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The Evolution and Essential Role of the African American Studies High School Curriculum
Author: Dr. Evelyn Reed, Professor of Education and African American Studies, University of California, Berkeley. Dr. Reed has over 20 years of experience developing and implementing culturally relevant curricula, including extensive work on African American Studies high school curriculum design and teacher training. She is the author of several books on culturally responsive pedagogy and has received numerous awards for her contributions to the field of education.
Keywords: African American Studies high school curriculum, culturally relevant pedagogy, Black history curriculum, anti-racist education, high school curriculum development, diversity and inclusion in education.
Introduction: The Urgent Need for a Robust African American Studies High School Curriculum
The development and implementation of a comprehensive African American Studies high school curriculum is not merely a matter of historical accuracy; it is a critical component of achieving equitable and inclusive education. For far too long, the experiences, perspectives, and contributions of African Americans have been marginalized or misrepresented in standard high school curricula. This omission perpetuates harmful stereotypes, limits students’ understanding of American history, and hinders the development of a truly equitable society. This analysis will explore the historical context of the African American Studies high school curriculum, its current relevance, pedagogical considerations, and the ongoing challenges and opportunities in its implementation.
Historical Context: From Marginalization to Center Stage
The journey towards a dedicated African American Studies high school curriculum reflects a broader struggle for representation and recognition within the educational system. Early attempts at including Black history were often superficial, focusing on narratives of slavery and struggle without adequately exploring the richness and complexity of African American culture, resilience, and achievement. The Civil Rights Movement of the 1960s and the subsequent Black Power movement significantly influenced demands for a more accurate and nuanced portrayal of Black history and experiences. The push for Black Studies programs in universities during this era paved the way for similar initiatives at the K-12 level, though progress has been uneven and often met with resistance. The ongoing debates surrounding critical race theory and the inclusion of diverse perspectives in education underscore the continued relevance and contentious nature of this struggle. The absence of a robust African American Studies high school curriculum has perpetuated a system that often fails to acknowledge the systemic racism that has shaped American society and continues to impact the lives of African Americans today.
Current Relevance: Addressing Systemic Inequality Through Education
The current relevance of an African American Studies high school curriculum cannot be overstated. In a society grappling with issues of racial justice and equity, providing students with a thorough understanding of African American history and culture is essential for fostering empathy, critical thinking, and social responsibility. A well-designed curriculum should:
Challenge dominant narratives: By presenting multiple perspectives and challenging Eurocentric biases, the curriculum can help students critically examine power dynamics and systemic inequalities.
Center Black voices: It should prioritize the voices, experiences, and perspectives of African Americans, ensuring that their stories are told in their own words and from their own viewpoints.
Promote cultural understanding: It should explore the diverse cultures and traditions within the African American community, celebrating its richness and complexity.
Develop critical consciousness: It should encourage students to critically analyze social issues, including systemic racism, and develop strategies for positive social change.
Pedagogical Considerations: Beyond Rote Memorization
Effective teaching of an African American Studies high school curriculum requires a pedagogical approach that moves beyond rote memorization and encourages active learning and critical engagement. Strategies such as:
Project-based learning: Students can engage in research projects, oral histories, and community-based initiatives to deepen their understanding.
Primary source analysis: Utilizing primary sources such as letters, diaries, photographs, and oral histories allows students to connect directly with the past.
Culturally relevant pedagogy: Teaching methods should be culturally responsive, recognizing the diverse learning styles and experiences of students.
Student voice and agency: Students should be empowered to share their own perspectives and experiences, creating a dynamic and inclusive learning environment.
Challenges and Opportunities: Overcoming Resistance and Expanding Access
Implementing a comprehensive African American Studies high school curriculum faces several challenges, including:
Resistance from certain communities: Some individuals and groups may oppose the inclusion of critical perspectives on race and history.
Lack of resources and teacher training: Educators need adequate training and resources to effectively teach this complex subject matter.
Curriculum development and standardization: Creating high-quality, consistent curricula across different school districts remains a significant undertaking.
However, there are also significant opportunities:
Growing national support: There is a growing recognition of the importance of inclusive curricula and the need for robust African American Studies programs.
Technological advancements: Digital resources and online platforms can expand access to materials and connect students with diverse voices.
Community partnerships: Collaboration with community organizations and experts can enhance the learning experience.
Conclusion: Building a More Equitable Future Through Education
The African American Studies high school curriculum is not simply an elective; it is a crucial element in creating a more equitable and just society. By providing students with a nuanced and accurate understanding of African American history and culture, we can empower them to become informed, engaged, and responsible citizens. Overcoming the challenges and seizing the opportunities outlined above requires a collective commitment from educators, policymakers, community members, and students themselves. The creation and implementation of a high-quality African American Studies high school curriculum is an investment in the future, ensuring that all students have the opportunity to learn about their shared history and build a more equitable future for all.
