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FM","link":"/"}},"mindshift_63315":{"type":"posts","id":"mindshift_63315","meta":{"index":"posts_1591205157","site":"mindshift","id":"63315","score":null,"sort":[1710151256000]},"guestAuthors":[],"slug":"learning-science-might-help-kids-read-better","title":"Learning science might help kids read better","publishDate":1710151256,"format":"standard","headTitle":"Learning science might help kids read better | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">A growing chorus of education researchers, pundits and “science of reading” advocates are calling for young children to be taught more about \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">the world around them\u003c/a>. It’s an indirect way of teaching reading comprehension. The theory is that what we grasp from what we read depends on whether we can hook it to concepts and topics that we already know. Natalie Wexler’s 2019 best-selling book, \u003c/span>\u003cem>\u003ca href=\"https://nataliewexler.com/the-knowledge-gap/\">\u003cspan style=\"font-weight: 400\">The Knowledge Gap\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">, championed \u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">knowledge-building curricula\u003c/a> and more schools around the country, from \u003c/span>\u003ca href=\"https://www.baltimorecp.org/resources/core-knowledge-lessons/\">\u003cspan style=\"font-weight: 400\">Baltimore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/reading-comprehension-hinges-on-building-knowledge-new-curricula-aim-to-help/2024/01\">\u003cspan style=\"font-weight: 400\">Michigan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.libertycommon.org/about/news-and-events/colorado-core-knowledge-network\">\u003cspan style=\"font-weight: 400\">Colorado\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are adopting these content-filled lesson plans to teach geography, astronomy and even art history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Makers of knowledge-building curricula say their lessons are based on research, but the truth is that there is scant classroom evidence that building knowledge first increases future reading comprehension. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2023, University of Virginia researchers promoted \u003c/span>\u003ca href=\"https://edworkingpapers.com/index.php/ai23-755\">\u003cspan style=\"font-weight: 400\">a study of Colorado charter schools that had adopted E.D. Hirsch’s Core Knowledge curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children who had won lotteries to attend these charter schools had higher reading scores than students who lost the lotteries. But it was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61475/what-the-latest-reading-study-thats-getting-a-lot-of-buzz-says-and-where-its-evidence-falls-short\">\u003cspan style=\"font-weight: 400\">impossible to tell whether the Core Knowledge curriculum itself made the difference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or if the boost to reading scores could be attributed to other things that these charter schools were doing, such as hiring great teachers and training them well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More importantly, the students at these charter schools were largely from middle and upper middle class families. And what we really want to know is whether knowledge building at school helps poorer children, who are less likely to be exposed to the world through travel, live performances and other experiences that money can buy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new study, published online on Feb. 26, 2024, in the peer-reviewed journal Developmental Psychology, now provides stronger causal evidence that \u003c/span>\u003ca href=\"https://psycnet.apa.org/fulltext/2024-55174-001.html\">\u003cspan style=\"font-weight: 400\">building background knowledge can translate into higher reading achievement for low-income children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The study took place in an unnamed, large urban school district in North Carolina where most of the students are Black and Hispanic and 40% are from low-income families.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, a group of researchers, led by James Kim, a professor at Harvard University’s Graduate School of Education, randomly selected 15 of the district’s 30 elementary schools to teach first graders special \u003c/span>\u003ca href=\"https://scholar.harvard.edu/jameskim/pages/research-summary\">\u003cspan style=\"font-weight: 400\">knowledge-building lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for three years, through third grade. Kim, a reading specialist, and other researchers had developed two sets of multi-year lesson plans, one for science and one for social studies. Students were also given related books to read during the summer. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">This research was funded by the Chan Zuckerberg Initiative, which is among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The remaining 15 elementary schools in the district continued to teach their students as usual, still delivering some social studies and science instruction, but not these special lessons. Regular reading class was untouched in the experiment. All 30 schools were using the same reading curriculum, \u003c/span>\u003ca href=\"https://www.edreports.org/reports/overview/el-education-k-5-language-arts-2017\">\u003cspan style=\"font-weight: 400\">Expeditionary Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which follows science of reading principles and teaches phonics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">COVID-19 hit in the middle of the experiment. When schools shut down in the spring of 2020, the researchers scrapped the planned social studies units for second graders. In 2021, students were still not attending school in person. The researchers revised their science curriculum and decided to give an abridged online version to all 30 schools instead of just half. In the end, children in the original 15 schools received one year of social studies lessons and three years of science lessons compared to only one year of science in the comparison group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approximately 1,000 students who had received the special science and social studies lessons in first and second grades outperformed the 1,000 students who got only the abbreviated online science in third grade. Their reading and math scores on the North Carolina state tests were higher not only in third grade, but also in fourth grade, more than a year after the knowledge-building experiment ended. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t a huge boost to reading achievement, but it was significant and long-lasting. It cost about $400 per student in instructional materials and teacher training.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Timothy Shanahan, a literacy expert and a professor emeritus at the University of Illinois at Chicago who was not involved in this research or the development of these science lessons, praised the study. “The study makes it very clear (as have a few others recently) that it is possible to combine reading with social studies and science curriculum in powerful ways that can improve both literacy and content knowledge,” he said by email. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting background knowledge to reading comprehension is not a new idea. A \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0663.80.1.16\">\u003cspan style=\"font-weight: 400\">famous 1987 experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> documented that children who were weaker readers but knowledgeable about baseball understood a reading passage about baseball better than children who were stronger readers but didn’t know much about the sport. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, it’s not realistic for schools to attempt to familiarize students with every topic they might encounter in a book. And there is disagreement among researchers about how general knowledge of the world translates into higher reading performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim thinks that a knowledge-building curriculum doesn’t need to teach many topics. Random facts, he says, are not important. He argues for depth instead of breadth. He says it’s important to construct a thoughtful sequence of lessons over the years, allowing students to see how the same patterns crop up in different ways. He calls these patterns “schemas.” In this experiment, for example, students learned about animal survival in first grade and dinosaur extinction in second grade. In third grade, that evolved into a more general understanding of how living systems function. By the end of third grade, many students were able to see how the idea of functioning systems can apply to inanimate objects, such as skyscrapers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the patterns that can be analogized to new circumstances, Kim explained. Once a student is familiar with the template, a new text on an unfamiliar topic can be easier to grasp.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim and his team also paired the science lessons with clusters of vocabulary words that were likely to come up again in the future – almost like wine pairings with a meal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The full benefits of this kind of knowledge building didn’t materialize until after several years of coordinated instruction. In the first years, students were only able to transfer their ability to comprehend text on one topic to another if the topics were very similar. This study indicates that as their content knowledge deepened, their ability to generalize increased as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot going on here: a spiraling curriculum that revisits and builds upon themes year after year; an explicit teaching of underlying patterns; new vocabulary words, and a progression from the simple to the complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many versions of knowledge-rich curricula and this one isn’t about exposing students to a classical canon. It remains unclear if all knowledge-building curricula work as well. Other programs sometimes replace the main reading class with knowledge-building lessons. This one didn’t tinker with regular reading class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest challenge with the approach used in the North Carolina experiment is that it requires schools to coordinate lessons across grades. That’s hard. Some teachers may want to keep their favorite units on, say, growing a bean plant, and may bristle at the idea of throwing away their old lesson plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also worth noting that students’ math scores improved as much as their reading scores did in this North Carolina experiment. It might seem surprising that a literacy intervention would also boost math. But math also requires a lot of reading; the state’s math tests were full of word problems. Any successful effort to boost reading skills is also likely to have positive spillovers into math, researchers explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders are under great pressure to boost test scores. To do that, they’ve often doubled time spent on reading and cut science and social studies classes. Studies like this one suggest that those cuts may have been costly, further undermining reading achievement instead of improving it. As researchers discover more about the science of reading, it may well turn out to be that more time on science itself is what kids need to become good readers.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-learning-science-might-help-kids-read-better/\">\u003ci>\u003cspan style=\"font-weight: 400\">background knowledge\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A recent study provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children.","status":"publish","parent":0,"modified":1710165675,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1454},"headData":{"title":"Learning science might help kids read better | KQED","description":"A recent study provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A recent study provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Learning science might help kids read better","datePublished":"2024-03-11T10:00:56.000Z","dateModified":"2024-03-11T14:01:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63315/learning-science-might-help-kids-read-better","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A growing chorus of education researchers, pundits and “science of reading” advocates are calling for young children to be taught more about \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">the world around them\u003c/a>. It’s an indirect way of teaching reading comprehension. The theory is that what we grasp from what we read depends on whether we can hook it to concepts and topics that we already know. Natalie Wexler’s 2019 best-selling book, \u003c/span>\u003cem>\u003ca href=\"https://nataliewexler.com/the-knowledge-gap/\">\u003cspan style=\"font-weight: 400\">The Knowledge Gap\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">, championed \u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">knowledge-building curricula\u003c/a> and more schools around the country, from \u003c/span>\u003ca href=\"https://www.baltimorecp.org/resources/core-knowledge-lessons/\">\u003cspan style=\"font-weight: 400\">Baltimore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/reading-comprehension-hinges-on-building-knowledge-new-curricula-aim-to-help/2024/01\">\u003cspan style=\"font-weight: 400\">Michigan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.libertycommon.org/about/news-and-events/colorado-core-knowledge-network\">\u003cspan style=\"font-weight: 400\">Colorado\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are adopting these content-filled lesson plans to teach geography, astronomy and even art history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Makers of knowledge-building curricula say their lessons are based on research, but the truth is that there is scant classroom evidence that building knowledge first increases future reading comprehension. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2023, University of Virginia researchers promoted \u003c/span>\u003ca href=\"https://edworkingpapers.com/index.php/ai23-755\">\u003cspan style=\"font-weight: 400\">a study of Colorado charter schools that had adopted E.D. Hirsch’s Core Knowledge curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children who had won lotteries to attend these charter schools had higher reading scores than students who lost the lotteries. But it was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61475/what-the-latest-reading-study-thats-getting-a-lot-of-buzz-says-and-where-its-evidence-falls-short\">\u003cspan style=\"font-weight: 400\">impossible to tell whether the Core Knowledge curriculum itself made the difference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or if the boost to reading scores could be attributed to other things that these charter schools were doing, such as hiring great teachers and training them well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More importantly, the students at these charter schools were largely from middle and upper middle class families. And what we really want to know is whether knowledge building at school helps poorer children, who are less likely to be exposed to the world through travel, live performances and other experiences that money can buy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new study, published online on Feb. 26, 2024, in the peer-reviewed journal Developmental Psychology, now provides stronger causal evidence that \u003c/span>\u003ca href=\"https://psycnet.apa.org/fulltext/2024-55174-001.html\">\u003cspan style=\"font-weight: 400\">building background knowledge can translate into higher reading achievement for low-income children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The study took place in an unnamed, large urban school district in North Carolina where most of the students are Black and Hispanic and 40% are from low-income families.