[2. Decision on Women in Perspective for Regular Status, Ms. Erin Lange, Supervisor of Social Sciences, Ms. Heather Kutcher, Executive Director of Curriculum, Instruction, and Assessment, Mr. Andrew Renzulli, Director of Curriculum, Instruction, and Assessment, Ms. Karen Gonano-Martin, Social Science Teacher, Ms. Alyssa King RELA Teacher, and Ms. Erica Richardson, Social Science Teacher ]

PLEASE SAY YES. YES YES. IS THERE ANY OPPOSED? PLEASE SAY N. THANK YOU. THE MOTION PASSES.

WE'RE GOING TO MOVE ON TO THE SECOND ONE, WHICH IS THE WOMEN IN PERSPECTIVE. AND I BELIEVE THERE'S A PRESENTATION FOR THIS ONE BECAUSE IT WAS NEW AS WELL. SO IF WE COULD JUST HOLD QUESTIONS UNTIL THE END OF THE PRESENTATION AND WELCOME ERIN LANG. ANYBODY ELSE? I GOT IT.

OKAY. THANK YOU MA'AM. MISS LANG, CAN YOU ALSO INTRODUCE ALL THE REST OF YOUR ABSOLUTE STAFFERS? TO WELL, GOOD EVENING AGAIN. BOARD OF EDUCATION AND SUPERINTENDENT WILSON, AGAIN, I'M HEATHER CRUTCHER, EXECUTIVE DIRECTOR OF CURRICULUM, INSTRUCTION AND ASSESSMENT. AND TRULY DIRECTOR OF CURRICULUM INSTRUCTION AND ASSESSMENT. I'M ERIN LANG, SUPERVISOR OF SOCIAL SCIENCES. AND I HAVE WITH ME SOME OF OUR EDUCATORS AND A STUDENT WHO HAD TAKEN WOMEN IN PERSPECTIVE. AND I'LL LET THEM INTRODUCE THEMSELVES TO YOU ALL. MR. KING, ERICA RICHARDSON, KAREN MARTIN, KAYLEE BROWN, VOLKER. SO THE CURRICULUM OFFICE IS HERE THIS EVENING TO PRESENT NOT ONLY WOMEN IN PERSPECTIVE, BUT ALSO THE REVISED CURRICULUM FOR SOCIAL STUDIES. SIX HUMAN GEOGRAPHY AND ADVANCED PLACEMENT, AFRICAN AMERICAN STUDIES. THE PROCESS TO BRING ALL OF THESE COURSES BACK THIS EVENING HAS BEEN UNDERTAKEN WITH A COMMITMENT TO COLLABORATION, WHILE MAINTAINING THE INTEGRITY AND EDUCATIONAL EXCELLENCE OF THESE COURSES. WE HAVE CAR BALAE BOARD'S INPUT WITH OUR DEDICATION TO DELIVERING COMPREHENSIVE EDUCATIONAL EXPERIENCES ALIGNED TO STATE AND OR COLLEGE BOARD REQUIREMENTS, AND ENSURING THAT EACH CONTINUES TO HELP STUDENTS LEARN HOW TO PROBLEM SOLVE. THINK CRITICALLY, ASK QUESTIONS, RESEARCH SHREWDLY, COMMUNICATE EFFECTIVELY, WORK ACROSS DIVERSE TEAMS AND ENGAGE RESPONSIBLY IN TODAY'S WORLD. EMPOWERING STUDENTS TO NAVIGATE CHALLENGES AND CONTRIBUTE POSITIVELY TO SOCIETY. WE WANT TO ESPECIALLY THANK MRS. LANG, SUPERVISOR OF SOCIAL SCIENCES, MRS. PRICE. OUR CURRICULUM SPECIALIST IN THE SOCIAL SCIENCES, AND OUR TEACHERS WHO HAVE AND WILL CONTINUE TO WORK THROUGH EDITS AND WHO GAVE OF THEIR TIME TO COME AND SPEAK WITH BOARD MEMBERS ABOUT THEIR WORK TEACHING SOCIAL SCIENCE COURSES.

SINCE THESE ITEMS WERE FIRST BROUGHT TO THE BOARD DURING THE TWO WEEKS PRIOR TO THE MAY 20TH MEETING, WE HAVE HAD THE OPPORTUNITY TO WORK IN MULTIPLE SMALL GROUP SESSIONS WITH BOARD MEMBERS. WE HAVE RESPONDED TO MULTIPLE LINES OF QUESTIONING THROUGH EMAIL. WE HAVE OFFERED MULTIPLE INDIVIDUALIZED SESSIONS FOR OUR BOARD MEMBERS TO COME WALK THROUGH THE CURRICULUM WITH US. WE HAVE OFFERED AN OVERVIEW SESSION OF THE CANVAS PLATFORM, AND WE HOSTED A DISCUSSION WITH OUR AP AFRICAN AMERICAN STUDIES TEACHERS AND BOARD MEMBERS. THIS ONGOING EFFORT UNDERSCORES OUR UNWAVERING COMMITMENT IN THE DIVISION OF CURRICULUM, INSTRUCTION, AND ASSESSMENT TO BEING COLLABORATIVE AND DEDICATED TO PROVIDING THE BEST POSSIBLE EXPERIENCES TO THE STUDENTS OF HARFORD COUNTY PUBLIC SCHOOLS. AND YOU WILL SEE THAT COMMITMENT THROUGHOUT OUR PRESENTATIONS THIS EVENING. AT THIS TIME, WE WOULD LIKE TO TURN THE PRESENTATION OVER TO MRS. ERIN LANG, SUPERVISOR OF SOCIAL SCIENCES, WHO WILL LEAD US IN OUR PRESENTATION. THANK YOU. I'M SO EXCITED TO BE BACK HERE IN FRONT OF ALL OF YOU. AND AS I SAID, I BROUGHT GIFTS, WE HAVE OUR EDUCATORS. THIS IS OUR TEAM OF WOMEN IN PERSPECTIVE CURRICULUM WRITERS. IT IS THAT CROSS CURRICULAR TEAM THAT I HAD MENTIONED TO YOU IN SMALL GROUPS BEFORE. AND WE ALSO WANTED TO BRING THAT STUDENT PERSPECTIVE. THE MOST IMPORTANT VOICE THAT WE COULD EVER BRING BEFORE YOU. AND SO I AM GOING TO TURN IT OVER TO MRS. KING TO GET US STARTED WITH A LITTLE BIT OF CONTEXTUALIZATION OF WHERE WE ARE, MISS BLANK ASKED ME TO EXPLAIN A LITTLE BIT OF THE

[03:50:03]

BACKGROUND, I'VE BEEN TEACHING. THIS WILL BE MY 25TH YEAR. I WAS AN ENGLISH TEACHER AT MILTON, AND THEN I WAS A LIBRARIAN THERE. AND THEN I WORKED AS A TEACHER SPECIALIST IN THE OFFICE OF TECHNOLOGY, AND NOW I'M BACK TO TEACHING AT BOSTON HIGH SCHOOL AS AN ENGLISH TEACHER. IN 2002. MY, I THINK IT WAS 2002, MY DEPARTMENT CHAIR, TAMMY BODDY, AT THE TIME, AND I DISCUSSED THE IDEA OF ME TEACHING AN ELECTIVE CLASS TITLED WOMEN IN PERSPECTIVE, WHERE IT WAS ALREADY LISTED AS A COURSE IN THE MASTER SCHEDULE AND CURRICULUM IS REALLY CHANGED IN ALL THE YEARS I HAVE BEEN HERE, AND AT THAT TIME WHEN I SAID, WELL, WHAT'S THE CURRICULUM NOW? IT WAS A ONE PAGE DOCUMENT AND IT JUST HAD A COURSE DESCRIPTION AND AN OUTLINE THAT INCLUDED A BUNCH OF FEMALE WRITER NAMES. SO TAMMY BODDY AND LYNN OWEN, WHO WAS THE SUPERVISOR OF RILLA AT THE TIME, ASKED ME TO WRITE CURRICULUM AND I'D DONE SOME CURRICULUM PRIOR TO THAT. SO FOR THEY HAD THIS FAITH IN ME TO APPROACH IT WITH AND THE DIRECTION WAS UNIT THEMES, AND THE THEMES WOULD CONNECT TO THE WORKS TO BE STUDIED IN THE TOPICS THAT SURROUNDED WOMEN'S LIVES PAST AND PRESENT. SO THAT'S HOW IT KIND OF BEGAN. THE UNITS WERE FRAMED WITH A MORE PERSONAL CONNECTION FROM STUDENT PERSPECTIVE. THAT WAS ONE OF THE KIND OF GOALS AT THE TIME THAT YOU WOULD WANT STUDENTS TO HAVE CONNECTION TO THEIR OWN LIVES AND SUBJECT MATTER, AND IT MOVES CHRONOLOGICALLY THROUGH HISTORICAL TIMELINE AND END OF YEAR CELEBRATION OF WOMEN'S ARTISTIC VOICE. THE UNITS AT THAT TIME WERE ONE. FAMILY TIES AND IDENTITY. BECAUSE YOU WANT TO START WITH WHAT STUDENTS KNOW AND THEN IT MOVED TO UNIT TWO.

COMMON STRUGGLES. UNIT THREE WOMEN BREAKING FREE, UNIT FOUR HERCULEAN WOMEN AND UNIT FIVE WOMEN'S VOICE. THE GLOBAL GLOBAL CURRENT EVENTS AND WOMEN'S LIVES WERE OFTEN CONNECTED TO THE LESSONS. A GOOD EXAMPLE IS THE STUDY OF WOMEN AND WAR. SO DEBORAH SAMPSON, THIS IS A GOOD EXAMPLE, WAS A WOMAN WHO FOUGHT ALONGSIDE REVOLUTIONARY WAR MEN IN AN ELITE UNIT. SHE WAS THAT TALENTED AND PEOPLE DIDN'T KNOW FOR A LONG TIME BECAUSE SHE WAS ACTUALLY IN DISGUISE, SO A CONTEMPORARY CONNECTION TO THAT. AT THE TIME, I WAS TEACHING EARLY ON WAS THE CURRENT EVENTS WHERE STUDENTS WOULD READ ABOUT WOMEN TODAY IN SPECIAL UNITS LIKE THE ARMY RANGERS. THE COURSE IS ONLY OFFERED AND EVER WAS ONLY EVER OFFERED TO 11TH AND 12TH GRADERS. MOSTLY IT WAS YOUNG WOMEN WHO WOULD TAKE IT. BUT I WILL TELL YOU, EVERY YEAR I EVER TAUGHT IT, WHICH INCLUDES LAST YEAR, THERE WAS ALWAYS A BOY WHO TOOK IT AND THAT HIS PERSPECTIVE, BECAUSE IT WAS ONLY EVER ONE IN MY EXPERIENCE, WAS VERY WELL VALUED, OTHER STUDENT, INCLUDING BOYS THAT THAT BOYS TOOK IT, STEVE MILTON BEGAN WITH ONE SECTION AND IT GREW TO TWO. IT WAS TAUGHT FOR MANY YEARS.

AND AFTER I LEFT, WHEN I WAS IN THE LIBRARY, THEIR TEACHERS STILL TAUGHT IT. I KNOW IT WAS TAUGHT AT BELLAIRE HIGH SCHOOL FOR A LITTLE WHILE, AND I DON'T KNOW HOW MANY YEARS ACTUALLY KEPT GOING. I DO WANT TO BE VERY CLEAR BECAUSE IT'S COME UP MANY TIMES THAT IN THE CURRICULUM THAT I HAD WRITTEN, MARGARET SANGER WAS NEVER BROUGHT UP LIKE AND EVER LIKE AS A LESSON, THE TOPICS SURROUNDING BIRTH CONTROL AND ABORTION WAS DEFINITELY OFF LIMITS. THAT'S NOT SOMETHING YOU TEACH ABOUT IN A WOMEN'S SOCIAL STUDIES TYPE CLASS, OR LITERARY FOR THAT MATTER. I NEVER HAD A STUDENT EVER WISH TO RESEARCH THAT TOPIC. NO ONE EVER SAID I'D LIKE TO RESEARCH THIS IN MY EXPERIENCE, SO THE COURSE BECAME POPULAR DUE TO THE IMPACTFUL NATURE OF THE CONTENT AND THE REAL WORLD CONNECTIONS. AND I'LL GIVE AN EXAMPLE EARLY ON, AT THE TIME WE WERE REALLY DOING A LOT WITH STUDENT SERVICE LEARNING. SO IN OCTOBER, IT'S, BREAST CANCER AWARENESS MONTH. AND SO, STUDENTS LIKED THE IDEA OF RESEARCHING A FOUNDATION LIKE THE SUSAN G. KOMEN FOUNDATION.

AND, HEY, LET'S DO SOMETHING IN SCHOOL. IN MY SCHOOL, THEY WOULD RAISE SOME MONEY WITH, LIKE, LITTLE TOPS OF THE YOGURT AT THE TIME, AND THEY SET UP A TREE, TO HAVE, LIKE, STUDENTS. RIGHT.

BECAUSE IN SOME WAY, BREAST CANCER HAS TOUCHED ALL OF OUR LIVES, WHETHER IT'S WITH A CLOSE FAMILY MEMBER OR A FRIEND AND THE STUDENTS WOULD HANG UP IN HONOR OF OR IN MEMORY OF. AND IT WAS REALLY SPECIAL KIND OF MOMENT IN OCTOBER, IN FACT, IN THE FEW YEARS EARLY ON THAT I

[03:55:03]

TAUGHT IT STUDENTS AND THEIR FAMILIES, BECAUSE IT WAS NOT A FIELD TRIP, THEY WANTED TO GO DOWN AND DO THE RACE FOR THE CURE IN THE CITY. AND I HAVE SOME REALLY NEAT PICTURES OF ALL THESE KIDS WALKING THAT WALK, THOSE WERE REALLY GOOD AND SPECIAL TIMES, SO I DON'T KNOW AT WHAT POINT THE CLASS WAS NOT OFFERED AT CERTAIN SCHOOLS. I KNOW WHEN I WENT BACK TO TEACHING AND I BROUGHT IT UP TO MY PRINCIPAL AND I SAID, WHAT ABOUT WOMEN IN PERSPECTIVE? IF FALLSTON, HE WAS ALL IN AND WE HAD STUDENTS LIKE KAY TAKE IT LAST YEAR AND IT KIND OF CAME BACK, BUT IT MADE MORE SENSE IN THE WAY OUR CURRICULUM IS TODAY, THAT IT FIT BETTER IN SOCIAL SCIENCES, WHICH IS WHY IT WAS REWRITTEN. AND WE WILL TALK ABOUT THAT. YOU CAN JUST CLICK THROUGH. SO OUR CURRENT ENROLLMENT IN THE LAST SCHOOL YEAR, WE HAD STUDENTS TAKING THIS COURSE AT BOTH FALLSTON AND JOPPATOWNE. AND THROUGH ACTIONSCRIPT. I'M SORRY. YOU'RE GOOD. SO AS MRS. KING MENTIONED, IN JANUARY, WE HAD A CONVERSATION IN THE OFFICE OF CURRICULUM OR, I'M SORRY, THE DIVISION OF CURRICULUM, INSTRUCTION AND ASSESSMENT TO TALK ABOUT REALIGNING THIS COURSE TO SOCIAL STUDIES STANDARDS BECAUSE IT MADE MORE SENSE IN TERMS OF STATE STANDARDS FOR RILLA VERSUS SOCIAL STUDIES AND SO WE PUT TOGETHER A FOUR PERSON WRITING TEAM, INCLUDING THE TWO RILLA TEACHERS WHO WERE TEACHING THE COURSE AT THE TIME. ONE HAS SINCE MOVED OUT OF AREA, AND OUR TWO SOCIAL SCIENCE TEACHERS TO BRING THAT STATE STANDARD PERSPECTIVE AND EXPERTISE WITH THE GOAL OF HAVING THEM COLLABORATE TO ADJUST THE SCOPE AND SEQUENCE TO ALIGN TO MARYLAND STATE SOCIAL STUDIES STANDARDS. AND THEY UTILIZE THE INTERDISCIPLINARY MODEL OF AP AFRICAN AMERICAN STUDIES AS AN APPROACH. THAT'S ME, SO DO YOU SEE THE STATE STANDARDS HERE ON OUR SCREEN, WE HAVE FIVE DISCIPLINARY STATE STANDARDS THAT ARE BROAD FOUNDATIONAL CONTENT STANDARDS AND CIVICS PEOPLES OF THE NATION'S AND WORLD'S GEOGRAPHY, ECONOMICS AND HISTORY. AND THEN STANDARDS 6.0, WHICH IS OUR INQUIRY BASED SKILLS STANDARD. YOU CAN SEE THAT HERE. AND I'LL TURN IT OVER TO YOU. SO AS WE WERE DEVELOPING THIS CURRICULUM, WE AND ALL CURRICULUM, FRANKLY, AS TEACHERS, WE IN SOCIAL STUDIES, WE USE THE INQUIRY ARC. WE FRAME OUR LESSONS AROUND COMPELLING QUESTIONS, AND WE SPECIFICALLY DESIGNED OUR LESSONS SO THAT NOT ONLY WERE WE OFFERING QUESTIONS TO STUDENTS THAT HAD MULTIPLE POTENTIAL ANSWERS AND OFFERED STUDENTS TO DEVELOP MULTIPLE PERSPECTIVES AND THINK ABOUT MULTIPLE PERSPECTIVES, BUT WE ALSO DESIGN LESSONS THAT ALLOW STUDENTS TO, CREATE THEIR OWN QUESTIONS IN THE PROCESS, WE DID A LOT OF RESEARCH IN ALL PERSPECTIVES, SO WE COULD ENGAGE OUR STUDENTS WITH FACTS, ALLOW THEM TO EVALUATE EVIDENCE AND PROVIDE THEM AN OPPORTUNITY TO REALLY DEVELOP THEIR, YOU KNOW, THEIR OWN IDEAS, SO FOR EXAMPLE, I WROTE THE LESSONS ON FIRST THROUGH FOURTH WAVE FEMINISM. AND IN MY RESEARCH AND UNDERSTANDING IT, I WANTED MY STUDENTS TO UNDERSTAND THE FULL PERSPECTIVE OF WOMEN AS WE WERE WRITING THIS. NOT ALL WOMEN AGREED AND HAVE NOT AGREED IN FEMINIST MOVEMENTS, IN THE PROCESS, I'LL SHARE A PERSONAL STORY. I WAS WRITING CURRICULUM WHILE SITTING NEXT TO MY 97 YEAR OLD GRANDMOTHER, AND I ASKED HER, WHAT DID YOU THINK OF THE FEMININE MYSTIQUE? AND SHE SAID, THAT WAS THE BIGGEST MISTAKE. I LOVED BEING A STAY AT HOME MOM, AND THAT MADE ME REALLY THINK ABOUT THIS CLASS, BECAUSE IF WE ARE REALLY, TRULY TELLING THE PERSPECTIVE OF WOMEN, IT'S THE PERSPECTIVE OF EVERYONE. AND SO IN THOSE LESSONS, I WAS SURE TO INCLUDE THE ABILITY FOR STUDENTS TO DISCUSS, APPRECIATE AND, ARGUE ANY PERSPECTIVE OF ANY WOMAN. SO IN THE INQUIRY ARC, THAT'S WHAT WE TRY TO DO WITH EVERY LESSON. FOR EXAMPLE, THE LESSON THAT ALYSSA MENTIONED ON WOMEN IN THE MILITARY, WE ALLOW STUDENTS TO DO THE TAKE A STAND WHERE WOMEN CAN DISCUSS SOME OF THE DRAWBACKS OF WOMEN BEING IN THE MILITARY, AND TO DO THAT IN A REALLY SAFE SPACE. I CAN GIVE A FULL EXAMPLE OF HOW THIS INQUIRY ARC WORKS FOR THE LESSON WE DID THIS YEAR, AND I CHOSE THE INQUIRY ABOUT WOMEN IN THE AMERICAN WEST JUST BECAUSE THERE WAS SOME MOMENTS, EVEN FOR

[04:00:02]

MYSELF, AS THE STUDENTS WERE LOOKING AT PRIMARY SOURCES. SO FOR DIMENSION ONE, AN EXAMPLE OF THE DRIVING QUESTION WAS WHAT WERE WOMEN DOING IN THE WEST AND HOW DID WESTERN WOMEN SHAPE WOMEN'S ROLES FOR GENERATIONS TO COME? IN DIMENSION TWO, WHERE WE WERE TAKING IN CONSIDERATION THE CONTEXT WITHIN THE HISTORICAL CONSTRUCT AND GEOGRAPHY, THERE'S A LOT THERE. SO THE GOLD RUSH WAS HAPPENING IN THE 1800S. LAND TERRITORIES WERE SHIFTING. WE HAD THE NATIVE AMERICAN EXPERIENCE. WE HAVE LAND BARRIERS LIKE MOUNTAINS AND THE MISSISSIPPI AND THE TRANSPORTATION AFFORDED TO VARIOUS GROUPS LIKE COVERED WAGONS. SO ALL OF THAT WAS TAKEN INTO CONSIDERATION, AND SOME OF THAT BECAME PART OF THE RESOURCES STUDENTS WOULD USE, LIKE MAPS. BUT I THINK, THE, THE MOST ESSENTIAL OF THE RESOURCES WERE PRIMARY SOURCES. SO THOSE WERE LETTERS AND JOURNALS WRITTEN BY THE WOMEN THEMSELVES. AND SOME OF THOSE ARE VERY HARD TO FIND, BUT IT'S KIND OF LIKE A DIAMOND IN THE ROUGH, YOU KNOW, WE HAVE ONE. SO THE STUDENTS EVALUATED AND COMPARED THOSE AND THE CONCLUSIONS THAT THEY CAME UP WITH AFTER THEY BECAUSE WE DID A LOT OF FORMS OF DISCUSSION WHERE THEY SHARED, THEY CONFIRMED OPINIONS THAT WOMEN IN THE WEST REQUIRED IT BEING A WOMAN IN THE WEST REQUIRED GRIT AND BRAVERY. BUT STUDENTS PRIOR REALLY ONLY CONSIDERED WOMEN AS MORE PASSIVE PLAYERS IN THE WEST. SIMPLY LIKE, OH, I'M RIDING IN THE COVERED WAGON. AND NO, I HAVE TO BE STRONG TO GET THROUGH ALL OF THIS, BUT THROUGH THE INQUIRY PROCESS, STUDENTS DISCOVERED MORE ESPECIALLY A SURPRISING CONCLUSION, WHICH WAS WOMEN WERE A MINORITY FIRST IN THE WEST BECAUSE IT MADE SENSE MORE MEN KIND OF TRAVELED OUT THERE, AND MOST OF SINGLETON'S FOR THE GOLD RUSH. AND, WHAT WOMEN DID IS THEY LEARNED TO LEVERAGE THIS SITUATION THROUGH CAPITALISTIC ENTERPRISE. AND I HAVE EXAMPLES THAT THE STUDENTS PULLED OUT. AND THIS IS A SEA HUNT WHO MADE MONEY BY SELLING BUTTER, COTTAGE CHEESE AND BREAD THAT SHE MADE. AND REALIZED, OH, PEOPLE WILL BUY THIS, THERE WAS MARY ELLEN PLEASANT WHO INVESTED MONEY AND OWNED RESTAURANTS AND BOARDING HOUSES. IT MADE SENSE. PEOPLE NEEDED PLACES TO EAT AND PLACES TO SLEEP. THEY WERE DESPERATELY NEEDED IN WESTERN TOWNS. AND ANNIE OAKLEY, WHO MANY OF US KNOW AS BEING A FAMOUS, ENTERTAINING SHARPSHOOTER. BUT WHAT OUR STUDENTS DIDN'T REALIZE IS THAT WHEN SHE WAS AGE EIGHT, HER FAMILY WAS VERY POOR AND SHE ONLY HONED THOSE SHARPSHOOTER SKILLS BY LEARNING TO HUNT AND HUNTING WELL. AND SHE WOULD TAKE WHAT SHE THE GAME SHE KILLED AND SOLD IT TO LOCAL RESTAURANTS. SO SHE COULD HELP SUPPORT HER FAMILY. SO ALL TO EARN THAT MONEY. THAT'S THE CAPITALISTIC PROWESS OF WOMEN IN THE 19TH CENTURY, WEST PAVED THE WAY FOR WOMEN. WESTERN WOMEN EARNED THE RIGHT TO VOTE IN THEIR STATES WAY BEFORE WOODROW WILSON WOULD CALL FOR THE PASSAGE OF THE 19TH AMENDMENT, AND THIS WAS KIND OF A TOUCHSTONE WHEN WE GOT TO THAT PIECE LATER IN THE YEAR, AND THEN PAVED THE WAY FOR WOMEN LIKE WE KNOW TODAY, LIKE KYLIE JENNER. MY DAUGHTER'S A BIG FAN OF. AND MARTHA STEWART, WHO MANY OF US KNOW WHO HAVE HAD CAPITALISTIC SUCCESS. AND THE LAST THING I JUST WANT TO SAY ABOUT THAT, BECAUSE AS A TEACHER, IT WAS MEANINGFUL TO ME, OUR STUDENTS CREATED IN TERMS OF THE FINAL PRODUCT, FOUND POEMS, WHICH MEANS THEY TOOK THE PRIMARY SOURCES AND LIKE, CROSSED OUT CERTAIN WORDS TO CREATE KIND OF A POEM ABOUT THE WOMAN'S LIFE. AND WE HUNG THEM OUTSIDE OF MY CLASSROOM. AND I HAD SEVERAL TEACHERS COME BY TO TELL ME THAT THEY STOPPED AND ACTUALLY READ THOSE. AND WITH OUR SIGN THAT SAID WOMEN WERE IN THE WEST, THEY A COUPLE OF THEM SAID TO ME, WOW, I LEARNED SOME THINGS I DIDN'T KNOW. AND ALSO, THIS IS VERY BEAUTIFUL. AND THAT MEANT A LOT. AND THAT SO THAT IS HOW THE INQUIRY, FRAMEWORK WORKS IN REAL TIME. AND TO BE CLEAR, THAT WAS SOMETHING THAT MRS. KING PILOTED FOR US DURING THE WRITING PROCESS. SO THAT WAS NOT A LESSON THAT WAS IN THE OLD CURRICULUM. IT WAS ONE THAT THIS TEAM DEVELOPED. AND THEN SHE TEST DROVE IT FOR US WITH OUR STUDENTS TO REALLY GET A PRIMARY UNDERSTANDING OF THAT INQUIRY. ARC SO I HAVE A DIFFERENT PERSPECTIVE ON THE COURSE BECAUSE I DON'T TEACH THE COURS, BUT IT IS OFFERED AT MY SCHOOL, IT IS NOW UNDER THE SOCIAL SCIENCE UMBRELLA AND AS DEPARTMENT CHAIR, IT IS DIRECTLY CONNECTED TO ME, WHEN I JOINED THE CURRICULUM WRITING TEAM, WHEN ERIN APPROACHED ME, AND I WANT TO THANK ERIN PUBLICLY FOR ALLOWING ME TO DO THIS, THIS IS SOMETHING THAT I HAD NOT EXPERIENCED PRIOR TO THIS MOMENT, TO BE ABLE TO WRITE WIT, OTHER WOMEN THAT ARE TEACH CURRENTLY TEACHING THE COURSE.

