemporary American society
Identify the marginalized groups stage in the
cycle of change
Compare current marginalization to that of
previous groups
Analyze how legal/governmental documents,
literature, philosophy, art, music, and pop
culture media reflect current marginalization
Analyze how legal/governmental documents,
literature, philosophy, art, music, and pop
culture media are being used to petition for
change
Explain how legal/governmental documents,
literature, philosophy, art, music, and pop
culture media display and disseminate
stereotypes
Analyze how currently marginalized groups are
using legal/governmental documents, literature,
philosophy, art, music, and pop culture media to
challenge contemporary American concepts of
freedom, equality, and justice
Explain how immigration, migration, and
settlement can contribute to marginalization
Analyze how legal/governmental documents,
literature, philosophy, art, music, and pop
culture media reflect conflicts regarding
immigration, migration, and settlement
Identify which innovations in technology,
transportation, communication methods, and
pop culture media from the last half-century are
being used to perpetuate current
marginalization
Identify which innovations in technology,
transportation, communication methods, and
pop culture media from the last half-century are
being used to challenge current marginalization
Analyze how Americas relationship with the
environment affects the marginalization of
certain groups
Analyze how legal/governmental documents,
literature, philosophy, art, music, and pop
culture media reflect environmental concerns in
relation to certain groups
Analyze how educational opportunities, utopian
ideals, economic issues, and recent wars factor
into marginalization
Analyze how educational opportunities, utopian
ideals, economic issues, and recent wars affect
marginalized groups definitions of identity, the
human ideal, and the American Dream
Analyze how legal/governmental documents,

literature, philosophy, art, music, and pop

culture media reflect concerns regarding
educational opportunities, utopian ideals,
economic issues, and recent wars in relation to
marginalized groups
Logically predict the future course of the cycle of
change for contemporary marginalized groups,
using connections to previous historical groups

I Can Statements

I Can identify currently marginalized groups.

I Can explain how and why some groups are being marginalized in contemporary American society.

I Can identify the marginalized groups stage in the cycle of change.

I Can compare current marginalization to that of previous groups.

I Can analyze how legal/governmental documents, literature, philosophy, art, music, and pop culture
media reflect current marginalization.

I Can analyze how legal/governmental documents, literature, philosophy, art, music, and pop culture
media are being used to petition for change.

I Can explain how legal/governmental documents, literature, philosophy, art, music, and pop culture
media display and disseminate stereotypes.

I Can analyze how currently marginalized groups are using legal/governmental documents, literature,
philosophy, art, music, and pop culture media to challenge contemporary American concepts of
freedom, equality, and justice.

I Can explain how immigration, migration, and settlement can contribute to marginalization.

I Can analyze how legal/governmental documents, literature, philosophy, art, music, and pop culture
media reflect conflicts regarding immigration, migration, and settlement.

I Can identify which innovations in technology, transportation, communication methods, and pop
culture media from the last half-century are being used to perpetuate current marginalization and
which are being used to challenge current marginalization.

I Can analyze how Americas relationship with the environment affects the marginalization of certain
groups.

I Can analyze how legal/governmental documents, literature, philosophy, art, music, and pop culture
media reflect environmental concerns in relation to certain groups.

I Can analyze how educational opportunities, utopian ideals, economic issues, and recent wars factor
into marginalization.

I Can analyze how educational opportunities, utopian ideals, economic issues, and recent wars affect
marginalized groups definitions of identity, the human ideal, and the American Dream.

I Can analyze how legal/governmental documents, literature, philosophy, art, music, and pop culture
media reflect concerns regarding educational opportunities, utopian ideals, economic issues, and
recent wars in relation to marginalized groups.

I Can logically predict the future course of the cycle of change for contemporary marginalized groups,
using connections to previous historical groups.

American Humanities, Unit 5

Aligned Course Essential Standards

C.1
Understand
how American
culture
defines what
it means to
be an
American.

