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F
E
G
G
As
dr
olado
mentioned,
you
will
also
have
a
chance
to
meet
additional
team
members
later
in
the
workshop
during
the
question
and
answers
we
are
here
this
evening
to
provide
an
overview
of
social
topics
in
the
classroom.
Following
the
presentation
we
will
answer
questions
you
may
have
and
offer
clarifications
about
the
content
we
have
shared.
G
To
meet
our
mission,
we
believe
in
the
importance
of
social
emotional
learning,
as
outlined
by
the
castle
framework,
the
collaborative
for
academic,
social
and
emotional
learning.
The
benefits
of
social
emotional
learning
are
well
researched
with
evidence
demonstrating
that
an
education
that
promotes
social,
emotional
learning
yields
positive
results
for
students,
adults
and
school
communities.
G
You
will
find
social
emotional
learning
noted
in
the
komar
chapter,
13a
0106,
educational
equity.
It
states
each
maryland.
Public
school
will
provide
every
student,
equitable
access
to
the
educational
rigor
resources
and
supports
that
are
designed
to
maximize
students,
academic
success
and
social,
emotional
well-being.
G
G
This
aligns
to
our
driving
value
in
the
acps
strategic
plan.
All
means
all
the
castle
framework
seeks
to
foster
knowledge,
skills
and
attitudes
to
develop
healthy
identities,
manage
emotions
and
achieve
personal
and
collective
goals,
feel
and
show
empathy
for
others
establish
and
maintain
supportive
relationships
and
make
responsible
and
caring
decisions
across
key
settings
of
classroom
schools,
families
and
communities.
G
Today's
increasingly
dynamic
and
multicultural
society
calls
on
our
students
to
use
deep
levels
of
social
awareness,
as
well
as
collaborative
problem,
solving
and
cultural
competence,
social
issues,
impact
people
and
are
seen
in
topics
and
subjects
throughout
our
daily
lives.
They
reflect
current
events
as
well
as
long-standing
conflicts
that
are
seen
through
various
perspectives.
G
These
issues
are
often
difficult
to
solve
and
require
meaningful
exploration,
understanding
and
reflection
of
facts
and
impact
of
people
on
people.
Within
this
quote,
we
see
opportunity
to
explore
topics
that
are
relevant
to
students
today.
Current
events
shape
the
lives
of
students
and
dramatically
impact
their
learning
through
conversation,
the
teaching
of
civil
discourse
and
opening
the
perspective
of
students
to
the
world
around
them.
We
create
the
space
for
students
to
grow
as
independent
thinkers
who
understand
how
to
interpret
facts
and
advocate
as
learners
and
citizens.
G
I
Student
services
teaches
about
social
issues
through
two
areas
of
curricula,
the
core
counseling
curriculum
and
the
community
wellness
blocks.
All
the
lessons
taught
during
these
times
are
based
on
the
castle
standards
mentioned
previously
in
the
american
school
counseling
association's
student
standards,
mindsets
and
behaviors
for
student
success,
which
focuses
on
academic
development,
career
development
and
social
emotional
development.
I
The
elementary
core
counseling
curriculum
is
taught
by
elementary
school
counselors,
and
they
follow
the
scope
and
sequence
by
months
of
the
year.
As
indicated
on
this
slide
in
this
scope
and
sequence,
there
are
two
lesson:
topics
that
are
mandated
by
komar,
which
are
the
aaron's
law,
personal
safety.
Lessons
and
the
start
talking
maryland
lessons
in
grades
three
through
five,
which
focuses
on
substance
abuse.
I
The
middle
school
core,
counseling
curriculum
is
also
based
on
the
castle
standards
and
the
american
school
counseling
association,
student
standards,
mindsets
and
behaviors
for
student
success.
Middle
school
counselors
teach
this
curriculum
and
they
follow
the
scope
and
sequence
include
establishing
healthy
relationships,
social
justice,
managing
peer
pressure
goal
setting
and
resiliency.
I
High
school
counselors
teach
this
curriculum
and
they
follow
the
scope
and
sequence
based
on
grade
level.
As
indicated
on
this
slide,
some
of
the
topics
taught
in
this
curriculum
include
stress
management,
social
justice,
career
exploration,
the
college,
application
process
and
transitioning
to
life
after
high
school.
I
This
unit's
content
helps
create
classrooms
that
are
connected
and
encouraging
by
helping
students
set
and
achieve
collective
and
personal
goals
and
learn
from
challenges
and
mistakes
in
unit
2.
Students
learn
how
to
build
their
emotion,
vocabularies
practice
identifying
their
own
and
others
emotions
and
recognize
the
importance
of
labeling
and
processing
their
emotions.
I
This
unit's
content
helps
students,
understand
and
explore
how
past
experiences,
as
well
as
unique
perspectives,
influence
how
they
feel
and
respond
to
situations
in
unit
3.
Students
learn
how
to
recognize
kindness
and
act
kindly
toward
others
and
how
to
develop
empathy
by
learning
strategies
to
take
others
perspectives.
I
I
This
unit's
content
helps
create
classrooms
that
are
connected
and
encouraging
by
helping
students
set
and
achieve
collective
and
personal
goals.
Learn
from
challenges,
recognize
their
personal
strengths
and
explore
the
unique
aspects
of
their
identities
in
unit
2.
Students
learn
how
to
recognize
bullying
and
harassment,
stand
up
safely
to
bullying
and
respond
appropriately
to
harassment.
I
This
unit's
content
helps
students,
develop
empathy,
understand
the
impact
of
bullying
and
harassment
on
individuals
in
their
communities
and
examine
social
and
environmental
factors
that
contributed
that
contribute
to
negative
behaviors,
as
well
as
identify
solutions
for
preventing
those
behaviors
in
unit
3.
Students
learn
how
to
recognize
strong
emotions
and
unhelpful
thoughts,
and
they
learn
to
apply
strategies
for
managing
their
emotions
and
reducing
stress.
I
This
unit's
content
helps
students
understand
that
all
emotions
are
valuable
because
they
provide
us
with
the
info
with
information
about
our
environment.
Students
learn
to
respond
to
their
emotions
in
ways
that
help
meet
their
wants
and
needs
in
unit
4
students
learn
strategies
for
developing
and
maintaining
healthy
relationships.
I
Students
reflect
on
and
analyze
how
they
are
experiencing
life
on
autopilot
and
identify
ways
that
they
can
participate
with
the
world
mindfully
by
using
the
five
senses
in
unit
3.
Students
will
critically
think
about
their
passions
and
priorities
for
the
school
year
and
future
years
in
order
to
create
a
vision
for
their
high
school
experience
and
beyond
in
unit
4.
Students
will
analyze
the
importance
of
healthy
living
habits
and
on
overall
wellness
through
discussion,
videos
and
activities
and
create
smart
goals
for
healthy
living
in
unit
5.
I
Students
will
identify
their
passions
in
order
to
explore
how
they
can
manifest
them
into
potential
professions
by
researching
professionals
in
the
field
and
brainstorming.
How
to
turn
one's
passions
into
college
and
career
goals
in
unit
six
students
will
define,
identify
and
understand
what
bullying
cyber
bullying
are
in
order
to
become
upstanders
that
stop
and
prevent
bullying.
G
In
aacps,
we
provide
comprehensive
skills-based
health
education,
which
focuses
on
a
student's
development
of
protective
life,
skills
that
promote
health
and
well-being
by
participating
in
a
variety
of
learning
experiences.
Students
are
able
to
develop
adaptive
and
positive
behaviors
that
will
equip
them
to
meet
the
demands
and
challenges
of
everyday
life.
G
In
elementary
school,
the
office
of
health,
education
and
the
office
of
school
counseling
have
partnered
to
deliver
the
2017
state
mandated
substance
abuse
lessons
to
students
in
grades.
Three
four
and
five
students
participate
and
start
talking
maryland
lessons
that
inform
students
and
families
about
the
dangers
of
heroin
usage
and
other
opioids.
G
Students
in
middle
school
expand
on
the
topic
of
substance,
abuse
by
identifying
the
physical
effects
and
negative
consequences
of
alcohol,
opioids
nicotine
products,
marijuana
products,
fentanyl
and
other
drugs
in
high
school
students
describe
and
summarize
the
harmful
short
and
long
term.
Physical,
psychological
and
social
effects
of
using
alcohol.
G
In
middle
school,
students
take
health
education
each
year
in
the
family,
life
and
human
sexuality
unit.
Ground
rules
for
discussion
are
created
for
students
to
feel
safe
and
comfortable
asking
questions.
Students
are
also
provided
with
home
connection
activities
to
increase
the
communication
between
the
student
and
the
parent
and
guardian,
reinforcing
the
topics
discussed
in
class.
G
G
Students
engage
in
an
activity
where
they
identify
the
various
ways,
others
express
themselves,
students
view
a
short
video
clip
titled
express
myself
my
way
that
reinforces
the
definition
of
the
different
terms.
The
lesson
also
includes
how
to
show
courtesy
and
respect
for
others
when
aspects
of
their
sexuality
are
different
in
the
seventh
grade:
family
life
and
human
sexuality
unit,
students
review
gender
identity
and
gender
expression
and
view
a
short
video
to
further
define
the
different
ranges
of
identities
and
how
they
relate
to
sexual
orientation.
G
In
high
school,
students
must
complete
health
education
as
a
graduation
requirement
in
the
family,
life
and
human
sexuality
unit.
Students
revisit
the
terms
associated
with
gender
identity
and
expression,
and
evaluate
the
aacps
policy,
safe
and
inclusive
environment,
for
lgbtq
plus
students
to
identify
areas
within
the
policy
that
promote
dignity
and
respect
for
all
sexual
orientations.
G
G
As
a
result,
students
are
provided
with
differentiated
and
specialized
lanes
in
which
they
can
address
issues
of
importance
to
them.
Fine
arts
courses
throughout
our
school
system
provide
our
students
to
learn
and
apply
critical
thinking
to
develop
a
deeper
understanding
of
the
world
around
us
by
design.
G
Global
community
citizenship-
gcc
is
an
introductory
signature
course
designed
to
explore
the
values
and
diversity
of
our
local,
national
and
global
communities.
Relationships
are
at
the
heart
of
aacps
strategic
plan
and
this
course
aligns
with
that
plan.
Leading
tenants
of
gcc
is
inclusion,
empathy
and
acceptance
with
the
goal
of
developing
students
as
thoughtful
citizens
and
change
makers.
G
Students
begin
the
course
with
self-exploration
to
understand
what
events
transitions
and
circumstances
have
shaped
their
views,
behaviors
and
goals.
This
is
followed
by
the
exploration
of
traditions
of
people
in
our
local
and
global
communities,
with
a
goal
of
fostering
values
of
acceptance
and
inclusion
of
all
people.
F
I'm
excited
to
have
this
opportunity
to
discuss
social
studies
with
the
board
of
education,
as
evidenced
by
the
work
of
john
dewey
and
horace
mann.
Social
studies
serves
as
one
of
the
most
vital
components
in
the
ultimate
function
of
public
education,
and
that
is
preparing
students
to
be
members
of
our
democracy.
F
These
six
standards,
civics
peoples
of
the
nation
and
world
geography,
economics,
history
and
skills,
are
combined
into
frameworks
created
by
the
state.
