A Century of Black

Life, History, &CultureKarsonya Wise

Whitehead, Ph.D.kewhitehead@loyola.edu

“What we need is not a history of selected races or nations, but

the history of the world void of national bias, race hate, and religious prejudice.”-Carter G. Woodson, Ph.D.

“In America, we share a dream that lies at the

heart of our founding...”

-President Barack Obama

Pedagogical Concerns

Students should be trained to be historians - learning how to ask broad questions and conduct research --See Bruce Van Sledright, “In Search of America’s Past”

Students should learn how to conduct an investigative process by which interpretations are built on documentary evidence

Metacognitive skills must be specifically taught and modeled

“I expose slavery in this

country, because to

expose it is to kill it.”

-Frederick Douglass, abolitionist

“Surely ‘war is hell’ – but slavery is worse.”

-Nat Love, formerly enslaved

Overview

In order to fully understand this lesson, students should have an understanding of the early developments of the American slave system as evidenced by the U.S. Constitution. They should also be familiar with the contributions of the Charles Carroll family, the life of Frederick Douglass and the Fugitive Slave Act of 1793. To a lesser extent, they should have also had a conversation about the growing tensions between the North and South over the issues of slavery and freedom.

“All men are created equal…and now a great act attests this

verity.”-Sen. Charles Sumner, Mass.

“We return from fighting. We

return fighting.”-W.E.B. DuBois, Ph.D.

“The right to vote is ours. Have it we

must. Use it we will.”

-Elizabeth Cady Stanton, women’s suffragist

Confronting Diversity

Addressing DiversityConfronting Racialized LanguageCommunicating with Parents

Calvert’s Chain of Response Level I: Teacher Level II: Monica Stewart, Diversity Coordinator

Level III: David Clapp and Andy Martire

“Freedom could make folks

proud, but it didn’t make ‘em

rich.”-Felix Haywood, formerly

enslaved

“Education is the key to unlock the

golden door of freedom.”

-George Washington Carver

Understanding Diversity

Frameworks for Understanding Diversity White Racial Identity Development

pre-encounter disintegration reintegration immersion-emersion autonomy

“I learned that I was in two

wars…against the foreign economy & prejudice at

home.”-Jackie Robinson

“Laundry is the only thing that

should be separated by

color.” -Anonymous

Modeling Diversity

Equity: all students are treated the same by the teacher

Cooperation: students are taught to cooperate rather than compete

Appreciation: students are taught to appreciate and value differences

Reflective Images: students are exposed to and become comfortable with other cultures

“If America is to remain a first-class nation, it can no longer have second-

class citizens.”-Dr. Martin Luther King, Jr.

“We hold these truths to be self-evident, that all men (& women)

are created equal.”

“We knew we were going to change the

world.”-Angela Davis, scholar and

activist

“If a race has no history, it has no

worthwhile tradition…”

-Carter G. Woodson, Ph.D.

Modeling Diversity

Involvement: students have attentive interest and participate in discussions about diversity

Teacher Support: teacher constantly encourages cultural bridges

Student Cohesiveness: students know, help, respect and are supportive of one another

“I have decided to stick with

love. Hate is too great a burden

to bear.”-Martin Luther King, Jr.

“…that no matter who you are, no matter what you look like…you can make it if you

try.”-President Barak Obama

“We must accept finite

disappointment, but never lose infinite hope.”

-Martin Luther King, Jr.

“The true worth of a race must

be measured by the character of its womanhood.”

-Mary McLeod Bethune

“I love my America. And let somebody tell me it isn’t

mine.”-Private E.G. McConnell,

Company 761st Tank Battalion

A Century of Black

Life, History, &CultureKarsonya Wise

Whitehead, Ph.D.kewhitehead@loyola.edu