Ethnic Studies NAME:

Final PBL
History,
Intersectionality,
BIPOC
Oppressions and
Privileges
Narratives and The Questions to answer on Peardeck/slidedeck:
Counternarratives: 1) How does Adichie describe herself at

The Danger of A Single Story the beginning of her talk? How does
she identify herself?

2) Later in the story, we learn how other

people view her. How do those views
differ from how she describes herself?

3) According to Adichie, what dilemmas

can arise when others view us
differently than we view ourselves?

4) What is a narrative?
 Narratives and The
Counternarratives
Dominant narrative can be used to describe the lens
in which history is told by the perspective of the
dominant culture. This term has been described as an
"invisible hand" that guides reality and perceived
reality. They also continue to reproduce inequalities
in that they do not tell the full story and have
historically been rooted in the experiences of
cis-heterosexual white men.

A counter narrative speaks back to the dominant

narrative and nuances the story — fills the gaps. I will What is a dominant narrative in history? Give me an
provide an example on the next slide. example.
 Narratives and The
Counternarratives
What does the video say about
narratives and counter narratives?
Write 3 observations.

How might narratives and

counternarratives help us understand
what really happened in history?
Narratives and The Counternarratives: MLK & Nat Turner

Martin Luther King Jr. *Who do you think is the Nat Turner
dominant narrative and who is
the counter narrative? Why?
Explain in 3-4 sentences.
Exploring The Counter Narrative: Nat Turner
How was Nat Turner
different from Dred
Scott?

Which approach would

you have taken for
liberation? Explain in
3-4 sentences.
Intersectionality and Wheel Of Privilege

Where are you most

marginalized and
where are you most
privileged?
Directions:
For your final PBL, It will be divided into 2 parts.

Part 1: You will create 4 different narratives or Counter Narrative (with 4 different
fictional characters) You should have a narrative or counter narrative for each group
(Page 16, Page 19, Page 22, Page 24). Link to Rubric:
https://docs.google.com/document/d/11s0hxYmmzZy9w4YtQwFzp2WiNMOElXVTkLi_m
k6TLcI/edit?usp=sharing

Part 2: You will then choose one of those fictional characters to create your visual film
using that characters narrative. Must be at least 5 minutes long! Be creative! Link to
Rubric:
https://docs.google.com/spreadsheets/d/1IUd4vfxuqJ1a9D-vkXBZhbOYJVIbl4LEUyNaMJ
HJHu0/edit?usp=sharing
Part 01: Part 02:
Reading Reading BIPOC
Histories of the Narratives +
United States Notes

Part 03: Part 04:

Create your Audio Visual and
Narratives or Reflection (See
Counternarratives Rubric on page 29)
(Slide 16 Template)
AN INTRODUCTION: LEARNING OBJECTIVE
All students will create a book and a
visual album of the book (mini film) using
BIPOC narratives and counter narratives
to explain how intersectionality,
oppression and privilege influence the
way we view ourselves, perceive others
and find solutions to dismantle the
different forms of Oppression.
Week by Week Breakdown: REVIEW

Indigenous Latinx/ Hispanic

Americans Americans
Week of October 25- Week of November
October 29th, 2021 1st- November 5th,
2021
Asian and Pacific
African and Black Islander
Americans Americans
Week of November
Week of November
8th- November 12th,
15th- November 19th,
2021
2021
 What are visual albums? (Some examples)

Kanye West:
Beyonce:
Runaway
Lemonade

For more
examples:
Click on
Peardeck
Link.

Pink Floyd: Janelle Monáe -

The Wall Dirty Computer
Week by Week Breakdown: REVIEW
Narratives and Counter Narratives

Slide Deck is due December 3rd, 2021

*FINAL PBL VISUAL

ALBUM
DUE DECEMBER 8th,
2021
 “We, the great mass of the people think only of the love we have for
our land, we do love the land where we were brought up. We will

Unit 1: never let our hold to this land go, to let it go it will be like throwing
away (our) mother that gave (us) birth.”. – Letter from Aitooweyah
to John Ross, Principal Chief of the Cherokee.

