Sixteen in America: Learning to Cope and Owning Our Stories

Grades: 9-12

Time: 2–8 sessions of approx. 50 min. each, or 1–5 block sessions of approx. 90 min. each

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Read Sixteen in America in the Magazine

This curriculum guide meets the following standards for learning:

This guide also fulfills the mandate of House Bill 2845.

2018 Oregon Social Studies Standards

  • HS.57 Analyze the historical development and impact of major scientific and technological innovations, political theory, and art and literature.

  • HS.72 Construct explanations using sound reasoning, correct sequence (linear or nonlinear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanations given its purpose (such as validity, value and limitation, cause and effect, chronological, procedural, technical).

  • HS.74 Analyze an event, issue, problem, or phenomenon, critiquing and evaluating characteristics, influences, causes, and both short- and long-term effects.

  • HS.75 Evaluate options for individual and collective actions to address local, regional and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.

  • HS.76 Propose, compare, and evaluate multiple responses, alternatives, or solutions to issues or problems; then reach an informed, defensible, supported conclusion.

  • HS.77 Engage in informed and respectful deliberation and discussion of issues, events, and ideas, applying a range of strategies and procedures to make decisions and take informed action.

Literacy in History/Social Studies, Science, and Technical Subjects

Key Ideas and Details:

CCSS.ELA-Literacy.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-Literacy.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-Literacy.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

 

Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

 

ELA Reading: Informational Text

Key Ideas and Details:

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.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-Literacy.RI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

ELA Speaking and Listening

Comprehension and Collaboration:

CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.9-10.1.a
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-Literacy.SL.9-10.1.b
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

CCSS.ELA-Literacy.SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-Literacy.SL.9-10.1.d
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.11-12.1.a
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-Literacy.SL.11-12.1.b
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

CCSS.ELA-Literacy.SL.11-12.1.c
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

CCSS.ELA-Literacy.SL.11-12.1.d
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

 

ELA Writing:

CCSS.ELA-Literacy.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-Literacy.W.9-10.3.a
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

CCSS.ELA-Literacy.W.9-10.3.b
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-Literacy.W.9-10.3.c
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

CCSS.ELA-Literacy.W.9-10.3.d
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

CCSS.ELA-Literacy.W.9-10.3.e
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

Production and Distribution of Writing:

CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)

CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-Literacy.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-Literacy.W.11-12.3.a
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

CCSS.ELA-Literacy.W.11-12.3.b
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-Literacy.W.11-12.3.c
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

CCSS.ELA-Literacy.W.11-12.3.d
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

CCSS.ELA-Literacy.W.11-12.3.e
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

 

Production and Distribution of Writing:

CCSS.ELA-Literacy.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-Literacy.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)

CCSS.ELA-Literacy.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Curriculum Guides

An Oregon Canyon: What’s in a Name?

In these lessons, students will view and study the film “An Oregon Canyon” and use it as an entry point for social critique and the exploration of past and present realities of race, land, and place.

Becoming Asian: The Act of Inventing Race

In these lessons, students will read and study the essay “Becoming Asian” by Scot Nakagawa and use it as an entry point for social critique and the exploration of past and present realities of identity, immigration, race, and power.

Earth on Fire: Tribal Resistance and Collaboration in the Fight Against Climate Catastrophe

In these lessons, students will listen to audio, look at images and video, and read text from the project “Earth on Fire,” using the content as an entry point for social critique and the exploration of past and present realities of race, land, home, belonging, and identity.

Family Ties: Humanizing Migration

In these lessons, students will read and study the essay “Family Ties,” using it as an entry point for social critique and the exploration of past and present realities of race, land, place, immigration, civil rights, laws, and legislation.

Full Circle: The High Price of Free Speech

In these lessons, students will read and study the essay “Full Circle” and the short film “A Return Passage” and use them as entry points for social critique and the exploration of past and present realities of civil rights, media and journalism, power, justice, and refugees.

Good Hair: Exploring Identity and Questioning Expectations

In these lessons, students will read and study the essay “Good Hair,” and use it as an entry point for social critique and the exploration of past and present realities of identity, family, gender, race, and appearance.

Hidden Histories: The Farmers of Tanner Creek

In these lessons, students will delve into a “hidden history” of Portland through the essay “The Farmers of Tanner Creek,” and use it as an entry point for social critique and the exploration of past and present realities of immigration, displacement, gentrification, race, and the American Dream.

Making Men: Unpacking Sex, Violence, and Power

In these lessons, students will read and study the essay “Making Men” and use it as an entry point for social critique and the exploration of past and present realities of sexuality, violence, family, gender, power, culture, and values.

Making Peace with Chaos: The Realities of Refugee Experiences

In these lessons, students will read and study the essay “Making Peace with Chaos,” which contrasts stereotypes about refugees to the realities of refugees’ lives in Portland. Students will use the essay as an entry point for social critique and the exploration of past and present realities of refugees, displacement, immigration, belonging, and the American Dream.

Sixteen in America: Learning to Cope and Owning Our Stories

In these lessons, students will read and study the essay “Sixteen in America” and use it as an entry point for social critique and the exploration of education, family, mental health, and identity.

The Air I Breathe: Belonging, Gentrification, Race, and Power

In these lessons, students will read and study the essay “The Air I Breathe” and use it as an entry point for social critique and the exploration of past and present realities of belonging, gentrification, displacement, power, race, and place.

The Numbers: Young People on the Myths and Realities of Gentrification

In these lessons, students will view and study the film “The Numbers” and use it as an entry point for social critique and the exploration of past and present realities of civic life, gentrification, displacement, land, and place.

The Original Laws: Restoring a Common Language

In these lessons, students will read and study the essay “The Original Laws” and use it as an entry point for social critique and the exploration of past and present realities of environment, ethics, natural resources, culture, and values.

To Live More Free: Humanizing Migration

In these lessons, students will listen to interviews and view photographs from the story “To Live More Free,” using the content as an entry point for social critique and the exploration of past and present realities of race, land, place, immigration, civil rights, laws, and legislation.

Uncovered: Exploring Immigrant and Identity Stories

In these lessons, students will read and study the essay “Uncovered” and use it as an entry point for social critique and the exploration of past and present realities of social identity, immigration, health, family, equity, and civil rights.

What They Carried: Discovering Refugee Experiences Through Objects

In these lessons, students will read and study the essay “What They Carried,” and use it as an entry point for social critique and the exploration of past and present realities of immigration, belonging, family, and refugees.

Within Makeshift Walls: Injustice Hidden in Plain Sight

In these lessons, students will delve into a “hidden history” of Oregon through the essay “Within Makeshift Walls,” and use it as an entry point for social critique and the exploration of past and present realities of laws and legislation, place, power, race, public policy, civil rights, immigration, and displacement.

Your Cultural Attire: Culture, Identity, and Appreciation/Appropriation

In these lessons, students will read and study the essay “Your Cultural Attire” and use it as an entry point for social critique and the exploration of past and present realities of belonging, culture, identity, and power.