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, a group of researchers, led by James Kim, a professor at Harvard University’s Graduate School of Education, randomly selected 15 of the district’s 30 elementary schools to teach first graders special \u003c/span>\u003ca href=\"https://scholar.harvard.edu/jameskim/pages/research-summary\">\u003cspan style=\"font-weight: 400\">knowledge-building lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for three years, through third grade. Kim, a reading specialist, and other researchers had developed two sets of multi-year lesson plans, one for science and one for social studies. Students were also given related books to read during the summer. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">This research was funded by the Chan Zuckerberg Initiative, which is among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The remaining 15 elementary schools in the district continued to teach their students as usual, still delivering some social studies and science instruction, but not these special lessons. Regular reading class was untouched in the experiment. All 30 schools were using the same reading curriculum, \u003c/span>\u003ca href=\"https://www.edreports.org/reports/overview/el-education-k-5-language-arts-2017\">\u003cspan style=\"font-weight: 400\">Expeditionary Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which follows science of reading principles and teaches phonics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">COVID-19 hit in the middle of the experiment. When schools shut down in the spring of 2020, the researchers scrapped the planned social studies units for second graders. In 2021, students were still not attending school in person. The researchers revised their science curriculum and decided to give an abridged online version to all 30 schools instead of just half. In the end, children in the original 15 schools received one year of social studies lessons and three years of science lessons compared to only one year of science in the comparison group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approximately 1,000 students who had received the special science and social studies lessons in first and second grades outperformed the 1,000 students who got only the abbreviated online science in third grade. Their reading and math scores on the North Carolina state tests were higher not only in third grade, but also in fourth grade, more than a year after the knowledge-building experiment ended. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t a huge boost to reading achievement, but it was significant and long-lasting. It cost about $400 per student in instructional materials and teacher training.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Timothy Shanahan, a literacy expert and a professor emeritus at the University of Illinois at Chicago who was not involved in this research or the development of these science lessons, praised the study. “The study makes it very clear (as have a few others recently) that it is possible to combine reading with social studies and science curriculum in powerful ways that can improve both literacy and content knowledge,” he said by email. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting background knowledge to reading comprehension is not a new idea. A \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0663.80.1.16\">\u003cspan style=\"font-weight: 400\">famous 1987 experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> documented that children who were weaker readers but knowledgeable about baseball understood a reading passage about baseball better than children who were stronger readers but didn’t know much about the sport. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, it’s not realistic for schools to attempt to familiarize students with every topic they might encounter in a book. And there is disagreement among researchers about how general knowledge of the world translates into higher reading performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim thinks that a knowledge-building curriculum doesn’t need to teach many topics. Random facts, he says, are not important. He argues for depth instead of breadth. He says it’s important to construct a thoughtful sequence of lessons over the years, allowing students to see how the same patterns crop up in different ways. He calls these patterns “schemas.” In this experiment, for example, students learned about animal survival in first grade and dinosaur extinction in second grade. In third grade, that evolved into a more general understanding of how living systems function. By the end of third grade, many students were able to see how the idea of functioning systems can apply to inanimate objects, such as skyscrapers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the patterns that can be analogized to new circumstances, Kim explained. Once a student is familiar with the template, a new text on an unfamiliar topic can be easier to grasp.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kim and his team also paired the science lessons with clusters of vocabulary words that were likely to come up again in the future – almost like wine pairings with a meal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The full benefits of this kind of knowledge building didn’t materialize until after several years of coordinated instruction. In the first years, students were only able to transfer their ability to comprehend text on one topic to another if the topics were very similar. This study indicates that as their content knowledge deepened, their ability to generalize increased as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot going on here: a spiraling curriculum that revisits and builds upon themes year after year; an explicit teaching of underlying patterns; new vocabulary words, and a progression from the simple to the complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many versions of knowledge-rich curricula and this one isn’t about exposing students to a classical canon. It remains unclear if all knowledge-building curricula work as well. Other programs sometimes replace the main reading class with knowledge-building lessons. This one didn’t tinker with regular reading class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest challenge with the approach used in the North Carolina experiment is that it requires schools to coordinate lessons across grades. That’s hard. Some teachers may want to keep their favorite units on, say, growing a bean plant, and may bristle at the idea of throwing away their old lesson plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also worth noting that students’ math scores improved as much as their reading scores did in this North Carolina experiment. It might seem surprising that a literacy intervention would also boost math. But math also requires a lot of reading; the state’s math tests were full of word problems. Any successful effort to boost reading skills is also likely to have positive spillovers into math, researchers explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders are under great pressure to boost test scores. To do that, they’ve often doubled time spent on reading and cut science and social studies classes. Studies like this one suggest that those cuts may have been costly, further undermining reading achievement instead of improving it. As researchers discover more about the science of reading, it may well turn out to be that more time on science itself is what kids need to become good readers.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-learning-science-might-help-kids-read-better/\">\u003ci>\u003cspan style=\"font-weight: 400\">background knowledge\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63315/learning-science-might-help-kids-read-better","authors":["byline_mindshift_63315"],"categories":["mindshift_21504","mindshift_193"],"tags":["mindshift_21292","mindshift_444","mindshift_550","mindshift_20713","mindshift_21616","mindshift_20615","mindshift_47"],"featImg":"mindshift_63317","label":"mindshift"},"mindshift_62778":{"type":"posts","id":"mindshift_62778","meta":{"index":"posts_1591205157","site":"mindshift","id":"62778","score":null,"sort":[1701774053000]},"guestAuthors":[],"slug":"how-to-build-a-black-history-childrens-book-collection-for-your-classroom","title":"How to Build a Black History Children's Book Collection for Your Classroom","publishDate":1701774053,"format":"standard","headTitle":"How to Build a Black History Children’s Book Collection for Your Classroom | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From\u003ca href=\"https://www.routledge.com/Beyond-February-Teaching-Black-History-Any-Day-Every-Day-and-All-Year/James/p/book/9781625316059?gclid=Cj0KCQiAgqGrBhDtARIsAM5s0_nfN-k8ZubLl8_fhB3_NIiEtsw4kQRFNvT8mRBpW1iEw2-BIGvBFZkaAoX0EALw_wcB\"> Beyond February: Teaching Black History Any Day, Every Day, and All Year Long, K-3\u003c/a> by Dawnavyn James © 2024 by \u003ca href=\"http://www.routledge.com/stenhouse-publishing\">Stenhouse Publishers\u003c/a>. Reproduced with permission.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>I have been building my Black history library since my junior year of college, when I taught third and fourth graders about the Harlem Renaissance. My library has been growing ever since, but \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">whether you have a large collection of books or are just starting out\u003c/a>, there are always new titles for you to discover. Here are a few tips for getting started building your own collection of Black history-focused books.\u003c/p>\n\u003ch2>\u003cstrong>Choose a Black history that interest\u003c/strong>\u003cstrong>s y\u003c/strong>\u003cstrong>ou\u003c/strong>\u003c/h2>\n\u003cp>As I am writing this right now, I cannot choose a single Black history that interests me the most; there are so many to choose from! \u003ca href=\"https://www.kqed.org/arts/13903957/a-new-doc-shows-how-oaklands-black-cowboys-keep-history-alive\">Cowboys\u003c/a> were my obsession last summer, and now it’s cuisine. But I also love learning about Black \u003ca href=\"https://www.chalkbeat.org/detroit/2023/11/21/former-cass-tech-teachers-rescued-leroy-foster-artwork-now-displayed-cranbrook/\">artists\u003c/a>, and \u003ca href=\"https://www.kqed.org/mindshift/60885/how-to-create-a-stem-dream-culture-for-all-students\">inventions and inventors\u003c/a> will always be an all-time fave. I also want to know everything I can about Africa. Do you get my point?\u003c/p>\n\u003cp>Whatever \u003ca href=\"https://www.kqed.org/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes\">history you feel drawn to\u003c/a>, find those books. Reading multiple books about a historical figure or event or theme helps us layer and add nuance to our thinking about Black history. Just the act of reading about multiple Black histories or seeking out several resources around a particular part of history is a way of saying that \u003ca href=\"https://www.kqed.org/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy\">Black histories are important\u003c/a>, worthy of our attention and \u003ca href=\"https://www.kqed.org/mindshift/61220/illinois-teachers-create-black-history-courses-to-fill-in-gaps-in-u-s-history-for-students\">worth digging into\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Find the commonality among books\u003c/strong>\u003c/h2>\n\u003cp>As you begin to read and select books, you may start to see common themes or ideas emerging. For example, after reading \u003ca href=\"https://www.agatepublishing.com/9781572842243/crown/\">\u003cem>Crown\u003c/em>\u003c/a>, I remembered that I had two books written and illustrated by Sharee Miller that celebrate hair, \u003ca href=\"https://www.hachettebookgroup.com/titles/sharee-miller/dont-touch-my-hair/9780316562584/?lens=little-brown-books-for-young-readers\">\u003cem>Don’t Touch My Hair\u003c/em>\u003c/a> and\u003ca href=\"https://www.hachettebookgroup.com/titles/sharee-miller/princess-hair/9780316441223/\"> \u003cem>Princess Hair\u003c/em>\u003c/a>. These books became the beginning of a text set around hair (as part of a study of \u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">identity\u003c/a>) and were a hit with \u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62779 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/dawnavyn-1.png\" alt=\"\" width=\"223\" height=\"278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn-1.png 445w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn-1-160x200.png 160w\" sizes=\"(max-width: 223px) 100vw, 223px\">students, who all found ways of connecting to this set.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A single title may end up being a part of multiple text sets around different topics or themes. For example, I sometimes read\u003ca href=\"https://www.harpercollins.com/products/let-the-children-march-monica-clark-robinson?variant=39936194609186\"> \u003cem>Let the Children March\u003c/em>\u003c/a> alongside books about Martin Luther King Jr. because he is featured in that book and the book is set during the Civil Rights Movement. But other times I read it when we learn about Ruby Bridges so that my students can better understand the ways children participated in the Civil Rights Movement. As you begin to see similarities and connections among books, start creating your own collections lists.\u003c/p>\n\u003cp>It is important to note that the resources that make up your collections may not always be picture books. Sometimes you may want to include a cookbook, chapter book, piece of art or song. Whatever the topic, educate yourself and then find the resources to educate your students.\u003c/p>\n\u003ch2>\u003cstrong>Keep an eye out for new favorites\u003c/strong>\u003c/h2>\n\u003cp>As you read and share books, you and your students will notice some of the same authors and illustrators who have worked on multiple books about Black histories. For example, I had a class of kindergartners and first graders who could spot illustrations by \u003ca href=\"https://www.instagram.com/kadirnelson/\">Kadir Nelson\u003c/a> from a mile away. And as a teacher, I know that I can truly depend on books written by \u003ca href=\"https://cbweatherford.com/books/\">Carole Boston Weatherford\u003c/a> to deliver accurate information about different Black histories, whether about people or events. Keep an eye out for these authors and illustrators via their websites or social media accounts to see what they are currently working on and to get updates on book release dates. There are also great social media accounts that share a wide variety of diverse picture books, including books about Black histories. Social media and book creators’ own websites are great ways to find and stay connected with the latest titles from our favorite authors and illustrators.\u003c/p>\n\u003ch2>\u003cstrong>Share Black stories\u003c/strong>\u003c/h2>\n\u003cp>There is a true love for Black history-focused books in my classroom. My students can access them on the shelf, read them with a buddy and refer to them when making connections to other books we read\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/594506/i-am-every-good-thing-by-derrick-barnes-illustrated-by-gordon-c-james/\">\u003cem>I Am Every Good Thing\u003c/em>\u003c/a> is one such book that means a lot to my class. This is a book from our Black joy collection, one we read at the beginning of the year, on a rainy day, during morning meetings, in the middle of the year, during our unit on community, and at the very end of the year as a farewell and affirmation. I have found it in the writing center, a student’s mailbox and in the arms of a sleeping kindergartner in our classroom’s safe place. It’s a book in which my students see themselves and see their classmates, and they see Black histories. It is a book that affirms us, comforts us and challenges us to remember who we are.