In this unit I aim to help students see this connection, exploring the ways elite white Americans justified the enslavement of Africans and how some of these same ideas continue to perpetuate systemic racism in our country today. Ultimately, the goal of this unit is to have students gain a more holistic understanding of the connection between slavery and the growth of racism and white supremacy in the United States and the continued legacies today, so that students can investigate ways to become change agents to combat systemic racism. This unit is not intended to cover all of the important concepts regarding slavery, but be used as a supplemental resource to address this missing piece from many traditional textbooks/curriculums.

This curriculum unit seeks to broaden the repertoire and pedagogical techniques utilized in directing middle school orchestra. It aims to do this by rethinking dominant pedagogical approaches, and reexamining which narratives are presented in the classroom and for what purpose. If the curriculum is successful, it will firstly help the teacher include counter-narratives in instruction in a seamless manner and provide a framework for restructuring instruction moving forward. In that way, this is not really a curricular unit as much as a way to rethink what, how and why we teach a performance class like orchestra. By introducing counter-narratives, the teacher reaches and motivates a more diverse student body and opens doors to dialog with students about history in a way that would not be possible without the inclusion of counter-narratives. This curriculum also encourages a different approach for teaching basics like rhythm decoding using the South Indian syllabic system called solkattu. When we present culturally diverse solutions to teaching the basics of music performance, we expand our students’ awareness of the world and offer them different ways of solving a problem. The curriculum also presents ways to structure orchestral rehearsals in a more collaborative way which not only encourages trust and teamwork between students, but also gives them agency over the final performance of the material. As a culmination of the curriculum, the final unit includes five original arrangements for the middle school orchestra, including a score with all parts and files related to each arrangement. The five pieces include two Civil Rights era anthems, a spiritual from the Bahamas, a South African Zulu folksong, and a popular song of community/fellowship. The teaching of all these pieces will ultimately help to present counter-narratives, open dialog, and develop trust and a sense of personal investment while broadening the repertoire of the orchestra.

In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic for developing and critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, and places.

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course.I share 3 resources here from my Introduction to Biology course: our syllabus with specifications grading (complete/incomplete grading with unlimited revisions) and no late penalties, our Biologist Biographies project, and our content curation project. Please adapt these resources to make your own course more antiracist!

This semester, we will be implementing a group activity where we look at the histology for the leading causes of death while also exploring how these diseases disproportionately affect people of color in America. There are several components of this project that culminate in a video presentation that can be used to inform our Merritt and employer community about these diseases and how they negatively impact us. This project will be done in several steps or 7 Modules as outlined below. 

I teach at a dual language school in New Haven formerly known as Christopher Columbus Family Academy. It is a school composed of almost all Hispanic students and designed on the exterior to resemble a ship. There is a large bust in front of the building of a navigator sighting land, an event commemorated on a nearby plaque celebrating the bravery and exploration of Columbus and his crew. The intended metaphor seems clear enough; the young students within the hull of this ship are also explorers of sorts. The school has since changed its controversial name, but the irony of the metaphor remains; students trapped within the hull of a vessel steered by imperialist authorities.

This unit would have the students up in the masts instead; to have them explore the world and map their journey through it, to make them navigators of their own identities and values. This unit introduces the concept of a cartography of the self. That is, by using the techniques and tools of mapmaking applied to our personal lives and literary stories, we can develop a much more clear and relevant sense of our own history, experiences, values, relationships, hopes, and fears. The aim of this practice is to give teachers and students, through the creation of a series of Life-Maps, a deeper understanding of who they are, what they value, where they wish to go, and who they wish to become. Map making of this kind is fundamentally empowering, as it necessitates the act of naming and ordering the world.

In this course, students will develop their abilities to expose ways that scientific knowledge has been shaped in contexts that are gendered, racialized, economically exploitative, and hetero-normative. This happens through a sequence of four projects that concern:

Interpretation of the cultural dimension of sciences
Climate change futures
Genomic citizenry
Students’ plans for ongoing practice

The course uses a Project-Based Learning format that allows students to shape their own directions of inquiry in each project, development of skills, and collegial support. Students’ learning will be guided by individualized bibliographies co-constructed with the instructors, the inquiries of the other students, and a set of tools and processes for literary analysis, inquiry, reflection, and support. 
Acknowledgement
Professor Peter Taylor spent several years crafting the unique structure of the course, which is crucial to the way it was taught. 
The Consortium for Graduate Studies in Gender, Culture, Women, and Sexuality
This course was taught as part of the Consortium for Graduate Studies in Gender, Culture, Women, and Sexuality (GCWS) at MIT. The GCWS brings together scholars and teachers at nine degree-granting institutions in the Boston area who are devoted to graduate teaching and research in Women’s Studies and to advance interdisciplinary Women’s Studies scholarship.

Students will define colorblind racism; identify the four frames through which colorblind racism operates; discern the effects of colorblindness in practice-particularly its negative aspects; and identify alternatives to colorblindness

Explore the role media plays in our understanding of race and racism. Hear from experts who share advice on how educators can use media to confront injustice, and create anti-racist classroom environments.