The
frameworks
include
indicators
and
objectives
aligned
directly
with
the
teaching
outcomes
of
each
course
standard.
Six
is
the
foundation
for
all
work
that
students
will
embark
on
in
their
social
studies
career.
F
F
Let's
take
a
deeper
dive
into
three
of
our
six
standards.
To
get
a
sense
of
how
social
topics
are
integrated
into
social
studies
instruction
standard
one
civics
students
shall
inquire
about
the
historical
development
of
the
fundamental
concepts
and
processes
of
authority
power
and
influence,
with
particular
emphasis
on
civic
reasoning.
F
F
You
will
see
that
language
across
all
social
studies
standards,
as
the
initial
inquiry
into
the
topic,
is
the
first
step
in
a
four-step
process
that
we
are
trying
to
engage
all
students
in
in
this
inquiry
model.
Students
first
ask
questions:
then
they
try
to
find
answers
to
those
questions,
and
then
they
evaluate
the
sources
where
those
answers
come
from.
F
Based
on
that
information,
they
create
arguments
to
communicate
that
information
with
others
with
civics.
The
disciplinary
lens
is
through
studying
the
evolution
of
power,
governance
and
law
in
the
united
states
and
internationally
standard
two
peoples
of
the
nation
and
world
students
shall
inquire
about
the
people
of
the
united
states
and
the
world
using
a
historically
grounded
multidisciplinary
approach
in
order
to
recognize
multiple
narratives
and
acknowledge
the
diversity
and
commonality
of
the
human
experience.
F
F
Standard
five
students
shall
inquire
about
significant
events,
ideas,
beliefs
and
themes,
to
identify
patterns
and
trends
and
to
analyze
how
individuals
and
societies
have
changed
over
time
to
make
connections
to
the
present
in
the
present
to
their
communities.
Maryland
the
united
states
and
the
world
students
explore
history
in
a
manner
that
spirals
through
their
school
career.
They
examine
important
events,
significant
individuals
and
vital
movements
that
allow
them
to
contextualize,
examine
continuity
and
change
over
time,
determine
causation,
synthesize
and
form
arguments.
F
In
order
to
understand
how
the
lens
of
the
disciplines
is
applied
to
the
three
levels
of
schooling,
elementary
middle
and
high,
we
will
take
a
look
at
an
indicator
or
objective
level
statement
for
each
standard
at
each
level,
starting
with
civics
anne
arundel
county
public
schools,
students
begin
each
elementary
year
with
a
focus
on
civics,
and
they
do
this
in
order
to
engage
more
meaningfully
with
the
student
code
of
conduct
being
a
member
of
a
classroom.
Community
and
a
school
community
is
directly
parallel
to
the
meaningful
membership
of
a
productive
democracy.
F
F
F
We've
gotten
teachers
out
of
the
classroom
and
into
the
field
to
experience
this
contextual
history
and
learning,
and
we
hope
to
be
able
to
have
more
of
those
experiences
as
we
get
past
covet
in
the
eighth
grade
example.
The
lens
of
amendments
13,
14
and
15
is
applies,
is
applied
to
students,
study
the
laws
and
policies
instituted
in
the
wake
of
reconstruction.
F
Specific
court
cases
are
studied
in
u.s
history
in
grades,
eight
in
grades
nine
and
in
us
government
in
grade
10..
In
this
example,
the
students
would
learn
about
the
plessy
verse
ferguson
case
in
both
8th
grade
and
10th
grade.
There
is
an
mcapp
at
the
end
of
each
course
targeted
assessment
limits
have
been
identified
by
the
state
and
those
are
explicitly
identified
for
teachers
in
the
curriculum
documents.
F
In
standard
2,
students
are
exploring
the
diversity
and
commonality
of
peoples
across
their
communities,
our
state
and
the
nation
and
world
in
grade
three,
they
start
with
an
exploration
of
anne
arundel
county
in
a
unit
of
study
that
ends
with
an
international
fair.
It's
an
awesome
opportunity
to
recognize
and
celebrate
each
school
community
in
grades.
6
and
7
students
are
examining
this
standard
through
a
global
view,
as
they
look
historically
from
the
ancient
world
to
the
present
day.
F
There
are
four
grade
levels
dedicated
specifically
to
american
history,
and
this
experience
for
students
starts
in
elementary
school
and
ends
in
high
school.
Throughout
these
four
experiences,
students
explore
the
history
of
north
america
from
a
point
of
pre-contact
with
europe
through
to
the
present
day,
content
topics
spiral
as
students
get
older,
with
added
depth
and
developmental
appropriateness
in
2020.
The
maryland
state
department
of
education
released
new
social
studies
frameworks
for
pre-kindergarten
through
grade
five
grade.
F
After
grade
five
students
continue
their
exploration
of
american
history
in
a
two-part
course
that
is
conducted
in
grade
eight
and
grade
nine.
In
grade
eight
students
review
the
colonial
period
and
end
their
and
end
their
year
of
study.
By
examining
the
gilded
age,
the
grade
8
indicator
is
aligned
to
teaching
around
the
first
half
of
the
19th
century,
with
a
spiraled
focus
on
the
impacts
of
enslavement
socially,
politically
and
economically.
H
The
office
of
equity
and
accelerated
student
achievement
partnered
with
the
office
of
student
services
to
offer
a
two-part
module
and
facilitating
critical
conversations
with
students
was
offered.
Last
year
we
recognize
students
are
arriving
in
classrooms,
wanting
to
express
themselves
about
things
that
are
happening
around
them.
H
Project
unity
is
an
initiative
of
the
national
bullying
prevention
center,
designed
to
visibly
show
commitments
to
fostering
kindness,
acceptance
and
inclusion
and
to
eliminate
hate
and
bullying.
The
national
bullying.
Prevention
center
encourages
participants
to
wear
orange
as
a
clear
indication
of
our
commitment
against
bullying
our
efforts
of
project
unity
was
expanded
last
year
to
include
social
justice
standards.
H
H
Anti-Bias
spaces
helps
children
to
learn
to
be
proud
of
themselves
and
their
families
respect
a
range
of
human
differences,
recognize
unfairness
and
bias
and
speak
up
for
the
rights
of
others.
The
four
standards
that
will
be
explored
during
the
four
equity
early
dismissal
days
are
identity,
diversity,
justice
and
action
on
october
20th.
We
will
focus
on
the
social
justice
standard
identity
example
of
a
lesson
would
include
students
expressing
pride
confidence
and
healthy
self-esteem
without
denying
the
value
and
dignity
of
other
people.
H
An
example
of
a
lesson
would
include
students
responding
to
diversity
by
building
empathy,
respect
understanding
and
connection
on
february
9th
we
will
focus
on
the
social
justice
standard
justice.
An
example
of
a
lesson
will
include
students,
analyzing
the
hormonal
impact
of
bias
and
injustice
on
the
world.
Historically,
and
today,
on
march
30th,
we
will
focus
on
the
social
justice
standard
action.
H
H
H
H
Look
at
critical
race
theory
through
the
lens
of
how
policies
and
practices
in
education
contribute
to
persistent
racial
inequities.
In
education
and
advocates
for
ways
to
change
them,
the
question
is
critical.
Race
theory
taught
in
anne
arundel
county
public
schools
has
been
asked
on
numerous
occasions.
H
Critical
race
theory
is
not
being
taught
in
anne
arundel
county
public
schools.
As
stated
earlier,
the
mission
of
anne
arundel
county
public
schools
is
to
nurture
and
educate
all
of
our
students
to
be
well
prepared
for
community
engagement,
career
entry
and
college,
ultimately
empowering
them
to
create
a
better
quality
of
life
for
themselves,
their
communities
and
the
next
generation.
H
During
my
diversity
and
inclusion
report
at
a
recent
school
board
meeting,
I
presented
information
on
the
four
early
dismissal
equity,
professional
development
modules
as
a
maryland.
Public
school
system,
building
teacher
capacity
and
culturally
responsive
teaching
is
an
expectation,
as
evidenced
by
komar
13a0106.
H
The
professional
development
will
also
focus
on
how
educators
respond
positively
and
constructively
with
teaching
moves
that
use
cultural
knowledge
as
a
scaffold
to
connect
what
the
student
knows
to
new
concepts
and
content
in
order
to
promote
effective
information.
Processing,
building
positive
student-teacher
relationships
is
the
foundation
of
this
professional
learning.
H
K
B
Much
for
thorough
presentation,
we
do
appreciate
this
very
important,
so
I
will
go
around
beginning
with
dr
tobin,
but
I'm
going
to
remind
members
we're
going
to
have
two
questions
each
to
begin
with
and
see
how
how
it
goes
and
in
your
own
interest.
If,
if
you
have
multiple
questions
beyond
that,
then
keep
that
in
mind.
As
you
ask
your
questions,
try
not
to
overly
introduce
your
your
question
so
that
we
can
really
dig
in
that's
what
we're
here
for
thanks
so
beginning
with
dr
tobin.
C
H
I
appreciate
that
question,
given
the
opportunity
to
delineate
the
difference
between
equity
and
equality.
Equity
is
giving
to
those
who
need
it
right.
So,
for
instance,
on
this
stage
here
let's
say
we
all
need
a
pair
of
shoes.
Equality
means
I'm
going
to
buy
a
pair,
a
size
6
for
everybody.
You
all
have
your
shoes,
that's
equal
right,
a
purchase,
everyone's
shoes.
Your
needs
are
met
because
you
all
got
shoes.
H
Equity
means.
I
am
actually
going
to
lean
in
and
say,
miss
shalhon.
What
size
shoe
do
you
wear?
We
know
you
need
pairs
of
shoes,
but
that
size
six
may
not
match
what
you
need.
That's
the
difference
between
equity
and
equality,
buying
the
same
size
shoe
for
everyone.
I
met
the
need.
We
all
need
shoes.
C
D
H
From
an
equity
perspective,
and
definitely
I
will
pass
it
on
from
a
curricular
perspective,
the
answer
is
no.
We
would
never
that's
not
what
we're
about
we're
we're,
not
an
institution
to
create
environments
in
which
is
the
divisive,
so
the
answer
is
most
definitely
no.
I
do
want
to
say,
however,
any
student
comes
to
you
and
says
they're
feeling,
uncomfortable
or
unsafe,
for
whatever
reason
report
that
give
us
the
example.
So
we
can
investigate
that
we're
not
in
the
business
to
create
divisiveness
among
young
people.
G
F
And
and
I'll
add
and
speaking
for
my
humanities
colleagues,
that
we
we
strive
to
have
the
opportunities
for
students
to
see
themselves
within
a
curriculum
and
to
see
themselves
and
to
see
what
they
wish
for
within
a
curriculum
and
what
they
hope
for
so
they're
having
the
mirrors
and
the
windows
and
the
sliding
glass
doors.
We
want
students
to
see
themselves
as
change
makers
with
the
ability
to
have
agency,
and
that,
I
think,
is
consistent
among
the
curricular
experience
and
the
goal
of
those
curricular
experiences.
I
I
Also
to
see
the
perspectives
of
others
and
be
able
to
have
a
conversation
about
that,
in
which
someone's
view
may
be
different
than
yours,
but
you
can
have
that
conversation
understand
where
they're
coming
from.
So
it's
more
about
teaching
the
skills
on
how
to
have
how
to
critically
think
how
to
have
those
conversations.