\u003c/p>\n\u003cp>I’d love to be able to list every single book that highlights, celebrates, honors or features Black histories, but that is the work of a lifetime. My hope is that you can find those books, create those collections and read the books that benefit the education of your students, yourself and the community of your classroom. Books expose students to a fuller narrative of Black history. Not just the tragedy and the hardships but also the resistance. Not just the struggle and enslavement but the triumphs and successes, the innovation, brilliance, ingenuity, courage, intellect and dignity. Books that center Black history aren’t just for Black children; they are books for all children.\u003c/p>\n\u003ch2>\u003cstrong>Dawnavyn’s ultimate Black history book collection\u003c/strong>\u003c/h2>\n\u003cp>This is the collection I’ve been building since my junior year of college, and it is constantly growing. I have used these children’s books again and again with students to teach Black histories. See what collections you can create from this list!\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/the-undefeated-kwame-alexander?variant=39935132336162\">\u003cstrong>\u003cem>The Undefeated\u003c/em>\u003c/strong>\u003c/a>, written by Kwame Alexander and illustrated by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/vashti-harrison/little-legends-exceptional-men-in-black-history/9780316475143/?lens=little-brown-books-for-young-readers\">\u003cstrong>\u003cem>Little Legends: Exceptional Men in Black History\u003c/em>\u003c/strong>\u003c/a> by Vashti Harrison with Kwesi Johnson\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/vashti-harrison/little-leaders-bold-women-in-black-history/9780316475105/\">\u003cstrong>\u003cem>Little Leaders: Bold Women in Black History\u003c/em>\u003c/strong>\u003c/a> by Vashti Harrison\u003c/p>\n\u003cp>\u003ca href=\"https://us.macmillan.com/books/9781596438200/28days\">\u003cstrong>\u003cem>28 Days: Moments in Black History that Changed the World\u003c/em>\u003c/strong>\u003c/a>, written by Charles R. Smith Jr. and illustrated by Shane W. Evans\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.simonandschuster.com/books/The-Roots-of-Rap/Carole-Boston-Weatherford/9781499812046\">\u003cstrong>The Roots of Rap: 16 Bars on the 4 Pillars of Hip Hop\u003c/strong>\u003c/a>\u003c/em>, written by Carole Boston Weatherford and illustrated by Frank Morrison\u003c/p>\n\u003cp>\u003ca href=\"https://www.albertwhitman.com/book/seven-spools-of-thread/\">\u003cstrong>\u003cem>Seven Spools of Thread: A Kwanzaa Story\u003c/em>\u003c/strong>\u003c/a>, written by Angela Shelf Medearis and illustrated by Daniel Minter\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/heart-and-soul-kadir-nelson?variant=33007958949922\">\u003cstrong>\u003cem>Heart and Soul: The Story of America and African Americans\u003c/em>\u003c/strong>\u003c/a> by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/coretta-scott-ntozake-shange?variant=32122923909154\">\u003cstrong>\u003cem>Coretta Scott\u003c/em>\u003c/strong>\u003c/a>, written by Ntozake Shange and illustrated by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.simonandschuster.com/books/Black-Heroes-A-Black-History-Book-for-Kids/Arlisha-Norwood/People-and-Events-in-History/9781638788232\">\u003cstrong>\u003cem>Black Heroes: A Black History Book for Kids\u003c/em>\u003c/strong>\u003c/a> by Arlisha Norwood\u003c/p>\n\u003cp>\u003ca href=\"https://www.lesaclineransome.com/the-power-of-her-pen\">\u003cstrong>\u003cem>The Power of Her Pen: The Story of Groundbreaking Journalist Ethel L. Payne\u003c/em>\u003c/strong>\u003c/a>, written by Lesa Cline-Ransome and illustrated by John Parra\u003c/p>\n\u003cp>\u003ca href=\"https://www.albertwhitman.com/book/sugar-hill/\">\u003cstrong>\u003cem>Sugar Hill: Harlem’s Historic Neighborhood\u003c/em>\u003c/strong>\u003c/a>, written by Carole Boston Weatherford and illustrated by R. Gregory Christie\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/kadir-nelson/we-are-the-ship/9780786808328/?lens=little-brown-books-for-young-readers\">\u003cstrong>\u003cem>We Are the Ship: The Story of Negro League Baseball\u003c/em>\u003c/strong>\u003c/a> by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.tilburyhouse.com/product-page/have-i-ever-told-you-black-lives-matter\">\u003cstrong>\u003cem>Have I Ever Told You Black Lives Matter\u003c/em>\u003c/strong>\u003c/a>, written by Shani Mahiri King and illustrated by Bobby C. Martin Jr.\u003c/p>\n\u003cp>\u003ca href=\"https://blueapplebooks.com/book/let-freedom-sing/\">\u003cstrong>\u003cem>Let Freedom Sing\u003c/em>\u003c/strong>\u003c/a> by Vanessa Newton\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/678949/evicted-by-alice-faye-duncan-illustrated-by-charly-palmer/\">\u003cstrong>\u003cem>Evicted! The Struggle for the Right to Vote\u003c/em>\u003c/strong>\u003c/a>, written by Alice Faye Duncan and illustrated by Charly Palmer\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/dinah-johnson/h-is-for-harlem/9780316322379/\">\u003cstrong>\u003cem>H Is for Harlem\u003c/em>\u003c/strong>\u003c/a>, written by Dinah Johnson and illustrated by April Harrison\u003c/p>\n\u003cp>\u003ca href=\"https://shop.scholastic.com/parent-ecommerce/books/stand-up-10-mighty-women-who-made-a-change-9781338763850.html\">\u003cstrong>\u003cem>Stand Up! 10 Mighty Women Who Made a Change\u003c/em>\u003c/strong>\u003c/a>, written by Brittney Cooper and illustrated by Cathy Ann Johnson\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/the-people-remember-ibi-zoboi?variant=33051647442978\">\u003cstrong>\u003cem>The People Remember\u003c/em>\u003c/strong>\u003c/a>, written by Ibi Zoboi and illustrated by Loveis Wise\u003c/p>\n\u003cp>\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62780 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/dawnavyn2.png\" alt=\"\" width=\"238\" height=\"357\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn2.png 368w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn2-160x240.png 160w\" sizes=\"(max-width: 238px) 100vw, 238px\">\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/queendomteachin\">Dawnavyn M. James\u003c/a> is an early childhood, elementary and Black history educator and researcher from Kansas City, Missouri. She has given presentations and led workshops promoting Black history teaching in early childhood and elementary classrooms. Through consulting, Dawnavyn has supported teachers in numerous school districts as they work to teach Black history year-round through the use of picture books. She believes that picture books centering Black history are one of the greatest ways to bring Black histories into the classroom. She has taught students from kindergarten to fifth grade in Columbia, Missouri, but her favorite years of teaching were her three years with kindergartners. She received her teaching degree from Stephens College and is currently pursuing her doctorate at the University at Buffalo and is a fellow at the Center for K-12 Black History and Racial Literacy Education. Dawnavyn is also the founder of The Black History Club, an organization that empowers and equips teachers and students with information and resources that will benefit themselves, their families and the community through engaging with Black histories.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Children's books are a great way to learn Black histories. These tips will guide you in building your library.","status":"publish","parent":0,"modified":1713534456,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1441},"headData":{"title":"How to Build a Black History Children's Book Collection for Your Classroom | KQED","description":"Children's books are a great way to learn Black histories. These tips will guide you in building your library.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Children's books are a great way to learn Black histories. These tips will guide you in building your library.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Build a Black History Children's Book Collection for Your Classroom","datePublished":"2023-12-05T11:00:53.000Z","dateModified":"2024-04-19T13:47:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62778/how-to-build-a-black-history-childrens-book-collection-for-your-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From\u003ca href=\"https://www.routledge.com/Beyond-February-Teaching-Black-History-Any-Day-Every-Day-and-All-Year/James/p/book/9781625316059?gclid=Cj0KCQiAgqGrBhDtARIsAM5s0_nfN-k8ZubLl8_fhB3_NIiEtsw4kQRFNvT8mRBpW1iEw2-BIGvBFZkaAoX0EALw_wcB\"> Beyond February: Teaching Black History Any Day, Every Day, and All Year Long, K-3\u003c/a> by Dawnavyn James © 2024 by \u003ca href=\"http://www.routledge.com/stenhouse-publishing\">Stenhouse Publishers\u003c/a>. Reproduced with permission.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>I have been building my Black history library since my junior year of college, when I taught third and fourth graders about the Harlem Renaissance. My library has been growing ever since, but \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">whether you have a large collection of books or are just starting out\u003c/a>, there are always new titles for you to discover. Here are a few tips for getting started building your own collection of Black history-focused books.\u003c/p>\n\u003ch2>\u003cstrong>Choose a Black history that interest\u003c/strong>\u003cstrong>s y\u003c/strong>\u003cstrong>ou\u003c/strong>\u003c/h2>\n\u003cp>As I am writing this right now, I cannot choose a single Black history that interests me the most; there are so many to choose from! \u003ca href=\"https://www.kqed.org/arts/13903957/a-new-doc-shows-how-oaklands-black-cowboys-keep-history-alive\">Cowboys\u003c/a> were my obsession last summer, and now it’s cuisine. But I also love learning about Black \u003ca href=\"https://www.chalkbeat.org/detroit/2023/11/21/former-cass-tech-teachers-rescued-leroy-foster-artwork-now-displayed-cranbrook/\">artists\u003c/a>, and \u003ca href=\"https://www.kqed.org/mindshift/60885/how-to-create-a-stem-dream-culture-for-all-students\">inventions and inventors\u003c/a> will always be an all-time fave. I also want to know everything I can about Africa. Do you get my point?\u003c/p>\n\u003cp>Whatever \u003ca href=\"https://www.kqed.org/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes\">history you feel drawn to\u003c/a>, find those books. Reading multiple books about a historical figure or event or theme helps us layer and add nuance to our thinking about Black history. Just the act of reading about multiple Black histories or seeking out several resources around a particular part of history is a way of saying that \u003ca href=\"https://www.kqed.org/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy\">Black histories are important\u003c/a>, worthy of our attention and \u003ca href=\"https://www.kqed.org/mindshift/61220/illinois-teachers-create-black-history-courses-to-fill-in-gaps-in-u-s-history-for-students\">worth digging into\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Find the commonality among books\u003c/strong>\u003c/h2>\n\u003cp>As you begin to read and select books, you may start to see common themes or ideas emerging. For example, after reading \u003ca href=\"https://www.agatepublishing.com/9781572842243/crown/\">\u003cem>Crown\u003c/em>\u003c/a>, I remembered that I had two books written and illustrated by Sharee Miller that celebrate hair, \u003ca href=\"https://www.hachettebookgroup.com/titles/sharee-miller/dont-touch-my-hair/9780316562584/?lens=little-brown-books-for-young-readers\">\u003cem>Don’t Touch My Hair\u003c/em>\u003c/a> and\u003ca href=\"https://www.hachettebookgroup.com/titles/sharee-miller/princess-hair/9780316441223/\"> \u003cem>Princess Hair\u003c/em>\u003c/a>. These books became the beginning of a text set around hair (as part of a study of \u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">identity\u003c/a>) and were a hit with \u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62779 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/dawnavyn-1.png\" alt=\"\" width=\"223\" height=\"278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn-1.png 445w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn-1-160x200.png 160w\" sizes=\"(max-width: 223px) 100vw, 223px\">students, who all found ways of connecting to this set.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A single title may end up being a part of multiple text sets around different topics or themes. For example, I sometimes read\u003ca href=\"https://www.harpercollins.com/products/let-the-children-march-monica-clark-robinson?variant=39936194609186\"> \u003cem>Let the Children March\u003c/em>\u003c/a> alongside books about Martin Luther King Jr. because he is featured in that book and the book is set during the Civil Rights Movement. But other times I read it when we learn about Ruby Bridges so that my students can better understand the ways children participated in the Civil Rights Movement. As you begin to see similarities and connections among books, start creating your own collections lists.\u003c/p>\n\u003cp>It is important to note that the resources that make up your collections may not always be picture books. Sometimes you may want to include a cookbook, chapter book, piece of art or song. Whatever the topic, educate yourself and then find the resources to educate your students.\u003c/p>\n\u003ch2>\u003cstrong>Keep an eye out for new favorites\u003c/strong>\u003c/h2>\n\u003cp>As you read and share books, you and your students will notice some of the same authors and illustrators who have worked on multiple books about Black histories. For example, I had a class of kindergartners and first graders who could spot illustrations by \u003ca href=\"https://www.instagram.com/kadirnelson/\">Kadir Nelson\u003c/a> from a mile away. And as a teacher, I know that I can truly depend on books written by \u003ca href=\"https://cbweatherford.com/books/\">Carole Boston Weatherford\u003c/a> to deliver accurate information about different Black histories, whether about people or events. Keep an eye out for these authors and illustrators via their websites or social media accounts to see what they are currently working on and to get updates on book release dates. There are also great social media accounts that share a wide variety of diverse picture books, including books about Black histories. Social media and book creators’ own websites are great ways to find and stay connected with the latest titles from our favorite authors and illustrators.\u003c/p>\n\u003ch2>\u003cstrong>Share Black stories\u003c/strong>\u003c/h2>\n\u003cp>There is a true love for Black history-focused books in my classroom. My students can access them on the shelf, read them with a buddy and refer to them when making connections to other books we read\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/594506/i-am-every-good-thing-by-derrick-barnes-illustrated-by-gordon-c-james/\">\u003cem>I Am Every Good Thing\u003c/em>\u003c/a> is one such book that means a lot to my class. This is a book from our Black joy collection, one we read at the beginning of the year, on a rainy day, during morning meetings, in the middle of the year, during our unit on community, and at the very end of the year as a farewell and affirmation. I have found it in the writing center, a student’s mailbox and in the arms of a sleeping kindergartner in our classroom’s safe place. It’s a book in which my students see themselves and see their classmates, and they see Black histories. It is a book that affirms us, comforts us and challenges us to remember who we are.\u003c/p>\n\u003cp>I’d love to be able to list every single book that highlights, celebrates, honors or features Black histories, but that is the work of a lifetime. My hope is that you can find those books, create those collections and read the books that benefit the education of your students, yourself and the community of your classroom. Books expose students to a fuller narrative of Black history. Not just the tragedy and the hardships but also the resistance. Not just the struggle and enslavement but the triumphs and successes, the innovation, brilliance, ingenuity, courage, intellect and dignity. Books that center Black history aren’t just for Black children; they are books for all children.