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Add at least three of the videos from the course that you found most impactful...why did you choose these videos?

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1. This video was very impactful to watch as it gave a visual explanation on between the differences of Sex, Gender, and Orientation. I thought this video and discussion was extremely informative as it gave our class an opportunity to share art that represents equality in the LGBTQ+ community. The video was perfect by explaining that sex is the physiology we are born with. Gender is what we make it out to be, through our identity and expression. Orientation is about who we like and are attracted to. The video was very straightforward with the description of each term and I think it will be useful for using in the classroom in the future.
https://www.youtube.com/watch?v=XN-wD8O9tRI

2. Laila Fakhoury made so many great points about what schools should do for students who don't follow rules and consequences. She makes comments about Zero Tolerance Policy, and how it should be replaced with "Restorative Justice." She provided in details of how this concept will improve schools and students behaviors. This included a rise in positive students reactions, a drop in disciplinary problems, and minimize school to prison pipeline. I think her presentation was very well done and informative which is why I wanted to include it in this reflection.
https://www.youtube.com/watch?v=MSy-qOiYjrA

3. Lastly, the videos provided from Week 5: Colonialism Involuntary Immigration American Indian Perspectives. This video was extremely influential to watch as it provided interviews with natives Hawaiians and how they feel about how their land has been treated by outsiders. Included issues in regards to high housing rates in Hawaii creating a housing crisis, sharing their history with the world, and how to respect and appreciate the islands when people come to visit them.
https://www.youtube.com/watch?v=pAFdLaW02jw

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Add three articles from the course that you found the most impactful...why did you choose these articles?

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1. This first article was from Week 3: Race Relations and Prejudice. I remember being heavily influenced by this module and article because of the many articles we could choose from to discuss in the discussion post. I chose the article in regards to what critical race theory is and what it means for educators. This article provided more information about what Anti-CRT laws were and what they entailed. The main takeaway I got from this article was how particular teachers have to be when discussing topics that are related to racism and sexism in schools. I didn't have many discussions in my past classes about this topic, so I thought it was very beneficial for me and my future career.
https://www.learningforjustice.org/magazin
e/what-critical-race-theory-is-and-what-it-means-for-teachers

2. The second article I found to be impactful to read about was how to talk about sex education with students. This article stood out to me because I have always been curious as how to approach this topic with students. This article provided multiple perspectives on the topic, but the main takeaway I got from it is  to help students understand their bodies at a younger age. Doing this, may help them feel more comfortable as they mature and get older to talk about their own bodies and to ask questions. This will ultimately lead to them having more body confidence and body positivity as they go through adolescence, teenage years, and adulthood.
https://www.nytimes.com/roomfordebate/2013/05/07/at-what-age-should-sex-education-begin

3. The third article I wanted to add in this reflection was from Week 10: The Promise of Culturally Competent Teaching. This was when we discussed Placentia Yorba Linda School Districts deciding to ban CRT. I thought this discussion was very important to note as it was a current event happening in our community. Providing students about how race has shaped U.S. history is vital. Because this article included parents and faculty from our district, it stood out to me the most. Reading their reactions and what their plan is was very interesting. Additionally, thinking about how it would affect the relationship between districts and student teachers from CSUF was the key point as that is what I'll be doing in the near future along with my peers.
https://www.ocregister.com/2022/10/19/csuf-pulls-student-teachers-from-placentia-yorba-linda-after-critical-race-theory-ban/

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Editor's note: This blog was republished with permission from Robert Kim. You can view the original post on Heinemann.com. Watch Robert Kim, Cornelius Minor and Kass Minor talk about anti-CRT legislation as part of Heinemann's ForwardEd series on Tuesday, August 24, at 7:30 p.m. ET.
Educators around the nation are grappling with so-called "anti-critical race theory" laws that are cropping up around the nation. What's going on here, and how should educators respond to this development? Civil rights law and policy expert and Heinemann author Bob Kim breaks it down for us here:

What is critical race theory?

Critical race theory (or "CRT") is a school of thought that explores and critiques American history, society, and institutions of power (including government and legal systems) from a race-based perspective. An intellectual outcropping of the critical legal studies and feminist legal theory movements of the 1970s, the CRT movement has contributed to a deeper understanding of how race has been constructed in and impacted the United States. It also poses key questions, such as: Has the American legal system and traditional civil rights litigation been effective at achieving racial justice? And if not, what should be done about that?

What are "anti-CRT" laws?

As of July 2021, 26 states have proposed legislation or executive actions banning or limiting the teaching of principles attributed to CRT in public schools. (To be clear: these proposals don't have all that much to do with actual critical race theory.) So far, those bills have been signed into law in six states (Idaho, Iowa, New Hampshire, Oklahoma, Tennessee and Texas), and four other states (Georgia, Florida, Montana and Utah) have issued executive rules or memos with a similar purpose.

