Two-Eyed Seeing: Identity, Community & the Social Ecosystem

Grade: 9 (Semester 2: January - June, culminating after Valentine's Day pressures)

Core Text: Two-Eyed Soap: The Boy Who Held Lightning

Anchor Standard: C3 Framework (Dimension 2: Applying Disciplinary Concepts & Tools; Civics, Sociology, Geography)

SEL Competencies: Self-Awareness, Social Awareness, Relationship Skills, Responsible Decision-Making

Pedagogy: Project-Based Learning (PBL), Universal Design for Learning (UDL), Indigenous Pedagogies (Storywork, Place-based Learning)

Final Project: "The Freshman's Field Guide: A Two-Eyed Map of Our Social Ecosystem"

Course Overview & Driving Question

Driving Question: How can understanding our own "two worlds" (personal identities and social roles) help us navigate, contribute to, and positively change the complex social ecosystem of high school and our community?

Course Narrative Arc: Students will mirror Binesi's journey.

• Act 1 (Weeks 1-6): The Individual (Micro). "Who am I in this new space?" (Identity, fear, observation).
• Act 2 (Weeks 7-12): The Community (Meso). "How do we build healthy systems?" (Conflict, negotiation, reciprocity).
• Act 3 (Weeks 13-18): The Systems & Legacy (Macro). "What is my role in the larger story?" (Ethics, legacy, systemic change).

Unit Breakdown: A Semester-Long Journey

UNIT 1 (Weeks 1-6): "Two Worlds" - Mapping the Self in a New Landscape

• C3 Focus: Civics (D2.Civ.6.9-12 - Civic participation); Sociology (D2.Soc.1.9-12 - Culture, socialization, identity).
• 7GFT Lens: Truth (Debwewin), Bravery (Aakode'ewin)
• Core Text: Act 1 of Two-Eyed Soap.
• Essential Question: What "two worlds" do I walk between (e.g., home/school, old friends/new peers, online/offline self), and how do I honor both?

PBL Project Component: "Identity Braid Artifact" Students create a multi-media representation of their "braided identity" (inspired by Binesi's Ojibwe/Lakhota heritage). This could be a physical braid with different colored cords, a digital collage, a soundscape, or a written "personal constitution."

• UDL Adaptation: Choice of medium; sentence stems for writing; option to interview family as research.

Key Activities:

1. "Flies in the Mist" Observation Journal: Like Binesi observing the ecosystem, students practice non-judgmental observation of the school's social "animal nations" (cliques, groups, staff roles) for one week.
2. "Lightning Tree" Narrative Workshop: Rewrite a past "scar" (middle school challenge) as a source of strength and learning.
3. SEL "Bug Catch" Circles: Small-group discussions on "What's bugging you about high school?" using restorative circle practices.

UNIT 2 (Weeks 7-12): "Soap Diplomacy" - Weaving Community Agreements

• C3 Focus: Civics (D2.Civ.10.9-12 - Public processes; D2.Civ.14.9-12 - Negotiation/Compromise); Geography (D2.Geo.8.9-12 - Human-Environment Interaction).
• 7GFT Lens: Love (Zaagi'idiwin), Respect (Zoongide'ewin), Honesty (Gwayakwaadiziwin)
• Core Text: Act 2 of Two-Eyed Soap.
• Essential Question: How do we create "treaties" and shared rituals to resolve conflict and build a respectful community?

PBL Project Component: "Community Treaty & Ritual Design" In small "clans," students identify a real point of tension or isolation in the school (e.g., lunchroom dynamics, group project conflicts). They research, draft, and propose a "Treaty of Understanding" and a shared "ritual" (like the Treaty Soap) to address it.

• UDL Adaptation: Roles within clans (Researcher, Scribe, Designer, Ambassador); use of templates and graphic organizers.

Key Activities:

1. "Buffalos & Lather" Negotiation Simulation: Role-play a conflict over shared resources (e.g., practice field time, library space) using the "wash hands first, then speak" model.
2. "Moon Cycle Accord" Systems Analysis: Analyze school policies through the lens of cycles and respect—e.g., attendance policies, grading cycles. Does the system honor natural rhythms?
3. "Valentine's Day Squid Games" Deconstruction (Post-Feb 14th): A critical media analysis of social pressures around Valentine's Day. How are "winners" and "losers" defined? What would "Treaty Soap" look like for this social event?

UNIT 3 (Weeks 13-18): "The Feather's Whisper" - Ethics, Legacy & Systemic Change

• C3 Focus: Civics (D2.Civ.12.9-12 - Systemic transformation); Economics (D2.Eco.1.9-12 - Scarcity & choice); History (D2.His.16.9-12 - Change over time).
• 7GFT Lens: Wisdom (Nbwaakaawin), Humility (Dabaadendiziwin)
• Core Text: Act 3 of Two-Eyed Soap.
• Essential Question: How do we steward knowledge and power ethically? What legacy do we want to leave in our community?

PBL Project Component: "The Freshman's Field Guide: A Two-Eyed Map of Our Social Ecosystem" This is the summative product. Students synthesize their work into a guidebook for future freshmen. It includes:

• Map of the Social Terrain: Annotated, respectful guide to groups, spaces, and unspoken rules.
• Guide to "Social Stewardship": Ethics of gossip, digital citizenship, inclusive practices.
• "Keeper's Oath" & Rituals: Proposed traditions and pledges for each graduating class to improve the school culture.
• UDL Adaptation: Guidebook can be a website, pamphlet, video documentary, or interactive map. Rubric focuses on content and insight over specific format.

Key Activities:

1. "Jacques' Folly" Ethics Tribunal: Debate case studies of cultural appropriation, plagiarism, or unethical sourcing (e.g., fast fashion, social media "thefts").
2. "Grandmother's Trunk" Legacy Project: Students interview a school elder (teacher, staff member, alumni) about the school's history and changes. They contribute this story to a living archive.
3. Public Exhibition & "Keeper's Oath" Ceremony: Students present their Field Guides to an audience of peers, teachers, and incoming 8th graders. The event concludes with a class-created "Keeper's Oath" for their sophomore year.

UDL & Special Learner Considerations Throughout

• Representation: The core text is supplemented with graphic novel panels, audio recordings, film clips on similar themes, and guest speakers (elders, community mediators).
• Action & Expression: Choice is central. Every major assignment offers multiple pathways (write, speak, build, design, perform). Use of speech-to-text, graphic organizers, and modeling.
• Engagement: Curriculum connects to high-relevance issues (social media drama, group conflict, fairness). Uses gamification (earning "feathers" for contributions, clan-based challenges) and authentic audience (work is for real future freshmen).

Assessment & "The Game"

• No high-stakes tests. Assessment is portfolio and project-based.
• Focus on Process & Reflection: Weekly reflection logs connecting text to self and school.
• "Squid Games" Reframed: The "game" is not about social elimination, but about collaborative problem-solving. The final exhibition is the "win"—a tangible product that improves the community for others.