\u003c/p>\n\u003ch2>\u003cstrong>Dawnavyn’s ultimate Black history book collection\u003c/strong>\u003c/h2>\n\u003cp>This is the collection I’ve been building since my junior year of college, and it is constantly growing. I have used these children’s books again and again with students to teach Black histories. See what collections you can create from this list!\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/the-undefeated-kwame-alexander?variant=39935132336162\">\u003cstrong>\u003cem>The Undefeated\u003c/em>\u003c/strong>\u003c/a>, written by Kwame Alexander and illustrated by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/vashti-harrison/little-legends-exceptional-men-in-black-history/9780316475143/?lens=little-brown-books-for-young-readers\">\u003cstrong>\u003cem>Little Legends: Exceptional Men in Black History\u003c/em>\u003c/strong>\u003c/a> by Vashti Harrison with Kwesi Johnson\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/vashti-harrison/little-leaders-bold-women-in-black-history/9780316475105/\">\u003cstrong>\u003cem>Little Leaders: Bold Women in Black History\u003c/em>\u003c/strong>\u003c/a> by Vashti Harrison\u003c/p>\n\u003cp>\u003ca href=\"https://us.macmillan.com/books/9781596438200/28days\">\u003cstrong>\u003cem>28 Days: Moments in Black History that Changed the World\u003c/em>\u003c/strong>\u003c/a>, written by Charles R. Smith Jr. and illustrated by Shane W. Evans\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.simonandschuster.com/books/The-Roots-of-Rap/Carole-Boston-Weatherford/9781499812046\">\u003cstrong>The Roots of Rap: 16 Bars on the 4 Pillars of Hip Hop\u003c/strong>\u003c/a>\u003c/em>, written by Carole Boston Weatherford and illustrated by Frank Morrison\u003c/p>\n\u003cp>\u003ca href=\"https://www.albertwhitman.com/book/seven-spools-of-thread/\">\u003cstrong>\u003cem>Seven Spools of Thread: A Kwanzaa Story\u003c/em>\u003c/strong>\u003c/a>, written by Angela Shelf Medearis and illustrated by Daniel Minter\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/heart-and-soul-kadir-nelson?variant=33007958949922\">\u003cstrong>\u003cem>Heart and Soul: The Story of America and African Americans\u003c/em>\u003c/strong>\u003c/a> by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/coretta-scott-ntozake-shange?variant=32122923909154\">\u003cstrong>\u003cem>Coretta Scott\u003c/em>\u003c/strong>\u003c/a>, written by Ntozake Shange and illustrated by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.simonandschuster.com/books/Black-Heroes-A-Black-History-Book-for-Kids/Arlisha-Norwood/People-and-Events-in-History/9781638788232\">\u003cstrong>\u003cem>Black Heroes: A Black History Book for Kids\u003c/em>\u003c/strong>\u003c/a> by Arlisha Norwood\u003c/p>\n\u003cp>\u003ca href=\"https://www.lesaclineransome.com/the-power-of-her-pen\">\u003cstrong>\u003cem>The Power of Her Pen: The Story of Groundbreaking Journalist Ethel L. Payne\u003c/em>\u003c/strong>\u003c/a>, written by Lesa Cline-Ransome and illustrated by John Parra\u003c/p>\n\u003cp>\u003ca href=\"https://www.albertwhitman.com/book/sugar-hill/\">\u003cstrong>\u003cem>Sugar Hill: Harlem’s Historic Neighborhood\u003c/em>\u003c/strong>\u003c/a>, written by Carole Boston Weatherford and illustrated by R. Gregory Christie\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/kadir-nelson/we-are-the-ship/9780786808328/?lens=little-brown-books-for-young-readers\">\u003cstrong>\u003cem>We Are the Ship: The Story of Negro League Baseball\u003c/em>\u003c/strong>\u003c/a> by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.tilburyhouse.com/product-page/have-i-ever-told-you-black-lives-matter\">\u003cstrong>\u003cem>Have I Ever Told You Black Lives Matter\u003c/em>\u003c/strong>\u003c/a>, written by Shani Mahiri King and illustrated by Bobby C. Martin Jr.\u003c/p>\n\u003cp>\u003ca href=\"https://blueapplebooks.com/book/let-freedom-sing/\">\u003cstrong>\u003cem>Let Freedom Sing\u003c/em>\u003c/strong>\u003c/a> by Vanessa Newton\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/678949/evicted-by-alice-faye-duncan-illustrated-by-charly-palmer/\">\u003cstrong>\u003cem>Evicted! The Struggle for the Right to Vote\u003c/em>\u003c/strong>\u003c/a>, written by Alice Faye Duncan and illustrated by Charly Palmer\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/dinah-johnson/h-is-for-harlem/9780316322379/\">\u003cstrong>\u003cem>H Is for Harlem\u003c/em>\u003c/strong>\u003c/a>, written by Dinah Johnson and illustrated by April Harrison\u003c/p>\n\u003cp>\u003ca href=\"https://shop.scholastic.com/parent-ecommerce/books/stand-up-10-mighty-women-who-made-a-change-9781338763850.html\">\u003cstrong>\u003cem>Stand Up! 10 Mighty Women Who Made a Change\u003c/em>\u003c/strong>\u003c/a>, written by Brittney Cooper and illustrated by Cathy Ann Johnson\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/the-people-remember-ibi-zoboi?variant=33051647442978\">\u003cstrong>\u003cem>The People Remember\u003c/em>\u003c/strong>\u003c/a>, written by Ibi Zoboi and illustrated by Loveis Wise\u003c/p>\n\u003cp>\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62780 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/dawnavyn2.png\" alt=\"\" width=\"238\" height=\"357\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn2.png 368w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn2-160x240.png 160w\" sizes=\"(max-width: 238px) 100vw, 238px\">\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/queendomteachin\">Dawnavyn M. James\u003c/a> is an early childhood, elementary and Black history educator and researcher from Kansas City, Missouri. She has given presentations and led workshops promoting Black history teaching in early childhood and elementary classrooms. Through consulting, Dawnavyn has supported teachers in numerous school districts as they work to teach Black history year-round through the use of picture books. She believes that picture books centering Black history are one of the greatest ways to bring Black histories into the classroom. She has taught students from kindergarten to fifth grade in Columbia, Missouri, but her favorite years of teaching were her three years with kindergartners. She received her teaching degree from Stephens College and is currently pursuing her doctorate at the University at Buffalo and is a fellow at the Center for K-12 Black History and Racial Literacy Education. Dawnavyn is also the founder of The Black History Club, an organization that empowers and equips teachers and students with information and resources that will benefit themselves, their families and the community through engaging with Black histories.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62778/how-to-build-a-black-history-childrens-book-collection-for-your-classroom","authors":["4354"],"categories":["mindshift_21491","mindshift_21014","mindshift_194"],"tags":["mindshift_21534","mindshift_21516","mindshift_999","mindshift_21455","mindshift_21524","mindshift_1013","mindshift_21423","mindshift_20615"],"featImg":"mindshift_62781","label":"mindshift"},"mindshift_62710":{"type":"posts","id":"mindshift_62710","meta":{"index":"posts_1591205157","site":"mindshift","id":"62710","score":null,"sort":[1699442662000]},"guestAuthors":[],"slug":"like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it","title":"Like it or not, kids hear the news. Here's how teachers help them understand it","publishDate":1699442662,"format":"standard","headTitle":"Like it or not, kids hear the news. Here’s how teachers help them understand it | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Each morning, Stephanie Nichols gathers her second graders around a table to eat breakfast and start their day.\u003c/p>\n\u003cp>As the kids unpack their knapsacks and settle into the classroom, Nichols likes to listen more than she speaks. Breakfast table conversation can be about anything – from video games to the New England Patriots.\u003c/p>\n\u003cp>But in recent weeks the table was buzzing about one thing: the mass shooting in Lewiston that left \u003ca href=\"https://www.npr.org/2023/10/27/1208896628/lewiston-maine-mass-shooting-victims\">18 people dead and 13 wounded\u003c/a>. The event resulted in a \u003ca href=\"https://www.wbur.org/hereandnow/2023/10/27/lewiston-maine-manhunt\">multi-day search \u003c/a>that closed schools and left the community on lockdown.\u003c/p>\n\u003cp>Nichols teaches at Narragansett Elementary School in Gorham, Maine, about 40 minutes from Lewiston. “Even that far away, you know, we all have connections,” she says. “It’s Maine. It really is like the biggest small town.”\u003c/p>\n\u003cp>Nichols knew her students needed to talk about it: “I think people sometimes really underestimate kids of this age level,” she says. “My kids had all these things they heard on the news.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With tragedies dominating the news cycle for the past few weeks, teachers are looking for ways to help their students make sense of the world around them. Even the youngest children are absorbing headlines and current events. Teachers say they need to give them tools to help them process – and filter — information. One key element of that approach is media literacy.\u003c/p>\n\u003cp>Even if children aren’t seeking out the news, Nichols says, they’re still exposed to it. And they have lots of questions. One student in her class asked a big one: Why? Why did the shooter do this?\u003c/p>\n\u003cp>She says the best course of action is to be honest with her students, telling them: “We know a lot, but we don’t always have the answers for everything. And that might be something that we never have an answer for.”\u003c/p>\n\u003cp>Nichols says this isn’t the first time she and her students have had tough conversations about the news.\u003c/p>\n\u003cp>Sometimes, even their distractions – like YouTube videos or gamers on Twitch– can expose them to the headlines. And she wants them to understand that not everything they see on the internet can be trusted.\u003c/p>\n\u003cp>“It’s important that we know who’s putting out things like an advertisement.” she says. “Because, you know, we don’t necessarily know if that’s a fact or opinion.”\u003c/p>\n\u003cp>For older students – middle and high schoolers – the media literacy discussion is more nuanced.\u003c/p>\n\u003cp>Wesley Hedgepeth, a high school history and government teacher in Richmond, Va., tries to bring the topic into all his classes. He uses \u003ca href=\"https://www.poynter.org/mediawise-education-resources/\">MediaWise\u003c/a>, an online course run through the Poynter Institute, to give his students a crash course.\u003c/p>\n\u003cp>He starts with the program’s \u003ca href=\"https://www.poynter.org/fact-checking/media-literacy/2022/mediawise-launches-a-free-text-message-course-to-help-voters-prepare-for-the-us-midterms/\">quiz for students\u003c/a>, asking things like, “Do you know what a deepfake is? Or have you ever shared something that was false? And how did you know later on?”\u003c/p>\n\u003cp>The students respond about their own habits and get a video in return. The videos are hosted by noted journalists like \u003ca href=\"https://youtu.be/9OCi6nFGOqU?si=RA9maTdsu5aa0pO9\">Joan Lunden\u003c/a> or popular \u003ca href=\"https://www.youtube.com/playlist?list=PL8dPuuaLjXtN07XYqqWSKpPrtNDiCHTzU\">educators like John Green\u003c/a>, and focus on different parts of media literacy.\u003c/p>\n\u003cp>For example, Green does a video on social media and misinformation: “If you’re going to live partly inside these feeds, I think it’s really important to understand both the kinds of information that are likely to be shared with you and the kinds of information you’re incentivized to share.”\u003c/p>\n\u003cp>The unit helps prepare Hedgepeth’s high schoolers to approach conflicts like the recent war in Gaza. The high schoolers are taught ways of evaluating news outlets for bias. In one lesson, they’re given different texts on the same event and told to identify the discrepancies.\u003c/p>\n\u003cp>Sometimes, teachers use media literacy as a path into a hard conversation. Hedgepeth is the president of the\u003ca href=\"https://www.socialstudies.org/\"> National Council for the Social Studies\u003c/a>, and says that how teachers talk about something like the war in Gaza can depend on what state they teach in.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.edweek.org/policy-politics/legal-challenges-to-divisive-concepts-laws-an-update/2022/10\">at least 17 states\u003c/a>, “divisive concepts” legislation now limits what teachers can talk about. Things like critical race theory, LGBTQ rights and gun violence are often hot button issues.\u003c/p>\n\u003cp>“Teachers feel concerned about their job,” he says. “The fact that it’s already, on its surface, divisive, some teachers are hesitant to talk about it.”\u003c/p>\n\u003cp>But Hedgepeth says the social studies classroom is uniquely qualified to have these discussions.\u003c/p>\n\u003cp>He uses topics already in the material, like the history of the Ottoman and Byzantine empires, for instance, to give context for the region. And uses that to make the jump from history to the present day.\u003c/p>\n\u003cp>Hedgepeth tries to get many perspectives in his lessons. He says it’s not just about one side’s history: “There are not only two sides, but multiple sides to this conflict,” he says. “I think it’s really important to connect it to what we’re learning and so they can understand the bigger picture.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And with more sides to the story come more opportunities for students to reach their own conclusions.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Like+it+or+not%3A+Kids+hear+the+news.+Here%27s+how+teachers+help+them+understand+it&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"From preschool to high school, students are getting bombarded with news. Teachers are working to give them the tools to process it.","status":"publish","parent":0,"modified":1699455515,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":906},"headData":{"title":"Like it or not, kids hear the news. Here's how teachers help them understand it | KQED","description":"From preschool to high school, students are getting bombarded with news. Teachers are working to give them the tools to process it.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"From preschool to high school, students are getting bombarded with news. Teachers are working to give them the tools to process it.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Like it or not, kids hear the news. Here's how teachers help them understand it","datePublished":"2023-11-08T11:24:22.000Z","dateModified":"2023-11-08T14:58:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Sequoia Carrillo","nprImageAgency":"Franziska Barczyk for NPR","nprStoryId":"1210444566","nprApiLink":"http://api.npr.org/query?id=1210444566&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/11/08/1210444566/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it?ft=nprml&f=1210444566","nprRetrievedStory":"1","nprPubDate":"Wed, 08 Nov 2023 05:00:00 -0500","nprStoryDate":"Wed, 08 Nov 2023 05:00:19 -0500","nprLastModifiedDate":"Wed, 08 Nov 2023 05:00:19 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62710/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Each morning, Stephanie Nichols gathers her second graders around a table to eat breakfast and start their day.\u003c/p>\n\u003cp>As the kids unpack their knapsacks and settle into the classroom, Nichols likes to listen more than she speaks. Breakfast table conversation can be about anything – from video games to the New England Patriots.\u003c/p>\n\u003cp>But in recent weeks the table was buzzing about one thing: the mass shooting in Lewiston that left \u003ca href=\"https://www.npr.org/2023/10/27/1208896628/lewiston-maine-mass-shooting-victims\">18 people dead and 13 wounded\u003c/a>. The event resulted in a \u003ca href=\"https://www.wbur.org/hereandnow/2023/10/27/lewiston-maine-manhunt\">multi-day search \u003c/a>that closed schools and left the community on lockdown.\u003c/p>\n\u003cp>Nichols teaches at Narragansett Elementary School in Gorham, Maine, about 40 minutes from Lewiston. “Even that far away, you know, we all have connections,” she says. “It’s Maine. It really is like the biggest small town.”\u003c/p>\n\u003cp>Nichols knew her students needed to talk about it: “I think people sometimes really underestimate kids of this age level,” she says. “My kids had all these things they heard on the news.