The Facing History School

“Facing History has given me such a drive to help other people. That word "upstander" has been so instilled in me. I am constantly looking for ways I can help somebody out or give my voice to something. I plan to keep that in my future…That's one of the things that this school really gets right. It's really teaching you that once you know you have the choice there's no going back. You can't say I didn't know, I didn't know I could help out; I didn't know I had the options. It gives you a new conscience: I should help.”

- Zanetta K., student, Facing History Schoo

Facing History and Ourselves helped found the Facing History School (FHS) in New York City in 2005 with funds from the New Visions New Century High Schools Initiative.  FHS is a small, 425-student, public high school with a rigorous and engaging four-year curriculum. Its mission is to graduate students who are lifelong learners with the skills and knowledge for academic, professional and personal success, and prepared for the responsibilities of being active, thoughtful participants and leaders in a democratic society.

By design, the school weaves Facing History and Ourselves into the fabric of the entire school. By the time students reach senior year, they have studied several Facing History case studies in depth and made connections to their own communities and themselves. In a ninth-grade class called “We and They,” students study Facing History and Ourselves:  Holocaust and Human Behavior which chronicles the rise of the Nazis in Germany to explore the fragility of democracy, the creation of scapegoats and “national enemies,” and the role of bystanders in society.  This course also introduces students to the school-wide expectation that they develop the habit of being “upstanders” and be engaged in constructive ways in the world around them. In tenth grade, students attend an English class called “Resistance and Reconciliation” which includes a semester-long look at South African literature, film, and art to explore the creation of apartheid, resistance to apartheid, and issues of justice and reconciliation after the end of apartheid. In eleventh grade, the “Race and Membership" class looks at how American attitudes and policies have been affected by racism on one hand and by the struggle for civil rights on the other hand. This class delves into the struggle over democracy and human rights in the United States, and asks students to think about the issues that resonate with them today. Finally, in grade twelve, students participate in the Senior Institute which invites students to use what they have learned in three years at the Facing History School to do serious academic and field research, sometimes involving internships, on local, national, or international issues that they wish to impact, presented in an interdisciplinary, multimedia “Choosing to Participate” exhibition.

Teachers and students use Facing History resources and make connections to Facing History themes through all other subjects as appropriate as well. One student commented, “In my math class right now, we are doing social justice issues, and I’m studying abusive relationships from a numerical point of view. I’m not just learning the mathematical concepts, but how social change shows up in numbers and the trends over time.”[1] Advisory – a small-group program that focuses personalized attention on student’s aspirations and social, intellectual, and emotional needs – is led by FHS staff and supported by Facing History and Ourselves. Students attend four times a week to discuss core Facing History themes such as bullying, ostracism, and participation. Gillian Smith, the principal of the Facing History School, describes advisory as the heart of the school which helps build a caring, responsible and responsive school culture where students can develop their voice, explore relevant ethical and social issues and contribute to the school and larger community.

The school community itself is nurtured by a robust “Speakers Series” where activists, filmmakers, politicians, journalists, sociologists and others who have made a significant impact in the world through their courageous actions come to speak with the students and share their stories.  Another key partnership, with Urban Arts Partnership, brings professional artists into the classrooms to team up with teachers and helps integrate arts into Facing History classes. The school’s commitment to day trips and an annual trip to other cities/countries helps broaden the students’ horizons.  As a member of The New York Performance Standards Consortium, an organization that provides an alternative to high stakes testing in New York City, the Facing History School is a leader in the development of portfolio based assessment. 

The Facing History School is a showcase for its use of Facing History, modeling how a school can use Facing History themes, resources, and an emphasis on community building and community involvement.  Visitors come from places across the United States and the world, such as California, Cleveland, Chicago, Boston, Westchester, New Jersey, Long Island, South Africa, Poland, Israel, the Republic of Georgia, and the United Kingdom.  They not only learn about its education reform, but they are inspired by the example the Facing History School sets. The 2008-2009 high school report card issued by the New York City Department of Education’s annual report gave the Facing History School an “A” for overall performance. The school received an “A” for school environment and external reviewers commended the school for the positive relationship between students and teachers, staff collaboration, challenging curriculum, and structured support for special needs students and English language learners. The school also shined in the “Closing the Achievement Gap” area which credits schools based on “exemplary performance” among students in high risk/special needs categories.  Students consistently report a positive sense of personal responsibility and a respect for individual differences in addition to recognizing the importance of “choosing to participate”. 

FHS held its first graduation ceremony in 2009, and 96% of the graduates were accepted into two- and four-year colleges. Keynote speaker Rosie Perez told graduates, “You are the brightest, you are the best, but more importantly, from the education and the nurturing you have received at Facing History School, you are the most conscientious, you are the most well-prepared, you are the most civic-minded, you are the most empathetic young adults I have ever come across.”[2] The infusion of Facing History themes seem not only to be helping prepare students to go to college, but also to engage students in thinking about how their own daily choices might contribute to a safer and more just future.

School Demographics

The Facing History School is a high school with just over 400 students.  The school population is comprised of 64% Hispanic, 30% Black, 2% White, 2% Asian, and 2% multi-racial students.  The student body includes 20% English language learners and 21% special education students.  The average attendance rate for the school year 2007-2008 was 81%.  The school is in receipt of Title 1 funding with 85% eligibility.

Through the generosity of the Einhorn Family Charitable Trust, Facing History and Ourselves has developed the Small Schools Network. As part of this network, schools deepen their work with Facing History to develop thoughtful, compassionate, and civic-minded school communities.  The schools share best practices, develop professional ties with their peers, and receive ongoing support from Facing History. Facing History School is a founding member of this network, which started in 2008.

For more information about Facing History and the Small School Network, please visit: www.facinghistory.org/smallschools

Gillian Smith Speaks at Benefit Dinner

Zanetta King, Facing History School Valedictorian 2009

Jose Flores, Facing History School Salutorian 2009

“Facing History School Gets an ‘A,’”  November 2009

"Candor in the Class: Looking Back to Go Forward," Edutopia, April 2009

"Intriguing Alternative to Rating Schools By Tests,"  Washington Post, July 2010

Facing History School Newsletter, Summer 2009

Facing History School Newsletter, Fall 2009

Facing History School Newsletter, Winter 2009

Slide Show from First Day of School, Fall 2009