Discovering Identities

Ourselves, Others and The World Around UsA high school social studies and language arts

curriculum

Muki Hansteen-Izora, Lisa Hwang, Cait Drewes, Jose Arias

Background

• The site– Sassy Program (School After

School Success for Youth), Menlo Park California

– Part of OICW, a job training and social services organization that serves the southern portion of San Mateo county

– Formal partnerships with the surrounding high school districts - Sequoia, Palo Alto

– Vocational skills training classes, basic skills instruction and academic support

– Students earn high school credit for participation

Background

• The Students– Primarily from East

Palo Alto, East Menlo Park and Redwood City

– Diverse population mirrors surrounding community

– Latino %50, African American (%35), Pacific Islanders (%10) and others (%5)

– Many are struggling to meet graduation requirements

Background

• The Need– Weekly workshops lack cohesive curriculum– Currently an assemblage of various activities– Desire to address deeper issues of significance to daily

lives of students

• Format– 1 day per week– 2 hours per class– 17 sessions– 15 - 25 students per class– 1 lead instructor, 2 volunteers

Goals

• Students will learn to practice tolerance as a key life skill.

• Students will be able to think critically about issues of identity and “otherness”

Theory

• Progressivism– John Dewey– Infuse the curriculum with the experience of

student

• Critical Theory– Paulo Freire– Problem posing education

• Cognitive Pluralism– Howard Gardner– Idea of multiple intelligences

Curriculum Overview

SELF

COMMUNITY

COUNTRY

WORLD

SELF: Reflecting on identity and self

• Goal– Students will explore components of their

personal identities and explore how identity interacts with ideas of the “other.”

• Key Themes– Components of identity, cultural, personal,

national– Exploring stereotypes and recognizing

prejudice

• Example Activity– Life Maps

Community: Tolerance in the context of community

• Goal– Students will explore the effects of

intolerance on a community and come to see themselves as agents of change.

• Key Themes– The Effects of Intolerance on Communities– Practicing Tolerance for Positive Change

• Example Activity– Community Action Project

Country: Protecting rights and nurturing respect

• Goal– Students will understand why the need for

legislation that protects all people is necessary.

• Key Themes– The Bill of Rights– Art as a vehicle to generate respect and

empathy

• Example Activity– Art Project

World: A real understanding of human rights

• Goal– Students will generate empathy for struggles

for human rights in other parts of the world and link them to the struggles in America

• Key Themes– Linking Struggles at Home, to Struggles

Abroad– Human Rights

• Example Activity– Expressions of oppression through music