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With tragedies dominating the news cycle for the past few weeks, teachers are looking for ways to help their students make sense of the world around them. Even the youngest children are absorbing headlines and current events. Teachers say they need to give them tools to help them process – and filter — information. One key element of that approach is media literacy.\u003c/p>\n\u003cp>Even if children aren’t seeking out the news, Nichols says, they’re still exposed to it. And they have lots of questions. One student in her class asked a big one: Why? Why did the shooter do this?\u003c/p>\n\u003cp>She says the best course of action is to be honest with her students, telling them: “We know a lot, but we don’t always have the answers for everything. And that might be something that we never have an answer for.”\u003c/p>\n\u003cp>Nichols says this isn’t the first time she and her students have had tough conversations about the news.\u003c/p>\n\u003cp>Sometimes, even their distractions – like YouTube videos or gamers on Twitch– can expose them to the headlines. And she wants them to understand that not everything they see on the internet can be trusted.\u003c/p>\n\u003cp>“It’s important that we know who’s putting out things like an advertisement.” she says. “Because, you know, we don’t necessarily know if that’s a fact or opinion.”\u003c/p>\n\u003cp>For older students – middle and high schoolers – the media literacy discussion is more nuanced.\u003c/p>\n\u003cp>Wesley Hedgepeth, a high school history and government teacher in Richmond, Va., tries to bring the topic into all his classes. He uses \u003ca href=\"https://www.poynter.org/mediawise-education-resources/\">MediaWise\u003c/a>, an online course run through the Poynter Institute, to give his students a crash course.\u003c/p>\n\u003cp>He starts with the program’s \u003ca href=\"https://www.poynter.org/fact-checking/media-literacy/2022/mediawise-launches-a-free-text-message-course-to-help-voters-prepare-for-the-us-midterms/\">quiz for students\u003c/a>, asking things like, “Do you know what a deepfake is? Or have you ever shared something that was false? And how did you know later on?”\u003c/p>\n\u003cp>The students respond about their own habits and get a video in return. The videos are hosted by noted journalists like \u003ca href=\"https://youtu.be/9OCi6nFGOqU?si=RA9maTdsu5aa0pO9\">Joan Lunden\u003c/a> or popular \u003ca href=\"https://www.youtube.com/playlist?list=PL8dPuuaLjXtN07XYqqWSKpPrtNDiCHTzU\">educators like John Green\u003c/a>, and focus on different parts of media literacy.\u003c/p>\n\u003cp>For example, Green does a video on social media and misinformation: “If you’re going to live partly inside these feeds, I think it’s really important to understand both the kinds of information that are likely to be shared with you and the kinds of information you’re incentivized to share.”\u003c/p>\n\u003cp>The unit helps prepare Hedgepeth’s high schoolers to approach conflicts like the recent war in Gaza. The high schoolers are taught ways of evaluating news outlets for bias. In one lesson, they’re given different texts on the same event and told to identify the discrepancies.\u003c/p>\n\u003cp>Sometimes, teachers use media literacy as a path into a hard conversation. Hedgepeth is the president of the\u003ca href=\"https://www.socialstudies.org/\"> National Council for the Social Studies\u003c/a>, and says that how teachers talk about something like the war in Gaza can depend on what state they teach in.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.edweek.org/policy-politics/legal-challenges-to-divisive-concepts-laws-an-update/2022/10\">at least 17 states\u003c/a>, “divisive concepts” legislation now limits what teachers can talk about. Things like critical race theory, LGBTQ rights and gun violence are often hot button issues.\u003c/p>\n\u003cp>“Teachers feel concerned about their job,” he says. “The fact that it’s already, on its surface, divisive, some teachers are hesitant to talk about it.”\u003c/p>\n\u003cp>But Hedgepeth says the social studies classroom is uniquely qualified to have these discussions.\u003c/p>\n\u003cp>He uses topics already in the material, like the history of the Ottoman and Byzantine empires, for instance, to give context for the region. And uses that to make the jump from history to the present day.\u003c/p>\n\u003cp>Hedgepeth tries to get many perspectives in his lessons. He says it’s not just about one side’s history: “There are not only two sides, but multiple sides to this conflict,” he says. “I think it’s really important to connect it to what we’re learning and so they can understand the bigger picture.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And with more sides to the story come more opportunities for students to reach their own conclusions.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Like+it+or+not%3A+Kids+hear+the+news.+Here%27s+how+teachers+help+them+understand+it&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62710/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it","authors":["byline_mindshift_62710"],"categories":["mindshift_193"],"tags":["mindshift_20533","mindshift_21442","mindshift_21838","mindshift_21466","mindshift_21840","mindshift_21839","mindshift_21067","mindshift_20615"],"featImg":"mindshift_62711","label":"mindshift"},"mindshift_61856":{"type":"posts","id":"mindshift_61856","meta":{"index":"posts_1591205157","site":"mindshift","id":"61856","score":null,"sort":[1687272556000]},"guestAuthors":[],"slug":"the-tennessee-3-created-a-historic-teachable-moment-will-schools-be-allowed-to-teach-it","title":"The ‘Tennessee 3’ created a historic teachable moment. Will schools be allowed to teach it?","publishDate":1687272556,"format":"standard","headTitle":"The ‘Tennessee 3’ created a historic teachable moment. Will schools be allowed to teach it? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://tn.chalkbeat.org/2023/6/16/23763698/tennessee-three-schools-justin-pearson-jones-crt-law-legislature\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When Wyatt Bassow and Ava Buxton missed classes one morning this spring to see democracy in action in Tennessee, they witnessed history that they acknowledged probably wouldn’t be fully taught at their high school less than a mile away.\u003c/p>\n\u003cp>Justin Pearson, one of two young Democratic lawmakers who were dramatically \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/4/6/23672653/tennessee-legislature-gun-protest-expulsion-vote-pearson-jones-johnson\" target=\"_blank\" rel=\"noopener\">expelled from office\u003c/a> just a week earlier by the Republican-controlled House of Representatives, was taking his oath of office again that day outside the state Capitol in Nashville after being voted back in by officials in Shelby County.\u003c/p>\n\u003cp>A few days earlier, Rep. Justin Jones of Nashville had been reinstated after a similar vote by his city’s council.\u003c/p>\n\u003cp>Both men had been ousted from the legislature for staging a protest on the House floor urging gun reforms after a mass school shooting in Nashville. The votes temporarily robbed some 140,000 Tennesseans in the state’s two largest cities of their representation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“What I’ve learned these last few weeks is that democracy is incredibly fragile,” said Bassow, a senior at Nashville’s Hume-Fogg High School, as he cheered Pearson’s reinstatement in the shadow of the Capitol building.\u003c/p>\n\u003cp>“But because of the power of the people,” he added, “we were able to fix this.”\u003c/p>\n\u003cp>Less certain, the students said, is whether the controversial ouster of the two young Black Democrats by the House’s all-white GOP supermajority would be fully discussed at their school, or any public Tennessee school, as part of a course in U.S. government, civics, history, contemporary issues, or social studies.\u003c/p>\n\u003cp>While Republican leaders maintain the ouster was not racially motivated, the racial optics were undeniable, as was the supermajority’s suppression of legislative voices with whom they disagreed.\u003c/p>\n\u003cp>Meanwhile, Tennessee is at the front of a \u003ca class=\"Link\" href=\"https://projects.chalkbeat.org/2022/age-appropriate-books-critical-race-theory-tennessee-curriculum/\" target=\"_blank\" rel=\"noopener\">conservative-driven wave of censorship\u003c/a> about what can and cannot be taught in K-12 schools.\u003c/p>\n\u003cp>A \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/5/24/22452478/tennessee-governor-signs-bill-restricting-how-race-and-bias-can-be-taught-in-schools\" target=\"_blank\" rel=\"noopener\">2021 state law\u003c/a> restricts classroom discussions about systemic racism, white privilege, and the ongoing legacy of slavery. Republican Gov. Bill Lee, who signed the law, has \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2022/2/7/22922717/hillsdale-college-tennessee-governor-charter-schools\" target=\"_blank\" rel=\"noopener\">championed civics education that emphasizes American exceptionalism\u003c/a> and plays down the origins of present-day U.S. injustices.\u003c/p>\n\u003cp>School libraries are under scrutiny too, especially for materials that have to do with race and gender. A \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2022/4/28/23047535/book-ban-tennessee-textbook-commission-legislation-age-appropriate\" target=\"_blank\" rel=\"noopener\">2022 law\u003c/a> gives the state unprecedented authority to overrule local school boards and remove certain materials from libraries statewide. And a 2023 law puts book distributors and publishers at risk of criminal prosecution if materials they provide to Tennessee schools are deemed obscene.\u003c/p>\n\u003cp>“We definitely have noticed that a silencing is happening in our schools,” said Buxton, also a senior at Hume-Fogg, when asked whether the expulsions of Jones and Pearson had been discussed in her classes.\u003c/p>\n\u003cp>“Thankfully, our teachers are wonderful and intelligent educators who do their best to give students the space we need to have important conversations,” she continued. “But I think these conversations would go much deeper if our teachers didn’t have the fear of these new laws hanging over them.”\u003c/p>\n\u003ch2 id=\"MjTSFl\">The rise, fall, and rise of the Tennessee Three\u003c/h2>\n\u003cp>The expulsions of the two Black lawmakers came during the dramatic last weeks of a tumultuous legislative session gripped by large citizen protests over \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/3/28/23661164/nashville-school-shooting-tennessee-covenant-gun-policy-protest-legislature\" target=\"_blank\" rel=\"noopener\">Tennessee’s lax gun laws\u003c/a>, after an armed intruder \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/3/27/23658910/the-covenant-school-school-shootings-assault-weapons-metropolitan-nashville-police-department\" target=\"_blank\" rel=\"noopener\">killed three children and three adults at The Covenant School\u003c/a> in Nashville on March 27.\u003c/p>\n\u003cp>Frustrated that House Speaker Cameron Sexton was not allowing them to voice the concerns of demonstrators during debates, Pearson, Jones, and Rep. Gloria Johnson of Knoxville took their protest to the House floor, where Jones and Pearson alternately used a bullhorn to shout “Gun control now!” and “Power to the people!”\u003c/p>\n\u003cp>In the process, the trio broke the chamber’s rules of decorum. GOP-sponsored ouster resolutions accused the so-called Tennessee Three of “knowingly and intentionally bringing disorder and dishonor to the House of Representatives.”\u003c/p>\n\u003cp>Ultimately, Republican representatives voted overwhelmingly to kick out the two young Black men, while Johnson, who is older and white and was less vocal during the protest, kept her seat by a single vote.\u003c/p>\n\u003cp>The last time the House had expelled multiple members was in 1866, when six representatives were thrown out for conspiring to deprive the chamber of a quorum during a special session to ratify the 14th Amendment to the U.S. Constitution. Two others have been expelled in more recent times, one for soliciting a bribe, and the other for sexual misconduct.\u003c/p>\n\u003cp>By contrast, the ousters of Jones and Pearson over their peaceful protest of gun violence — \u003ca class=\"Link\" href=\"https://www.poynter.org/fact-checking/2023/leading-cause-death-young-people-us-firearms/\" target=\"_blank\" rel=\"noopener\">now the No. 1 killer of children and teens in America\u003c/a> — seemed heavy-handed to their supporters. The House could have chosen simply to censure them for breaking House rules of decorum instead of kicking them out altogether.\u003c/p>\n\u003cp>In a subsequent four-page rebuke, the nation’s professional organization for social studies teachers denounced Tennessee’s House as attacking foundational principles of democratic and republican norms. Intentionally or not, the state was sending Tennessee students a message that the rights to free speech, peaceful protest, and holding their elected officials accountable are “reserved for those who have a specific view or perspective,” the National Council for the Social Studies wrote.\u003c/p>\n\u003cp>“Just as disturbing,” the group continued, “this action sends a message to the larger community that civil discourse and active citizenship will result in punishment rather than in finding consensus in ways that uphold the principles of democracy and the functioning of our republic … (which) will have a long-term impact on our students’ faith in the democratic process and our constitutional principles.”\u003c/p>\n\u003ch2 id=\"WBWFyU\">Tennessee’s living history drama was filled with teachable moments\u003c/h2>\n\u003cp>Political science and social studies experts say it’s hard to narrow down the events in Tennessee this spring to one teachable moment.\u003c/p>\n\u003cp>Tens of thousands of citizens descending on the Capitol to protest gun violence after a school shooting and the subsequent expulsions and reinstatements of Jones and Pearson are rich runways for academic inquiry. Among the issues: freedom of speech, legislative rules of decorum, the enduring influence of racism on public policy, and — as Bassow, the Nashville student, articulated — the fragility of democracy.\u003c/p>\n\u003cfigure id=\"attachment_61858\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61858\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest.jpg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-1536x1024.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Students protest outside the Tennessee State Capitol on April 3, 2023, during a demonstration against gun violence and the state’s lax gun laws after a deadly school shooting at The Covenant School in Nashville. \u003ccite>(Marta W. Aldrich / Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>John Geer, a political science professor who helped to launch the Vanderbilt Project on Unity and American Democracy, heartily agrees with Bassow.\u003c/p>\n\u003cp>“The teachable moment is that democracy fundamentally rests on genuine competition among political parties,” said Geer. “But because of supermajorities in our state legislatures, the minority party has no real influence and is left to scream or complain. They’re not part of the governing process. There’s no give and take, no compromise. Meanwhile, the majority party has so much power that they don’t need to negotiate, and that leads to excesses.”\u003c/p>\n\u003cp>It didn’t take long for resources to become available to help teachers broach the controversies in Tennessee as well as in Montana, where that state’s House speaker silenced \u003ca class=\"Link\" href=\"https://apnews.com/article/montana-trans-lawmaker-silenced-zooey-zephyr-d398d442537a595bf96d90be90862772\" target=\"_blank\" rel=\"noopener\">Democratic Rep. Zooey Zephyr,\u003c/a> a transgender lawmaker who refused to apologize for telling colleagues they would have “blood” on their hands if they supported a ban on gender-affirming care for youths.