AAPI PERSPECTIVES THEME: Joy & Cultural Resistance
GRADE LEVEL: 9
SUBJECT: Ethnic Studies
INTENDED UNIT: Community Cultural Wealth
ESSENTIAL QUESTION:: How do individuals and communities that experience oppression develop unique skills and talents?
CENTRAL QUESTIONS/BIG IDEAS:
What is community cultural wealth and what are the different forms of community cultural wealth?
What is an example of community cultural wealth in someone’s life?
CONTENT OBJECTIVE:
Knowledge: Students will be able to define community cultural wealth and identify examples of each form of community cultural wealth.
Skills: Vocabulary and application of vocabulary
Habits: Students will practice countering deficit-perspectives and shift their mindsets to celebrate assets of all communities.
GRADE LEVEL/SUBJECT AREA STANDARDS:
CA ELD STANDARDS:
IEP/504 ACCOMMODATIONS:
All lesson plans will be accommodated with a transcript (for video clips), student facing worksheets, and visual slides ready to be shared and accessed.
Feel free to accommodate extra time for any formative assignments and provide scaffolds as needed for differing age groups/needs.
INSTRUCTIONAL MATERIALS
Slides (link)
Graphic Organizer (link)
Susan Hayase Oral History 1 (7:35 >> 15:08)
Blooket (link, extension activity; to access create account if necessary)
Human Bingo (link, extension activity)
LESSON IMPLEMENTATION SEQUENCE:
Step 1: Warmup
Duration: 10 minutes
Implementation:
Students respond to the prompt “How can someone be rich without having any money?” will do a written reflection and then share in a group or class discussion.
Resources/Materials:
Slides 1-3 (intro slides, skip if appropriate)
Slides 4-7
Assessment: Writing and Discussion
Step 2: Lecture - Community Cultural Wealth
Duration: 25 minutes
Implementation:
Present the slides and define community cultural wealth and the 6 forms. Students will take notes and draw a picture to demonstrate their understanding of the concept on their graphic organizer.
Resources/Materials:
Slides 8-16
Graphic organizer
Assessment: Picture showing understanding
Step 3: Oral History
Duration: 15 minutes
Implementation:
Students will watch Susan Hayase’s oral history of her experience growing up in Orange County. Students will apply their knowledge of community cultural wealth and try to find at least two examples of community cultural wealth in the oral history excerpt.
Students can share their observations with a partner or small group and each group will share with the class in a whip around.
Resources/Materials: 17-19
Assessment: Class discussion
Extension Activity:
Implementation:
Possible activities for follow-up lesson:
Community Cultural Wealth Blooket* (multiple choice review game) [*create account if necessary]
Community Cultural Wealth Human Bingo (students write their own examples and meet with other students to exchange examples). Students should be assigned one capital to create an example before they meet with their peers.
Resources/Materials:
Blooket Link
Human Bingo
NOTES ON HOW THIS MAY BE INTEGRATED IN INTENDED UNIT: For ethnic studies, this lesson can be used as an introduction to a unit or lesson segment on community cultural wealth.