1. Native American Representation in the Curriculum

2. African American Representation in the Curriculum

3. Identify if this resource is one of the following: Curricular Sovereignty, Curricular Violence, or Black Resistance, Anti-Blackness.

4. Make a unique padlet POST for each. Describe how the resource represents anti-blackness or black resistance; curricular genocide or curricular sovereignty.

5. Include a unique Title, Description, and Image, Graphic.

6. Don't forget your names!

Summary: This article explains about Sherman Indian High School in Riverside, teaching the students about the history of abuse that their ancestors experienced. It doesn't hide away from the truth. It also connects the children to their culture and teaches them appreciation of who they are and tightens their awareness of their cultural identity through their language, musics, art, clothing (Regalia).

This website provides a list of grassroots organizations fighting anti-Black racism and police violence. Defense funds, Education, Community Outreach and Youth resources.

EDCI 5500 -Tuesday 02/13/2024

Ingrid Gonzalez

Abdurrahman Zaid

Daisy Cortes

Classroom history lessons often reflect cultural biases, leading to a dominant, romanticized stereotype of Native Americans as nomadic, buffalo-hunting Plains Indians, overshadowing the diversity of other Native groups. This skewed representation is influenced by mainstream American culture and a Eurocentric narrative that marginalizes the existence and contributions of various Native American communities. Efforts to diversify history curricula with the inclusion of people of color still fail to challenge racial and ethnic stereotypes without a more accurate and comprehensive portrayal of Native American histories and cultures.

Sossie Gureghian & Nina Resnik

Curricular Sovereignty

In this article, the author represent the past experience of the Native Americans and how now days the new schools changing their curriculum to accommodate their students learning.

BLACK RESISTANCE

Summary: Learning for Justice has a wealth of curricular resources specifically related to actions regarding race & ethicity. One can search for lessons by grade level, teaching strategies, and professional development. Lessons include The True History of Voting Rights, The Color of Law: Developing the White Middle Class, and Why Do We (Still) Celebrate Columbus Day?.

https://www.learningforjustice.org/search?query=&type%5Blesson%5D=lesson&field_grade_level%5B35%5D=35&field_grade_level%5B36%5D=36&field_grade_level%5B37%5D=37&field_grade_level%5B38%5D=38&field_social_justice_domain%5B41%5D=41&field_topic%5B1%5D=1

This article emphasizes the concerns of the lack of attention given to race and racism in the school curriculum. Brown states that contemporary offficial school knowledge addresses historical and contemporary issues of race and racism. The issue in the curriculum is the acts of racial violence directed toward African Americans in the k-12 school textbooks.

Leilani Hill-Himmelstein

Daisy Cortes

https://edsource.org/2018/native-americans-push-schools-to-include-their-story-in-california-history-classes/600669

Sossie Gureghian & Nina Resnik

https://educationnorthwest.org/insights/strategies-support-black-students-teachers-and-communities-schools

Summary: This program at The University of Arizona has great benifts for the Aferican American student communities. Such benefits are :

• Receive guidance and support for your transition to college

• Participate in off-campus projects and service-learning experiences the community

• Engage in resume-building/ professional development programming, as well as opportunities to enhance career and academic skills

• Be a part of an environment that emphasizes academics and leadership as well as keeping the connection to Black/African American cultural and ethnic identity, and history

• to think about identity—past, present, and future

• Make new friends