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11TH GRADE CURRICULUM
AMERICAN LIT 1-2
The 11th Grade English Guaranteed and Viable Curriculum, based on the theme of , allows students to analyze and generate texts from different voices. They will examine questions such as What is the American Dream? Whose land? Borders: Harmful or Helpful? What does it mean to belong in America? How do we move from what "just" is to "justice"? Who is America? and will explore texts from Indigenous, Black, and People of Color. They will do this while working towards mastery of the SDUSD Critical Concepts which are based on the CA Common Core Standards. Every unit culminates with an opportunity for students to reflect on and then share their learning. This curriculum was designed to meet the needs of ALL students - - so that students get WHAT they need, WHEN they need it, in the WAY that they need it.
POWER & SYSTEMS
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COURSE OVERVIEW VIDEO
UNITS OF STUDY
UNITS 0 & 1
WHAT IS THE AMERICAN DREAM?
In Unit 1, students explore the idea of the American Dream as they analyze arguments from different perspectives. Students are introduced to texts by Rodolfo Gonzales, America Ferrera, Thomas Jefferson, Beverly Daniel Tatum, John Steinbeck and others. Students will generate an argument of their own as they define the American Dream by synthesizing ideas from sources used throughout the unit. The unit culminates with an exhibition as students create a dream board illustrating life dreams.
UNIT 2
WHOSE LAND?
In Unit 2, students will answer the essential question 'Whose land?' as they explore various ideas about land, respecting and acknowledging land, and stealing and reclaiming land. Students will read arguments about cultural appropriation and appreciation, school names, team mascots, Native American rights, and environmental justice. Students will choose a unit topic and make an argument of their own. In order to demonstrate and share their learning of the essential question, students will create a one-pager where they share their most important takeaways and highlights from the unit.
UNIT 3
BORDERS: HARMFUL OR HELPFUL?
In Unit 3, students will answer the essential question ‘Borders: Harmful or helpful?’ as they explore redlining, border immigration, asylum seekers, refugees, and transborder students. In this unit, students are practicing analyzing and generating arguments. In the final week of the unit, students will use sources provided to write about the bordertown of San Diego. Students will share their learning in an exhibition which highlights the Humans of a Border profile created by students throughout the unit.
UNIT 4
WHAT DOES IT MEAN TO BELONG IN AMERICA?
In Unit 4, students will answer the essential question ‘What does it mean to belong in America’ as they explore immigration, in betweenness, living a hyphenated life, and what it means to belong in two worlds. In this unit, students are practicing analyzing and generating arguments. In the final week of the unit, students will use sources provided to write about the complexity of belonging in America as well as creating a Belonging Quilt to share their learning.
UNIT 5
HOW DO WE MOVE FROM WHAT "JUST IS" TO "JUSTICE"?
In Unit 5, students will answer the essential question "How can we move from what "just" is to "justice" as they examine social movements. In this unit, students look at authors' style and organization. Students will deeply study a social movement and will write a compare/contrast essay in which they generate an argument about how two authors write about the same social movement. Additionally, students will share their learning about a social movement as they create a statement poster using symbols and images.
UNIT 6
WHO IS AMERICA?
In Unit 6, students will answer the essential question "Who is America" as they reflect on what America means to them. In this unit, students look at authors' style as they read different narratives. Students will generate a narrative/memoir that explains how they are (or aren't) America. Additionally, students will share their learning by creating an American album cover and playlist that relates to their understanding of and experiences in the United States.
