The first unit we are doing with 9 from the new curriculum our county adopted is “Declaring Your Genius.” All our texts & questions revolve around what is the meaning of intelligence. Who gets to decide/define? What does it mean to be successful? This includes analyzing schools:

How schools measure success and define intelligence is relevant to the kids who exist in these systems. What kinds of skills and intelligence are valued? Who gets to attend “advanced” schools? We will be looking at admissions for local specialized schools. https://www.cbs19news.com/story/42628003/pta-clashes-with-education-secretary-on-admissions-changes

How are admissions into specialized schools inequitable? How should they be structured? Who benefits from certain admissions criteria and who does not? How can and should those systems and processes be changed? https://www.loudountimes.com/news/more-school-board-approves-inequity-combating-changes-to-academies-of-loudoun-admissions-process/article_abf519f2-dc39-11ea-988b-d7e7bbca120c.html

Reading Punching the Air by Ibi Zoboi/Yusef Salaam last night I earmarked the Schooled and Pipeline chapters to excerpt and pair. Amal excels at art, yet can’t get into AP classes (tracking is referenced). When he does get into AP art, his teacher snatches off his hoodie & says:

How many kids have experienced this? How many kids have been told they were unworthy of being in an advanced class because they exhibited intelligence and skill differently than the teacher valued? How, in both meanings of the phrase, do teachers fail kids like Amal?

This directly ties into which kids get suspended/expelled and why and how that impacts their academic and life trajectory (the Pipeline chapters). Show your kids district discipline data. Ask them what they notice. How can they connect that to their experiences and the texts?

My point in sharing this is to show how we can still absolutely 100% hit all standards in our curriculum with HIGH rigor, teach skills, and have an anti racist approach to our work. It isn’t about discrete activities you can look up or buy. It’s the entire lens and framework.

Students CAN do this work and excel. Define terms and scaffold as necessary, build background knowledge, but show them how these questions DO intersect with their lives daily. They will absolutely be able to demonstrate growth, proficiency and mastery. Trust them!