L
L
Politics
and
partisanship
have
no
place
in
this
on
this
board
and
in
our
in
our
decision
making
process
we're
all
supposed
to
be
nonpartisan,
and
so
you
know
it
it
it's
when
the
when
the
national
landscape
sort
of
bleeds
into
our
school
system
is
where
things
get
rough,
especially
when
we're
not
working
from
a
common
set
of
definitions.
So
I'm
I'm
especially
grateful
for
you
myth
busting
some
of
those
tonight.
I
don't
actually
have
any
questions,
because
those
were
my
questions
so
again
grateful
for
your
time.
B
M
H
Culturally,
responsive
teaching
is
a
teaching
practice
is
what
shows
up
in
the
classroom.
It's
how
teachers
engage
with
their
students
to
really
know
them
on
an
individual
basis
through
creating
positive
relationships
with
students
and
again
knowing
their
own
cultural
background
many
times,
people
when
they
hear
culture
they
think
race,
that's
not
culture!
Right!
Culture
can
be
something
as
simple
as
some
family
traditions.
We
may
do
in
my
own
family
that
you
may
not
know
right.
H
So
it's
really
about
that
student,
getting
the
teacher
getting
to
know
their
student
on
a
deeper
level
and
once
they
can
make
that
connection
and
they
connect
learning
through
what
they
know
about
students.
So
so
that's
the
difference
between
critical
race
theory,
theoretical
framework
through
legal
right
studies
and
then
culturally,
responsive
teaching
are
teaching
moves
that
our
teachers
do
in
the
classroom
to
engage
with
their
students.
D
D
So
why
we're
here
tonight
we're
here
for
the
welfare
of
our
students
and
that
actually
means
the
future
of
our
county
and
I'm
just
gonna,
I'm
not
trying
to
ramble,
but
I
took
some
notes
and
mr
mosher
made
some
comments
that
we
absolutely
do
teach
students
about
empathy,
inclusion,
respect
for
different
viewpoints,
cultures,
ideologies
and
backgrounds,
and
we
strive.
We
strive
to
provide
diverse,
inclusive
curriculum,
a
nobel
prize
peace
winner,
malala
yusafi,
said
she
won
at
the
age
of
17
in
2014.
D
D
That
is
the
most
critical
thing
that
we
all
do
and
that's
build
relationships
as
a
teacher.
The
most
critical
thing
I
did
was
build
relationships
with
my
my
students
and
then
we
kept
hearing
about
crt
there's
two
and
of
course
I
didn't
focus
on
the
first
one.
I
focused
on
the
second
one
and
the
reason
I
focused
on
that.
F
D
Because
I
really
think
that
I
was
implementing
many
culturally
responsive
teaching
practices
and
for
me
it
really
made
it
different.
So
having
said
that,
I
hope
that
means
something
because
I
was
around
a
little
bit.
I
did
have
one
perhaps
question
in
terms
of
oh,
you
did
a
great
job
about
the
curriculum.
I
think
anne
arundel
county's
curriculum
is
is
fantastic,
it's
awesome
and
we
in
fact
it.
D
F
F
When
we
look
at
how
diverse
we
are
in
terms
of
peoples
and
industries
and
agriculture
and
the
way
we
developed,
as
you
know,
with
the
first
seat
of
colonial
power,
and
so
as
we
have
worked
with
outside
organizations
and
worked
with
organizations
within
our
county
school
system,
we've
developed
a
local
history
initiative
and
working
with
dr
gillen's
office.
We
have
tried.
We
have
strove
to
put
many
many
many
thousands
of
documents
and
and
details
forward-facing
to
teachers.
That
initiative
just
lifted
off
the
ground
in
august,
but
then
intentionally
building
those
opportunities
into
the
curriculum.
F
So
our
new
9th
grade
us
history
curriculum
which
is
brand
new
this
year.
Our
goal
was
to
have
one
local
history
example
in
every
curriculum
band
and
unfortunately,
we
didn't
meet
that
goal.
We're
still
striving
to
meet
it
because
finding
the
sources
finding
the
people,
finding
the
information
depending
on
the
time
period,
isn't
always
a
simple
thing.
F
And
so
that's
our
that's
our
goal,
that's
what
we're
working
towards,
but
we
want
students
to
have
the
ability
to
see
their
communities
throughout
a
sequence
of
history
and
just
understand
how
rich
of
a
historical
seat
they
sit
in
here
in
anne
arundel
county.
So
I
appreciate
you
recognizing
that
and
bringing
it
up.
D
Well,
thank
you
and
the
global
community
course.
It
is
a
requirement.
That's
my
second
question.
It
is
a
requirement
and
I
think
it
is
a
great
requirement.
It's
only
been
around
for
a
few
years
and
I
was
wondering
if
maybe
you
could
speak
to
any
data
or
or
any
results
that
you
think
that
we've
experienced
since
it
has
been
implemented.
G
J
J
Very
beginning
of
gcc,
moving
out
of
arundel
to
being
a
school-wide
system.
Ninth
grade
graduation
requirement.
The
skills
that
they
are
actually
acquiring
within
gcc
are
those
21st
century
skills
as
they're
really
being
inclusive,
recognizing
the
diversity,
understanding
perspective,
embracing
differences
and
then
also
seeing
connections
in
a
different
way.
The
21st
century
skill
development
of
communication
act
of
listening
problem
solving
looking
at
action
and
being
a
change
agent
to
foster
a
better
tomorrow
through
a
historical
lens,
because
we
do
look
at
the
community.
Who
is
our
community?
J
J
N
I
also
would
like
to
start
with
just
defining
some
terms
to
make
sure
that
we're
all
on
the
same
page,
so
the
dictionary
defines
racism
as
prejudice,
discrimination
or
antagonism
directed
against
a
person
or
people
on
the
basis
of
their
membership
in
a
particular
race
or
ethnic
group.
Typically,
one
that
is
a
minority
or
marginalized.
H
The
reason
why
I'm
pausing
is
because
we
actually
have
a
whole
list
of
terms-
and
I
do
not
have
that
in
front
of
me
right
now,
but
I
would
love
to
email
that
to
you.
I
was
not
prepared
to
have
that
because,
as
you
can
see,
that's
very
nuanced.
So
for
me
to
say
yep,
that's
exactly
from
word
to
word:
that's
how
we
define
racism
or
systemic
racism,
so
I
do
need
time
to
unless
we
want
to
give
me
a
few
moments
to
go
up
and
grab
my
laptop.
N
N
H
N
N
H
O
G
Thank
you,
miss
corgadel.
So
again,
I'm
going
to
invite
our
health
education
specialist
forward
and
as
they're
making
their
way.
Christiana
walsh
is
our
coordinator
of
health,
pe
and
dance
and
maureen
grizzio
is
our
health
teacher
specialist
and
they
certainly
can
go
in
depth
as
to
the
the
piece
around
the
julie
and
septic
substance
abuse
and
what
we're
doing
in
our
advocacy
efforts.
K
Great
question
sixth
grade:
we
do
address
julian
years
back.
We
addressed
tobacco,
but
we
focus
on
the
cbc
youth
risk
survey,
so
we
gather
the
data
from
there,
so,
whatever
the
current
trends
are
on
risky
behaviors,
that's
how
we
change
our
curriculum,
of
course,
with
the
standards,
but
that
is
addressed
in
sixth
grade,
but
with
any
unit
we
focus
on
skills.
K
So
if
we
teach
the
students
how
to
make
decisions,
how
to
analyze
influences
how
to
self-manage
or
be
an
advocate
for
myself
or
others
in
two
more
years.
If
we
have
another
drug
that
we're
not
familiar
with
now,
we
still
have
the
skill,
so
we
focus
on
the
skill
first
and
then
we
leave
in
the
content,
but
in
sixth
grade.
O
Is
that
there's
a
lot
going
on
in
discussions
of
where
history
has
failed,
and
I
didn't
see
any
portions
of
history
of
of
the
positive
of
the
who
invented
things
that
now
have
made
our
lives
spectacular
of
the
who
braved
the
great
frontier
to
discover
x,
explore
y
found
town
city
x,
y
and
z,
elevated.
I
I'm
seeing
a
lot
of
the
things
that
went
wrong
and
it's
so
important.
O
F
Yeah
and
I
think
that's
a
a
pretty
a
broad
question-
you
know
in
terms
of
the
the
scope
of
social
studies
from
that
pre-kindergarten
through
a
high
school
elective
level,
and
I
think
in
each
course
there
is
always
a
focus
on.
Where
is
the
innovation?
Who
are
the
change
makers
who
are
the
pioneers
in
regards
to
different
fields
of
study,
and
so
that
has
not
disappeared
from
the
social
studies
or
the
history
classroom?
F
If
you
went
into
second
grade
this
week,
they're
doing
a
whole
change
makers
project
where
they're
looking
at
peoples
who
have
communicated
effectively
innovated
to
change
the
world
so
that
by
the
end
of
second
grade,
they
create
their
own
kind
of
method
to
become
a
change
maker.
And
as
we
look
at
some
of
the
more
traditional
kind
of
canons
of
history,
those
stories
still
exist
and
persist
and
if
anything,
we're
looking
for
more
heroes
in
a
sense.
F
But
we
want
to
not
stop
at
saying
an
individual
is
one
dimensional
and
that
we
should
only
study
the
one
dimension
of
people.
There's
lots
of
dimensions
to
different
heroes
and
founders.
And
innovators.
Excuse
me
that
students
have
the
opportunity
to
explore,
and
so
looking
at
widening
our
lens
of
who
are
we
recognizing?
What
are
the
exciting
things
that
can
get
students
passionate
about
looking
at
history
and
thinking
about
how
they
can
change
the
world
ahead
of
them?
But
at
the
same
time,
knowing
that
no
one
in
history
is
just
a
one-dimensional
individual.
F
But
I
think,
if
you
were
part
of
any
history
course,
whether
it
be
that
middle
school
ancient
civilizations
in
sixth
grade
or
jump
into
eighth
grade
right
now,
where
they're
getting
discussing
the
constitutional
convention
and
looking
at
the
foundation
of
government
jump
into
11th
grade
where
they're
looking
at
the
mongol
empires
and
what
innovations
came
out
of
some
of
that
trade
and
conflict
and
war.
You're
still
going
to
see
the
positive
you're
also
going
to
see
a
variety
of
narratives
and
a
variety
of
conclusions,
because
we're
teaching
students
cause
and
effect
we're
teaching
them
continuity.
F
What
has
stayed
the
same?
But
what
has
also
changed
over
time
because
of
these
individuals
and
these
groups
having
a
the
effect
and
the
change
in
history.
So
I
mean
I
would
I
would
love
to
to
sit
down
and
look
more
at
a
at
a
document
or
curriculum
document
to
show
you.
But
I
think
that
you
can
rest
assured
we're
not
attempting
to
teach
students
a
negative,
failed
view
of
history.
P
E
P
I
mean,
as
this
case
knows,
I
love
history,
so
I
was
very
excited
and
thank
you
for
this
presentation
and
first
before
I
go
on
to
my
questions,
I
just
want
to
give
a
shout
out
to
miss
davenport,
miss
worker
and
everyone
at
arundel
who
basically
started
the
gcc
course
that
we
all
take.