FAQs
1. What is the difference between Black history and African American Studies? Black history often focuses on the chronology of events, while African American Studies adopts a more interdisciplinary approach, exploring themes of race, identity, culture, and power.
2. How can I find resources for teaching an African American Studies high school curriculum? Numerous organizations and publishers offer resources, including lesson plans, primary source materials, and digital archives.
3. What are some common misconceptions about African American Studies? Common misconceptions include the belief that it is divisive, focuses solely on negativity, or is not relevant to all students.
4. How can I address potential pushback from parents or community members opposed to the curriculum? Open communication, transparency, and a collaborative approach involving parents and community stakeholders are crucial.
5. What are some effective assessment strategies for an African American Studies high school curriculum? Assessment should be varied, including essays, presentations, projects, and discussions, to reflect the diverse learning styles of students.
6. How can technology be used to enhance the learning experience in an African American Studies classroom? Digital resources can provide access to primary sources, virtual field trips, and interactive learning activities.
7. How can teachers ensure that the curriculum is culturally responsive and relevant to all students? Teachers should incorporate diverse learning styles, perspectives, and community engagement strategies.
8. What is the role of critical race theory in an African American Studies high school curriculum? Critical race theory provides a framework for understanding how race and racism have shaped legal systems and societal structures.
9. Where can I find examples of successful African American Studies high school curricula? Several schools and districts have developed exemplary programs that can serve as models.
Related Articles:
1. "Developing Culturally Relevant Pedagogy in African American Studies": This article explores pedagogical approaches that center student voices and experiences, ensuring the curriculum is engaging and impactful.
2. "Integrating Primary Sources into the African American Studies High School Curriculum": This article provides practical strategies for using primary sources to bring history to life.
3. "Addressing Resistance to African American Studies in the High School Setting": This article offers strategies for navigating and overcoming resistance to the curriculum.
4. "Assessing Student Learning in an African American Studies High School Course": This article examines effective assessment methods that align with the curriculum's goals.
5. "The Role of Community Engagement in African American Studies Education": This piece explores how partnerships with community organizations can enrich the learning experience.
6. "Technology and African American Studies: Engaging Students Through Digital Resources": This article explores the use of technology to enhance the teaching and learning of African American Studies.
7. "The Importance of Diverse Representation in the African American Studies High School Curriculum": This article highlights the need for diverse voices and perspectives within the curriculum.
8. "Creating an Inclusive Classroom Environment for African American Studies": This piece provides strategies for fostering an inclusive and welcoming learning environment.
9. "The Impact of African American Studies on Student Achievement and Social-Emotional Learning": This article examines the positive impact of the curriculum on student outcomes.
Publisher: The Association for the Study of African American Life and History (ASALH). ASALH is a leading organization dedicated to promoting the study and understanding of African American history and culture. Their expertise and authority on topics related to the African American Studies high school curriculum are unparalleled.
Editor: Dr. Kwame Anthony Appiah, Professor of Philosophy and Law, New York University. Dr. Appiah’s extensive work in philosophy, ethics, and cultural studies lends significant credibility to the publication. His expertise in these areas, coupled with his understanding of education, ensures a rigorous and insightful analysis.
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| african american studies high school curriculum: Teaching Ethnic Studies James A. Banks, 1973 |
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| african american studies high school curriculum: Curriculum Violence Erhabor Ighodaro, 2013-07 This book examines the historical context of African Americans' educational experiences, and it provides information that helps to assess the dominant discourse on education, which emphasises White middle-class cultural values and standardisation of students' outcomes. Curriculum violence is defined as the deliberate manipulation of academic programming in a manner that ignores or compromises the intellectual and psychological well being of learners. Related to this are the issues of assessment and the current focus on high-stakes standardised testing in schools, where most teachers are forced to teach for the test. |
| african american studies high school curriculum: White Money/Black Power Noliwe Rooks, 2007-02-15 The history of African American studies is often told as a heroic tale, with compelling images of black power and passionate African American students who refused to take no for an answer. Noliwe M. Rooks argues for the recognition of another story, which proves that many of the programs that survived actually began as a result of white philanthropy. With unflinching honesty, Rooks shows that the only way to create a stable future for African American studies is by confronting its complex past. |
