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"research the history of a significant event or person in your community"

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"research the history of a significant event or person in your community"

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From BC's Grade 1 Socials Studies Curriculum - as we read in Peck's article, our ethnic background can strongly influence what we perceive as historically significant.

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Resources needed to back up the outcomes.

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Resources needed to back up the outcomes.

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It is really great to see revised curriculums include multiple perspectives in the outcomes. But simply including Aboriginal teachings in Math or Science will be ineffective if teachers themselves don't understand them. We need resources and PD to support these new understandings in order for the content to be organic, not just a matter of checking the diversity box.

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K-12 Career Education (BC's New Curriculum)

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K-12 Career Education (BC's New Curriculum)

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"Our career paths reflect the personal, community, and educational choices we make"... Do they? Do all students really have equal access to potential future careers regardless of socio-economic backgrounds and/or racial prejudice? This "Big Idea" seems based on the premise that future opportunities are depend solely on the choices students make. Eg. Make "good" choices = get a "good" job.

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Sing many folk, ethnic, seasonal and holiday songs.

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Sing many folk, ethnic, seasonal and holiday songs.

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This objective comes from the Alberta Program of Studies for music, Grades 1 - 6. There are one or two other similarly-worded objectives, but other than that the entire curriculum is built upon the structure, notation and history of Western music.

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This can be seen as a worldview. I have done a lesson in my SS8 class where my Indigenous support worker has come in and written "mino-pimatisiwin" on the whiteboard. This means "the good life" in her language. We talk about how quality of life / "the good life" is potentially a worldview. We all might define this differently.

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I can hit outcomes using some books that have characters of different races and ethnicities. It is a matter of branching out and discovering good books - which can be difficult to do if you don't know where to start.

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Students seeing themselves in them curriculum

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Students seeing themselves in them curriculum

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I'm unsure why we are made to look at specific countries and cultures in the curriculum. Could it be more impactful if it asked us to cast a wider net and let us choose the cultures that were more pertinent and reflective of our individual rooms? The same outcomes but applied to different settings.

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Even in "English" class, literature from around the world, even if originally written in another language, should be included in the curriculum.