Please submit your formal comments to the Federal Register on or before the end of the day today, May 19th.
Proposed Priorities-American History and Civics Education
Proposed Priority 1—Projects That Incorporate Racially, Ethnically, Culturally, and Linguistically Diverse Perspectives into Teaching and Learning.
Background: The Department recognizes that COVID-19—with its disproportionate impact on communities of color—and the ongoing national reckoning with systemic racism have highlighted the urgency of improving racial equity throughout our society, including in our education system. As Executive Order 13985 states: “Our country faces converging economic, health, and climate crises that have exposed and exacerbated inequities, while a historic movement for justice has highlighted the unbearable human costs of systemic racism. Our Nation deserves an ambitious whole-of-government equity agenda that matches the scale of the opportunities and challenges that we face.” [1]
American History and Civics Education programs can play an important role in this critical effort by supporting teaching and learning that reflects the breadth and depth of our Nation's diverse history and the vital role of diversity in our Nation's democracy. For example, there is growing acknowledgement of the importance of including, in the teaching and learning of our country's history, both the consequences of slavery, and the significant contributions of Black Americans to our society. This acknowledgement is reflected, for example, in the New York Times' landmark “1619 Project” and in the resources of the Smithsonian's National Museum of African American History.[2]
Accordingly, schools across the country are working to incorporate anti-racist practices into teaching and learning. As the scholar Ibram X. Kendi has expressed, “[a]n antiracist idea is any idea that suggests the racial groups are equals in all their apparent differences—that there is nothing right or wrong with any racial group. Antiracist ideas argue that racist policies are the cause of racial inequities.” [3] It is critical that the teaching of American history and civics creates learning experiences that validate and reflect the diversity, identities, histories, contributions, and experiences of all students.
In turn, racially, ethnically, culturally, and linguistically responsive teaching and learning practices contribute to what has been called an “identity-safe” learning environment. According to the authors Dorothy Steele and Becki Cohn-Vargas, “Identity safe classrooms are those in which teachers strive to assure students that their social identities are an asset rather than a barrier to success in the classroom. And, through strong positive relationships and opportunities to learn, they feel they are welcomed, supported, and valued as members of the learning community.” [4]
The proposed priority would support projects that incorporate culturally and linguistically responsive learning environments.
Proposed Priority:
Under this priority, the applicants propose projects that incorporate teaching and learning practices that reflect the diversity, identities, histories, contributions, and experiences of all students create inclusive, supportive, and identity-safe learning environments.
In its application, an applicant addressing this priority must describe how its proposed project incorporates teaching and learning practices that—
(a) Take into account systemic marginalization, biases, inequities, and discriminatory policy and practice in American history;
(b) Incorporate racially, ethnically, culturally, and linguistically diverse perspectives and perspectives on the experience of individuals with disabilities;
(c) Encourage students to critically analyze the diverse perspectives of historical and contemporary media and its impacts;
(d) Support the creation of learning environments that validate and reflect the diversity, identities, and experiences of all students; and
(e) Contribute to inclusive, supportive, and identity-safe learning environments.
It's fucking gay, we need to stop pandering to primitive idiots in the hopes that ten out of every million of them will vote conservative
They're cooling it for the summer. As soon as it gets cloudy and cold some person from some untouched island in the middle of the pacific ocean is going to eat a fish that some Indian caught and threw back in and then walk to the other side of the island, shit it out, and that shit is goinag to swim to the shores of LA where it will be called covid pacific shit strain. Later, we will see clips of that island with "dead" moving people in body bags surrounded by CNN international in a hazmat suit while everyone else is in a t shirt smoking a cigarette in the background.
This is a combination you can't fix unless you are Donald Trump. He knows how to deal with morons. He did it without a bullet being fired. How the fuck did he manage to do that?
Now look at this fool Biden. What the fuck is this dumb donkey doing?
America should hang it's head low for allowing this retard to even speak to Donald Trump let alone sit in that office and pretend he's driving cars on the weekend.
This guy is going to be the death of America mark my words. The second he announces another round of printing, inflation will rocket and they will play oil games.
Our Republican leadership is the biggest takeaway from the Steal. I didn't fully realize how weak they were, whether they are compromised, part of the UniParty, or just cowards, this is a big problem. Get bullied over and over is so shameful. They should just say "yes, before you even say it, "I am a systemic racist" and get it over with. Make the racist claim comical and just refer to yourself as racist and it might lose the stigma. Call everything racist for that matter
Sessions will be taking place each Thursday through mid-June. Recordings of the first two sessions are available at the link below.
This week's topic: Are homeschoolers prepared for life? – How is the academic preparation of homeschoolers? What trends do they see in life outcomes?
Panelists: Christian Wilkens, State University of New York, Brockport; Jennifer Jolly, University of Alabama. Commentator: Robert Kunzman, Indiana University.
https://www.hks.harvard.edu/centers/taubman/programs-research/pepg/events/future-homeschooling
