Bryana Nichelson
February 7, 2024
Title: Teaching Hard History: American Slavery Podcast
Author: Hasan Kwame Jeffries (Podcast host)
Source Date:
Source Type: Podcast
Summary:
This source explores a new framework for k-5 educators to teach about slavery that Kate Shuster, the project director for the Teaching Hard History Initiative, has carefully reviewed along with other professionals and educators. Elementary teachers typically teach all subjects, ideally making it easier to integrate subjects that aren’t necessarily required but are equally important as something such as math or science. Due to slavery not being a required subject along with educators being afraid to go against the guidelines of the education system and a host of other stimulations, there is extreme hesitancy in elementary teachers taking initiative in teaching about slavery in their classrooms. Kate along with the others created a framework of 20 essential knowledge items starting with talking about the nature of freedom and power and moving through a history sequence so that by the time they get to the end of fifth grade, they’re prepared to talk about the Civil War and its aftermath. The framework includes strategies for teachers to use in their classrooms as well as grade appropriate texts and activities that will assist in students gaining understanding. The source included testimonials from teachers who have utilized the framework in their classrooms. They expressed the benefits of the framework and the more difficult factors that came along with it. It was beneficial because student’s minds were opened to concepts and ideas about life that they would only receive from looking into history and learning from the past. Some educators struggled with fear of pushback from administration in their school and parents. It was uncomfortable for some teachers because they themselves weren’t educated on certain subjects concerning slavery and indigenous history, but realizing the importance of knowing for themselves furthered the need to teach it.
Analysis:
This is a useful source to our research because one of our main objectives is to go to local schools and educate on the history of slavery at MOBOT. From this source we learn of some of the challenges educators have previously faced when attempting to incorporate hard topics having to do with slavery and indigenous history into their curriculum. The framework mentioned in the podcast provided teaching strategies that we can implement into our outreach programs as well as introduce to educators in the area who haven’t been made aware of projects like these to assist them in introducing hard topics to their students. With slavery not being a required subject to teach it is easier for educators to ignore the importance of learning hard histories early on. It is important that hard histories be introduced to students early on because it helps students to develop an understanding of the history of oppression, the fight for equality and the ongoing impact on society today. Learning about injustices also promotes empathy which is important because it allows for students to be able to connect with others. Empathy also cultivates kindness, compassion, and respect for diverse perspectives which enhances communication and collaboration skills that are necessary for ultimately setting students up to be good people and make a positive impact on the world. The testimonials in the podcast were impactful because we can use their experiences as encouragement when it comes to doing what we feel is the right thing to do regardless of fear of pushback from people who won’t agree with our research. Overall this source showed us the importance of overcoming discomfort in expressing the significance of learning from the past to create a better future.
Discussion Questions:
- “For example, Essential Knowledge #1 makes the point that “Students should be encouraged to think and talk about the meaning of freedom.”
Do yall feel like children can fully understand the meaning of freedom without knowledge of slavery? How does lack of this knowledge affect students’ mindsets moving forward? How do you feel having to learn of slavery on your own or not at all affects how children grow up to view society?
- “Children k-5 are able to describe what it means to have power and identify ways that people can use power to help, harm and influence situations.”
Do yall feel like children’s views on power is affected by their lack of knowledge of the freedom’s that have been taken from individuals in the past? Is it important for children to understand who still currently has power because of this?
2a. “Another example in there is that we’re encouraging students to contrast equity and equality. Thinking about current problems where there’s a need to fight for equity and equality.”
This isn’t a question, but this thought made me reflect on the idea that children have nothing to go off of when facing for the first time their own issues with equity and equality if not taught the importance of and that it hasn’t always been as important.
How are they expected to navigate these issues in sports teams and clubs??
Goes back to power.. who has those positions of power in predominately white schools where black students are already at a disadvantage and aren’t aware that they shouldn’t have to face that disadvantage and how to fight against it.
3. “Sometimes, I think my kids get caught up in thinking that, ‘Oh, systems are just machines. They just run and they run and run because the way they’ve been doing it for forever.’ These are made of people. We know that people can be changed so why not just get in those systems and we can be part of those systems to help change?”
3a. “I just want to make sure that I’m not offending and I’m not overstepping my bounds. I know that’s a fear that a lot of us have in teaching.”
How do yall feel like the idea of 1. Systems being viewed as unalterable and 2. Educators being afraid to offend or overstep affects how students navigate education/life ?