All resources in School District of South Orange & Maplewood

Washington Models for the Evaluation of Bias Content in Instructional Materials

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Developed in 2009, this framework was designed for Washington educators to evaluate instructional content for bias using five dimensions: Gender/Sex, Multicultural, Persons with Disabilities, Socio-Economic Status, and Family.Visit the updated 2020 version: Screening for Biased Content in Instructional Materials | OSPI

Material Type: Teaching/Learning Strategy

Authors: Melinda Boland, Barbara Soots, Megan Simmons

Assessing Visual Materials for Diversity & Inclusivity

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This resource is a modification of the Washington Models for the Evaluation of Bias Content in Instructional Materials (2009) that is made available through OER Commons under a public domain license. This resource attempts to both update the content with more contemporary vocabulary and also to narrow the scope to evaluating still images as they are found online. It was developed as a secondary project while working on a BranchED OER grant during summer 2020. It includes an attached rubric adapted from the Washington Model (2009).

Material Type: Assessment, Reading, Teaching/Learning Strategy

Author: Kimberly Grotewold

Teachers as Content & Knowledge Creators: Understanding Creative Commons, OER, and Visual Literacy to Empower Diverse Voices

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This module was created in response to an observed need by BranchED and the module authors for efforts to increase the recognition, adaptation, and use of open educational resources (OER) among pre- and in-service teachers and the faculty who work in educator preparation programs. The module's purpose is to position teacher educators, teacher candidates and in-service teachers as empowered content creators. By explicitly teaching educators about content that has been licensed for re-use and informing them about their range of options for making their own works available to others, they will gain agency and can make inclusive and equity-minded decisions about curriculum content. The module provides instructional materials, resources, and activities about copyright, fair use, public domain, OER, and visual literacy to provide users with a framework for selecting, modifying, and developing curriculum materials.

Material Type: Module

Authors: Kimberly Grotewold, Karen Kohler, Tasha Martinez, LisaL Kulka

Tool for Identifying Bias in Sources

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Many sources you will want to use for curricular purposes have bias in them. While bias is a normal part of our existence within societies, some biases are harmful. Biases that are harmful present social norms that exclude historically and widely marginalized people. One way to identify if a source has bias is to consider the following questions organized around social identity markers used in the United States. While having some form of bias does not immediately mean you discard the curricular resource because context matters, it is important to know how to evaluate the impact of the bias. The questions below are designed not as a checklist, but rather as a guide to begin identifying bias. Use this tool as a starting place to help you vet and assess the bias in a resource and determine whether or not the resource can be edited/modified and used.

Material Type: Assessment

Author: 2021 ISKME - created by Lorena Germán, Christina Spears, Jemelleh Coes, Josh Parker, Rudy Bankston, and Tamara Mouw.

Permissions Guide For Educators

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This guide provides a primer on copyright and use permissions. It is intended to support teachers, librarians, curriculum experts and others in identifying the terms of use for digital resources, so that the resources may be appropriately (and legally) used as part of lessons and instruction. The guide also helps educators and curriculum experts in approaching the task of securing permission to use copyrighted materials in their classrooms, collections, libraries or elsewhere in new ways and with fewer restrictions than fair use potentially offers. The guide was created as part of ISKME's Primary Source Project, and is the result of collaboration with copyright holders, intellectual property experts, and educators.

Material Type: Reading

Author: Admin

Anthropology Mini Lectures: A collective resource for online teaching in the time of COVID19

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This is a collection of mini lectures created by anthropologists and those in conversation with anthropology as supplimental material to assist college and university instructors who were made to shift their courses online because of COVID19.For more information, see here.To contribute, please create an OER author account and send your name and OER registered email to

Material Type: Activity/Lab, Homework/Assignment, Lecture, Lesson Plan, Reading, Syllabus, Teaching/Learning Strategy

Authors: Zoe Wool, Paige West, Chloe Ahmann, Laura Story Johnson, Kate Fischer, Maira Hayat, Kim de Rijke, Daniel Souleles, Devin Proctor, Rose Wellman, Emily Hammerl, Katrina Thompson, Rebecca Lester, Emily Yates-Doerr, Andrew Flachs, Rosalyn Bold, Noah Theriault, Jonathan Wald, Heikki Wilenius, Flosha Diliena Liyana Saran Arachchige Don, Sabra Thorner, Jonathan Padwe, Laura Ogden, Geir Henning Presterudstuen, Lauren Visconti, Brett Hill

ART Bridges-Hildegard Center: Emotion Painting

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Andrea Mulder-Slater (creator of ) designed this lesson to be used with children ages 5 and older. However, this lesson can be easily adapted to work with individuals of all ages as a way of identifying and expressing emotions. Participants will gain an understanding of how much of a role emotion plays in art-making as they create paintings based on feelings.

