A History of Black People as Readers: A Genealogy of Critical Literacy

Appendix on Implementing District Standards

CG.Inq.1.c. Explain points of agreement and disagreement experts have about interpretations and applications of civic concepts and ideas associated with both compelling and supporting questions. – Students will see differences in approach to activism throughout the unit, especially in the concluding portion.

CG.Inq.4.c. Critique political arguments and explanations while acknowledging the strengths and weaknesses given the purpose and audience (credibility, bias, reasoning, sequencing, details). – Students will practice evaluating the claims of different authors and thinkers.

CG.Inq.3.a. Gather relevant information from multiple sources representing a wide range of views and mediums while using the origin, authority, structure, context, and corroborative value to guide the selection of credible sources. – As part of the final project, students will be asked to collect a variety of sources in constructing their argument.

CG.His.5.a. Analyze how interpretations of the social contract theory of government influenced the founding of the United States government (e.g., Thomas Hobbes, Jean-Jacques Rousseau, John Locke). - Students will look at the ideological origins of the Declaration in the first week of the unit.

CG.Civ.4.a. Explain how the Declaration of Independence and United States Constitution contributed to the establishment of a federal democratic republic (e.g., popular sovereignty, federalism). – Students will examine the Declaration of Independence exhaustively in this unit.

CG.Civ.14.b. Analyze advocacy and activism in the United States related to a contemporary human rights issue using the United States Constitution and other historical sources (e.g., youth activism, journalism, social media, whistleblowers, protestors, strikes, boycotts, petitions, resistance). – Students will extensively look at activists who fought for equal rights across various points of United States history.

CG.Civ.2.c. Analyze the role of individuals, groups, and the media in shaping political participation over time in the United States (e.g., interest groups, media bias, political parties). – Students will examine the role of anti-slavery advocates in the 18^th century, abolitionists in the 19^th century, and activists in the 20^th and 21^st centuries

CG.Civ.5.b. Evaluate the effectiveness of strategies used by an individual, group or institution in addressing a social problem at the local, state, tribal, national, and/or international level (e.g., social protest movements, get-out-the-vote campaigns, conscious consumerism). – Students will consider the tactics used in the movements described above, and will evaluate the connection of literacy in addressing social problems.