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Seeing where within lessons and activities students are seeing themselves

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Through my own lens, I feel that I teach CRE, but it's such a vague and broad term, everyone has their viewpoint on that. I don't necessarily think about whether its "CRE" but more so what is important for the students to know. I don't particularily like that label.

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I work best when someone else looks at my assignment, and gives me feedback. But I do not have a set of requirements besides don't make this through the perspective of the "white" lens. 

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I work best when someone else looks at my assignment, and gives me feedback. But I do not have a set of requirements besides don't make this through the perspective of the "white" lens. 

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This year I've started making a Hill model section in each unit.  Aside from Regents content (which I'm kind of ignoring this year), it's the first thing I start with.  Besides the Hill model, I'm asking myself, "Why do kids need to know this?"  "How will what they see here affirm their sense of power and identity?"  I also think a lot about representation, both in terms of historical actors and contemporary BIPOC academics and activists kids are being exposed to in the unit.  I also think a lot about something Kevin brought up in the spring — that kids need to see examples of their ancestors' resistance, success, and joy, and not just tragedy and victimization.

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This year I've started making a Hill model section in each unit.  Aside from Regents content (which I'm kind of ignoring this year), it's the first thing I start with.  Besides the Hill model, I'm asking myself, "Why do kids need to know this?"  "How will what they see here affirm their sense of power and identity?"  I also think a lot about representation, both in terms of historical actors and contemporary BIPOC academics and activists kids are being exposed to in the unit.  I also think a lot about something Kevin brought up in the spring — that kids need to see examples of their ancestors' resistance, success, and joy, and not just tragedy and victimization.

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I generally just think about white supremacy.... I consider whether or not the sources, narrative, and questions are interrogating white supremacy. I generally think the power in CRE work comes from really good questions that ask kids to think critically about our world and helps them interrogate dominant narratives.

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Using he hills model questions to guide the unit. But also trying to bridge current events or current perspectives as a way to bring in new historical perspectives.

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I think about white supremacy and the foundation of the  country and what narratives are missing. I try as much as I can to include the other in lessons and assessments. I also speak to other educators outside of our school and I am part of various groups.   

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I think about white supremacy and the foundation of the  country and what narratives are missing. I try as much as I can to include the other in lessons and assessments. I also speak to other educators outside of our school and I am part of various groups.   

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To be honest, I feel like with all the changes - I feel like I am finally start to plan and teach lessons I normally would. With that said, I tried to include discussion questions to engage the students in relevant conversations. However, as someone else mentioned, talking through the lesson with the lense of CRE has made me realize that discussion is not enough. I think going forward I want to do this work with. my team to ensure all our lessons include CRE.

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I guess I try to see what is important for all students to learn to make them have a greater understanding of the world as a whole and how they are a part of that story too.

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I guess I try to see what is important for all students to learn to make them have a greater understanding of the world as a whole and how they are a part of that story too.

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who/what groups are the focus of the content?

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who/what groups are the focus of the content?

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I try really hard to think about the interest groups of the content/topic and the different perspectives. like i think its important to paint the whole picture, even if the context is gross. But also focusing on the idea that each group and all members of my class should feel some version of their history is taught in class at some point in the year

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I think If i allow an open forum for students' ideas and experiences to matter and be valued, thats CRE.

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Modeling off CRE scorecard
Representation- Historical figures diverse (not monolithic)

Social Justice orientation (Array perspective and actively anti-racist)
Resistance movements

Teacher materials  (diverse sources, pulling student prior knowledge, community knowledge

Student centered

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Are there Multiple Identities (POVs)?
Is there diverse content (not just Eurocentric POV?
Will students leave the lesson feeling empowered?
Are identities being shown in a positive/empowered way?

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Each unit should teach students something transferable about how oppression works and how to fight it (for example, the many forms resistance can take).
Representation — variety of representation of BIPOC and BIPOC thought in many contexts (academic, contemporary, activism, and historical). The opposite of tokenism.

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Interdiscplinary connections with other contents and personal connections students would make.

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allowing students voice and allowing students to where they fit into history and make it more personal to them. Allowing student voice in the present (how are they feeling at the moment) more authentically who they are in the classroom.

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How are students empowered to go into action (3 branches of govt. then what?)