I
mean
it
was
an
arundel
wildcat
thing,
so
you
know
we
did
it
first
yeah
and
so
going
just
recapping
of
what
has
been
already
talked
about,
because
I'd
be
honest,
a
lot
of
what
people
had
said.
P
I
was
what
I
was
going
to
say,
but
when
we
talk
about
racism,
so
the
definition
that
miss
frank
had
brought
up.
That
is
one
that
I
think
a
lot
of
us
recognize,
but
I
think
a
secondary
one
that
we
recognize
is
also
the
second
definition
of
racism,
which
is
this
is
systemic
oppression
of
a
racial
group
to
the
social,
economic
and
political
advantage
of
another,
which
I
believe
as
someone
who
has
taken
history
courses
in
acps
that
we
do
analyze
now.
P
H
I
wish
I
had
my
laptop.
I
really
do
because
these
are
a
lot
of
terms
right
to
really
keep
in
your
in
your
head,
my
goodness,
and
I'm
also
thinking
about
certain
authors
right.
You
have
to
cite
folks
who
have
published
some
of
these
terms,
so
I'm
going
to
do
my
best
at
defining
it
again,
not
having
information
in
front
of
me.
H
So
I
would
say,
and
and
miss
frank
mentioned
robin
deangelo
as
we
know
that
she
authored
a
book,
titled
white
fragility
and
how
she
would
describe
it
right
cause,
I'm
not
giving
myself
credit
for
the
term.
I'm
citing
robin
d'angelo's
work
is
this
notion
of
being
very
difficult
for
white
folks
to
talk
about
race
and
racism,
and
with
that
may
come
some
discomfort.
H
She
in
her
text
may
even
talk
about
emotional
responses
that
may
come
from
having
difficult
conversations
around
race.
So
I
don't
know
if
I've
helped
with
that
definition
through
the
lens
of
the
author
of
the
book
white
fragility,
okay,
so
white
guilt,
I'm
thinking
of
carol
anderson
anderson's
work
when
I
think
of
white
guilt
and
again
aligning
how
that
do
their
study
of
white
guilt.
Again,
this
notion
of
knowing
about
the
marginalization
or
oppression
of
other
groups.
H
P
P
Because,
as
a
black
student,
and
if
you
talk
to
other
black
students,
they
realize
it
when
they're
white
classmates
and
even
a
lot
of
times
their
white
teachers
are
going
through
these
exact
phenomenons
that
you
just
described
so
for
white
fragility.
This
is
definition
I'm
getting
online.
I
believe
it
is
also
from
robyn
d'angelo's
book
is
the
discomfort
and
defensiveness
on
the
part
of
a
white
person
when
confronted
by
information
about
racial
inequality
and
injustice
and
for
white
guilt,
and
this
one
is
straight
off
of
wikipedia
y'all.
P
So
this
is
going
to
be
a
long
one
is
the
individual
or
collective
guilt
which
is
felt
by
some
white
people
for
the
harm
which
has
resulted
from
historical
or
current
racist
treatments
of
ethnic
minorities
such
as
african-americans
jewish
people,
various
indigenous
indigenous
peoples
throughout
history?
And
the
reason
why
I
bring
up
these
definitions
is
because
throughout
the
school
year,
and
even
throughout
the
summer,
I've
heard
a
lot
of
parents
when
it
comes
to
crt
being
concerned
that
their
student
will
feel
bad
for
being
white.
P
Because
they're
learning
about
our
history
or
that
they're
made
to
feel
that
they're
bad
people,
because
they're
white,
because
of
what
they're
learning
in
school
and
I've
had
this
discussion
with
miss
case
before
I
think
it
was
in
my
junior
year
about
my
sort
of
concern
about
the
way
that
we
historically
teach
us
history
right.
We
love
tv,
we
love
movies,
so
we
love
seeing
stories
with
the
protagonists
and
antagonists
and
we
learn
history
sometimes
through
that
way.
One
idea
that
comes
to
mind
is
thomas
jefferson.
P
You
know
we
learned
about
him
as
a
main
character
in
the
development
of
united
states.
History
he's
a
founding
father.
He
was
a
brilliant
man
who
created
the
declaration
of
independence,
but
that
brilliant
man
was
also
a
slave
owner
and
also
a
rapist,
and
so
when
we
start
learning
about
historical
figures
as
protagonists
instead
of
people,
that's
where
it
can
kind
of
seem
as
though
we
are
only
showing
the
good
parts
history,
but
ignoring
some
people's
tragedies.
P
As
a
black
student,
I
can
tell
when
my
teacher
doesn't
want
to
go
deep
into
topics
of
slavery,
topics
of
racism,
which
is
not
only
a
disservice
to
me
as
a
black
student,
because
that's
my
history,
but
it's
a
disservice
to
my
classmates,
who
now
don't
have
the
understanding
of
what
an
experience
for
me
would
be
like
in
the
1860s
or
even
today.
So
how
does
culturally
responsive
teaching
help
with
that
issue?.
H
And
it's
if
it's
okay,
I'm
actually
going
to
pass
that
question
on
to
my
colleagues
only
because
there
are
certain
things
that
they
talked
about.
Academic
scripts
right.
Miss
case
talked
about
your
approach
through
social
studies
land.
She
talks
about
different
steps,
so
I
think
hearing
their
framework
will
help
everyone
better
understand.
How
are
these
topics
addressed
in
their
curriculum?
Are
you
okay
with
that
colleagues?
Okay,
thank.
G
You,
dr
gillen,
so
I'll
start
off
with
a
couple
of
things
and
then
I'm
sure
miss
case
can
fill
in
one
of
the
intentional
pieces
we
do
with.
The
curriculum
is
the
background
information
and
so
really
giving
context
to
the
lesson
and
being
able
to
perhaps
fill
in
gaps
that
may
be
missing
in
the
the
teacher's
knowledge
of
the
content
based
on
where
they
are
in
their
teaching
career.
G
So
we
really
write
the
curriculum
for
the
novice
teacher
so
that
they
have
that
information
to
refer
to
one
of
the
other
things
that
we
make
sure
we're,
including
is
those
instructional
strategies
that
will
help
facilitate.
As
I
mentioned
before
the
conversation,
one
is
certainly
the
academic
scripts,
but
also
other
strategies,
such
as
philosophical
chairs,
socratic
seminar,
and
we
certainly
have
to
practice
that
to
ensure
that
we're
allowing
all
voices
to
be
heard
and
perspectives
to
be
shared
and
that
the
civil
discourse
is
happening.
F
And
I
think
the
culturally
responsive
teaching
study
this
year
offers
us
an
opportunity
to
look
at
some
of
those
shared
instructional
strategies.
It's
not
the
content,
it's
the
way
that
we
approach
the
content,
and
so
as
we
look
at
that,
it's
a
chunk,
a
chew,
a
process,
a
reflect,
that's
talked
about
in
the
text
and
allows
teachers
to
have
rich,
meaningful
conversations
about
how
they
teach
not
necessarily
what
they
teach
thinking
about.
F
Then
how
do
they
build
the
relationships
that
might
allow
that
comfort
level
to
get
to
some
of
the
the
deeper
richer
topics
that
you're
talking
about?
I
also
think
it's
a
matter
of
building,
as
ms
batten
was
saying:
building,
contextual
and
historical
understanding.
We
know,
as
I
mentioned
in
my
presentation,
that
often
are
elementary
school
teachers,
that
they
are
multifaceted.
F
They
are
teaching
math
and
literacy,
and
science
and
and
they're
not
necessarily
coming
with
that
historical
background,
and
so
they
feel
worried
about
about
causing
damage
to
any
student,
and
so
maybe
it's
easier
to
back
off
rather
than
go
deep
and
so
we're
trying
to
offer
opportunities
for
both
in
in-person
or
virtual
and
asynchronous
opportunities
to
get
to
know
the
content
better
to
to
then
be
able
to
apply
to
a
cultural,
culturally,
responsive
teaching
strategy.
So
when
you
get
those
two
things
married
the
the
hope.
P
P
B
B
I
Well,
it
basically
gives
kids
it
ties
into
the
castle,
competency
of
social
awareness
and
court
counseling,
the
asca
mindsets
and
behaviors
under
social
emotional
development.
So
it
gives
kids
the
opportunity
to
express
feelings,
understand
their
feelings,
around
social
issues,
understand
and
identify,
as
I
said,
feelings
and
have
conversations
about
topics
that
allow
them
to
just
explore,
others
their
just
explore
their
sorry.
I'm.
I
To
explore
just
their
their
thoughts
and
ideas
around
those
topics
and
then
have
those
conversations,
so
it's
just
developing
those
skills
and
around
social
issues
and
social
awareness.
Let
me
look
at
some
of
the
you
know.
It
came
it's
really
as
we've
as
we've.
Kids
have
experienced
a
lot
of
different
things
over
the
last
few
years.
They
see
it
in
the
community,
they
see
it
out.
It
gives
them
an
opportunity
to
to
have
those
conversations
and
develop
those
skills
around
those
around
those
issues
that
they're
experiencing
so.
B
B
How
do
you
address
what
must
come
up
at
times,
which
is
peer
pressure
in
these?
In
the
discussion
of
these
topics,
I
mean
I've,
I've
heard
you
say,
talk
about
developing
or
allowing
for
various
perspectives
and
social
discourse
and
those
things,
and
that's
things
we
all
expect
of
adults
and
it's
what
we
want
and
expect
from
our
students,
but
there's
got
to
be
some
difficult
situations
with
where
students
might
not
feel
free
or
comfortable
to
share
their
perspective.
G
So,
thank
you
for
that
question.
We
addressed
that
in,
I
think,
a
number
of
different
ways,
one
from
from
the
first
day
of
school,
we
are
focusing
on
our
student
code
of
conduct,
lessons
and
really
talking
about
respecting
others
and
setting
that
stage
from
from
the
beginning
of
how
we
are
all
we
have
differences
and
that
we
are
to
be
respectful
and
what
that
means.
So
we
unpack
that.
What
does
it
sound
like?
What
does
it
look
like?
G
E
I
would
add
thank
you
for
that.
I
would
add,
which
has
already
been
talked
about
quite
a
bit,
and
certainly
through
mr
silkworth's
comments
is
building
relationships
right,
we're
all
more
comfortable
sharing
about
ourselves
when
we're
more
comfortable
around
the
people,
in
the
room
with
us,
right
and
so
building
of
those
relationships.
Over
time,
I
think,
is
one
of
the
things
that
critical
and
giving
children
the
space
to
say.
I'm
not
ready
to
share
right.
E
You
may
have
witnessed
as
you've
gone,
visited
classrooms
with
me
and
seen,
students
in
community
building
circles
where
they're
passing
the
talking
device
and
it
gets
to
a
student,
and
they
can
feel
comfortable
saying
I
pass
right,
they're,
just
not
comfortable
with
that
question
or
with
their
peers
at
that
time
and
then
over
time
they
stop
passing
and
they
want
to
talk.
And
then
you
have
to
grab
it
from
them
and
pull
it
away
and
move
it
on
because
they
are
sharing.
E
So
it
is
really
about,
in
addition
to
these
pieces
building
relationships
and
getting
students
comfortable
with
themselves
and
who
they
are
and
what
they
feel
like
sharing,
but
are
also
as
a
result
of
being
with
their
peers
and
their
teacher
building
that
trust
that
it's
okay
to
to
share.