C.2
Understand
the role of
conformity
and
individualism
in American
culture.

C.3
Understand
how poverty,
affluence, and
the American
Dream have
influenced
American
culture.

C.1.1 Analyze
expressions
of identity
within
American
literature,
philosophy,
and the arts.
C.1.3
Compare
ways that
various ethnic
and cultural
communities
in America
have
articulated
the self.
C.1.4
Compare
ways in which
the human
ideal has
been
expressed in
American
culture.
C.1.5
Evaluate the
extent to
which
American
affluence has
affected
individual
identity.

C.2.1 Explain
how
conformity
and
individuality
have
influenced
American
literature,
philosophy,
and the arts.
C.2.3
Evaluate the
extent to
which
individualism
and the belief
in the human
capacity to
solve
problems has
influenced
American
literature,
philosophy,
and the arts.

C.3.1
Compare
multiple
perspectives
of the
American
Dream using
examples of
American
literature,
philosophy,
and the arts.
C.3.3
Evaluate
universal
prosperity as
a Utopian
ideal founded
in the
American
Dream.
C.3.4
Evaluate the
extent to
which
poverty,
affluence, and
the American
Dream have
affected
literature,
philosophy,
and the arts.

American Humanities, Unit 5

C.4
Understand
how American
culture has
sought to
balance
individual
rights with
the common
good.
C.4.1
Deconstruct
the concepts
of freedom,
equality, and
justice in
American
literature,
philosophy,
and the arts.
C.4.2 Explain
how
discrepancies
in freedom,
equality, and
justice
influenced
American
literature,
philosophy,
and the arts.

C.5
Understand
how conflict
and
consensus
influences
American
culture.

C.6
Understand
how human
interaction
with land and
nature has
impacted
American
culture.

C.5.1 Analyze
the
relationship
between
conflict and
consensus in
American
literature,
philosophy,
and the arts.
C.5.3 Analyze
the
relationship
between
warfare and
American
culture.
C.5.4 Analyze
American
societal
perceptions of
women.
C.5.5 Explain
how social
movements
on behalf of
civil rights
and reform
have
influenced
American
culture.
C.5.6
Evaluate the
extent to
which conflict
and
consensus
have shaped
American
literature,
philosophy,
and the arts.

C.6.1 Explain
how human
interaction
with land and
nature
impacted the
development
of literature,
philosophy,
and the arts.
C.6.4 Analyze
the
relationship
between
regionalism
and cultural
development.

C.7
Understand
the
relationship
between
industrializati
on,
urbanization,
and American
culture.
CC.7.2
Analyze the
relationship
between
urban
immigration,
migration,
and American
culture.

C.8
Understand
the
relationship
between
innovation
and American
culture.

C.8.1 Explain
how
innovations in
technology,
transportation
, and
communicatio
n influenced
American
literature,
philosophy,
and the arts.
C.8.2 Analyze
various
genres of
American
music, in
terms of
origins,
development,
cultural
effects, and
distribution
through radio
and
television.
C.8.3 Analyze
the
development
of popular
culture in
terms of
psychology,
advertising,
and
consumerism.
C.8.4
Evaluate
mediums of
popular
culture, such
as music,
television,
photographs,
and movies,
in terms of
historical
context and
accuracy.

American Humanities, Unit 5

Common Core Standards for Literacy in History and Social Studies

READING

WRITING

CMS CCSS Power Standards:

CMS CCSS Power Standards:

R.11-12.1 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.

W.11-12.1 Write arguments focused on

discipline-specific content.

R.11-12.10 Read and comprehend history/social

studies texts in the grade 11-CCR text complexity
band independently and proficiently.

W.11-12.2 Write informative/explanatory texts,

including the narration of historical events,
scientific procedures/ experiments, or technical
processes.

Additional Reading Standards:

Additional Writing Standards:

R.11-12.2. Determine the central ideas or

information of a primary or secondary source;
provide an accurate summary that makes clear the
relationships among the key details and ideas.