Material Type: Activity/Lab, Interactive, Lesson

Author: NDE Digital Learning

African American Civil Rights Movement in Oklahoma

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African Americans have a long history in Oklahoma. They first came to Oklahoma during the forced removal of American Indians because some tribes held African Americans as slaves. There were also African Americans who were American Indian and free. During the Civil War, many of these men in Indian Territory joined the war on both the Union and Confederate sides. Called Buffalo Soldiers, these African American servicemen played a vital role in Oklahoma and Indian Territory as well as in other regions of the West. Both the 9th and the 10th Cavalries and the 24th Infantry served in Indian Territory during the latter nineteenth century. Stationed at Fort Gibson, the 1st Kansas Colored Volunteers Infantry Regiment (later supplemented with the 2nd Kansas) fought at Cabin Creek and at the pivotal engagement of Honey Springs in July 1863. After the Civil War ended in 1865, all of the slaves in the United States, including Indian Territory, were freed. Known as freedmen, many continued living among the Indians.

Material Type: Unit of Study

Author: Oklahoma Historical Society

African American History and Culture in the United States

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Our Teacher's Guide offers a collection of lessons and resources for K-12 social studies, literature, and arts classrooms that center around the achievements, perspectives, and experiences of African Americans across U.S. history. Below you will find materials for teaching and learning about the perspectives of slaves and free African Americans during the American Revolution, the work of the Freedman’s Bureau during and after Reconstruction, the artistry of Jacob Lawrence, the reality faced by African American soldiers returning home after fighting in WWI, the songs and efforts of the Freedom Riders during the long civil rights movements, and the works of Lorraine Hansberry, Langston Hughes, Zora Neale Hurston, and Maya Angelou.

Material Type: Reading

Book 1, Birth of Rock. Chapter 2, Lesson 2: The Blues and the Great Migration

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The repercussions of the Great Migration are far-reaching. Today, much of the restlessness and struggle that the Blues helped to articulate in the Migration era remains central in other forms of American music, including Hip Hop. In this lesson, students look to Muddy Waters and Howlin' Wolf as case studies that illustrate why African Americans left the South in record numbers and how communities came together in new urban environments, often around the sound of the Blues.

Material Type: Full Course

Book 4, Fragmentation. Chapter 9. Lesson 2: Divergent Paths in the 1990s: Gangsta Rap and Conscious Hip Hop

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Gangsta Rap grew in part out of the social and political climate on the West Coast, where cities such as Compton, California, became engulfed in gang violence fueled by the crack cocaine epidemic. Longstanding tensions between the African-American community and the police came to a head in the Rodney King case and the announcement of its verdict. Gangsta rappers began to write explicitly about inner city violence. Songs were marked by a liberal use of profanity and images of the gun-toting toughs who lived amidst the brutality of the inner city. Gangsta Rap often overlapped with the East Coast-based "Mafioso Rap," whose practicioners cultivated personas of high-living, power-wielding gangsters who drove fancy cars, drank champagne, and sported intimidating weapons all while promoting a strong sense of kinship. Fiction seemed to become fact when rappers Tupac Shakur and Notorious B.I.G. were victims of unsolved, highly public murders. Soon enough, a countermovement some called "Conscious Hip Hop€" began to emerge, primarily on the East Coast. Many fans saw it as an answer to the often violent and controversial lyrics common in Gangsta Rap. Though in many ways responding to the same conditions to which Gangsta Rap reacted, this subgenre sought to inspire positivity through its lyrics, much like some of the earliest Hip Hop music. Lyrics were intended to challenge and inspire while also questioning the social and political status quo.

Material Type: Full Course

Competing Voices of the Civil Rights Movement

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When most people think of the Civil Rights Movement in America, they think of Martin Luther King, Jr. Delivering his "I Have a Dream" speech on the steps of the Lincoln Memorial in 1963. But "the Movement" achieved its greatest results due to the competing strategies and agendas of diverse individuals.

Material Type: Lesson