Power Paths: Identity, Privilege, and Healing

Learning Goals & Products

Learning Goals

Students will be able to determine the meaning of key Ethnic Studies vocabulary about identity, privilege, colonization, indigeneity, the 4 I’s, and white supremacy in primary and secondary sources.

Students will be able to summarize central ideas about identity, intersectionality, colonization, indigeneity, and white supremacy from multiple primary and secondary sources.

Students will be able to investigate how identity and intersectionality shape lived experiences in Madera using observation, discussion, and local sources.

Students will be able to analyze how colonization and indigeneity have shaped local and historical power relationships in Madera and related contexts.

Students will be able to write a clear community issue proposal that explains a local problem, supports claims with evidence, and matches the task and audience.

Students will be able to revise ideas and products through peer critique and feedback to strengthen the accuracy, coherence, and persuasiveness of their investigation.

Students will be able to present and justify a collaborative proposal for change using evidence from research, discussion, and reflection.

Products

individual

Individual Investigation Notebook on Identity, Power, and a Madera Community Issue

Students maintain a research notebook that documents their question, source notes, vocabulary work, identity reflection, and personal analysis of one community issue. The notebook shows how their thinking changed as they gathered evidence and identified what the evidence does and does not support.

team

Team Community Issue Proposal Presentation and Evidence Brief

Teams synthesize each member’s evidence into a formal proposal that explains a Madera community issue, analyzes identity and power dynamics, and recommends a realistic next step for action. The presentation and brief must include shared findings, methodology choices, visual evidence, limitations, and unresolved questions.

Rubric

Mastery-Based Rubric Standards-first rubric

Category	Standard	Beginning (1)	Developing (2)	Proficient (3)	Exceeding (4)
Common Core	CCSS.ELA-Literacy.RH.9-10.4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.	I can use context clues to determine the meaning of key vocabulary and phrases related to identity, power, privilege, bias, and healing in social studies texts (CCSS.RH.9-10.4) I can point to where the meaning shows up in the text and explain it in my own words.	I can determine the meaning of vocabulary and phrases in context, including political, social, and economic concepts, and connect each word to a relevant idea from our Madera sources (CCSS.RH.9-10.4) I can explain how the word’s meaning helps me understand the central idea I’m reading.	I can accurately determine the meaning of discipline vocabulary (e.g., intersectionality, isms, colonization/indigeneity, the 4 Is, and white supremacy) as used in primary and secondary sources and apply it in my identity reflections and notes (CCSS.RH.9-10.4) I can quote or reference the exact sentence/section that supports my interpretation.	I can determine nuanced meanings of vocabulary and phrases across multiple texts and use them precisely to analyze how identity shapes power, access, and lived experience in Madera (CCSS.RH.9-10.4) I can justify my word/phrase meaning with evidence and use it to strengthen clear, audience-appropriate writing and discussion.
Common Core	CCSS.ELA-Literacy.RH.9-10.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.	I can identify a central idea in one primary or secondary source and summarize it using key details I mark in the text (who/what/where).	I can determine central ideas across a few sources and summarize how ideas develop over the course of the text using accurate key events or concepts from those sources.	I can determine central ideas and explain how key ideas develop and connect across multiple sources by comparing evidence (examples, data, quotes) and using Ethnic Studies vocabulary accurately.	I can determine central ideas with precision and synthesize evidence across multiple sources to produce an accurate, nuanced summary of how ideas develop over time while evaluating perspectives and relevance to my community inquiry.
Common Core	CCSS.ELA-Literacy.W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	I can write a clear beginning, middle, and end for my proposal by organizing ideas in a way that matches the task and audience I use some unit vocabulary from texts and discussions (e.g., identity, power, privilege) to explain my topic with basic clarity.	I can write a mostly clear and organized proposal that fits the purpose and audience, with ideas that follow a logical sequence I use accurate vocabulary and include brief, relevant evidence or summaries from primary/secondary sources to support my main points.	I can write a clear, coherent proposal with strong organization and style choices appropriate for my audience, showing a purposeful line of reasoning I accurately explain central ideas, connect my issue to identity/intersectionality and systems (e.g., colonization/indigeneity, isms, the 4 Is, white supremacy, healing), and revise for clarity using feedback.	I can write an advanced, well-structured proposal that is clearly tailored to the audience and purpose, with a strong introduction, development, and conclusion I use precise discipline vocabulary, synthesize evidence accurately from multiple sources, and craft a compelling, realistic action step while revising with consistently effective communication and responsiveness to feedback.