Indigenous
Americans
Overarching Objective:
SWBAT understand the Indigenous/ Native american
struggle to remain on their land in the early 1800s.
Students will be able to develop their literacy skills as
they explore a social studies focus on the assimilation
strategy of the Cherokee Nation and its eventual
impact on their fate. During this process, students
will read informational text on the Indian Removal act
and identify forms of oppression that native
americans experienced during Jackson’s
presidency.
 Watch the two videos via EDPUZZLE (Also posted on google classroom)

Click here: Click here:

https://edpuzzle.com/assignments/61783762566d https://edpuzzle.com/assignments/6178371698cd
994154a97340/watch d4419d6033ec/watch
 WARM UP’s: Week of October 25- October 29th, 2021
Warm Up #1:
Indigenous Americans
KWL:
What do you know about
native/indigenous americans in the
United States? What would you like to
learn about? (Write 4-5 sentences)
Warm Up #2:
Indigenous Americans
What is a counter-narrative and why are
they important? What is the dominant
narrative in the United States when it
comes to native americans? What have
you learned about in your history
textbooks?
Warm Up #3:
Indigenous Americans
What did Andrew Jackson do with the Native
Americans? In what ways did Andrew
jackson affect native americans living in the
United States? What happened to the
native/indigenous americans? What have
you learned about The Indian Removal act?
(Write 4-5 sentences)
Exit Ticket: What are some forms of
oppression that native americans
experiences in the past? What are some
forms of oppression that they experience
today? (Write 4-5 sentences)
 Narrative Or Counter-Narrative? (Highlight one)
Name of fictional character:

Title of your piece (for each paragraph, write 5-6 sentences)

Paragraph 1: At least 5 sentences for your biography. Include your name, pronouns, age, how you identify, etc.
Include how you identify as an indigenous person. What time period are you writing from? (Insert YEAR, CITY,
STATE). What are some important historical events that have happened throughout your life time period? *You
can choose from 1492 to present day 2021 Find Evidence from credible online sources

Paragraph 2: Explain and discuss how indigenous americans were treated like in their time period. Use the four
I’s of oppression to explain what oppressions you character face during this time period. Use Vocabulary terms
(classism, racism, colorism, ageism, sexism, etc) Find Evidence from credible online sources. CER FORMAT.

Paragraph 3: How are you going to convince that indigenous people’s oppression is important to the American
population? What are some suggestions to increase equity and dismantle the four I’s of Oppression of native
americans. Think about the role of the oppressed and the oppressor. Also Look at the Chart on slide 9)
 “If you tremble with indignation at every injustice then you are

Unit 2:
a comrade of mine.”
― Ernesto Che Guevara

Hispanic &
Latinx
Americans
Overarching Objective:
SWBAT understand and Analyze the conditions that led to the
emergence of the farm worker movement. Identify key
individuals, organizations and stakeholders Identify the
strategies and symbols that gave shape to the movement.
Compare and contrast various leadership styles and identify the
narratives and counter narratives of the movement. Students
will also explain the racial implications of Cesar Chavez’s
leadership.
 Watch the two videos via EDPUZZLE (Also posted on google classroom)

Click here: Click here:

https://edpuzzle.com/assignments/617837ed4601 https://edpuzzle.com/assignments/617838b90208
bf4162618d76/watch 7e41840abd04/watch
 WARM UP’s: Week of November 1st- November 5th, 2021

Warm Up #1: Warm Up #2:

Warm Up #3:

How did Cesar Chavez differ from many of the

What do you know about latinx/hispanic Describe the conditions in the Los Angeles
Latino community leaders that came before him?
americans in the United States? What schools during the late 1960s. What were
How did his leadership help dispel stereotypes or
would you like to learn about? (Write the educational prospects for Mexican
assumptions some Latinos held about
4-5 sentences) American students at that time? (Write 4-5
themselves? Do you think Cesar Chavez is a
sentences)
dominant narrative or counter narrative? (Write
4-5 sentences)

Exit Ticket:

Who was Sal Castro? How did Sal Castro’s

personal history inform his actions on behalf
of his students? Why is Sal Castro
considered a counternarrative?
 Narrative Or Counter-Narrative? (Highlight one)
Name of fictional character:

Title of your piece (for each paragraph, write 5-6 sentences)

Paragraph 1: At least 5 sentences for your biography. Include your name, pronouns, age, how you identify, etc.
Include how you identify as an Hispanic/ Latinx person. What time period are you writing from? (Insert YEAR,
CITY, STATE). What are some important historical events that have happened throughout your life time period?
*You can choose from 1492 to present day 2021 Find Evidence from credible online sources

Paragraph 2: Explain and discuss how Hispanic/ Latinx americans were treated like in their time period. Use the
four I’s of oppression to explain what oppressions you character face during this time period. Use Vocabulary
terms (classism, racism, colorism, ageism, sexism, etc) Find Evidence from credible online sources. CER
FORMAT.