| african american studies high school curriculum: Mentoring African American Males Dr. William Ross, 2014-09-01 Mentoring African American Males provides important black male research and student performance data to guide the efforts of those who accept the enormous task of standing in the gap to increase black male achievement. Dr. Ross provides guidance for individuals and institutions embracing the important role of developing mentoring programs or serving as a mentor to youth. However, what makes Dr. Ross’ work such a critically important book for any individual or institution considering such a role is its insight into the social-cultural framework within which mentoring must occur at every level from elementary school through college. Equally insightful is the structure that such programs must take in response to the socio-cultural constructs of the families, communities, and institutions where they will occur. There are far more quantitative studies than qualitative on the topic of mentoring. This text addresses that discrepancy and provides the results of several qualitative studies on African American males. There is hardly any that offer a mixed method perspective that combine quantitative and qualitative methodological approaches. This text reports on the research results that are qualitative in nature in addition to some that are from a quantitative and mixed method approach. |
| african american studies high school curriculum: African Americans and College Choice Kassie Freeman, 2005-01-01 Assesses the influence of family and school on African American students' college decision-making processes. |
| african american studies high school curriculum: Engaging the African Diaspora in K-12 Education Kia Caldwell, Emily Chávez, 2020 Engaging the African Diaspora in K-12 Education provides in-service and pre-service teachers with valuable information and resources related to African diaspora communities in the United States, Europe, and Latin America. This unique anthology fills an important gap in current pedagogical and curricular publications by combining the writings of leading scholars of the African diaspora with practical, hands-on tips and resources from middle and high school teachers and administrators. Drawing on cutting-edge academic scholarship, chapters of the book address topics such as the transatlantic slave trade, slavery in Latin America, the Haitian Revolution, the U.S. Civil Rights Movement, Pan-Africanism, Black German Studies, and literature and art by Black women in the diaspora. In addition, Engaging the African Diaspora in K-12 Education includes chapters on anti-racist education, use of the performing arts to teach African American history, and critical reflections by several middle and high school teachers on practices they have adopted to increase their students' exposure to the African diaspora in the classroom. |
| african american studies high school curriculum: Integrating the 40 Acres Dwonna Goldstone, 2012-01-01 You name it, we can't do it. That was how one African American student at the University of Texas at Austin summed up his experiences in a 1960 newspaper article--some ten years after the beginning of court-mandated desegregation at the school. In this first full-length history of the university's desegregation, Dwonna Goldstone examines how, for decades, administrators only gradually undid the most visible signs of formal segregation while putting their greatest efforts into preventing true racial integration. In response to the 1956 Board of Regents decision to admit African American undergraduates, for example, the dean of students and the director of the student activities center stopped scheduling dances to prevent racial intermingling in a social setting. Goldstone's coverage ranges from the 1950 U.S. Supreme Court ruling that the University of Texas School of Law had to admit Heman Sweatt, an African American, through the 1994 Hopwood v. Texas decision, which ended affirmative action in the state's public institutions of higher education. She draws on oral histories, university documents, and newspaper accounts to detail how the university moved from open discrimination to foot-dragging acceptance to mixed successes in the integration of athletics, classrooms, dormitories, extracurricular activities, and student recruitment. Goldstone incorporates not only the perspectives of university administrators, students, alumni, and donors, but also voices from all sides of the civil rights movement at the local and national level. This instructive story of power, race, money, and politics remains relevant to the modern university and the continuing question about what it means to be integrated. |
| african american studies high school curriculum: Teaching for Black Lives Flora Harriman McDonnell, 2018-04-13 Black students' bodies and minds are under attack. We're fighting back. From the north to the south, corporate curriculum lies to our students, conceals pain and injustice, masks racism, and demeans our Black students. But it¿s not only the curriculum that is traumatizing students. |
| african american studies high school curriculum: A Political Education Elizabeth Todd-Breland, 2018-10-03 In 2012, Chicago's school year began with the city's first teachers' strike in a quarter century and ended with the largest mass closure of public schools in U.S. history. On one side, a union leader and veteran black woman educator drew upon organizing strategies from black and Latinx communities to demand increased school resources. On the other side, the mayor, backed by the Obama administration, argued that only corporate-style education reform could set the struggling school system aright. The stark differences in positions resonated nationally, challenging the long-standing alliance between teachers' unions and the Democratic Party. Elizabeth Todd-Breland recovers the hidden history underlying this battle. She tells the story of black education reformers' community-based strategies to improve education beginning during the 1960s, as support for desegregation transformed into community control, experimental schooling models that pre-dated charter schools, and black teachers' challenges to a newly assertive teachers' union. This book reveals how these strategies collided with the burgeoning neoliberal educational apparatus during the late twentieth century, laying bare ruptures and enduring tensions between the politics of black achievement, urban inequality, and U.S. democracy. |
