#1III SERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE | EDUCATION African American/Black and Puerto Rican/Latino Course of Studies (P.A. 19-12) Advisory Group Informational Meeting July 28, 2020 EQUITY. EXCELLENCE. EDUCATION.#2IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION CSDE Deliverables and Timelines • Advisory Group Meetings • Draft Course Objectives • Draft Scope and Sequence • Draft Units of Study Nov, Jan, Mar, May July, Sept, Nov March 27 June 5 July 24 September 30 October • Completed Course and Report Public Comment • Presentation at SBOE meeting ● Final Revision to SDE November 20 December 18 2 EQUITY. EXCELLENCE. EDUCATION.#3IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION - Accomplishments June 1 – July 28 ● Submitted Course Outline to SDE • Drafted Professional Learning Plan • Invited Expert Review Panel Participants • Drafted 10 Units of Study (using common UBD template) Special thanks to the individual and collective contributions of members of the African American/Black and Puerto Rican/Latino Content Development Committees for their efforts! 3 EQUITY. EXCELLENCE. EDUCATION.#4IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION 4 PA 19-12 AN ACT CONCERNING THE INCLUSION OF BLACK AND LATINO STUDIES IN THE PUBLIC SCHOOL CURRICULUM -Draft African American/Black Units of Study- EQUITY. EXCELLENCE. EDUCATION#5IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION Draft African American/Black Units of Study ● · Unit 1 - African Origins of Humanity and the Dispersal Unit 2 - Black Literacy, Organizations, and Liberation • Unit 3 - Long, Long History for Equality • Unit 4 - Black Movement for Equality . • Unit 5 - Protest, Politics, and Power (Weeks for each unit being determined.) 5 EQUITY. EXCELLENCE. EDUCATION#6IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION Draft Unit 1: African Origins of Humanity and the Dispersal Summary: Throughout the 400 year tenure of African Americans in the United States, Africa and her people have been grossly misrepresented as inferior and non contributors to human civilization. This narrative was used as the prime justification for African enslavement. This narrative formed the basis for the nation's legal racial discrimination system for years. This false narrative is the root of many domain and background assumptions held by many Americans. This false narrative has long been the bane of the African American's struggle for freedom and full citizenship. Section 1: African Origins, West African Empires to the Demise of Songhai, The Moors, African Religions Section 2: Slavery in Connecticut - Stories of Resistance and Agency 6 EQUITY. EXCELLENCE. EDUCATION#7IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE | EDUCATION Draft Unit 2: Black Literacy, Organizations, and Liberation Summary: Overall, students will grasp how Blacks fought to preserve their humanity and to develop a culture and institutions that reflected their own values and beliefs. · · • Lesson 2.1: The Age of Abolition The Gradualist Period Lesson 2.2: The Militant Period Lesson 2.3: The Early & Late Political Period Lesson 2.4: Civil War/The Great American Slave Rebellion 7 EQUITY. EXCELLENCE. EDUCATION#8IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION Draft Unit 3: Long, Long History for Equality Summary: This unit focuses on the period of Reconstruction (1865-77), American Imperialism, Black Settlement Towns, Settlers in West (1865-1915), Black Communities in urban South and North, growth of Historically Black Colleges and Universities, struggle against the Jim Crow System and Pre-WWI Race Riots. This section will also go into detail on the political contributions of African American politicians to the passage of the Reconstruction era acts and laws that brought right to citizenship, right to vote, and public education. • Lesson 3.1: African Americans and the Reconstruction Era • Lesson 3.2: The Age of Imperialism • Lesson 3.3: The Great Migration/Exoduster Movement • 8 Lesson 3.4: The Education of Blacks and Emergence of HBCU's EQUITY. EXCELLENCE. EDUCATION#9IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION Draft Unit 4: "Black Movement for Equality" Summary: This unit will focus on Black Americans' movements for equality, both geographical and societal. It will begin with the Great Migration of approximately a half million African Americans from Southern to Northern states between 1916 and 1918, and will then explore the fight for equal rights and the enormous contributions of Black Americans in the early 20th century. The unit should help students understand how the events of the period helped shaped present-day systems. • • Lesson 4.1: Great Migration Lesson 4.2: WWI and The Red Summer Riots • Lesson 4.3: The Power of Black Art • Lesson 4.4: A New Deal or a Raw Deal? • Lesson 4.5: Organize and Agitate • Lesson 4.6: WWII • • Lesson 4.7: How The Women Organized and Agitated 9 Lesson 4.8: How the Youth Organized and Agitated EQUITY. EXCELLENCE. EDUCATION#10IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION Draft Unit 5: Protest, Politics, and Power Summary: This unit examines African American history in from the Black Power Era to Black Lives Matter. The unit begins with an exploration of the political, economic, and cultural impact of Black Power and ends with Black Lives