Cooks, Kellen2023-05-182023-05-182023-05-18https://hdl.handle.net/1813/113158The Dreaming-on-Hudson project involved developing interactive mapping activities and place-based lessons that engage students’ spatial imaginaries and root sociological concepts in place and lived experiences. These activities and lessons constitute the Dreaming-on-Hudson curriculum, which was implemented at Ossining High School in Ossining, NY within the SUNY Racism, Classism, and Sexism (SUNY Race) course during the 2022-23 school year. The curriculum was co-developed and co-taught by the author, SUNY Race teachers Samuel North and Jillian McRae, and Joyce Sharrock Cole, the Ossining Village Historian. We began with activities that mapped and explored students’ own identities and communities, and widened towards understanding how sociological phenomena manifest within the town and region. At a time when attacks against critical race theory and educational equity initiatives are at a high, the Dreaming-on-Hudson project and SUNY Race provide a model for holistic social studies education that empowers students to shape the future of their community.en-USmappingpedagogyspatial imaginariesHudson Valleyossiningcritical race theorydissertation or thesis