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/2/10/23593288/memphis-shelby-county-schools-tyre-nichols-police-brutality-facing-history-ourselves\" target=\"_blank\" rel=\"noopener\">Facing History and Ourselves,\u003c/a> a nonprofit group that creates resources about current events to spawn thoughtful classroom discussions, zeroed in on two issues in its \u003ca class=\"Link\" href=\"https://www.facinghistory.org/resource-library/decorum-sanctioning-representatives-jones-pearson-zephyr\" target=\"_blank\" rel=\"noopener\">lessons\u003c/a>: how to discuss politics in non-polarizing ways and the implications of using rules of decorum to censure legislators.\u003c/p>\n\u003cp>“What norms should guide our conversations about political issues?” asks the group’s lessons designed for middle and high school students.\u003c/p>\n\u003cp>“How could rules around speech be used to silence people?”\u003c/p>\n\u003cp>The availability of resources doesn’t mean such questions are being regularly asked in Tennessee classrooms, however.\u003c/p>\n\u003cp>The state’s public school teachers don’t have much wiggle room on what they’re allowed to teach. They’re also under \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2022/9/1/23331530/school-library-law-stresses-teachers-classroom-books\" target=\"_blank\" rel=\"noopener\">increased scrutiny over the resources they can use.\u003c/a>\u003c/p>\n\u003cp>Teachers are guided by hundreds of \u003ca class=\"Link\" href=\"https://www.tn.gov/education/districts/academic-standards.html\" target=\"_blank\" rel=\"noopener\">state-approved academic standards\u003c/a> that set learning goals by subject and grade, and that dictate decisions around curriculum and testing. And social studies teachers already are hard-pressed to cover \u003ca class=\"Link\" href=\"https://www.tn.gov/content/dam/tn/education/standards/ss/Social_Studies_Standards.pdf\" target=\"_blank\" rel=\"noopener\">all of the standards for their subjects\u003c/a> during a single school year. Even if they do, only a few courses offered in grades five, eight, and 12 include standards that might lend themselves to discussions about the Tennessee Three.\u003c/p>\n\u003cp>“Tennessee civics is really nowhere in the standards,” said Bill Carey, who sells resources for educators through his nonprofit \u003ca class=\"Link\" href=\"https://www.tnhistoryforkids.org/\" target=\"_blank\" rel=\"noopener\">Tennessee History for Kids\u003c/a>. “And if something isn’t in the standards, it’s probably not going to be taught.”\u003c/p>\n\u003cp>Social studies lessons, in particular, are monitored closely by parents and activists.\u003c/p>\n\u003cp>In 2015, some complained that some Tennessee teachers were “indoctrinating” students into Islam in their seventh-grade world history classes, \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2016/1/22/21101546/tennessee-launches-review-of-social-studies-standards-amid-concerns-over-world-religion-studies\" target=\"_blank\" rel=\"noopener\">prompting state officials to order an early review of those standards.\u003c/a>\u003c/p>\n\u003cp>More recently, amid a conservative backlash to anti-racism protests after a white policeman killed Black American George Floyd in Minneapolis (an incident that prompted a \u003ca class=\"Link\" href=\"https://apnews.com/article/george-floyd-minneapolis-police-investigation-19d384c2d90b186b627f9d8cf1d5be2e\" target=\"_blank\" rel=\"noopener\">federal investigation into systemic racism on the police force\u003c/a>), Tennessee was among the first states to \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/22525983/map-critical-race-theory-legislation-teaching-racism\" target=\"_blank\" rel=\"noopener\">enact a law\u003c/a> intended to restrict K-12 classroom discussions about race, racism, and gender.\u003c/p>\n\u003cp>Specifically, the 2021 law prohibits teachers from discussing \u003ca class=\"Link\" href=\"https://s3.documentcloud.org/documents/20697058/tn-hb0580-amendment.pdf\" target=\"_blank\" rel=\"noopener\">14 concepts\u003c/a> that the state has deemed divisive, including that the United States is fundamentally or irredeemably sexist or racist, or that an individual is inherently privileged, racist, sexist, or oppressive because of their race or gender.\u003c/p>\n\u003cp>Educators have complained that the law and the state’s \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/11/19/22792435/crt-tennessee-rules-prohibited-racial-concepts-schwinn\" target=\"_blank\" rel=\"noopener\">rules for enforcing the statute\u003c/a> aren’t clear about exactly what teachings cross the line. But teachers found in violation could have their licenses suspended or revoked, while their school districts could face financial penalties.\u003c/p>\n\u003cp>The potential fallout has \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/12/17/22840317/crt-laws-classroom-discussion-racism\" target=\"_blank\" rel=\"noopener\">influenced small but pivotal decisions that educators make every day\u003c/a> in Tennessee and in other states that have passed similar laws targeting so-called critical race theory: how to answer a student’s question, which articles to read as a class, how to prepare for a lesson, which examples to use.\u003c/p>\n\u003cp>That includes whether to discuss the Tennessee legislature’s vote to expel Jones and Pearson, which made \u003ca class=\"Link\" href=\"https://www.nytimes.com/2023/04/06/us/tennessee-house-democrats-expelled.html\" target=\"_blank\" rel=\"noopener\">national headlines\u003c/a>.\u003c/p>\n\u003cp>“To be honest, I just didn’t mention this in class,” said one Tennessee social studies teacher who asked not to be identified, for fear of retribution. “I am just overly cautious with what I cover in class for now.”\u003c/p>\n\u003ch2 id=\"xNloLY\">Students ‘come up with all these great questions’\u003c/h2>\n\u003cp>Mark Finchum, executive director of the Tennessee Council for the Social Studies, says the law — and a related climate of fear — has had a chilling effect on teachers who might normally contemplate lessons about the Tennessee Three, or perhaps about the insurrection at the Capitol in Washington on Jan. 6, 2021. But it also depends on the teacher.\u003c/p>\n\u003cp>“If you’re a new teacher who is teaching in an area of the state where you feel insecure, you may not want to go there,” Finchum said. “But if you’re an experienced teacher and feel strongly about these events and how your students can learn from them, you may go ahead.”\u003c/p>\n\u003cp>Erika Sugarmon falls in the latter category.\u003c/p>\n\u003cp>One Friday at White Station High School in Memphis, students showed up to Sugarmon’s weekly current events discussion with lots of questions about the expulsion. The day before the legislative vote, many White Station students had walked out of school to show support for gun reforms called for by the Tennessee Three.\u003c/p>\n\u003cp>“The kids come up with all these great questions. Sometimes there’s not an answer,” said Sugarmon, a veteran educator who teaches courses in U.S. government.\u003c/p>\n\u003cp>But it’s important to give students a safe and constructive space to discuss hard things, added Sugarmon, who is also an elected official on the Shelby County Commission, where she cast a vote to reinstate Pearson to his seat.\u003c/p>\n\u003cp>One student in her class brought up racism, she said, prompting a conversation about why Tennessee lawmakers have sought to ban some books and squelch classroom discussions about racism.\u003c/p>\n\u003cp>“Students have been very vocal about not just what happened with Pearson, but with state laws in general,” said Sugarmon.\u003c/p>\n\u003cp>She encourages them to explore source documents to formulate their own options.\u003c/p>\n\u003cp>Evidence-based discussions are the way that teachers should take up politically charged topics with their students, Vanderbilt’s Geer said.\u003c/p>\n\u003cp>“The evidence should be your guidepost,” he said, “while avoiding injecting ideology into the classroom.”\u003c/p>\n\u003cp>“Yes, facts need to be interpreted,” Geer added. “But if we can agree on a basic set of evidence, we can have a conversation. And that’s an important part of democracy.”\u003c/p>\n\u003cp>Maya Logan, a rising senior in Memphis at Germantown High School, talked about the lawmakers’ expulsions with her friends, but didn’t discuss the event as part of her 11th-grade American history class. Just the same, the deadly shooting at Nashville’s Covenant School, which prompted the protest and led to the expulsions, was a big deal to her. And as a young Black person, she related to Pearson and Jones, who are among the youngest members of the House.\u003c/p>\n\u003cp>Logan hopes this year’s events at the state Capitol will resurface as discussion topics during her senior year when she takes a U.S. government class. She has important questions. And she’s looking for answers.\u003c/p>\n\u003cp>“These are people,” she explained, “that are setting things up for us for our futures.”\u003c/p>\n\u003cp>\u003ci>Marta Aldrich is a senior correspondent and covers the statehouse for Chalkbeat Tennessee. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:maldrich@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>maldrich@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003c/p>\n\u003cp>\u003ci>Laura Testino is a reporter for Chalkbeat Tennessee, where she covers K-12 education in Memphis. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:ltestino@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>ltestino@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","blocks":[],"excerpt":"Tennessee was a hotbed for real world civics lessons this spring. It’s also at the front of a conservative-driven wave of censorship about what can and cannot be taught in K-12 schools.","status":"publish","parent":0,"modified":1687272754,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":62,"wordCount":2466},"headData":{"title":"The ‘Tennessee 3’ created a historic teachable moment. Will schools be allowed to teach it? | KQED","description":"Tennessee students were among those who showed up to witness civics lessons in action this spring. Their teachers might not be able to discuss it, though.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Tennessee students were among those who showed up to witness civics lessons in action this spring. Their teachers might not be able to discuss it, though.","schema":{"@context":"http://schema.org","@type":"Article","headline":"The ‘Tennessee 3’ created a historic teachable moment. Will schools be allowed to teach it?","datePublished":"2023-06-20T14:49:16.000Z","dateModified":"2023-06-20T14:52:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Marta W. Aldrich, Laura Testino, Chalkbeat Tennessee","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61856/the-tennessee-3-created-a-historic-teachable-moment-will-schools-be-allowed-to-teach-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://tn.chalkbeat.org/2023/6/16/23763698/tennessee-three-schools-justin-pearson-jones-crt-law-legislature\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When Wyatt Bassow and Ava Buxton missed classes one morning this spring to see democracy in action in Tennessee, they witnessed history that they acknowledged probably wouldn’t be fully taught at their high school less than a mile away.\u003c/p>\n\u003cp>Justin Pearson, one of two young Democratic lawmakers who were dramatically \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/4/6/23672653/tennessee-legislature-gun-protest-expulsion-vote-pearson-jones-johnson\" target=\"_blank\" rel=\"noopener\">expelled from office\u003c/a> just a week earlier by the Republican-controlled House of Representatives, was taking his oath of office again that day outside the state Capitol in Nashville after being voted back in by officials in Shelby County.\u003c/p>\n\u003cp>A few days earlier, Rep. Justin Jones of Nashville had been reinstated after a similar vote by his city’s council.\u003c/p>\n\u003cp>Both men had been ousted from the legislature for staging a protest on the House floor urging gun reforms after a mass school shooting in Nashville. The votes temporarily robbed some 140,000 Tennesseans in the state’s two largest cities of their representation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“What I’ve learned these last few weeks is that democracy is incredibly fragile,” said Bassow, a senior at Nashville’s Hume-Fogg High School, as he cheered Pearson’s reinstatement in the shadow of the Capitol building.\u003c/p>\n\u003cp>“But because of the power of the people,” he added, “we were able to fix this.”\u003c/p>\n\u003cp>Less certain, the students said, is whether the controversial ouster of the two young Black Democrats by the House’s all-white GOP supermajority would be fully discussed at their school, or any public Tennessee school, as part of a course in U.S. government, civics, history, contemporary issues, or social studies.\u003c/p>\n\u003cp>While Republican leaders maintain the ouster was not racially motivated, the racial optics were undeniable, as was the supermajority’s suppression of legislative voices with whom they disagreed.\u003c/p>\n\u003cp>Meanwhile, Tennessee is at the front of a \u003ca class=\"Link\" href=\"https://projects.chalkbeat.org/2022/age-appropriate-books-critical-race-theory-tennessee-curriculum/\" target=\"_blank\" rel=\"noopener\">conservative-driven wave of censorship\u003c/a> about what can and cannot be taught in K-12 schools.\u003c/p>\n\u003cp>A \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/5/24/22452478/tennessee-governor-signs-bill-restricting-how-race-and-bias-can-be-taught-in-schools\" target=\"_blank\" rel=\"noopener\">2021 state law\u003c/a> restricts classroom discussions about systemic racism, white privilege, and the ongoing legacy of slavery. Republican Gov. Bill Lee, who signed the law, has \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2022/2/7/22922717/hillsdale-college-tennessee-governor-charter-schools\" target=\"_blank\" rel=\"noopener\">championed civics education that emphasizes American exceptionalism\u003c/a> and plays down the origins of present-day U.S. injustices.\u003c/p>\n\u003cp>School libraries are under scrutiny too, especially for materials that have to do with race and gender. A \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2022/4/28/23047535/book-ban-tennessee-textbook-commission-legislation-age-appropriate\" target=\"_blank\" rel=\"noopener\">2022 law\u003c/a> gives the state unprecedented authority to overrule local school boards and remove certain materials from libraries statewide. And a 2023 law puts book distributors and publishers at risk of criminal prosecution if materials they provide to Tennessee schools are deemed obscene.\u003c/p>\n\u003cp>“We definitely have noticed that a silencing is happening in our schools,” said Buxton, also a senior at Hume-Fogg, when asked whether the expulsions of Jones and Pearson had been discussed in her classes.\u003c/p>\n\u003cp>“Thankfully, our teachers are wonderful and intelligent educators who do their best to give students the space we need to have important conversations,” she continued. “But I think these conversations would go much deeper if our teachers didn’t have the fear of these new laws hanging over them.”\u003c/p>\n\u003ch2 id=\"MjTSFl\">The rise, fall, and rise of the Tennessee Three\u003c/h2>\n\u003cp>The expulsions of the two Black lawmakers came during the dramatic last weeks of a tumultuous legislative session gripped by large citizen protests over \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/3/28/23661164/nashville-school-shooting-tennessee-covenant-gun-policy-protest-legislature\" target=\"_blank\" rel=\"noopener\">Tennessee’s lax gun laws\u003c/a>, after an armed intruder \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/3/27/23658910/the-covenant-school-school-shootings-assault-weapons-metropolitan-nashville-police-department\" target=\"_blank\" rel=\"noopener\">killed three children and three adults at The Covenant School\u003c/a> in Nashville on March 27.\u003c/p>\n\u003cp>Frustrated that House Speaker Cameron Sexton was not allowing them to voice the concerns of demonstrators during debates, Pearson, Jones, and Rep. Gloria Johnson of Knoxville took their protest to the House floor, where Jones and Pearson alternately used a bullhorn to shout “Gun control now!” and “Power to the people!”