Curriculum Developer at Facing History and Ourselves

Remote | Freelance | Part-time
Facing History and Ourselves

Curriculum Developer (Part-Time)

  • Department: Program Delivery & Content Development
  • Position: Curriculum Developer (Part-Time)
  • Reports to: Editorial Director
  • Status: Part-Time, Contract Staff Position (Exempt)
  • Location: Remote
  • Start date: Immediate
  • Note: This position is budgeted at 17.5 hours per week and is contracted for one year

Position description:

Facing History and Ourselves is an international educational nonprofit that provides educational content, curriculum resources, and professional development to secondary school social studies, civics, humanities, and English teachers. Facing History’s educational content is informed by a unique pedagogical model that helps students explore questions of identity, human behavior, prejudice, and civic responsibility, and make the essential connection between history and the moral choices they confront in their own lives today. We currently apply this model to explore case studies of pivotal historical moments such as the Holocaust and the Reconstruction Era following the American Civil War, as well as rich works of literature such as Brown Girl Dreaming.

The ideal candidate is a writer, teacher, and learner at heart, who is passionate about our mission and excited to work with the wide range of issues, histories, works of literature, and current events that comprise our editorial portfolio.

The first project, starting in late August/ early September, will be focused on Chicago’s Racial History. The unit will be responsive to the needs of Chicago’s upper middle school students who yearn for—and deserve—honest dialogue about the racialized dynamics of Chicago. The position will require collaboration with scholars, consultation with leadership at the Institute for Race and Public Policy at University of Illinois at Chicago, and close partnership with educators and a project manager who will support the development of the curriculum. The focus will be on the near west side and Bronzeville, and these two case studies will be woven together by the writer to help students make connections from history to today. The writer will need to create the unit consistent with Facing History’s approach and synthesize research to create lessons and classroom instruction.

Additional assignments may include lesson plans or teaching ideas that address a range of historical or current event topics for middle and high school classrooms.

The successful candidate will have experience teaching and writing curriculum materials for adolescents with diverse learning styles, abilities, and backgrounds and their teachers.

Responsibilities include:

  • Develop web- and print-based content for middle and high school teachers and students, including lesson plans and units.
  • Become an expert in Facing History’s unique pedagogical model, the “scope and sequence” and use it as a framework for all curriculum.
  • Research, write, and carefully summarize complex and often politically-charged and divisive histories to provide context for lessons and units
  • Collaborate effectively with both internal and external stakeholders to ensure curricula meet goals and objectives.
  • Demonstrate knowledge and expertise in best practices in teaching, pedagogy, and assessment, and ensure those practices are reflected as appropriate in Facing History content.

Essential Skills/Qualities:

  • 2-3 years of experience writing complex and nuanced humanities curriculum for middle or high school history, social studies/civics, or literature courses.
  • Teaching experience in middle or high school social studies, history, or English language arts.
  • Interest and curiosity in educational technology and finding creative ways to present and deliver instructional content to teachers and students on digital platforms.
  • Knowledge of and experience with culturally responsive teaching and social-emotional learning
  • Superior research skills, and an ability to identify historical and literary sources (including primary documents) that are intellectually and emotionally appropriate and engaging for adolescents.
  • Curiosity and eagerness to learn about unfamiliar history and literature topics.

Preferred Skills

  • Knowledge and experience of methods for differentiating instruction (especially according to reading ability) in middle and high school history, social studies, and literature classrooms.
  • Familiarity with the Understanding By Design curriculum design frameworks.
  • Training and experience with Facing History pedagogy/curricula preferable

Compensation and Benefits

In addition to meaningful and rewarding work, Facing History provides an excellent compensation and part-time benefits package including a 403(b) program, paid time off, and a friendly work environment.

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