Relevant Thematic Unit Design Map (A)

Unit Theme / Topic / Problem? New Student Orientation: Assimilation and Resistance
in New Multicultural Communities

Grade?
12th/Collegiate

Unit Relevance? (Why is this topic important for students to study / act upon?)
Students are joining the Arcadia community and will have to balance their rich cultural backgrounds
and familiar social mores with new cultural expectations. This unit will teach students how to
analyze the different lenses through which they see the world and how to empathize and interact
with folks from different cultural backgrounds. Students will also learn about the history of
assimilation and resistance to assimilation in the United States, which will provide different models
to assist students in finding their own authentic voice within their new community.

Duration?
3 days

Essential Questions? (Brainstorm 2 to 4 driving ?s)

1. What is culture and where does it come from?
2. Where do we come from and how does our cultural
FRAME influence us now?
3. When joining a new community, when is it appropriate
to assimilate? When is it appropriate to resist
assimilation?
4. How can we create a strong and vibrant community full
of engaged critical thinkers from many different
cultural backgrounds?

Culminating Learning Action / Product / Assessment?

(What will students do to present their learning and take action?)

Learning Product #1:

Lesson One- students will produce an Identity Circle

organizer and a FRAME. They will also respectfully and
critically contribute to the group discussion about culture
and social mores.
Learning Product #2:
Lesson Two- Students will design and participate in a short play
about historical struggles for social justice in an
assimilation/integration/resistance to assimilation context.

Essential Threads? (Place an X for those that apply)

class(ism) X
Culture X
Economics
Gender X

Labor
land / geography
Migration X
Oppression X

politics / gov.
race(ism) X
Resources
Resistance X

Other Understandings Students Will Gain?

Local: Current and/or Historical Understandings
Students will better understand the idea of
privilege, but specifically White privilege and
#Blacklivesmatter
Students will understand how historical
struggles for justice have shaped the way our
society works.
Students will understand who does (and does
not) attend college and how that relates to
privilege, culture and oppression.
Global Connections (Current / Historical)
Students will read about several immigrant
experiences in the United States.
Students will consider how their own cultural
background will impact their decisions while
they study abroad.

Learning Product #3:

Lesson Three- Students will produce a Community

Agreement naming their newly established social mores
which will guide their Orientation Group through the
remainder of Orientation. Students will design and execute
an Action Plan (action TBD by students) involving the
Civility Flag.
Applicable Disciplines and Specific Standards?
Place an X for applicable disciplines (write in details)
X Language Arts
Mathematics
X Media / Tech
Music

Natural Sciences
Psychology X
Social Sciences X
Theater / Drama X

Visual Arts
Specific subject:

Key Competencies (Common Core, ACT, or ILS)

(use Skills Cluster Maps for additional planning)

Common Core (see lesson plan for specifics)

Main Texts? (readings, video, photos, art, music, etc.)

-Magic Carpet
- Article about Somali Police Recruit

Critical Vocabulary Terms?

Ethnocentrism, culture, pluralism, agency, equality,
inequality, equity, more, homogenous, heterogeneous,
assimilation, integration, privilege

Primary Instructional Approaches?

Modifications / Differentiation?

Community connection? (field trips, speakers, events)

- Judith Dalton, Assistant Dean for Institutional
Diversity (guest speaker), and students, 1 Hour:
Privilege Line and a Peoples History of the Civility
Flag
- Optional workshop, if time, Organizing for Change
on Campus Hosted by students from KMTA

-Video/media
-different styles of visual organizers
- independent reading and group reading
-independent reflection, small group and large group
discussions

Large and small group discussions

Independent and group reading
Project-based learning
Cooperative learning