Format: Article

Justification for selection: It's important to see that this issue is reflected across the literature and current events. Its also important to focus on the effect representation has on different age groups.

Connection to issues of diversity/essential question: This directly relates to the essential question, as it discusses the benefits of representation in books.

How it extends or deepens use of the anchor text: Looking at representation in childhood and adolescence, as well as in the anchor text and in the students' own lives, provides an opportunity for poignant reflection on the importance of representation.

Connection to AASL standards:

• AASL Standard V. A. 2.- Explore: Discover and innovate in a growth mindset developed through experience and reflection. A: Learners develop and satisfy personal curiosity by (2) Reflecting and questioning assumptions and possible misconceptions.

• AASL Standard I. B. 1.- Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. B: Learners engage with new knowledge by following a process that includes. (1). Using evidence to investigate questions.

Recommendations for specific use in the classroom: After reading the article in class, students can create a list of media they enjoyed as a child, and then examine if they were or were not represented in it. If not, how would they have felt if the main character was like them? If so, how would they have felt if the main character was not like them?

Student engagement level: Teacher-led.

Grade level complexity: Below.

Format: Video

Justification for selection: Exploring and understanding issues of intersectionality is very important when studying issues of representation. This video is fun, relatable, and puts intersectionality into an easily understood context.

Connection to issues of diversity/essential question: The video's author explores problems with representation and intersectionality in the media and explains why its important to feel seen, heard, and represented.

How it extends or deepens use of the anchor text: The arrival of Kamala Khan as Ms. Marvel created countless articles, discussions, and responses of those who were ecstatic to feel seen and represented.

Connection to AASL standards:

• AASL Standard V. A. 2.- Explore: Discover and innovate in a growth mindset developed through experience and reflection. A: Learners develop and satisfy personal curiosity by (2) Reflecting and questioning assumptions and possible misconceptions.

• AASL Standard II. B. 2.- Include: Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community by. B: Learners engage with new knowledge by following a process that includes. (2). Evaluating a variety of perspectives during learning activities.

• AASL Standard II. C. 1.- Include: Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community by. C: Learners exhibit and tolerance for diverse ideas by. (1) Engaging in informed conversation and active debate.

Recommendations for specific use in the classroom: The class can have a discussion, to break down her analogies, as well as a discussion on intersectionality and individual identities

Student engagement level: Teacher-led

Grade level complexity: Above.

Format: Academic Article

Justification for selection: This contains an easy-to-read, excellent, list of everyday things that are privileges of being white.

Connection to issues of diversity/essential question: Understanding the other side of the coin, in regards to representation, is important. Have an understanding and comprehension of the nuances and insidiousness of white privilege helps to build a stronger framework when fighting for representation of underrepresented peoples.

How it extends or deepens use of the anchor text: This helps in applying the injustice of seemingly simple examples of white privilege, for instance, being able to find a band-aid in one's own skin tone and not a white tone, and applying them to what Ms. Marvel deals with.

Connection to AASL standards:

• AASL Standard II. B. 2.- Include: Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community by. B: Learners engage with new knowledge by following a process that includes. (2). Evaluating a variety of perspectives during learning activities.

• AASL Standard II. C. 1.- Include: Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community by. C: Learners exhibit and tolerance for diverse ideas by. (1) Engaging in informed conversation and active debate.

• AASL Standard III. D. 2.- Collaborate: Work effectively with others to broaden perspectives and work toward common goals. D: Learners actively participate with others in learning situations by. (2): Recognizing learning as a social responsibility.

Recommendations for specific use in the classroom: Everyone in the class gets a printed copy of this list to keep. They can all turn in one idea to combat white privilege.

Student engagement level: Peer-supported.

Grade level complexity: At. 9- 12th grade

Format: Podcast Episode

Justification for selection: This is a great resource for learners who do better with audio content, and also showcases the magnificent storytelling skills of both Rebecca Roanhorse (the author) and LeVar Burton (the performer).

Connection to issues of diversity/essential question: This episode provides representation of a demographic that gets very little in it's main character (Abigail Fields), as well as representation for creators LeVar Burton and Rebecca Roanhorse.

How it extends or deepens use of the anchor text: Being given a story and representation that is not common at all: a woman, a Black woman, a gay Black woman, as the main character in a Western highlights how white-male dominated the genre is, in both characters and creators, much like comic books have historically been.

Connection to AASL standards:

• AASL Standard V. A. 2.- Explore: Discover and innovate in a growth mindset developed through experience and reflection. A: Learners develop and satisfy personal curiosity by (2) Reflecting and questioning assumptions and possible misconceptions.

• AASL Standard III. D. 2.- Collaborate: Work effectively with others to broaden perspectives and work toward common goals. D: Learners actively participate with others in learning situations by. (2): Recognizing learning as a social responsibility.

Recommendations for specific use in the classroom: The class can have a reflection and discussion on the perspective of the story. Are they used to hearing a "Western" from a woman's perspective? A woman who is Black's perspective? An LGBT+ person's perspective? Reflect on and discuss this. Apply critical thinking to texts they read in the future: Notice what is missing.

Student engagement level: Teacher-led.

Grade level complexity: Above.

Learn more about the story's author, Rebecca Roanhorse.