SO UNDERSTAND MY PERSPECTIVE. I'M OUTSIDE LOOKING IN SO ONE OF THE FIRST THINGS, OF COURSE, IS THAT OF COURSE IT'S ALIGNED TO MARYLAND STATE MARYLAND SOCIAL STUDIES STANDARDS THAT ERIN

[04:05:02]

SPOKE ABOUT EARLIER IN A PREVIOUS SLIDE. ALSO, THE GROUNDED ON COMPELLING QUESTIONS. SO THESE ARE QUESTIONS THAT ARE THOUGHT PROVOKING. THESE ARE QUESTIONS THAT WILL INSPIRE AND CREATE, AN ATMOSPHERE OF LEARNING IN A CLASSROOM. AND ANY LIKE YOU WOULD IN ANY OTHER CLASSROOM. I, AS A SOCIAL SCIENCES TEACHER, CAN TELL YOU ONE OF THE TWO THINGS THAT YOU NEED THE FORMULA, SO TO SAY, FOR A SUCCESSFUL COURSE IS ONE INTEREST. YOU NEED INTEREST. SO THE INTEREST WAS THERE. 18 STUDENTS TOOK IT LAST YEAR AND I DON'T WANT TO STEAL YOUR JOY. BUT 60 STUDENTS AT JOPPATOWNE HIGH SCHOOL HAVE SIGNED UP TO TAKE THE CLASS. 2425 LET ME SAY THAT AGAIN. 18 THIS PAST YEAR, 60 COMING UP, THIS IS THE OTHER PART OF THAT FORMULA COMES FROM THE ACTUAL INSTRUCTOR. AND SHE'S NOT HERE WITH US. LIKE ERIN SAID, SHE'S MOVED ON TO ANOTHER SCHOOL DISTRICT, BUT HER ENJOYMENT AND HER EXCITEMENT FOR THE COURSE IS WHAT WE HEARD ABOUT ALL THROUGHOUT THE SCHOOL. SO EVEN THOUGH I WASN'T PHYSICALLY IN THE CLASSROOM TEACHING, I STILL HAD THE EXPERIENCE OF WITNESSING SOMETHING REALLY GREAT HAPPENING AT JOPPATOWNE WITH THIS COURSE IN THE COURSE, JUST FOR MY UNDERSTANDING OF THE PAST FEW MONTHS. THEY PROVIDE MULTIPLE PERSPECTIVES AND BALANCED RESOURCES, BASICALLY TELLING BOTH SIDES OF THE STORY. YES, WE DO HAVE WOMEN THAT WERE HEROIC.

WE HAVE WE DO HAVE WOMEN THAT WE ARE VERY PROUD TO SPEAK ABOUT. WE ALSO HAVE WOMEN THAT WE MAY HAVE SOME CONCERNS ABOUT. THAT'S THE BEAUTY OF A SOCIAL SCIENCE COURSE. YOU HAVE THAT VOICE FROM EVERY PERSON IN THE ROOM. SEVERAL CONNECTIONS, REGARDLESS OF BACKGROUNDS. SO THERE WERE MULTIPLE JOPPATOWNE HIGH SCHOOL IS A VERY DIVERSE SCHOOL, SO THERE ARE MULTIPLE BACKGROUNDS IN THIS CLASSROOM. IN AND OF COURSE WITH 60 STUDENTS, WHICH IS GOING TO INCREASE NEXT YEAR, THE UNIQUE PERSPECTIVES THAT WERE ALSO SHAPED BY THEIR EXPERIENCES. SO EACH OF THE 18 STUDENTS THAT TOOK IT THIS YEAR WERE ABLE TO HAVE THEIR OWN EXPERIENCES BROUGHT TO THE TABLE AND DISPLAYED IN A COMFORTABLE, SAFE ENVIRONMENT, A COMFORTABLE, SAFE ENVIRONMENT, THAT'S THE ULTIMATE GOAL FOR AN EDUCATOR. I WANT PERSONALLY, IN MY CLASSROOM FOR STUDENTS TO FEEL SAFE, TO FEEL THAT THEIR PERSPECTIVE IS HEARD, THAT THEIR THEIR INFORMATION, THAT THEIR KNOWLEDGE IS, IS RESPECTED. AND THAT'S WHAT I, YOU KNOW, WITNESSED IN THIS CLASS, WE CELEBRATE THE ACCOMPLISHMENTS OF WOMEN. AND I SAY WE BECAUSE WE ARE ALL OBVIOUSLY IN THIS COURSE TOGETHER NOW. SO WE CELEBRATE. IT'S A IT'S A CELEBRATION BASICALLY. WHEN I SPOKE TO, AMY AND ALYSSA, I SAID, WHAT DO YOU WANT ME TO KNOW ABOUT THIS COURSE? WHAT DO YOU NEED? AND AGAIN, OUTSIDE OF LOOKING IN, WHAT DO I NEED TO REMEMBER ABOUT THIS COURSE? IF YOU HAD ONE TAKEAWAY, IT'S A CELEBRATION. IT'S A CELEBRATION OF WOMEN THAT SPEAKS FOR ITSELF. LEADERSHIP AT ANY LEVEL, CONTRIBUTIONS TO HISTORY. AGAIN, IT IS A CELEBRATION OF WOMEN. AND THE LAST COMPONENT IS ABOUT SUPPORT FOR STUDENTS AND UNDERSTANDING THEMSELVES, THEIR FAMILIES AND THE COMPLETE PICTURE OF THE WORLD AROUND THEM. I'M ALL ABOUT REAL LIFE RELEVANCE, REAL WORLD RELEVANCE. THERE ARE STUDENTS THAT HAVE A LOT TO SAY. THEIR VOICES WANT TO BE HEARD, AND THIS IS A PRIME EXAMPLE OF A COURSE WHERE THIS CAN HAPPEN. THEIR FINAL PROJECT THAT ALYSSA AND AMY SPOKE ABOUT, WHEN WE WERE PLANNING THE FINAL PROJECT, WAS TO CREATE A CHILDREN'S BOOK, AND THEY WERE GIVEN A CHOICE. THAT'S ANOTHER GREAT COMPONENT OF A CLASSROOM. THEY WERE GIVEN A CHOICE ON WHAT TOPIC THEY WOULD LIKE TO WRITE THE CHILDREN'S BOOK, LIKE WHAT THEY WOULD LIKE TO INCLUDE. THEY BOTH SAID IN FALLSTON AND JOPPATOWNE, MANY STUDENTS CHOSE TO SPEAK ABOUT THEIR OWN EXPERIENCES. THEY WROTE CHILDREN'S BOOKS FOR THEIR FAMILY MEMBERS. SO AGAIN, MAKING THIS PERSONAL FROM ALL WALKS OF LIFE, BUT BEING EXTREMELY PERSONAL AND BEING VULNERABLE ENOUGH TO SHARE THIS EXPERIENCE WITH PEOPLE THAT THEY MAY OR MAY NOT BE FRIENDS WITH.

IT'S A VERY SHORT AMOUNT OF TIME TO SPEND WITH SOMEONE, BUT TO BE ABLE TO SHARE YOUR INNER MOST IMPORTANT FEELINGS, VALUES, BELIEFS THROUGH THIS CHILDREN'S BOOK. AND AGAIN, IT WAS A SELF-REFLECTION. THAT'S A HARD NEEDLE TO THREAD, BUT THESE AMAZING EDUCATORS DID IT, AND CREATING THE SCOPE AND SEQUENCE FOR THIS COURSE. SO I'D LIKE THEM TO JUST SPEAK A LITTLE BIT ABOUT HOW THAT GOT BUILT. SO THE UNITS ARE BASICALLY THE SAME. WE SHIFTED SOME OF THE, THE WORDS, BUT THEY'RE KIND OF THE SAME, EXCEPT FOR THE LESSONS THAT LIVE WITHIN THE MULTI-DAY EXPERIENCES THAT KAREN WILL GO INTO MORE DEPTH ABOUT. BUT IT FOLLOWS THE INQUIRY FRAMEWORK, AND SO WHAT IT USED TO BE, IT WAS JUST KIND OF LIKE A LOT OF LESSONS. THIS IS SO MUCH MORE IMPROVED. I LOVE THIS CURRICULUM JUST THE WAY IT'S FORMATTED AND HOW THERE'S PROBABLY WAY TOO MUCH FOR ONE PERSON LIKE THERE. IT LEAVES A LOT LEFT TO ASKING THE STUDENTS, WHAT DO YOU FEEL PASSIONATE

[04:10:06]

ABOUT AND WHAT WOULD YOU LIKE TO STUDY? HERE ARE SOME OF THE TOPICS. AND THEY CAN CHOOSE BECAUSE THERE'S SO MUCH HERE YOU CAN'T DO IT ALL, SO THE BREAKING BARRIERS UNIT MARCH FALLS WITHIN THAT, WHICH IS WHY LISTED THERE IS WOMEN'S HISTORY MONTH AS A PROJECT, I LOVE THAT MONTH, IT ALLOWS STUDENTS TO DO A DEEP DIVE INTO A SPECIFIC PERSON, ESPECIALLY THEY COULD PICK AN EVENT, BUT THEY'VE ALWAYS WANTED TO KIND OF PICK A PERSON, THAT PROJECT CAN CAN BE MEANT FOR AN AUTHENTIC AUDIENCE. FOR SOME SCHOOLS, THAT MIGHT BE THAT THEY JUST WANT TO DO SOMETHING WITH ANNOUNCEMENTS EVERY DAY OR DO A BIG DISPLAY, AT MY SCHOOL, SPECIFICALLY, WE'VE WORKED SO HARD AS A CAMPUS TO COLLABORATE WITH OUR MIDDLE SCHOOL THAT IT GAVE US AN OPPORTUNITY TO GO OVER THERE AND HAVE STUDENTS WORK WITH SIXTH GRADERS, AND THEY WERE KIND OF TEACHERS. WE WORKED ON THAT FOR WEEKS, AND THEY HAD TO PRACTICE IN THE ROOM, AND THEY NEEDED ME TO KIND OF BE THE JUDGE OF, OH, YEAH, THE, THE ACTIVITIES THEY DID. ONE OF THE STUDENTS, PROBABLY LOTS OF YOU PLAY CONNECTIONS. ONE OF THE STUDENTS LIKE MADE A CONNECTIONS FOR STUDENTS TO DO.

AND I WAS LIKE, THAT'S GENIUS. AND THEN I COPIED THAT AS A TEACHER. I WAS LIKE, I CAN'T BELIEVE THAT. THAT WAS LIKE THEIR CLOSURE FOR THEIR THEIR LESSON, SO THAT AUTHENTIC AUDIENCE CAN VARY. AND I DID WANT TO SPEAK TO UNIT TWO. JUST TO GIVE YOU AN EXAMPLE OF AN EXPERIENCE LIKE THERE'S THE CHALLENGES AND STRUGGLES, THAT WHILE IT'S CALLED WOMEN'S, WITHIN THE CHALLENGES AND STRUGGLES, THERE'S A WOMEN'S HEALTH AND WELFARE. THERE ARE LOTS OF LESSONS UNDERNEATH THAT UMBRELLA FOR THAT EXPERIENCE. AND ONE EXAMPLE, AND I JUST THOUGHT I'D BRING IT UP BECAUSE THERE ARE SOME OPPORTUNITIES FOR GUESTS TO COME INTO A CLASSROOM.

AND STUDENTS ABSOLUTELY LOVE THAT, AND ONE IS THE LESSONS ENTITLED PERSONAL SAFETY, WHERE YOU'RE NOT THE EXPERT ON THIS STUFF. THAT'S YOUR SCHOOL RESOURCE OFFICER, AND IT GIVES THEM AN OPPORTUNITY TO BE KIND OF UP CLOSE AND PERSONAL TO THEIR SCHOOL RESOURCE OFFICER, WHO GIVES THEM REALLY WONDERFUL ADVICE ABOUT JUST GENERAL SAFETY TIPS, ESPECIALLY, WHY WOULD IT FIT IN A WOMEN'S STUDIES COURSE? BECAUSE LOCAL, NATIONAL DATA SHOWS THAT WOMEN AND THE ELDERLY ARE THE MOST TARGETED DEMOGRAPHIC WHEN IT COMES TO VARIOUS CRIMINAL OFFENSES. SO THE TAKEAWAYS THERE, THEY HEAR SOME OF THE DATA. NONE OF IT'S MEANT TO SCARE. I DON'T THINK YOU WERE SCARED, BUT JUST REALLY LOTS OF THEM ARE ABOUT TO BE COLLEGE BOUND LIKE KAY HERE. GO INTO DELAWARE NEXT YEAR, AND SOME OF THAT WILL LIKE THEY'RE GOING TO ACTUALLY TAKE WITH THEM AND GO, YEAH, I REMEMBER HEARING THIS. THIS IS WHAT I SHOULD DO WITH MY CARD. I SHOULD ALWAYS WALK WITH A PERSON, THINGS LIKE THAT. I WANT TO CARRY. SO AS WE TOOK THE COURSE FROM, A ELA COURSE TO A SOCIAL SCIENCE COURSE, WE WANTED TO ENSURE THAT WE HIT AS MUCH OF THE SOCIAL SCIENCES AS WE COULD AND GET THE CONTEXT OF HISTORY. SO I WORKED ON INFUSING A LOT OF LESSONS ON, THE HISTORY OF WOMEN, PREHISTORY TILL TODAY, OBVIOUSLY, IN HISTORICAL STRUGGLES AND IN THAT PROCESS, I WANTED TO ENSURE THAT PEOPLE THAT WERE TAKING THE COURSE WERE INTRODUCED TO WOMEN WHO WERE IN SCIENCE, WOMEN WHO WERE IN MILITARY, WOMEN WHO WERE LEADERS, AND TO BE ABLE TO ALSO UNDERSTAND THE GEOGRAPHICAL REALITIES THAT LED TO, IN MANY CASES, WOMEN'S STATUS CHANGING FROM PALEOLITHIC TO NEOLITHIC TIMES, FOR EXAMPLE. SO WE'RE YOU KNOW, I'M CONSTANTLY BRINGING IN, WE'RE CONSTANTLY BRINGING IN AS SOCIAL SCIENCE TEACHERS, ARE ALL OF THE THEMES THAT ARE REQUIRED BY THE STATE OF MARYLAND. AND OF COURSE, IN SOCIAL SCIENCES IN GENERAL. AND I THINK THE OTHER THING I DO WANT TO BRING UP, TOO, IN CREATING THIS COURSE IS THAT WE FRAMED IT AROUND IT BEING MULTIDISCIPLINARY, SO WE INCLUDED ART PROJECTS. WE INCLUDED, CHANCES FOR, FOR OUR STUDENTS TO CREATE, TO ARGUE, TO WRITE. TO EXPLORE ALMOST EVERYTHING THAT WE COULD POSSIBLY IMAGINE. SO, SO YOU CAN TELL OUR EDUCATORS ARE OBVIOUSLY VERY PASSIONATE ABOUT THIS COURSE, BUT OUR MOST IMPORTANT VOICES ARE OUR STUDENTS VOICES.

AND SO WE'LL TURN IT OVER TO OUR STUDENT TO GIVE A LITTLE BIT OF CONTEXT OF HER EXPERIENCE TAKING THIS COURSE. THANK YOU SO MUCH. SO I'M GOING TO BE THE HUNDREDTH PERSON TO SAY THIS TO YOU ALL TONIGHT. GOOD EVENING. I'D LIKE TO FIRST START BY REINTRODUCING MYSELF TO YOU. MY NAME IS KAYLEE FROWNFELTER. I AM A RECENT GRADUATE OF FALLSTON HIGH SCHOO, WHERE I TOOK WOMEN IN PERSPECTIVE, TAUGHT BY MISS KAY AND THIS IS GENUINELY THE MOST IMPACTFUL CLASS I HAVE EVER

[04:15:03]

TAKEN, AND I BELIEVE IT IS THE ONE WHOSE LESSONS WILL REMAIN WITH ME THE LONGEST WITHIN THIS CLASS, WE EXAMINED MULTICULTURAL PERSPECTIVES, WHICH IS INCREASINGLY IMPORTANT IN AN INCREASINGLY DIVIDED WORLD. WE ANALYZED FEMALE WRITTEN TEXTS DATING FROM ANCIENT GREECE, OBVIOUSLY, TO THE MODERN ERA. WE LEARNED ABOUT THE FIRST WOMAN TO COMPETE IN THE OLYMPICS, THE COMFORT WOMEN OF ANCIENT CHINA, THE PIONEER WOMEN OF THE AMERICAN WEST, THE POETS OF THE CIVIL RIGHTS MOVEMENT. AND AS YOU WILL HEAR, AND AS YOU ALREADY HAVE HEARD, MANY MORE LEARNING THE HISTORY OF FEMALE STRUGGLE IS SO IMPORTANT. SLIGHTLY LESS THAN 50% OF OUR WORLD'S POPULATION IS FEMALE. YET OUR HISTORY HAS BEEN REDUCED TO SINGLE SLIDES. AT THE END OF HISTORY CLASS POWERPOINTS IN OTHER HISTORY CLASSES, WE LEARN THE INFORMATION, WE TAKE A TEST, AND THEN WE MOVE ON. BUT IN WOMEN IN PERSPECTIVE, WE LEARN THE INFORMATION AND DISCUSSED IT. AND WHEN I SAY WE REALLY DISCUSSED IT, THEN WE CONNECTED IT BACK TO OUR LIVES. AND I THINK OTHER YOUNG GIRLS CAN RELATE TO NOT RELATING TO THE POWERFUL MAN WE LEARN ABOUT IN HISTORY CLASS. BUT WE WERE READING AND TALKING ABOUT ISSUES THAT WERE TANGIBLY REAL TO US TODAY. THESE REASONS ARE TO BE EXPECTED, AND NATURALLY IT'S KIND OF WHAT I ASSUMED WHEN I SIGNED UP FOR THE CLASS. BUT WHAT I DIDN'T EXPECT WAS TO FIND THE COMMUNITY WE WOULD DEVELOP.

WE WERE ENCOURAGED TO REFLECT ON OUR RELATIONSHIPS WITH THE WOMEN IN OUR LIVES, TO THINK ABOUT HOW WE TREAT INDIVIDUALS WHO LOOK DIFFERENT THAN US, AND TO CONSIDER OUR PLACE IN HISTORY.

WE FORGED A SAFE SPACE TO DISCUSS FAMILIAL RELATIONSHIPS, BODY IMAGE, AND HOW WE SEE OURSELVES. TOPICS THAT WOULD BE CONSIDERED TABOO IN ANY OTHER CLASSROOM WERE OPENLY SPOKEN ABOUT IN A HEALTHY MANNER. THE NATURE OF TOPICS DISCUSSED, FOSTERED HEALTHY VULNERABILITY.

WE PRACTICE FORMING OUR OWN THOUGHTS AND LEARN HOW TO DEFEND THEM WITH VALID EVIDENCE. MY WOMEN IN PERSPECTIVE CLASS WAS A BREATH OF FRESH AIR FOR ME. I LEARNED ABOUT THINGS I CARE ABOUT. I COULD TALK ABOUT MY THOUGHTS IN A SAFE SPACE WHERE MY THOUGHTS WERE VALIDATED. AND I THINK THAT WHEN PROVIDED WITH THE OPPORTUNITY, OTHER STUDENTS WILL EXPERIENCE THE EXACT SAME THING. MY OWN PERSONAL SPIRIT. EXCUSE ME, MY OWN PERSONAL EXPERIENCE ASIDE, WOMEN'S PERSPECTIVE NEEDS TO BE CELEBRATED. THANK YOU. SO WE HAVE GATHERED FEEDBACK FROM A VARIETY OF STUDENTS. YOU'VE HAD THESE QUOTES BEFORE YOU BEFORE, AND THEY HAVE BEEN IN THE PUBLIC SPHERE. SO FOR THE SAKE OF TIMELINESS, WE'LL GO TO OUR FEEDBACK FROM TEACHERS. SOME OF THE, BULLET POINTS HERE ON YOUR SCREEN REALLY CAPTURE THE FEEDBACK FROM TEACHERS IN OUR SCHOOL DISTRICT. BUT SINCE WE DO HAVE THE EXPERTS HERE, I WANTED TO GIVE THEM AN OPPORTUNITY TO SHARE THEIR PERSPECTIVE. LET ME GO FIRST, BECAUSE I COULD BE PRETTY QUICK, THERE ARE A FEW THINGS THAT I DO LIKE ABOUT IT, AND ONE THAT ACTUALLY AN EXPERIENCE THAT WE HAD THIS YEAR, WE WERE INVITED. I WAS INVITED TO A TEA PARTY, AND I HAVE NEVER BEEN A TEA PARTY BEFORE, BUT WHEN I WAS INVITED TO A TEA PARTY AND THIS TEA PARTY WAS HOSTED BY THE STUDENTS AND THIS WOMAN IN PERSPECTIVE OF COURSE, THEY INVITED TEACHERS PRIMARILY THAT WERE HAD PLANNING TO BE, BUT WE WERE ABLE TO COME AND SIT WITH STUDENTS, OF COURSE, MIXED, MIXED TABLES, YOU KNOW, WITH STUDENTS AND HAVE CONVERSATIONS WE SHARED, YOU KNOW, TEA, OF COURSE. AND THEN, YOU KNOW, FINGER FOODS. BUT IT WAS MORE ABOUT THE CONVERSATION, THE DIALOG THAT WAS HAPPENING.

WE DON'T REALLY HAVE TIME TO SIT DOWN IN A RELAXED ENVIRONMENT DURING THE SCHOOL DAY TO BE ABLE TO HAVE THESE CONVERSATIONS AT THE END OF THAT TIME TOGETHER, WE WERE TAUGHT HOW TO CROCHET. I AM TERRIBLE AT IT. SO NOW THAT I KNOW I WILL NOT BE DOING THAT AGAIN, BUT IT WAS GREAT TO EXPERIENCE THAT. SO ONE OF THE STUDENTS IN THE CLASS TAUGHT US HOW TO CROCHET, AND OTHERS EXCELLED, I STRUGGLED. THAT DOESN'T MEAN I DIDN'T ENJOY MYSELF, I JUST PUT IT DOWN AND JUST TOOK THE LOSS RIGHT? BUT THE IDEA BEHIND IT IS THIS WAS A MOMENT THAT COULD NOT HAVE HAPPENED, AND IT HAPPENED BECAUSE OF THIS WOMAN'S PERSPECTIVE COURSE. SO I SHARE THAT STORY WITH YOU BECAUSE THAT'S THAT'S THE FONDEST MEMORY THAT I HAVE OF THAT COURSE FROM THIS PAST YEAR. I CANNOT WAIT TO SEE WITH NOW TWO SECTIONS OF THIS COURSE, POSSIBLY WHAT THE NEXT TEACHER YOU KNOW WILL COME UP WITH IT IS IN GREAT HANDS. THE EDUCATOR THAT WILL BE TEACHING IT NEXT YEAR. SHE IS VERY CLOSE TO THE TEACHER THAT LEFT AND I KNOW THAT SHE WILL DO A PHENOMENAL JOB. I LOVE THE FACT THAT WOMEN'S VOICES ARE HEARD. OBVIOUSLY THE INSIGHTS AND SOLUTIONS, THAT MIGHT BE OVERLOOKED IN OTHER COURSES, LIKE OUR STUDENTS SAID, THAT WE UNFORTUNATELY IN HISTORY WE DON'T HAVE THE TIME TO ACTUALLY BREAK DOWN SOME OF THE, YOU KNOW, REALLY IMPORTANT CONCEPTS ABOUT WOMEN BECAUSE WE ARE ON A TIME CRUNCH. WE HAVE A PACE, WE HAVE SCOPE AND SEQUENCE. THERE ARE THINGS THAT WE HAVE TO COVER. BUT IN THIS CLASS YOU CAN FOCUS ON THAT, DISCUSSING VIEWPOINTS THAT IMPACT SOCIETY AS A WHOLE. THAT'S JUST WHAT A SOCIAL SCIENCE TEACHER DOES EVERY DAY. AND THEN OF COURSE, THE FINAL IDEA IS THAT WE ADDRESS ISSUES THAT CHALLENGE, EACH PERSON EVERY DAY, BUT ESPECIALLY WOMEN, THEY'RE ABLE TO VOICE THEIR OPINIONS. THAT'S THE PART THAT I ENJOY THE MOST ABOUT THE COURSE. WELL, I HAVE

[04:20:02]

NOT TAUGHT THE COURSE. I'VE ONLY WRITTEN CURRICULUM, MY BIGGEST TAKEAWAY IS THAT IT, IT MADE ME, CONNECT WITH FAMILY, AND OTHER WOMEN AROUND ME AND ASK OPINIONS THAT THEY HAD AND DEVELOP RESPECT FOR EVEN DIFFERING OPINIONS THAT THEY HAD. THAT WAS PROBABLY MY BIGGEST TAKEAWAY, I THINK SECONDLY, I FOUND THIS QUOTE FROM VIRGINIA WOOLF, AND IT WAS FOR MOST OF HISTORY, ANONYMOUS WAS A WOMAN. AND I THOUGHT THAT THIS COURSE WOULD DO JUSTICE TO OVERTURN THAT.

