Curriculum Scope and Sequence

Course Descriptions

DEI domains and goals for all grades leading to the Ethnic Studies course (Scope and Sequence)

Sample Lessons

Examples of typical lessons and activities
Case studies and project-based learning examples

Teaching Methods

The NUSD Ethnic Studies Course integrates Paulo Freire's critical pedagogy and Dr. Sharroky Hollie's Culturally and Linguistically Responsive (CLR) strategies to foster a dynamic and inclusive learning environment. This course emphasizes discussion, reflection, and experiential learning to engage students deeply, empower critical thinking, and resonate with the diverse experiences of the Natomas community.

Critical Pedagogy

Critical pedagogy emphasizes dialogue, critical thinking, and empowering students to challenge and transform oppressive social conditions. In the Ethnic Studies course, these principles manifest through:

Dialogic Learning: Students engage in open dialogue, analyzing multiple perspectives on historical events to foster understanding and respect for diverse experiences.
Problem-Posing Education: Students actively question societal issues, such as exploring the historical roots of civil rights movements and their current impact, promoting problem-solving and advocacy skills.
Co-Creation of Knowledge: Collaboration between students and teachers builds knowledge, incorporating community-based research to explore cultural heritage and community dynamics.

CLR Strategies by Dr. Sharroky Hollie

Dr. Sharroky Hollie's CLR strategies validate and affirm students' cultural and linguistic backgrounds while enhancing cultural competency and adaptability. These strategies include:

Responsive Vocabulary: Using culturally relevant language and examples in studies, connecting literature to students' cultural heritage and personal experiences.
Engagement Norms: Establishing inclusive classroom norms that respect diverse communication styles, ensuring all students participate and are heard.
Instructional Scaffolding: Supporting students in connecting new content to their existing knowledge, such as discussing family migration stories before exploring broader immigration issues.

Examples of Application

Collaborative Projects: Students create multimedia presentations on historical figures from diverse ethnic backgrounds, integrating the co-creation of knowledge and engagement norms.
Case Studies and Simulations: Engaging students in problem-solving through simulations of social justice scenarios, applying responsive vocabulary and cultural contexts.
Community Involvement: Projects with local leaders apply classroom learning to real-world contexts, emphasizing practical action and validating cultural backgrounds.

Combining Freire’s critical pedagogy with Hollie’s CLR strategies, the NUSD Ethnic Studies course equips students with academic knowledge, the skills, and perspectives to thrive in and contribute to a diverse society.