W.11-12.3 not applicable as a separate

requirement

R.11-12.3. Evaluate various explanations for

actions or events and determine which explanation
best accords with textual evidence, acknowledging
where the text leaves matters uncertain.
R.11-12.4. Determine the meaning of words and
phrases as they are used in a text, including
analyzing how an author uses and refines the
meaning of a key term over the course of a text
(e.g., how Madison defines faction in Federalist No.
10).
R.11-12.5. Analyze in detail how a complex
primary source is structured, including how key
sentences, paragraphs, and larger portions of the
text contribute to the whole.
R.11-12.6 Evaluate authors differing points of
view on the same historical event or issue by
assessing the authors claims, reasoning, and
evidence.
R.11-12.7 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.
R.11-12.8 Evaluate an authors premises, claims,
and evidence by corroborating or challenging them
with other information.
R.11-12.9 Integrate information from diverse
sources, both primary and secondary, into a
coherent understanding of an idea or event, noting

American Humanities, Unit 5

W.11-12.4 Produce clear and coherent writing in

which the development, organization, and style are
appropriate to task, purpose, and audience.
W.11-12.5 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.
W.11-12.6 Use technology, including the Internet,
to produce, publish, and update individual or
shared writing products in response to ongoing
feedback, including new arguments or information.
W.11-12.7 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.
W.11-12.8 Gather relevant information from
multiple authoritative print and digital sources,
using advanced searches effectively; assess the
strengths and limitations of each source in terms of
the specific task, purpose, and audience; integrate
information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a
standard format for citation.
W.11-12.9 Draw evidence from informational texts
to support analysis, reflection, and research.

discrepancies among sources.

W.11-12.10 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.

Assessment Options:
W1- Literacy Common Core Power Standard: Writing Arguments

After reading a variety of texts, write ____ that argues your position on ____. Support your position with
evidence from your research. Be sure to acknowledge competing views, and give examples from past
or current events or issues to illustrate and clarify your position.
o

Example: After analyzing a variety of written and visual texts, write an essay that argues your
position on the logical course through the cycle of change that a contemporarily marginalized
group will follow. Support your position with evidence from your research and with connections
to the cycles of change for historically marginalized groups. Be sure to acknowledge competing
views, and give examples from past or current events or issues to illustrate and clarify your
position.

Example: After analyzing a variety of written and visual texts, write an essay that argues your
position on the currently marginalized group that is most likely to achieve a beneficial status by
the end of the cycle of change, whether assimilation or new status. Support your position with
evidence from your research and with connections to the cycles of change for historically
marginalized groups. Be sure to acknowledge competing views, and give examples from past or
current events or issues to illustrate and clarify your position.

Example: After analyzing a variety of written and visual texts, write an essay that argues your
position on which factor contributes most significantly to the marginalization of the majority of
the contemporarily marginalized groups (cultural background, socioeconomic status,
race/ethnicity, gender identity/roles, religious affiliation, educational opportunities, physical
location). Support your position with evidence from your research and with connections among
contemporarily marginalized groups. Be sure to acknowledge competing views, and give
examples from past or current events or issues to illustrate and clarify your position.

[QUESTION] After reading a variety of texts, write ____ that addresses the question, and support your
position with evidence from the texts. Be sure to acknowledge competing views. Give examples from
past or current events or issues to illustrate and clarify your position.
o

Example: What is the logical course through the cycle of change that a contemporarily
marginalized group will follow? After analyzing a variety of written and visual texts, write an
essay that addresses the question, and support your position with evidence from the texts and
with connections to the cycles of change for historically marginalized groups. Be sure to
acknowledge competing views. Give examples from past or current events or issues to illustrate
and clarify your position.

Example: Which contemporarily marginalized group is most likely to achieve a beneficial status
by the end of the cycle of change (assimilation or new status)? After analyzing a variety of
written and visual texts, write an essay that addresses the question, and support your position
with evidence from the texts and with connections to the cycles of change for historically
marginalized groups. Be sure to acknowledge competing views. Give examples from past or
current events or issues to illustrate and clarify your position.

