Creating Inclusive Social Studies Curriculums (1)

In fall 2020-winter 2021, a group of seven high school students from Des Moines Public Schools worked with the Social Studies Curriculum Coordinator and Equity Coordinator for the school district to create eight new social studies courses centered around marginalized communities and anti-racism. The goal of this project was to come up with a final product of courses that would be used in the 2021 school year for elective social studies credit. While this may have been the overarching goal, these students had visions of their own for what they wanted. Students of color and those from other underrepresented communities have spent their entire educational lives sitting in classrooms with peers who don't look like them, teachers who don't look like them, and learning material that does anything from dehumanizing, or completely erasing, their identities. So with these courses, the students wanted to decolonize the curriculum and focus on the rich and powerful cultures and histories that have built our global communities. The final courses created were Global Black History, African American Studies, Indigenous People's History of the U.S., Chicano/a Studies, AAPI (Asian American & Pacific Islander) History, LatinX History, LGBTQ+ History, and Intersectional Feminism. The presence of these courses will be monumental for students learning across the district, especially for those from marginalized communities. Learning curriculum and using resources that were hand-picked and written by students will help create better engagement and feel more connected to the learning material. Not only does it make the information more engaging, but it helps students feel like their learning has an impact on their personal lives, developing a greater sense of personal identity, community, and empowerment. More courses like this, where youth are the ones making the decisions on what should be taught, should be implemented in schools across the district and all educational systems, spanning across all spheres of learning. 

Gabriella S. Hoard

Comments

  1. Ms. DunleyMay 20, 2021 at 8:12 AM

    How did you get to be a part of this group? What a wonderful experience!

    Do you think all eight will be able to be offered? I know it is a difficult question - but if it could only be three that fit in the master schedule, which ones would you advocate more for and why?

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    Replies
    1. gabriella hoardMay 23, 2021 at 3:33 PM

      I filled out an application to be part of this group. Yes, because the intent was for all 8 courses we created to be offered in the master schedule they will. However, it will be up to students and staff members to strongly advocate that these courses are not removed in the future. The first one I would say is intersectional feminism. I think intersectional feminism can encompass a wide variety of identities, especially because of how completely intertwined it is with Black American history. As for the others, I am not entirely sure. I think indigenous history and chicano definitely needs to be taught, but those identities are the roots of American history, so they could and should be incorporated into United States history rather than being entirely erased. I think it is difficult to choose between Latinx, Asian American, or Global Black history, because in all honesty there is no reason why any one identity should have to be erased from the institution whose purpose is to educate future generations.

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