Critical Analysis of the History of Segregation in California Schools for ELLs

Critical Analysis of the History of Segregation in California Schools for ELLs
Critical Analysis of the History of Segregation in California Schools for ELLs
Critical Analysis of the History of Segregation in California Schools for ELLs
Critical Analysis of the History of Segregation in California Schools for ELLs
Critical Analysis of the History of Segregation in California Schools for ELLs
Critical Analysis of the History of Segregation in California Schools for ELLs
Critical Analysis of the History of Segregation in California Schools for ELLs
Critical Analysis of the History of Segregation in California Schools for ELLs
Grade Levels
Common Core Standards
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360 KB|28 pages
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Product Description
This mini unit that can be modified for 5th-12th graders shelters instruction on the history of segregation in California schools. The unit will support students who are learning English to access and engage with difficult content (e.g. primary source documents etc.) within a (post)colonial analysis of the history/neocolonial present of our schooling system. Primary language (Spanish) materials and the concept of languaging/ethnifying (Garcia & Wei, 2014) is included in the unit. All of the lessons are aligned with the Common Core State Standards and the 9th/10th grade California English Language Development Standards (2014).

Enduring Understandings (English/Paraphrased youth English/Spanish/Spanish/Paraphrased youth-Spanish):

• Racism is endemic in the United States. /Racism is widespread and common in this land that we now call the United States./ El racismo es endémico en los Estados Unidos./ El racismo es generalizado y común en esta tierra que ahora llamamos Estados Unidos.)
• In order to control people not in power, those in power will isolate them./If the powerful want to control you, they will separate you./ Para controlar a las personas que no están en el poder, los que están en el poder las aislarán./ Si los poderosos quieren controlarte, te separarán.

Essential Questions

What does it mean to be “othered” in schools and society?/ ¿Qué significa ser "el otredad" en las escuelas y en la sociedad?

What is the result of “othering” in schools and society?/¿Cuál es el resultado de hacer de alguien “el otro” en las escuelas y en la sociedad?

How does the process of othering work?/¿Cómo funciona el proceso de hacer promover "la otredad"?

How did different people and groups agitate against the “othering” of groups in schools and society?/ ¿Cómo agitaron diferentes personas y grupos contra la promoción de “la otredad” en las escuelas y en la sociedad?

ADDITIONAL UNIT HANDOUTS INCLUDED IN THE UNIT:
• Ethnic Studies Questions to Uncover (Neo)Colonialism (1 page)
• Some Strategies for Teaching Ethnic Studies to Language Learners (10 pages)
• Triple Venn Diagram (1 page)
Total Pages
28 pages
Answer Key
Does not apply
Teaching Duration
2 Weeks
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