Thursday, April 16, 2015

You cannot oppress people who are not afraid anymore

  "Once social change begins, it cannot be reversed.  You can not un-educate the person who has learned to read.. You cannot oppress the people who are not afraid anymore.
Cesar Chávez. November 9, 1984.

We have a unique opportunity to change the history books in California  K-12 to include Chicano/Mexican American history- but we must act now. Time is passing. 
Mexican American/ Chicano history is currently substantially absent from public school textbooks and curriculum in California- and it has been since 1986.  Latino student political non participation and alienation from school is significantly caused by Latino absence from the K-12 textbooks and curriculum. 
On behalf of the Mexican American Digital History project, we  ask that you  write a letter to the review committee for the revision of the History/Social Science framework.  Now is a good time to get this done (a guide to writing such a letter is here )https://sites.google.com/site/democracyandeducationorg/Home/latino-students-and-civic-engagement/project-plan---mexican-american-history

We ask you to 
1.     Look over the draft History/Social Science Framework for California Schools.  
(or take our  suggestions and guides to specific pages)
2.    Write a letter  to the Framework Committee encouraging the inclusion of  Mexican American/Latino history in the revised framework.  It is most effective to make specific recommendations of material to include- see samples. To be effective your letter should arrive by May 1, 2015.
3.   Send your letter to  hssframework@cde.ca.gov
4.  Send a copy to the Mexican American Digital History project at campd22702@gmail.com
5.     Links to documents and  background information is available at the site above.

Wednesday, April 15, 2015

Working Class Under Siege

SACRAMENTO PROGRESSIVE ALLIANCE: CampusProgressive AllianceThe Progressive Forum Pr...: Campus Progressive Alliance The Progressive Forum Presents The Working Class Under Seige Labor & Students Fight For a Better...

Tuesday, April 14, 2015

Working Class Under Siege- Progressive Forum


Working Class Under Siege:
Organized labor and students fight for a brighter future.
Forum:  April 16, 2015.   3 PM.
Speakers, video, dialogue.  Free - Join us.
Fabrizio Sasso; Executive Director of Sacramento Central Labor Council.
Kevin Wehr, President, California Faculty Association. Paul Burke, Sociology, Ian Lee- the Fight for $15, Robert Longer (CWA)  Citizens Trade Campaign TPP,  SQE Zobeida Menez, Erica Zamora, Andee Suderland. DSA Student Debt Campaign
Leisa Falkner- exploitation of adjunct faculty.
 3 PM. Hinde Auditorium, CSU –Sacramento , Free
Sponsored by Sacramento Progressive Alliance, DSA, California Faculty Assoc. , Students for Quality Education,  Campus Progressive Alliance.

6 PM. Film.  Wisconsin Rising.

Friday, April 10, 2015

antiracismdsa: American Exceptionalism v Teaching History of Mino...

antiracismdsa: American Exceptionalism v Teaching History of Mino...: Ed. Below, the writer makes a good argument about history.  This is the background from which readers should insist that California revise the California History/Social Science Framework.

Thursday, April 09, 2015

Letters on the inclusion of Mexican American History in the History/Social Science Framework

Cesar Chavez and Duane Campbell 1972
History /Social Science Framework Committee   (Sample letter)

Re: Inclusion of  Mexican American/ Latino history in draft Framework

I am a professor (emeritus) of  Education at CSU Sacramento.  For thirty-five years I prepared new teachers for California schools.  One of my particular emphasis was preparing future teachers to teach history and social studies.  You can find a record of this in my most recent book, Choosing Democracy: a practical guide to multicultural education. Allyn and Bacon  (4th edit. 2010)
Based upon this experience I strongly urge you to revise the current draft of the History Framework to include a more adequate recording of the history of California and the nation by including the significant contributions of Mexicans and Mexican Americans to this history.  You really can’t have a fair and balanced history without extending more information on this topic.  Latinos comprise nearly 39% of the state population, and descendants of Mexican Americans and Latinos now constitute over 52% of the students in our schools.
As I have argued in my writings, and in testimony to the drafting committee during the 2009 attempt to revise the framework, children and young adults need to see themselves in the curriculum.  Students, particularly students of color, have low levels of attachment to California and U.S.  civics messages in significant part because the government institution they encounter the most- the schools-  too often ignore the students own history, cultures and experiences.

A fundamental way to engage students in civic culture is to engage them in their own schools and communities.  That is where the students most encounter civic opportunities.

Monday, April 06, 2015

Teachers- ( and allies) We need your letters on inclusion of Mexican American History

Cesar and friends at Sac State. 1972.
  "Once social change begins, it cannot be reversed.  You can not un-educate the person who has learned to read.. You cannot oppress the people who are not afraid anymore.
Cesar Chávez. November 9, 1984.

We have a unique opportunity to change the history books in California  K-12 to include Chicano/Mexican American history- but we must act now. Time is passing. 
Mexican American/ Chicano history is currently substantially absent from public school textbooks and curriculum in California- and it has been since 1986.  Latino student political non participation and alienation from school is significantly caused by Latino absence from the K-12 textbooks and curriculum.
On behalf of the Mexican American Digital History project, we  ask that you  write a letter to the review committee for the revision of the History/Social Science framework.  Now is a good time to get this done (a guide to writing such a letter is here https://sites.google.com/site/democracyandeducationorg/Home/latino-students-and-civic-engagement/project-plan---mexican-american-history

We ask you to
1.     Look over the draft History/Social Science Framework for California Schools. 
(or take our  suggestions and guides to specific pages)
2.    Write a letter  to the Framework Committee encouraging the inclusion of  Mexican American/Latino history in the revised framework.  It is most effective to make specific recommendations of material to include- see samples. To be effective your letter should arrive by May 1, 2015.
3.   Send your letter to  hssframework@cde.ca.gov
4.  Send a copy to the Mexican American Digital History project at campd22702@gmail.com
5.     Links to documents and  background information is available at the site above.

Sunday, April 05, 2015

Teachers Cheating on Tests - Atlanta

Taking the Fall in Atlanta
Posted April 3, 2015 at 11:10 am by RICHARD ROTHSTEIN  
Eleven Atlanta educators, convicted and imprisoned, have taken the fall for systematic cheating on standardized tests in American education. Such cheating is widespread, as is similar corruption in any institution—whether health care, criminal justice, the Veterans Administration, or others—where top policymakers try to manage their institutions with simple quantitative measures that distort the institution’s goals. This corruption is especially inevitable when out-of-touch policymakers set impossible-to-achieve goals and expect that success will nonetheless follow if only underlings are held accountable for measurable results.
There was little doubt, even before the jury’s decision, that Atlanta teachers and administrators had changed answers on student test booklets to increase scores. There was also little doubt that Atlanta’s late superintendent, Beverly Hall, was partly responsible because she had, as a state investigation revealed, “created a culture of fear, intimidation and retaliation” that had permitted “cheating—at all levels—to go unchecked for years.”
What the trial did not explore was whether Dr. Hall herself was reacting to a culture of fear, intimidation, and retaliation that her board, state education officials, and the Bush and Obama administrations had created. Just as her principals’ jobs were in jeopardy if test scores didn’t rise, her tenure, too, was dependent on ever rising test scores.
 
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