It's
also,
okay,
to
say
no,
not
today
in.
B
D
B
H
So,
for
instance,
an
activity
called
chalk
talk
where
everyone
is
silent
and
they
have
an
opportunity
to
record
what
they
want
to
say,
so,
I'm
not
influenced
by
my
peer.
I
have
my
own
thoughts,
so
that's
an
example
of
a
teaching
strategy
or
protocol.
So,
for
instance,
you
have
two
minutes
to
talk.
I
have
to
listen,
I
may
not
interrupt.
I
cannot
engage
and
respond
back
and
forth,
and
so
again
we
have
structures
in
place
that
we
model
through
our
equity
early
dismissal
days.
H
So
teachers
then
can
model
in
the
classroom
for
their
students
of
how
can
we
ensure
equity
of
voice?
Every
student
has
the
right
to
be
able
to
speak
to
what
they
believe
to
be
true
right
without
any
repercussions
from
their
peers.
So
we
do
model
that,
in
our
equity,
early
dismissal
profession,
development
sessions.
C
M
I
E
B
G
H
Yes
and
diversity,
meaning
respecting
differences
around
us
action,
is
interrupting
any
injustices.
If
I'm
sitting
here
saying
that
everyone
has
a
size,
sick,
shoe
and
someone's
like,
oh
that
hurts
my
toe
is
bleeding.
Then
right,
I
would
say
you
know
what
that
probably
was
not
a
good
fit.
Let
me
go
ahead
and
provide,
and
then
I
think
I
covered
all
of
them.
Action
is
doing
something
about
it
right
noticing
and
interrupting,
but
definitely
starting
with
identity.
H
B
A
G
F
F
L
Yes,
I
want
to
go
back
to
something
my
one
of
my
colleagues
mentioned
about
sort
of
the
positive
aspects
of
of
history,
so
one
bit
of
silver
lining
of
last
year
is
that
my
my
child
was
home
and
the
the
computer
was
on
and
I
wasn't
brought
up
in
maryland.
But
boy
did.
I
learn
so
much
rich
history
about
maryland
and
it
was
just
really.
It
was
just
really
fabulous.
So
I
just
wanted
a
bird's-eye
view.
Every
single
day
at
home
she
wouldn't
wear
her
headphones,
better
or
worse.
A
L
So
much
because
I'm
a
native
californian
myself,
so
I
can
tell
you
about
like
the
missions
and
all
that
good
stuff,
I
couldn't
tell
you
who
calvert
was
until
last
year,
and
now
I
can
so
you
know
it
was
I.
It
was
just
really
lovely
to
see
the
social
studies
curriculum
in
action
in
that
way
and
as
a
bit
of
a
silver
lining
to
an
otherwise.
You
know
dark,
dark
time
to
see
our
curriculum
really
really
at
work.
So
anyway,
I
don't
have
any.
M
M
M
Earlier
talk
about
the
sins
of
our
forefathers
who
they
were
and
how
they
are,
it
doesn't
negate
or
talk
or
take
away
from
the
very
distinct
contributions
that
they
made
to
who
we
are
and
how
we
got
here
right
now.
It
certainly
doesn't
take
away
from
the
inventions,
but
if
you're
not
comfortable
in
the
curriculum
with
teaching
about
critical
whiteness,
then
you
somehow
another
take
away
from
a
part
of
history
that
makes
everyone
afraid
to
talk
about
it.
So,
in
the
social
studies
curriculum,
is
there
anything
that
we're
teaching
that
talks
about
that
particular
area?
F
F
M
M
Teaching
cultural
responsive
teaching
expands
far
beyond
the
word
racism,
but
a
lot
of
the
things
that
we're
talking
about
here,
somehow
another
from
all
those
wonderful
topics
that
I
heard
you
talking
about
this
afternoon.
It's
very
in-depth
that
the
things
that
you
are
teaching,
so
I
not
only
think
that
you
are
on
the
right
path.
M
I
would
just
add
that,
as
we're
teaching
from
elementary
school
all
the
way
to
k-12,
we
start
talking
about
the
gender,
how
sexual
education,
sex,
education
and
being
respectful
of
people's
sexual
orientations
and
the
diversity
of
it.
I
think,
is
there
any
conversation
that
even
in
that
area,
when
we're
talking
about
culturally
responsive
teaching,
do
we
start
that
at
a
younger
age
as
well,
because
they
saw
a
lot
of
information
about
it
on
the
high
school
area,
but
not
so
much
on
the
younger
grades.
H
M
Those
standards
show
up.
No,
that
wasn't
my
question.
My
question
is
simply
that
we
we
talked
about
exactly.
We
talked
about
the
standards
of
sexual
orientation.
We
talked
about
all
the
different
areas
of
the
devil
of
sexual
orientation:
how
to
deal
with
people,
how
to
be
mindful
how
to
be
respectful
of
others,
I'm
actually
when
it
comes
to
when
we're
talking
about
the
cultural
response
of
teaching
at
what
age,
and
what
intersection
does
that
occurs?
Is
it
at
the
free
through
you
said
this
happens,
three
pre-k
all
the
way
up.
H
M
G
So
yeah
for
culturally
responsive
teaching,
we
are,
we
are
engaging
in
that
professional
learning
pre-k
to
12,
with
pre-k
teachers
through
12th
grade
teachers,
so
that
is
in
all
content
areas
and
all
discipline
and
programs.
So
all
teachers
are
part
of
that
professional
learning.
As
far
as
the
standards
it
really
is
dependent
on
the
grade
level
as
it,
the
progression
of
skills
are
mapped
out
in
the
frameworks,
and
so
as
far
as
pre-k
we
we
do
not
get
into
the
sexual
orientation
specifically
at
that
age.
G
M
I'm
talking
about
your
educators,
your
your
teachers
are
the
ones
that
I'm
talking
about
right,
we're
talking
about
culturally
responsive
teaching,
so
the
individual
themselves,
you're
teaching
the
the
you're
you're
the
person.
That's
teaching
our
students,
our
teachers,
that
what
I'm
asking
are
so
you've
addressed.
My
question
is
that
teachers,
starting
at
pre-k,
are
really
understanding
culturally,
responsive
teaching
right.
So
you
start
you're
you're
teaching
everyone
so.
M
When
they
are
interacting
with
the
students
and
they're
talking
about
everything
from
sexual
orientation
all
the
way
to
the
race
through
the
racism
right,
there
should
be
taught
on
all
the
subjects
that
they're
teaching
so
by
the
time
they
get
to
the
the
high
school
or
when
we're
teaching
there
shouldn't
be
any
withdrawal
about
unafraid
to
talk
about
hard
or
difficult
subjects
like
we're
talking
about
right
now.
So
therefore,
this
paradigm
shift
over
time,
because
we
have
professional
teaching
that
goes
on
you're
teaching
your
teachers.
M
How
to
be
good,
be
aware
of
everything
that's
going
on,
and
my
question
to
you
was
actually
answered.
Is
at
what
point
do
you
start
teaching
your
your
teachers
about
culturally
responsive
teaching?
When
do
you
educate
them?
And
so
my
only
point
is:
is
that
if
we're
doing
this
all
along,
we
shouldn't
have
a
problem
that
we're
having
right
now
in
the
social
issues
that
we're
having,
because
this
did
the
cultural
race,
culturally
responsive
teaching
didn't
just
happen
in
2019,
okay,
it's
a
thing.
M
That's
been
around
for
quite
some
time
and
I
just
don't
agree
that
all
of
a
sudden
we're
now
having
a
real
deep
dive
conversation
about
cultural
race,
cultural
race
theory
and
there's
somehow
a
confusion
with
cultural,
responsive
teaching.
That
was
my
point.
That's
why
I
asked
the
two
questions,
but
no
other
questions.
D
We
have
an
obligation
as
educators
to
prepare
all
of
our
students
for
the
world
in
which
they
live
and
during
the
course
of
their
career
in
our
schools,
they
must
learn
about
the
historical
facts
which
have
impacted
our
society,
both
at
the
we're
at
the
national
state
and
local
levels.
This
knowledge
is
going
to
help
our
kids
make
decisions.
D
The
key
to
success
is
often,
of
course,
the
teacher,
because
the
teachers
are
the
experts
and
in
today's
world
some
of
these
issues
are
very,
very
sensitive
issues
that
have
to
be
dealt
with
over
the
past
couple
years.
There's
been
some
pd
and
professional
development
is
absolutely
important
for
the
success
of
our
our
students
and
our
kids,
but
I
would
suggest
that
over
the
past
few
years,
most
of
the
pd
and
I've
experienced
a
good
bit
of
it.
D
I
suggest
that
the
divisive
sessions
were
taught
by
educators
who
were
not
as
adept
at
communicating
the
essential
parts
of
the
pd
and
the
successful
sessions
were
taught
by
educators,
who
better
understood
the
essential
of
the
need
for
diversity
and
inclusion
training,
and
so
this
is
really
not
a
question.
It's
really
a
comment.
Great
teachers
are
those
who
can
make
you
feel
comfortable
as
they
teach
and
as
you
learn
when,
in
fact
the
subject
matter
is
uncomfortable
and
training,
for
that
is
essential
and
must
be
ongoing.
Thank
you.
N
N
N
White
fragility
is
not
weakness
per
se.
It
is,
in
fact
a
powerful
means
of
white
racial
control
and
the
protection
of
white
advantage,
and
it
goes
on.
White
identity
depends
in
particular
on
the
projection
of
inferiority
onto
blacks
and
the
oppression.
This
inferior
status
justifies
for
the
white
collective,
so
dr
guillens,
you
mentioned
that
we
do
nothing
to
divide
our
community,
but
I
find
this
to
be
very
divisive
as
a
parent
with
young
white
children
who
are
going
to
be
told
that
they
are
oppressors.
N
Well,
it
would
seem
as
though,
if
your
you're
suggesting
that
these
books
should
be
read
and
that
our
executive
team
should
be
looking
at
them
and
we're
we're
com
we're
entering
into
trainings
with
amc
and
we've
also
had
some
library
trainings
with
books
like
stamped
and
this
and
others,
and
they
all
sort
of
perpetuate
this
idea
that
there
is
an
oppressor
which
are
white
people
and
that
there
are
victims
which
are
black
people,
and
I
also
have
quite
a
few
black
friends
who
find
that
very
offensive.
Okay.
N
H
So
if
you
were
to
participate
in
the
book
study,
how
it
would
sound,
is
you
being
able
to
have
the
opportunity
to
freely
share
what
parts
of
the
text
cause
you
discomfort
was
it?
Is
there
some
cognitive
dissonance
to
what
you're
reading,
but
that's
what
makes
the
conversation
rich
and
there
is
discomfort
in
that
conversation
so
where
I
am
concerned
or
would
like
to
know
more
about
this.
The
connection
of
this
read
with
now
being
divisive
with
students
in
the
classroom,
I'm
not
making
that
connection.
N
N
N
H
N
Culturally,
responsive
teaching,
thank
you.
So
when
we
talked
about
crt
earlier
critical
race
theory,
it
was
discussed
that
we
do
not
teach
critical
race
theory
in
our
curriculum,
which
I
would
agree
with
having
looked
at
it.
But
what
I
am
concerned
about
is
that
we
are
implementing
the
ideas
that
originated
from
critical
race
theory.
