HOUSE DOCKET, NO. 3592        FILED ON: 2/19/2021

HOUSE  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  No. 707

The Commonwealth of Massachusetts

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PRESENTED BY:

Michael J. Soter

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To the Honorable Senate and House of Representatives of the Commonwealth of Massachusetts in General
Court assembled:

The undersigned legislators and/or citizens respectfully petition for the adoption of the accompanying bill:

An Act relative to cultural studies.

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PETITION OF:

HOUSE DOCKET, NO. 3592        FILED ON: 2/19/2021

HOUSE  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  No. 707

The Commonwealth of Massachusetts

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In the One Hundred and Ninety-Second General Court
(2021-2022)

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An Act relative to cultural studies.

Be it enacted by the Senate and House of Representatives in General Court assembled, and by the authority of the same, as follows:
 

SECTION 1. Chapter 69 of the General Laws, as appearing in the 2018 Official Edition, is hereby amended by inserting after Section 1Q the following section:-

Section 1R: Cultural Studies

The department of elementary and secondary education shall authorize and assist in the implementation of standards and objectives on cultural studies for students in grades 10-12 to equip students with the knowledge and skills needed to develop and appreciate empathy and value for individuals of all cultural backgrounds. These requirements for the course will be developed by the Department of Education based on the outlined five syllabus sections. Each section will be taught for four weeks. The Department of Education will create the learning tools outlined to teach these classes. The following shall constitute the five syllabus sections:

(1) Identity: In this four-week section, students will study the meaning of words such as race and ethnicity as they pertain to individuals and communities. This section will focus on how various identities are defined on a national, state, local, and community level. An emphasis should be put on how the development of stereotypes can reduce or magnify an individual. Furthermore, this section should also include definitions and lessons about the LGBTQ community and its perception locally, nationally, and throughout the world. Finally, this unit should also cover what it means to be American and how that perception changed over time, both within and between ethnic groups. The overall objective of the Identity Unit is for students to explore themselves and how they fit into society.

(2) African American: In this four-week section, students will focus on and explore the experience of African Americans both historically and in terms of contemporary issues, with an emphasis on the post – WWII Civil Rights Movement. The focus should be on the role of African Americans in the growth and development of the United States as well as the role that self-determination played in the trajectory of the African American community. The section will focus on how the political powers developed in the African American Community, how the political power evolved, and how the power structure changed the United States. An emphasis should also be on the Civil Rights movement, specifically exploring key players, the role that youth played, and the influence of Freedom Riders. Finally, the section should emphasize the challenges that African Americans face and the opportunities that students have to enact positive change for the African American communities.

(3) American Indian: In this four-week section, students will study and explore the experience of American Indians both historically and in terms of contemporary issues. This section will cover cultural conflicts throughout history, including the differences between the experiences of tribes in the United States and the economic and political results both within the tribe and for the United States. Students should also understand the role that assimilation has played in the experience of American Indians. Additionally, coursework should include the outcomes and effects of gambling licenses and the economic reality for both tribes with and without these licenses. Finally, the section should emphasize the challenges that American Indians face and the opportunities that students have to enact positive change for American Indians.

(4) Latino American: In this four-week section, students will study the experience of Latino Americans both in history and in terms of contemporary issues. Students will explore statistics and the diverse ethnic groups living in the United States within the Latino minority. This section should emphasize the differences and similarities between South American, Central American, and Mexican Americans. Students will also explore the role that Latinos played in the growth and development of the United States as well as shifts in political power within the Latino American community and how said power has evolved to work effectively with changing power structures in the United States. Furthermore, this section will focus on the impacts of immigration from a political and economic impact standpoint. Finally, the section should emphasize the challenges that Latinos face and the opportunities that students have to enact positive change for the Latino community.

(5) Asian American: In this four-week section, students will study and explore the experience of Asian Americans both historically and in terms of contemporary issues. Students will explore statistics and the diverse ethnic groups living in the United States within the Asian minority. Students will explore the cultural and political similarities/differences between East Asians, Southeast Asians, and Southern Asians. Students will also explore the role that Asians played in the growth and development of the United States as well as shifts in political power within the Asian American community and how said power has evolved to work effectively with changing power structures in the United States. This section will focus on the challenges this community faces as Asian Americans and how immigration impacted the political, social, and economic realities in the Asian Community. This section will focus on the cultural perception of the “model minority” that this culture faces. Finally, the section should emphasize the challenges that Asian Americans face and the opportunities that students have to enact positive change for the Asian communities.

SECTION 2. Notwithstanding any general provisions or special laws to the contrary, the department of elementary and secondary education shall institute a grant program to identify qualified practitioners for the implementation of this act.