Embedded Files
Project by Laura Carpenter
Anchor Text Annotation:
Bibliographic annotation:
Wilson, G. W., & Alphona, A. (2014). Ms. Marvel Volume 1: No
Normal. Marvel.
Brief summary: Kamala Khan acquires mysterious super powers almost overnight. She must figure out how to use them, where they came from, and where the lines between 'Kamala Khan' and 'Ms. Marvel' blur, meet, and are drawn in the sand. Embracing intersectionality and issues of identity, this is a wonderful and groundbreaking work.
Connection to issue of diversity: Ms. Marvel is Kamala Khan, who is a Muslim, Pakistani-American teenager, which is a demographic that is underrepresented in media, especially with positive portrayals. The world of mainstream superheroes had previously been all but void of representation for Muslim, Pakistani-American teenagers.
Designated Audience:
Designated Audience:
9th grade
Essential Question:
Essential Question:
What happens when people do (and don’t) see themselves positively represented in the media that they enjoy?
Standards:
Standards:
Lexile measure : GN450L
1- 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.
2- 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.
3- 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.
4- 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.
5- 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.
(American Association of School Librarians, n.d.)
The Cultural Text Set for the Anchor Text, Ms. Marvel Vol. 1: No Normal:
Format: Podcast Episode
Justification for selection: Much like Ms. Marvel being the superhero that the world needed right now, and the first mainstream Muslim and Pakistani-American teenager super-hero, Kamala Harris has broken through glass ceilings and become an icon of representation in politics for younger generations.
Connection to issues of diversity/essential question: Kamala Harris has always been open about issues of representation in her life, and she has shown great awareness of what her success means not only for her, but for her family, and for People of Color around the world.
How it extends or deepens use of the anchor text: This was recorded before she was elected Vice President of the United State of America, when she was a sitting U.S. Senator.
Connection to AASL standards:
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: A class period can be set aside to devote to listening to the entire episode. Students can take notes, write a one page reflection, and participate in the next day's discussion regarding the podcast episode. After the discussion, they can add additional thoughts to their reflection paper.
Student engagement level: Teacher-led.
Grade level complexity: Above.
By Jodie Rodriguez
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: Article/Personal Reflection
Justification for selection: This is an excellent article written by someone the same age as the anchor text's protagonist and also the same age as the students in the classroom.
Connection to issues of diversity/essential question: This article discusses what it meant for its author to see herself reflected in media she enjoyed.
How it extends or deepens use of the anchor text: Seeking out and listening to the voices of those who are not well represented in media, like Kamala Khan and Raha Murtuza, is crucial in ensuring that the perspective one is developing is not shaped by white authors writing on behalf of People of Color.
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.
Recommendations for specific use in the classroom: Challenge students to find a representation of themselves in media and to then write a review of it.
Student engagement level: Independent.
Grade level complexity: At. 9th-12th grade. Written by a high school student.
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.
By Ashika Prajnya Paramita
Format: Academic Paper
Justification for selection: Its important for students to see how meaningful representation is at all levels. Seeing a college-level academic paper on Ms. Marvel and representation is a great way to illustrate that this issue is widespread and important.
Connection to issues of diversity/essential question: This article provides representation of Muslim immigrants in America in higher education, as well as discussing how Ms. Marvel and her representation impacted this community.
How it extends or deepens use of the anchor text: In the anchor text, we see Kamala Khan dealing with issues arising from living in a white community and at her school. In this paper, we see a continuation of this issue.
Connection to AASL standards:
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.
ASL 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.
Recommendations for specific use in the classroom: Study the components of a well-written abstract, and have students compose an abstract for research they would like to do.
Student engagement level: Teacher-led.
Grade level complexity: Above. College level.
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: Short film
Justification for selection: This is a great resource for more visual learners, and considering that Ms. Marvel's comic is a visually oriented medium, it ties in well.
Connection to issues of diversity/essential question: The video is a great representation of a blending of cultures, and the issues that can arise.
How it extends or deepens use of the anchor text: After reading the comic and studying the other items in this text set, seeing Ms. Marvel/Kamala Khan come to life on the screen is a welcomed treat.