Specifically
going
back
to
robin
d'angelo.
N
So
we
are
taking
the
ideas
and
we
are
inculcating
those
in
in
our
system,
and
I
I
think
that
when
we
discuss
what
we
are
are
pushing
in
our
schools
and
the
ideas
that
we
are
promoting,
I
think
that
we
need
to
be
honest
about
what
those
ideas
are,
and
I
think
that
including
some
of
these
works
as
as
pieces
that
we
pay
for
as
taxpayers
and
as
things
that
we're
suggesting
that
our
teachers
teach
to
our
children.
I
think
that
this
is
extremely
problematic.
H
H
So
my
colleagues
here
just
talked
about
the
curriculum
as
far
as
what's
covered
in
the
curriculum,
my
role
is
to
develop
teachers
in
the
school
district
to
build
their
capacity
to
best
meet
the
needs
of
students,
and
so
your
question
is:
do
we
teach
systemic
racism
to
students?
Is
that
your
question?
I'm.
L
F
We
do
we
study
the
era
of
segregation.
We
study
jim
crow
laws.
We
study
the
impact
of
reconstruction,
we
look
at
title
ix
and
gender
inequality
so
through
the
lens
of
american
court
cases,
laws
and
policy,
we're
able
to
see
an
evolution
of
all
different
kinds
of
systemic
oppression
throughout
the
history
of
the
united
states
and
globally,
as
we
study
other
cultures
in
other.
N
L
O
So
I'm
going
to
take
us
back
to
when
I
was
in
high
school
for
a
minute
many
many
years
ago,
and
the
one
of
the
big
social
topics
of
the
time
was
the
apartheid
conversation
and
I
will
admit-
and
I
don't
think
I'm
I'm
subject
to
punishment
now
or
anything
but
me
and
several
others.
We,
we
left
our
high
school,
jumped
on
a
port
authority
bus
and
went
downtown
to
downtown
pittsburgh
to
market
square.
O
F
Different
freedom
movements
around
the
continent,
distinguishing
between
nations,
distinguishing
between
imperial
powers.
Looking
at
that
rise
and
fall
and
examining
different
methods,
whether
you're
in
liberia
and
the
method
is
war
or
you're
in
south
africa,
and
there
is
a
divided
congress
and
then
the
methodology
is
through
different
eras
of
change
and
also
looking
beyond
apartheid
to
south
africa
today
and
the
disprop
disproportionality
that
still
exists
there
between
racial
groups.
F
So
how
would
we
conduct
a
a
conversation
with
that
in
a
classroom
where
you
really
want
students
to
dig
into
different
issues?
We
would
make
sure
that
that
teacher
was
establishing
norms
in
the
classroom
so
making
the
students
aware
of
the
expectations
for
that
civil
discourse,
with
respect
with
the
ability
to
maybe
not
participate.
If
they're
not
comfortable
with
question
stems
potentially
for
for
some
students
or
the
ability
for
some
students
to
have
that
silent
discourse
that
dr
gillian's
talked
about
with
a
chalk
talk,
we
would
find
sources
of
information
that
the
students
could
examine.
F
And
then
they
are
engaging
through
some
structured
protocols
to
make
sure
that
they're
having
that
discourse
and
at
the
end
they
might
be
asked
to
write
an
essay.
They
might
be
asked
to
write
a
letter.
They
might
be
asked
to
make
a
comparison
to
something
in
a
more
contemporary
time
period.
It
depends
on
you
know
what
classroom
you're
in
or
or
what
teacher
is
engaging
in
that
conversation,
but
that
would
kind
of
be
an
example
of
how
that
would
be
unpacked.
F
O
O
So
I
I
think
some
of
when
we
look
at
language
I
want
to
do
bring
it
back
a
little
bit
to
more
of
what
some
of
my
colleagues
were
talking
about.
As
I
said
when
I
was
looking
through
and
seeing
the
outline
I
was
looking
at
patterns.
That's
one
of
the
things
I
I'm
able
to
differentiate
fairly
quickly
with
and
some
of
the
patterns
of
language
that
I'm
seeing.
O
May
I
think,
be
telling
a
picture
that
I'm
when
I'm
hearing
the
answers
from
you
guys
is
not
connected.
I
mean
it's
connected,
but
it
kind
of
isn't.
So
when
I
think
of
the
word
interrogating,
it
implies
that
there
is
a
right
or
an
objective
and
when
you
look
it
up,
when
you
look
up
the
word,
there's
not
a
whole
lot
of
positive
there
and
the
references
of
how
it's
used
are
akin
to
things.
I
don't
really
even
feel
comfortable
saying
on
the
diocese
when
you
look
it
up
in
the
meridian.
O
H
I
think
the
only
time
I'm
looking
at
my
colleagues,
I'm
pretty
sure
that
was
my
slide
for
interrogation,
I'm
sure
my
colleagues.
Maybe
we
could
pull
it
up
because
yeah
it
was,
it
was
defining
critical
race
theory,
that's
the
framework
in
which,
so
it's
nothing
that
remember
so.
I
my
goal
was
to
bring
information
and
delineation
between
critical
race
theory
and
culturally
responsive
teaching,
and
so
in
trying
to
give
an
overview
of
what
critical
race
theory
is.
The
language
of
interrogation
is
in
that
definition
that
are
provided
by
the
american
bar
association.
H
O
H
O
Get
at
the
jury
appears
as
opposed
to
you,
know
and
balance
the
the
whole
justice
balance
there.
So,
okay,
because
but
in
general,
though,
when
I'm
seeing
that
stuff,
it
just
seemed
a
little
bit
more
of
a
you
know,
we're
we're
attacking
that
and
and
as
opposed
to
inspiring,
and
you
know,
hands
open
hands
shut.
You
know
what
I
mean
got
it.
J
O
P
P
Now
I
believe
I
saw
that
this
is
taught
either
in
late
middle
school
and
in
high
school.
Correct
me.
If
I'm
wrong,
I
forgot
exactly
what
grades
this
is
taught
in,
but
I'm
wondering
if
it's
possible
for
us
to
begin
those
lessons.
Although
I
recognize
they're,
very
heavy
topics,
if
it's
possible
to
start
those
types
of
lessons
earlier
in
middle
school
career.
P
I
know
that
sexual
harassment
can
happen
to
both
genders,
but
I'm
going
to
focus
on
sexual
violence,
permit
against
women
a
lot
of
the
culture
that
you
see
that
allows
for
boys
and
men
to
make
disparaging
comments
to
girls
to
violate
them
in
the
halls
to
act
a
certain
way
towards
them.
That's
inappropriate.
K
Great
question:
the
state
passed
the
law
in
2016
for
all
grades
to
receive
education
on
this
in
eighth
grade.
We
have
a
course
a
lesson
on
it
and
also
in
high
school.
We
have
a
very
strong
partnership
with
the
one
love
foundation,
who
are
the
experts
in
the
field?
They
do
some
of
our
pd
in
eighth
grade.
We
use
their
lesson
on
couplets,
which
shows
the
unhealthy
signs
of
relationships
and
healthy
signs.
So
I
think
once
we
identify
them,
and
then
you
realize.
A
K
P
Yeah,
I
know
about
one
love.
In
fact,
arundel
has
a
one
love
club,
but
I'm
talking
about
outside
of
dating
violence,
because
a
lot
of
students
in
high
school
they
don't
end
up
dating,
but
they
might
encounter
inappropriate
behavior
like
sexual
harassment
outside
of
dating
from
their
peers.
And
so
that's
why
I'm
wondering
do
we
have
education
on
that?
Because
that
is
what
I
find
to
be
more
common,
that
people
kind
of
don't
talk
about
when
it
comes
to
sexual
harassment
outside
of
dating.
P
K
K
Just
I
want
to
add
in
sixth
grade
and
seventh
grade
that
we
teach
the
content,
but
we
know
content
alone
is
not
going
to
change
behavior,
so
we
have
to
teach
a
skill
so
on
that
we
really
focus
on
accessing
information,
valid
and
reliable,
and
we
make
sure
the
students
have
the
phone
numbers
of
the
warm
line
and
even
in
the
lessons
we
always
we
put
in
the
curriculum.
Who
is
your
school
counselor?
So
everybody
knows
who
to
go
to
for
help.
Yeah.
P
Okay,
so
my
next
question
has
to
do
going
back
to
our
history
curriculum.
So
again,
I
feel,
like
I've
talked
ad
nauseam
with
miss
case
about
everything
history.
So
when
we
talk
about-
or
I
guess
when
we
learn
as
an
american
public
school
system
about
history,
specifically
world
history,
I
find-
and
I'm
just
saying
this
is
like
someone
who
comes
from
a
non-american
background-
that
we
look
at
it
through
a
united
states-based
lens.
This
is
typically
with
the
subject
of
race.
P
The
way
that
we
view
race
in
america
is
wildly
different
than
how
race
is
viewed
anywhere
else
like.
If
I
were
to
go
to
nigeria
and
say
I'm
black
they'd
be
like
what
do
you
mean
they
would
just
say
no
you're
you're
about,
and
I'm
like,
no
I'm
black,
because
that
everyone's
black,
that's
not
a
thing,
and
so
I
find
when
we're
learning
about
different
topics,
for
example
the
transatlantic
slave
trade.
I
hear
a
lot
of
my
history
teachers
throughout
the
year
saying:
oh
africans
were
selling
other
africans.
P
P
Do
we
include
the
topic
of
race
as
a
concept
in
that
context,
because,
even
if
you
look
at
early
us
history
white,
I
mean
when
we
talk
about
what
white
is.
If
you
look
at
the
1900s,
the
late
1800s
irish
people
were
considered
in
that
italian
people
were
considered
that
jewish
people,
which
in
today's
world,
if
I
went
to
an
irish
person,
I
would
not
say
you're-
not
white.
You
know
like
they're
right
to
me.
P
So
do
we
can
do
we
contain
that
idea
that
race
is
a
concept
when
we're
talking
about
our
context
and
background
we
give
to
teachers
in
addition
to
students
so
that
they
don't
just
have,
especially
when
it
comes
to
world
topics
this
american
lens
and
opinion
on.
What's
going
on
in
these
conflicts,
we're
learning
about.
F
I
think
I
think
that's
an
area
that
we
couldn't
do
better
with
and
we
are
working
to
do
better
with
our
partners,
so
the
the
textbook
publishers,
the
database
writers,
the
different
sources
where
we
get
our
information
looking
at
looking
specifically
to
say,
are
they
just
saying
native
americans?
Is
this
holistic
monolith
or
are
they
breaking
down
the
different
tribes
or
groups
of
indigenous
peoples
in
different
areas,
distinguishing
by
cultural
characteristics?
Same
thing?
F
B
First
of
all,
I
want
to
mention,
oh,
where
is
it
goodness?
I
wrote
down
a
quote
from
what
you
said
about.
Oh
fine,
fine
arts,
huge
advocate
of
fine
arts,
and
I
believe
fine
arts
is
probably
the
primary
or
one
of
the
primary
places
to
a
deal
deal
with
difficult
topics,
and
so
I
I
just
had
to
call
that
out.
I
had
to
appreciate
what
you
shared
about
the
fine
arts
space
to
explore
topics.
That's
what
I
wrote
down
an
own
voice.