Example: Which factor contributes most significantly to the marginalization of the majority of
the contemporarily marginalized groups (cultural background, socioeconomic status,
race/ethnicity, gender identity/roles, religious affiliation, educational opportunities, physical
location)? After analyzing a variety of written and visual texts, write an essay that addresses the
question, and support your position with evidence from the texts and with connections among

American Humanities, Unit 5

contemporarily marginalized groups. Be sure to acknowledge competing views. Give examples

from past or current events or issues to illustrate and clarify your position.

American Humanities, Unit 5

W2- Literacy Common Core Power Standard: Writing Informative Texts

After reading a variety of texts, write a ____ that defines ____ and explains ____. Support your discussion
with evidence from your research. What conclusions or implications can you draw?
o

Example: After analyzing a variety of written and visual texts, write an essay that defines the
marginalized position of a contemporary group and explains how and why this group is being
marginalized in contemporary American society. Support your discussion with evidence from
your research and with specific examples from governmental/legal documents, corporate media,
propaganda, advertising, literature, philosophy, art, music, and pop culture. What conclusions or
implications can you draw?

Example: After analyzing a variety of written and visual texts, write an essay that defines the
factors that contribute to the marginalization of contemporary groups of people and explains
how governmental/legal documents, corporate media, propaganda, advertising, literature,
philosophy, art, music, and pop culture can be used to reflect the historical context of that
marginalization. Support your discussion with evidence from your research. What conclusions or
implications can you draw?

Example: After analyzing a variety of written and visual texts, write an essay that defines the
recent economic issues faced by America and explains how those economic issues are affecting
currently marginalized groups. Support your discussion with evidence from your research and
with specific examples from governmental/legal documents, corporate media, propaganda,
advertising, literature, philosophy, art, music, and pop culture. What conclusions or implications
can you draw?

[QUESTION] After reading a variety of texts, write ____ that defines ____ and explains ____. Support
your discussion with evidence from the texts. What conclusions or implications can you draw?
o

Example: What is the marginalized position of a contemporary group, and how and why is this
group being marginalized in contemporary American society? After analyzing a variety of written
and visual texts, write an essay that defines the marginalized position of a contemporary group
and explains how and why this group is being marginalized in contemporary American society.
Support your discussion with evidence from the texts and with specific examples from
governmental/legal documents, corporate media, propaganda, advertising, literature,
philosophy, art, music, and pop culture. What conclusions or implications can you draw?

Example: What factors contribute to the marginalization of contemporary groups of people, and
how can governmental/legal documents, corporate media, propaganda, advertising, literature,
philosophy, art, music, and pop culture be used to reflect the historical context of that
marginalization? After analyzing a variety of written and visual texts, write an essay that defines
the factors that contribute to the marginalization of contemporary groups of people and explains
how governmental/legal documents, corporate media, propaganda, advertising, literature,
philosophy, art, music, and pop culture can be used to reflect the historical context of that
marginalization. Support your discussion with evidence from the texts. What conclusions or
implications can you draw?

Example: What are the recent economic issues American has faced, and how do those economic
issues affect currently marginalized groups? After analyzing a variety of written and visual texts,
write an essay that defines the recent economic issues faced by America and explains how those
economic issues are affecting currently marginalized groups. Support your discussion with
evidence from the texts and with specific examples from governmental/legal documents,
corporate media, propaganda, advertising, literature, philosophy, art, music, and pop culture.
What conclusions or implications can you draw?

R1/R10- Literacy Common Core Power Standards: Reading Closely Over Time with a Variety of Grade-Level
Texts

Historical texts (primary and secondary)

Religious texts
Legal texts

American Humanities, Unit 5

Philosophical texts
Literary texts
Artistic representations
Musical representations
Language study

American Humanities, Unit 5