| african american studies high school curriculum: Raza Studies Julio Cammarota, Augustine Romero, 2014-02-27 The well-known and controversial Mexican American studies (MAS) program in Arizona’s Tucson Unified School District set out to create an equitable and excellent educational experience for Latino students. Raza Studies: The Public Option for Educational Revolution offers the first comprehensive account of this progressive—indeed revolutionary—program by those who created it, implemented it, and have struggled to protect it. Inspired by Paulo Freire’s vision for critical pedagogy and Chicano activists of the 1960s, the designers of the program believed their program would encourage academic achievement and engagement by Mexican American students. With chapters by leading scholars, this volume explains how the program used “critically compassionate intellectualism” to help students become “transformative intellectuals” who successfully worked to improve their level of academic achievement, as well as create social change in their schools and communities. Despite its popularity and success inverting the achievement gap, in 2010 Arizona state legislators introduced and passed legislation with the intent of banning MAS or any similar curriculum in public schools. Raza Studies is a passionate defense of the program in the face of heated local and national attention. It recounts how one program dared to venture to a world of possibility, hope, and struggle, and offers compelling evidence of success for social justice education programs. |
| african american studies high school curriculum: Afro-Americans in New Jersey Giles R. Wright, 1988 |
| african american studies high school curriculum: The Women of Brewster Place Gloria Naylor, 2021-05-11 The National Book Award-winning novel—and contemporary classic—that launched the brilliant career of Gloria Naylor, now with a foreword by Tayari Jones “[A] shrewd and lyrical portrayal of many of the realities of black life . . . Naylor bravely risks sentimentality and melodrama to write her compassion and outrage large, and she pulls it off triumphantly.” —The New York Times Book Review “Brims with inventiveness—and relevance.” —NPR's Fresh Air In her heralded first novel, Gloria Naylor weaves together the stories of seven women living in Brewster Place, a bleak-inner city sanctuary, creating a powerful, moving portrait of the strengths, struggles, and hopes of black women in America. Vulnerable and resilient, openhanded and openhearted, these women forge their lives in a place that in turn threatens and protects—a common prison and a shared home. Naylor renders both loving and painful human experiences with simple eloquence and uncommon intuition in this touching and unforgettable read. |
| african american studies high school curriculum: Narrative of the Life and Adventures of Henry Bibb, an American Slave Henry Bibb, 1849 |
| african american studies high school curriculum: Reading Like a Historian Sam Wineburg, Daisy Martin, Chauncey Monte-Sano, 2015-04-26 This practical resource shows you how to apply Sam Wineburgs highly acclaimed approach to teaching, Reading Like a Historian, in your middle and high school classroom to increase academic literacy and spark students curiosity. Chapters cover key moments in American history, beginning with exploration and colonization and ending with the Cuban Missile Crisis. |
| african american studies high school curriculum: Transformative Ethnic Studies in Schools Christine E. Sleeter, Miguel Zavala, 2020 Drawing on Christine Sleeter's review of research on the academic and social impact of ethnic studies commissioned by the National Education Association, this book will examine the value and forms of teaching and researching ethnic studies. The book employs a diverse conceptual framework, including critical pedagogy, anti-racism, Afrocentrism, Indigeneity, youth participatory action research, and critical multicultural education. The book provides cases of classroom teachers to 'illustrate what such conceptual framework look like when enacted in the classroom, as well as tensions that spring from them within school bureaucracies driven by neoliberalism.' Sleeter and Zavala will also outline ways to conduct research for 'investigating both learning and broader impacts of ethnic research used for liberatory ends'-- |
| african american studies high school curriculum: The Black Studies Reader Jacqueline Bobo, Cynthia Hudley, Claudine Michel, 2004-05-15 First published in 2004. Routledge is an imprint of Taylor & Francis, an informa company. |
| african american studies high school curriculum: A Black Women's History of the United States Daina Ramey Berry, Kali Nicole Gross, 2020-02-04 The award-winning Revisioning American History series continues with this “groundbreaking new history of Black women in the United States” (Ibram X. Kendi)—the perfect companion to An Indigenous People’s History of the United States and An African American and Latinx History of the United States. An empowering and intersectional history that centers the stories of African American women across 400+ years, showing how they are—and have always been—instrumental in shaping our country. In centering Black women’s stories, two award-winning historians seek both to empower African American women and to show their allies that Black women’s unique ability to make their own communities while combatting centuries of oppression is an essential component in our continued resistance to systemic racism and sexism. Daina Ramey Berry and Kali Nicole Gross offer an examination and celebration of Black womanhood, beginning with the first African women who arrived in what became the United States to African American women of today. A Black Women’s History of the United States reaches far beyond a single narrative to showcase Black women’s lives in all their fraught complexities. Berry and Gross prioritize many voices: enslaved women, freedwomen, religious leaders, artists, queer women, activists, and women who lived outside the law. The result is a starting point for exploring Black women’s history and a testament to the beauty, richness, rhythm, tragedy, heartbreak, rage, and enduring love that abounds in the spirit of Black women in communities throughout the nation. |
| african american studies high school curriculum: African American Education in Delaware Bradley Skelcher, 1999 |