B
B
B
M
B
And
I
ask
because
these
are
perspectives
on
both
history
and
tying
our
history
into
where
we
are
today
right-
and
I
I
think
what
I
heard
here
maybe
is
some
concern
that
we're
pushing
certain
views,
there's
views
in
this
book,
it's
a
collection
of
essays
red
white
and
black
rescuing
american
history
from
revisionists
and
race.
Hustlers
robert
l,
woods
senior
editor,
it's
a
collection
of
essays.
B
Maybe
not
all,
maybe
all,
but
certainly
most
most
of
the
authors
are
black
americans,
scholars
and
various
intellects,
a
very,
very
different
perspective
from
from
these
other
books.
And
so
the
question
is:
should
we
be
teaching
ideology
even
to
our
staff,
or
should
we
just
be
more
focused
on
concepts
and
and
how
how
to
meet
the
needs
of
our
students?
So
I
I
I'm
wondering
what
was
the
purpose
for
again
you,
you
acknowledged
it.
H
This
notion
of
endorsement-
I
am,
I
am
not
comfortable
or
pushing
views.
These
are
terms
that
I'm
grappling
with
as
to
how
would
one
conclude
to
pushing
something
when
things
are
optional,
so
to
your
point
about
offering
a
variety,
and
so
I
believe
my
office
we've
been
very
transparent
in
providing
the
board
members
all
of
our
offerings
that
we
do
so
you've
only
offered
two
things
that
we've
offered
during
my
tenure
here,
there's
so
many
other
book
studies
that
have
been
offered
as
a
as
an
option
for
staff
for
their
own
professional
growth.
H
So
these
are
individuals
who
say
I
want
to
learn
more
about
that
right.
So
this
notion
of
pushing
views,
I'm
actually
going
to
push
back
on
that.
Okay,
because
these
are
people
who
are
saying
you
know
what
I
want
to
lean
in.
I
want
to
learn
more.
You
know,
what's
out
there,
I'm
hearing
about
this
robin
d'angelo,
let
me
read
about
what
does
she
have
to
say
right?
It
can
be
a
variety
of
reasons.
H
As
far
as
the
exact
team
is
concerned,
we
have
engaged
in
different
book
studies
and
I
would
say
that
I
don't
believe
my
colleagues
feel
like
this
has
been
pushed
upon
them.
This
is
something
that
we've
agreed
to
learn
together
to
your
point,
getting
different
perspectives,
hearing
different
how
scholars
see
the
world
differently.
H
Have
I
heard
about
the
book
that
you
said.
Of
course
not.
I
there's
no
way.
I
could
possibly
know
about
all
books
that
have
been
published,
but
I
did
write
it
down-
okay,
good
and
so
hopefully
with
the
next
month
or
so,
I
would
have
had
the
opportunity
to
read
that
so
I'm
just
gonna,
I
guess
we're
gonna,
have
to
agree
to
disagree.
I
don't
believe
that
us
offering
this
opportunity
is
pushing
views,
or
this
notion
of
endorsing
it's
inviting
individuals
to
learn
something
different.
H
L
H
For
me,
whenever
I
read
something
I
learned
something
is
it
something
that
I
may
agree
with?
No,
but
I've
learned
something
there's
something
to
be
learned.
You
know
information
gained,
so
I
don't
know
if
we're
defining
learning
differently,
but
whenever
I
hear
new
information,
I'm
taking
in
something
that
I
did
not
know
before.
So
for
me,
that
is
a
learning
whether
or
not
I
agree
with.
H
It
is
a
whole
totally
different
conversation,
but
I
did
learn
something
and
I
do
think
that
as
we,
especially
as
adults,
we're
lifelong
learners,
there's
always
something
new
to
learn
whether
or
not
we
act
on
it.
That's
our
own
personal
choice
to
act
or
not,
so
I
don't
know
if
we're
using
the
term
learning
different.
Okay,.
B
So,
culturally,
responsive
teaching,
I'm
gonna,
be
honest,
and
maybe
I
haven't
been
paying
attention
closely
enough.
My
apologies
crt.
Whenever
I
hear
the
term
crt,
I
think
critical
race
three.
I
know
because
that's
how
I've
heard
I
have
heard
culturally
responsive
teaching
many
times
in
my
mind.
That's
not
I.
I
call
it
culturally
responsive.
Yes,.
B
We're
dealing
with
very,
very
complex
topics,
and
it
sounds
like
from
very
very
young
age.
Now
I've
been
an
educator,
I
taught
from
the
classical
teaching
method,
which
follows
the
the
various
phases
of
developmental
psychology,
beginning
with
the
grammar
phase
in
elementary
school.
It's
it's
largely
a
rote
learning,
gathering
or
learning
facts.
B
It's
not
because
the
brain
at
that
young
age
is
not
as
capable
of
analyzing
and
then
the
logic
phase
is
in
middle
school
when
people
start
to
figure
things
out
and
put
things
together,
and
then
you
get
to
the.
I
think
it's
rhetoric
phase
in
high
school,
where
it's
much
more
complex
and
that's
where
you
can
analyze
and
draw
conclusions
more.
So
just
real,
quick.
I
I
don't
even
know
what
my
question
is.
G
G
We
really
start
with
concrete
and,
and
that
is
at
the
young
age,
and
then
we
move
into
representation
which
is
the
visuals
and
then
into
abstract,
and
you
know
the
complex,
the
complexities
of
things,
and
so
I'm
applying
that
math
terminology
to
really
across
our
content
and
disciplines
that
it
is
building
the
foundation.
And
there
is
a
trajectory
of
the
skills
that
a
student
would
be
then
expected
to
know
and
understand
and
master
each
following
year.
And
so
I
I
hope
that
helped
to
answer
your
question.
M
I
To
that
yeah,
I
would
say
like
when
you,
when
you
equate
it
to
the
castle
standards.
You
know
so
how
you
learn.
Self-Awareness,
looks
different
at
kindergarten
than
it
does
in
12th
grade,
and
we
just
kind
of
scaffold
what
the
lesson
is
around
how
to
how
to
how
develop
those
skills.
So
to
me,
developmental
developmental
age,
is
definitely
important,
but
it
doesn't
mean
that
a
kid.
A
B
B
A
A
A
A
A
A
A
A
A
A
B
B
C
C
I
think
we
need
to
be
very
careful
about
that
and,
as
an
example
of
that
misunderstanding,
it
was
asked:
do
you
teach
systemic
racism
and
the
response
was
parts
of
history
that
we
teach
right,
events,
law,
decisions,
etc,
and
so
I
just
want
to
get
clear
on
this.
For
example,
if
I
was
following
ms
case's
response
to
that
question,
what
we
teach
is
all
the
history
right.
There
was
a
race
riot
in
tulsa
there
was
a
tea
party
in
boston.
C
C
The
assumption
seems
to
be
that
if
one
reads
a
book,
one
is
ascribing
to
everything
said
in
that
book.
Is
that
a
is
that
what
we're
teaching
our
students?
If
you
read
a
book,
you
somehow
must
agree
with.
What's
in
that
book,
whatever
that
book
may
be,
and
are
we
in
any
way
teaching
our
students?
What
to
think
when
it
comes
to
these
social
issues,
or
are
we
teaching
them
how
to
think
how
to
I
mean
we've
talked
about
skills
right
how
to
handle
discussions,
how
to
engage.
C
In
a
conversation
I
mean
I
took
the
use
of
terms
like
argument
and
interrogate
in
their
philosophical
sense
right.
That's
those
are
the
classic
terms
for
thinking
for
thinking
deeply
about
something
and
constructing
your
understanding
of
it,
which
is
your
argument
right,
but
those
are
skills
around
in
the
case
of
history.
Historical
facts
is
that
an
intention
is:
is
there
anything
in
our
policy
to
that
is
intended
to
teach
our
students
what
they
should
think.
G
We
are
always
teaching
our
students
how
to
think
not
what
they
should
think,
and
you
will
often
hear
words
such
as
identify
interpret,
compare
contrast,
fact,
opinion,
and
so
that
really
is
allowing
the
learner
to
take
the
information
and
process
it
so
that
then
they
are
able
to
offer
their
report
or
their
their
evaluation
of
the
information.
So
it
is
about
teaching
students
how
to
think.
H
F
No
jump
in
and
just
say,
there's
in
social
studies.
There
has
been
definitely
an
a
national
shift
away
from
teaching
from
one
secondary
source
textbook
that
that
history
is
full
of
perspectives
and
that
the
richest
perspectives
come
out
of
investigating
primary
sources,
and
so
we
don't
see
any
one
source
as
being
the
only
source
to
tell
the
story
of
history,
and
so,
as
we
teach
students
to
think
like
historians
and
to
think
critically,
really
we're
preparing
them
to
to
be
those
consumers
of
information
and
think
about
things
like
intended
audience.
F
Author's
purpose
credibility
so
that
they
can
then
make
those
well-reasoned
thoughts
on
their
own
and
arguments
on
their
own.
And
I
invite
each
one
of
you
to
come
be
a
part
of
our
national
history
day:
competition
where
students
get
the
opportunity
to
not
only
apply
those
historical
thinking
skills
but
to
choose
the
topic
they
want
to
cover
and
then
to
choose
how
they
want
to
cover
it
through
a
website
or
a
documentary
or
a
performance.
F
L
There's
no
way,
I
could
ask
that
or
said
that
better
and
again
last
year,
the
bit
of
silver
lining
of
covet
is.
I
got
to
see
this
in
action,
this,
the
comparing
and
the
contrasting
of
events,
the
looking
up
of
sources,
the
the
writing,
how
something
made
you
feel
or
or
what
you
thought
of
it
or
what
have
you
I
I
saw
that
in
action
every
day,
because
I'm
an
at-home
parent
when
I'm
not
a
board
member
and
and
my
kid
was
home
all
year.
L
L
M
I
just
want
to
say
to
each
of
you
all
that
I
realize
and
respect
the
fact
that
you
know
cultural
responsiveness
of
what
you
are
teaching,
what
you're
doing
is
so
important
and
that
you
probably
never
thought
that
being
a
social
studies
teacher
would
be
on
the
forefront
of
where
we're
at
in
our
society.
But
I
for
one
appreciate
and
respect
the
work
that
you
have
to
do
in
the
classroom
for
not
only
educating
the
students
but
also
educating
the
public
at
large,
so
I
won't
be
little
I'll,
be
labor
the
night
any
longer.
M
D
D
My
49
year
experience
tells
me
that
culturally
responsive
teaching
is
in
fact
a
step
in
the
right
direction.
The
outcome
is
a
student
body
that
loves
learning,
excels
academically
and
has
teachers
who
respond
to
their
needs,
building
relationships
and
being
culturally
responsive,
encourages
students
to
feel
a
sense
of
belonging
and
helps
create
a
space
where
they
feel
safe,
respected,
heard
and
challenged.
D
That
is
the
challenge.
The
mission
will
be
accomplished
when
our
teachers
are
allowed
to
dip
into
their
bag
of
tricks
and
make
it
happen.
However,
workload
issues
are
distracting
our
teachers
from
their
mission
and
it's
frankly
getting
in
the
way.
So
I
guess
my
question
is:
there's
some
great
planning
some
great
teaching
taking
place.
G
Thank
you,
mr
silkworth,
so
we're
always
leveraging
our
expertise
of
our
teachers
to
share
across
their
their
content
with
other
teachers
and,
as
we
continue
to
use
brightspace
as
our
learning
management
system.