Paragraph 3: How are you going to convince that Hispanic/ Latinx people’s oppression is important to the
American population? What are some suggestions to increase equity and dismantle the four I’s of Oppression of
native americans. Think about the role of the oppressed and the oppressor. (Also Look at the Chart on slide 9)
 Unit 3: Black
& African
Americans
Overarching Objective:

SWBAT: Students will be able to explain the impact

of slavery on African Americans. Identify modes of
resisting slavery through the actions of Nat Turner “It is not our differences that divide us. It
and Dred Scott. Describe the methods of the
abolitionist movement. Identify inconsistencies in is our inability to recognize, accept, and
the founding documents regarding the legal celebrate those differences. The Master’s
existence of slaver. identify the narratives and
counter narratives of the abolitionist and liberation
tools do not dismantle the Master’s
movements. house.” - Audre Lorde
 Watch the two videos via EDPUZZLE (Also posted on google classroom)

Click here: Click here:

https://edpuzzle.com/assignments/617839f8e361 https://edpuzzle.com/assignments/61783a2a727
9c41ae6362c0/watch 61c415f0a0d38/watch
 WARM UP’s: Week of November 8th- November 12th, 2021
Warm Up #1:
What do you know about black and african
americans in the United States? What would
you like to learn about? (Write 4-5 sentences)
Warm Up #2:
Did you ever take a risk to help another person?
Has another person ever taken a risk to help you?
What did Harriet Tubman do to help the black
community? Do you think Harriet Tubman is a
dominant narrative or counter narrative? (Write
4-5 sentences)
Warm Up #3:
How would you fight back injustice if you
lived in the Civil Rights Era? (Write 4-5
sentences)
Exit ticket: In one paragraph, explain why
the Black Panther Party helped African
american civil rights? Are the Black Panthers
dominant narratives or counter narratives?
(5-6 sentences)
 Narrative Or Counter-Narrative? (Highlight one)
Name of fictional character:

Title of your piece (for each paragraph, write 5-6 sentences)

Paragraph 1: At least 5 sentences for your biography. Include your name, pronouns, age, how you identify, etc.
Include how you identify as an Black/African American person. What time period are you writing from? (Insert
YEAR, CITY, STATE). What are some important historical events that have happened throughout your life time
period? *You can choose from 1492 to present day 2021 Find Evidence from credible online sources

Paragraph 2: Explain and discuss how Black/African American americans were treated like in their time period.
Use the four I’s of oppression to explain what oppressions you character face during this time period. Use
Vocabulary terms (classism, racism, colorism, ageism, sexism, etc) Find Evidence from credible online sources.
CER FORMAT.

Paragraph 3: How are you going to convince that Black/African American people’s oppression is important to the
American population? What are some suggestions to increase equity and dismantle the four I’s of Oppression of
native americans. Think about the role of the oppressed and the oppressor. (Also Look at the Chart on slide 9)
 "I have the ability to make that white man know I am just as

Unit 4: Pacific mean as anybody in this world, I could make him think, and I
could make them recognize that I'm a mean son of a b*** in
terms of my direction fighting for the rights of Filipinos in
this country. Because I feel we are just as good as any of

Islander &
them. I feel we have the same rights as any of them.
Because in that Constitution, it said that everybody has
equal rights and justice. You've got to make that come
about. They are not going to give it to you." - Larry Itliong

Asian
Americans
Overarching Objective: Students will be able to
examine the Chinese Exclusion Act of 1882 and it’;s
implications on racial identity and immigration.
Students will analyze and explain how the attack on
Pearl Harbor led to xenophobia against Asian
Americans lead to internment camps to explain how
asian americans were institutionalized through
different forms of oppression.
 Watch the two videos via EDPUZZLE (Also posted on google classroom)

