This section may provide a narrative overview of the lesson or learning plan, explaining what the plan includes and how it might be presented or introduced to students. It may describe the topic and its context, the purpose of the lesson, and what students are expected to learn, understand, or take away from the experience.
It may also include suggestions for engaging students with the topic, important concepts or questions to emphasize, and ways to connect the lesson to students’ prior knowledge or experiences. Where relevant, contributors may share reflections or insights from previous classes, such as how students responded to the material, questions or challenges that arose, activities that worked particularly well, or unexpected observations and outcomes.
The goal is to provide educators with useful context and practical guidance about the lesson—not simply what it includes, but the thinking, experience, and instructional considerations that may help others effectively bring the plan to life in their own classroom.
Artist Interaction Reflection
Choose an artist and engage in a brief conversation about their work. After your interaction, complete the handout by reflecting on the following:
- Share a Positive Observation
Tell the artist something you liked or appreciated about their work. - Ask a Question
Ask the artist a thoughtful question about their artwork, creative process, or inspiration. - Offer Helpful Feedback
Give the artist one constructive and helpful suggestion about their work.
Names, Identity, and Cultural Assimilation
This handout guides students through exploring how Americanization, colonization, and cultural assimilation can shape identity and sense of self, using names and language as an entry point. Students first compare audio examples and build background knowledge, then closely read and annotate an excerpt from Martín Alberto Gonzalez’s 21 Miles of Scenic Beauty and… then Oxnard. Through discussion, students examine how cultural identity can be influenced or altered by dominant cultural expectations. Finally, students reflect on the personal meaning and history of their own names and express their thinking through a choice of written, verbal, or visual format.
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Theme: Countering Dominant Narratives
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Type: Lesson Plan
Level: High School (9–12)
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Theme: Countering Dominant Narratives
Content Area(s): Oral History, Family History, Intersectionality, Resilience
Type: Lesson Plan
Level: High School (9–12)