Unit 5: Cultural Ownership and Storytelling
Unit 5: Cultural Ownership and Storytelling
What are universal themes in storytelling that extend beyond race, culture, and time period?
How does cultural ownership shape who gets to tell stories, and who gets to claim them?
How can engaging with both classical and diverse texts expand our understanding of shared human experiences?
Who gets to claim ownership of classic texts? Should they still be read and studied today? Which ones and for what purpose?
This unit challenges students to examine cultural ownership in literature and storytelling, questioning who stories belong to, how they evolve across cultures, and their relevance today. By studying diverse texts, students will analyze how literature shapes collective identity and representation. Rather than viewing classical texts as inaccessible, this unit encourages students—especially those from diverse backgrounds—to claim ownership of these narratives, exploring adaptations and reinterpretations across cultures. Emphasizing universal themes like heroism, love, and justice, students will critically assess how literature can both reinforce and challenge dominant narratives, ultimately considering how stories define who we are and who has the right to tell them.
Approximately 4-6 weeks.
(4) Developing a better understanding of others – Examining how different cultures adapt and reinterpret classical narratives.
(5) Recognizing intersectionality – Analyzing how race, gender, and cultural identity influence the retelling of stories.
(6) Promoting self-empowerment for civic engagement – Encouraging students to claim ownership over texts that have historically been seen as "untouchable" or "elite."
(7) Supporting a community focus – Discussing shared cultural myths and how they shape society’s collective memory.
RL.9-10.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly and implicitly.
RL.9-10.2 – Determine a theme or central idea of a text and analyze its development over the course of the text.
RL.9-10.9 – Analyze how an author draws on and transforms source material in a specific work (e.g., West Side Story and Romeo and Juliet).
W.9-10.2 – Write informative/explanatory texts to examine and convey complex ideas.
L.9-10.4 – Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
The Odyssey (Homer) – The epic journey, heroism, fate vs. free will
Romeo and Juliet (William Shakespeare)
West Side Story (Film & Script) – Modern retelling of Romeo and Juliet with themes of race, cultural conflict, and agency
O Brother, Where Art Thou? (Film) – A modern Southern reimagining of The Odyssey
"Why Read Shakespeare?" (Michael Mack) – The relevance of Shakespeare today
Excerpts from Sapiens: A Brief History of Humankind (Yuval Noah Harari) – How storytelling defines human history
"What Makes a Hero?" (TED-Ed Video by Matthew Winkler) – Understanding The Hero’s Journey
"The Power of Myth" (Joseph Campbell & Bill Moyers Interview) – Discussing mythology’s place in shaping culture
This rather complex unit has 3 elements that are interwoven. First, students will explore selections from Homer's The Odyssey in order to establish traits of heroism and the concept of a 'hero.' Second, they will watch and analyze Rango (2011) through this lens, exploring how the charismatic protagonist goes through his own journey. Finally (third), students will explore the myth of the west and the white-washing of historically Chicano and Mexican culture.
Selections from The Odyssey (Homer) (Full; Translated by Robert Fagles) (Abridged TBM)
Recommended Application with Rango.
Hero's Journey Explained by Vogler (Link) (Recommended Pages 1-6)
Hero's Journey Template (Labeled) (Link)
Hero's Journey Template with Guiding Questions (Link)
Quiz/Blank Template for Hero's Journey (Link)
Hero's Journey Letter Mini-Project (Link)
Amazing Sample (Nacho from Nacho Libre) (Link)
Comparative Essay – Analyzing how a modern adaptation (West Side Story, Circe, or O Brother, Where Art Thou?) transforms the source material.
Thematic Analysis – Writing about fate, power, or cultural ownership in a classical text.
Creative Retelling – Students rewrite a scene from a classical text in a modern context.
Hero’s Journey Project – Mapping a literary character (or a real-life figure) onto Campbell’s Hero’s Journey model.
Socratic Seminar – Debating whether classical texts should remain central in education, considering issues of representation and accessibility.