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Call Number: Social Work Library Stacks E441 .U45 2016 Hide Details
Publication Date: 2016-02-02
Perhaps no topic in U.S. history is as emotionally fraught as the nation's centuries-long entanglement with slavery. How can teachers get students to understand the racist underpinnings of that institution--and to acknowledge its legacies in contemporary America? How can they overcome students' shame, anger, guilt, or denial? How can they incorporate into the classroom important primary sources that may contain obsolete and racist terms, images, and ideas? This book, designed for college and high school teachers, is a critical resource for understanding and teaching this challenging topic in all its complexity. Opening with Ira Berlin's reflections on ten elements that are essential to include in any course on this topic, Understanding and Teaching American Slavery offers practical advice for teaching specific content, utilizing sources, and getting students to think critically. Contributors address, among other topics, slavery and the nation's founders, the diverse experiences of the enslaved, slavery's role in the Civil War, and the relationship between slavery and the northern economy. Other chapters offer ideas for teaching through slave narratives, runaway ads, spirituals, films, and material culture. Taken together, the essays in the volume help instructors tackle problems, discover opportunities, and guide students in grappling with the ugliest truths of America's past.
Drawing on critical race theory, critical race feminism, critical multicultural analysis, and intertextuality this book examines how slavery is represented in contemporary children¿s picture books. Through analysis of recently published picture books about slavery, Rogers discusses how these books engage with and respond to the historiography of the institution of slavery. Exploring how contemporary writers and illustrators have represented the institution of slavery, Rogers presents a critical and responsible approach for reading and using picture books in K-12 classrooms and demonstrates how these picture books about slavery continue to perform important cultural work.
Call Number: Educational Resource Center Stacks LC212.2 .P53 2021
Publication Date: 2021-01-26
An examination of how whiteness and racial bias are systemically entrenched in schools, and radical strategies to transform teacher education programs and advance racial justice In #CurriculumSoWhite, educator Bree Picower examines modern examples of racist curricula that have gone viral to demonstrate how whiteness is entrenched in schools and teacher education programs. When racist curriculum "goes viral" on social media it is typically dismissed as an isolated incident from a bad teacher. Picower, however, holds that racist curriculum isn't an anomaly. It's a systemic problem that reflects how whiteness is embedded and reproduced in education. Drawing on her experience teaching and developing the Newark Teacher Project--a project that pairs pre-service teachers students with mentors who focus on social justice and antiracist professional development--she demonstrates how individual teacher's ideology of race, consciously or unconsciously, shapes how they teach race in the classroom and reinforce racial hierarchies in the younger generation. She argues that white teachers must reframe their understanding about race in order to advance racial justice, and this must begin in teacher education programs. With a focus on institutional strategies, Picower shows how racial justice can be built into programs across the teacher education pipeline--from admission to induction. By examining the who, what, why and how of racial justice teacher education, she provides radical possibilities for transforming teacher education.
The collections of the Library of Congress contain a wide variety of materials related to the practice of slavery in America, including photographs, manuscript materials, recorded oral histories, and books. This site also provides a collection of links to other sites and additional resources.
Use these resources to teach more about significant figures in the abolition movement, the causes of the Civil War, and how slavery sustained the agricultural economy in the United States for centuries.
The 1619 Project is an ongoing initiative from The New York Times Magazine that began in August 2019, the 400th anniversary of the beginning of American slavery. It aims to reframe the country’s history by placing the consequences of slavery and the contributions of black Americans at the very center of our national narrative
Series documenting the history of American slavery from its beginnings in the British colonies to its end in the Southern states and the years of post-Civil War Reconstruction. Drawing on a wealth of recent scholarship, it looks at slavery as an integral part of a developing nation, challenging the long held notion that slavery was exclusively a Southern enterprise. At the same time, by focusing on the remarkable stories of individual slaves, it offers new perspectives on the slave experience and testifies to the active role that Africans and African Americans took in surviving their bondage and shaping their own lives.
Schools are not adequately teaching the history of American slavery, educators are not sufficiently prepared to teach it, textbooks do not have enough material about it, and – as a result – students lack a basic knowledge of the important role it played in shaping the United States and the impact it continues to have on race relations in America.
Slavery has occurred in many forms throughout the world, but the Atlantic slave trade -- which forcibly brought more than 10 million Africans to the Americas -- stands out for both its global scale and its lasting legacy. Anthony Hazard discusses the historical, economic and personal impact of this massive historical injustice.
View full lesson: https://ed.ted.com/lessons/the-atlantic-slave-trade-what-your-textbook-never-told-you-anthony-hazard#review
To learn more about this issue, I talked with Hasan Kwame Jeffries, history professor and host of the Teaching Hard History podcast. In our conversation, we discussed why certain historical simulations are harmful, why teachers should stop doing them, and what they should be doing instead to teach those challenging topics well.
This podcast talks about some of the problems with how slavery is currently being taught, how the Teaching Hard History Framework addresses these issues, and how teachers can get started using their materials.
The article informs that experts have warned against history lessons that simulate slavery. It mentions that a 4th grade teacher in North Carolina had students play a Monopoly-like game about the Underground Railroad. It mentions online marketplace Teachers Pay Teachers, which allows educators to upload original lesson plans, lists plans that ask students to take on the identities of enslaved people.
Slavery -- United States History Juvenile literature
Slavery -- Juvenile fiction
Slavery -- History Study and teaching United States
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