A simulation of an auction during a fifth-grade lesson about slavery last week is just the latest illustration of why we need better ways to teach hard history.
Mary Jenkins describes growing up in the Jim Crow era and frequently being told, “You can’t”—both by a mother terrified of what might happen to her daughter if she stepped out of her expected place, and by a system that had institutionalized segregation as a way of life.
Students learn about the World War II incarceration of Japanese Americans from people who lived through it. This video depicts how students use metaphorical thinking to deepen their understanding using the thinking routine, Color-Symbol-Image.
Bayard Rustin believed deeply in the power of nonviolence during the era of segregation. In the following essay, he describes its use and effect on a bus ride from Louisville to Nashville.
In 1965, James Baldwin and William F. Buckley debated the American Dream’s effect on the America Negro. The debate took place at Cambridge University, and the spectating student body proclaimed Baldwin the winner by a landslide—164 to 44.
After noticing tension within their school community, teachers, students and staff planned a one-day workshop for local educators called “Understanding the Muslim American Experience: Leadership Training.”