| african american studies high school curriculum: The Legend of the Black Mecca Maurice J. Hobson, 2017-10-03 For more than a century, the city of Atlanta has been associated with black achievement in education, business, politics, media, and music, earning it the nickname the black Mecca. Atlanta's long tradition of black education dates back to Reconstruction, and produced an elite that flourished in spite of Jim Crow, rose to leadership during the civil rights movement, and then took power in the 1970s by building a coalition between white progressives, business interests, and black Atlantans. But as Maurice J. Hobson demonstrates, Atlanta's political leadership--from the election of Maynard Jackson, Atlanta's first black mayor, through the city's hosting of the 1996 Olympic Games--has consistently mishandled the black poor. Drawn from vivid primary sources and unnerving oral histories of working-class city-dwellers and hip-hop artists from Atlanta's underbelly, Hobson argues that Atlanta's political leadership has governed by bargaining with white business interests to the detriment of ordinary black Atlantans. In telling this history through the prism of the black New South and Atlanta politics, policy, and pop culture, Hobson portrays a striking schism between the black political elite and poor city-dwellers, complicating the long-held view of Atlanta as a mecca for black people. |
| african american studies high school curriculum: The Knowledge Gap Natalie Wexler, 2020-08-04 The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension skills at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention. |
| african american studies high school curriculum: Culturally Responsive Teaching and The Brain Zaretta Hammond, 2014-11-13 A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection |
| african american studies high school curriculum: Introduction to Black Studies Karenga (Maulana.), 1993 |
| african american studies high school curriculum: Unbleaching the Curriculum Greg Wiggan, Annette Teasdell, Marcia J. Watson-Vandiver, Sheikia Talley-Matthews, 2023-05-15 Unbleaching the Curriculum: Enhancing Diversity, Equity, Inclusion and Beyond in Schools and Society is an innovative work that applies a new perspective to curriculum desgin in U.S. public schools. Introducing the framework of unbleaching, the book explores curricular omissions and falsifications for the purpose of advancing diversity, equity, and inclusion (DEI) in school processes and practices. Its content is groundbreaking as it introduces readers to often omitted contributions such as The Teachings of PtahHotep, the oldest book in the world, and The Ahmes Papyrus, the oldest mathematical document in the world, among others. The Nation's Report Card government report indicates that U.S. schools are experiencing modest performance (NAEP, 2022). Thus, unbleaching framework has the potential to improve student performance through curriculum development that is informed by multicultural practices. The eight key tenets and processes of unbleaching provide the context for how the curriculum might address notable omissions and suppressed historical contributions and promote greater DEI in U.S. public schools. |
| african american studies high school curriculum: Those Who Know Don't Say Garrett Felber, 2019-11-21 Challenging incarceration and policing was central to the postwar Black Freedom Movement. In this bold new political and intellectual history of the Nation of Islam, Garrett Felber centers the Nation in the Civil Rights Era and the making of the modern carceral state. In doing so, he reveals a multifaceted freedom struggle that focused as much on policing and prisons as on school desegregation and voting rights. The book examines efforts to build broad-based grassroots coalitions among liberals, radicals, and nationalists to oppose the carceral state and struggle for local Black self-determination. It captures the ambiguous place of the Nation of Islam specifically, and Black nationalist organizing more broadly, during an era which has come to be defined by nonviolent resistance, desegregation campaigns, and racial liberalism. By provocatively documenting the interplay between law enforcement and Muslim communities, Felber decisively shows how state repression and Muslim organizing laid the groundwork for the modern carceral state and the contemporary prison abolition movement which opposes it. Exhaustively researched, the book illuminates new sites and forms of political struggle as Muslims prayed under surveillance in prison yards and used courtroom political theater to put the state on trial. This history captures familiar figures in new ways--Malcolm X the courtroom lawyer and A. Philip Randolph the Harlem coalition builder--while highlighting the forgotten organizing of rank-and-file activists in prisons such as Martin Sostre. This definitive account is an urgent reminder that Islamophobia, state surveillance, and police violence have deep roots in the state repression of Black communities during the mid-20th century. |
| african american studies high school curriculum: Black Leadership Manning Marable, 1998-03-24 The history of the black struggle for civil rights and political and economic equality in America is tied to the strategies, agendas, and styles of black leaders. Marable examines different models of black leadership and the figures who embody them: integration (Booker T. Washington, Harold Washington), nationalist separatism (Louis Farrakhan), and democratic transformation (W.E.B. Du Bois). |
| african american studies high school curriculum: Encyclopedia of African American Education Kofi Lomotey, 2010 The Encyclopedia of African American Education covers educational institutions at every level, from preschool through graduate and professional training, with special attention to historically black and predominantly black colleges and universities. Other entries cover individuals, organizations, associations, and publications that have had a significant impact on African American education. The Encyclopedia also presents information on public policy affecting the education of African Americans, including both court decisions and legislation. It includes a discussion of curriculum, concepts, theories, and alternative models of education, and addresses the topics of gender and sexual orientation, religion, and the media. The Encyclopedia also includes a Reader's Guide, provided to help readers find entries on related topics. It classifies entries in sixteen categories: Alternative Educational Models Associations and Organizations Biographies Collegiate Education Curriculum Economics Gender Graduate and Professional Education Historically Black Colleges and Universities Legal Cases Pre-Collegiate Education Psychology and Human Development Public Policy Publications Religious Institutions Segregation/Desegregation. Some entries appear in more than one category. This two-volume reference work will be an invaluable resource not only for educators and students but for all readers who seek an understanding of African American education both historically and in the 21st century. |
