• Introduction : Watering the earth with educational excellence
• Tilling the soil : preparing ourselves for growth. Unearthing the need for genius and joy
• Coming into joy
• Unearthing self
• Expanding our harvest : putting culturally and historically responsive education into practice. Redesigning curriculum and assessment
• Practical and creative uses of the HILL model : students, teachers, and staff members
• Practical and creative uses of the HILL model : school leaders, community members, and families
• Planting seeds for the future : artistic interpretations of the HILL model
• Afterword : Joy as magic and infinite possibilities.

In this sequel to Cultivating Genius, Gholdy Muhammad adds a fifth pursuit--joy--to her groundbreaking framework. Dr. Muhammad shows how joy, which is rooted in the cultural and historical realities of Black students, can enhance our efforts to cultivate identity, skills, intellect, and criticality for ALL students, giving them a powerful purpose to learn and contribute to the world. Dr. Muhammad's wise implementation advice is paired with model lessons that span subjects and grade levels.

• Acknowledgments
• Foreword by Bettina L. Love
• Introduction: Restoring equity and excellence in today's classrooms
• Part one. Drawing from history to reimagine literacy education: How 19th-century black literacy societies can elevate today's literacy learning ; What is historically responsive literacy?
• Part two. Teaching and learning with the four-layered HRL framework: Toward the pursuit of identity ; Toward the pursuit of skills ; Toward the pursuit of intellect ; Toward the pursuit of criticality
• Part three. Implementing historically responsive texts and lesson plans: Selecting historically responsive tests ; Using historically responsive lesson plans
• Afterword by Maisha T. Winn
• References
• Index

This book examines culturally responsive practices, interventions, and supports for educators that can be utilized in school settings. "In Cultivating Genius, Dr. Gholdy E. Muhammad presents a four-layered equity framework--one that is grounded in history and restores excellence in literacy education. This framework, which she names Historically Responsive Literacy, was derived from the study of literacy development within 9th-century Black literacy societies. The framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices. The equity framework will help educators teach and lead toward the following learning goals or pursuits: Identity Development--Helping youth to make sense of themselves and others, Skill Development-- Developing proficiencies across the academic disciplines, Intellectual Development--Gaining knowledge and becoming smarter, [and] Criticality--Learning and developing the ability to read texts (including print and social contexts) to understand power, equity, and anti-oppression. When these four learning pursuits are taught together--through the Historically Responsive Literacy Framework, all students receive profound opportunities for personal, intellectual, and academic success..."--Amazon.com description

• List of Figures. Preface. Acknowledgements. Introduction.
• 1. Backward Design.
• 2. Understanding Understanding.
• 3. Gaining Clarity on Our Goals.
• 4. The Six Facets of Understanding.
• 5. Essential Questions: Doorways to Understanding.
• 6. Crafting Understandings.
• 7. Thinking like an Assessor.
• 8. Criteria and Validity.
• 9. Planning for Learning.
• 10. Teaching for Understanding.
• 11. The Design Process.
• 12. The Big Picture: UbD as Curriculum Framework.
• 13. "Yes, but..." Afterword: Getting Started. Appendix: Sample 6-Page Template. Endnotes. Glossary. Bibliography. Index. About the Authors.
• (source: Nielsen Book Data)

The highly anticipated second edition of Understanding by Design poses the core, essential questions of understanding and design, and provides readers with practical solutions for the teacher-designer. The book opens by analyzing the logic of backward design as an alternative to coverage and activity-oriented plans. Though backward from habit, this approach brings more focus and coherence to instruction. The text proposes a multifaceted approach, with the six "facets" of understanding. The facets combine with backward design to provide a powerful, expanded array of practical tools and strategies for designing curriculum, instruction, and assessments that lead students at all grade levels to genuine understanding. The second edition, a refined work, has been thoroughly and extensively revised, updated, and expanded, including improvement of the UbD Template, the key terms of UbD, dozens of worksheets, and some of the larger concepts. The authors have successfully put together a text that demonstrates what best practice in the design of learning looks like, enhancing for its audience their capability for creating more engaging and effective learning, whether the student is a third grader, a college freshman, or a faculty member.
(source: Nielsen Book Data)