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: Class discussion: What cultural influences did you see? What examples of whiteness or discrimination did you recognize? Who created this film? Examine representation of the creators behind the screen, look at the credits. Whose voices were behind the scenes? What did you relate to in the film? What examples of intersectionality did you see?
Student engagement level: Teacher-led.
Grade level complexity: At. 8-12th grade.
This Fan-Made MS. MARVEL Short Film Proves She Needs to Be in the MCU Immediately
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.
References:
References:
Akilah Obviously. (2015, April 8). On Intersectionality in Feminism and Pizza. [Video]. YouTube. https://www.youtube.com/watch?v=FgK3NFvGp58&t=3s
ALARAS PRODUCTIONS. (2019, April 13). Ms.Marvel (No Normal) - SHORT FILM. [Video]. ALARAS PRODUCTIONS. https://www.alarasproductions.com/
American Association of School Librarians. (n.d.) AASL Standards Framework. https://standards.aasl.org/wp-content/uploads/2018/08/180206-AASL-framework-for-learners-2.pdf
Burton, L. (Host). (2020, September). "Wherein Abigail Fields Recalls Her First Death and, Subsequently, Her Best Life" by Rebecca Roanhorse. [Audio Podcast Episode]. In Levar Burton Reads. https://open.spotify.com/episode/2z3G2sFZLKTMfeBmEFiRQe?si=EjS3TL9LTvupr_eRY7Xkwg&nd=1
Caldwell, P. (2021). A Phoenix First Must Burn: Sixteen Stories of Black Girl Magic, Resistance, and Hope. Penguin Books.
Levar Burton Reads. (n.d.) The Best Short Fiction, Handpicked by the Best Voice in Podcasting. Stitcher. https://www.levarburtonpodcast.com/
Marvel Insider. (n.d.). Ms. Marvel Vol. 1: No Normal (Trade Paperback). https://www.marvel.com/comics/collection/48987/ms_marvel_vol_1_no_normal_trade_paperback
McIntosh, P. (1989, July/August). White privilege: Unpacking the invisible knapsack. Peace and Freedom Magazine, p. 10-12. Women’s International League for Peace and Freedom. https://www.nationalseedproject.org/Key-SEED-Texts/white-privilege-unpacking-the-invisible-knapsack
Murtuza, R. (2021, March 18). Why ‘Ms. Marvel’ is a superhero for me, an American-Muslim. The Tide. https://thermtide.com/13792/popular/why-ms-marvel-is-a-superhero-for-me-an-american-muslim/
Paramita, A. (2019). MS. MARVEL AS A REPRESENTATION OF THE STRUGGLE FOR AMERICAN IDENTITY. Rubikon : Journal of Transnational American Studies, 3(1), 10-27. /*doi:http://dx.doi.org/10.22146/rubikon.v3i1.44368*/ doi:https://doi.org/10.22146/rubikon.v3i1.44368
Puc, S. (2019, April 16). This Fan-Made MS. MARVEL Short Film Proves She Needs to Be in the MCU Immediately. The Beat. https://www.comicsbeat.com/fan-made-ms-marvel-short-film-mcu/
Roanhorse, R. (2021).Wherein Abigail Fields Recalls Her First Death and, Subsequently, Her Best Life. In A Phoenix First Must Burn: Sixteen Stories of Black Girl Magic, Resistance, and Hope. Penguin Books.
Roanhorse, R. (n.d.). More About Me + Contact Info. Rebecca Roanhorse. https://rebeccaroanhorse.com/about/
Rodriguez, J. (2018, March 1). Why it's important for kids to see themselves in books. Scholastic. https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/why-its-important-kids-to-see-themselves-books.html
The Tide. (n.d.). Raha Murtuza, Senior Arts Contributor, Sports Writer. https://thermtide.com/staff_name/raha-murtuza/
Wilson, G. W. & Alphona, A. (2014). Ms. Marvel Volume 1: No Normal. Marvel.
Yamato, J., Shyong, F., & Harris, K. [Host]. (2020, June 23). Kamala Harris. [Audio Podcast Episode]. In Asian Enough. https://art19.com/shows/asian-enough/episodes/bf28c3b4-fd39-4ace-b439-3f02e880c0c6
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