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Connecticut Public Act No. 19-12 CONNECTICUT PUBLIC ACT NO. 19-12 An Act Concerning the Inclusion of Black and Latino Studies in the Public School Curriculum For further information regarding CT Public Act 19-12, please refer to SERC’s website at https://ctserc.org/pa1912. TABLE OF CONTENTS ACKNOWLEDGMENTS.................................. 1 PREFACE.................................................. 2 INTRODUCTION......................................... 3 COURSE DESCRIPTION................................ 5 COURSE FRAMEWORK................................. 6 SCOPE AND SEQUENCE............................... 7 UNITS OF STUDY..................................... 24 APPENDIX.............................................. 260 ADVISORY GROUP............................ 261 EXPERT REVIEW PANEL..................... 272 REFERENCE LIST.............................. 273 UNITS AT-A-GLANCE......................... 279 TABLE OF CONTENTS CONTINUED SEMESTER 1: FOCUS ON AFRICAN AMERICAN/ BLACK HISTORY UNIT 1: Where We Come From: Introduction to African Origins and Contributions of Ancient African Empires to World Civilizations and the African Diaspora (500 B.C.E. to 1600) .....................................24-42 UNIT 2: How African Americans Persisted: Slavery and Freedom Stories of Resistance and Agency (1619 to 1819) ..........................................................43-58 UNIT 3: Black Literacy, Organizations, and Liberation (1820-1865) .............................................................59-78 UNIT 4: Long, Long History for Equality (1865-1915) .............................................................79-97 UNIT 5: Black Movement for Equality (1915-1965) ... ...............................................................................98-118 UNIT 6: Protest, Politics, and Power (1965- Present) ..............................................................................119-137 SEMESTER 2: FOCUS ON PUERTO RICAN/ LATINO HISTORY UNIT 1: Early Beginnings: Who Are We? ........................138-151 UNIT 2: Blood and Beauty ...........................................152-170 UNIT 3: Sweat ...........................................................171-205 UNIT 4: Resistance and Defiance ..................................206-235 UNIT 5: Where are we now?.........................................236-259 ACKNOWLEDGMENTS SERC would like to credit and thank the Office of the Governor, the Connecticut General Assembly, and the Education Committee, especially the following legislators for their leadership: Senator Douglas McCrory of the 2nd District, Education Committee Co-Chair Representative Bobby Sanchez of the 25th District, Education Committee Co-Chair Representative Bobby Gibson of the 15th District SERC would also like to acknowledge the Connecticut State Board of Education and our collaborating partners at the Connecticut State Department of Education for their support: Dr. Miguel A. Cardona, Former Commissioner of Education, Current U.S. Secretary of Education Charlene M. Russell-Tucker, Acting Commissioner of Education Desi D. Nesmith, Deputy Commissioner of Education for Academics and Innovation Irene E. Parisi, Chief Academic Officer Dr. Gladys Labas, Director of Equity and Language, Project Manager Dr. Melissa K. Wlodarczyk Hickey, Director of Reading and Literacy Stephen Armstrong, Social Studies Consultant, K-12 SERC recognizes the SERC Board of Directors and all members of the SERC Staff for their commitment and continued advocacy, including the following members who lead this endeavor: Ingrid M. Canady, Executive Director Nitza M. Diaz, Consultant Wanda Guzman, Project Specialist Paquita Jarman-Smith, Consultant Michelle LeBrun-Griffin, Consultant Without the voice and agency of students, families, educators, advocates, and historians, this curriculum would not be possible. SERC would like to distinguish the concerted effort of the Advisory Group and Expert Review Panel (see Appendix for full membership lists) who volunteered their time, expertise, and knowledge to ensure the historical accuracy, comprehensive alignment, and transformative nature of this course of studies. CONNECTICUT PUBLIC ACT NO. 19-12 | page 1 PREFACE “What we need is not a history of selected races or nations, but the history of the world void of national bias, race hate, and religious prejudice.” ― Carter G. Woodson As Connecticut embarks on its fi rst model statewide African American/Black and Puerto Rican/Latino Course of Studies, we acknowledge the commitment, passion, dedication, and unwavering hard work that went into making this a possibility. Thank you to the students, legislators, historians, community members, teachers, and social justice activists who shared in bringing CT PA 19-12 to fruition as well as contributed to the development