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Division of Curriculum & Instruction DDIIVVIISSIIOONN OOFF CCUURRRRIICCUULLUUMM && IINNSSTTRRUUCCTTIIOONN East Orange School District Administration Mr. Abdulsaleem Hasan Superintendent of Schools Dr. Deborah Harvest Assistant Superintendent, Operations Ms. Anita Champagne Assistant Superintendent, Curriculum and Instruction Ms. Beth Brooks School Business Administrator Mrs. Marissa McKenzie Director, Labor Relations & Employment Services Curriculum Prepared and Developed By: Mr. James Kelly Teacher of Social Studies, East Orange Campus High School Ms. Shea Richardson K-12 Supervisor of Social Studies East Orange Board of Education Ms. Terry S. Tucker Board of Education President Mrs. Marsha B. Wilkerson Board of Education Vice President Ms. Darlene Clovis Board Member Mr. Cameron B. Jones, Sr. Board Member Ms. Andrea McPhatter Board Member Ms. Tashia Owens Muhammad Board Member Mr. Wayne R. Stackhouse, Jr. Board Member EAST ORANGE SCHOOL DISTRICT DIVISION OF CURRICULUM SERVICES Cicely L. Tyson Community School of Performing & Fine Arts Middle/High School 35 Winans Street – 2nd floor East Orange, New Jersey 07017-1026 Phone (973) 266-3443 ext. 28257 Fax (973) 266-5964 http://www.eastorange.k12.nj.us Board Members Superintendent of Schools Ms. Terry S. Tucker, President Mr. AbdulSaleem Hasan Mrs. Marsha B. Wilkerson, Vice President [email protected] Ms. Darlene Clovis Mr. Cameron B. Jones, Sr. Assistant Superintendent Ms. Andrea McPhatter Ms. Anita Champagne Mrs. Tashia Owens Muhammad [email protected] Mr. Wayne R. Stackhouse, Jr. September 16, 2020 Greetings East Orange School District Parents and Guardians, We hope that this letter finds you and your family safe, sound, and in good spirits! We also hope that you had a wonderful summer! In 2019, Governor Phil Murphy signed legislation mandating the following: “A board of education shall include instruction on the political, economic, and social contributions of lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum of middle school and high school students as part of the district’s implementation of the New Jersey Student Learning Standards in Social Studies.” During the 2020-2021 school year, every school in the state of New Jersey is expected to infuse within their curricula the political, economic, and social contributions of LGBTQ individuals. In accordance with this act, the East Orange School District has created a curriculum resource guide, which consists of instructional materials including but not limited to books, documents, and lesson plans for teachers of scholars in grades 6-12. "Developing Leaders One Student at a Time" During the 2020-2021 school year, middle and high school Social Studies teachers will utilize this guide as a reference during regular instructional time. If you have any questions or concerns regarding this mandate, please don't hesitate to contact me via email at [email protected]. We thank you for your support as we seek to create engaging, empowering, and inclusive learning experiences for your child (ren). May we continue to collaborate and have a wonderful school year! Sincerely, Shea Richardson Supervisor of Social Studies East Orange School District Department of Curriculum and Instructional Services 35 Winans Street East Orange, New Jersey 07017 Email: [email protected] Cohesiveness...Consistency...Clear Communication "Developing Leaders One Student at a Time" Rationale Greetings East Orange School District faculty, staff, scholars and families. In 2019, Governor Phil Murphy signed legislation mandating the following: “A board of education shall include instruction on the political, economic, and social contributions of persons with disabilities and lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum of middle school and high school students as part of the district’s implementation of the New Jersey Student Learning Standards in Social Studies.” During the 2020-2021 school year, every school in the state of New Jersey is expected to infuse within their curricula the political, economic, and social contributions of LGBTQ individuals. In accordance with this act, the East Orange School District has created a resource guide, which consists of instructional materials including but not limited to books, documents, and lesson plans for teachers of scholars in grades 6-12. During the 2020-2021 school year, middle and high school teachers will use this guide as a reference during regular instructional time. We thank you for your support as we seek to create engaging, empowering, and inclusive learning experiences for your child(ren). LGBTQ RESOURCE GUIDE Theme / Unit: Developing LGBTQ-Inclusive Classrom Resources Resource Names Resource Description Link DEVELOPING LGBTQ-INCLUSIVE