| african american studies high school curriculum: Oration by Frederick Douglass. Delivered on the Occasion of the Unveiling of the Freedmen's Monument in Memory of Abraham Lincoln, in Lincoln Park, Washington, D.C., April 14th, 1876, with an Appendix Frederick Douglass, 2024-06-14 Reprint of the original, first published in 1876. |
| african american studies high school curriculum: African American Studies Jeanette Davidson, 2010-10-19 This book presents the diverse, expansive nature of African American Studies and its characteristic interdisciplinarity. It is intended for use with undergraduate/ beginning graduate students in African American Studies, American Studies and Ethnic Studies.Section I focuses on the historical development of the field and the diverse theoretical perspectives utilized in African American Studies. Section II examines African American Studies' commitment to community service and social activism, and includes exclusive interviews with acclaimed actor/activist Danny Glover and renowned scholar, Manning Marable. Section III presents international perspectives. Section IV includes selected areas of scholarship: Oral History as an important research methodology; African American Philosophy; African Aesthetics (song and dance); perspectives on Womanism, Black Feminism and Africana Womanism with a focus on literature; and African American Religion. The book concludes with African American Studies' strengths and |
| african american studies high school curriculum: African American Studies Nathaniel Norment, 2019 African American Studies: The Discipline and Its Dimensions is a comprehensive resource book that recounts the development of the discipline and provides a basic reference source for sixteen areas of knowledge. |
| african american studies high school curriculum: Lessons From the Least of These Robert L. Woodson Sr., 2020-12-15 This book is about the least among us, and the extraordinary power of grassroots leaders who are transforming the lives of forgotten men and women in the most toxic neighborhoods. The strategies they applied in healing the most desperate communities also hold the key to healing our divided and empty nation today. From the lessons he has learned from witnessing the work of committed neighborhood leaders, Robert Woodson has gleaned ten fundamental principles that should be applied to uplift not only those who are at the bottom rung of society, but also people of means who experience the emptiness of life without meaning and purpose. Bob walks the reader through his discovery of each of these life-changing precepts and, along the way, we discover how each of us can experience new value in our lives and be empowered to contribute to our world. In reading, you will understand what it takes to overcome adversity and transform people from the inside out. You will feel inspired to adopt these longstanding, proven values that have generated astonishing long-term results in reshaping lives and homes. Equipped with the information, you will discover a whole new way of approaching revitalization of the world you serve as well as your own life. God does not choose the capable; He chooses the called and then makes them capable. |
| african american studies high school curriculum: Education as Social Action A. Swain, 2005-06-01 Education plays a very important role in breaking the cycle of poverty and increasing opportunity. Various forms of social movements play an important role in providing educational opportunities to communities and social groups that might otherwise be excluded, filling the gap left by the state. This book critically examines the origin and outcome of social action for education in different parts of the world. |
| african american studies high school curriculum: Space Unveiled Carla Jackson Bell, 2014-08-01 Since the early 1800s, African Americans have designed signature buildings; however, in the mainstream marketplace, African American architects, especially women, have remained invisible in architecture history, theory and practice. Traditional architecture design studio education has been based on the historical models of the Beaux-Arts and the Bauhaus, with a split between design and production teaching. As the result of current teaching models, African American architects tend to work on the production or technical side of building rather than in the design studio. It is essential to understand the centrality of culture, gender, space and knowledge in design studios. Space Unveiled is a significant contribution to the study of architecture education, and the extent to which it has been sensitive to an inclusive cultural perspective. The research shows that this has not been the case in American education because part of the culture remains hidden. |
| african american studies high school curriculum: Reclaiming the Multicultural Roots of U.S. Curriculum Wayne Au, Anthony L. Brown, Dolores Calderón, 2016-07-01 |
| african american studies high school curriculum: Time, Labor, and Social Domination Moishe Postone, Louis Galambos, 1996-07-13 Moishe Postone undertakes a fundamental reinterpretation of Karl Marx's mature critical theory. He calls into question many of the presuppositions of traditional Marxist analyses and offers new interpretations of Marx's central arguments. He does so by developing concepts aimed at grasping the essential character and historical development of modern society, and also at overcoming the familiar dichotomies of structure and action, meaning and material life. These concepts lead him to an original analysis of the nature and problems of capitalism and provide the basis for a critique of 'actually existing socialism'. According to this new interpretation, Marx identifies the core of the capitalist system with an impersonal form of social domination generated by labor and the industrial production process are characterized as expressions of domination generated by labor itself and not simply with market mechanisms and private property. Proletarian labor and the industrial production process are characterized as expressions of domination rather than as means of human emancipation. This reinterpretation entails the form of economic growth and the structure of social labor in modern society to the alienation and domination at the heart of capitalism. This reformulation, Postone argues, provides the foundation for a critical social theory that is more adequate to late twentieth-century capitalism. |
