TEACHERS: Rethinking History Education #BigIsms
How Should Teachers Handle the Movement to 'Rewrite' High School History? Embrace It
Jack Doyle & Chris Doyle, July 14, 2020, Education Week
How should educators respond to an unprecedented popular effort to remake American history?
First, they need to understand that such a movement exists, what it wants, and how it operates. The history-reform movement calls for moving U.S. history beyond a focus on elite white males, exposing and analyzing systemic racism, and telling inclusive, complex stories across time. A broad spectrum of street-level protestors, teachers in grassroots networks, civil rights groups, academics, journalists, and social-media influencers are all working to remake the usable past—what we collectively remember, commemorate, learn in school, omit, forget.
The recent successes of this movement are impressive. Advocates of reform have produced bold revisionist curricula (for instance, The New York Times “1619 Project”), put pressure on the U.S. military to rename bases honoring Confederate leaders, persuaded authorities to remove statues of Confederates, encouraged NASCAR to excise the Confederate flag from sport-sanctioned iconography, and spawned hundreds of courses devoted to racism and civil rights.
Is it time to change how we teach about slavery in schools?
with Ibram X. Kendi, July 13, 2020, CBSN
As protests continue around the country calling for an end to racial and social inequalities, there's a new focus on how slavery and the Civil War are taught in schools. Dr. Ibram X. Kendi, a CBS News contributor and author of Stamped from the Beginning, joined CBSN to discuss.
Educate to Liberate: Black Panther Liberation Schools
Connie H. Choi, Studio Museum Harlem
In 1968, just two years after the Black Panther Party (BPP) was founded in Oakland, California, the Party’s headquarters mandated that all chapters inaugurate “serve the people” programs. Community service had become a central component of the BPP’s mission, and the group committed itself to organizing nearly two dozen social and educational programs to benefit black communities across the nation, from free medical clinics to voter registration drives. In fact, by 1970, a People’s Free Medical Clinic was a requirement in every chapter.
The commitment to these programs came from the BPP’s recognition that the legislative strides made in the 1960s, namely the Civil Rights Acts of 1964 and 1968, did not break down the barriers to equality still faced by black communities. The programs “were instituted as parallel alternatives to the Johnson administration’s anti-poverty scheme …. With its programs to serve the people, the Party sought to remedy the practical and ideological deficits of civil rights ‘progress’ as it was embodied in the War on Poverty.” By working directly in and for local communities, the BPP ensured that their programs served those who needed the services they provided.
As part of their commitment to black communities, the BPP began liberation schools led by volunteers after school in storefronts, churches, and homes in 1969. Following these early schools and recognizing the failure of public schools to adequately prepare black youth for the life ahead of them, the BPP formed the Intercommunal Youth Institute (later renamed the Oakland Community School) in January 1971, to begin breaking this “seemingly endless cycle of oppression.”
Before Rosa Parks: Ida B. Wells
A Lesson Plan by Teaching Tolerance
The title “Before Rosa Parks” loosely links a number of lessons that discuss African-American women who were active in the fight for civil rights before the 1950s. This lesson highlights Ida B. Wells, who worked tirelessly for racial justice in the South, especially concerning lynching.