What does it mean to face history in your own community? And how do you teach a history in a community where its legacies are still unfolding?
Thursday marks the 51st anniversary of the March on Washington, at which Dr. Martin Luther King, Jr. delivered his “I Have a Dream” speech.
With summer easing its way into fall, we all are busy thinking about strategies and resources to bring into the classroom this school year. As a Facing History program associate and former history teacher, I try to work in activities and lessons that build critical reading skills, which got me thinking: What if an educator were to do something similar using film clips and text-dependent questions?
Martin Luther King, Jr. Day is observed in the United States next week, celebrating the life and legacy of Dr. King and calling people from all walks of life to work together in support of the common good. The day provides an important opportunity for students to study the civil rights movement in the United States and King’s role within it, but it also can – and should – be a moment for young people to reflect on their own civic agency, and to find ways to participate as upstanders in their communities. Here are some new ideas for honoring King using digital media.
Next week we will take the time to celebrate the life and legacy of Dr. Martin Luther King, Jr. His message of calling people from all walks of life to work together in support of the common good is just as pertinent now as it was then. As we prepare to talk to our students about what Dr. King stood for, here are some digital tools to bring his words and ideas to life in your classroom. This round up will enhance your students’ ability to study his role in the Civil Rights Movement while inspiring them to participate as upstanders in their own communities.
Facing History is saddened to note the passing of lifelong civil rights champion, politician, and tireless journalist John Seigenthaler. Mr. Seigenthaler died Friday. He was 86.
Sam Hose. Thomas Moss. Elias Clayton. Keith Bowen. Jesse Thornton. William Little. Jeff Brown. They are just seven names of thousands of black Americans murdered by lynching, many of which were included last week in a report from Bryan Stevenson's Equal Justice Initiative (EJI) that identifies victims of lynching between the end of Reconstruction in 1877 and 1950. It's a list that could go on for pages and, yet, still to this day remains incomplete. The history of lynching remains widely unknown today, especially among many white Americans.
In a blog post up now on the New York Times Learning Network, Facing History and Ourselves Senior Program Associate Laura Tavares pairs an article about the recent report documenting the history of racial lynching in America with an excerpt of To Kill a Mockingbird
Welcome to the fourth and final installment of our four-part blog series exploring the connections between music, history, and social change. In this fourth lesson, students will begin to contemplate the role of music as a social change agent.
It can be so very difficult to discuss race with our children. The conversation is particularly complex when it's about some of our nation's not-so-proud moments.Rather than face such moments head-on, sometimes we instead seek to protect our children (and even ourselves) from the pain and shame of the past, and so we often gloss over physical, emotional, and psychological suffering in history to get to a more palatable, less troubling version of those events. Moments like 1965 in Selma, Alabama, too quickly become "the victory of voting rights" rather than the painful history of a tired, yet determined, African American community that stood toe-to-toe against those who used terror, intimidation, and unjust laws to deny them opportunity to freely exercise the right to vote.