Capstone Project Title
Public schools in the United States maintain a position in the spotlight as the debate over what should or should not be taught in public schools swirls amongst headlines and soundbites throughout the media. While some states seek to limit and contain what can be taught, other states and cities seek to expand social studies content in order to incorporate the diverse histories and stories not traditionally taught in the eurocentric, heteronormative system of United States public education. One way such expansion takes place is through the implementation of Ethnic Studies courses. As teachers take on Ethnic Studies for the first time, resources and curriculum are critical tools for success. This curriculum project aims to provide teachers with a seven week curriculum for beginning the school year, centered around three primary areas of research: ethnic studies itself, the student-centered approach, and adolescent motivation and engagement. In order to achieve the preceding and build a solid foundation for the remainder of the academic year, the topical focus of this curriculum is identity and identity formation. Furthermore, a critical conclusion from the process of creating this curriculum is the importance of decentralizing the role of the teacher in the classroom while providing ample opportunities for student interaction and collaboration.
Curriculum, Teachers/ Teaching
Wentzel, Erin, "The Ethnic Studies Curriculum: A Student-Centered Approach at the High School Level" (2023). School of Education and Leadership Student Capstone Projects. 949.
School of Education Student Capstone Projects