Rationale:
For a curriculum to be anti-racist, we must consider process, content, and teaching pedagogy. The critical questions above guide us in choosing content and how students will engage with it. By the end of the unit the teacher and student will have co-created knowledge through project based and inquiry pedagogies. It could be an anti-racist teaching process when the teacher and students can name systems of oppression AND actions that disrupt(ed) those systems. Each module builds on the next.
A key question is- Are students’ multiple identities being honored and are they being empowered by the curriculum to create and take action?
Equity Critical Questions:
Discussion posts and tasks are opportunities for the student to show their learning. These can be submitted in a variety of ways: written response, picture representation with explanation, video response, etc). These are GRADED opportunities.
For a curriculum to be anti-racist, we must consider process, content, and teaching pedagogy. The critical questions above guide us in choosing content and how students will engage with it. By the end of the unit the teacher and student will have co-created knowledge through project based and inquiry pedagogies. It could be an anti-racist teaching process when the teacher and students can name systems of oppression AND actions that disrupt(ed) those systems. Each module builds on the next.
A key question is- Are students’ multiple identities being honored and are they being empowered by the curriculum to create and take action?
Equity Critical Questions:
- Whose voices, perspectives, or experiences are heard in this unit- centered, marginalized, missing? (This might be through texts, quotes, stories, examples, primary sources, video, social media, articles, etc.)
- What identities are included in this unit? Consider all facets of identity: race, religion, gender, gender identity, ability, socio-economic status, ethnicity, sexual orientation, family structure, language, citizenship, age, etc.
- What systems of power are shown?
- How does this unit connect to the lives of students? What makes this unit relevant to students and to today’s world? How are students invited to be truth tellers & change agents?
- Analyze the importance of civic participation as a citizen of the United States.
- Compare ways people can participate in the political process including voting, petitioning elected officials, and volunteering
- Describe individual rights and responsibilities in the United States.
Discussion posts and tasks are opportunities for the student to show their learning. These can be submitted in a variety of ways: written response, picture representation with explanation, video response, etc). These are GRADED opportunities.