Class Objectives:

Students will research, analyze, and explain historical, social, and political issues from the perspectives of people of color and traditionally marginalized groups as well as their historic and current contributions to our city, state, country and the world.

To earn credit:

Students must complete reflections.
Students will participate in class discussion in a respectful manner
Students will identify a form of oppression and resistance (institutional, ideological, interpersonal, intrapersonal) to research and analyze the impact of this form of oppression to the student, their family, community and the world.
Students will create a visual and written presentation of their research and analysis

Oregon Department of Education SB13 Essential Understandings

Essential Understanding 1: Since Time Immemorial
Essential Understanding 6: Lifeways
Essential Understanding 7: Language

Teaching Tolerance Social Justice standards

Identity 4 ID.9-12.4 I express pride and confidence in my identity without perceiving or treating anyone else as inferior.
Diversity DI.9-12.9 I relate to and build connections with other people by showing them empathy, respect and understanding, regardless of our similarities or differences.
Diversity 10 DI.9-12.10 I understand that diversity includes the impact of unequal power relations on the development of group identities and cultures.
Justice 14 JU.9-12.14 I am aware of the advantages and disadvantages I have in society because of my membership in different identity groups, and I know how this has affected my life.

Standards

HS.11 Examine the pluralistic realities of society (such as ethnic and social groups, urban/rural, cultural, poverty, religion, and age) recognizing issues of equity, and evaluating the need for change. (Civics)

HS.63 Identify and analyze ethnic groups (including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent), religious groups, and other traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender), their relevant historic and current contributions to Oregon the United States, and the world. (History)

HS.64 Examine the development of the concepts of ethnicity and race.

HS.65 Identify and analyze the nature of systemic oppression on ethnic and religious groups, as well as other traditionally marginalized groups, in the pursuit of justice and equality in Oregon(History)

HS.66 Examine and analyze the multiple perspectives and contributions of ethnic and religious groups, as well as traditionally marginalized groups within a dominant society and how different values and views shape Oregon, the United States, and the world. (History)

Teacher Information

Ursula Loret de Mola

971 361 8778

uloretdemola@pps.net