QUOTE. I LOVE TEACHING THIS COURSE, AND ONE THING I LOVE ABOUT IT IS THAT IT IS FOR ALL STUDENTS, EVEN THOUGH IT'S CALLED WOMEN IN PERSPECTIVE. LIKE I SAID, MALES. I HAVEN'T SEEN MY NEW ROSTER, BUT I GUARANTEE THERE'S SOME MALES ON THERE, BUT MORE IMPORTANTLY, IT'S STUDENTS OF ALL ABILITY LEVELS SUCCEED. AND I'VE TAUGHT ALL LEVELS AS AN ENGLISH TEACHER. AND WHILE SOME STUDENTS IN MY ESPECIALLY OTHER CLASSES WILL STRUGGLE WITH WRITING OR FACE READING BARRIERS, THOSE THAT ARE SO HIGH STAKES NOW BECAUSE OF TESTING AND I TEACH 10TH GRADE, AND, AND I SAW SOME OF THEM COME TO ME IN WOMEN IN PERSPECTIVE IN THIS CLASS. THEY STILL DID. WELL, IT'S AN ELECTIVE. THEY CHOSE TO TAKE. SO THEY WERE MOTIVATED BY THE TOPICS AND THEY HAD PLENTY OF CHOICE. CHOICE IS SO KEY, AND THAT MEANS IN WITH REGARD TO HOW THEY SHOW THEIR LEARNING. SO YOU GIVE THEM LOTS OF CHOICE, ACCORDING TO THE FEEDBACK GIVEN TO ME WHEN I ASK AS KIND OF VALIDATED, IT IS A SAFE SPACE FOR STUDENTS TO FEEL SEEN AND HEARD AND VALUED. IN ADDITION, THE COURSE ALLOWS FOR AUTHENTIC, REAL WORLD LEARNING EXPERIENCE.

AS I GAVE SOME EXAMPLES, MY FAVORITE MEMORY IS OF ONE OF MY STUDENTS AND SHE WAS IN A GROUP THAT DECIDED TO DO LIKE ONE OF THOSE BREAKOUT ROOM TYPE THINGS ABOUT MADAM C.J. WALKER AND THIS ONE STUDENT WHO COULD OFTEN BE KIND OF HAVE SOME ANXIETY IN FRONT OF A GROUP AND THINGS LIKE THAT. I SAW HER SITTING ON THE FLOOR NEXT TO SIXTH GRADERS WITH THEIR COMPUTERS OPEN AS THEY WERE GOING INTO THIS ONENOTE NOTEBOOK TO OPEN PAGES, AND SHE WAS JUST RIGHT UP IN IT. AND THEN TOWARD THE END OF THE YEAR, SHE WAS THE ONE SAYING, I THINK I WANT TO BE A TEACHER NOW. SHE LIKES PRIMARY AGE, AND I WAS LIKE, YEP, I SEE THAT IN YOU, TOO. AND I DIDN'T SEE THAT THE YEAR BEFORE. IT JUST MADE ME SO PROUD, THE COURSE ALLOWS STUDENTS TO CONNECT WITH, REFLECT ON, AND APPRECIATE AND SOMETIMES LEARN NEW STORIES ABOUT FEMALES IN THEIR OWN FAMILY. BUT IN ADDITION, THEIR PEER CIRCLE. I LOVED THAT ABOUT YOUR CLASS. WHAT TOUCHED ME MOST AT THE END OF THE SCHOOL YEAR WAS THE TREND I NOTICED IN THE CAPSTONE FINAL PROJECT, WHICH WAS THE CHILDREN'S BOOKS, AND THEY COULD DO IT ON PAPER, OR THEY COULD DO IT DIGITALLY. THEY HAD CHOICE. BUT ABOUT HALF OF THEM CHOSE TO REFLECT ON UNIT ONE BECAUSE IT WAS A REFLECTION OF ANY OF THE UNITS AND LESSONS LEARNED IN THERE. THEY AND THEY THEY WENT BACK TO THE NARRATIVE.

THEY WROTE ABOUT THEIR FAMILY MEMBER. I READ SO MANY STORIES ABOUT SISTERS, AUNTS, GRANDMOTHERS AND MOTHERS, SO THEY WERE ADDING SPECIAL DEDICATIONS AND PICTURES OF FAMILY MEMBERS AND OTHER SPECIAL ITEMS LIKE RECIPES. I WAS LIKE, THAT'S YOUR GRANDMOTHER'S BREAD RECIPE. YOU KNOW? AND THEY WERE JUST BEAUTIFULLY. I WAS LIKE, CRYING AT THE END. LIKE IT WAS LIKE AN EMOTIONAL TIME ANYWAY, BECAUSE SENIORS WERE LEAVING, SOME RELATED TO IMPORTANT WOMEN IN EVENTS THAT RESONATED WITH THEM, LIKE KS. SHE WROTE ABOUT HEDY LAMARR AND IT WAS CALLED HEDY DID IT. AND IN THE END OF YOUR STORY WAS JUST BEAUTIFUL. IF HEDY DID IT, I CAN TOO. AND SHE DEDICATED THAT BOOK TO HER SISTER, WHO WILL BE A RISING NINTH GRADER. I JUST LOVE THAT SHE HAD A PICTURE OF HER IN THERE AND HER MESSAGE TO HER SISTER WAS, YOU CAN DO ANYTHING YOU WANT TO DO. SO ANYWAY, SO I'M PROUD OF THOSE. AND THE LAST THING I WANT TO SAY IS WHEN STUDENTS CREATE FROM THEIR HEART AND PERSONAL INTEREST, DO YOU DO GET QUALITY WORK? IT'S WORK.

THEY WILL REMEMBER. IT'S WORK THAT CAN CHANGE THEIR LIVES IN A POSITIVE WAY, EVEN JUST A LITTL.

THAT'S WHAT WE STRIVE FOR IN OUR WORK AS TEACHERS. I CAN'T THINK OF WHY WE WOULD NOT WANT TO OFFER A COURSE THAT CAN HAVE THAT KIND OF IMPACT ON STUDENTS, AND OUR PRINCIPALS HAVE SIMILARLY POSITIVE FEEDBACK, ESPECIALLY AS IT RELATES TO THINGS LIKE GROWING OUR OWN, OUR TEACHERS INSPIRING OUR STUDENTS TO BE TEACHERS, THE OPPORTUNITY TO EXPOSE CHILDREN OR OUR STUDENTS TO BUILDING DEBATE AND DISCUSSION SKILLS, BOTH VERBAL AND IN WRITING, AND EXPOSE OUR

[04:25:04]

STUDENTS TO A VARIETY OF OPINIONS AND TO HELP THEM LEARN TO IDENTIFY FACTS THAT ARE RESEARCHED AND WELL INFORMED. AND OUR PRINCIPALS REALLY SAW THAT SAME LEVEL OF POSITIVE ENGAGEMENT FROM OUR STUDENTS. AND ESPECIALLY HELPS THEM TO BE BETTER SOCIAL SCIENTISTS AND FOR THEIR REQUIRED COURSES. THIS IS A COURSE THAT CAN BUILD THAT ENGAGEMENT THAT IS GOING TO HELP OUR STUDENTS IN COURSES THAT THEY ARE REQUIRED TO TAKE. NOW, WE DO KNOW THAT THE BOARD HAD SOME CONCERNS AND WE DID WANT TO ADDRESS THEM. SO THE FIRST IS ENSURING THAT BALANCED PERSPECTIVES. AND I DO HOPE THAT YOU HEARD THAT FROM THE TEACHERS DIRECTLY, THAT USING THAT INQUIRY DESIGN MODEL PROVIDES STUDENTS WITH AN OPPORTUNITY TO LOOK THROUGH MULTIPLE LENSES AND MULTIPLE PERSPECTIVES ON THAT COMPELLING QUESTION THAT HAS NO RIGHT OR WRONG ANSWER. OFTEN OUR TEACHERS ARE USING DISCUSSION BASED STRATEGIES THAT CENTER STUDENT VOICE AND ALLOW STUDENTS TO DRAW THEIR OWN CONCLUSIONS. ALWAYS SUPPORTED BY EVIDENCE. THERE WAS ALSO A CONCERN ABOUT THE PERCEIVED LACK OF INCLUSION AND WOMEN IN SCIENCE, MEDICINE, BUSINESS, LEADERSHIP AND POLITICS AND I DID CALL OUT SPECIFICALLY ON THE SCREEN NARRATIVES THAT ARE SPECIFICALLY INCLUDED BY NAME IN THE CURRICULUM, INCLUDING THINGS LIKE SOME LEADERS FROM EARLY ANTIQUITY, ARE SUFFRAGISTS, OLYMPE DE GOUGES, WOMEN IN LEADERSHIP OR POLITICS AND RESEARCHING LIKE THAT, SO A LOT OF FEMALE SCIENTISTS, LEADERS IN BUSINESS AND POLITICS, SCIENCE AND MEDICINE, AS WELL AS OPPORTUNITIES FOR STUDENTS TO HAVE CHOICE IN WHO THEY ARE STUDYING AND TO BE ABLE TO HIGHLIGHT THOSE WOMEN. AND IN PARTICULAR, WE HAVE IN THAT EXPERIENCE, A RECOMMENDATION FOR TEACHERS TO THINK ABOUT USING GROUPS OF WOMEN TO SUPPORT STUDENTS IN MAKING THOSE CHOICES. SO THINK ABOUT HAVING SOMEBODY THINK ABOUT SCIENCE, SOMEBODY ELSE THINK ABOUT A WOMAN IN BUSINESS AND HAVING THAT BE THE DRIVING FORCE OF THAT WOMEN'S HISTORY MONTH PROJECT. WE DID WANT TO ADDRESS, SPECIFICALLY THAT INCLUSION OF MARGARET SANGER AND HILLARY CLINTON. THERE IS A DOUBLE NEGATIVE TYPO THERE. SO LET ME BE VERY CLEAR THAT THERE IS NO MENTION OR INCLUSION OF MARGARET SANGER IN EITHER THE OLD OR THE NEW CURRICULUM. SHE IS NOT INCLUDED AT ALL, NOR IS HILLARY CLINTON, THOSE WERE TWO PIECES OF CONCERN THAT WERE BROUGHT UP BY THE BOARD, AND I WANTED TO ADDRESS THOSE IN PARTICULAR, THERE ARE A VERY EXTENSIVE LIST. SO THERE IS AN EXTENSIVE LIST OF SUPPLEMENTARY RESOURCES TO HELP STUDENTS IN CONSIDERING WHO THEY WANT TO CHOOSE FOR WOMEN'S HISTORY MONTH. SO A LIST OF THE TIME MAGAZINE'S WOMEN OF THE YEAR, A LIST FROM SPORTS ILLUSTRATED AND FEMALE ATHLETES.

THOSE ARE IN THERE. AND I DID FIND AN EXAMPLE WHERE HILLARY CLINTON WAS SPECIFICALLY MENTIONED IN THE NATIONAL ARCHIVES LIST THAT IS INCLUDED BOTH IN NOTABLE WOMEN AND ANOTHER LIST THAT WAS ON FIRST LADIES, AS WELL AS IN TIME MAGAZINE'S 100 WOMEN OF THE YEAR ARCHIVE SITE. SO THAT MAY HAVE BEEN WHERE THAT CONFUSION CAME FROM, BUT THEY ARE NOT EXPRESSLY EXPLICITLY CALLED OUT IN THE CURRICULUM AT ALL. SO AS WAS MENTIONED AND CELEBRATED, WE DO HAVE AN INCREASE IN INTEREST FOR NEXT SCHOOL YEAR FOR WOMEN IN PERSPECTIVE, WITH BOTH BOSTON AND JOPPATOWNE SEEING AN INCREASE IN ENROLLMENT AS WELL AS INTEREST IN EDGEWOOD HIGH SCHOOL COMING ON BOARD. AND SO THE REQUEST OF THE OFFICE OF SOCIAL SCIENCES IS TO REQUEST THAT THIS COURSE, WOMEN IN PERSPECTIVE, BE APPROVED FOR REGULAR STATUS ON THE RECOMMENDATION OF THE SUPERINTENDENT. AND AT THIS POINT, WE WILL TAKE QUESTIONS.

THANK YOU VERY MUCH FOR THE THOROUGH PRESENTATION. WE'LL OPEN UP THE BOARD MEMBERS FOR QUESTIONS OR COMMENTS. SAID THANK YOU. THANK YOU FOR THE OPPORTUNITY TO HAVE A CONVERSATION. YOU KNOW, ONE OF THE AREAS I SAW WAS, WOMEN IN LEADERSHIP AND IN GOVERNMENT AND MAKING SURE THAT WE WERE PROVIDING OPPORTUNITIES FOR ONE OF THE REASONS THAT I ALSO SEE ON HERE, WHERE, STUDENTS WILL PARTICIPATE IN AN IN-SCHOOL IN SCHOOL FIELD TRIP, ABERDEEN PROVING GROUND. I'D BE HAPPY TO HELP YOU FACILITATE THAT AND WORK WITH SOME AMAZING WOMEN IN THE MILITARY. SO, YOU KNOW, IF YOU NEED HELP, HELP WITH THAT. THANK YOU. THANK YOU. SO I JUST HAVE, A QUESTION ABOUT THE STATUS OF THE CURRICULUM AS IT STANDS ON THE WEB, ON THE PORTAL TODAY. IS THAT, IS THAT COMPLETE OR ARE THERE STILL BEING MODIFICATIONS MADE THAT IS COMPLETE? NOW I WILL HAVE A FINAL PASS THROUGH, BUT WE WANTED TO WAIT FOR THE WHOLE CONVERSATION THAT WE WERE HAVING WITH BOARD MEMBERS TO DO THAT FINAL PASS THROUGH. BUT THESE LOVELY, EDUCATORS HAVE FINISHED THEIR WRITING AND YOU DO HAVE FULL ACCESS TO THE UPDATED CURRICULUM. SO THAT'S WHAT'S CHANGED SINCE LAST TIME WHEN WE TABLED IT. IT WAS NOT TO THIS POINT. SO NOW IT'S AS COMPLETE AS IT'S GOING TO BE, EXCEPT FOR THE ONE PASS THROUGH AND THAT'S ON THE CANVAS PASSWORD THAT WE HAVE RIGHT NOW. THAT IS CORRECT. ON CANVAS. YOU KNOW, I WANT TO ADDRESS SOMETHING THAT, THAT DOCTOR MUELLER BROUGHT UP ABOUT MARGARET SANGER. IT WASN'T SO MUCH THAT SHE WAS ON THERE BECAUSE SHE WAS A HISTORICAL WOMAN, BUT IT WAS WHAT WAS SAID

[04:30:02]

ABOUT HER THAT IT WAS, YOU KNOW, THERE WERE THERE WERE, CONCLUSIONS MADE ABOUT HER CHARACTER THAT WERE VERY POSITIVE, AND, YOU KNOW, I DIDN'T THINK THAT THAT WAS APPROPRIATE FOR CONCLUSIONS TO BE DRAWN TO FOR THE STUDENT, REPRESENTING SOMEONE WHO WAS VERY CONTROVERSIAL FIGURE. WELL, AS I MENTIONED, AND AS THE LADIES MENTIONED, MARGARET SANGER WAS NOT IN THE OLD OR THE NEW. SO I WOULD LOVE TO HAVE A CONVERSATION WITH YOU ABOUT WHERE YOU SAW THAT. SO THAT WE CAN ADDRESS THAT CONCERN. SHE IS NOT IN THERE AT ALL. ANY SOCIAL STUDIES? NO, NO, I THINK I'LL GO BACK AND LOOK AT MY NOTES. I THINK I, I DID TRY I CAN'T SAY THAT I DID IT 100% OF THE TIME. I TRIED TO TAKE A SCREENSHOT OF WHEN I SAW ITEMS THAT, YOU KNOW, I HAD CONCERNS ABOUT, BUT, YOU KNOW, SO I'LL GO BACK AND LOOK AND TRY TO GET BACK TO YOU ON THAT. PERFECT. I LOOK FORWARD TO IT. THANK YOU. OKAY, SO JUST TO RECAP WHAT WE ARE HERE. THIS WAS PREVIOUSLY TABLED BECAUSE WE DIDN'T THE BOARD DIDN'T HAVE THE COMPLETE INFORMATION. IT'S NOW COMPLETE. YOU BRIEFED THE BOARD, IN SMALL GROUP. AND THIS EVENING WE HAVE ACCESS TO IT. NO MORE QUESTIONS OR COMMENTS. I'LL JUST A COMMENT. AGAIN, I HAVEN'T SEEN WHAT'S ON CANVAS NOW, AND I JUST. I'M NOT FORMING A BLOCKADE. I'M JUST REITERATING THE IMPORTANCE THAT YOU KNOW, WHEN WE MAKE A CURRICULUM DECISION, IT HELPS TO UNDERSTAND THE CURRICULUM. AND I HAVEN'T GOTTEN A CHANCE TO LOOK AT IT, SO I WOULD HAVE TO ABSTAIN. I'M SURE YOU DID A GREAT JOB. I JUST AND AGAIN, I REITERATE THE REQUEST FOR ACCESS TO ALL THE CURRICULUM BECAUSE IT'S NOT JUST LOOKING AT ONE COURSE THROUGH A STRAW. I WANT TO UNDERSTAND IT IN RELATION TO OTHER COURSES AS WELL. I THINK AT LEAST TWO OF THE BOARD MEMBERS GOT WALKED OUT OF CANVAS AND WEREN'T ABLE TO VIEW EVERYTHING YET, SO THAT'S REASONABLE. THANK YOU, MISS COKER. OKAY, THEN I'LL ENTERTAIN A MOTION AND A SECOND TO APPROVE WOMEN IN PERSPECTIVE FOR REGULAR STATUS. THIS IS MOTION TO APPROVE THE REGULAR STATUS PENDING READ ACCESS AND PENDING A REVIEW OF THE CURRICULUM ON CANVAS. THAT WOULD REALLY BE. I DON'T THINK THAT'S A MOTION THAT WE CAN ENTERTAIN BECAUSE IT'S A MOTION TO BASICALLY TABLE IT. RIGHT. WELL I MOVE THAT. WE APPROVE, THE WOMEN IN PERSPECTIVE COURSE. I SECOND THE MOTION, MISS ROLLO, ROLL CALL, VOTE, PLEASE. MISS ALVAREZ. YES MISS BRUCE? YES MISS COKER, I HAVE TO ABSTAIN. DOCTOR MUELLER. YES MISS BOUZOUKI. YES.

PREFERENTIAL YES, MISS PERRY. YES, MR. SILO. YES, MR. ROSS? YES. PRESIDENT BOYNTON. YES.

THIS MOTION PASSES. OKAY. THANK YOU, I THINK YOU'LL BE BACK, BUT WE'RE GOING TO MOVE ON TO YOU, I

[B. Consent Agenda ]

THINK, JUST AFTER BREAK. SO DON'T GO TOO FAR. THANK YOU VERY MUCH I APPRECIATE IT. OKAY. SO WE'RE GOING TO MOVE ON TO THE CONSENT AGENDA, ACTING VICE PRESIDENT, PLEASE READ THE CONSENT AGENDA. OKAY. ALL RIGHT. SO I'LL WAIT FOR THEM TO SIT DOWN. ALL RIGHT. ON THE CONSENT AGENDA. CONSENT AGENDA. TODAY, WE HAVE THE CONTRACT AWARD FOR THE RENEWAL OF THE COMMON LIT DIGITAL DIGITAL LITERACY PROGRA. AND THEN WE'LL BE REVIEWING THE MINUTES OF THE PREVIOUS BOARD MEETINGS, THAT BEING APRIL 15TH, APRIL 29TH AND APRIL 20TH OF 2024. MAY 20TH, MAY 20TH, 2024.

SO WE WON'T BE REVIEWING IT. WE'LL BE, APPROVING IT BECAUSE IT'S ALREADY BEEN PROVIDED UNLESS THERE WAS ANY ISSUES IN EITHER OR IN THE MINUTES THAT WEREN'T ACCURATE. SO IF THERE'S NO CONCERNS THAT WERE IDENTIFIED IN YOUR REVIEW, WE'LL TAKE A MOTION AND A SECOND TO APPROVE THE CONSENT AGENDA. I MOVE THAT WE APPROVE THE CONSENT AGENDA COUNCIL. BRUCE, I SECOND YOU.

THANK YOU ALL IN FAVOR, PLEASE SAY YES. YES, YES. ANY OPPOSED? PLEASE SAY NO. ANY ABSTENTIONS? THANK

[C. Revised Advanced Placement African American Studies for Regular Status Decision, Ms. Erin Lange, Supervisor of Science, Ms. Heather Kutcher, Executive Director of Curriculum, Instruction, and Assessment, and Mr. Andrew Renzulli, Director of Curriculum, Instruction, and Assessment • Advanced Placement African American Studies for Regular Status ]

ITEM D ACTION ITEM FOR REVISED. ADVANCED PLACEMENT AFRICAN AMERICAN STUDIES FOR REGULAR STATUS DECISION. WELCOME BACK. PLEASE INTRODUCE YOUR TEAM OR ANY CHANGES. WE'LL BE INTRODUCING HER TEAM, SO AS WE STATED IN THE FIRST PRESENTATION, NOT ONLY ARE WE

[04:35:04]

HERE TO PRESENT THE WOMEN IN PERSPECTIVE COURSE, WHICH YOU JUST SAW, BUT ALSO THE REVISED SOCIAL STUDIES SIX HUMAN GEOGRAPHY COURSE AND THE ADVANCED PLACEMENT AFRICAN AMERICAN STUDIES. SO WE HAVE WORKED TO CAREFULLY BALANCE THE BOARD'S INPUT WITH OUR DEDICATED SECTION TO DELIVERING COMPREHENSIVE EDUCATIONAL EXPERIENCES THAT ARE ALIGNED TO STATE FRAMEWORKS AND COLLEGE BOARD REQUIREMENTS. SO I'LL TURN IT OVER TO MRS. LANGE TO INTRODUCE HER TEAM. THANK YOU. SO I BROUGHT MORE GIFTS WE HAVE WITH US, TWO OUT OF THREE OF OUR AP AFRICAN AMERICAN STUDIES TEACHERS IN PERSON. WE HAVE OUR THIRD ONE VIRTUAL, AND THEN WE HAVE OUR PRINCIPAL PERSPECTIVE AS WELL. AND I WILL LET EVERYBODY INTRODUCE THEMSELVES.