While the proposals vary in scope and content, one common goal is to discourage or prohibit staff training and/or curriculum and instruction in public K-12 and/or postsecondary schools that "stereotypes," "scapegoats" or causes "discomfort or guilt" among members of a particular race or sex (or the government) by suggesting they are responsible for racism/sexism or are "inherently" racist, sexist or oppressive. Some proposals prohibit additional actions, such as "promoting or advocating the violent overthrow of the United States government"; "promoting division between, or resentment of" people of different races or classes; or even suggesting that "the advent of slavery in the territory that is now the United States constituted the true founding of the United States" (a direct response to the 1619 Project).

Where did this "anti-CRT" movement come from?

Many state "anti-CRT" bills contain provisions similar to those found in documents issued by the former Trump Administration. In September 2020, the Trump Administration issued a memo to federal agencies directing them to identify and cancel any staff training programs that focus on "critical race theory" or "'white privilege,' or any other training or propaganda effort that teaches or suggests either (1) that the United States is an inherently racist or evil country or (2) that any race or ethnicity is inherently racist or evil." Weeks later, President Trump issued an executive order that purported "to combat offensive and anti-American race and sex stereotyping and scapegoating" by restricting the federal government and its contractors from conducting diversity training that examined systemic racism, white privilege and other issues involving race and gender bias. This executive order was revoked by President Biden on his first day in office, but its contents have since been replicated by state legislatures.

Can I still discuss and teach issues pertaining to racism or sexism in schools or staff trainings?

Yes. However, depending on whether an anti-CRT law is in effect where you teach or work or not, there may be a few restrictions on how you teach or provide training on these concepts. Check with your school administrator-and take a moment to look up your state to get clear on the rules of the road.

A scan of the provisions in states where anti-CRT legislation has passed reveals that educators and school training facilitators still enjoy wide latitude. For example, in Texas, educators can (and may be required) to teach topics related to the "history and importance of the civil rights movement" and "the history of white supremacy, including but not limited to the institution of slavery, the eugenics movement, and the Ku Klux Klan, and the ways in which it is morally wrong." In Idaho, any curriculum that was allowed before is still okay as long as no student is "compelled" to adhere to certain tenets ascribed to critical race theory. In Iowa, any otherwise prohibited content is allowable in staff diversity trainings if those trainings are voluntary-and even in mandatory trainings, trainers are allowed to respond to questions related to critical race theory (as described in the statute). And Iowa and New Hampshire educators or diversity trainers can still teach or train about "the historical existence of ideas and subjects" related to race and gender; "the inherent humanity and equality of all persons"; "sexism, slavery, racial oppression, or racial segregation"; "promote racial, cultural, ethnic, or intellectual diversity or inclusiveness"; or teach any topic otherwise prohibited in the legislation "as part of a larger course of academic instruction." (In fact, many of these "anti-CRT" bills contain similar provisions that allow educators to continue teaching topics related to racism, sexism, history, the civil rights movement and anything that is prescribed under state academic content standards.)

Are the anti-CRT laws legal?

That's a good question. States do have the broad discretion to control the content of classroom instruction or school employee trainings. But they can't enact laws with a discriminatory purpose (for example, if they are directed harmfully at specific racial or ethnic populations). Laws can't be so vague that it's impossible for educators or state-funded contractors or trainers to decipher what's allowable or what's not. And laws that unduly restrict academic freedom or the ability of students to receive a diverse range of information and ideas may violate the First Amendment.

Remember also: Public school educators enjoy free speech protections when they choose to speak out on issues of racism, sexism and other matters of public concern in their personal capacities (i.e., on your own time). That said, in our highly connected world, even personal speech may impact the school community; in general, for public school educators, the more unconnected to work your speech is (as indicated by what, where, when, to whom and how you communicate), the greater your right to speak freely. Government employees do have a right to speak out at work, but this right is more limited than when they are speaking in their personal capacities.

What can I do to address anti-CRT laws?

These "anti-CRT" laws are creatures of state legislatures and/or governors. If you are experiencing a problem or unnecessary restriction related to your job, report it your local or state elected representative (or your union representative, if you have one). That's your right. You may also wish to pay a visit to civil rights advocacy organization defending free speech or educators' rights. (As a former ACLU attorney, I always appreciated calls from educators; they helped me to understand how laws or policies impact practitioners on the ground-whether or not I later represented them in court.)

At the school and community level, you may wish to raise the topic of "anti-CRT" laws at a staff or supervisory meeting. Your goal is to understand clearly what's prohibited and what isn't. (See above: there are a LOT of loopholes in these laws!) School trainers may wish to have a dialogue with school administrators prior to conducting professional development sessions to clarify permissible versus prohibited content. Get this in writing! And remember to keep the language of the anti-CRT provision front and center in these conversations.

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What Critical Race Theory Is and What it Means for Teachers

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Education law and policy expert Bob Kim answers some key questions for educators about these so-called "anti-critical race theory" laws and what's really going on.

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Add three websites that you came across and or find your own teacher social medias that you like ... what do you like about them?

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1. What were three WOW moments or takeaways you had from this course?
2. What are two concrete ways this course will influence your teaching?
3. What is one thing you would suggest as a change for this course and/or something you are still wondering about?

