Black History Curriculum Task Force 105 ILCS 5/27-20.4 Whole Child - PowerPoint PPT Presentation

Black History Curriculum Task Force 105 ILCS 5/27-20.4 Whole Child • Whole School • Whole Community

Illinois School Code {27-20.4} Every public elementary school and high school shall include in its curriculum a unit of instruction studying the events of Black History, including the history of the African slave trade, slavery in America, and the vestiges of slavery in this country. Whole Child • Whole School • Whole Community

Illinois School Code {27-20.4} The State Superintendent of Education may prepare and make available to all school boards instructional materials, including those established by the Amistad Commission, which may be used as guidelines for development of a unit of instruction under this Section. Whole Child • Whole School • Whole Community

Curriculum Content  History of the African slave trade  Slavery in America, and the vestiges of slavery in this country  Contributions of African-Americans to the development of the United States and Africa  The struggle for African-Americans to receive fair and equal treatment under the law

Standards Connection Disciplinary Connections Standard Connections S.H.2.6-8.MdC. Analyze multiple factors  that influenced the perspectives of  History: Perspectives people during different historical eras. SS.H.6.9-12. Analyze the concept and  pursuit of the “American Dream.” SS.H.7.9-12. Identify the role of  individuals, groups, and institutions in people’s struggle for safety, freedom, equality, and justice. SS.H.8.9-12. Analyze key historical events  and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.

Standards Connection Disciplinary Connections Standards Connection SS.CV.1.1. Explain how all people, not  just official leaders, play important roles Civics- Civics and in a community.  SS.CV.2.4. Explain how a democracy Political Institutions  relies on people’s responsible participation and draw implications for how individuals should participate.  SS.CV.1.6-8.MC. Evaluate the powers and responsibilities of citizens, political parties, interest groups, and the media. SS.CV.1.9-12. Distinguish the rights,  roles, powers, and responsibilities of individuals and institutions in the political system. Whole Child • Whole School • Whole Community

Curriculum Resources Whole Child • Whole School • Whole Community