MR. MICHAEL HARRIS, JOPPATOWNE HIGH SCHOOL SOCIAL SCIENCE. ROB BELIVEAU, PRINCIPAL OF BEL AIR HIGH SCHOOL. JOHN MOBLEY, ABERDEEN HIGH SCHOOL. MR. AUSTIN, DO WE STILL HAVE YOU, YES. I'M HERE. SORRY. ANDREW AUSTIN, BEL AIR HIGH SCHOOL, HE'S COMING TO US LIVE FROM HIS VACATION, WE ALSO HAVE SOME STUDENTS WHO WILL OFFER SOME PERSPECTIVES DURING THIS, PRESENTATION. SO AS BRIEF CONTEXTUALIZATION AS A REMINDER, THIS IS A FULL YEAR COURSE OF EVIDENCE BASED INTRODUCTION TO AFRICAN AMERICAN STUDIES THAT MULTIPLE MULTIPLE MULTIDISCIPLINARY APPROACH. WHEW. IT'S GETTING LATE, THAT WAS CREATED BASED ON FEEDBACK FROM OVER 355 COLLEGES AND UNIVERSITIES. I'M SORRY, WITH THE 355 COLLEGES AND UNIVERSITIES SIGNING ON TO PROVIDE CREDIT, AND IT WAS CREATED USING OVER 100 PLUS COLLEGE SYLLABI, AS WELL AS THAT SMALL GROUP FEEDBACK AND DISCUSSION. WE ARE IN THE AT THE END OF OUR SECOND YEAR OF PILOT AS COLLEGE BOARD, WITH THIRD YEAR BEING FULL IMPLEMENTATION, AND WE WERE ONE OF THE 700 SCHOOLS THEY WERE LOOKING FOR 60, I'M SORRY, THEY WERE LOOKING FOR 100. THEY GOT OVER 700. AND WE REPRESENT THREE OF THOSE 700 SCHOOLS THAT WERE IN THE YEAR TWO OF PILOT. WE DID HAVE FOUR SECTIONS AT OUR THREE SCHOOLS. WE HAD ABERDEEN HIGH SCHOOL, BEL AIR HIGH SCHOOL AND JOPPATOWNE HIGH SCHOOL, WHICH ARE REPRESENTED BY OUR EDUCATORS HERE. AND ONLINE. SURE, JUST FOR BREVITY. BREVITY'S SAKE AND FOR THE SAKE OF TIME, AS YOU CAN SEE THAT THE FOUR, UNITS STUDY DEALING WITH THE ORIGINS OF THE AFRICAN DIASPORA FREEDOM, ENSLAVEMENT, AND RESISTANCE, PRACTICE OF FREEDOM, AND THE MOVEMENTS AND DEBATES, VERY LIGHT FOR AP COURSES, MOSTLY. AP COURSES USUALLY HAVE ANYWHERE BETWEEN 6 TO 7 UNITS, AND THIS ONE HAS FOUR, WITH UNIT ONE HAVING 15 LESSONS. UNIT TWO HAVING 28 LESSONS, UNIT THREE AND UNIT FOUR HAVING 19 LESSONS, AND AS YOU CAN SEE, EACH ONE HAS A DIMENSION OF TIME THAT IS COVERED WITHIN EACH ONE OF THOSE UNITS. BUT HOWEVER, SOME OF THOSE TOPICS WITHIN THOSE UNITS, CAN BE, MATCHED WITH OTHER, PIECES OF INFORMATION FROM OTHER UNITS. NOW, WHAT'S NOT ON THE SCREEN, WHICH IS VERY UNIQUE FOR THIS CLASS, IS THE, PROJECT THAT EACH STUDENT MUST PARTICIPATE, WHICH IS AN ORAL DEFENSE. AND WITHIN THAT, PROJECT, THEY HAVE TO PRESENT A FIVE MINUTE ORAL PRESENTATION AND THEIR TOPIC IS OF THEIR CHOICE. IT CAN BE ANY, TOPIC THAT WAS COVERED WITHIN THE SCOPE OF WHAT WE HAD DISCUSSED THROUGHOUT THE FOUR UNITS OR SOMETHING. THAT WAS OUTSIDE OF THE SCOPE. IT'S THEIR DECISION, THEY ARE ALSO GIVEN A RUBRIC OF WHAT IS WHAT IS EXPECTED. ALSO TO THEY ARE GIVEN QUESTIONS WITHIN A THREE MINUTE PERIOD THAT I WILL BE GIVING THEM, OR THE TEACHER WOULD BE GIVING THEM WITHIN THAT TIME FRAME. NOW ALSO TO EACH LESSON THERE ARE SUGGESTED SKILLS AND, REAL BRIEFLY THERE ARE THREE CATEGORIES. THE FIRST CATEGORY IS APPLYING DISCIPLINARY KNOWLEDGE. THE SECOND CATEGORY IS SOURCE ANALYSIS. AND THEN THE THIRD ONE IS, ARGUMENTATION. AND WHAT THIS REALLY IS, IS THAT WE'RE ENSURING THAT FIRST, THAT ANY INFORMATION THAT IS GIVEN ABOUT THIS CLASS IS FACTUAL. THAT'S NUMBER ONE, BUT ALSO TWO, TEACHING OUR STUDENTS HOW TO HANDLE THAT INFORMATION. BUT THEN ALSO TO WITH, CATEGORY TWO, WITH THE SOURCE ANALYSIS, STUDENTS ARE NOW TAUGHT TO USE PROPERLY PRIMARY AND SECONDARY SOURCES. SO WITHIN THAT CONTEXT, STUDENTS ARE NOW NOT ONLY ABLE TO USE IT, BUT ALSO TO APPLY IT AND THEN NOT ONLY DISSECT IT, BUT MAKE EVALUATIONS AS WELL. AND THEN FINALLY ON THE THIRD, SKILLS CATEGORY, STUDENTS ARE GIVEN THE ABILITY TO LOOK AT AN ARGUMENT. AND ULTIMATELY, ULTIMATELY, THEY HAVE TO FORMULATE, A CLAIM, WHICH IS A SKILL THAT THEY WOULD NEED FOR

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DIFFERENT DISCIPLINES SUCH AS SCIENCE AND OTHER SUBJECTS OF THAT NATURE. BUT HOWEVER, WHAT'S IMPORTANT WITH, EACH ONE OF THOSE THOSE LESSONS IS GIVEN. ALSO, THERE ARE THREE CATEGORIES THAT ARE ALSO COVERED, WHICH IS SOURCES LEARNING OBJECTIVES AND ESSENTIAL KNOWLEDGE. NOW WITHIN THAT CONTEXT THAT THE SOURCES ARE, WE ARE GIVEN AS EDUCATORS THE OPTION OR IS SUGGESTED WITHIN THE CURRICULUM ITSELF OF THE SOURCES THAT ARE GIVEN. BUT TEACHERS ARE MORE THAN HAPPY TO USE SOURCES THAT ARE OUTSIDE OF THE SUGGESTED. BUT THEN ALSO TO. AND I CANNOT STRESS ENOUGH. IT'S THE PREROGATIVE OF THE TEACHER OF KNOWING THEIR STUDENTS AND KNOWING WHAT INFORMATION THEY WOULD NEED IN ORDER FOR THEIR STUDENTS TO GET A CLEAR UNDERSTANDING OF THE INFORMATION THAT IS GIVEN. NOW, SOME OF THE TOPICS THAT WE DO COVER IN THIS CURRICULUM, SUCH AS, DEALING WITH CARTER G. WOODSON, THE COLORED CONVENTIONS, QUEEN ZINGA AND OTHER MATRIARCHAL, SOCIETIE, JUNETEENTH, THE CONTRIBUTION OF BLACK PEOPLE IN ALL WARS THAT WOMEN FOUGHT IN THIS COUNTRY.

THE HBCU AND ITS NECESSITY. ALSO THE AFRO CARIBBEAN MIGRATION AND ALSO MODERN CIVIL RIGHTS MOVEMENT AND THE GREAT MIGRATION. THERE ARE SO MANY OTHER, TOPICS THAT ARE DISCUSSED. BUT JUST TO GIVE YOU AN OVERVIEW OF WHAT WHAT IS DONE IN THIS CLASS. SO AS WE MENTIONED BEFORE, OUR MOST IMPORTANT VOICES ARE STUDENT VOICES. AND SO WE BROUGHT SOME GIFTS WITH US TODAY OF SOME STUDENTS THAT TOOK THIS COURSE THIS LAST SCHOOL YEAR IN OUR HARFORD COUNTY PUBLIC SCHOOLS CLASSROOMS. AND WE WANTED TO PROVIDE AN OPPORTUNITY FOR THEM TO SPEAK DIRECTLY TO THEIR EXPERIENCES TAKING THIS COURSE IN HARFORD COUNTY, PUBLIC SCHOOLS. OKAY GOOD EVENING EVERYONE. MY NAME IS HAVEN ROSEN AND I AM A STUDENT ENTERING MY SENIOR YEAR AT ABERDEEN HIGH SCHOOL. OVER 50 YEARS AGO, MY UNCLE BISHOP FRANKLIN C CORNELIUS SHOWELL, LED THE CHARGE IN FIGHTING FOR AFRICAN AMERICAN HISTORY TO BE A PART OF OUR EDUCATION, TO BE A PART OF OUR EDUCATION FOR ALL MARYLANDERS. TODAY, I STAND HERE AND REITERATE THE NECESSITY OF EDUCATION THROUGH THE 2023 2024 SCHOOL YEAR. I HAD THE IMMENSE PLEASURE OF TAKING AP AFRICAN AMERICAN STUDIES UNDER THE TEACHING AND LEADERSHIP OF DOCTOR EXCUSE ME OF JOHN MOBLEY. THE COURSE IS NOT ONLY EDUCATIONALLY BENEFICIAL TO STUDENTS OF ALL BACKGROUNDS BY PROVIDING INSIGHT, KNOWLEDGE AND PERSPECTIVE ABOUT THE HISTORY AND CULTURE OF BLACK PEOPLE, BOTH DOMESTICALLY AND INTERNATIONALLY. BUT IT GIVES A SENSE OF COMMUNITY AND BELONGING TO ALL STUDENTS THROUGH OPEN AND HONEST DIALOG. IT HAS BRIDGED THE GAP BETWEEN BLACK AND WHITE, LEFT AND RIGHT OR RIGHT AND WRONG. BY CREATING A SAFE SPACE FOR OPEN DIALOG, DISCUSSION AND COMMUNICATION. HAVING THIS COURSE AVAILABLE HAS MEANT EVERYTHING TO ME AND MORE. I HAVE FELT, SEEN, HEARD AND UNDERSTOOD. IT HAS INTRODUCED NEW PERSPECTIVES AND IDEAS AND CHALLENGED MY WAYS OF THINKING. IT HAS CREATED FRIENDSHIPS WITH PEOPLE THAT I SHARE SIMILAR EXPERIENCES WITH AS PEOPLE OF COLOR IN AMERICA, AS WELL AS THOSE I DON'T. THE IMPORTANCE OF THIS DIVERSE AND INCLUSIVE CURRICULUM IS CRUCIAL FOR THE UNDERSTANDING TO THE UNDERSTANDING OF KNOWING OUR HERITAGE AND FROM WHENCE WE'VE COME, ALLOWING FOR A SENSE OF BELONGING AND PRIDE IN A COUNTRY THAT TRIES TO STRIP THAT AWAY.

BANNING THIS COURSE NOT ONLY BANS AND CENSORS CRITICAL PARTS OF UNITED STATES HISTORY, IT PREVENTS THE LEARNING OF GEOGRAPHY, BIOLOGY AND SOCIOLOGY. AP AFRICAN AMERICAN STUDIES TEACHES STUDENTS THE ORIGINS OF THE HUMAN RACE FROM WHERE WE'VE COME, HOW WE'VE EVOLVED, ENVIRONMENTAL CONDITIONS, ETC, SOME MAY ARGUE THAT THE COURSE DOESN'T ADEQUATELY OR ACCURATELY CAPTURE THE PROGRESS THIS COUNTRY HAS MADE, BUT THAT SIMPLY ISN'T TRU.

THIS COURSE DOESN'T ONLY TEACH SLAVERY AND RACISM AS SOME MAY BELIEVE, BUT IT EMBARKS UPON THE TELLING OF TREMENDOUS ACHIEVEMENTS TO SOCIETY THAT BLACK AMERICANS HAVE CONTRIBUTED TO OUR COUNTRY. IT IS IMPERATIVE THAT WE ARE MINDFUL AS A PEOPLE THAT THE ONLY WAY TO MEASURE PROGRESS IS TO KNOW WHERE WE STARTED FROM. THE GOOD, THE BAD AND EVEN THE UGLY IS ALL A PART OF OUR PROGRESS IN OUR HISTORY. FINALLY AFRICAN AMERICAN HISTORY IS 100% AMERICAN HISTORY. TO IGNORE SLAVERY. OTHER CRITICAL MOVEMENTS WOULD ERASE MOMENTS. EXCUSE ME, MOMENTS WOULD ERASE MONUMENTAL EVENTS LIKE THE EMANCIPATION PROCLAMATION WOULD, WHICH IS AS INSTRUMENTAL TO THE SHAPING OF OUR NATION AS THE DECLARATION OF INDEPENDENCE, THE UNITED STATES CONSTITUTION, AND OUR 19TH AMENDMENT, WHICH GAVE WOMEN THE RIGHT TO VOTE. PLEASE SEE THIS FROM A DIFFERENT PERSPECTIVE. I ASK THAT YOU REVERSE THE DECISION TO REMOVE AP AFRICAN AMERICAN STUDIES FROM OUR CURRICULUM. THANK YOU. HELLO? WAIT ALL RIGHT. HELLO. MY NAME IS BRIAN CRAWFORD. I'M A

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RISING SENIOR AT ABERDEEN HIGH SCHOOL, AN UNDERCLASSMAN AT HARFORD COMMUNITY COLLEGE, AND ONE OF FEW STUDENTS WHO HAD THE PLEASURE OF STUDYING AP AFRICAN AMERICAN HISTORY UNDER PROFESSOR JOHN MOBLEY DURING THE 2023 THROUGH 2024 SCHOOL YEAR. THE INCLUSION OF AFRICAN AMERICAN HISTORY IN HARFORD COUNTY PUBLIC SCHOOLS IS NOT MERELY ABOUT ACKNOWLEDGING PAST INJUSTICES AND SUFFERINGS OF AFRICAN AMERICANS, BUT SERVES TO ILLUMINATE THE PAST AND PRESENT OF AMERICA AS A WHOLE AND OUR HISTORY. LONG BEFORE CHATTEL SLAVERY WAS INTRODUCED TO US.

THIS COURSE WAS THOROUGH, ENLIGHTENING, AND FASCINATING FOR ALL BLACK AND NON-BLACK STUDENTS WHO ARE ENROLLED IN MY CLASS CLASSES AT JOPPATOWNE, JOPPATOWNE, AND BEL AIR SCHOOLS AND WILL PROVE TO BE THE SAME FOR THE 90 PLUS STUDENTS WHO WILL HOPEFULLY TAKE IT NEXT YEAR. THE CURRICULUM WAS DESIGNED TO EMPOWER STUDENTS WITH A DEEPER UNDERSTANDING OF SOCIETAL COMPLEXITIES, AND TO INSPIRE AN EVEN GREATER CHANGE IN OUR COUNTRY'S FUTURE.

HOWEVER, WHAT THE COURSE WAS NOT DESIGNED TO DO IS CHERRY PICK THE HISTORY OF OUR NATION. TO QUOTE, PRESENT POSITIVE MESSAGES OF UNITY AND GREAT AMERICAN CONTRIBUTIONS. WE OFFER YOU AP, US HISTORY FOR THAT. THE POSITIVE MESSAGES AND AP AFRICAN AMERICAN STUDIES INCLUDE THE CULTURAL, ARTISTIC AND INTELLECTUAL ACHIEVEMENTS OF AFRICAN AMERICANS FROM LITERATURE AND MUSIC TO SCIENCE AND POLITICS. AND WE STUDIED PLENTY OF IT. THE TRUTH IS, AFRICAN AMERICAN HISTORY IS AN OVERWHELMINGLY POSITIVE, BUT IT ALSO ISN'T SHROUDED IN PATRIOTIC PROPAGANDA TO MAKE AMERICA LOOK BETTER. THAT ISN'T WHAT HISTORY IS. IF IT WERE UP TO ME, AP AFRICAN AMERICAN STUDIES WOULDN'T BE A COURSE AT ALL, AS IT WOULD BE WELL INTEGRATED IN THE AP US HISTORY CURRICULUM. BLACK HISTORY IS ALSO AMERICAN HISTORY, AND THE ACHIEVEMENTS OF AFRICAN AMERICANS CONTRIBUTED TO AMERICA'S GREATNESS. SAID BETTER BY THAT, CLARK. BUT IT'S NOT HAVEN ROSEN, A PEER OF MINE, ASKED HER AP, US HISTORY TEACHER IF THEY WOULD LEARN ANYTHING BLACK HISTORY RELATED IN THE COMING WEEKS OF INSTRUCTION, AND HE RESPONDED, NOT YET, NEXT MONTH. THIS EXCHANGE WAS IN THE MIDDLE OF FEBRUARY. I WAS NOT FORCED TO TAKE THE CLASS, NOR WAS ANY OTHER STUDENT. SO I'M CONTINUOUSLY PERPLEXED AS TO WHY THERE'S AN ACTIVE DISCUSSION ABOUT WHETHER IT'S PUSHING A RADICAL AGENDA OR CLOUDING OUR SCHOOLING WITH NEGATIVE INFORMATION. I HAVEN'T SAID THIS AS MUCH AS I COULD. I KNOW EVERYBODY'S READY TO LEAVE.

THANK YOU FOR ALLOWING ME TO SHARE MY PERSPECTIVE ON THE AP AFRICAN AMERICAN STUDIES COURSE AS A STUDENT, AND I HOPE THIS SPEECH, AND THOSE OF MY PEERS ARE COMPELLING ENOUGH TO ALLOW THE CLASS ACCEPTANCE WITHOUT A CURRICULUM REEXAMINATION. GOOD EVENING. MY NAME IS SCOTT CROSS, AND I'M A JUST GRADUATED SENIOR FROM BEL AIR HIGH SCHOOL. I HAD THE HONOR OF BEING ONE OF 19 STUDENTS WHO TOOK THE FIRST CLASS OFFERED AT BEL AIR HIGH SCHOOL, TAUGHT BY MR. AUSTIN, AND IT WAS EASILY MY FAVORITE CLASS I'VE EVER TAKEN TO BEGIN AN AP AFRICAN AMERICAN. I LEARNED ABOUT JUAN GARRIDO, AND AN IDEAL WORLD. HE'D BE A HOUSEHOLD NAME. IN REALITY, IT TOOK ME 18 YEARS TO LEARN HIS NAME. THE FIRST BLACK MAN TO STAND ON US SOIL AND A RENOWNED CONQUISTADOR. A CONQUEROR, I'M SURE AT LEAST HALF OF THIS ROOM IS, OR ONCE WAS IN A POSITION SIMILAR TO MINE. HOW MANY PEOPLE HERE BELIEVED THE FIRST BLACK MAN IN THE US TO BE SLAVES? HOW MANY OF US VIEW BLACK AMERICAN HISTORY AS IF IT BEGINS WITH SUFFERING? WHEN WE'RE TAUGHT THAT STORIES BEGIN WITH PAIN, IT'S IMPOSSIBLE NOT TO FIXATE ON THE THREADS OF STRIFE WOVEN THROUGHOUT THEM, RATHER THAN ANY SEMBLANCE OF THEIR SUCCESSES. FOR MINORITIES EVERYWHERE, IT'S THIS PAIN THAT DEFINED HISTORY FOR YEARS. HISTORY CLASS BECOMES CHARACTERIZED BY ANXIETY. IT BECOMES SNICKERS BEHIND HANDS AS SLURS ARE TOSSED AROUND IN NOVELS, HEADS WHIPPING AROUND TO FACE YOU AT THE SLIGHTEST MENTION OF SLAVERY BEING BOMBARDED WITH IMAGES OF TORN AND TATTERED BLACK AMERICANS DURING DOCUMENTARIES, AND FEELING PARTICULARLY FRAGILE AS YOU'RE UPSET AND OTHERS DOZE OFF IN THE BACK OF THE ROOM. AP AFRICAN AMERICAN REVERSED THIS NARRATIVE FOR THE FIRST TIME. WE DIDN'T BEGIN WITH SLAVERY. WE BEGIN WITH GREATNESS. DID YOU KNOW THERE WERE GREAT KINGDOMS IN AFRICA, WEALTHY KINGS AND GREAT FEATS OF ARCHITECTURE? AND THEY ALL EXISTED BEFORE CHAINS. DID YOU KNOW THAT BEFORE BLACK WALL STREET BURNED, IT PROSPERED? DID YOU KNOW THAT MUSIC IN THE BLACK COMMUNITY DIDN'T BEGIN WITH SLAVE HYMNS, BUT INSTEAD STRETCHES FROM ANCIENT BANJO PLAYING TO HEALING SPIRITUALS? DID YOU KNOW THAT BLACK AMERICANS ARE ONLY DEFINED BY THEIR SUFFERING? FOR AS LONG AS WE MAKE THAT OUT TO BE ALL THERE IS. THE FIRST BLACK MAN WAS NOT A SLAVE. THE FIRST BLACK WOMAN EXISTS OUTSIDE OF BLACK AND WHITE, WANTED PORTRAITS. THERE IS BLACK SUCCESS, BLACK JOY, AND CENTURIES WORTH OF BLACK GREATNESS. AND ALL OF IT DESERVES TO BE TAUGHT. IT'S MY BELIEF THAT WE MIRROR WHAT WE LEARN IF WE NEVER LEARN OF SUCCESS, HOW WILL WE EVER PURSUE IT? AFTER THE FIRST FEW LESSONS OF AP AFRICAN AMERICAN, OUR CLASS BECAME MORE COMFORTABLE. WE STARTED TO HAVE REAL CONVERSATIONS, GENUINE CONVERSATIONS. AND DO YOU KNOW HOW HARD IT IS TO HAVE A REAL CONVERSATION WITH A BUNCH OF HIGH SCHOOLERS? IT'S HARD, BUT IT HAPPENED EVERY SINGLE DAY.

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STUDENTS THAT TYPICALLY SHIED AWAY FROM AP CLASSES WERE EVEN SUDDENLY EAGER TO SHARE. WE READ EACH OTHER POEMS, ANALYZED LYRICS OF OUR FAVORITE SONGS, AND DEBATED MODERN POLITICS SO RESPECTFULLY. IT FELT LIKE THE TWILIGHT ZONE. THE FACT WAS THAT THESE VIBRANT, BRILLIANT MINDS WERE ALWAYS AT OUR SCHOOL AND ALWAYS WILL BE. HOW COULD WE DEPRIVE THEM OF SUCH AN AMAZING SPACE TO LEARN IN? WHEN YOU ASK THE QUESTION OF HOW THIS CLASS CAN BENEFIT ANYONE BESIDES AFRICAN AMERICANS, THE ANSWER IS OBVIOUS. AP AFRICAN AMERICAN DOES WHAT MANY COURSES FAIL TO DO. IT VETS, DIGS DEEPER AND CONNECTS. IT STRETCHES TWINE BETWEEN THE CIVIL RIGHTS MOVEMENT AND THE WOMEN'S SUFFRAGE MOVEMENT. IT AMPLIFIES AND UPLIFTS THRIVING HISPANIC CULTURES, AND IT HIGHLIGHTS 100 YEAR OLD RELATIONSHIPS AND ALLIANCES BETWEEN INDIGENOUS AMERICANS AND AFRICAN AMERICANS. MOST IMPORTANTLY, IT TEACHES THE SIGNIFICANCE OF PERSEVERANCE THROUGH LIFE, VIBRANCE, AND CREATION RATHER THAN VIOLENCE. IT'S HARD TO FIGHT FOR WHAT MATTERS TO YOU, BUT IT'S HARDER, SO, SO MUCH HARDER TO TAKE THE ROTTEN HAND YOU'VE BEEN DEALT WITH AND CREATE ART, MUSIC, LANGUAGE AND CULTURE. REGARDLESS OF RACE. THE WORLD DOESN'T NEED MORE VIOLENCE OR PAIN. IT NEEDS STORIES OF HOPE, PERSEVERANCE, AND SUCCESS. THESE AREN'T JUST STORIES OF BLACK HISTORY. THEY'RE STORIES OF RESILIENCE AND STRENGTH. STORIES WE CAN ALL STAND TO LEARN FROM. WE ALL DESERVE TO LEARN FROM FROM A FROM A CLASSROOM AUDIENCE ABOUT PEOPLE OF ALL RACES SUCCEEDING IN FINDING JOY AND IMBUING THE WORLD WITH LIFE TO FAIL AT ACKNOWLEDGING THIS NOW AND AS HUNDREDS OF SCHOOLS JOIN THE MOVEMENT, WITHOUT US WILL CONDEMN US TO THE WORST OF ALL FATES BEING LEFT IN THE PAST. THANK YOU. SO I REALLY CAN'T SAY MUCH MORE BEYOND THAT. WE PULLED OUR STUDENTS DURING THE SCHOOL YEAR TO GET THERE, OR AT THE TAIL END OF THE SCHOOL YEAR TO GET THEIR IMPRESSIONS. AND YOU HAVE HAD THIS DATA BEFORE YOU.

AND SO IN HONOR OF OUR TIME, I WILL CLICK THROUGH BUT OVERWHELMINGLY POSITIVE FEEDBACK FROM OUR STUDENTS, INCLUDING 87% WHO EITHER SAID THEY AGREED OR STRONGLY AGREED THAT THEY WOULD BE LIKELY TO RECOMMEND THIS COURSE TO OTHER STUDENTS AND THERE ALSO WERE BROAD FEEDBACK THAT WAS OPEN ENDED. AND YOU'VE HAD THIS DATA BEFORE YOU. SO FOR THE SAKE OF TIME, I'M GOING TO CLICK THROUGH AND GET TO OUR FEEDBACK FROM TEACHERS. THANK YOU.

