This unit introduces instructional moves for how teachers can use their classroom libraries for deep critical thinking on issues of race, racism, and inequality. This unit uses a middle school level novel Roll of Thunder, Hear My Cry (Taylor, 1976), but the content objectives, teaching strategies, and activities are applicable to any novel study. Building upon how classroom libraries function as resources for thought provoking literature and discussions from the 2019 Yale Teachers Institute Seminar Teaching about Race and Racism Across the Disciplines, this unit primarily explores the historical context of the novel primarily using the language of music to analyze characters. Students will develop interpretations about how these conditions influenced characters’ traits, roles, or conflicts and construct a central thesis on a character of their choice. It incorporates pedagogical tools and resources expanding curricular strategies and provides a framework for student discussion beyond the text on issues about race, racism, and forms of inequality.

Teaching multicultural literature is happily a big part of the modern conversation about English classes. However, a question that is less often asked is, what is the root of the need for it? Many Americans shuffle about their lives oblivious to the structural racism that permeates much of our society and culture. Those who choose “not to see color” or race are proliferating opportunities for a dominant culture to continue and even expand, thereby limiting opportunities for others. Through utilization of two important concepts – Critical Race Theory and Colorblind Racial Ideology – we can improve humanities instruction by scrutinizing the much bigger, and often ignored, picture of modern racism. Combining this with instruction on the art of Afrofuturism – specifically the work of Octavia Bulter, Sun Ra, and Jean Michel Basquiat among others – we can also fill a similar gap in the modern American imagination.

Identity is complicated, and changes depending on who you are and where you are. In our country, identity is directly tied to power and some are afforded privileges and others have disadvantages. This course will study identity as a social construct, and will go into further depth on race. Students will study the complications and nuances that go into the formation of identity and race, historical injustices and responses tied to it. We will study redlining, and a specific chapter of history, the South Bronx in the 1960’s. Rap music is currently the most successful music genre, even having small ripples in the country music world. Its origins, often overlooked due to the multi-faceted nature of the music, is a culture with a rich history rooted in social justice, giving a voice to the voices that were silenced. Its origins in the South Bronx, and its usage as a platform in response to social inequity, is often overlooked. Rap is a platform used worldwide to express a specific message. However, its role in academia, and in music in general, is often polarizing. We will do a specific study in rap as a form of response to systemic racism. By interacting with this curriculum, students engage in ethical reflection, in a safe space, finding a platform for their voice, learning content that’s relevant to current day. They will engage in informed conversations about race and equity, producing creative and analytical writing, while significantly improving their analytical reading and writing skills.

This curriculum unit examines the Sioux and Coeur d’Alene in film as secondary sources of Native American cultures, two modern writers (Joy Harjo and Sherman Alexie) to divulge Native American voices and a primary source by the American Indian Movement (The Trail of Broken Treaties: A 20-point Position Paper) to rewrite the colonial settler narrative. How does Bury My Heart at Wounded Knee and Smoke Signals challenge colorblindness in the AP curriculum? How do Harjo and Alexie compose a new account that punctures legitimized racism in modern America? How does the American Indian Movement provide a counter narrative to the settler colonial ideas embedded in the current curriculum? At the end of the unit, students will clearly be able to counter the colonial settler narrative and legitimized racism in the AP U.S. History curriculum.

This Latinx History curriculum outlines a yearlong course, one which can be taught on its own, but which is being conceived as part of a course that will integrate both African American and Latinx history. The curriculum begins by naming the problematic dominant narratives that one may internalize or reproduce when learning about or teaching Latinx history, along with the counter narratives that tell a more accurate, complete, and political history. The five units covered in this curriculum begin with an analysis of the various terms used for Latinx people, and a history of them, concluding with a debate that asks: Are these terms more helpful or harmful to the community they claim to serve? Following this unit, the course takes on a chronological format, beginning with the history of the indigenous people of Latin America and their resistance to Spanish colonization. Next, the unit follows the independence and revolutionary movements across Latin America in the 1800s and early 1900s, followed by U.S. imperialism and changing borders throughout the second half of the 19th century and into the 20th century. The curriculum concludes with a unit on the intersectional Latinx movements of the 20th century, with an emphasis on culture as a tool of resistance and survival.

