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Teaching centering liberation- Collection Contents
The Office of Teacher Development, in partnership with Dr. Bettina Love, proudly presents "Teaching to Thrive." These multi-modal professional learning tool kits provide resources for teachers to engage their students in creative, meaningful, and culturally responsive and sustaining learning. Tool Kit One focuses on assisting teachers in delivering...
The Office of Teacher Development, in partnership with Dr. Jamila Lyiscott, proudly presents "The Racial Politics of Pandemic Pedagogy: Sustaining Racial Justice in Learning." This collection contains five professional learning modules modeled after the 5 A’s (Awareness, Agency, Actualization, Achievement, and Alteration) of Dr. Lyiscott’s Liberati...
The Office of Teacher Development, in partnership with Dr. Gholdy Muhammad, proudly presents "Cultivating Genius at Home: Culturally and Historically Responsive Lessons and Supports for Parents and Teachers that will Support Student Learning Across the Disciplines.” The resources in this collection include a series of videos with accompanying lesso...
Author Coshandra Dillard writes about the importance of going beyond pain and struggle to examine the liberation, civic engagement, creativity and intersecting identities of Black people during Black History Month. Shared in Learning For Justice.
Avoid minimizing Black history; include the full human experience beyond enslavement. By Coshandra Dillard in Learning For Justice.
A list of strategies to help students get the most out of Black History and Black History Month. Created by Teaching Tolerance.
Zaretta Hammond writes about the careful planning, thoughtfulness and alliances that will help educators avoid the pitfalls of Black History Month. In Learning For Justice.
In this story shared in Facing History, Tanya Huelett asks how we move past the reliance on Black History Month as a catch-all for representation of the experiences, contributions, and voices of African Americans? You can stand up for Black history every month of the year by thinking about things like:
- Ask yourself - which books have you read this year, in school or on your own? How many of them are by Black authors?
- When you study American history in school, how often do you learn about the history of Black people in our country? If you don’t study much about Black people outside of Black History Month, can you make your next project in history class about a Black leader or about a part of history like the Freedom Riders or the Selma-to-Montgomery march?
- When you study history textbooks at school, who wrote the textbooks? Are any of your textbooks by Black authors? How do you think that what you read in the textbook might be influenced by the experiences and identities of the authors?
This Black History Month, we’re encouraging educators to recognize and teach that Black history includes narratives that don’t focus solely on pain. While it’s imperative to teach about the realities of racial oppression, it’s just as important to engage students with the many ways Black people have consistently and powerfully resisted white supremacy. In Learning For Justice.
How to stand up for Black history at your school
In this story shared in Facing History, Tanya Huelett asks how we move past the reliance on Black History Month as a catch-all for representation of the experiences, contributions, and voices of African Americans? You can stand up for Black history every month of the year by thinking about things like:
- Ask yourself - which books have you read this year, in school or on your own? How many of them are by Black authors?
- When you study American history in school, how often do you learn about the history of Black people in our country? If you don’t study much about Black people outside of Black History Month, can you make your next project in history class about a Black leader or about a part of history like the Freedom Riders or the Selma-to-Montgomery march?
- When you study history textbooks at school, who wrote the textbooks? Are any of your textbooks by Black authors? How do you think that what you read in the textbook might be influenced by the experiences and identities of the authors?
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