I COULD GO AHEAD AND START IF YOU WANT. BEAUTIFUL. MR. AUSTIN. THANK YOU, AND I JUST SKY AND THE REST OF YOU STUDENTS. WOW. I'M JUST FLOORED, HUMBLED AND AMAZING, I, YOU KNOW, I THINK I THINK I'VE JUST SORT OF THE STORY OF MONOLITH, BUT I, I KIND OF HAD THE STATEMENT A LITTLE WHILE AGO AND STILL, LIKE, RESONATES AND MEANS SOMETHING, BUT I JUST THINK OF HISTORY STORIES A REMARKABLE INDIVIDUALS DEMONSTRATING COURAGE, RESILIENCE, TRIUMPH OVER TRAGEDY, PERSEVERANCE, YOU KNOW, FACING CHALLENGES, THE STRUGGLES, THE TIME AND TIME AGAIN, WE THINK ABOUT HISTORY. AND EVERY SOCIETY, WE LOOK TO OUR PAST, WE LOOK TO THESE STORIES OF GREAT INDIVIDUALS, THE CONTRIBUTIONS THAT THEY MAKE. I THINK ABOUT MY, YOU KNOW, HOW MANY PEOPLE HAVE LIKE, LOOKED SORT OF PATRIOT PROGRAMS. MY STUDENTS HAVE BEEN INVOLVED IN THE PATRIOT PROGRAMS, FAMILIES THAT LIKE TO LOOK FOR ANCESTRY.COM AND GENEALOGY STUDIES AND THINGS LIKE THAT. AND DEMONSTRATING A DESIRE TO EXPLORE THAT PAST, FIND THAT PERSONAL CONNECTION TO THOSE EVENTS, INDIVIDUALS THAT SHAPED WHO WE ARE TODAY, AND I THINK FOR FAR TOO LONG, THE HISTORY OF AFRICAN AMERICANS, IN OUR EXPERIENCE, HAS EITHER BEEN LIMITED, SOMETIMES JUST OUTRIGHT DENIED OR MARGINALIZED TO JUST DISCUSSIONS OF TOPICS AND NOT TAKING AWAY ANY OF THE IMPORTANCE OF CIVIL WAR, CIVIL RIGHTS, THE TRANSATLANTIC SLAVE TRADE. BUT AS MANY OF THE STUDENTS SAID TONIGHT, SO MANY OF THE PEOPLE WHO SPOKE ON BEHALF OF THIS COURSE, IT'S SO MUCH RICHER THAN THAT, SO MUCH RICHER THAN THAT, 20 YEAR TEACHER MASTER'S DEGREE IN AMERICAN HISTORY. I WAS SHOCKED BY HOW MUCH I DID NOT KNOW ABOUT THE HISTORY OF AFRICA. THE CONTINENT OF AFRICA, THE COMPLEX, DIVERSE SOCIETIES, THE KINGDOMS, THE CONTRIBUTIONS MAD. I LEARNED SO MUCH. ABSOLUTELY. SO MUCH, SHOCKED BY THE STORIES THAT I DID NOT KNOW. THE STRUGGLES, THE CHALLENGES. EXTRAORDINARY ACCOMPLISHMENTS, OVER THE PAST 400 YEARS AND LEARNED SO MUCH FROM MY STUDENTS THROUGHOUT THE YEAR. IT WAS JUST IT WAS ABSOLUTELY BRILLIANT, AMAZING. AND I JUST THINK THAT, YOU KNOW, THIS COURSE IS SO IMPORTANT. IT EMPOWERS THE STUDENTS, YOU KNOW, THAT THAT IDEA OF A MONOLITH TO DISPEL THE MYTH OF JUST THIS SORT OF ONE STORY FITS ALL COULDN'T BE FURTHER FROM THE TRUTH FOR A COURSE LIKE THIS. AND I, YOU KNOW, JUST IMPLORE YOU TO REALLY RECONSIDER, YOU KNOW, THE VOTE TONIGHT BECAUSE THIS THIS COURSE IS EXTREMELY IMPORTANT FOR THE STUDENTS NOW AND THE STUDENTS IN THE FUTURE. LET ME ALSO, PIGGYBACK TO MANY THINGS THAT THE STUDENTS HAVE SAID, WHICH IS FOR ME, PARTICULARLY IN MY CLASS, IS THAT I'M I'M A PROPONENT OF GIVING CHILDREN THE

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ABILITY TO EXPRESS THEMSELVES, TO BE ABLE TO LEARN NOT ONLY JUST THE HISTORY ITSELF, BUT TO SEE THEMSELVES IN THAT HISTORY, TO BE ABLE TO ARTICULATE FOR THEMSELVES MANY OF THE ISSUES THAT HAVE PLAGUED THE AFRICAN AMERICAN COMMUNITY, AND ALSO TO BE ABLE TO LEARN SOMETHING NEW ABOUT THEMSELVES WITHIN THAT CONTEXT. FOR ME, IT'S VERY SIMPLE. IT'S GIVING THEM THE INFORMATION, BUT ALSO TO GIVING THEM THE RIGHT TOOLS TO USE THAT INFORMATION. ONE OF THE THINGS, AS I SHARED IN THE MEETINGS BEFORE, AND I DON'T LIKE TO SAY MY AGE, BUT AT ONE TIME I CAN REMEMBER THERE WAS ONLY THREE CHANNELS ON ON THE TV, AND THE TV HAD THE NERVE TO TURN OFF ABOUT 2 A.M. IN THE MORNING. HAD THE DIGNITY TO SHUT OFF AND THEN EARLY IN THE MORNING COME BACK ON. BUT NOW WE DON'T HAVE THAT LUXURY. TELEVISION IS ON 24 HOURS, MULTIPLE CHANNELS, AND MY FEAR HAS ALWAYS BEEN WITH ALL THESE DIFFERENT VOICES THAT CHILDREN ARE HEARING, HOW CAN THEY DECIPHER THE REAL FROM THE FAKE? SO FOR ME, IT'S IMPORTANT TO BE THAT FACILITATOR THAT TRUE FACILITATOR OF LEARNING TO GIVE THEM THE ACCESS OF THIS INFORMATION AND NOT TELL THEM HOW TO THINK AND NOT WHAT TO THINK, BUT TO SHOW THEM THE TOOLS OF HOW TO THINK. AND MY JOB IS NEVER TO INDOCTRINATE. I DON'T HAVE THE TIME NOR THE INCLINATION TO INDOCTRINATE ANY STUDENT THAT COMES IN MY ROOM. I WANT THEM TO LEAVE WITH A PERSPECTIVE THAT IS GENUINELY THEIRS, BUT ALSO TO CAREFULLY BEING RESPONSIBLE WITH THE INFORMATION THAT IS BEING GIVEN.

IT'S FUNNY, I HAD THIS IDEA OF WHAT I WAS GOING TO SAY, AND THEN IT'S BEEN A LONG NIGHT.

IT'S WAY PAST MY BEDTIME, AND SO MANY THINGS HAVE JUST HIT ME DIFFERENTLY. THERE'S PROBABLY TWO, ONLY TWO OTHER PEOPLE THAT KNOW THIS IN THIS ROOM. ONE. CONGRATULATIONS, MR. SUZUKI, FOR, WELL, 30 PLUS YEARS AGO, I WAS YOU. 30 PLUS YEARS AGO, I WAS SITTING UP THERE AND LET ME SAY, FIRST OF ALL, YOU DID AN AMAZING JOB EARLIER. AND DO NOT BE AFRAID TO EXPRESS YOUR VOICE.

IT MATTERS. IT WAS. I KNOW THERE WAS. TALK ABOUT HOW HARD WE WORK. IT IS HARD WORK. BACK THEN WE ONLY HAD BINDERS. SO BE THANKFUL THAT YOU HAVE COMPUTER. I HAD BINDERS ON TOP OF BINDERS, BUT I WAS AS I WAS LISTENING TO THE YOUNG WOMEN TALK, I REMEMBER BEING THEM. AND IN MIDDLE SCHOOL, HOW DESPERATE I LOVE SOCIAL SCIENCE, BUT HOW THINGS NEVER SOUNDED PROPERLY TO ME. IT NEVER FELT RIGHT AND I WAS SO DESPERATE FOR THE INFORMATION AND RESOURCES THAT I WOULD SOMETIMES HEAR IN, LIKE LITTLE RAP SONGS. AND I WOULD GO OUT AND LOOK IT UP AND THERE'S NO INTERNET TO GO TO, AND YOU FIND A BOOK AND YOU READ THE BOOK FROM COVER TO COVER, AND THEN FINALLY I GOT TO TAKE A HALF CREDIT OF AFRICAN AMERICAN HISTORY. AND MR. MELVIN JOHNSON AT JOPPATOWNE HIGH SCHOOL, WHERE I'M LUCKY ENOUGH TO TEACH NOW. AND I REMEMBER READING THAT BOOK FROM COVER TO COVER AND HOW IMPORTANT IT WAS TO ME. AND IT'S LIKE A HAJJ. MALIK EL-SHABAZZ SAYS. YOU CAN'T HATE THE ROOTS OF THE TREE. AND NOT HATE THE TREE ITSELF. AND THIS GIVING JUST EXPOSING CHILDREN TO THIS, I THINK, IS SO IMPORTANT AND WHAT MAKES IT. AND I'VE TAUGHT THIS CLASS FOR ALMOST 20 YEARS. I'VE TAUGHT IT AT THE COMMUNITY COLLEGE LEVEL, BUT WHAT MAKES THE AP CLASS SO SPECIAL IS IT'S BEEN HARD FOR ME TO GET STUDENTS TO TAKE THE CLASS, BECAUSE WHAT THEY KNOW IS AND SOMETIMES STUDENTS WILL DROP IN, THEY HEAR THINGS, THEY SEE THINGS LIKE, OH, I WISH I WOULD HAVE SIGNED UP. AND I SAID, I TOLD YOU YOU SHOULD HAVE SIGNED UP. BUT THEIR UNDERSTANDING WAS SLAVERY, SOME DANCING DURING THE HARLEM RENAISSANCE OR ROSA PARKS HAD TO SEEK DOCTOR KING OBAMA. AND I WAS LIKE, NO, THERE'S SO MUCH MORE TO IT THAN THAT. AND PART OF WHAT THE AP DOES, IT BRINGS MORE STUDENTS IN BECAUSE AP HAS THAT WEIGHT AND THAT PROMISE AND SO IT'S OPENED IT UP TO A WHOLE NEW SET OF STUDENTS THAT WOULDN'T NECESSARILY TAKE THE CLASS. SO I DON'T KNOW. THESE BEAUTIFUL YOUNG PEOPLE MADE ME REFLECT ON MY CHILDHOOD. AND I THINK I THANK YOU GUYS FOR THAT. SO IN ADDITION TO OUR TEACHER PERSPECTIVE, WE DO HAVE MR. LEVITT HERE TO OFFER THE ADMINISTRATOR PERSPECTIVE. I THINK, YOU KNOW, JUST SOME OF THE INFORMATION THAT YOU'RE HEARING TONIGHT, JUST FROM MY PERSPECTIVE, YOU KNOW, AS A BUILDING ADMINISTRATOR, ONE OF OUR RESPONSIBILITIES TO MAKE SURE IS TO MAKE SURE THAT WE'RE PROVIDING OPTIONS AND OPPORTUNITIES FOR OUR STUDENTS FOR FUTURE SUCCESS. AND THIS COURSE DEFINITELY LEADS INTO THAT. YOU KNOW, AS YOU LOOK AT SOME OF THE COURSES THAT WE DO TEACH, YOU KNOW, WE TEACH BIOLOGY, WE TEACH PHYSICS, WE TEACH, YOU KNOW, UNITED STATES HISTORY, WE TEACH GOVERNMENT, BUT WE ALSO TEACH AP US HISTORY. WE ALSO TEACH AP PHYSICS, AP BIOLOGY, AP CHEMISTRY FOR THAT POSITION, MEMBER OF RIP, SO IT'S VERY IMPORTANT FOR US AT THE

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SCHOOL LEVEL. TO BE ABLE TO PROVIDE THOSE OPTIONS. TO OUR STUDENTS, YOU HEARD SOME OF THE STUDENTS IN OUR TEACHERS HERE JUST TALKING ABOUT, YOU KNOW, STUDENTS TAKING THIS COURSE THAT MAYBE WOULD HAVE NEVER TAKEN AN AP COURSE BEFORE. AND IT'S 100% TRUE, LAST YEAR WE HAD 46, JUST 46% OF THE STUDENTS IN, IN THE THREE SCHOOLS THAT WERE TAKING AP AFRICAN AMERICAN HISTORY. IT WAS THE FIRST AP COURSE, THIS YEAR, WELL, THIS UPCOMING YEAR, IN TERMS OF STUDENTS THAT HAVE SIGNED UP FOR THE COURSE, IT'S UP TO 39% OF STUDENTS THAT WILL BE THEIR FIRST AP COURSE. SO IT'S A GREAT INTRODUCTION. IT'S A GREAT OPPORTUNITY TO CHALLENGE THE STUDENTS. IF YOU KNOW, IT'S FINALLY MAYBE A COURSE THAT THEY'RE ACTUALLY INTERESTED IN. THE CONTENT. SO I KNOW FROM, AGAIN, FROM THE BUILDING PERSPECTIVE AS ADMINISTRATOR, THESE ARE THE TYPES OF NEW OPPORTUNITIES THAT THAT WE LOVE BEING ABLE TO OFFER TO OUR KIDS. WE WANT THEM TO DRIVE, YOU KNOW, THE COURSES THAT WE TEACH. SO NEXT SCHOOL YEAR, 200 STUDENTS HAD ACTUALLY REQUESTED THE COURSE OF THOSE 200 STUDENTS, NOT EVERY SCHOOL WAS ABLE TO OFFER IT. AND IN FACT, THREE SCHOOLS DIDN'T EVEN ALLOW STUDENTS TO CHOOSE IT AS AN OPTION BECAUSE OF THEIR STAFFING AND LIMITED STAFFING. IT JUST WASN'T FEASIBLE TO EVEN OFFER IT AS AN OPTION. BUT OF THE SCHOOLS THAT DID OFFER IT, 200 STUDENTS SELECTED IT AND EVENTUALLY WE GOT TO SEVEN SCHEDULED SECTIONS OF THIS COURSE. NOW, WE DO KNOW THAT THERE WERE CONCERNS ABOUT THE COURSE, AND SO WE WANTED TO ADDRESS THEM DIRECTLY, ONE OF THE BIGGEST CONCERNS WAS ABOUT ENSURING THAT WE'RE NOT TEACHING THIS IDEA OF OPPRESSOR VERSUS OPPRESSED OR PERPETUATING A NARRATIVE OF VICTIMHOOD AND ENSURING THAT THE RESOURCES THAT WE ARE PROVIDING AND THE PERSPECTIVES THAT WE ARE OFFERING OUR STUDENTS ARE BALANCED. SO THE FIRST THING TO REALLY CONSIDER IS THAT THIS COURSE, IN AND OF ITSELF, IS MEANT TO BALANCE WHAT IS ALREADY UNBALANCED. AS YOU HEARD OUR STUDENTS SAY, BOTH IN PUBLIC COMMENT AND OUR STUDENTS THAT WE BROUGHT HERE WITH US TODAY, OUR COURSES DO NOT HAVE A BALANCED PERSPECTIVE IN THEM. AP, US HISTORY, AP WORLD HISTORY. THEY OFFER A SKEWED PERSPECTIVE OF HISTORY. WE OFFER AP EUROPEAN HISTORY AND HAVE FOR YEARS. AND SO THIS COURSE IN AND OF ITSELF WAS SEEKING TO PROVIDE SOME OF THAT BALANCE THAT WAS ALREADY LACKING. HOWEVER, WHEN WE GET DOWN TO THE GRANULAR LEVEL OF WHAT THIS COURSE LOOKS LIKE AND ENSURING THAT WE PROVIDE BALANCED PERSPECTIVES, AND ESPECIALLY THAT WE ARE NOT TEACHING OPPRESSOR VERSUS OPPRESSED OR PERPETUATING A NARRATIVE OF VICTIMHOOD, OUR TEACHERS WILL SHARE IN A MOMENT JUST WHAT THAT LOOKS LIKE IN THEIR CLASSROOMS. BUT AS A BROAD OVERVIEW, WE PROVIDE OUR TEACHERS WITH A RUBRIC THAT THEY USE TO ENSURE THAT THEY ARE MEETING THE EXPECTATIONS OF WHAT WE AND HARFORD COUNTY PUBLIC SCHOOLS BELIEVE MAKES A HIGH QUALITY EDUCATION. AND WE USE THE DANIELSON FRAMEWORK TO DO THAT. DOMAIN TWO, IN PARTICULAR, ENSURES THAT ALL STUDENTS FEEL VALUED, SAFE AND COMFORTABLE. THAT'S DIRECTLY OUT OF THE DANIELSON LANGUAGE CARING INTERACTIONS AMONG TEACHERS AND STUDENTS ARE THE HALLMARK OF COMPONENT TWO, WHICH IS CREATING AN ENVIRONMENT OF RESPECTFUL RAPPORT AND POSITIVE INTERACTIONS AMONG STUDENTS AND BETWEEN TEACHER AND STUDENTS ARE MUTUALLY SUPPORTIVE AND CREATE AN EMOTIONALLY HEALTHY SCHOOL ENVIRONMENT. SO BEFORE I REALLY GET INTO THE IMPLEMENTATION PLAN, I WANTED TO TURN IT OVER TO THESE GENTLEMEN WHO ARE IN SCHOOLS EACH AND EVERY DAY. I SPEND ABOUT 60% OF MY CALENDAR IS ACTUALLY SCHEDULED IN SCHOOLS, BUT THESE GENTLEMEN LIVE AT EVERY SINGLE DAY. AND SO I WANTED TO TURN IT OVER TO THEM TO TALK DIRECTLY ABOUT WHAT THAT MEANS IN THEIR CLASSROOMS AND IN THEIR SCHOOL BUILDING. ANDY, DO YOU WANT TO GO? YEAH, I CAN SO, I WAS GOING TO SAY, YOU KNOW, REGARDLESS OF WHAT TEAM OR CLASS I'VE TAUGHT OVER THE YEARS, AND I'VE TAUGHT AP US HISTORY, I TAUGHT AP GOVERNMENT, AND THERE ARE CONTROVERSIAL TOPICS, RIGHT? I MEAN, WE'RE IN SOCIAL SCIENCE. WE LIVE IN A REPUBLIC. WE HAVE PEOPLE THAT ARE VYING FOR POWER, BUT LET ME LET ME TAKE A STEP BACK. REGARDLESS OF WHAT COURSE I'M TEACHING, IT'S, YOU KNOW, KIND OF GOING WITH THE FRAMEWORK. IT'S ALL ABOUT, YOU KNOW, MAKING THE STUDENTS FEEL COMFORTABLE, EMPOWERED, ABILITY TO SPEAK THEIR VOICE, BE HEARD, RESPECT, MUTUAL RESPECT FOR OTHER STUDENTS, OPPOSING VIEWPOINTS IN DIFFERENT VOICES. AND LISTEN AND REALLY LISTEN, AND ARTICULATE WHAT THEY THINK ABOUT THINGS. SO THAT'S, YOU KNOW, PART OF, I THINK WHAT WE DO AS TEACHERS, REGARDLESS OF WHAT CLASSES WE TEACH, BUT THERE ARE, YOU KNOW, THERE'S CONTROVERSIAL TOPICS. THERE'S COMPLEX ISSUES. THAT'S DEMOCRACY. WE DON'T LIVE IN A AUTHORITARIAN STATE. WE DON'T INDOCTRINATE, WE ALLOW THE PROLIFERATION OF DIFFERENT IDEAS, AND, YOU KNOW, AS YOU KNOW, MISS FINE WAS JUST SAYING, WE HAVE IN THE KID, WE HAVE, YOU KNOW, THE SORT WE HAVE THE ESSENTIAL KNOWLEDGE. WE HAVE THE OBJECTIVES TO ADDRESS. WE HAVE THE SOURCES TO CONVEY, ALLOW THE STUDENTS TO TEACH THEM THE TOOLS TO CRITICALLY THINK, LOOK AT POINT OF VIEW, LOOK AT CAUSATION, CONTEXTUALIZATION. TO UNDERSTAND THESE THINGS AND THESE DEVELOPMENTS. AND YOU KNOW HOW INDIVIDUALS HAVE SHAPED, GOOD ACTORS, BAD ACTORS, YOU

[05:05:01]

KNOW, SOME A LITTLE BIT MORE CONTROVERSIAL, COMPLEX THAN OTHERS. BUT, BUT THERE'S NO NOTION OF TRUE JUST SORT OF OPPRESSED OPPRESSOR VICTIMHOOD. IT'S UNDERSTANDING JUST HOW EVENTS HAVE BEEN SHAPED. IT'S TEACHING HISTORY. MR. DO YOU WANT TO TALK ABOUT THAT FROM THE BUILDING ADMINISTRATOR PERSPECTIVE? I'VE HAD THE OPPORTUNITY OVER THE YEARS TO BE ABLE TO WATCH MR. AUSTIN AND MR. MOBLEY IN ACTION, AS AN ADMINISTRATOR AND AS MR. AUSTIN JUST PRESENTED. AND, MR. MOBLEY, I HAVEN'T HAD THE OPPORTUNITY TO SEE MR. HARRIS TEACH, BUT, THEY DO AN INCREDIBLE JOB OF PRESENTING. AND, YOU KNOW, JUST GIVING THAT FAIR, FACTUAL INFORMATION AND GETTING THE KIDS TO, AGAIN, YOU KNOW, ENGAGE WITH EACH OTHER AND LEARN FROM EACH OTHER AND DIG DEEPER IN IT AND GET INTO THE CRITICAL THINKING, I MEAN, THAT'S AGAIN, THEY DO AN AWESOME JOB WITH IT. I LUCKILY, I'VE BEEN LUCKILY I'VE BEEN ABLE TO BE WITNESS TO IT. SO IN ADDITION TO WHAT WE KNOW, OUR TEACHERS ALWAYS ARE DOING ON A DAILY BASIS, ANYTIME WE HAVE A NEW COURSE, WE ARE GOING TO HAVE AN IMPLEMENTATION AND EVALUATION PLAN TO ENSURE THAT WHAT WE ARE IMPLEMENTING IS DONE WITH FIDELITY AND THAT WE'RE RESPONSIVE TO THE DATA THAT WE ARE GATHERING FROM THAT IMPLEMENTATION, SO THAT WE ARE ALWAYS PROVIDING A BETTER RESOURCE AND A BETTER EXPERIENCE FOR OUR STUDENTS EVERY DAY. AND SO WHEN WE THINK ABOUT WHAT THAT LOOKS LIKE IN THIS PARTICULAR COURSE, IT WOULD BE PD DURING LAUNCH WEEK, PROFESSIONAL DEVELOPMENT DURING LAUNCH WEEK THAT WOULD FOCUS ON CLASSROOM NORMS AND GUIDELINES FOR THE TEACHERS. THAT WOULD BE TEACHING THIS COURSE. THAT IS PART OF WHAT WE ALWAYS TALK ABOUT WITH OUR TEACHERS. THEY'LL TELL YOU MASLOW'S BEFORE BLOOMS. I TELL THEM EVERY TIME, BECAUSE THAT'S REALLY IMPORTANT TO MAKE SURE THAT OUR STUDENTS FEEL SAFE AND A SENSE OF BELONGING BEFORE WE CAN GET TO ANY TYPE OF CRITICAL THINKING. ADDITIONALLY, WE HAVE PLANS FOR FACILITATED COLLABORATIVE PLANNING WITH OUR APA TEACHERS, AND WHAT THAT WOULD LOOK LIKE IS USING SOME OF OUR SUB MONEY TO HAVE TEACHERS COME TOGETHER DURING THE SCHOOL DAY AND PROVIDE THEM WITH RESOURCES AND PROFESSIONAL DEVELOPMENT SO THAT THEY CAN COLLABORATE, BECAUSE THESE ARE THE VOICES THAT REALLY MATTER. OUR TEACHERS ARE THE EXPERTS, AND THEY KNOW WHAT THEIR INDIVIDUAL STUDENTS AND THEIR CLASSROOMS NEED AND CAN BE RESPONSIVE TO IT. SO WE'RE ALWAYS BETTER TOGETHER AND PUTTING THESE TEACHERS IN A ROOM TOGETHER AND ALLOWING THEM THE OPPORTUNITY TO DISCUSS RESOURCE IDENTIFICATION AND ANALYSIS, THINKING ABOUT IDENTIFICATION OF DO WE NEED A BALANCE OF PERSPECTIVES? WHERE ARE WE LACKING IN THAT PERSPECTIVE? WHERE CAN WE BRING IN MORE, DIFFERENT OR MORE PERSPECTIVES AND EVALUATING TO ENSURE THAT WE ARE PROVIDING BALANCE IN THE STORIES THAT WE ARE TELLING? ADDITIONALLY ADMINISTRATORS AND PEOPLE IN MY OFFICE ARE ALWAYS REGULARLY IN CLASSROOMS, AND SO PART OF THIS IMPLEMENTATION PLAN IS VISITING THESE CLASSROOMS THROUGH WALKTHROUGHS, BOTH ANNOUNCED AND UNANNOUNCED, AND COLLABORATING WITH OUR BUILDING ADMINISTRATORS TO DO FORMAL OBSERVATIONS DURING THE APA BLOCK. SO THAT'S SOMETHING THAT ADMINISTRATORS DO. AND THAT'S SOMETHING THAT MY OFFICE PROVIDES AS WELL. ADDITIONALLY, WE WOULD BE GATHERING SURVEY FEEDBACK FROM STUDENTS, TEACHERS AND PARENTS TO BE ABLE TO REFLECT ON THE WAYS THAT WE ARE IMPLEMENTING THIS COURSE AND THE WAYS THAT WE CAN IMPROVE IT THROUGHOUT THE COURSE OF THE YEAR THROUGH THAT PROFESSIONAL DEVELOPMENT. DURING COLLABORATIVE PLANNING TIME. AND LASTLY, WE WOULD BE ASKING FOR OUR TEACHERS TO PROVIDE ARTIFACTS OF WHAT THE STUDENTS ARE DOING SO THAT WE IN MY OFFICE CAN EVALUATE THAT AND PROVIDE ADDITIONAL FEEDBACK TO TEACHERS OF WHERE WE CAN DO BETTER TO SUPPORT TEACHERS, BUT ALWAYS, ALWAYS IN THE SOCIAL SCIENCES OR SOCIAL STUDIES, WE ARE FOCUSING ON MULTIPLE PERSPECTIVES AND AN ANALYSIS OR EVALUATION OF THAT. I SAY THE WORD PERSPECTIVE AD NAUSEAM UNTIL EVERYBODY IS ROLLING THEIR EYES AT ME, BUT IT IS THE LENS THROUGH WHICH WE VIEW THIS DISCIPLINE, AND IT IS PART OF THE SKILLS THAT ARE REQUIRED BY COLLEGE BOARD. ADDITIONALLY SOME BOARD MEMBERS HAVE BROUGHT UP IN PUBLIC, AS WELL AS BRINGING THEM TO ME THROUGH EMAILS, SPECIFIC TOPICS THAT ARE NOT BEING ADDRESSED IN THE SID THAT THEY WOULD LIKE TO SEE INCLUDED. NOW, WE'VE HAD DISCUSSIONS IN PRIVATE ABOUT THIS, ABOUT THE FACT THAT WE CANNOT SUBTRACT, BUT WE CERTAINLY CAN ADD IN PLACES. BUT WE NEED TO BE VERY JUDICIOUS IN HOW WE DO THAT, BECAUSE WE HAVE SUCH A RIGOROUS AND FAST PACED COURSE. AND SO THERE ARE OPPORTUNITIES TO EVALUATE THROUGH THAT FACILITATED COLLABORATIVE PLANNING TIME, WAYS THAT WE CAN INCLUDE THOSE DIVERSE PERSPECTIVES AND TOPICS THAT ALIGN TO THE ESSENTIAL KNOWLEDGE, BUT ARE NOT EXPLICITLY CALLED OUT. BUT ADDITIONALLY, THAT INDIVIDUAL STUDENT PROJECT IS AN OPPORTUNITY. IT IS REQUIRED COMPONENT WHERE STUDENTS HAVE THE OPPORTUNITY TO CHOOSE AND EXAMINE A TOPIC OF THEIR CHOICE ON ANY THEME OR ISSUE OR DEVELOPMENT IN THE FIELD OF AFRICAN AMERICAN STUDIES. AND AS MR. MOBLEY MENTIONED, THEY HAVE TO PROVIDE AN EIGHT MINUTE PRESENTATION IN ORAL DEFENSE. AND STUDENTS HAVE TO IDENTIFY, EXPLORE AND ANALYZE FOUR RELATED SOURCES OF THEIR CHOOSING ON THEIR TOPIC. AND LASTLY, THERE IS AS MANY BOARD MEMBERS HAVE ALLUDED TO, AN OPPORTUNITY FOR THAT POST EXAM PERIOD. SO AFTER THE AP EXAM, WHICH I BELIEVE IS MAY 12TH NEXT YEAR, DON'T QUOTE ME ON IT THOUGH, THERE IS AN