The purpose of this unit is to analyze the different ways that race and law have operated over the course of American history. The unit is designed to be implemented in a United States History course, but can also be used in a Civics classroom as a way of understanding the function of the law. The unit compromises of three main case studies 1) Racial Formation of Legal Code in Colonial America with the specific focus on the aims and goals of the Naturalization Law of 1790 2) The Prerequisite Cases of the 1920s and finally, 3)Anti-Miscegenation Cases and Racial Categories at the time of the Eugenics Movement in the 1930s and 40s. The purpose of weaving these different historical time periods together is to help students reshape the ways in which they look at the law and more importantly understand how race and law have worked together to shape the world in which we live. The different case studies can be introduced individually or used in a thematic manner.

This unit, designed for a Constitutional Law elective, but applicable to U.S. History/Civics courses too, will introduce students to the basic framework of Critical Race Theory and the need to disrupt the perceived neutrality of the law, while also interrogating the notion of colorblindness. Students will study the history of housing and school segregation in the U.S. They will examine the role the federal government played in purposefully creating and perpetuating housing segregation throughout the first half of the 20th century. They will have the opportunity to explore interesting primary sources, such as original HOLC Residential Security maps, which helped to create the basis for redlining. Students will also draw connections between housing segregation and school segregation, analyzing their reciprocal nature. Additionally, they will investigate the history of desegregation and resegregation of American public schools. Throughout the unit, they will look at the role the Supreme Court played and evaluate the extent to which the court worked to dismantle versus uphold segregation. Lastly, students will brainstorm, research and discuss ways to address persistent segregation today. In addition to useful resources, the unit provides tools and guidance for dissecting Supreme Court cases, implementing a student-led seminar and more.

This unit focuses on the history and impact of United States imperialism. However, rather than relying on the dominant narratives that justify and defend the militarism, expansionism and capitalism associated with interventions, this work centers the voices of resistance. I have developed this unit for a 12th grade International Issues seminar with a focus on human rights. Through the use of counter narratives, I have addressed some misgivings about the Universal Declaration of Human Rights and the colorblindness associated with contemporary human rights discourse. Throughout the unit, students will analyze sources and find evidence of the dominant and counter narratives in the study of international issues. For example, while learning about the Monroe Doctrine and the Roosevelt Corollary, students will study the life and work of Cuban revolutionary José Martí. While learning about the U.S. overthrow of the democratically elected leaders in Central America, they will investigate the Black Panthers’ presence in international politics. While learning about the origins of the War Resisters’ League, they will read the work of Latina women resisting war on their own terms. By engaging with primary sources in this way, students will uncover lost alternatives and recognize the impact of the work of historians in times of crisis in the past and present.

In this unit I lead my Language Arts class through a reading of the classic American novel The Outsiders from a Critical Race Perspective (CRP). Starting with the introduction of the terminology associated with CRP, combined with discussions of some examples of institutionalized inequality in our country, I challenge students to look at the novel from a more critical, and fair minded point of view. In order to help students see the relevance of the novel in today’s world, I will lead them through an examination of some of the unfair and often brutal histories of “outsiders” in our country beginning with the dissemination of hundreds of Native American tribes, the sterilization of thousands during the eugenics craze, and the crisis on our southern border in which thousands have been labeled “outsiders” as others have for centuries. Through discussions, journal writing and projects meant to prompt empathy and understanding in my students, this unit will attempt to bring a new interpretation of The Outsiders to light.

This unit seeks to develop an awareness of and the application of a Critical Race Theory lens to the reading and analysis of literature and films. Using an Inquiry based learning approach, it asks students to notice and wonder about the visual images that barrage their daily lives and the coded language they are complicit in use or acquiescence. The unit requires that students guide the inquiry by generating questions about the world as depicted in literature, seek voices not heard or ways that interests may converge. It asks students to try to make sense of their discoveries by explaining and debating positions on issues or concepts based on reflection, research and analysis. This unit seeks to empower middle and high school students to not only question the status quo but challenges them to create/recreate counternarratives reflective of utopians for the world they failed to discover in literature.

This unit will examine the genre of science fiction—specifically Afrofuturism. The genre of Afrofuturism will allow students freedom to creatively write about worlds of utopia not limited by one’s current reality and seek to modify the future by going back to alter one’s future using tools of science, mysticism, and social justice.