Rationale
For three years I have taught 10 th grade World History and 9 th and 10 th grade English. As an educator who majored in World History and earned a teaching credential in Social Sciences, my English classes tend to focus more on non-fiction text and research-based writing. As a historian I often focus on the idea of perspective and highlighting to my students how historical events can be understood through a variety of lenses and examined through a wide array of mediums. For the purposes of this unit I look forward to focusing more so on primary sources and artwork to help tell the stories of those who came before us.
Emery Secondary School lies in the near center of the Bay Area; a city small in population but as diverse as the cities that surround it. Emeryville sits between its more recognizable sister cities Oakland and San Francisco. Due to its location, Emery Secondary School is filled with students from all walks of life.
Our total student population rests at around 220 students annually, most of whom are African American and Latino. However, ESS has a strong Middle Eastern and Central Asian demographic. Needless to say, our diverse student population makes our classrooms rich and vibrant. However, with this variety come many challenges. Many students at ESS do not prioritize their education nor see its intrinsic lifelong value. It must also be mentioned that many students at ESS have and continue to face hardship and trauma at home. Students are often raised by their siblings, have troubling relationships with their family and, too often, are not provided basic necessities required to find success in life. Therefore, it is understandable that many students find school difficult amid the many emotional and behavioral conditions they endure. Nevertheless, I have learned how successful these students can be when they take ownership in a subject. As long as my students can find interest and utility in their content, they will buy-in.
Academically, our students are reluctant learners who lack the drive and motivation to see their own potential. Many students at ESS are classified as Below or Far Below Basic proficiency according to California's STAR testing standards. By the time students enter my 9 th and 10 th grade English and History classes, too often are they reading and writing at primary school level. Specifically, many students lack the critical thinking skills that Common Core assessments and post-secondary education require. Furthermore, students at Emery Secondary School find difficulty with inter-subject application. That is to say, students' current understanding of content is self-contained by subject. Students at ESS have great difficulty not only in critical thinking, reading and writing but also understanding how content, skills and tools learned in one subject can have great application in other subjects.
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