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OPPORTUNITY FOR ABOUT A MONTH OF INSTRUCTION THAT IS ALIGNED TO THE COURSE, BUT IS NOT PART OF THE REQUIRED CONTENT IN THE SID. AND SO BOARD MEMBERS HAD ASKED ME TO DEVELOP THAT, THAT UNIT A LITTLE FURTHER TO GET AN IDEA OF WHAT THAT COULD LOOK LIKE. AND SO HERE ON YOUR SCREEN, YOU SEE SOME OF THE POST EXAM OPTIONS THAT WE WOULD PROVIDE AS A MENU TO TEACHERS. THE FIRST OF WHICH IS A BIOGRAPHY PROJECT, THE ESSENTIAL QUESTION, BECAUSE WE ALWAYS GROUND OUR INQUIRY AND ESSENTIAL QUESTIONS. WHAT FAMOUS AFRICAN AMERICANS SHOULD COLLEGE BOARD ADD AS REQUIRED ESSENTIAL KNOWLEDGE AND WHY? SO THIS IS AN OPPORTUNITY FOR STUDENTS TO CHOOSE A FAMOUS AFRICAN AMERICAN THAT IS NOT DISCUSSED AS REQUIRED CONTENT, AND WILL DO A RESEARCH PROJECT ON THAT PERSON IN ORDER TO DEVELOP SOME TYPE OF PERSUASIVE PROJECT TO CONVINCE COLLEGE BOARD TO ADD THE SUBJECT OF THEIR RESEARCH TO THE SID FOR THE ESSENTIAL KNOWLEDGE WE WOULD PROVIDE PARAMETERS FOR THAT PROJECT, INCLUDING A RUBRIC THAT WOULD SPECIFY THE ELEMENTS OF THE PROJECT, INCLUDING BIOGRAPHICAL INFORMATION ON THE PERSON, DETAILS ON THE CONTRIBUTIONS OF THAT PERSON TO THE FIELD OF AFRICAN AMERICAN STUDIES, AND THEN A PERSUASIVE PIECE OF THE IMPORTANCE OF THAT PERSON. AND WHY THAT PERSON SHOULD BE INCLUDED IN COLLEGE BOARD APA. AND THEY WOULD HAVE THAT. STUDENTS WOULD THEN HAVE THAT OPPORTUNITY TO SHARE THEIR RESEARCH WITH PEERS. SO WE ARE DEEPENING OUR STUDENTS UNDERSTANDING OF THE DIVERSE PERSPECTIVES OF THE AFRICAN AMERICAN COMMUNITY. AND THEN STUDENTS WOULD BE ABLE TO PROVIDE FEEDBACK USING A RUBRIC SO THAT STUDENTS ARE ALWAYS GROWING. ANOTHER PROJECT THAT WE COULD DO DURING THAT POST EXAM PERIOD WOULD BE A MODERN DISCUSSIONS PROJECT, WITH THE ESSENTIAL QUESTION OF HOW TO HISTORICAL ROOTS AND DIVERSE PERSPECTIVES SHAPE CONTEMPORARY ISSUES. SO IN THIS EXPERIENCE, STUDENTS WOULD BE ABLE TO CHOOSE A MODERN DAY TOPIC OR ISSUE AND MANY HAVE BEEN BROUGHT UP IN PUBLIC AS WELL AS BROUGHT TO ME THROUGH EMAILS AND DISCUSSIONS WITH BOARD MEMBERS OF ONGOING SOCIETAL DEBATE AND STUDENTS WOULD BECOME AN EXPERT ON THAT THROUGH RESEARCH TO CREATE AN INFORMATIONAL PRODUCT AND COMMUNICATE THEIR OWN PERSPECTIVE. IF THEY'RE COMFORTABLE. THAT WOULD OBVIOUSLY BE DEPENDENT ON CLASSROOM NORMS AND THE LEVEL OF COMFORT OF STUDENTS, BUT STUDENTS WOULD THEN BE ABLE TO, USING A RUBRIC, DEVELOP A BRIEF DESCRIPTION OF THAT CONTEMPORARY TOPIC, OR ISSUE A THOROUGH HISTORICAL ANALYSIS OF THE ROOT CAUSES AND CONTRIBUTIONS OF HOW IT LOOKS TODAY. SO WHY IS IT THAT WE HAVE A MODERN DAY ISSUE THAT IS EVEN ONE THAT IS UP FOR DISCUSSION OR DEBATE? STUDENTS WOULD PROVIDE A BALANCED PRESENTATION OF DIFFERENT CONTEMPORARY PERSPECTIVES ON THE ISSUE, AND A THOROUGH ANALYSIS OF THOSE PERSPECTIVES. AND LASTLY, A SUMMARY OF THEIR OWN PERSPECTIVE, IF THEY WOULD SO CHOOSE. OR STUDENTS THAT WOULDN'T FEEL COMFORTABLE WITH THAT WOULD BE GIVEN AN ALTERNATIVE COMPONENT. AND THAT WOULD BE DEPENDENT ON THE NORMS AND STUDENTS CHOICE. THE LAST TWO OPTIONS ARE BOTH DISCUSSION BASED, AND THEY DO FOLLOW THAT SAME ESSENTIAL QUESTION OF HOW THE HISTORICAL ROOTS AND DIVERSE PERSPECTIVES SHAPE CONTEMPORARY ISSUES. SO IN THIS FIRST OF THE TWO DISCUSSION OPTIONS, STUDENTS WOULD HAVE THE OPPORTUNITY TO ENGAGE IN VERBAL DISCUSSION WHOLE GROUP. SO THE CLASS WOULD VOTE ON A MODERN DAY TOPIC OR ISSUE OF SOCIETAL DEBATE. AND THEN THEY WOULD DO RESEARCH ON THAT AND THEN ENGAGE IN A PHILOSOPHICAL CHAIRS DEBATE PROTOCOL, WHICH IS WHEN THE STUDENTS GET TO TAKE A STAND ON THE ISSUE, THEY LISTEN TO VARIOUS PERSPECTIVES AND HAVE AN OPPORTUNITY IF THEY CHOOSE TO MOVE PHYSICALLY TO REPRESENT THEIR CHANGING PERSPECTIVES. AND LASTLY, A SMALL GROUP DEBATE PROJECT IN WHICH THOSE SAME STUDENTS COULD THEN, IN SMALL GROUPS, CHOOSE A MODERN DAY TOPIC OR ISSUE OF ONGOING SOCIETAL DEBATE, AND THEY WOULD DIVIDE THEMSELVES UP IN THOSE SMALL GROUPS, BECOME EXPERTS, AND THEN USING A DEBATE PROTOCOL, ENGAGE IN AROUND A 15 MINUTE DEBATE WITH THEIR PEERS, AS FROM OTHER GROUPS FORMING THE CLASS, THE, THE AUDIENCE. THE PARAMETERS OF THAT DEBATE WOULD BE ADDRESSED THROUGH A RUBRIC OF COURSE, INCLUDING AN OUTLINE OF THE PROTOCOL FOR THAT DEBATE, INCLUDING EXPECTATIONS FOR CONTENT AND CONDUCT AND CONTENT AND QUALITY EXPECTATIONS. AND THEN THE CLASS WOULD HAVE AN OPPORTUNITY TO ASK QUESTIONS OF THE TEAM THAT'S DEBATING AND THEN VOTE ON WHICH SIDE WAS MOST PERSUASIVE, AND THEN UTILIZE THAT RUBRIC TO PROVIDE FEEDBACK TO EACH OF THE MEMBERS OF THE TEAM. ANOTHER CONCERN THAT WAS BROUGHT UP WAS ENSURING A BALANCE OF POSITIVE NARRATIVES TOLD IN THE CLASSROOM. AND I'D LIKE MR. AUSTIN TO SPEAK TO THAT. HE DID SUCH AN EXCELLENT JOB OF DOING IT. WHEN WE WERE IN OUR SMALL GROUPS TOGETHER. THANK YOU SO, SO, YOU KNOW, THE COURSE HAS FOUR THEMES, AND ONE OF THEM BEING RESILIENCE AND RESISTANCE.

AND IT'S AGAIN, NOT ENTIRELY UNIQUE TO JUST THE AP AFRICAN AMERICAN STUDIES COURSE. THIS IS SOMETHING YOU WOULD FIND IN AN AP U.S. HISTORY COURSE. I'M IMAGINING AN AP WORLD HISTORY COURSE, AND WITHOUT A DOUBT, YOU KNOW, AN AP UNITED STATES GOVERNMENT POLITICS COURSE, BUT THROUGHOUT THE FOUR UNITS, AS YOU KNOW, MR. MOBLEY WAS KIND OF DESCRIBING OVERLAPPING OF, EVENTS AND EXAMPLES. IT COVERS THESE THESE SITUATIONS IN WHICH AFRICAN AMERICANS ARE STARTING WITH SORT OF THE AFRICAN DIASPORA, THE TRANSATLANTIC SLAVE TRADE, HAVE BEEN AGENTS OF CHANGE AS INDIVIDUALS, RIGHT? WHETHER IT BE LIKE, YOU KNOW, THE STONO REBELLION OR THE AMISTAD EVENT IN THE 1830S, WHO ENSLAVED INSURRECTIONS, FORMATION OF COMMUNITIES, CHURCH

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COMMUNITIES, CREATION OF SCHOOL, COVERT, OVERT METHODS TO SORT OF RESIST ENSLAVEMENT, AND ALL OF THESE ARE JUST THROUGHOUT THE FOUR UNITS TO DEMONSTRATE HOW THEY WERE, ESSENTIALLY, AGAIN, TRYING TO BE PARTICIPANTS, IN THE HISTORY OF THE UNITED STATE, AND IT AND IT OVERLAPS ECONOMICS, POLITICS, CULTURE, GENDER GEOGRAPHY, SOCIOECONOMIC STATUS, AND OF COURSE, IT CONTINUES THROUGH FROM, YOU KNOW, THE FIRST UNIT, THE DIASPORA ALL THE WAY UP THROUGH, YOU KNOW, SORT OF THE MODERN ERA, BUT IT'S A COMMON THEME IN THIS COURSE. AND AGAIN, NOT UNIQUE TO REALLY JUST THIS COURSE. IT'S SOMETHING YOU WOULD SEE IN ANY OF THE OTHER SOCIAL SCIENCE COURSES. THE NEXT AREA OF CONCERN WAS WHY WE SHOULD APPROVE THIS COURSE WHEN WE HAVE THAT HOME GROWN ON LEVEL AMERICAN HISTORY COURSE THAT'S ALREADY IN THE COURSE CATALOG.

AND SO I ASKED MR. DOLEVA TO SPEAK TO THAT IN PARTICULAR. EARLIER, I TOUCHED ON QUITE A FEW OF THESE POINTS, BUT WHEN I TALKED ALSO ABOUT, YOU KNOW, OUR RESPONSIBILITY TO, TO GIVE OPTIONS AND OPPORTUNITIES TO THE STUDENTS, ONE OF THE POINTS THERE IS THE OPPORTUNITY TO EARN COLLEGE CREDIT, WHICH TIES RIGHT INTO YOU KNOW, BLUEPRINT REQUIREMENTS AND AP PATHWAYS. I DON'T KNOW THE DATA FOR THE ENTIRE COUNTY. I CAN AND I'M SURE MOST OF THE SCHOOLS WILL MIRROR WHAT WE HAD. I KNOW OUR GRADUATING CLASS LAST YEAR, WE HAD JUST OVER 35% OF THE GRADUATING CLASS THAT PASSED AT LEAST ONE AP EXAM, EARNING THEM COLLEGE CREDIT. THAT NUMBER IS ONLY GOING TO GO UP AS WE CAN AGAIN OFFER MORE OPPORTUNITIES OF COURSE, LIKE THIS, OTHERWISE, LIKE I SAID, I'VE KIND OF ALREADY HIT ALONG MANY OF THESE POINTS. IN THE EARLIER INFORMATION I GAVE, I WILL CELEBRATE BEFORE I CLICK ON IN THE NEXT ONE THAT ALL OF THE STUDENTS THAT TOOK THE AP EXAM FOR THIS COURSE GOT A THREE OR BETTER THIS PAST YEAR. YEAH OBVIOUSLY THERE WERE SOME CONCERNS ABOUT THE NEGATIVE PORTRAYAL OF POLICE THAT WAS SEEN IN THE CID AS REPRESENTED BY THE BOARD. SO I'D LIKE MR. MOBLEY AND MR. HARRIS TO ADDRESS THAT, POLICING IS INCREDIBLY COMPLICATED WHEN YOU'RE TALKING ABOUT AFRICAN AMERICAN HISTORY OR AFRICAN AMERICAN STUDIES. AND WE DO COVER POLICING FROM THE FIRST INTRODUCTION TO THE END.

AND THE FIRST INTRODUCTION IS GOING TO BE THAT SLAVE CATCHER, AND THEN WE'RE GOING TO REVISIT AGAIN WHEN WE SEE LYNCHINGS. AND THAT'S WHEN IT REALLY STARTS TO BECOME INCREDIBLY COMPLEX, BECAUSE YOU'LL HAVE SOME POLICE OFFICERS WHEN YOU'RE LOOKING AT THOSE PICTURES AND POSTCARDS THAT ARE STILL SOLD TODAY, YOU'LL SEE POLICE OFFICERS THERE. BUT WE CAN ALSO WE ALSO GO TO THE POEMS AND THE STORIES WHERE THERE'S POLICE OFFICERS THAT HAVE HELD OFF A MOB PROTECTING SOMEONE. AND THEN WHEN WE GET TO THE 60S, IT BECOMES EVEN MORE COMPLEX WHEN WE'RE LOOKING AT THOSE PICTURES OF DOCTOR KING. WELL, WHEN DOCTOR KING IS MARCHING AND IS GETTING HIT, WE HAVE TO DISCUSS THE POLICE THAT ARE THERE. BUT THEN AT THE SAME TIME, POLICE ARE ALSO PART OF INTEGRATION AND THEN WE HAVE TO BRING IT TO THE PRESENT, WHICH OUR STUDENTS WHO LOVE OUR SROS, OUR STUDENTS WHO HAVE FAMILY MEMBERS THAT ARE POLICE OFFICERS, OUR STUDENTS WHO WANT TO BE POLICE OFFICERS. AND WE HAVE THOSE TOUGH CONVERSATIONS ABOUT, WELL, HOW DO YOU FEEL? AND SO OFTEN, BECAUSE THIS IS WHAT WE DO AS SOCIAL SCIENTISTS, THEY DON'T KNOW WHAT WE BELIEVE OR WHAT WE FEEL A STUDENT MIGHT SAY, WELL, I HATE ALL POLICE. WELL, I SAY, WELL, WHAT ABOUT SUCH AND SUCH? OH WELL YEAH. HE'S OKAY. WELL THEN WHAT ARE WE SAYING HERE? AND THOSE ARE THE CONVERSATIONS THAT WE HAVE AS EDUCATORS AND IT IS NOT OUR DESIRE OR IT WOULD BE IRRESPONSIBLE FOR US FOR ANYTHING TO EVER TELL A KID THIS IS HOW TO BELIEVE. BUT YOU'RE RIGHT WHEN YOU'RE TALKING ABOUT AFRICAN AMERICAN STUDIES AND POLICE, IT IS A COMPLEX ISSUE.

MR. MOBLEY, DID YOU WANT TO ADD ANYTHING? THE NEXT TOPIC OF CONCERN WAS THE EXTENT TO WHICH THE COURSE TEACHES ABOUT THE NATURE OF SLAVERY IN AFRICA AS MULTIFACETED, SHAPED BY INDIGENOUS PRACTICES, ISLAMIC INSTITUTIONS, AND EVENTUALLY THE ATLANTIC SLAVE TRADE PLAYING A ROLE IN AFRICAN SOCIETIES FOR CENTURIES. SO IN GENERAL, BEFORE I TURN IT OVER TO OUR TEACHERS TO REALLY GET INTO SPECIFICS, WE HAVE TO UNDERSTAND THAT A COURSE ON AFRICAN AMERICAN STUDIES CAN'T BE UNDERTAKEN WITHOUT AN IN-DEPTH AND INTENTIONAL STUDY OF THE TRANSATLANTIC SLAVE TRADE AND THE WAYS THAT AMERICAN CHATTEL SLAVERY UNIQUELY AND INHERENTLY SHAPED THE EXPERIENCES OF BOTH THOSE WHO DIRECTLY EXPERIENCED IT AND ALSO AMERICAN SOCIETY. MORE BROADLY.

SO WE DO HAVE TO TACKLE THAT. HOWEVER, THIS COURSE IS REALLY RICH IN ITS REPRESENTATION OF THE DIVERSE HISTORY IN THE AFRICAN CONTINENT. AND SO I WANTED TO TURN IT OVER TO OUR EXPERTS TO TALK ABOUT WHAT THAT LOOKS LIKE IN PARTICULAR. YOU CANNOT TALK ABOUT PRE-COLONIAL CIVILIZATIONS WITHOUT DISCUSSING SLAVERY, WITHOUT DISCUSSING TRADITIONAL SLAVERY. I CANNOT DISCUSS ALL OF THOSE AFRICAN DYNASTIES WITHOUT DISCUSSING SLAVERY AND AFRICA'S ROLE IN IT.

[05:20:04]

I CANNOT DISCUSS THE TRANSATLANTIC SLAVE TRADE WITHOUT SAYING THAT, YES, AFRICANS WERE PART OF THAT GUNS AND BUTTER. AFRICANS WERE PART OF THOSE TRADING PORTS. IT'S IT WOULD BE IRRESPONSIBLE. IT CAN'T BE DONE. AND THEN WHEN WE LOOK AT THE IMAGES, WE SEE THE AFRICANS TAKING PART IN IT, I DON'T KNOW WHERE THE IDEAS COME FROM BECAUSE I'VE HEARD IT ON NEWS THINGS THAT WHERE PEOPLE SAY, WELL, AFRICA DIDN'T HAVE SLAVES OR AFRICA WASN'T PART OF IT. I DON'T KNOW WHERE THAT NARRATIVE HAS COME FROM. AND THEN SOMETIMES THE STUDENTS SAY, OH, WELL, MR. HARRIS, WELL, IF THEY IF THEY KNEW WHAT WAS GOING ON, THEY WOULD. I SAID I, I DON'T KNOW THAT FOR SURE. I'D SAY I DON'T BELIEVE THAT TO BE TRUE, BUT I, YOU KNOW, I, WE DO NOT RUN AWAY FROM THAT AFRICA IN ALL ANCIENT CIVILIZATIONS PARTICIPATED IN TRADITIONAL SLAVERY. SO VERY QUICKLY, THERE WAS A CONCERN ABOUT THE EXTENT TO WHICH THE COURSE INCLUDED INFORMATION ABOUT ABOUT BLACK SCIENTISTS. I BELIEVE MR. AUSTIN IS GOING TO ADDRESS THAT. SO AGAIN, AND, AND KIND OF, YOU KNOW, THROUGHOUT THE CITY. RIGHT. AND THE ESSENTIAL KNOWLEDGE, THE COLLEGE BOARD AND THOSE, YOU KNOW, WHO KIND OF, YOU KNOW, WROTE THE CD AND ALL THE PROFESSORS AND HISTORIANS, A LITANY OF INDIVIDUALS, A LITANY OF INDIVIDUALS ACROSS. AND AGAI, BEING A STUDIES COURSE. RIGHT. I MEAN, YOU HAVE MUSIC, LITERATURE, ART, POLITICS, ECONOMIC ENTREPRENEURS, BUT ALSO STEM AND SCIENTISTS. AND SO, OF COURSE, IN UNIT FOUR, YOU'RE GOING TO FIND SO MUCH MORE WITH, YOU KNOW, KATHERINE JOHNSON, MARY JACKSON, I MEAN, NASA, YOU HAVE MADE JEMISON AN ASTRONAUT IN THE 90S, YOU HAVE, YOU KNOW, GEORGE WASHINGTON CARVER.