Click here: Click here:

https://edpuzzle.com/assignments/61783b964601 https://edpuzzle.com/assignments/61783bd31dd
bf416261ca77/watch 92f414fd4b547/watch
 Week of November 15th- November 19th, 2021
Warm Up #1:
What do you know about Pacific
islanders/Asian americans in the United
States? What would you like to learn
about? (Write 4-5 sentences)
Warm Up #2:
What do you know about the history of
immigration in the United States?
What does “exclusion” mean? Have you ever been
excluded from an event, an activity or something
that was important to you?
Please write at least 4 sentences.
Warm Up #3:
What did Japanese-Americans have to give
up when they were sent to internment
camps? What are some oppressions Asia
Americans had experienced in the United
States? Please write at least 4 sentences.
Exit ticket:
Instead of internment camps, what could
the government do to protect itself and its
legal immigrant citizens during a war? Are
the stories of prisoners of the japanese
internment camp, dominant narratives or
counter narratives? (5-6 sentences)
 Narrative Or Counter-Narrative? (Highlight one)
Name of fictional character:

Title of your piece (for each paragraph, write 5-6 sentences)

Paragraph 1: At least 5 sentences for your biography. Include your name, pronouns, age, how you identify, etc.
Include how you identify as an Pacific Islander/Asian American person. What time period are you writing from?
(Insert YEAR, CITY, STATE). What are some important historical events that have happened throughout your life
time period? *You can choose from 1492 to present day 2021 Find Evidence from credible online sources

Paragraph 2: Explain and discuss how Pacific Islander/Asian American americans were treated like in their time
period. Use the four I’s of oppression to explain what oppressions you character face during this time period.
Use Vocabulary terms (classism, racism, colorism, ageism, sexism, etc) Find Evidence from credible online
sources. CER FORMAT.

Paragraph 3: How are you going to convince that Pacific Islander/Asian American people’s oppression is
important to the American population? What are some suggestions to increase equity and dismantle the four I’s
of Oppression of native americans. Think about the role of the oppressed and the oppressor. (Also Look at the
Chart on slide 9)
BIBLIOGRAPHICAL REFERENCES: Where did
you get your information.
● AUTHOR (YEAR). Title of the publication. Publisher
● AUTHOR (YEAR). Title of the publication. Publisher
● AUTHOR (YEAR). Title of the publication. Publisher
● AUTHOR (YEAR). Title of the publication. Publisher
● AUTHOR (YEAR). Title of the publication. Publisher
● AUTHOR (YEAR). Title of the publication. Publisher
● AUTHOR (YEAR). Title of the publication. Publisher
A PICTURE IS WORTH A
THOUSAND WORDS
Rubric Part 1: Narrative/
Counter-Narrative stories.
Link to Rubric:
https://docs.google.com/document/d/11s0hxYmm
zZy9w4YtQwFzp2WiNMOElXVTkLi_mk6TLcI/edit?u
sp=sharing
Rubric Part 2: Visual Narrative
Link to Rubric:
https://docs.google.com/spreadsheets/d/1IUd4vfx
uqJ1a9D-vkXBZhbOYJVIbl4LEUyNaMJHJHu0/edit?u
sp=sharing
Reflection: Respond in 2-3 sentences.
● How do you feel about this piece of work? What parts
of it do you particularly like? Dislike? Why? What
did/do you enjoy about this piece or work?
● What did/do you find frustrating about it?
● What were your standards for this piece of work? Did
you meet your standards?
● What does this piece reveal about you as a learner?
● What did you learn about yourself as you worked on
this piece?
● In what ways can we use music and videos to solve
the Four I’s of Oppression?
 How to: Turn in PBL

Upload video to Upload to google drive or Google

Youtube
Paste link in this document:
https://docs.google.com/spre
adsheets/d/1Daen3b57gXQ1
45KEJCxpa-175aMLmttBIopj
QoCtTTc/edit?usp=sharing
Upload Via Padlet
Classroom
https://drive.google.com/driv https://padlet.com/ksantiste
e/folders/1BjSNHVeY63YIYciq ban/8ros530kn486koj2
Ug-fF53BHkrQlnXr?usp=shari
ng
 All Ethnic Studies Assignments Of Semester 1:
*Link:
Make A Copy + E-mail to
Ksantisteban@laalliance.org
https://docs.goo
gle.com/spreads
heets/d/1dbjAx
Qxs5MDTD2x_5EI
Dj37EHk7aXCrPz
CWWiZzE7x0/edit
#gid=0