Unit 3: Class


Unit 3: Class


In the third unit of Intro to Critical Literacy: Constructing an Intersectional Worldview, scholars engage with rigorous readings to internalize a deep understanding of how class is constructed in America, the mechanisms of class and classism in the world.

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Unit Summary:

In the third unit of Intro to Critical Literacy: Constructing an Intersectional Worldview, scholars engage with rigorous readings to internalize a deep understanding of how class is constructed in America, the mechanisms of class and classism in the world. Scholars begin this unit by learning the definitions of key terms that will be essential for developing and sharpening an analysis of class. Scholars go onto 4 close reading lessons plans where they explore the origins of economic thought, the first economic systems, the foundation and basic elements of capitalism, communism and socialism. Scholars then complete a project where they develop their own economy free from exploitation. They then move to 6 more close readings analyzing economic developments and theories in American society and explore the role of the media and government on the American society.

Overall, this unit consists of 15 lessons. The first lesson is an introduction to essential vocabulary, this is followed 11 close reading lessons where scholars read to learn about the central topics with extension activities that can be either homework or in class activities, a project, a final assessment and a closing circle. This unit is meant to give scholars an foundational understanding of the way class is constructed, the forces that maintain and perpetuate it, and how classism shapes American society.  This unit requires scholars to read, to learn, and to think critically about their readings in order to apply content vocabulary. Additionally, the project requires scholars to apply content to their own lives – deepening their understanding of how class and classism impacts their life.

Enduring Understandings:

  • Scholars will understand that class is predicated on the economic system of a society.

  • Scholars will understand that there are multiple theories and ideas for how to organize the distribution of resources in a society.

  • Scholars will understand that classism is perpetuated in the systems and institutions of a society.

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

How this Content 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 oppressions. The unit culminates by scholars working on projects to deconstruct systems of oppression in this country.

  • 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 (by using terms like Anglo-Americans to describe white colonists during the revolutionary war and colonial time period).

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, 12 Close Reading packets, 1 project packet, 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: A Brief History of Economics

  3. Close Reading Lesson: What is Capitalism?

  4. Close Reading Lesson: What is Communism?

  5. Close Reading Lesson: Are We Already Socialists?

  6. Project: Build Your Own Economy

  7. Close Reading Lesson: Meritocracy

  8. Close Reading Lesson: The Guilded Age

  9. Close Reading Lesson: The New Deal

  10. Close Reading Lesson: Trickle-Down Economics

  11. Close Reading Lesson: Rise of Democratic Socialism

  12. Close Reading Lesson: Classism, Media, and Poverty

  13. Close Reading Lesson: Globalization

  14. Assessment Lesson: Class Unit Final Test

  15. Discussion Lesson: Class 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.