This resource contains assignment details for the co-creation of a class "dictionary" of terms/phrases used by students in their speech communities. Dictionary is in quotes here because it's not a true dictionary; rather, it contains extended definition and analysis of chosen terms, as well as evidence of their use "in the wild" (i.e. in the world). This module also contains a project overview and a warm-up exercise that support the main project, as well as ideas for complimentary assignments for use in a themed course. Please see the "For instructors" page for more on framing this assignment as anti-racist. This work is licensed under CC BY-NC-SA 4.0

This resource contains assignment details for the co-creation of a class "dictionary" of terms/phrases used by students in their speech communities. Dictionary is in quotes here because it's not a true dictionary; rather, it contains extended definition and analysis of chosen terms, as well as evidence of their use "in the wild" (i.e. in the world). This module also contains a project overview and a warm-up exercise that support the main project, as well as ideas for complimentary assignments for use in a themed course. Please see the "For instructors" page for more on framing this assignment as anti-racist. This work is licensed under CC BY-NC-SA 4.0

The course is structured in theme-based quarters; each quarter targets a mode of writing (argumentative, persuasive, analytical) paired with a thematic unit of study. No texts are mandated, but texts are suggested to align with each theme. Though teachers have the flexibility to teach texts that they believe will best engage and push their students to a deeper understanding of the targeted standards, I became more and more aware of a lack of depth to the curriculum’s nature writing unit.

The district-endorsed unit, titled “Self and Nature: Exploring Human Relationships with Nature” recommends texts that are familiar to many English teachers as the canon of American transcendentalism, the 19th-century literary and philosophical movement advocating for the unity of nature, the divine, and humanity. Some suggestions outside of that realm are recommended (Rachel Carson, Jack London, Jon Krakauer), but even these more modern suggestions do very little to tell a more accurate and complete story of human’s place in the environment.

The focus of this curricular unit is twofold. The first is to consider the math classroom as a racialized space. In doing so, the unit will shed light on why math education is not race-neutral and will explain how color-blindness reinforces the oppression of students of color. The unit will examine how color-blindness within mathematics education ignores historical data and blames academic failure on students, their families, and their communities without recognizing the systemic biases that reproduce racial inequality through material stratification, deficiency framing, and reduced access to high quality instruction.

The second part of the unit will consider anti-racist teacher-centered instructional strategies that directly address inequality in math instruction. Among these strategies, the unit will consider teaching for understanding, group participation through complex instruction, culturally relevant pedagogy, and teaching mathematics for social justice. To achieve this, the unit will provide several examples of activities that approach mathematics instruction from a culturally relevant and critical lens. Then, the unit will examine a brief race-neutral Calculus lesson on integral approximation and will highlight components that reinforce systemic racism. Finally, the unit will then address what changes must be made within the sample lesson to better address issues pertaining to race in the math classroom.

Final Project prompt and anti-racists learning modules designed to empower and encourage students to critically re-think the traditional Western Art History cannon. 

Through learning about school dress codes, students will explore ways that discrimination about appearance can be racist and sexist and practice ways to speak out when they see or experience discrimination. This lesson is designed to follow Grade 3 Lesson 1: You Can't Wear That! (Or Can You...?) -- Part One.

I am a general education middle school English Language Arts teacher and have taught this novel using traditional English Language Arts strategies. I have primarily used this novel to meet reading objectives during my poetry unit to teach students about the novel’s literary devices such as imagery, personification, and metaphor for example. Lessons often examined how literary devices gave insight into the character’s motivations and would then scaffold learning into character analysis. The novel also explores themes of culture and identity, so initiating activities would build discussion on how House on Mango Street connects to other novels my students may have read. Discussions would center on popular young adult literature (and in some cases, the movie adaptation) about immigrant- minority culture and experiences such as The Sun is Also a Star (Yoon, 2016), The Arrival (Tan, 2006), The Hate You Give (Thomas, 2017), and Americanized (Saedi, 2018). Connections made between these novels would serve as an entry point building students’ background knowledge and used as reference points during lessons. Learning objective outcomes concluded with a writing project where students would write personal narratives and vignettes in the author's poetic style. This unit presents an instructional shift that incorporates culturally relevant pedagogical frameworks into novel study to foreground issues of race, racism, and power that underpin the novel.

Students will engage in viewing and researching videos and artifacts about thriving black communities that developed in the early 20th century amidst the violence of Jim Crow. The dominant narrative about US History from the end of Reconstruction to the mid-20th century has often portrayed Black people as hopeless and destitute. In reality, many Black people left the south, moved north or Midwest to establish flourishing communities. Black communities in Tulsa, Knoxville and Chicago were making great progress in the first two decades of the 20th century. But during the Red Summer of 1919, the aforementioned communities and others were burned down by white mobs and never rebuilt. One community was burned down and filled in with water, later becoming a lake. These mobs murdered blacks, decimated their townships, and then attempted to conceal this history, often erasing it entirely from history books.

Students’ culminating project is research, documentation, and presentation of their findings through a student-led Community Action Event.

This unit is written for high school French 3 and 4, and it focuses on interpreting historical events while building up background knowledge. It creates an overall awareness about the French-speaking world rather than memorizing grammar structures and rules often emphasized in language learning. Our curriculum is designed to give the teachers leniency to expand and use history, art, culture, and cross-disciplinary topics. Students in French 3 and 4 can explore various themes independently – under the overarching themes of contemporary and standardized French language teaching. As students move from levels 1 and 2 to 3 and 4, the task difficulty increases as students go through stages of second language acquisition. Precisely, in levels 1 and 2, our curriculum, although thematic, focuses more on vocabulary, which is often contextualized. Hence, in French 3 and 4, the tasks become more cognitively demanding. The context becomes less evident as we go from conversational scenes to interpreting facts, giving opinions, and expressing thoughts in speaking and writing.

This chapter we will be acknowledging and bringing awareness to the historical discrimination that has barred education and research access to those in the Psychological field due to color, gender and other racial biases. Only by understanding this prejudice and racial discrimination can we discover the root causes of inequity and recognize those in the field that had a direct and positive contribution to the development of the field of Psychology.

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward.