# data[].attributes.headline
 Process these observations by crafting a critical analysis that discusses a complex picture of curriculum - what knowledge is being taught either intentionally or unintentionally in the form of content, who has selected that knowledge, who does it include/exclude, and what are the consequences? What kind of learning experiences are made possible because of the way the content has been portrayed and delivered? What kind of learning experiences are made difficult because of the same choices?

# data[].attributes.subject
 Process these observations by crafting a critical analysis that discusses a complex picture of curriculum - what knowledge is being taught either intentionally or unintentionally in the form of content, who has selected that knowledge, who does it include/exclude, and what are the consequences? What kind of learning experiences are made possible because of the way the content has been portrayed and delivered? What kind of learning experiences are made difficult because of the same choices?

# data[].attributes.body
Though this unit is titled voice and identity, the teacher and author's voice and identity are the only ones explored. While the students gain valuable curricular skills, it comes at the expense of exploration of their own identity or their own voices. A shift toward bringing in students understandings of the "American Dream,"  the creation of their own representations of the American Dream, and student generated discussion could broaden the funds of knowledge in this class.

# data[].attributes.body
Teacher's slides with critical analysis comments

# data[].attributes.body
The teacher and students worked together in a "we do" construction of this chart. There is a lose basis on a constructionist perspective here but the teacher prompting often began as sentence starters, with a fill in the blank feel to questioning.The teacher identified the quotes to grapple with along with the key words for "connotative meanings" as well as the "tone words"