That
will
afford
us
the
opportunity
to
make
it
even
easier
to
do
that
and
have
those
repository
of
lessons.
N
N
I
think
that
that's
the
the
outcome
that
we
would
expect
if
we
push
one
side
and
not
another.
The
other
thing
that
I
just
wanted
to
comment
on
very
briefly
is
that
we
talked
a
lot
about
equity
and
race.
It
was
pointed
out
that
disability
was
never
mentioned
and
that
there
are
a
lot
of
different
types
of
equity
that
we
didn't
talk
about.
So
so
we're
very
hyper
focused
on
on
just
very
specific
pieces
of
history,
but
the
history
of
disabled
individuals
wasn't
brought
up.
N
K
F
School
us
history
course
as
we
examine
and
feature
lgbtq
plus
for
the
first
time
in
the
us
history
curriculum.
We
also
are
featuring
different
types
of
disabilities
and
the
discrimination
and
the
push
for
civil
rights
and
the
legal
evolution
that
that
those
individuals
have
faced
as
well,
and
that
was
a
part
of
that
standard.
N
N
So
I
really
do
appreciate
everyone
who
has
taken
the
time
to
come
out
tonight
to
present
this
and
to
have
these
difficult
discussions,
and
I
do
want
to
thank
you,
president
ellis
and
dr
alado,
for
giving
us
the
opportunity
to
to
have
this,
and
I
just
want
to
you
know,
say
a
prayer
for
some
of
the
people
who
are
struggling
tonight.
Thank
you.
O
O
These
are
questions
that
parents
and
students
struggle
with,
and
even
staff
members
on
the
hesitation
and
I'm
going
to
be
targeted,
real
or
not.
The
percep
perception
is
reality
for
someone
who
is
experiencing
what
they
feel
to
be
harmful
and
how
they
approach
that.
Could
you
maybe
discuss
that
a
little
bit
and
then
how
people
can
maybe
work
through
some
of
those
issues
and
get
to
a
better
place.
G
Certainly,
we
have
an
obligation
to
the
curriculum
and
the
standards,
and
so
we
collectively
are
part
of
that
implementation
process
in
the
classroom
through
walk-throughs
observations
instructional
rounds.
If
there
is
an
event
that
perhaps
is
what
one
would
think
out
of
the
ordinary
or
it
is
perhaps
a
violation
of
someone's
or
someone's.
Then
we
want.
We
want
to
know
about
that.
We
we
need
to
be
informed
so
that
then
we
can
gather
information
and
perhaps
in
some
cases
it
may
mean
we
have
to
conduct
an
investigation.
O
Thank
you
very
much
because
it
it
really
is
just
that
it
I
mean
it.
So
often
it
carries
from
our
communities
into
our
into
our
classrooms
and
into
our
schools,
and
we
saw
what
we
thought
was
maybe
a
little
bump
during
presidential
time
of
recent,
and
yet
it
it's
emerging
in
a
in
a
variety
of
way,
shapes
and
forms,
and
for
every
student
that
is
starting
to
feel
empowered
for
the
first
time.
O
You
know
it's
sort
of
that
pie
thing
and
I
love
some
of
my
state
colleagues
school
board
members.
They
talk
about
well,
instead
of
cutting
the
pie
piece
and
saying
I'm
going
to
now
take
a
piece
of
your
pie
to
give
to
the
other
person.
Maybe
we
just
need
to
start
baking
more
pies,
but
to
that
effect,
that
does
speak
to
the
concerns
of
the
use
of
the
term
white
in
context
of
title
and
the
implication.
The
long-term
implication
that
it
does
have.
O
I
I
don't
like
the
label,
my
label
is
I'm
unique,
it's
my
name
and
and
what
that
implies,
because
that
label
can
carry
over,
and
that
is
is
where
I
think
some
of
the
parents,
when
they're
getting
feedback
from
their
students,
are
hearing.
So
not
another
question,
but
just
a
comment
that
terminology
and
phraseology
can
have
an
impact
that
maybe
us
as
adults,
kind
of
forgot.
O
So
that
was
that's
just
my
only
couple
suggestions
that
I
think
we
can
probably
get
through
a
lot
of
this.
If
we
maybe
reconsidered
our
lexicon
to
bring
it's
about
meeting
the
student
where
they
are
not
about
where
we
are
not
about
where
dr
gillins
is
at
not
about
where
escort
cadel
is
at
not
about
you
know
dr
tobin's
at.
But
where
is
that
student
in
that
moment
in
time?
P
Right
so
I
gotta
be
honest.
I
don't
have
a
lot
of
questions
just
comments,
so
first
huge
shout
out
to
national
history
day.
I've
done
it
since
eighth
grade,
so
basically
all
the
time
I've
spent
in
this
county.
I've
done
national
history
day
every
single
year
and
I
would
encourage
any
parents
or
even
students,
listening
for
your
kids
to
do
national
history
day.
P
It
is
so
great
and
thank
you
for
all
your
work
that
you
have
done
and
the
work
that
you
will
continue
to
do
in
the
future,
because
I
know
it's
going
to
be
great
and
I've
had
the
pleasure
of
being
able
to
work
with
all
of
you.
So
I'm
really
proud
to
say
that
you're
part
of
our
aacbs
team
as
a
final
remark-
and
this
really
has
to
do
with
a
lot
of
what
I've
heard
on
the
board
and
as
a
student
and
as
I
would
consider
myself
a
history
buff.
P
P
While
history
is
in
the
past
and
it's
fixed
our
interpretations,
its
impacts
on
the
modern
world
changes
and
for
us
to
use
history
as
its
most
useful
tool,
which
is
a
blueprint
as
to
how
to
proceed.
We
have
to
embrace
that
change
in
interpretation,
and
I
know
that
it
could
be
kind
of
difficult
once
we
start
using
what
have
become.
I
guess
political
labels
when
we're
talking
about
historical
events,
but
on
the
topic
of
identity,
politics,
which
was
previously
mentioned,
but
has
been
mentioned
throughout
the
entire
night.
P
I
think
it's
important
to
recognize,
and
this
is
for
any
marginalized
community,
whether
you're
a
person
of
color,
whether
you're
part
of
the
lgbtqia
community,
etc
that
when
your
identity
is
political,
when
it
has
been
politicized,
you
cannot
remove
yourself
from
that.
You
can't
remove
yourself
from
that
label.
P
That
is
now
a
topic
of
contention
for
some
that
is
now
debated
on
what
rights
you're
allotted
for
some,
and
so
I
think,
that's
important
to
recognize
because
you
know,
while
it
might
suck
to
always
hear
about
white
people,
doing
x,
y
and
z
in
history
and
how
that's
bad
think
about
it
from
other
people's
perspectives
when
it
comes
to
their
rights
being
debated
upon
when
it
because
of
the
basis
of
their
race
gender.
What
have
you
for
some
of
us?
A
B
Thank
you,
ms
I'm
sorry.
I
I
first
want
to
take
a
moment
to
thank
all
of
my
colleagues.
I
do
have
a
question
but
to
thank
all
of
my
colleagues
because
I've
I've
heard
valuable
input
either
through
your
questions
or
through
your
statements
or
comments,
and
I
I
greatly
appreciate
that
so
a
quick
question,
then
I
you
know
just
have
a
brief
statement
but
back
to
health.
B
B
But
some
of
our
elementary
students,
I
would
question
whether
they
are
prepared
to
hear
about
this
and
learn
about
this
in
this
school
environment.
Are
our
parents
notified
of
of
this
and
teaching
about
substance?
Safety
is
critical.
We
had
mr
yuck.
When
I
was
kid
you
know,
don't
take
medicine,
don't
take
medicine.
Unless
you
know
it's
given
to
you
by
parent,
and
you
know,
safety,
yes,
substance
abuse
seems
pretty
heavy
for
what
some
of
our
elementary
students
may
have
been
exposed
to.
Can
you
speak
to
that.
I
I
Mandatory
grades
three
through
12
to
get
substance,
abuse
instruction
and
including
something
about
heroin,
specifically
fentanyl,
because
with
the
opioid
crisis,
so
we
don't
have
health
teachers
in
elementary,
so
the
health
curriculum
is
taught
by
teachers
as
well
as
counselors.
So
the
counselors
teach
the
third
through
fifth
grade
lessons
on
substance
abuse
and
it
is
an
opt.
It's
an
opt
opt-in,
so
we
get
every
parent
gets
a
letter
and
then,
if
they
call
the
school
they
can
opt
out
of
that,
I'm
sorry
an
opt-out,
so
they
can
opt
out
of
that
lesson.
I
B
Yeah,
that's
helpful,
and,
and
again
I
realize
it's
it's
it's
important
for
some
of
our
students
and
some
of
our
students,
probably
just
aren't
ready
for
the
realities
of
life,
so
real,
quick,
a
couple
thoughts.
Racism
is
real.
It
exists
even
today,
and
every
form
of
racism
is
evil
divisive
and
has
absolutely
no
place
in
our
society.
B
So
there
were
a
lot
of
questions
from
the
community
about
critical
race
theory.
This
was
not
a
workshop
on
critical
race
theory.
This
was
a
workshop.
When
I
started
hearing
those
questions,
I
I
had
an
idea.
I
went
first
to
dr
alato.
I
went
to
my
colleagues.
I
said
we
need
to
shine
a
light
on
what's
happening
in
our
classrooms,
around
social
issues,
and
so
I
greatly
appreciate
everyone
coming
here
and
and
and
sharing
what
is
happening.
It's
really
important
and
again
a
lot
of
people
are
interested.
B
I
still
I
told
you,
I
have
a
lot
of
follow-up
questions.
I
will
be
sending
them
along.
I
still
have
a
few
questions
about
the
developmental
phases
and
when
information
is
is
presented
and
what
and
also
about
how
we're
connecting
the
dot
are
we
connecting
dots
for
the
students
between
our
history
and
things
that
are
happening
today
or
are
we
teaching
them
facts
and
having
them
connect
those
dots
for
themselves?
So
you
know,
like
I
heard,
compare
and
contrast
are
we
you
know.
B
I
I'm
just
gonna,
ask
some
more
questions
about
that,
but
I
I
know
there's
been
a
a
large
concern
about
the
the
harmony
in
our
schools
and
concerns
about
hate
and
bias,
and
I
I
just
want
to
caution-
and
this
is
this
is
for
dr
alato
and
your
staff,
and
this
is
for
our
parents,
and
this
is
for
everyone
involved
in
our
students
lives.
The
school
system
cannot
raise
a
child,
every
child
needs
love
and
where
that
is
lacking.
That
is
what
we
need
to
address.
B
Information
is
not
love.
Classroom,
lessons
are
not
love.
Love
is
not
a
subject
to
be
taught
it's
an
action
to
be
experienced,
so
there's
only
so
much.
We
can
do
to
impact
the
behavior
of
of
children
through
classroom
lessons.
I
I
think
we
can
all
acknowledge
that.
I
agree
that
we
should
teach
real
history
in
the
proper
context
and
at
the
appropriate
level
it
sounds
like
we
all
agree
that
we
should
not
impose
ideas
on
on
staff
or
students
about
the
connections
between
history
and
today,
but
again
give
them
the
tools.