[Ed. – E=MC2? Lose the ‘tude, white dude. You hard-science guys think you’re so invulnerable to all this.]
A high-school physics teacher has developed his own six-day curriculum that he uses to teach about institutional racism, privilege, and social justice as part of his seniors’ physics classes.
The teacher, Moses Rifkin of University Prep in Seattle, has also been promoting the lesson plan to other high-school science instructors.
John Burk, a math and physics teacher from Delaware, said that he learned about the curriculum when he met Rifkin at a People of Color Conference and gushed that it “brilliantly brings lessons about social justice, privilege, and institutional racism into the physics classroom.” …
During one section of the course, Rifkin’s post explains, students study black physicists. For a homework assignment, he instructs students to learn about a pre-1950s black physicist and also a modern black physicist.
Rifkin explains that he expects finding information about black physicists will be tough, which “points to the big question of this project: why is this? Why, percentage-wise, are there dramatically fewer black physicists than black Americans?” …
Another homework assignment for the class as part of this unit is to read Peggy McIntosh’s White Privilege: Unpacking the Invisible Knapsack, according to apost on Missouri Education Watchdog.