The Numbers: Young People on the Myths and Realities of Gentrification

Grades: 9-12

Time: 1–5 sessions of approx. 50 min. each, or 1–3 block sessions of approx. 90 min. each

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Read The Numbers in the Magazine

This curriculum guide meets the following standards for learning:

This guide also fulfills the mandates of House Bill 2905/Senate Bill 2905 Ethnic Studies (ORS 329.045) and SB 513/SB702 Civics Education (ORS 329.045).

2024 Oregon Social Studies Standards:

  • HS.C.IR.9 Describe the civic behaviors that promote and strengthen a pluralistic democracy. (Civics)

  • HS.C.DP.12 Using primary sources from multiple perspectives, identify and explain historical and contemporary efforts to narrow discrepancies between foundational ideas and values of American democracy and the realities of American political and civic life for traditionally underrepresented groups. (Civics)

  • HS.C.DP.13 Argue and defend positions on contemporary issues in which foundational ideas or values are in tension. (Civics)

  • HS.C.DP.14 Identify and analyze the existence and perpetuation of discrimination and inequity in the local, state, national, or global context. (Civics)

  • HS.C.DP.15 Identify and evaluate the effect of the exclusionary language and intent of the Oregon and U.S. Constitution and the provisions and process for expanding and protecting civil rights. (Civics)

  • HS.G.MM.2 Analyze recent voluntary and forced migration patterns to identify and understand the push and pull factors and their effect on people and places. (Geography/Climate Change)

  • HS.G.MM.3 Investigate and analyze how political and economic decisions determine the settlement patterns of human populations, including the removal and segregation of communities in the United States. (Geography)

  • HS.G.HI.7 Assess the effect of human settlement activities on the environmental and cultural characteristics of specific places and regions. (Geography/Climate Change)

  • HS.G.HE.11 Identify and describe how the relationship to land, utilization of natural resources, displacement, and land ownership affects historically underrepresented identities, cultures, and communities. (Geography/Climate Change)

  • HS.US.CP.12 Examine how underrepresented groups, including those identifying by race, ethnicity, gender, sexual orientation, and religion viewed themselves and contributed to the identity of the United States in the world from 1865-present. (US History)

  • HS.US.CP.15 Analyze the long-term consequences of the Jim Crow era (1870s–1960s). (US History)

  • HS.US.CP.18 Analyze the origins, evolution, and goals of the movement for Black equality from 1865 to the present, including examples of the social and political resistance to integration and equality. (US History)

  • HS.US.CP.19 Identify and analyze political, social, and intellectual movements in the post-WWII United States that challenged discrimination and changed traditional assumptions about race, ethnicity, class, gender, the environment, and religion. (US History)

Literacy in History/Social Studies, Science, and Technical Subjects

Key Ideas and Details:
CCSS.ELA-Literacy.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

 

ELA Reading: Informational Text

Key Ideas and Details:
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-Literacy.RI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
 

ELA Writing:
CCSS.ELA-Literacy.W.9-10.2.a
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.9-10.2.b
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.W.11-12.2.a
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.11-12.2.b
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CCSS.ELA-Literacy.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.

Curriculum Guides

An Oregon Canyon: What’s in a Name?

In these lessons, students will view and study the film “An Oregon Canyon” and use it as an entry point for social critique and the exploration of past and present realities of race, land, and place.

Becoming Asian: The Act of Inventing Race

In these lessons, students will read and study the essay “Becoming Asian” by Scot Nakagawa and use it as an entry point for social critique and the exploration of past and present realities of identity, immigration, race, and power.

Earth on Fire: Tribal Resistance and Collaboration in the Fight Against Climate Catastrophe

In these lessons, students will listen to audio, look at images and video, and read text from the project “Earth on Fire,” using the content as an entry point for social critique and the exploration of past and present realities of race, land, home, belonging, and identity.

Family Ties: Humanizing Migration

In these lessons, students will read and study the essay “Family Ties,” using it as an entry point for social critique and the exploration of past and present realities of race, land, place, immigration, civil rights, laws, and legislation.

Full Circle: The High Price of Free Speech

In these lessons, students will read and study the essay “Full Circle” and the short film “A Return Passage” and use them as entry points for social critique and the exploration of past and present realities of civil rights, media and journalism, power, justice, and refugees.

Good Hair: Exploring Identity and Questioning Expectations

In these lessons, students will read and study the essay “Good Hair,” and use it as an entry point for social critique and the exploration of past and present realities of identity, family, gender, race, and appearance.

Hidden Histories: The Farmers of Tanner Creek

In these lessons, students will delve into a “hidden history” of Portland through the essay “The Farmers of Tanner Creek,” and use it as an entry point for social critique and the exploration of past and present realities of immigration, displacement, gentrification, race, and the American Dream.

Making Men: Unpacking Sex, Violence, and Power

In these lessons, students will read and study the essay “Making Men” and use it as an entry point for social critique and the exploration of past and present realities of sexuality, violence, family, gender, power, culture, and values.

Making Peace with Chaos: The Realities of Refugee Experiences

In these lessons, students will read and study the essay “Making Peace with Chaos,” which contrasts stereotypes about refugees to the realities of refugees’ lives in Portland. Students will use the essay as an entry point for social critique and the exploration of past and present realities of refugees, displacement, immigration, belonging, and the American Dream.

Sixteen in America: Learning to Cope and Owning Our Stories

In these lessons, students will read and study the essay “Sixteen in America” and use it as an entry point for social critique and the exploration of education, family, mental health, and identity.

The Air I Breathe: Belonging, Gentrification, Race, and Power

In these lessons, students will read and study the essay “The Air I Breathe” and use it as an entry point for social critique and the exploration of past and present realities of belonging, gentrification, displacement, power, race, and place.

The Numbers: Young People on the Myths and Realities of Gentrification

In these lessons, students will view and study the film “The Numbers” and use it as an entry point for social critique and the exploration of past and present realities of civic life, gentrification, displacement, land, and place.

The Original Laws: Restoring a Common Language

In these lessons, students will read and study the essay “The Original Laws” and use it as an entry point for social critique and the exploration of past and present realities of environment, ethics, natural resources, culture, and values.

To Live More Free: Humanizing Migration

In these lessons, students will listen to interviews and view photographs from the story “To Live More Free,” using the content as an entry point for social critique and the exploration of past and present realities of race, land, place, immigration, civil rights, laws, and legislation.

Uncovered: Exploring Immigrant and Identity Stories

In these lessons, students will read and study the essay “Uncovered” and use it as an entry point for social critique and the exploration of past and present realities of social identity, immigration, health, family, equity, and civil rights.

What They Carried: Discovering Refugee Experiences Through Objects

In these lessons, students will read and study the essay “What They Carried,” and use it as an entry point for social critique and the exploration of past and present realities of immigration, belonging, family, and refugees.

Within Makeshift Walls: Injustice Hidden in Plain Sight

In these lessons, students will delve into a “hidden history” of Oregon through the essay “Within Makeshift Walls,” and use it as an entry point for social critique and the exploration of past and present realities of laws and legislation, place, power, race, public policy, civil rights, immigration, and displacement.

Your Cultural Attire: Culture, Identity, and Appreciation/Appropriation

In these lessons, students will read and study the essay “Your Cultural Attire” and use it as an entry point for social critique and the exploration of past and present realities of belonging, culture, identity, and power.