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1. A couple of WOW moments I had during this course were the lesson planning module and scenarios that could take place in the classroom. The lesson planning module took more time than I thought but was very enjoyable for me to plan out. I enjoyed seeing and actually doing the process of what it takes to plan a lesson for just a couple of days. Also, our second text, Rethinking Our Classrooms, was an extremely useful tool throughout the semester as it provided a myriad of examples of certain situations that may arise in the classroom for teachers and students. It provided a lot of tips and advice and I plan on keeping the text as a reference for the future. The main takeaway I got from this course was definitely how educators play a role in influencing student's views on cultural diversity. By getting to know your students, communicating with them, respecting their cultures, and incorporating diversity in lesson plans, giving students an opportunity to learn and understand different cultures is something I will promote heavily in my classroom. As a future art educator, I hope to incorporate this idea into art projects and present the students' work so they can practice improving their art, critical thinking, and presenting.
2. After taking this class, it has helped me understand that a classroom consisting of numerous backgrounds and cultures, students will obtain a more comprehensive understanding of cultural diversity and become more aware of other cultures. I also think this will help students gain the knowledge they need in order to create relationships with one another that may have different backgrounds. One concrete way this has influenced me and my teaching is to provide students with more freedom in discussions. Up until college, I don't think I was exposed to enough lessons or discussions based on cultural diversity and didn't feel like it was talked about enough in my schools growing up. Providing my students with many discussions based on this, I feel it will help them be more comfortable to ask questions about different cultures, religions, societies, etc. Second, I plan to incorporate art projects that have students find an artist with a different culture than their own, and explore their art, background, history, and more, in order to expose them to different styles of art and culturally diverse artists. They will then be able to present their findings in class to have discussions with me and their peers.
3. Overall, I thought this class was very well organized and planned out. I enjoyed the discussions, assignments, projects, readings, etc. and didn't find any to be unnecessary. Each module taught me something new whether it was new information or diving deeper into a topic was familiar with but didn't have a confident amount of knowledge in.

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1. The first website I would like to showcase is is this art class curator website that provides worksheets for different topics in teaching art. I found this while creating a teacher website in my Educational Technologies for Secondary Teachers class. I have it bookmarked for future reference but I wanted to share because I appreciate how it is constructed and the materials provided. It consists of worksheets for art history lessons, color theory, different mediums, and the elements & principles of art.
https://artclasscurator.com/

2. Along with this website, I have also discovered two art teachers who have popped up on my TikTok/Instagram throughout the semester. The first teacher is Cassie Stephens. She is an elementary school art teacher who provides a lot of advice and tips with lessons and how she keeps a lively classroom. Her videos have a lot of humor and she is very creative with her videos.
TikTok: @cassie_stephens
Instagram: @cassie_stephenz
YouTube: @cassiestephens6715

3. The third art teacher I found was Miss Space Case, who is a high school art teacher. Her videos incorporated a lot of lessons she has and more in depth on her assignments. I enjoy how she explains the lessons and why they are important to teach in her curriculum. I also think she is just very entertaining to listen to as she has a very down-to-earth personality.
TikTok: @missspacecase

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Art Class Curator is leading an art education revolution by empowering teachers with the resources and training they need to elevate their craft and embrace the joy of connecting with art and their students. We are dedicated to creating deep, meaningful learning experiences that expand emotional intelligence using diverse artworks from across time and cultures that prepare students for an interconnected world in need of creative thinkers.

The Curated Connections Library is a vault of classroom-ready art appreciation and art history lessons and resources. Introduce your students to artworks from across time and cultures with activities and discussions that will engage their imaginations and deepen their love for art. Packed with professional development trainings to grow your skills and confidence, the Curated Connections Library is perfect for filling in the gaps in your lesson plans or introducing a complete art appreciation curriculum.

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Hi! I’m Cindy Ingram, the creator of Art Class Curator and The Curated Connections Library

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I like how this program, unlike other art class resource membership programs, feels authentic. It's like art matters more here, and not fancy flash-in-the-pan trendiness. The goal of Art Class Curator seemed to be helping kids develop a lifelong love and art appreciation versus "Hey, look. I painted this fish."

Your questions are helping me to delve into much deeper learning, and my students are getting better at discussion-and then, making connections in their own work. Art Class Curator is awesome!

Denise W.

Interestingly, my lower performing classes really get engaged in these [lessons] and come away with some profound thoughts!

Melissa G.

I had the most amazing 6th grade class today. They were jumping out of their seats with hands raised just to respond and give input. It was as if I was waving candy in front of them! They saw more and more and the ideas and interpretations unfolded. So cool!!! This is what makes teaching art so wonderful – thank you!!

Caroline G.

I just wanted to thank you for the invaluable resource you have through Art Class Curator. Not only do you have thought provoking activities and discussion prompts, but it saves me so much time in preparing things for myself! I feel like I’ve only scratched the surface with your site.

Maryjane F.

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The Curated Connections Library is a vault of classroom-ready art appreciation and art history lessons and resources. Introduce your students to artworks from across time and cultures with activities and discussions that will engage their imaginations and deepen their love for art.