This unit was created by Nikysha D. Gilliam, an English/English Language Development teacher at Susan Miller Dorsey Senior High School in Los Angeles, CA, as part of the fall 2020 Pulitzer Center Teacher Fellowship program on Media, Misinformation, and the Pandemic. It is designed for facilitation across approximately fifteen class periods.

Essential Questions

We all have this notion of who we are, or who we think we are—but what happens to that identity in a global crisis? How do you change, or do you? Do certain characteristics get amplified?

Unit Overview

I have always been interested in helping students grapple with the concept of their identities, what comprises their identies, and how their identities are formed, shaped, or changed. This spring, with the onset of the COVID-19 pandemic and isolation, our country saw an increase in violence. Is it a coincidence? Is there a correlation? How does the media play a role in this? In the wake of crises and a pandemic, it seems like a perfect opportunity to explore identity. Thank you, Pulitzer Center, for the opportunity.

In this unit, students will reflect on their own experiences of identity and community during the COVID-19 pandemic, and will analyze texts by journalists and research from experts about the experiences of others. Throughout the unit, students will write personal narratives and letters to themselves and others. The unit culminates in a performance task that asks students to communicate their understanding of identity and how it is impacted by the pandemic in the form of a video confessional, photo essay, or a recorded interview with a family member.

Performance Tasks

Students finalize a performance task that communicates their understanding of identity and how it is impacted by the pandemic. Potential projects include:

  • Video confessional
  • Photo story
  • Interview with a family member that you live with or who live in another country (FaceTime or audio)

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