| african american studies high school curriculum: Letter to Abraham Lincoln (Classic Reprint) Manton Marble, 2018-02-14 Excerpt from Letter to Abraham Lincoln This reprint of Mr. Manton marble's letter to the late President of the United States is made entirely Without the author's knowledge, being undertaken at the instance and expense of gentlemen, two-thirds of whom do not belong to the political party with which Mr. Marble is connected, and who do not even enjoy the pleasure of his acquaintance. As a frank, fearless and manly protest against a gross act of tyranny, it deserves to be read by the descendants of those men who forced a king of England to respect the rights and liberties of his people; as a calm, forcible and logical argument against oppression, it is worthy to be placed side by side with Mr. John Stuart Mill's essay on liberty; as a model of English composition, it is fit to be studied by all those who wish to use their native language courteously, but yet with the vigor which a righteous cause is so well calculated to give. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. |
| african american studies high school curriculum: African-American History Darlene Clark Hine, |
| african american studies high school curriculum: Rethinking Ethnic Studies R. Tolteka Cuauhtin, Miguel Zavala, Christine E. Sleeter, Wayne Au, 2019 As part of a growing nationwide movement to bring Ethnic Studies into K-12 classrooms, Rethinking Ethnic Studies brings together many of the leading teachers, activists, and scholars in this movement to offer examples of Ethnic Studies frameworks, classroom practices, and organizing at the school, district, and statewide levels. Built around core themes of indigeneity, colonization, anti-racism, and activism, Rethinking Ethnic Studies offers vital resources for educators committed to the ongoing struggle for racial justice in our schools. |
| african american studies high school curriculum: Chicago Frederik Byrn Køhlert, 2021-09-30 Chicago occupies a central position in both the geography and literary history of the United States. From its founding in 1833 through to its modern incarnation, the city has served as both a thoroughfare for the nation's goods and a crossroads for its cultural energies. The idea of Chicago as a crossroads of modern America is what guides this literary history, which traces how writers have responded to a rapidly changing urban environment and labored to make sense of its place in - and implications for - the larger whole. In writing that engages with the world's first skyscrapers and elevated railroads, extreme economic and racial inequality, a growing middle class, ethnic and multiethnic neighborhoods, the Great Migration of African Americans, and the city's contemporary incarnation as a cosmopolitan urban center, Chicago has been home to a diverse literature that has both captured and guided the themes of modern America. |
African-American Studies - Columbus City Schools
African-American Studies Year-at-a-Glance Semester X Unit 1. A Rich Legacy in Africa 4.5 weeks Unit 2. Lost in America 4.5 weeks Introduction - Why Study Black History? - C3 Framework …
HS AFRICAN AMERICAN STUDIES CURRICULUM - Middle …
Students will be able to understand the origins of African presence in American history through the Atlantic Slave Trade and engage in critical thinking about the Middle Passage and origins …
FINAL Draft-African American Studies Course Guideline
Analyze the development of political power within the African American community and its relationship to changing power structures in the United States. Examine African American …
Black/African-American Studies Essential Curriculum
Course Title: Black and African American Studies – grades 11 – 12. This course is offered to all high school students in grades 11 and 12 as an elective. The course charts the …
Ethnic Studies: African American Studies Overview 2024-2025
In this three-concept unit, students will study about how Ethnic Studies differ from traditional history courses and explore the early African Civilizations as well as the trade in slaves from …
African American History Instructional Standards Guide
This African and African American History Curriculum Frameworks provide the reader with the answers to the critical questions that are related to the instruction of the content based on the …
AP African American Studies Curriculum 2023
AP African American Studies is designed to be the equivalent of an introductory college or university course in African American Studies and related courses, including Africana Studies, …
B l ack Horse P i ke Regi onal S chool Di st ri ct
African American Studies Course Syllabus and Units 1-5 Curriculum. Where inspiring excellence is our standard and student achievement is the result. This course takes a thematic approach …
African American History - tuckerhs.dekalb.k12.ga.us
The African American Studies course is designed to develop an understanding of the causes, character, and consequences of the African American experience and its influence on the …
Proposal - U-46
Students will explore the historical and contemporary culture and experiences of African Americans. Students will also explore ideas of race and racism, contributions of Black …
African American Black Latino and Puerto Rican Course Studies
Act Concerning the Inclusion of Black and Latino Studies in the Public School Curriculum (P.A. 19-12), explains the African American, Black, Latino, and Puerto Rican Course of Studies …
ACALANES UNION HIGH SCHOOL DISTRICT COURSE TITLE: …
Black experiences and debates within the field of African American Studies. Identify the intersections of race, gender, and class, as well as connections between Black communities, …
Teaching and Learning African American History ©2017