\u003c/p>\n\u003cp>In the process, the trio broke the chamber’s rules of decorum. GOP-sponsored ouster resolutions accused the so-called Tennessee Three of “knowingly and intentionally bringing disorder and dishonor to the House of Representatives.”\u003c/p>\n\u003cp>Ultimately, Republican representatives voted overwhelmingly to kick out the two young Black men, while Johnson, who is older and white and was less vocal during the protest, kept her seat by a single vote.\u003c/p>\n\u003cp>The last time the House had expelled multiple members was in 1866, when six representatives were thrown out for conspiring to deprive the chamber of a quorum during a special session to ratify the 14th Amendment to the U.S. Constitution. Two others have been expelled in more recent times, one for soliciting a bribe, and the other for sexual misconduct.\u003c/p>\n\u003cp>By contrast, the ousters of Jones and Pearson over their peaceful protest of gun violence — \u003ca class=\"Link\" href=\"https://www.poynter.org/fact-checking/2023/leading-cause-death-young-people-us-firearms/\" target=\"_blank\" rel=\"noopener\">now the No. 1 killer of children and teens in America\u003c/a> — seemed heavy-handed to their supporters. The House could have chosen simply to censure them for breaking House rules of decorum instead of kicking them out altogether.\u003c/p>\n\u003cp>In a subsequent four-page rebuke, the nation’s professional organization for social studies teachers denounced Tennessee’s House as attacking foundational principles of democratic and republican norms. Intentionally or not, the state was sending Tennessee students a message that the rights to free speech, peaceful protest, and holding their elected officials accountable are “reserved for those who have a specific view or perspective,” the National Council for the Social Studies wrote.\u003c/p>\n\u003cp>“Just as disturbing,” the group continued, “this action sends a message to the larger community that civil discourse and active citizenship will result in punishment rather than in finding consensus in ways that uphold the principles of democracy and the functioning of our republic … (which) will have a long-term impact on our students’ faith in the democratic process and our constitutional principles.”\u003c/p>\n\u003ch2 id=\"WBWFyU\">Tennessee’s living history drama was filled with teachable moments\u003c/h2>\n\u003cp>Political science and social studies experts say it’s hard to narrow down the events in Tennessee this spring to one teachable moment.\u003c/p>\n\u003cp>Tens of thousands of citizens descending on the Capitol to protest gun violence after a school shooting and the subsequent expulsions and reinstatements of Jones and Pearson are rich runways for academic inquiry. Among the issues: freedom of speech, legislative rules of decorum, the enduring influence of racism on public policy, and — as Bassow, the Nashville student, articulated — the fragility of democracy.\u003c/p>\n\u003cfigure id=\"attachment_61858\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61858\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest.jpg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/protest-1536x1024.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Students protest outside the Tennessee State Capitol on April 3, 2023, during a demonstration against gun violence and the state’s lax gun laws after a deadly school shooting at The Covenant School in Nashville. \u003ccite>(Marta W. Aldrich / Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>John Geer, a political science professor who helped to launch the Vanderbilt Project on Unity and American Democracy, heartily agrees with Bassow.\u003c/p>\n\u003cp>“The teachable moment is that democracy fundamentally rests on genuine competition among political parties,” said Geer. “But because of supermajorities in our state legislatures, the minority party has no real influence and is left to scream or complain. They’re not part of the governing process. There’s no give and take, no compromise. Meanwhile, the majority party has so much power that they don’t need to negotiate, and that leads to excesses.”\u003c/p>\n\u003cp>It didn’t take long for resources to become available to help teachers broach the controversies in Tennessee as well as in Montana, where that state’s House speaker silenced \u003ca class=\"Link\" href=\"https://apnews.com/article/montana-trans-lawmaker-silenced-zooey-zephyr-d398d442537a595bf96d90be90862772\" target=\"_blank\" rel=\"noopener\">Democratic Rep. Zooey Zephyr,\u003c/a> a transgender lawmaker who refused to apologize for telling colleagues they would have “blood” on their hands if they supported a ban on gender-affirming care for youths.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/2/10/23593288/memphis-shelby-county-schools-tyre-nichols-police-brutality-facing-history-ourselves\" target=\"_blank\" rel=\"noopener\">Facing History and Ourselves,\u003c/a> a nonprofit group that creates resources about current events to spawn thoughtful classroom discussions, zeroed in on two issues in its \u003ca class=\"Link\" href=\"https://www.facinghistory.org/resource-library/decorum-sanctioning-representatives-jones-pearson-zephyr\" target=\"_blank\" rel=\"noopener\">lessons\u003c/a>: how to discuss politics in non-polarizing ways and the implications of using rules of decorum to censure legislators.\u003c/p>\n\u003cp>“What norms should guide our conversations about political issues?” asks the group’s lessons designed for middle and high school students.\u003c/p>\n\u003cp>“How could rules around speech be used to silence people?”\u003c/p>\n\u003cp>The availability of resources doesn’t mean such questions are being regularly asked in Tennessee classrooms, however.\u003c/p>\n\u003cp>The state’s public school teachers don’t have much wiggle room on what they’re allowed to teach. They’re also under \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2022/9/1/23331530/school-library-law-stresses-teachers-classroom-books\" target=\"_blank\" rel=\"noopener\">increased scrutiny over the resources they can use.\u003c/a>\u003c/p>\n\u003cp>Teachers are guided by hundreds of \u003ca class=\"Link\" href=\"https://www.tn.gov/education/districts/academic-standards.html\" target=\"_blank\" rel=\"noopener\">state-approved academic standards\u003c/a> that set learning goals by subject and grade, and that dictate decisions around curriculum and testing. And social studies teachers already are hard-pressed to cover \u003ca class=\"Link\" href=\"https://www.tn.gov/content/dam/tn/education/standards/ss/Social_Studies_Standards.pdf\" target=\"_blank\" rel=\"noopener\">all of the standards for their subjects\u003c/a> during a single school year. Even if they do, only a few courses offered in grades five, eight, and 12 include standards that might lend themselves to discussions about the Tennessee Three.\u003c/p>\n\u003cp>“Tennessee civics is really nowhere in the standards,” said Bill Carey, who sells resources for educators through his nonprofit \u003ca class=\"Link\" href=\"https://www.tnhistoryforkids.org/\" target=\"_blank\" rel=\"noopener\">Tennessee History for Kids\u003c/a>. “And if something isn’t in the standards, it’s probably not going to be taught.”\u003c/p>\n\u003cp>Social studies lessons, in particular, are monitored closely by parents and activists.\u003c/p>\n\u003cp>In 2015, some complained that some Tennessee teachers were “indoctrinating” students into Islam in their seventh-grade world history classes, \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2016/1/22/21101546/tennessee-launches-review-of-social-studies-standards-amid-concerns-over-world-religion-studies\" target=\"_blank\" rel=\"noopener\">prompting state officials to order an early review of those standards.\u003c/a>\u003c/p>\n\u003cp>More recently, amid a conservative backlash to anti-racism protests after a white policeman killed Black American George Floyd in Minneapolis (an incident that prompted a \u003ca class=\"Link\" href=\"https://apnews.com/article/george-floyd-minneapolis-police-investigation-19d384c2d90b186b627f9d8cf1d5be2e\" target=\"_blank\" rel=\"noopener\">federal investigation into systemic racism on the police force\u003c/a>), Tennessee was among the first states to \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/22525983/map-critical-race-theory-legislation-teaching-racism\" target=\"_blank\" rel=\"noopener\">enact a law\u003c/a> intended to restrict K-12 classroom discussions about race, racism, and gender.\u003c/p>\n\u003cp>Specifically, the 2021 law prohibits teachers from discussing \u003ca class=\"Link\" href=\"https://s3.documentcloud.org/documents/20697058/tn-hb0580-amendment.pdf\" target=\"_blank\" rel=\"noopener\">14 concepts\u003c/a> that the state has deemed divisive, including that the United States is fundamentally or irredeemably sexist or racist, or that an individual is inherently privileged, racist, sexist, or oppressive because of their race or gender.\u003c/p>\n\u003cp>Educators have complained that the law and the state’s \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2021/11/19/22792435/crt-tennessee-rules-prohibited-racial-concepts-schwinn\" target=\"_blank\" rel=\"noopener\">rules for enforcing the statute\u003c/a> aren’t clear about exactly what teachings cross the line. But teachers found in violation could have their licenses suspended or revoked, while their school districts could face financial penalties.\u003c/p>\n\u003cp>The potential fallout has \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/12/17/22840317/crt-laws-classroom-discussion-racism\" target=\"_blank\" rel=\"noopener\">influenced small but pivotal decisions that educators make every day\u003c/a> in Tennessee and in other states that have passed similar laws targeting so-called critical race theory: how to answer a student’s question, which articles to read as a class, how to prepare for a lesson, which examples to use.\u003c/p>\n\u003cp>That includes whether to discuss the Tennessee legislature’s vote to expel Jones and Pearson, which made \u003ca class=\"Link\" href=\"https://www.nytimes.com/2023/04/06/us/tennessee-house-democrats-expelled.html\" target=\"_blank\" rel=\"noopener\">national headlines\u003c/a>.\u003c/p>\n\u003cp>“To be honest, I just didn’t mention this in class,” said one Tennessee social studies teacher who asked not to be identified, for fear of retribution. “I am just overly cautious with what I cover in class for now.”\u003c/p>\n\u003ch2 id=\"xNloLY\">Students ‘come up with all these great questions’\u003c/h2>\n\u003cp>Mark Finchum, executive director of the Tennessee Council for the Social Studies, says the law — and a related climate of fear — has had a chilling effect on teachers who might normally contemplate lessons about the Tennessee Three, or perhaps about the insurrection at the Capitol in Washington on Jan. 6, 2021. But it also depends on the teacher.\u003c/p>\n\u003cp>“If you’re a new teacher who is teaching in an area of the state where you feel insecure, you may not want to go there,” Finchum said. “But if you’re an experienced teacher and feel strongly about these events and how your students can learn from them, you may go ahead.”\u003c/p>\n\u003cp>Erika Sugarmon falls in the latter category.\u003c/p>\n\u003cp>One Friday at White Station High School in Memphis, students showed up to Sugarmon’s weekly current events discussion with lots of questions about the expulsion. The day before the legislative vote, many White Station students had walked out of school to show support for gun reforms called for by the Tennessee Three.\u003c/p>\n\u003cp>“The kids come up with all these great questions. Sometimes there’s not an answer,” said Sugarmon, a veteran educator who teaches courses in U.S. government.\u003c/p>\n\u003cp>But it’s important to give students a safe and constructive space to discuss hard things, added Sugarmon, who is also an elected official on the Shelby County Commission, where she cast a vote to reinstate Pearson to his seat.\u003c/p>\n\u003cp>One student in her class brought up racism, she said, prompting a conversation about why Tennessee lawmakers have sought to ban some books and squelch classroom discussions about racism.\u003c/p>\n\u003cp>“Students have been very vocal about not just what happened with Pearson, but with state laws in general,” said Sugarmon.\u003c/p>\n\u003cp>She encourages them to explore source documents to formulate their own options.\u003c/p>\n\u003cp>Evidence-based discussions are the way that teachers should take up politically charged topics with their students, Vanderbilt’s Geer said.\u003c/p>\n\u003cp>“The evidence should be your guidepost,” he said, “while avoiding injecting ideology into the classroom.”\u003c/p>\n\u003cp>“Yes, facts need to be interpreted,” Geer added. “But if we can agree on a basic set of evidence, we can have a conversation. And that’s an important part of democracy.”\u003c/p>\n\u003cp>Maya Logan, a rising senior in Memphis at Germantown High School, talked about the lawmakers’ expulsions with her friends, but didn’t discuss the event as part of her 11th-grade American history class. Just the same, the deadly shooting at Nashville’s Covenant School, which prompted the protest and led to the expulsions, was a big deal to her. And as a young Black person, she related to Pearson and Jones, who are among the youngest members of the House.\u003c/p>\n\u003cp>Logan hopes this year’s events at the state Capitol will resurface as discussion topics during her senior year when she takes a U.S. government class. She has important questions. And she’s looking for answers.\u003c/p>\n\u003cp>“These are people,” she explained, “that are setting things up for us for our futures.”\u003c/p>\n\u003cp>\u003ci>Marta Aldrich is a senior correspondent and covers the statehouse for Chalkbeat Tennessee. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:maldrich@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>maldrich@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003c/p>\n\u003cp>\u003ci>Laura Testino is a reporter for Chalkbeat Tennessee, where she covers K-12 education in Memphis. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:ltestino@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>ltestino@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61856/the-tennessee-3-created-a-historic-teachable-moment-will-schools-be-allowed-to-teach-it","authors":["byline_mindshift_61856"],"categories":["mindshift_194","mindshift_21604"],"tags":["mindshift_20533","mindshift_21585","mindshift_21466","mindshift_1013","mindshift_21677","mindshift_20615","mindshift_20624","mindshift_21586","mindshift_21676"],"featImg":"mindshift_61857","label":"mindshift"},"mindshift_61095":{"type":"posts","id":"mindshift_61095","meta":{"index":"posts_1591205157","site":"mindshift","id":"61095","score":null,"sort":[1676785736000]},"guestAuthors":[],"slug":"how-a-virginia-educator-teaches-black-history-with-joy","title":"How a Virginia educator teaches Black history with joy","publishDate":1676785736,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>For De'Ana Forbes, it started with crayons, teddy bears, her baby sister and a baseboard-turned-chalkboard in Danville, Virginia.\u003c/p>\n\u003cp>Though today she's a social studies teacher at Freedom High, a predominantly Black and brown public school in Woodbridge, Virginia, Forbes has been educating for as long as she can remember.\u003c/p>\n\u003cp>\"Ever since I was 5 I felt like there was something that was in me to teach,\" she says. \"And not just to impart knowledge, but to nurture, to encourage, to support.\"\u003c/p>\n\u003cp>According to Forbes, that nature is essential to navigating this month as a Black educator.\u003c/p>\n\u003cp>Black History Month poses a challenge to some.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The tradition–a contemporary evolution of Carter G. Woodson's \"Negro History Week\"–could be seen as an opportunity to spotlight the solemn tale of Black American struggles. As such, February could lead way to a hurried, 28-day scramble to discuss all that's happened to Black folks in America, from the transatlantic slave trade, to the Jim Crow South, to the Civil Rights Movement and the untimely death of too many Black lives to count.