Matter. During this era, African Americans used the vote to demand reform, created organizations such as the Black Panther Party to address police brutality and created independent social programs. Since 1965, African American have made major progress, such as an increase of college graduates and decreasing the poverty rate, however, institutional racism continues to undermine the progress of African Americans. This unit examines the impact of class and gender how the black community is shaped by a variety of identities, communities, and perspectives. • Lesson 5.1: Black Power • Lesson 5.2: Black Politics • Lesson 5.3: Black Cultural Production • Lesson 5.4: Systemic Racism 1965- • Lesson 5.5: Black Lives Matter 10 EQUITY. EXCELLENCE. EDUCATION#11IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION 11 PA 19-12 AN ACT CONCERNING THE INCLUSION OF BLACK AND LATINO STUDIES IN THE PUBLIC SCHOOL CURRICULUM -Draft Puerto Rican/Latino Units of Study- EQUITY. EXCELLENCE. EDUCATION#12IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE | EDUCATION Draft Puerto Rican/Latino Units of Study • Unit 1 - Introduction: Early Beginnings (2 weeks) • Unit 2 - Blood (2 weeks) • Unit 3 - Sweat (5 weeks) • Unit 4 - Defiance (5 weeks) • Unit 5 - Conclusion: Contributions of Puerto Ricans/Latin in CT (3 weeks) 12 EQUITY. EXCELLENCE. EDUCATION#13IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE | EDUCATION . Draft Unit 1: Early Beginnings General Overview of major themes of the first semester Review of Courageous Conversations Understanding of one's own racial/ethnic identity Unit provides an understanding of the different indigenous groups in Latin America and Puerto Rico, while finding commonalities that various groups share. Due to the enormous amount of distinct indigenous groups and cultures, students will study specifically identified groups that represent varying regional differences including but not limited to climate, demographic, physical boundaries, and culture 13 EQUITY. EXCELLENCE. EDUCATION#14IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION Draft Unit 1: Early Beginnings Lessons • Lesson 1: What is race? Are Latinos one race? • Lesson 2: Does a Latino/a culture exist? • Lesson 3: Geography • Lesson 4: Indigenous people of Latin America/Puerto Rico(e.g. Incas, Aztecs and Tainos) 14 EQUITY. EXCELLENCE. EDUCATION#15IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION Draft Unit 2: Blood Summary: The story of Latinos goes back thousands of years. After reviewing the achievements and accomplishments of the Native Americans found in Central America, South America, and the Caribbean in the previous unit, this unit begins with the first European interaction between these natives and Columbus starting in 1492. It views how these Natives were treated by the Europeans and the voices like Bartolomeo de las Casas, who left this history behind. After looking at this treatment of the indigenous by Europeans, the second part of the unit focuses on the treatment of Latinos throughout American History. Once students dissect these events, they look at various forms of anti-Latino treatment like scientific experiments in Puerto Rico and Guatemala, and language 1.55 EQUITY. EXCELLENCE. EDUCATION#16IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION Draft Unit 2: Blood Lessons • • Lesson 1: Columbus and his actions in the Caribbean and Latin America • (ex: The People v Columbus Mock Trial) Lesson 2: Bartolome de Las Casas • Lesson 3: Treatment of the Indigenous by the Spaniards • Lesson 4: Anti-Latino/a Massacre Timeline . • (ex: Remembrance posters for victims of anti-Latino violence) Lesson 5: Scientific Experiments performed in Women (e.g. Puerto Rico and Guatemala) • Lesson 6: Language Suppression 16 EQUITY. EXCELLENCE. EDUCATION#17IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION Draft Unit 3: Sweat Summary: The unit of sweat focuses on the social, class, and economic structures created to take advantage of the majority by a wealthy minority. It begins with a look at the encomienda system and the evolution of the caste system found in Puerto Rico and Latin America. Students will examine the economic growth, prosperity, and the impacts of colonization on Puerto Rico and other Latin American countries since 1493 to present day. The unit will explore Puerto Rico's history as a possession of Spain, the effects of colonization, and how living conditions vary for Latinos within the US. Students will explore the present day relationships Latinos face with work, COVID, mass incarceration, and immigration. Finally, students will analyze elements of the Latino/a civil rights movement focusing on unequal education and how Puerto Rican and other Latino artists have revolutionized and galvanized social justice movements in 17 EQUITY. EXCELLENCE EDUCATION#18IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE | EDUCATION Draft Unit 3: Sweat Lessons • Lesson 1: Spanish Colonial Era The New Labor Force & Evolution of the Caste System • Lesson 2: Neocolonialism Identity • Puerto Ricans and Latinos in their societies/economies • Lesson 3: Life Conditions for Latinos and Puerto Ricans • Work, Covid-19 Impact, Mass Incarceration, Immigration 18 ω EQUITY. EXCELLENCE. EDUCATION#19IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE | EDUCATION Draft Unit 4: Defiance Summary: Coming from a place of frustration, anger, and suppression, Latinos, time and time again, have resisted the power and control of a group of people, governments, or institutions. Their resistance has always been part of their existence, however, we will look at three major times of resistance. These are the fight for independence against Spain, the nationalist movements against dictatorial/non-democratic leaders in the 20th century, and the power structures within the United States oppressing the people and voices of the Latino world. Finally, we will look at other forms of resistance focusing on music and the development/existence of underground economies within specific Latin American countries. 