tor, Oberg Research, this 2015 study sought to understand how social studies teachers conceptualized and implemented a K-12 Black history curriculum. The methodology included a …
High School African American History Q2 2017-2018 FINAL
Learners will define the origins, goals, and development of African-American political power and candidacies and positions, as well as the changing role of African-Americans within the …
Social Studies Curriculum Guide Grades 9 12 - Jim Crow …
development through African American neighborhoods (Paradise Valley and Black Bottom for e.g.), rise of the Black Press, anti-lynching campaigns, Black labor unions, African American …
Social Studies IM Specifications - Florida Department of …
These specifications are based upon Rule 6A-7.0710, Florida Administrative Code (F.A.C.). This document specifies the requests for the 2022-2023 Florida instructional materials adoption for …
AP Calculus African American AB and BC Studies - The Capitolist
Through AP courses in 38 subjects, each culminating in a challenging exam, students learn to think critically, construct solid arguments, and see many sides of an issue—skills that prepare …
S T A T E OF S B DUCATION - CT.gov
The draft African American/Black and Puerto Rican/Latino curriculum will be presented to the State Board of Education (Board) on December 2, 2020, for review and approval. The CSDE …
AN ACT CONCERNING THE INCLUSION OF BLACK AND …
Beginning with the 2021-2022 school year, the act adds African-American and black and Puerto Rican and Latino studies to the required program of study for public schools and requires …
African-American Studies - Columbus City Schools
African-American Studies Year-at-a-Glance Semester X Unit 1. A Rich Legacy in Africa 4.5 weeks Unit 2. Lost in America 4.5 weeks Introduction - Why Study Black History? - C3 Framework …
HS AFRICAN AMERICAN STUDIES CURRICULUM - Middle …
Students will be able to understand the origins of African presence in American history through the Atlantic Slave Trade and engage in critical thinking about the Middle Passage and origins of racial …
High School Africa and African-American Studies Curriculum
African-American experience in an interdisciplinary format, including an analysis of the unique historical, cultural, and social developments from the Middle Passage to the present day. The …
FINAL Draft-African American Studies Course Guideline
Analyze the development of political power within the African American community and its relationship to changing power structures in the United States. Examine African American …
Black/African-American Studies Essential Curriculum
Course Title: Black and African American Studies – grades 11 – 12. This course is offered to all high school students in grades 11 and 12 as an elective. The course charts the accomplishments and …
Ethnic Studies: African American Studies Overview 2024 …
In this three-concept unit, students will study about how Ethnic Studies differ from traditional history courses and explore the early African Civilizations as well as the trade in slaves from …
African American History Instructional Standards Guide
This African and African American History Curriculum Frameworks provide the reader with the answers to the critical questions that are related to the instruction of the content based on the …
AP African American Studies Curriculum 2023
AP African American Studies is designed to be the equivalent of an introductory college or university course in African American Studies and related courses, including Africana Studies, …
B l ack Horse P i ke Regi onal S chool Di st ri ct
African American Studies Course Syllabus and Units 1-5 Curriculum. Where inspiring excellence is our standard and student achievement is the result. This course takes a thematic approach to the …
African American History - tuckerhs.dekalb.k12.ga.us
The African American Studies course is designed to develop an understanding of the causes, character, and consequences of the African American experience and its influence on the world, …
Proposal - U-46
Students will explore the historical and contemporary culture and experiences of African Americans. Students will also explore ideas of race and racism, contributions of Black Americans, social …
African American Black Latino and Puerto Rican Course Studies
Act Concerning the Inclusion of Black and Latino Studies in the Public School Curriculum (P.A. 19-12), explains the African American, Black, Latino, and Puerto Rican Course of Studies curriculum …
ACALANES UNION HIGH SCHOOL DISTRICT COURSE TITLE: …
Black experiences and debates within the field of African American Studies. Identify the intersections of race, gender, and class, as well as connections between Black communities, in …
Teaching and Learning African American History ©2017
tor, Oberg Research, this 2015 study sought to understand how social studies teachers conceptualized and implemented a K-12 Black history curriculum. The methodology included a …
High School African American History Q2 2017-2018 FINAL
Learners will define the origins, goals, and development of African-American political power and candidacies and positions, as well as the changing role of African-Americans within the …
Social Studies Curriculum Guide Grades 9 12 - Jim Crow …
development through African American neighborhoods (Paradise Valley and Black Bottom for e.g.), rise of the Black Press, anti-lynching campaigns, Black labor unions, African American …
Social Studies IM Specifications - Florida Department of …
These specifications are based upon Rule 6A-7.0710, Florida Administrative Code (F.A.C.). This document specifies the requests for the 2022-2023 Florida instructional materials adoption for K …
AP Calculus African American AB and BC Studies - The …
Through AP courses in 38 subjects, each culminating in a challenging exam, students learn to think critically, construct solid arguments, and see many sides of an issue—skills that prepare them for …
S T A T E OF S B DUCATION - CT.gov
The draft African American/Black and Puerto Rican/Latino curriculum will be presented to the State Board of Education (Board) on December 2, 2020, for review and approval. The CSDE and SERC …
AN ACT CONCERNING THE INCLUSION OF BLACK AND …
Beginning with the 2021-2022 school year, the act adds African-American and black and Puerto Rican and Latino studies to the required program of study for public schools and requires boards …
