The Social Struggles of Contemporary Black Art

CONTENTS OF CURRICULUM UNIT 22.03.02

  1. Unit Guide
  1. Introduction and Rationale
  2. Demographics and School Information
  3. Objectives
  4. Content
  5. Classroom Activities
  6. Appendix for Implementing District Standards
  7. Critical Context
  8. Annotated Bibliography

"Do you see me?" "I see you."—Identity and Activism in Black Art

Amy M. McIntosh

Published September 2022

Tools for this Unit:

Demographics and School Information

My school, George Wythe High School, is located in the Southside of Richmond, Virginia and is one of eight secondary schools in the Richmond Public Schools (RPS) district. George Wythe serves 1,300 students with 97% minority and 100% low-income enrollment. As noted above, 37% of students are English-Language learners, but the skills of these students vary significantly: Some students perform near or above the (below-average, according to state testing) levels of their native-speaking peers, while others, many of whom are recent immigrants, struggle with extremely limited English and/or literacy. Many George Wythe students work full-time or more, and the rates of absence and skipping are troubling. Many students, as noted above, have experienced a range of traumas. Violence and drug use at school are not uncommon. The school’s athletic and extra-curricular activities are extremely limited, especially when compared to the offerings at other district schools. Students want and deserve better.

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