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Tucson Unified School District is committed to the academic achievement of every student enrolled at the District. The District provides equal access for all students to each of its educational opportunities, such as Advanced Learning Experiences, Dual Language Programs, and Exceptional/Special Education.

Textbooks Available for Review

Textbook Review - Available August 27 - October 25
Printable Flier for Big History Project and High School Economics (in PDF)

TUSD has proposed the following curriculum for adoption. We invite teachers, parents, staff, administrators, and community members to review the curriculum materials and provide feedback.

How to Access the Materials

You can review the curriculum materials from 7:45 a.m. to 4:45 p.m., Monday - Friday, at the Lee Instructional Resource Center (LIRC) at 2025 E. Winsett, 85719. See below for the dates of the review period.

You can also review material online at the links below.

1. Big History Project

Dates of Review Period: August 27 through October 25, 2018

View the curriculum for the Big History Project online at https://school.bighistoryproject.com/bhplive.

The following material also describes some of the features of this material.

2. The High School Economics eTextbook

Dates of Review Period: August 27 through October 25, 2018

The High School Economics eTextbook is written by Steven M. Reff, former Economics Lecturer at the University of Arizona and recipient of the Five-Star Faculty Award.

View the High School Economics eTextbook online here.

Share your Feedback!

Please complete our feedback form > >

PPEL 101 Text: Ethics, Economy, & Entrepreneurship

We are also looking for participants in the PPEL 101 Textbook Review Committee. See the Call for PPEL 101 Textbook Review Committee for more information.

K-12 Curriculum for Parents and Community

We invite parents and community members to view curriculum for all our subject areas! You can also access curriculum by grade through the dropdown in the navigation bar at the top of this website.

Our Curriculum is infused with Multicultural Education

At Tucson Unified, we recognize the value of multicultural education in supporting student success. Multicultural education acknowledges that the ways in which students learn and think are deeply influenced by their cultural identity and heritage and that to teach culturally diverse students effectively requires educational approaches that value and recognize their cultural backgrounds. In this way, multicultural education aims to improve the learning and success of all students, particularly students from cultural groups that have been historically underrepresented.

In practice, educators modify or eliminate educational policies, programs, materials, lessons, and instructional practices that are either discriminatory toward or insufficiently inclusive of diverse cultural perspectives.Photo of students

Why do we need a Multicultural Curriculm?

  1. To prepare students for diverse workplaces and multicultural environments
  2. To expose biases, stereotypes, and policies that can restrict achievement
  3. To ensure that content is fair, accurate, and inclusive
  4. To accommodate the diverse teaching and learning styles of teachers and students
  5. To help students, faculty, and staff become advocates for multicultural awareness

The district's Multicultural Framework for Student Academic Success is articulated through the district policies and initiatives. Tucson Unified recognizes the growing diversity of cultures in the district and commits itself to ensure that all aspects of policies, curricula, practices, programs, and services promote intercultural understanding and addresses the needs of students who have been historically marginalized or underrepresented.

Tucson Unified's multicultural curriculum uses the Anti-Bias Framework, developed by the Southern Poverty Law Center, and culturally responsive teaching as a basis for effective anti-bias education at every grade level. The anti-bias anchor standards provide a set of age-appropriate learning outcomes divided into four domains: identity, diversity, justice and action.

The curriculum, which is inclusive of the histories, cultures, and contributions of diverse groups of people, enriches learning for all students, preparing them to work toward structural equality and equity by engaging them in critical thinking around issues of racism, sexism, classism, linguicism, ageism, genderism, and more.

TUSD Multicultural Framework for Student Academic Success
Curriculum 5.0
Multicultural Content and Resources   Culturally Responsive Teaching Strategies
Curriculum 5.0
Multicultural Resources
  • Themes
    • Identity
    • Diversity
    • Justice
    • Action
  • Essential Questions
  • Enduring Understanding
  • Units
Image of Plus Sign
  • Student-centered classrooms
  • Positive learning communities
  • Academic identity development
    through relevant content integration
  • Rigor through critical thinking integration
  • Knowledge co-creation
  • Student engagement through social justice

Optimal Learning Environment

Flow chart: Identity, Diversity, Justice, Action

Adapted from Teaching Tolerance

K-5

K-5 Student Outcomes:
Emphasis on Identity and Diversity

Middle School

Middle School Student Outcomes:
Emphasis on Identity, Diversity, and Justice

High School

High School Student Outcomes:
Emphasis on Identity, Diversity, Justice, And Action

Definition of Terms

Culture: the totality of ideas, beliefs, values, knowledge, language, and way of life of a group of people who share a certain historical background.  Manifestations of culture include art, laws, institutions, and customs. 

Culturally Responsive Pedagogy: an educational approach that responds to student's social, emotional, and intellectual needs by incorporating student social and cultural assets into the curriculum.

Diversity: the unique characteristics that all persons possess that distinguish them as individuals and that identify them as belonging to a group or groups. 

Intercultural Proficiency: the ability to successfully communicate, understand, and interact among persons with differing assumptions that exist because of ethnic and cultural orientations.

Course Approval Process

Print Version of Course Approval Flowchart (in PDF)

Each proposal to change, delete, or create a course is reviewed at each of the steps below. If it is approved, then it is forwarded to the next review body. The course approval process at TUSD aims to support creation of courses which improve student course offerings, strengthen Advanced Learning Experiences for students, and provides varied enrichment opportunities for students. All course proposals will be carefully reviewed for alignment to Arizona's College and Career Ready (AZCCR) Standards and TUSD's Curriculum Framework.

  1. Statement of identified need for course
  2. Complete and submit the Course Proposal Form (Print Version - in PDF) attaching the following four required Documents:
    1. Course Syllabus (Template)
    2. Scope/Sequence (if applicable)
    3. Curriculum Map (if applicable)
    4. Staffing
  3. Sr. Director of Curriculum reviews submitted proposal in conjunction with content area specialist - If denied, resubmit option. If approved, continue. (2-4 weeks)
  4. Initiator notified of approval and next steps (2 weeks)
  5. Reviewed by Assistant Superintendent of Curriculum (1-2 weeks)
  6. Submitted to Governing Board for approval (4-8 weeks)
  7. Submit for course competency approval to AZ Board of Regents (4 weeks)

Curriculum Access for Teachers

Tucson Unified School District - K-12 Curriculum

Teachers, you can access Curriculum 5.0 from home! Just log into Office 365. Enter your district email on the first login screen, then, when prompted, enter your district login and password. Click the links below!

Note: If you do not see the log-in window, minimize all open windows, including your browser window.

Note: These materials are only available to TUSD employees through Office 365. Parents and community members are invited to view curriculum materials on our Curriculum website.

MTSS Resources

Professional Learning

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