top of page

District Implementation Timeline

District Implementation Timeline for the Imagining Equity Curriculum

We have designed the Imagining Equity curriculum to support an interdisciplinary approach to learning, allowing for a richer understanding of the subject matter by connecting to English language arts, literature, ethnic studies, social studies, media arts, fine arts, and sociology, to name a few possibilities. By incorporating an interdisciplinary approach, students gain a holistic understanding of film studies, connecting it to various academic disciplines and real-world contexts. The year-long Imagining Equity curriculum guides educators by offering lesson guides and production flow activities; resources to address critical themes around justice, equity, diversity, and inclusion; course rubrics + assessment templates; and other resources to help students explore, write, produce, and share personal stories, stories reflective of their communities, and their perspectives globally. 

The timeline provides a general guide to track of all projects, tasks and the sequencing of teaching + learning to support implementation inside the classroom and what is required to pilot new curriculum materials within a school or district.

Alignment of Curriculum to National Standards

The process of teaching how to access, analyze, evaluate, create, and communicate using media in all its forms—supports many of the most challenging goals of the Common Core State Standards (CCSS). 


“To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.”


The Common Core is a deliberately open-ended and flexible set of standards that, among other things, promotes an interdisciplinary approach to literacy. The Common Core not only directly encourages media analysis, but many of its basic goals parallel those of media literacy educators and organizations. As many practitioners within the field of media literacy education contend, media literacy education, like the standards promoted by the Common Core, builds upon basic skills rooted in critical thinking and analysis. 

Common Core and National Standards

 

Some of the Common Core Standards to which the Imagining Equity curriculum is mapped include:

English Language Arts Standards Alignment

Grades 9 & 10

Craft and Structure (ELA.RL.9-10.5)


Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Integration of Knowledge and Ideas (ELA.RL.9-10.7)


Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Integration of Knowledge and Ideas (ELA.RI.9-10.7)


Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Text Type and Purpose (ELA.W.9-10.3)


Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. 

Production and Distribution of Writing (ELA.W.9-10.6)


Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Interacting via Written English (ELD.P1.9-10.BR.2)  (ELD.P1.11-12.BR.2) 


Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.

Grades 11 & 12

Craft and Structure (ELA.RL.11-12.5)


Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Integration of Knowledge and Ideas (ELA.RL.11-12.7)


Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Integration of Knowledge and Ideas (ELA.RI.11-12.7)


Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Text Type and Purpose (ELA.W.11-12.3)


Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing (ELA.W.11-12.6)


Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Analyzing Language Choices  (ELD.P1.9-10.BR.8) (ELD.P1.11-12.BR.8)


Explain how a writer’s or speaker’s choice of a variety of different types of phrasing or words (e.g., hyperbole, varying connotations, the cumulative impact of word choices) produces nuances and different effects on the audience. 

History: How does the study of history from multiple perspectives help us better understand current movements to create a just and equitable society? Understanding Historical context is key to critically analyzing existing and ongoing racial oppression. Historical context is important across all disciplines and content areas.


Identity: Who am I and how does my understanding and use of my identities impact the self, community, and environment? Individuals exist within complex culture and identities, so deeply understanding who we are as individuals is necessary to build strong relationships with people in our communities.


Civic Action Through Media/Film Production: How can we engage our critical consciousness to empower collective action for change in selves, communities, and the environment? Students, educators,and communities work together using critical consciousness to create collective civic action for change in ourselves, communities, and the environment.


Power: How are my understandings of history, identity, and civic action rooted in an analysis of power? Students and educators examine their personal and collective agency and systemic racial oppression.

Image credit: Washington Ethnic Studies Advisory Committee. (2022). Washington State Ethnic Studies Framework: Supporting the teaching of ethnic studies in K-12. p. 7

The Washington Ethnic Studies Advisory Committee framework for supporting the teaching of ethnic studies. Around the perimeter are the words Power, healing, joy, and futurity. Within the circle are three equal sections labeled history, identity, and civic action.
bottom of page