Students investigate how identity shapes lived experience in Madera and use that understanding to identify a real community need worth addressing. Through research, discussion, and reflection, they analyze power, privilege, colonization, the 4 I’s, and other systems that influence whose needs are met and whose are ignored. The learning experience prepares students to create and revise a community-based proposal, grounded in local data and community perspectives, and present it clearly to peers. Weekly or biweekly circles, feedback, and self-assessment help students connect the work to their own lives and strengthen their thinking, writing, and speaking.

Students will investigate a community issue in Madera by analyzing primary and secondary sources, data, and testimonies to identify a credible need and evaluate possible solutions. They will apply Ethnic Studies concepts such as identity, intersectionality, privilege, power, colonization, the 4 I’s, and white supremacy to explain how systems and stakeholders shape community problems and responses. Students will write and revise a clear, evidence-based proposal and deliver a presentation that uses appropriate digital or visual media for a peer audience. Through collaborative discussion, peer critique, self-evaluation, and regular reflection circles, students will strengthen their speaking, listening, and self-direction while connecting the essential question to their own lives and community.

Students will create a research portfolio that includes source annotations, local data, stakeholder maps, vocabulary use, and reflective circle entries connected to identity, power, colonization, the 4 I’s, and community need in Madera. Throughout the unit, they will also produce interview/testimonial evidence notes, discussion protocols, and a draft slide deck or visual aid for practice presentations. By the end, each student will complete a written community proposal that defines a local problem, explains why it matters to them, presents credible evidence and multiple perspectives, and recommends at least two possible solutions or actions. Students will present their proposal to peers using digital media, then complete a peer evaluation and self-evaluation after critique and revision.

Open with an “Ideal Madera / Real Madera” gallery walk using photos, short news clips, community data, and quotes from local residents, then ask students to map what they notice is present, missing, or unequal across the community. Follow with a quickwrite and pair discussion on the essential question, connecting identity, power, and lived experience to how people navigate Madera differently. Introduce 2–3 sample community proposals and have students identify the problem, evidence, stakeholders, and possible solutions in each example. Close with a class circle where students name one issue they care about and one question they want to investigate over the next 8 weeks.

Hold a Proposal Showcase where students deliver 3–5 minute presentations to classmates, explaining the community issue, supporting data and testimonies, stakeholder perspectives, and two possible solutions. Create a gallery walk with printed or digital proposal boards so peers can leave warm and cool feedback tied to clarity, evidence, and impact. If possible, invite a small audience of teachers, counselors, or district/community representatives connected through Madera workforce or related local resources to listen and ask questions. End with a brief reflection circle and self-evaluation so students name how their identity, research, and understanding of power shaped their proposal.