Introduction-Explanation of Title
This unit will focus on building students in this generation who have had their language and culture rooted in pride, not shame. Creating lessons that weave their history into everyday life. Being proactive and not reactive. That is the work; that is how we break cycles before they even begin. -Instagram
The title of this curriculum unit, Clock It, is inspired by the phrase "clock the tea," rooted in queer and ballroom culture. As Zayna Allen explains, "In queer and ballroom slang, 'clock' means to notice or call out something. 'Tea' is the truth or gossip. So, when you 'clock the tea,' you're catching the truth, spotting the real story, or picking up on the hidden shade."1 In the context of this unit, "clocking" will become a way for students to witness and name their truths, to recognize their experiences as real, valuable, and worthy of being seen.
The word "borders" will carry a dual meaning throughout the unit. First, it will refer to the academic language of graphic novels, the physical and visual borders that organize panels on the page. Second, it will serve as a metaphor, alluding to the literal and symbolic borders many of my students have crossed, especially those who are undocumented. Clock It will represent the larger vision of this curriculum: making space for students to validate their lived experiences, challenge invisibility, and reclaim voice in a system that does not always recognize them.
I envision a classroom where knowledge of oneself, the key to future success, involves arming students with self-awareness so they can develop their full potential. They are not just surviving, but they are solving problems and are solution oriented. They see themselves as part of the solution for their people, their community, and their future. That is the reason. That is the motive. That is the reason why we do this. -Instagram
I want to teach a generation of students who know who they are and what they are here to do.
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