Unit Summary:

In the first unit of Intro to Critical Literacy: Constructing an Intersectional Worldview, scholars engage with rigorous readings to internalize a deep understanding of the vocabulary of oppression and begin to build an intersectional: Race, Class, Gender worldview (i.e. Lens).  Scholars begin this unit by learning about the definition of a worldview, next they are tasked with taking that definition and applying it to their own worldview through part 1 of the personal lens project. Scholars go onto 6 close reading lessons plans where they read to internalize key vocabulary uncovering the layers of oppression. These key vocabulary readings cover: dehumanization, minimization, marginalization, microaggression, exploitation and oppression. After this, Scholars do 3 more close reading lessons where they must apply their new understandings of the vocabulary of oppression in case studies involving class (a reading on gentrification), race (a reading on the experience of native people in Minnesota), and gender (a reading on female scholars at Harvard). After 12 close readings both teaching and applying the vocabulary of oppression and deepening scholars understanding of their worldview, scholar complete part 2 of their personal lens project, followed by a final assessment and closing unit circle.

Overall, this unit consists of 15 lessons. The first lesson is an introductory teacher lead presentation, 10 lessons are close readings where scholars read to learn about the central topics with extension activities that can be either homework or in class activities, 2 lessons are project based, there is 1 final assessment and 1 closing circle. This unit is meant to give scholars the language to discuss systems of oppression present in the world. This unit accomplishes this by giving scholars definitions, examples in readings for definitions, and having scholars apply vocabulary to case studies provided in readings.  This unit requires scholars to both read to learn and think critically about their readings in order to apply content vocabulary. Additionally, the projects require scholars to apply content to their own lives – deepening their worldview. The rigor of readings in the unit are high (many are college level), however, by using short segments for close reading with levels of scaffolded text dependent questions they are accessible for scholars at all levels. This unit also brings up the ideas of intersectionality without using this term – as scholars will go more in-depth into intersectionality in Unit 5. This unit is mean to lay the foundation for scholars to broaden their worldview in the next 4 units (on Race, Class, Gender and Intersectionality), and to give scholars the language to name and discuss systems of oppression in later units given their understanding of the vocabulary of oppression.

Enduring Understandings:

• 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.

• Scholars will understand 2-3 systems of oppression relating to Race, class and gender, and begin to explore the idea of intersectionality without using the term.

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

How This Unit Connects to Social Justice:

• Content Connection: The enduring understandings that scholars walk away with builds on their race, class, gender and intersectional lenses to be able to see and name current systems of oppression. The unit culminates by scholars working on projects to better understand self and personal identity in relation to privilege and oppression.

• Skill Connection: This unit incorporates a high degree of rigor through reading, text-based questioning and rigorous writing, preparing scholars with the skills needed to be advanced critical thinkers.

• Pedagogical Connection: This unit is designed to be delivered in a manner that deconstructs traditional Eurocentric educational systems by incorporating circles and reinforcing that the teacher is not the expert but a guide on the journey with scholars. Additionally, readings work on minimizing Eurocentric language.

What’s in This Purchase?

• A Detailed Unit Overview

• The Re-Imagine Education Lesson Plan Template

• PowerPoint Presentations for Presentation Lessons

• 15 Lesson Packets (both Student copies and Teacher Copies with Exemplar Answers) including: 1 Introduction packet, 11 Close Reading packets, 2 project packets, 1 final assessment packet, and 1 closing circle packet. Note: All Introductory and Close Reading lesson packets contain a Do First activity, a Close Reading or Presentation with Guided Notes and Questions, an Extension Activity and an Exit Ticket.

Unit Scope & Sequence:

1. Presentation Lesson: Introduction & Guided Notes

2. Close Reading Lesson: What is a Lens?

3. Activity Lesson: Draw Your Lens

4. Close Reading Lesson: What is Dehumanization?

5. Close Reading Lesson: What is Minimization?

6. Close Reading Lesson: What is Marginalization?

7. Close Reading Lesson: What is Exploitation?

8. Close Reading Lesson: What is Microaggression?

9. Close Reading Lesson: What is Oppression?

10. Close Reading Lesson: A Case Study Using Race

11. Close Reading Lesson: A Case Study Using Class

12. Close Reading Lesson : A Case Study Using Gender

13. Activity Lesson: Re-Draw Your Lens & Sharpen Your Worldview

14. Assessment Lesson: Lenses Unit Final Assessment

15. Discussion Lesson: Lenses Unit Closing Circle Questions

Standards Alignment:

Common Core Standard Alignment

• CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• CCSS.ELA-LITERACY.RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

• CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

• CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-LITERACY.RI.9-10.10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

 AP U.S. History Alignment

• NAT-4.0: Analyze relationships among different regional, social, ethnic, and racial groups, and explain how these groups’ experiences have related to U.S. national identity.