BOTANY, BUT BUT IT GOES IT I MEAN, THERE'S COUNTLESS EXAMPLES ESSENTIALLY, OF, YOU KNOW, FOUNDERS OF HOSPITALS, COLLEGES AND UNIVERSITIES, YOU KNOW, SOME OF THE AND DURING THE RECONSTRUCTION PERIODS, THE FIRST MEMBERS TO BE ELECTED TO CONGRESS IN SOUTHERN STATES, AND JUST THERE'S ALWAYS THE INDIVIDUALS OF THOSE CONTRIBUTIONS. BUT BUT WHAT I'D REALLY LIKE TO ADD IS THAT WHEN, WHEN I'M TEACHING AND THIS KIND OF GOES TO WHAT, YOU KNOW, MISS LYNN WAS TALKING ABOUT WHAT POTENTIAL FOR THE PROJECT AND EVEN WHAT MR. MOBLEY WAS TALKING ABOUT WITH THE APES PROJECT, THE HISTORIC GEOGRAPHICAL SORT OF, ORAL DEFENSE PROJECT IS THEN STUDENTS HAVE THE OPPORTUNITY TO CHOOSE. THEY HAVE THE OPPORTUNITY TO EXPLORE THE INDIVIDUALS THAT HAVE MADE GREAT CONTRIBUTIONS IN AMERICAN, AFRICAN AMERICAN EXPERIENCE. AND I USUALLY ENCOURAGE THEM TO, YOU KNOW, TO EXPLORE THOSE INDIVIDUALS THAT SHARE COMMON INTERESTS, WHETHER IT BE MUSIC, LITERATURE, YOU KNOW, ACTING, AGAIN, MAYBE, YOU KNOW, SCIENCE, MEDICINE, ECONOMICS. BUT THERE IS, YOU KNOW, AN EXTENSIVE, YOU KNOW, LIST OF SORT OF THOSE WHO HAVE BEEN, YOU KNOW, SORT OF POSITIVE CONTRIBUTIONS THROUGHOUT THE AFRICAN AMERICAN EXPERIENCE. AND THE LAST REAL BUCKET OF CONCERN WAS AROUND THE LACK OF FULL CONTEXT OR INCOMPLETE INFORMATION ABOUT SOME SPECIFIC FIGURES OR GROUPS. AND SO I WANTED TO TURN IT OVER TO OUR TEACHERS, TO TALK ABOUT THE WAYS IN WHICH THE SPECIFIC LANGUAGE IN THE KID TRANSLATES INTO A MORE FULL PICTURE OF THOSE INDIVIDUALS THAT WERE CALLED OUT BY BOARD CONCERN, I THINK, ONE LET'S LET'S START WITH MALCOLM X, WHO IS, I THINK QUITE INTRIGUING WHEN YOU AND ONCE AGAIN, I WANT TO STRESS THAT WE'RE ALWAYS WE ALWAYS WANT TO LOOK AT THE WHY. WE ALWAYS WANT TO LOOK AT THE WHY. WHY DID THIS WHY DOES THIS HISTORICAL FIGURE DO THIS? WHY DOES THIS HISTORICAL FIGURE. SO WHEN YOU FOLLOW MALCOLM'S LIFE AND MALCOLM HAS HIS LIFE OF CRIME THAT THE KIDS ABSOLUTELY FIND FASCINATING AND HIS FATHER WAS LYNCHED AND THINGS OF THAT NATURE, AND THEN IN PRISON, HE JOINS THE NATION OF ISLAM. AND HE DOES. AND HE'S HE SAYS THINGS AS IT'S RELATED TO WHAT ELIJAH MUHAMMAD SAYS. AND THEN WE DISCUSS, WELL, IS THIS OKAY? IS THIS NOT OKAY? HOW DO WE GET TO THIS ROUTE? BUT THEN WHAT MAKES MALCOLM REALLY FASCINATING IS WHEN MALCOLM MAKES HIS BREAK FROM THE NATION OF ISLAM AND HE MAKES HIS PILGRIMAGE TO MECCA, AND HE OPENS UP HIS OWN MOSQUE, AND WE HEAR THAT AS WHERE IT'S CHANGED AND IF NOTHING ELSE, AND I ALWAYS TELL THE KIDS, I'M NOT HERE TO TELL YOU WHAT TO BELIEVE, BUT IT'S INTERESTING TO SEE SOMEONE. WHAT I DO TELL THE KIDS, IT'S INTERESTING TO SEE SOMEONE THAT HAS SUCH ROOTED A FOUNDATION AND THEN HAS THE COURAGE TO PUBLICLY TO SAY TO THE WORLD, I MIGHT FEEL DIFFERENT, OR I MIGHT SAY WRONG. AND I SAID, AND I ALWAYS TELL THE KIDS, I SAID, I'M NOT TELLING YOU WHAT TO BELIEVE. I'M NOT TELLING YOU TO SAY WHAT'S RIGHT OR WRONG. I SAID, BUT THAT IS A INTERESTING POSITION TO TAKE ON. INTERESTING WAY TO BE TO BE LIKE, I DON'T NECESSARILY FEEL OR I'M NOT NECESSARILY THE SAME PERSON. I KNOW THE BLACK PANTHER PARTY WAS ALSO SOMETHING THAT WAS BROUGHT UP, AND IT'S INTERESTING. AND WE WERE TALKING ABOUT I WAS TALKING ABOUT MISS ALVAREZ WITH, COMMUNISM AND WE'RE NOT HERE TO ENDORSE ANY ECONOMIC SYSTEM, THE ISSUE OF WHAT HARLEM RENAISSANCE WRITERS WOULD HAVE CALLED COLLECTIVE ECONOMICS, BECAUSE ALL THE WAY BACK THEN, WHEN WE'RE LOOKING AT THE NEW DEAL, WE KNOW THAT MOST, AS PRESIDENT TRUMP JUST SAID,

[05:25:03]

BLACK JOBS WEREN'T REALLY WEREN'T REALLY COVERED UNDER SOCIAL SECURITY. SO THERE WAS A LOT OF HARLEM RENAISSANCE WRITERS THAT TALKED ABOUT COLLECTIVE ECONOMICS. AND WE HAVE TO DISCUSS THAT IN THE SAME WAY. WHEN WE GOT TO THE BLACK PANTHER PARTY, THE BLACK PANTHER PARTY WAS THEN LOOKING AT MAO AND THEY WERE LOOKING AT CASTRO AND THINGS OF THIS NATURE. AND THEY THEY WERE THEY FELT THAT THEY WERE REVOLUTIONARIES. AND ALL WE CAN SAY IS WE SAY, WELL, THIS IS WHAT I, WHAT I LIKE TO DO, AND I'M SURE MY COLLEAGUES DO THE SAME THING. WE'LL LOOK AT THESE THREE VERY DIFFERING VIEWS WHERE YOU HAVE DOCTOR KING AND YOU HAVE MALCOLM X, AND YOU HAVE THE BLACK PANTHER PARTY. AND ONE OF THE QUESTIONS IS, WELL, TELL ME WHAT THEY THOUGHT AND WHAT THEY BELIEVED. WHAT WHO WOULD YOU FOLLOW? AND WHY? BUT IT IS ALSO THERE'S LOTS OF, YOU KNOW, THE BLACK PANTHER PARTY FELT THAT THEY WERE UNDER ATTACK, AND THEY FELT THAT THEY WERE POLICING THE POLICE, WHICH GOES BACK TO THAT INTERESTING. IT BECOMES QUITE DIFFICULT TO FOR KIDS TO PROCESS. WELL, WHAT ABOUT THE POLICE? WELL, WHEN THEY LOOK AT THOSE PICTURES, SAME THING. AND IT'S NO DIFFERENT THAN WHAT WE MIGHT DO WITH THE, THE SONS OF LIBERTY, YOU KNOW, AND IT'S OR THE SAME THING THAT WE'RE GOING TO DO 20 YEARS FROM NOW. PLEASE DON'T WANT ME TO BE TEACHING 20 YEARS FROM NOW THAT WE'RE GOING TO BE LOOKING AT, WHAT, JANUARY 6TH? AND THOSE TEACHERS ARE NOT GOING TO SAY, HEY, THESE PEOPLE ON JANUARY 6TH WERE GOOD OR BAD.

THEY'RE GOING TO SAY, THIS IS THE SPEECH THAT THE PRESIDENT GAVE. THIS IS WHAT PEOPLE WERE SAYING. LET'S LOOK AT THE VIDEO AND COME TO A CONCLUSION TO ADD ON TO WHAT MIKE MICHAEL HAS STATED, JUST BRIEFLY, IS THAT THE FACT OF JUST THE JUXTAPOSE DOCTOR KING AND MALCOLM X, IT'S A VERY INTERESTING AND CONTRASTING VIEW. AND TO UNDERSTAND HOW EACH ONE SEEMS TO SWITCH AS THEY ARE LATER ON IN THEIR YEARS. SO THOSE TYPE OF CONVERSATIONS IN CLASS MAKE AN INDELIBLE MARK ON OUR CHILDREN, BECAUSE HOW THEY THINK NOW MAY NOT BE THE SAME. 20 AND 30 YEARS FROM NOW. SO IT'S GETTING THEM TO CONNECT. WHAT HAPPENED YESTERDAY TO TODAY, BUT ALSO TO FORWARD LOOKING THAT PEOPLE CAN CHANGE BASED UPON SITUATION AND CIRCUMSTANCE. SO IT'S NOT NECESSARILY OUR INPUT OR OUR PERSONAL PERSPECTIVE AS TO HOW WE FEEL ABOUT THESE INDIVIDUALS, BUT WHAT IT IS TO SEE THEIR LIVES ON DISPLAY AND TO SEE CERTAIN CHARACTERISTICS THAT THEY MAY HAVE SIMILAR, BUT ALSO THEY CONTRAST AND ALWAYS AS SOCIAL SCIENTISTS, WE ALWAYS TRY TO GET TO THE WHY. SO LITERALLY, AS YOU CAN SEE FROM THE SCREEN. AND I KNOW THAT THE BOARD HAS HAD THESE IN FRONT OF THEM FOR A LITTLE WHILE. WE'VE CALLED OUT SPECIFICALLY AREAS WHERE WE SEE IN BLACK AND WHITE LANGUAGE FROM THE CID. WHAT IS REQUIRED KNOWLEDGE, BUT THEN THAT ADDITIONAL INFORMATION THAT CONTEXTUALIZES THAT LEARNING AND SO THAT CONCERN ABOUT NOT HAVING THAT FULL PICTURE OR FULL CONTEXT BECAUSE IT'S NOT EXPLICITLY CALLED OUT IN THE CID, I COMPLETELY UNDERSTAND THAT PERSPECTIVE, AND I BELIEVE I'VE SAID THAT IN OUR SMALL GROUPS, WHEN YOU DON'T HAVE THE EXPERTISE AND THE YEARS OF EXPERIENCE AND TRAINING TO UNDERSTAND PEDAGOGY, OF HOW TO INTERPRET A CURRICULUM DOCUMENT, YOU CAN SEE THESE WORDS ON THE SCREEN AND BE MISSING THE CONTEXT BEHIND IT OF NOT HAVING. I MEAN, THESE GENTLEMEN JUST TAUGHT ME A FEW THINGS TOO. AND I'M SITTING HERE AS THE SUPERVISOR OF SOCIAL SCIENCES.

WE ARE ALWAYS LEARNING NEW THINGS TO CONTEXTUALIZE THE LEARNING THAT IS REQUIRED. SO TO THAT END, THERE WERE JUST A COUPLE OTHER THINGS THAT WERE SENT TO ME RATHER LATE IN THE GAME, THE ONE WAS ABOUT A FULL CONTEXT OR INCOMPLETE INFORMATION OF ROSA PARKS AND HOW SHE WAS CHOSEN AND PROMPTED BY A GROUP, AND THAT IS ABSOLUTELY SOMETHING THAT COULD BE ADDRESSED THROUGH THE REQUIRED KNOWLEDGE. HOWEVER, ROSA PARKS IS NOT INCLUDED IN ANY ESSENTIAL KNOWLEDGE OR LEARNING OBJECTIVES. SHE IS MENTIONED AS A SOURCE NOTE FOR UNIT FOUR, AND IT DOES SPECIFICALLY CALL OUT THE FACT THAT SHE WAS THE SECRETARY OF THE NAACP. BUT THE LEARNING OBJECTIVE THAT ROSA PARKS MOST CLOSELY ALIGNS WITH IS EXPLAIN HOW NONVIOLENT RESISTANCE STRATEGIES MOBILIZE THE CIVIL RIGHTS MOVEMENT. AND TO ADDRESS THAT, WE WOULD HAVE TO INCLUDE INFORMATION ABOUT THE FACT THAT BLACK WOMEN HAD BEEN REFUSING TO GIVE UP THEIR SEATS FOR SOME TIME BEFORE. ROSA REFUSED TO STAND AND IT CULMINATED THEN IN THE ARREST OF 15 YEAR OLD CLAUDETTE COLVIN, NINE MONTHS BEFORE. ROSA WAS FAMOUSLY ARRESTED. BUT THE NAACP IN PARTICULAR IN BLACK CIVIL RIGHTS LEADERS MORE BROADLY IN MONTGOMERY, HAD BEEN TRYING TO FIGURE OUT HOW TO DEAL WITH THE SEGREGATED BUSSES IN MONTGOMERY FOR SOME TIME AND CHOSE ROSA PARKS AS A TEST CASE BECAUSE OF HER NATURAL GRAVITAS AND THE FACT THAT SHE WAS AN ADULT WITH AN UNIMPEACHABLE REPUTATION. CLAUDETTE COLVIN HAD SOME QUESTIONABLE THINGS IN HER PAST, BY SOCIETAL STANDARDS, THAT THEY DID NOT WANT HER TO BE THE STANDARD BEARER FOR THIS. AND SO ANY DISCUSSION OF ROSA WOULD, OF COURSE, INCLUDE THE FACT THAT

[05:30:02]

SHE WAS CHOSEN AND PROMPTED BY A GROUP. IT WAS NOT A SPONTANEOUS ACT AT ALL, SIMILARLY, A CONVERT OR A CONCERN WAS BROUGHT TO MY ATTENTION ABOUT ANGELA DAVIS AND WHETHER OR NOT SHE IS A CIVIL RIGHTS HERO AND SO SIMILAR TO MISS ROSA. ANGELA DAVIS IS ONLY MENTIONED IN THE SED AS A SOURCE NOTE, WITH WRITERS SUCH AS ANGELA DAVIS AND TONI MORRISON DETAILED EXPERIENCES OF GENDER WITHIN THE CONTEXT OF RACE, SEXUALITY AND CLASS. SO WHILE KNOWLEDGE OF HER OR HER WORK IS NOT REQUIRED OR ESSENTIAL KNOWLEDGE, CERTAINLY AS ALWAYS, ANY STUDY OF AN INDIVIDUAL OR A GROUP WOULD BE CENTERED ON THAT BALANCED PERSPECTIVE OF INFORMATION THAT WOULD NOT ASSERT A DEFINITIVE STANCE IN EITHER VILIFICATION NOR UNRESERVED PRAISE. SO WITH ALL OF THAT, WE BRING OUR COURSE REQUEST BACK TO YOU WITH A JUST ONE THING. YES, PLEASE, AND A FINAL POINT, MR. MOBLEY AND I, WHEN WE WERE UPSTAIRS AND WE WERE LOOKING AND WE HEARD LOTS OF PEOPLE SAY THAT, WE'RE NOT TEACHING THE KIDS HOW TO PRACTICE APPROPRIATE CIVIL DISCOURSE. AND JOHN SAID, WHAT DO WE THINK ALL OUR STUDENTS ARE DOING TODAY? AND WE WATCHED HARFORD COUNTY STUDENTS GET ON THE LIST, SHOW UP, SPEAK IN THEIR ALLOTTED TIME, AND LEAVE PEACEFULLY. AND I THINK THAT'S A PRODUCT OF WHAT WE DO AS EDUCATORS. AND WITH THAT, WE WILL TAKE YOUR QUESTIONS. WELL, THANK YOU VERY MUCH. I MEAN, I THINK IT'S EVIDENT FROM MY PERSPECTIVE THAT YOU GUYS HAVE DEFINITELY TAKEN THIS VERY SERIOUSLY AND PUT IN A LOT OF HARD WORK AS I MENTIONED IN MY EARLIER COMMENTS, I WANT TO THANK THE STUDENTS FOR ALSO STAYING WITH US VERY LATE TO THE EVENING, I WOULD ENCOURAGE YOU TO CONSIDER JOINING A BOARD AT SOME POINT. WE DON'T ALWAYS GO UNTIL MIDNIGHT, JUST ON CERTAIN NIGHTS. AND TO THE EDUCATORS, THANK YOU, MY TIME WITH YOU, WITH SOME OF THE OTHER BOARD MEMBERS THE OTHER DAY WAS, WAS VERY ENLIGHTENING. AND I WANT TO BE CLEAR THAT THIS WAS NEVER I MEAN, WE KNOW THE STUDENTS LOVE IT. WE KNOW THE EDUCATORS ARE GOOD AT WHAT THEY DO. THIS WAS NEVER ABOUT THE EDUCATORS. THIS WAS NEVER ABOUT THE STUDENTS, THIS WAS REALLY ABOUT THE KID CURRICULUM THAT WE DIDN'T CREATE. AND WE DON'T CONTROL. THAT WAS UNDER A LOT OF SCRUTIN, A LOT OF CONTROVERSY. AND I THINK THE SIMPLY IT WAS CREATED BY EXPERTS IN HIGHER EDUCATION IS NOT A COMFORT LEVEL FOR ME. I'VE BEEN IN HIGHER EDUCATION FOR 20 YEARS IN ONE WAY OR ANOTHER, WITH MY LAW DEGREE, MY DOCTORATE, MY THREE MASTER'S DEGREE. I HAVE SEEN HOW EDUCATION HAS BIASES. IT IS 17 TO 1 LIBERALS TO CONSERVATIVES IN HIGHER EDUCATION. SO WHEN WE TALK ABOUT THESE PERCEIVED IMPLICIT BIASES AND THEY ARE PERCEIVED BECAUSE WE ALL SEE THINGS DIFFERENTLY, THAT IS THE LENS THAT SOME PEOPLE SEE. THE CURRICULUM WRITTEN THROUGH. AND WHEN WE SEE CERTAIN THINGS THAT PORTRAY THINGS AS WHAT BOARD MEMBERS OR MYSELF SEE IN A CERTAIN LIGHT, WE'RE SEEKING ANSWERS, WE'RE SEEKING CONTEXT, WE'RE SEEKING DIFFERENT OPINIONS. I THINK WE'VE WE'VE SEEN A LOT OF THAT OVER THE PAST MONTH WHILE WE'VE BEEN WORKING ON THIS, WITH ME IN PARTICULAR.

I MEAN, MANY OF MY CONCERNS HAVE BEEN BEEN ADDRESSED. I THINK I'M VERY COMFORTABLE WITH THE DIRECTION THAT WE ARE HEADED. I WOULD LIKE TO ENSURE THAT THERE IS, APPROPRIATE BALANCE THAT WE DO TALK ABOUT THE GOOD, THE BAD, THE UGLY. I HEARD A LOT OF PEOPLE SAY TONIGHT THE TRUTH IS UNCOMFORTABLE. I SAW SOME TRUTH THAT WEREN'T TOLD. AND I JUST WANT TO MAKE SURE THAT THE ENTIRE STORY IS BEING TOLD, I'M SURE SOME OF THE OTHER BOARD MEMBERS WILL HAVE SOME COMMENTS, SO I'LL TURN IT OVER TO THEM. FOR NOW, I JUST I WANT TO THANK, EVERYBODY IN THE STAFF, THEY'VE TAKEN THE COMMENTS AND THE CONCERNS THAT THE THAT THE BOARD, EXPRESSED VERY SERIOUSLY.

IT'S VERY OBVIOUS IN YOUR RESPONSE, IN YOUR PRESENTATION THAT YOU DID TAKE THEM SERIOUSLY AND HOPEFULLY YOU KNOW, YOU CAN TAKE SOME OF THE CONCERNS THAT WE HAVE TO THE CLASSROOM, AND UNDERSTAND THAT THERE ARE BIASES, AND THERE'S, AND THERE'S SOME DEEP CONCERNS ABOUT THOSE, THAT OUR STUDENTS, YOU KNOW, NEED TO HAVE A BALANCED PERSPECTIVE. SO I APPRECIATE, YOU KNOW, LIKE, YOU SAID, THE EFFORT. THANK YOU. THANK YOU, THANK YOU, THANK YOU. ARE YOU APPRECIATED YOU HAVE A FEW QUESTIONS, HOW IS HOW DIFFERENT IS THIS COURSE FROM THE HOMEGROWN AFRICAN AMERICAN STUDIES COURSE, I KNOW JOHN AND I BOTH TALKED TO THE COURSE AT BOTH LEVELS, THE RIGOR AND THE SOURCES AND THE AMOUNT OF SOURCES AND THE AMOUNT OF

[05:35:01]

WRITING. WELL, THE AMOUNT OF WRITING WOULD BE THE RIGOR. OKAY BUT YEAH, IN ADDITION TO THAT, WITH THE PASSAGE OF THE AP COURSE, THEY AUTOMATICALLY GET SOME KIND OF ECONOMIC INCENTIVE BECAUSE NOW THEY CAN DEFRAY THEIR COST FOR, FOR COLLEGE, WHEREAS THE GENERAL CLASS, IT'S MORE OF A COLLECTIVE WHERE THEY HAVE TO WAIT TO SEE WHETHER OR NOT THEY'RE GETTING IT, BUT ALSO TO WHAT I'VE LEARNED FROM THE YOUNG PEOPLE THAT I TOOK TAUGHT THIS PAST YEAR. THE MAJORITY OF THEM. THIS WAS THE FIRST TIME THEY EVER TOOK AN AP CLASS. SO FOR ME, IT WAS, A VERY, HUMBLING EXPERIENCE BECAUSE I'VE HAD TAUGHT AP US HISTORY FOR FIVE YEARS. SO FOR ME, IT WAS VERY A HUMBLING EXPERIENCE, BUT ALSO FOR THE KIDS, IT WAS SOMETHING THAT THAT STRETCHED THEM. SO I DEFINITELY BELIEVE, AS MR. HARRIS SAID, THE GENERAL DOES NOT, HAVE AS MUCH RIGOR AS THE AS THE AP COURSE DOES. AND I THINK THE REGULAR GIVES US MORE ROOM TO MEET ALL LEARNING LEVELS AND STYLES. AND OBVIOUSLY WE ALWAYS HAVE DIFFERENTIATED INSTRUCTION, BUT IN THE REGULAR AND I CAN I CAN MEET MORE STUDENTS NEEDS. I CAN HAVE INCLUSION KIDS, I CAN HAVE, THE WHERE WHERE WE HAVE THAT AP CLASS, I WOULD REALLY HAVE TO PUT OUR FOOT ON THE GAS.

BASICALLY THE SAME KNOWLEDGE AND FACTS. OH, AND SO I WOULD THINK IT'S MUCH DEEPER. YES. VERY DEEP, MUCH DEEPER WITH THE AP COURSE AS OPPOSED TO THE GENERAL. YEAH. I THINK I MEAN, JUST IN ORDER TO LEARN, I THINK WE ADDED IN FOUR MORE, FIVE MORE DYNASTIES AND I ACTUALLY HAD TO DO A READING ON TWO OF THEM, I DON'T KNOW, BUT I, YOU KNOW, LIKE YOU SAID, WE'RE ALWAYS LEARNING. OKAY, SO ON THE OPPRESSION CONCERNS, ARE YOU SAYING THAT STUDENTS WILL LEAVE THIS COURSE? NOT THINKING THAT BLACK PEOPLE ARE STILL OPPRESSED TODAY, I MEAN, I CAN'T ANSWER THAT QUESTION FOR THEM. THAT'S SOMETHING THROUGH EDUCATION THAT THEY WILL COME TO THAT CONCLUSION. MY JOB AS AN EDUCATOR IS TO PRESENT THE INFORMATION AND FOR THEM TO DETERMINE HOW THEY FEEL. I CAN'T LEGISLATE HOW THEY FEEL. THE HISTORY IS WHAT IT IS. AND UNFORTUNATELY, AS HAS BEEN STATED, A LOT TONIGHT, THAT IT'S UGLY. IT'S NOT PRETTY, IT'S NOT SOMETHING THAT, THAT THAT WE DON'T LIKE TO EMBRACE. BUT IT'S IT IS WHAT IT IS. BUT WHAT I FOUND WITH CHILDREN TAKING THE CLASS, THEY FEEL MORE EMPOWERED. AND LET ME TELL YOU, ONE, I CAN'T ANSWER IT THE WAY IT WAS ASKED, BUT I CAN TELL YOU THIS ABOUT MY STUDENTS, AND ONE OF THE LESSONS THAT I DO IN BOTH THE GENERAL AND THE AP IS IT'S TIME FOR NAMES. AND BOOKER T WASHINGTON WRITES THIS BEAUTIFUL PASSAGE ABOUT, YOU'VE GOT TO FIGURE OUT A NAME. AND BECAUSE PEOPLE DON'T HAVE LAST NAMES, IT'S AMAZING YOU'RE EMANCIPATED. AND THEN SOMETIMES HE SAYS PEOPLE AND I'M QUOTING BOOKER T WASHINGTON POORLY SAYS THEY PUT THE THEY PUT THE MIDDLE INITIAL S BECAUSE THERE WAS AN ENTITLEMENT. SO MASTER HAD AND THAT'S WHY GUIDANCE AND WHAT EVEN WITH THAT FIRST UNIT DOES IS AND I TELL THE KIDS AND I SAID, ALL RIGHT GUYS, WE'RE GOING TO LOOK UP OUR NAMES AND WE GO OUT ON THE INTERNET AND EVERYONE LOOKS UP THEIR NAME, AND I LOOK UP MY NAME, AND I THINK I HAVE AN IRISH OR SCOTTISH LAST NAME, AND I HAVE THESE AFRICAN KIDS THAT LOOK UP THEIR NAME AND THEY CAN TELL ME WHERE THEIR TRIBES ARE FROM. AND I MIGHT HAVE AN ITALIAN OR A SPANISH KID, AND THEY CAN GO BACK TO THE PLACE, AND THE PEOPLE THAT ARE DESCENDANTS FROM CHATTEL SLAVERY CAN'T DO THAT. AND WHAT THEY START TO DO WITH UNIT ONE IS THEY START TO HAVE AN UNDERSTANDING. IT'S WHAT'S CALLED A MYTHOLOGICAL ORIGIN THAT WE TALK ABOUT WHERE THEY START TO AT LEAST HAVING AN UNDERSTANDING. I KNOW I'M FROM AFRICA AND THESE THINGS ARE VERY AFRICAN AND I KNOW THIS IS WHO AND WHAT I AM. IN THE SAME WAY, I CAN GO TO WITH MY TIME BROTHERS AND SISTERS AND I CAN CELEBRATE AT THEIR FESTIVAL AND I CAN GO TO MY POLISH BROTHERS AND SISTERS. AND NOW I CAN SAY, NOW THESE KIDS IN CLASS ARE SAYING, WELL, I DON'T KNOW EXACTLY WHERE I'M FROM, BUT I KNOW THIS IS WHO I AM. AND I DO KNOW THAT KIDS GET THAT. OKAY, AND IF I MAY. OH, SORRY. I JUST WANTED TO IF I AS FAR AS JUST SORT OF THE CATCH ALL TERM OPPRESSION, I WOULD SAY THAT THIS IS WHAT SOCIAL SCIENTISTS DO IS WE'D SAY, WHERE ARE THE SPECIFIC EXAMPLES TO MAKE A CLAIM FOR SOMETHING LIKE THAT? IS IT A POLICY? IS IT A LAW? IS IT A LOCAL LAW? IS IT A STATE LAW? IS IT A FEDERAL LAW? IS IT A COURT DECISION? IS IT A STATE COURT DECISION? IS IT A PRESIDENTIAL ACTION? AND THEN YOU'RE LOOKING OBJECTIVELY AT THOSE PIECES OF POLICY, AND THEN YOU'RE MAKING THOSE CLAIMS TO SEE WHAT THE EFFECTS OF THOSE DECISIONS ARE. THAT'S WHAT THAT'S WHAT I THINK WE TRY TO DO IN THIS HOUSE. AND TO FURTHER ADD, LIKE I, YOU KNOW, WHEN WE COVER COWBOYS AND KIDS ARE LIKE, I DIDN'T KNOW THERE WERE BLACK COWBOYS OR I DIDN'T KNOW WE WERE PART OF THIS. AND SO EVERY TIME WE GO OR EVEN WHEN WE'RE TALKING ABOUT EVERY ONE OF OUR WARS AND I CAN AND ONE OF THE THEMES THAT WE WANT TO KNOW, I WANT YOU TO KNOW THAT AFRICAN AMERICANS FOUGHT IN EVERY WAR AND WERE

[05:40:01]

DECORATED AND EVERY WAR, BECAUSE THAT'S NOT IN THE PICTURES. AND SO THEY DO START TO GET THOSE FEELINGS OF, OH, I AM PART OF DOTING THIS COUNTRY. I AM PART OF THAT FOUNDATION. SO BUT I CAN'T TELL YOU HOW IT FEELS ONCE THE CLASS IS OVER. I'M JUST WONDERING, YOU KNOW, AGAIN WHAT WHAT IMPRESSIONS ARE CONVEYED BECAUSE I KNOW YOU MENTIONED THAT JUST GENERAL IMPRESSION.

