Mostly Illiterate - Unit 2: Intersectionality

Central Questions

What is intersectionality?

Which social identities affect you the most? How? Why?

What are some broad similarities that unify people?

How do different aspects of our culture, ethnicity, gender, race, and more interact with each other to form who we are?

Unit Overview

Coined by legal scholar Kimberlé Crenshaw, intersectionality examines how cultural, ethnic, racial, and social identities intertwine, shaping our experiences and perceptions of the world. Rather than viewing identity as separate categories, this unit explores how these elements mix—like a salad, where each ingredient retains its distinct flavor while contributing to the whole. Through literature, students will engage with personal narratives and fictional accounts that highlight the complexity of identity, considering how race, ethnicity, culture, language, gender, and other factors interact in shaping a person’s journey.

Suggested Unit Length

Approximately 4-6 weeks.

English Vocabulary

(TBD)

Ethnic Studies Vocabulary

Intersectionality

Identity & Positionality

Privilege & Marginalization

Social Constructs

Cultural Perspectives

Representation & Misrepresentation

Oppression & Agency

Code-Switching

Bias & Stereotypes

Ethnic Studies Targets

(5) Recognizing intersectionality – Examining how multiple aspects of identity (race, ethnicity, gender, culture, etc.) interact.

(3) Furthering self-understanding – Encouraging students to explore their own identities through literature and writing.

(4) Developing a better understanding of others – Analyzing how different experiences and identities shape perspectives.

(8) Promoting self-empowerment for civic engagement – Encouraging students to critically examine how their identities influence their place in the world.

English Standards (Targeted)

Reading Standards

RL.9-10.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly and implicitly.

RI.9-10.1 – Cite strong and thorough textual evidence to support analysis of informational texts.

Writing Standards

W.9-10.1 – Write arguments to support claims with valid reasoning and relevant evidence.

Speaking and Listening Standards

L.9-10.4 – Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

SL.9-10.1 – Initiate and participate in collaborative discussions, building on others’ ideas and expressing their own clearly (entry-level focus).

Text Bank

Shorter Literature & Poetry

"Still I Rise" by Maya Angelou (Link)

"We Wear the Mask" by Paul Laurence Dunbar (Link)

"The Myth of the Latin Woman" by Judith Ortiz Cofer (Link)

"How to Tame a Wild Tongue" by Gloria Anzaldúa (Link)

Novels for Consideration

The House on Mango Street (Sandra Cisneros)

Persepolis (Marjane Satrapi)

Patron Saints of Nothing (Randy Ribay)

Crying in H Mart (Michelle Zauner) (Honors)

Bless Me, Ultima (Rudolfo Anaya) (Honors)

Nonfiction & Articles

Kimberlé Crenshaw: The Urgency of Intersectionality (TED Talk)

A Conversation with ______ about Race (New York Times; Link)

House on Mango Street

The House on Mango Street by Sandra Cisneros (Full Text)

HoMS Posters

HoMS Workbook (Teacher Version) (Instructions) (Lesson Plans)

HoMS Self Discovery Homework

HoMS Essay Prompt, Thesis Guide, Sample Essay (In-Class), and Essay Checklist

Assessment Bank

Argumentative Essay – Students construct an argument about how intersectionality shapes identity, using texts and personal experiences as evidence.

EQ for Prompt: How do different aspects of our culture, ethnicity, gender, race, and more interact with each other to form who we are?

Literary Analysis – Examining how an author conveys intersectionality through character development and structure.

Media Analysis – Students examine how intersectionality is represented in film, advertising, or social media.

Identity Mapping Project – Students visually represent their own intersecting identities and how they impact their experiences.