of the curriculum. This course represents American history that is inclusive, rather than absent of Black and Latino history. Certainly our forefathers, including the great Carter G. Woodson and Pedro Albizu Campos, are joyfully exclaiming about this opportunity to lead future generations through this integral learning experience for all students. In this one-year, integrated course, the history of Africa and the Diasporas are explored with intentional linkages to the accomplishments, struggles, and beauty of Black and Latino people in the U.S., Americas (North and South), the Caribbean, and around the world. Through the lens of these very unique histories, students, with the guided support of their educators, will have opportunities to make connections to their own cultural and racial backgrounds and strengthen their understanding of what positive identity can look and sound like, the importance of inclusivity of diverse perspectives, and value for social justice to inform actions in their own community. As a new chapter of historical learning is set forward, Connecticut high school students of all races, ethnicities, and identities will be welcomed by educators ready to discover, explore, and experience how these histories have contributed to the U.S. and global citizenry. The units within this course will assist teachers to tell the stories that have often been omitted and personify the realities of determination, struggle, liberation, joy, and hope. Using the tools and resources in this curriculum, knowledgeable, talented, innovative, and dedicated teachers will guide students in this new area of learning. We look to them to inspire within each student a desire to reimagine the present and future, based on lessons learned from the past—and provide opportunities for students to grow and develop their own ideas to ensure we continue to strive for justice, equity, and unity of all people. ¡Las puertas históricas del futuro están abiertas, entremos juntos! In high regard for where this course can lead us, Ingrid M. Canady Executive Director, SERC CONNECTICUT PUBLIC ACT NO. 19-12 | page 2 INTRODUCTION In June 2019, CT PA 19-12 was passed to develop an African American/Black and Puerto Rican/Latino Course of Studies at the high school level. Legislation identified the State Education Resource Center (SERC) as the coordinating entity to develop the curriculum as the first, integrated and model statewide curriculum of its kind. In collaboration with partners from the CT State Department of Education (CSDE), work swiftly began with the design of a comprehensive work plan and website, and the convening of a 150-member Advisory Group (see Appendix for full listing) representative of educators, students and advocates, historians, scholars, and community members by November 2019. The Advisory Group organized into nine committees to complete various tasks as outlined below, and met as a full group intermittently through November 2020 to provide feedback and monitor progress. 1. Research and Evaluation Committee – This committee conducted an online curriculum survey of Connecticut high school educators and found 217/350 respondents were teachers representing a variety of districts and school sizes. A total of 62% of the respondents indicated readiness to teach the course and requested that comprehensive curriculum and professional learning be provided. Curriculum artifacts were warehoused from 17 districts and eight states with an African American or a Latino Studies course currently in place, and used to inform curriculum development. 2. Focus Group Committee – An online survey was also conducted by this committee, with the same questions asked as in-person or virtual focus groups were held. Approximately 1/3 of survey responses were from students expressing their desire for the course to provide: a deeper study of inequalities and understanding of racism as a social construct, a better understanding of varied backgrounds and cultures of intra-racial communities, teaching of “real” history beyond stereotypes, state and local contexts, an emphasis on difference as a strength and not a weakness, and learning activities related to pop culture. A total of 12 focus groups were held, five exclusively for high school students illuminating the following priorities: teacher knowledge of history, safe and brave class climate, culturally relevant and responsive pedagogy practiced to center student voice and interests, focus on supporting students’ racial identity development, importance of the portrayal of positive accomplishments and multiple perspectives, consideration of operational challenges for various school settings, and the need for comprehensive professional learning. 3. Course Syllabus Committee – The important work of this committee was to
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