ALL RIGHT, IF THE COURSE IS BALANCED, WHAT DO YOU THINK WAS THE BASIS THERE WAS A STRONG REACTION WHEN I MENTIONED INCLUDING THE NAMES OF SOME CONSERVATIVE BLACK AMERICANS.

WHAT WOULD BE THE HESITATION WITH THAT? WHAT'S. LET'S SEE. IT WAS CLARENCE THOMAS, THOMAS SOWELL, TIM SCOTT, WHO HESITATED ABOUT INTRODUCING THESE NAMES. WELL I THE AUDIENCE I DON'T THEY'RE NOT IN THE CLASSROOM. I WE NO ONE NO, NONE OF THEM KNOW. THEY DON'T KNOW. THEY DON'T HAVE ANY IDEA. AND IF YOU THINK FOR ONE SECOND THAT MY KIDS DON'T SIT DOWN AND WATCH CANDACE OWENS AND WRITE A FREE RESPONSE ON IT, AND THEY GET NO OPINION FROM ME OTHER THAN MAYBE I'LL PLAY DEVIL'S ADVOCATE IF THE ROOM'S ALL ONE WAY OR ALL THE OTHER, BUT THAT'S NOT THAT'S NOT THESE THREE. AND THE PEOPLE THAT WILL BE TEACHING. AND I DON'T WANT TO SPEAK FOR MY COLLEAGUES, BUT I DO THE SAME WAY. YOU GUYS TRUST YOUR COLLEAGUES. AND I WAS JUST AT A RETIREMENT DINNER, FOR A POLICE OFFICER ONE SATURDAY, AND, MY BUDDY WAS LIKE, YOU KNOW, WE ARE GOOD. HE SAID 95.

HE SAID, LIKE HE SAID, IF YOU HAVE 100, HE SAID, FIVE OF US, FIVE MIGHT NOT BE OKAY. BUT HE SAID, THAT'S SOCIETY. AND THAT'S WHAT I BELIEVE ABOUT MY COWORKERS TOO, AND I DON'T. I DON'T I'VE NEVER COME ACROSS MY COWORKERS THAT DO THAT. AND WE DON'T RUN FROM ANY OF IT. OKAY WHAT WOULD BE THE HESITATION OF INCLUDING THE ROLAND FRYER STUDY IN THE MENU FOR THE POST EXAM PERIOD? TELL ME WHAT THE ROLAND FRYER, THE RACIAL BIAS IN POLICE SHOOTINGS, THE ROLAND FRYER FROM HARVARD, HARVARD ONE STUDY. I DON'T KNOW THAT WE'VE PUT THAT NAME ON IT, BUT WE DEFINITELY DISCUSSED THAT ABSOLUTELY. WE'RE NOT OPPOSED TO ANYTHING. BUT I MEAN, TO PUT IT ON THE MENU.

SURE. AS I STATED EARLIER, THAT THERE'S SUGGESTED MATERIAL THAT ARE IN EACH ONE OF THOSE, THOSE TOPICS, AND WE HAVE THE LUXURY OF DOING SO. SO, WE AND I WILL SPEAK FOR US THAT WE MEET OFTEN AND WE TRY TO GIVE UP AS MUCH OF A BALANCE, IN OUR LESSONS, AS MUCH AS WE POSSIBLY CAN. BUT WHAT WE ARE TASKED TO DO IS TO ENSURE THAT THE INFORMATION THAT WE HAD BEEN GIVEN THROUGH THAT, THAT CURRICULUM, THAT WE FOLLOW IT AND TRY TO GET AS MUCH OF THAT INFORMATION OUT AS POSSIBLE AS WE POSSIBLY CAN. SO WHEN WE MET INITIALLY, WE TRIED TO WORK WITHIN THE BOUNDARIES, RIGHT? SO ON THE MARGINS, WE SAID THERE ARE CERTAIN THINGS IN THE CURRICULUM THAT YOU JUST CAN'T CHANGE. I MEAN, THERE ARE CERTAIN THINGS THAT ARE ON THE TEST, BUT THERE ARE CERTAIN THINGS THAT WE MIGHT BE ABLE TO ADD THAT PROVIDE SOME MORE BALANCE. AND THAT'S SORT OF THE APPROACH THAT WE TOOK HERE RIGHT THROUGHOUT THE YEAR. IF WE SEE SOMETHING THAT WE THINK IS PRESENTING ONE SIDE OF AN ARGUMENT, WHAT ARE THE OTHER RESOURCES THAT WE CAN BRING INTO THE CLASSROOM TO PRESENT THE OTHER SIDE OF THE ARGUMENT? AND THERE'S ALWAYS TWO SIDES TO EVERY ARGUMENT. IN ADDITION TO YOU HAVE THIS PERIOD AT THE END, RIGHT, WHERE AFTER THE AP TEST HAS BEEN TAKEN, THERE'S SOME CALL IT DISCRETIONARY TIME WHERE YOU CAN DO THESE PROJECTS AND THINGS LIKE THAT. I THINK SPECIFICALLY WHAT YOU'RE TALKING ABOUT IS THERE WAS A PRESUMPTION, LIKE A TRUISM ALMOST IN WHAT CAME FROM THE COLLEGE BOARD, THAT POLICE BRUTALITY IS A THING. AND THERE ARE OTHER AND I'M SURE LOTS OF PEOPLE WOULD AGREE WITH THAT.

BUT THERE ARE OTHER FOLKS OUT THERE WHO HAVE A CONTRARY POINT OF VIEW, AND SPECIFICALLY PROFESSOR FRYER IS A BLACK ECONOMIST FROM HARVARD WHO WAS A TOP GUY, AND HE DID ONE OF THE MOST THOROUGH STUDIES ON POLICE, SHOOTINGS AND POLICE BRUTALITY. AND HIS FINDINGS WERE THAT THERE WAS NO RACIAL DIFFERENCES, IN EITHER RAW DATA OR CONTEXTUAL DATA FOR POLICE INVOLVED SHOOTINGS. AND HE WAS CANCELED, RIGHT. CANCELED BY HARVARD, CANCELED BY EVERYBODY. WE WANT BOTH SIDES TO BE PORTRAYED, WHETHER IT'S GOOD, BAD, UGLY, WHETHER THEY GOT CANCELED. WE WANT IT ALL. IT TALKS ABOUT WHAT'S THE MISSION OF BLM, DO YOU THINK IT'S ALSO APPROPRIATE TO SHOW THE DOWNSIDE OF BLM, FOR EXAMPLE, THAT IT CAUSED $2 BILLION IN ECONOMIC DESTRUCTION TO THE COUNTRY? OR SHOULD WE JUST SAY WHAT BLM'S MISSION IS AND NOT TALK ABOUT THE BAD OR THE UGLY? RIGHT. ONE. I, I WELCOME THE STUDY BECAUSE KIDS LOVE THOSE THINGS, AND DO YOU REMEMBER FROM THE MEETING THAT WE HAVE, DID YOU DISCUSS THE BATTLE? NO, I DON'T BELIEVE IT.

I DON'T I THINK THE BLM IS A MUCH BIGGER IDEA TO EVERYONE BUT THE PEOPLE IN THE CLASSROOM.

[05:45:01]

YEAH, I DON'T I DIDN'T EVEN COVER THE FIELD. WELL, I COVERED BLM IN MY GENERAL CLASS BECAUSE IT WAS SOMETHING THAT WAS DESIRED BY THE KIDS. AND WE TALKED ABOUT BLM, AND I'VE ALWAYS BEEN ONE TO GIVE THE WHOLE THE WHOLE STORY, NOT JUST PART OF THE STORY, BUT ALL THE STORY, INCLUDING WHAT YOU HAD STATED. DOCTOR BOYDEN, IN TERMS OF THE CORRUPTION THAT WAS THAT WAS, PRESENTED. BUT HOWEVER, AS TRUE SOCIAL SCIENTISTS, WE ALWAYS TRY TO GIVE THE, THE WELL-ROUNDED PERSPECTIVE ON ANY TOPIC TO GIVE KIDS A DEEPER UNDERSTANDING AND PERSPECTIVE ON THE INFORMATION THAT IS BEING GIVEN. BUT, THERE'S NO AS I SAID EARLIER, THERE'S NO INDOCTRINATION FOR MY PART, WE MAKE SURE THAT THE INFORMATION THAT IS GIVEN IS FACTUAL AND THAT WE USE QUALITY TEXTBOOKS AND OTHER RESOURCES WHEN WE DO PRESENT THAT INFORMATION THAT COMES THROUGH CLEARLY WITH ALL OF YOU. BUT IT DIDN'T COME THROUGH ON THE FIRST READING.

FOR MANY OF US OF THE TEXT AS IT CAME FROM THE COLLEGE BOARD. WELL, I THINK THAT THAT'S THE BEAUTY OF AND THE REASON WHY I ASKED YOU TO MEET WITH THESE TEACHERS AND WHY I BROUGHT THEM WITH ME TONIGHT, BECAUSE THEIR, THEIR PASSION AND THEIR DEDICATION TO THE CRAFT OF SOCIAL SCIENCE EDUCATION SHOWS THROUGH IN THE FACT THAT WE DON'T SHY AWAY FROM DIVERSE PERSPECTIVES AND PART OF THIS IMPLEMENTATION PLAN WOULD BE TO PROVIDE THEM WITH OPPORTUNITIES TO MEET REGULARLY, TO DISCUSS, TO COLLABORATE, TO TALK ABOUT WHAT'S COMING UP IN OUR CURRICULUM AND WHAT RESOURCES DO WE NEED TO FIND TO PROVIDE DIVERSE PERSPECTIVES, TO CHALLENGE STUDENTS TO THINK CRITICALLY, TO CHALLENGE THEIR ASSUMPTIONS, TO POKE HOLES IN VARIOUS ARGUMENTS. BECAUSE IF I HAD A FAST ENOUGH THUMB AND I CLICKED ALL THE WAY BACK TO THAT SKILLS SLIDE OF COLLEGE BOARD, ARGUMENTATION IS PART OF THE REQUIREMENT THAT SHOWS UP NOT ONLY IN THE STUDENT PROJECT, BUT ALSO THE EXAM. SO BEING ABLE TO SUPPORT AND DEFEND AN ARGUMENT, EVEN WHEN YOU DON'T AGREE WITH, IS AN ESSENTIAL SKILL THAT WE TEACH IN SOCIAL SCIENCES. AND SO THAT'S REALLY WHEN WE THINK ABOUT WHAT THESE TEACHERS ARE TALKING ABOUT. IT'S PROVIDING STUDENTS ALWAYS WITH MULTIPLE PERSPECTIVES AND GIVING AND GIVING THEM THE SKILLS TO BE ABLE TO EVALUATE THOSE PERSPECTIVES AND FORM THEIR OWN CONCLUSIONS THAT CAN BE SUPPORTED WITH EVIDENCE. IT'S EVEN HOW WE CHOOSE OUR STUDENTS FOR ASSIGNMENTS. SO, YOU KNOW, IN THE PAST I'VE DONE, SANFORD V SCOTT REENACTMENT. WELL, IF I FEEL A STUDENT IS SO FAR ON THE LEFT. OH, YOU'RE GOING TO DEFEND SANFORD. MR. HARRIS SAYS. OH, I KNOW, I KNOW, YOU'RE GOING TO BE YOU'RE GOING TO MAKE THIS ARGUMENT FOR SANFORD. AND THAT'S THE DISCIPLINE. ONE MORE QUICK ONE. DO YOU COVER THE TOPICS OF EQUAL EMPLOYMENT OPPORTUNITY, AFFIRMATIVE ACTION AND EVEN D D E EFFORTS? THE PROGRESS THAT'S BEEN MADE IN THOSE AREAS, YOU COVER THOSE OR DISCUSS THOSE YOU MENTIONED IN THE I DON'T BELIEVE SO IN THE CURRICULUM. NO, BUT THE CIVIL RIGHTS ACT OF 1964 AND THEN I MEAN, BUT MY AP GOVERNMENT CLASS, WE COVER MORE OF THAT STUFF THAN WE THE SORT OF ADDENDUMS TO THE CIVIL RIGHTS ACT OF 1964, WHICH IS ALL THE EEOC AS. AND THAT'S REALLY WHERE WE WOULD SEE IN THAT POST EXAM UNIT THE OPPORTUNITY FOR THOSE THOSE CONVERSATIONS AND TO REALLY BE ABLE TO DIG INTO THE HISTORY BEHIND THESE CONVERSATIONS OF TRACING THE ROOTS BACK AND THEN LOOKING AT DIFFERENT PERSPECTIVES AND EVALUATING THEM AND FORMING THEIR OWN OPINION, AND THEN TEACHING ONE ANOTHER THAT THAT WOULD BE A PLACE WHERE THAT COULD LIVE. YEAH, I JUST THINK IT WOULD BE GOOD IN THE MENU TO ADD SOME OF THESE SPECIFIC PEOPLE AND THE TOPICS THAT WEREN'T COVERED TO, TO GIVE KIDS KIND OF LIKE A LIST OR HERE'S SOME POSSIBLE THINGS THAT YOU COULD RESEARCH TO ADD SOME TOPICS TO THE MENU. WOULD THAT BE ACCEPTABLE? I CAN'T PROMISE THAT WE WOULD DO ANY SPECIFIC TOPICS, BECAUSE IT WOULD BE DRIVEN BY STUDENT CHOICE AND BY OUR TEACHERS KNOWLEDGE OF THEIR STUDENTS. SO YOU KNOW, SITTING HERE IN JULY OF 2024, I DON'T WANT TO MAKE A PROMISE THAT WE WOULD INCLUDE ANY ONE SPECIFIC TOPIC IN A LIST OF ITEMS FOR OUR STUDENTS, BECAUSE THAT'S NOT RELEVANT TO THE WORLD THAT OUR STUDENTS ARE GOING TO EXPERIENCE AT THAT POINT, NOR IS IT RELEVANT TO THE SPECIFIC STUDENTS THAT WOULD BE ENROLLED. WHAT I CAN SAY IS THAT WE WOULD FIRST AND FOREMOST, ALWAYS CENTER STUDENT CHOICE IN IN WHAT WE ARE OFFERING TO OUR STUDENTS, IN PROVIDING THEM WITH OPPORTUNITIES TO DIG INTO WHATEVER THAT TOPIC IS, AND THAT AMONG THOSE TOPICS, THOSE CERTAINLY COULD SHOW UP AND WE COULD HAVE A DEEPER CONVERSATION ABOUT WHAT THAT LOOKS LIKE. BUT I WOULD NEVER PROMISE ANYTHING WITHOUT THE INPUT OF THESE TEACHERS BEING ABLE TO COLLABORATE TOGETHER. THEY ARE THE DECISION MAKERS. I UNDERSTAND IT'S A MENU. IT WOULD JUST BE LISTING SOME POTENTIAL THINGS THAT THE THEY MIGHT NOT KNOW. THERE'S SUCH A PERSON AS THOMAS SOWELL. UNLESS THEY GET A LITTLE LIST. THEY CAN CHOOSE IT OR NOT. I UNDERSTAND YOU'RE LETTING THEM CHOOSE. I THINK JUST TO UNDERSCORE MRS. LANG'S POINT IS WE STAND READY TO MAKE

[05:50:04]

A COMMITMENT TO BRINGING THAT VERY TOPIC BACK TO THE IMPLEMENTATION TEAM AND TO THE CURRICULUM TEAM TO MAKE SURE THAT WE HAVE A WELL BALANCED SET OF TOPICS THAT A STUDENT COULD INVESTIGATE. BUT IN ABSENCE OF DOING THAT WITH TEACHERS, WE GIVE US SOME CONCERNS AND WE ARE NOT OPPOSED TO ANY TOPIC THAT THAT'S NOT OUR DISCIPLINE. WE'RE NOT AFRAID. WE'RE NOT OPPOSED, WE'RE NOT CONCERNED. WE GIVE THE KIDS THE INFORMATION AND WE HELP THEM GUIDE THROUGH AND PROCESS IT. AND WE DON'T GIVE THEM OUR OPINION. WE DON'T. WE'RE NOT OPPOSED TO ANY TOPIC AND ESCORT YOU TO MAKE THIS PLAY. I'M IN THE PROCESS NOW OF READING THIS PROJECT. 2025 MEMORANDUM. I DON'T WANT TO READ IT, BUT I HAVE TO BECAUSE AS A RESPONSIBLE EDUCATOR, I MUST BE PREPARED FOR ANYTHING THAT WALKS INTO MY CLASSROOM. SO FOR ME, I HAVE TO BE ON THE READY. AND AS MR. HARRIS SAID, I DON'T MIND CONTROVERSY AND MY STUDENTS WILL TELL YOU, BRING IT ON. I LOVE IT BECAUSE WHAT HAPPENS IS IT DRIVES CHILDREN TO DIG DEEPER AND THINK DEEPER. AND THAT'S WHAT I'VE ALWAYS BEEN ABOUT, IS THINKING, YOU CANNOT SURVIVE MY CLASS AND BE A LAZY THINKER. SO FOR ME, PERSPECTIVE IS ALWAYS CRUCIAL, ALWAYS SOMETHING THAT I DEMAND OUT OF MY KIDS. SO WHATEVER YOU WHATEVER ELSE YOU ADD, BRING IT ON. AND I WOULD ADD THAT THAT THAT NOTION OF PERSPECTIVE WILL BE A VERY PERVASIVE THEME THAT RESONATES THROUGHOUT ALL THE SESSIONS THAT MRS. LANE AND HER OFFICE WILL FACILITATE AMONG TEACHERS THROUGHOUT THE SCHOOL YEAR.

OKAY. THANK YOU. DOCTOR MILLER I'M GOOD. ANYBODY ELSE? THANK YOU SO MUCH FOR BEING HERE AND FOR THIS CONVERSATION. I REALLY APPRECIATE IT, I WAS EXCITED TO HEAR THAT EVERY STUDENT PASSED THE EXAM. I WAS A LITTLE CONCERNED. I JUST WANTED YOUR THOUGHTS THAT ONLY SIX STUDENTS SAT FOR THE EXAM. DOES THAT SURPRISE YOU? DO YOU THINK THAT'S WHAT? JUST YOUR THOUGHTS.

HOW DO WE GET MORE STUDENTS TO HAVE THE CONFIDENCE TO SIT FOR IT RIGHT. IT'S I THINK YOU BROUGHT UP THE POINT OF IT'S TO FRAME SOME COLLEGE COSTS. AND I WAS SO WOULD HAVE HOPED MORE MORE KIDS AT THAT POINT. WE WERE WE HAD THE KIDS HAD TO MAKE A DECISION BY NOVEMBER. AND WE WERE WE WERE SUPER HONEST WITH THEM. WE SAID, HEY GUYS, THIS IS A PILOT COURSE. THERE'S A PRESENTATION AT THE END. DID I EVEN HAVE THE STANDARDS FOR THE PRESENTATIONS YET? AND COLLEGE DOESN'T HAVE TO DECIDE WHETHER OR NOT THEY ACCEPT THE CREDIT YET. SO THAT'S ANOTHER THING. I SAW THE ONLY 3 A.M. I RIGHT IN THAT THE ONLY THREE MARYLAND UNIVERSITIES ARE ACCEPTING THIS, THAT THAT WAS SURPRISING TO ME AS WELL. 350. THAT WAS JUST FOR THE I WAS JUST TALKING ABOUT THE STATE OF MARYLAND. I DON'T HAVE THE BREAKDOWN BY THE STATE OF MARYLAND. THERE WERE ONLY 3 OR 4 MARYLAND SCHOOLS. I DON'T KNOW THE LIST OFF THE TOP OF MY HEAD. SORRY. THAT SURPRISED ME TOO. SO NOW IT'S AND I WILL I WILL TELL MORE KIDS OR I WILL ENCOURAGE MORE KIDS LIKE, HEY, THIS IS WHAT TO THINK ABOUT. THERE'S ACTUALLY A YOUNG LADY. AND I SAID, WELL, HEY, WHY DON'T WE WAIT A YEAR BEFORE WE DO IT? JUST BECAUSE NOW IT SEEMS TO HAVE MORE CONCRETE DIRECTION OF THINGS, BUT WE I DON'T EVEN THINK WE FULLY UNDERSTOOD THE PRESENTATION. NO, BECAUSE AT THE POINT AT THE TIME, AS YOU STATED, MR. HARRIS, IT'S THE FACT THAT WE HAD NO CONCRETE, IDEA OF WHAT THEY WERE GOING TO DO, BECAUSE AT ONE POINT WE DIDN'T HAVE ANY COLLEGES THAT WERE WERE BUYING INTO THE CREDITS, AND THEY WENT TO LATER THAT WE FOUND OUT THAT, SCHOOLS FROM NOW OPEN TO THE FACT OF, GIVING CREDIT TO STUDENTS WHO ACTUALLY PASSED THE EXAM, WAS THE THAT WAS JUST ANOTHER SITUATION. I TELL YOU, I'M ON I'M, I DON'T I, I APPRECIATE MY OWN. RIGHT. THE GOOD THING THIS IS THE GUYS WE GOT TO MAKE A DECISION TODAY. THIS IS WHERE WE ARE WITH THE TEST. WHAT DO YOU WANT TO DO? YOU THINK YOU'LL BE BETTER PREPARED GOING INTO THE SCHOOL YEAR? IT'LL PROBABLY BE ANOTHER YEAR BEFORE. I THINK NOW MORE. IT'LL BE THE SAME INFORMATION. HEY, GUYS. MORE COLLEGES ARE ACCEPTING IT. WE HAVE A BETTER UNDERSTANDING WHAT THE PRESENTATION IS. WE CAN START THINKING ABOUT THE PRESENTATIONS EARLIER BECAUSE BEFORE THE PRESENTATION WAS SUPPOSED TO BE THIS ELABORATE PAPER. AND THEN IT CAME BACK TO A PRESENTATION THAT WE WERE SO NOW IT'S LIKE, ALL RIGHT, GUYS, I'M NOT SURE WHAT YOU MEAN BY PRESENTATION. LIKE TO EDUCATORS ON WHAT THE EXAM, WHAT IS THAT THE STUDENT. SO THERE'S A PROJECT WE HAVE FOR THE PROJECT OKAY. YES. THEY HAVE A PROJECT THAT'S THAT'S COMING WITH THE EXAM. SO THEY HAVE TO DO THE PROJECT AS WELL AS EXAM. YES, I KNOW MINE TOO. YOU MIGHT SIMPLY MIGHT NOT BE IF I MAY, SIMPLY PUT SIMPLY PUT, THE COURSE WAS EVOLVING DURING THE 2023 2024 SCHOOL YEAR. THANK I JUST HAVE A QUICK QUESTION. SO STUDENTS ARE OR STUDENTS AND THEIR FAMILIES

[05:55:06]

ARE RESPONSIBLE FOR PAYING FOR THE AP EXAM, DO YOU FEEL LIKE THAT WAS A BARRIER OR THIS PAST YEAR OR MAYBE IN THE FUTURE, FOR STUDENTS TO WANT TO TAKE THE AP EXAM? IT WASN'T THIS YEAR. I DON'T THINK, BUT I DON'T KNOW IF THE RESOURCES ARE. SO SOMETIMES THERE'S RESOURCES FOR STUDENTS.

YEAH, WE HAVE A LOT OF STUDENTS THAT RECEIVE FEDERAL FORM. SO I DON'T KNOW WHAT I KNOW. THEY HAVE DIFFERENT RESOURCES AS OPPOSED TO KIDS THAT AREN'T I DON'T THINK RESOURCES WERE SUFFICIENT. I THINK IT WAS MORE JUST THE UNCERTAINTY. JUST THIS PAST SCHOOL YEAR, WE DID PAY FOR ANY STUDENT WHO RECEIVES FREE AND REDUCED MEALS TO TAKE AN AP TEST AT NO CHARGE. OKAY. GOT IT.

OKAY. IF THERE'S NO OTHER QUESTIONS OR CONCERNS, I CAN READ YOUR REQUEST THERE FOR A MOTION. ALTHOUGH I'M RECOGNIZING THAT THIS IS ACTUALLY A NEW AGENDA ITEM BECAUSE THERE HAVE BEEN, I GUESS, SOME RECOMMENDATIONS AND SOME MINOR CHANGES ON THE FRINGES. AND WITH THE FINAL PROJECT AND THINGS LIKE THAT. SO I'LL ACCEPT A, MOTION IN A SECOND THAT WE APPROVE THE REVISED CURRICULUM, WHICH INCLUDES THE CURRENT AND PROPOSED CHANGES AS PRESENTED TODAY. I MOVE THAT WE BRUCE. PERFECT. IS THERE A SECOND? SECOND? I'LL SECOND THE MOTION.

THANK YOU, MISS ROLLO. ROLL CALL. VOTE, PLEASE. YES YES, YE, YES YES YES. YES YES. YES. THIS MOTION PASSES. THANK YOU VERY MUCH. THANK YOU VERY MUCH. THANK YOU. OKAY, SO YOU MIGHT AS WELL

[D. Revised Social Sciences 6 for Regular Status Decision, Ms. Erin Lange, Supervisor of Science, Ms. Heather Kutcher, Executive Director of Curriculum, Instruction, and Assessment, and Mr. Andrew Renzulli, Director of Curriculum, Instruction, and Assessment • Social Sciences 6 for Regular Status]