19 EQUITY. EXCELLENCE. EDUCATION#20IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION Draft Unit 4: Defiance Lessons • Lesson 1: Latin American Revolutions from Spain • (ex: Create own Crash Course video of a specific LA revolution) • Lesson 2: 20th Century Latin American Revolutions • Lesson 3: Latino/Puerto Rican resistance in the USA • (ex: West Hartford 1983 Bank heist - Student detectives) • Lesson 4: Other forms of Resistance 20 • (ex: Latino protest music) EQUITY. EXCELLENCE. EDUCATION#21IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE | EDUCATION Draft Unit 5: Contributions of Puerto Ricans/Latinos in the U.S. and CT Summary: In this unit students will analyze reasons that individuals from Puerto Rico and other Latin American countries came to the United States and specifically to Connecticut. Students will examine the accomplishments of these individuals and their descendants in Connecticut. 21 EQUITY. EXCELLENCE. EDUCATION#22IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE | EDUCATION Draft Unit 5: Contributions of Puerto Ricans/Latinos Lessons Lesson 1: Puerto Rican Migration to CT • Lesson 2: Migration from other Latin American countries to CT • Lesson 3: Latino/a Identity: Are Latinos/a united? • Lesson 4: Accomplishments and Challenges of Puerto Rican/Latino/a population in CT 22 EQUITY. EXCELLENCE. EDUCATION#23IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE | EDUCATION Focus Areas/Look-Fors • Rigor and relevance of lesson content and activities, including sources used, home links, and asynchronous/synchronous options. . • Continuity/smooth transition between units and semesters, including spiraling of content and through-line of identity development. • Alignment with course learning objectives and essential questions, and CT Social Studies framework. 23 EQUITY. EXCELLENCE. EDUCATION.#24IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION Parameters for Unit Feedback 1. All work in draft form, not for download or public use. 2. Google link will be shared with all Advisory Group members by August 3rd. 3. All Advisory Group members will be asked to review each unit and provide feedback via comment feature in Google docs by August 10th. 4. Critical feedback provided should include: a. specific affirmation/praise; b. inquiry/clarification where needed; and C. wonder/suggestion, including additional resources. 24 EQUITY. EXCELLENCE. EDUCATION.#25IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY | EXCELLENCE | EDUCATION Next Steps July 31 Targets Tasks Final Draft of Units Aug 3-Aug 10 Provide Unit Feedback Aug 10-21 Finalize Units Aug 24-Sept 4 Aug 31 Aug 31 Review Curriculum and Provide Feedback Finalize Professional Learning Plan Finalize Dissemination Plan Sept 9 (3:00-4:00) Hold Advisory Group Meeting Responsible Content Development Committees All Members of Advisory. Group Integration and Assessment Committee Expert Review Panel Professional Learning Committee Publications and Dissemination Committee SERC 25 EQUITY. EXCELLENCE. EDUCATION.#26IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY EXCELLENCE EDUCATION Questions/Suggestions/Concerns of Group ● Were School Counselors involved in Focus Groups? Concern with full year course. • Rich content...length of lessons given amount of content, learning activities, and reality of time? Quality over quantity will be key. • Thought about building capacity of deliberative dialogue through the entire year. • Appreciate all of the work and efforts of committees and SERC Team. • Is there a particular unit on the triangular slave trade and how it impacted the Puerto Rican history, culture, and make up? 26 EQUITY. EXCELLENCE. EDUCATION.#27IIIISERC STATE EDUCATION RESOURCE CENTER EQUITY | EXCELLENCE | EDUCATION · Curriculum documents don't typically include specific "lessons." Instead, they provide content, skills, and assured learning experiences. This provides teachers with the opportunity to design their own day-to-day lessons. Is this currículum document intended to be a script for teachers to follow? In the Professional Learning, we should include model student-driven activities to learn the content. • Value for project-based learning to support students' skills development of critical thinking, asking questions, analyzing source materials, and engaging in discourse. • Everything presented was strong. There is great opportunity for "co-teaching" as discussed by Chris Emdin where students may teach parts of class. This can elevate both voice and agency within the classroom. Will the CELP be aligned with the C3 Framework? 27 EQUITY. EXCELLENCE. EDUCATION.