One way that educators can promote safer https://www.glsen.org/sites/default/files/2019-11 CLASSROOM RESOURCES school environments is by developing lessons /GLSEN_LGBTQ_Inclusive_Curriculum_Reso that avoid bias and that include positive urce_2019_0.pdf representations of lesbian, gay, bisexual, transgender and queer (LGBTQ) people, history, and events. For LGBTQ students, attending a school with an inclusive curriculum is related to less-hostile school experiences and increased feelings of connectedness to the school community. Inclusive curriculum benefits all students by promoting diversity and teaching them about the myriad of identities in their communities. Make It Better for Youth The Monmouth County Consortium for https://makeitbetter4youth.org/ Lesbian, Gay, Bisexual, Transgender, Queer and Questioning Youth is an umbrella organization of concerned and determined educators, community leaders, arts and cultural organizations, businesses and individuals who are are pooling resources and ideas to make it better with education, outreach, and social opportunities for our LGBTQ youth. SOCIAL JUSTICE STANDARDS: THE Teaching Tolerance is dedicated to reducing https://www.tolerance.org/frameworks/social-ju TEACHING TOLERANCE prejudice, improving intergroup relations and stice-standards ANTI-BIAS FRAMEWORK supporting equitable school experiences for our nation’s children. Be Prepared for Questions and Put-Downs It is important to practice how to respond to https://assets2.hrc.org/welcoming-schools/docu Around Gender questions related to gender and how to interrupt ments/WS_Be_Prepared_for_Questions_and_P gender based teasing and bullying. Being prepared ut-Downs_on_Gender.pdf will help you embrace teachable moments with your students to foster a gender inclusive school. Gender & Children: A Place to Begin Creating schools that nurture academic https://assets2.hrc.org/welcoming-schools/docu achievement, provide physical and emotional ments/WS_Gender_and_Children_Place_to_Be safety and welcome all students is a common gin.pdf goal for all educators. In order for students to feel supported and empowered to express their identities and interests at school, educators must create gender inclusive environments that both affirm all children and help them move beyond the limitations of gender stereotyping. Esté Preparado Para Preguntas E Insultos Es importante practicar cómo responder a https://assets2.hrc.org/welcoming-schools/docu Sobre El Género preguntas sobre el género o interrumpir burlas ments/WS_Be_Prepared_for_Questions_and_P hirientes basadas en él. Estar preparado le ut-Downs_on_Gender_(ESP).pdf ayudará a abordar los momentos oportunos de enseñanza para fomentar una escuela inclusiva de género con sus estudiantes. RESPONDING TO QUESTIONS ABOUT This interactive exercise gives educators an https://assets2.hrc.org/welcoming-schools/docu LGBTQ TOPICS: AN INTERACTIVE opportunity to practice responding to questions ments/WS_Responding_to_Questions_about_L SKILL-BUILDING EXERCISE about LGBTQ topics from students, families GBTQ_Topics.pdf and colleagues that may feel challenging. The facilitator needs to foster a brave space where participants feel welcome to try out new vocabulary and language. The goal of this activity is for educators to learn from each other and increase their capacity to embrace teachable moments in their school communities. LGBTQ RESOURCE GUIDE Theme / Unit: LGBTQ Lesson Plans Grade Level Resource Name Resource Description Link 4 -5 Gender Roles During the Gold Rush This lesson seeks to introduce students to http://www.lgbtqhistory.org/lesson/ge the California Gold Rush by examining the nder-roles-during-the-gold-rush-2/ gender stereotypes of the time. This lesson asks students to consider how gender roles and stereotypes have changed since the Gold Rush. 4-5 Two Spirit and Non-Traditional This lesson seeks to introduce students to http://www.lgbtqhistory.org/lesson/tw Families different family models, specifically through o-spirit-and-non-traditional-families/ comparing American and Native American culture. This lesson also seeks to define what it means to be Two Spirit and to discuss personal family narratives. 4-5 Early Colonial Gender Roles This lesson seeks to introduce students to http://www.lgbtqhistory.org/lesson/ear gender roles, stereotypes and family roles in ly-colonial-gender-roles/ pre-colonial and early colonial time periods. Students will also explore current gender systems and examine how gender roles have changed over time. 4-5 Native American Gender Roles and This lesson explores culture, oppression, http://www.lgbtqhistory.org/lesson/nat Spanish Colonialism and colonialism by exploring Native ive-american-gender-roles-and-spanis
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