\u003c/p>\n\u003cp>For Forbes, however, February is a time for celebration.\u003c/p>\n\u003cp>\"The most important thing for me and my colleagues is that the kids feel seen, celebrated, appreciated, and allowed to be unapologetically Black,\" she says.\u003c/p>\n\u003cp>That is why, this year at Freedom, they're turning it up a notch.\u003c/p>\n\u003cp>Forbes has worked alongside other teachers to pack this February with an ambitious series of events that honor Blackness through revelry. Among them, a Black history bingo game, talent show, non-alcoholic paint n' sip, a spirit day dedicated to cultural dress, another to HBCUs, an assembly dedicated to go-go music, a Black history parade, and finally, a black-out, where the charge is simple: wear all black.\u003c/p>\n\u003cp>The impulse to center jubilation comes from Felicia Edmunds, Forbes' elementary school gym teacher who devoted the month of February to extracurricular activities that went beyond traditional lesson plans: dancing, singing, reading poetry and more.\u003c/p>\n\u003cp>In part, it's Ms. Edmunds' example that motivates Forbes today.\u003c/p>\n\u003cp>\"There's so many ways to bring joy out of the curriculum,\" she says. \"You just have to be willing to see it and be willing to do it.\"\u003c/p>\n\u003cp>Josephine Bangura is a senior at Freedom who is enrolled in the African-American studies elective that Forbes teaches upperclassmen.\u003c/p>\n\u003cp>She says that the class is a welcome departure from what it's usually like to learn Black history in school.\u003c/p>\n\u003cp>\"She genuinely makes it fun,\" Bangura says of her teacher. \"It's like, wow, I really get to learn about this history and enjoy it.\"\u003c/p>\n\u003cp>The way Forbes teaches leads to a richer understanding of where the country is today.\u003c/p>\n\u003cp>\"Not only are we learning about certain history, we're learning about exactly why these things happened and how they contribute to America as a whole,\" she continued.\u003c/p>\n\u003cp>As the child of Sierra Leonean immigrants, Bangura also says it means a lot that Forbes highlights stories from the entire Black diaspora. The same goes for this February's Black History Month programming.\u003c/p>\n\u003cp>\"Everyone was included,\" she says about a parade that Forbes organized to punctuate the first Friday of the month. \"Seeing so many different cultures being represented at a big parade and celebrating within the whole diaspora was really nice.\"\u003c/p>\n\u003cp>As a teacher, Forbes says ensuring that students are enjoying their experience is the whole point. This goes for everything that she teaches, not just Black history.\u003c/p>\n\u003cp>\"It's really hard to teach a child when you push their identity off and don't allow them to just be and to speak and to share and to celebrate,\" she says.\u003c/p>\n\u003cp>She knows because this was the experience that she had in middle school.\u003c/p>\n\u003cp>\"I remember sitting in the classroom with so many questions because it felt like there were so many gaps in the curriculum,\" she says.\u003c/p>\n\u003cp>When it came to slavery, the Civil War, or even Reconstruction, she learned bullet points, not real stories about the real lives that Black Americans lived throughout history.\u003c/p>\n\u003cp>But Forbes has made space for exactly that in her own classroom. Every day. All year long.\u003c/p>\n\u003cp>That is why a Black History Month grounded in activities and events does not feel like a missed opportunity.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"All year, we're already teaching Black history and incorporating it into our curriculum,\" she says. So, when Black History Month comes, \"We want to focus on the joy, the stories, the culture, the celebration. ... That's it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=From+a+day+at+Freedom%3A+How+one+Virginia+educator+teaches+Black+history+with+joy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"For De'Ana Forbes, a social studies teacher at Freedom High School in Woodbridge, Va., February is a time for celebration.","status":"publish","parent":0,"modified":1677304444,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":773},"headData":{"title":"How a Virginia educator teaches Black history with joy | KQED","description":"For De'Ana Forbes, a social studies teacher at Freedom High School in Woodbridge, Va., February is a time for celebration.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How a Virginia educator teaches Black history with joy","datePublished":"2023-02-19T05:48:56.000Z","dateModified":"2023-02-25T05:54:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Juma Sei","nprStoryId":"1158128171","nprApiLink":"http://api.npr.org/query?id=1158128171&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/02/18/1158128171/a-teacher-in-virginia-highlights-the-joyous-sides-of-the-african-american-experi?ft=nprml&f=1158128171","nprRetrievedStory":"1","nprPubDate":"Wed, 22 Feb 2023 17:18:00 -0500","nprStoryDate":"Sat, 18 Feb 2023 08:01:05 -0500","nprLastModifiedDate":"Wed, 22 Feb 2023 17:18:55 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/wesat/2023/02/20230218_wesat_sei_freedom_hs_postcard.mp3?orgId=1&topicId=1015&d=197&p=7&story=1158128171&ft=nprml&f=1158128171","nprAudioM3u":"http://api.npr.org/m3u/11158128172-a012e9.m3u?orgId=1&topicId=1015&d=197&p=7&story=1158128171&ft=nprml&f=1158128171","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/wesat/2023/02/20230218_wesat_sei_freedom_hs_postcard.mp3?orgId=1&topicId=1015&d=197&p=7&story=1158128171&ft=nprml&f=1158128171","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For De'Ana Forbes, it started with crayons, teddy bears, her baby sister and a baseboard-turned-chalkboard in Danville, Virginia.\u003c/p>\n\u003cp>Though today she's a social studies teacher at Freedom High, a predominantly Black and brown public school in Woodbridge, Virginia, Forbes has been educating for as long as she can remember.\u003c/p>\n\u003cp>\"Ever since I was 5 I felt like there was something that was in me to teach,\" she says. \"And not just to impart knowledge, but to nurture, to encourage, to support.\"\u003c/p>\n\u003cp>According to Forbes, that nature is essential to navigating this month as a Black educator.\u003c/p>\n\u003cp>Black History Month poses a challenge to some.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The tradition–a contemporary evolution of Carter G. Woodson's \"Negro History Week\"–could be seen as an opportunity to spotlight the solemn tale of Black American struggles. As such, February could lead way to a hurried, 28-day scramble to discuss all that's happened to Black folks in America, from the transatlantic slave trade, to the Jim Crow South, to the Civil Rights Movement and the untimely death of too many Black lives to count.\u003c/p>\n\u003cp>For Forbes, however, February is a time for celebration.\u003c/p>\n\u003cp>\"The most important thing for me and my colleagues is that the kids feel seen, celebrated, appreciated, and allowed to be unapologetically Black,\" she says.\u003c/p>\n\u003cp>That is why, this year at Freedom, they're turning it up a notch.\u003c/p>\n\u003cp>Forbes has worked alongside other teachers to pack this February with an ambitious series of events that honor Blackness through revelry. Among them, a Black history bingo game, talent show, non-alcoholic paint n' sip, a spirit day dedicated to cultural dress, another to HBCUs, an assembly dedicated to go-go music, a Black history parade, and finally, a black-out, where the charge is simple: wear all black.\u003c/p>\n\u003cp>The impulse to center jubilation comes from Felicia Edmunds, Forbes' elementary school gym teacher who devoted the month of February to extracurricular activities that went beyond traditional lesson plans: dancing, singing, reading poetry and more.\u003c/p>\n\u003cp>In part, it's Ms. Edmunds' example that motivates Forbes today.\u003c/p>\n\u003cp>\"There's so many ways to bring joy out of the curriculum,\" she says. \"You just have to be willing to see it and be willing to do it.\"\u003c/p>\n\u003cp>Josephine Bangura is a senior at Freedom who is enrolled in the African-American studies elective that Forbes teaches upperclassmen.\u003c/p>\n\u003cp>She says that the class is a welcome departure from what it's usually like to learn Black history in school.\u003c/p>\n\u003cp>\"She genuinely makes it fun,\" Bangura says of her teacher. \"It's like, wow, I really get to learn about this history and enjoy it.\"\u003c/p>\n\u003cp>The way Forbes teaches leads to a richer understanding of where the country is today.\u003c/p>\n\u003cp>\"Not only are we learning about certain history, we're learning about exactly why these things happened and how they contribute to America as a whole,\" she continued.\u003c/p>\n\u003cp>As the child of Sierra Leonean immigrants, Bangura also says it means a lot that Forbes highlights stories from the entire Black diaspora. The same goes for this February's Black History Month programming.\u003c/p>\n\u003cp>\"Everyone was included,\" she says about a parade that Forbes organized to punctuate the first Friday of the month. \"Seeing so many different cultures being represented at a big parade and celebrating within the whole diaspora was really nice.\"\u003c/p>\n\u003cp>As a teacher, Forbes says ensuring that students are enjoying their experience is the whole point. This goes for everything that she teaches, not just Black history.\u003c/p>\n\u003cp>\"It's really hard to teach a child when you push their identity off and don't allow them to just be and to speak and to share and to celebrate,\" she says.\u003c/p>\n\u003cp>She knows because this was the experience that she had in middle school.\u003c/p>\n\u003cp>\"I remember sitting in the classroom with so many questions because it felt like there were so many gaps in the curriculum,\" she says.\u003c/p>\n\u003cp>When it came to slavery, the Civil War, or even Reconstruction, she learned bullet points, not real stories about the real lives that Black Americans lived throughout history.\u003c/p>\n\u003cp>But Forbes has made space for exactly that in her own classroom. Every day. All year long.\u003c/p>\n\u003cp>That is why a Black History Month grounded in activities and events does not feel like a missed opportunity.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"All year, we're already teaching Black history and incorporating it into our curriculum,\" she says. So, when Black History Month comes, \"We want to focus on the joy, the stories, the culture, the celebration. ... That's it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=From+a+day+at+Freedom%3A+How+one+Virginia+educator+teaches+Black+history+with+joy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy","authors":["byline_mindshift_61095"],"categories":["mindshift_21357","mindshift_193"],"tags":["mindshift_21534","mindshift_999","mindshift_648","mindshift_1013","mindshift_20615"],"featImg":"mindshift_61120","label":"mindshift"},"mindshift_60442":{"type":"posts","id":"mindshift_60442","meta":{"index":"posts_1591205157","site":"mindshift","id":"60442","score":null,"sort":[1669802424000]},"guestAuthors":[],"slug":"heres-how-these-colorado-students-learn-about-the-states-deadliest-day","title":"Here’s how these Colorado students learn about the state’s deadliest day","publishDate":1669802424,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2022/11/29/23483214/sand-creek-massacre-kiowa-high-school-coloradol-lessons-native-american-history\" target=\"_blank\" rel=\"canonical noopener noreferrer\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Teacher Sarah Malerich read a letter to the students gathered in her history classroom in the southeastern Colorado town of Kiowa.\u003c/p>\n\u003cp>The eyewitness account described how U.S. soldiers attacked a peaceful creekside camp at daybreak, killing more than 230 Cheyenne and Arapaho villagers.\u003c/p>\n\u003cp>“It was hard to see little children on their knees have their brains beat out by men professing to be civilized,” Malerich said, quoting the letter.\u003c/p>\n\u003cp>Students murmured “oh my God” and “geez” as Malerich read about the atrocities — the most graphic of which she’d excised. In that moment, the horrors of the Sand Creek Massacre, which unfolded on Colorado’s Eastern Plains more than 150 years ago, became uncomfortably real.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m so upset with history,” said Mariah Vigil-Gonzales, a 17-year-old junior at Kiowa High School. “I wish we had a time machine.”\u003c/p>\n\u003cp>Other students quickly chimed in, imagining how they could change the events of that long-ago November day. A girl said, “Expose Chivington,” referring to the colonel who led the attack.\u003c/p>\n\u003cp>So much about the classroom scene was unusual. Few Colorado students learn much about the Sand Creek Massacre — the deadliest day in Colorado history — and even fewer spend several days studying the topic \u003ca class=\"Link\" href=\"https://www.cpr.org/2021/09/30/colorado-students-arent-supposed-to-graduate-without-learning-about-indigenous-history-and-culture-are-they/\" target=\"_blank\" rel=\"noopener noreferrer\">as part of a Native American history class\u003c/a> as Malerich’s students did.\u003c/p>\n\u003cfigure class=\"wp-caption alignright\" style=\"max-width: 840px\">\u003cimg src=\"https://chalkbeat.brightspotcdn.com/dims4/default/98653a5/2147483647/strip/true/crop/2400x3600+0+0/resize/840x1260!/quality/90/?url=https%3A%2F%2Fcdn.vox-cdn.com%2Fthumbor%2FQuJQdIwshUJKVrVweP-DG9pmk14%3D%2F0x0%3A2400x3600%2F2400x3600%2Ffilters%3Afocal%281200x1800%3A1201x1801%29%2Fcdn.vox-cdn.com%2Fuploads%2Fchorus_asset%2Ffile%2F24216772%2FColorado_20221121_SandCreek_GlennPayne_008.JPG\" alt=\"A man and a little girl in a pink dress walk through a museum exhibit\" width=\"840\" height=\"1260\">\u003cfigcaption class=\"wp-caption-text\">Visitors at the opening of the Sand Creek Massacre exhibit at the History Colorado museum in Denver. | Carl Glenn Payne II for Chalkbeat\u003c/figcaption>\u003c/figure>\n\u003cp>The new course is timely, coming as efforts to commemorate and elevate the Sand Creek Massacre are gaining steam across the state. Colorado’s history museum in Denver \u003ca class=\"Link\" href=\"https://www.historycolorado.org/exhibit/sand-creek-massacre-betrayal-changed-cheyenne-and-arapaho-people-forever\" target=\"_blank\" rel=\"noopener noreferrer\">unveiled an exhibit on the massacre\u003c/a> this month, and earlier this fall, federal officials announced a major expansion of the \u003ca class=\"Link\" href=\"https://www.nps.gov/places/sand-creek-massacre-national-historic-site.htm\" target=\"_blank\" rel=\"noopener noreferrer\">national historic site marking the massacre\u003c/a> — about a two-hour drive from Kiowa. In addition, \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2022/11/10/23452416/social-studies-standards-inclusive-pass-colorado-state-board-education-lgbtq-holocaust-race-ethnic\" target=\"_blank\" rel=\"noopener noreferrer\">new social studies standards\u003c/a> include the Sand Creek Massacre on a list of genocides that Colorado students should study before graduation.\u003c/p>\n\u003cp>The Sand Creek Massacre occurred on Nov. 29, 1864, when U.S. troops attacked a camp of Native Americans who’d been assured by territorial officials that they’d be safe at that site. Many Cheyenne and Arapaho chiefs who’d sought peace with the U.S. government were among the murdered, upending the tribal power structure and fueling decades of war in the West.\u003c/p>\n\u003cp>“It’s a story that needs to be told. It’s a story that needs to be respected,” said Gail Ridgely, a Northern Arapaho tribal elder who lives on the Wind River Reservation in Wyoming.\u003c/p>\n\u003cp>Ridgely, who is the great-great-grandson of Little Raven, a \u003ca class=\"Link\" href=\"https://www.coloradovirtuallibrary.org/digital-colorado/colorado-histories/beginnings/chief-little-raven-peacemaker/\" target=\"_blank\" rel=\"noopener noreferrer\">peace chief \u003c/a>who survived the massacre, said the episode contributed to the displacement of the Cheyenne and Arapaho from their homeland in Colorado.\u003c/p>\n\u003cp>“After the massacre, we were hunted,” he said.\u003c/p>\n\u003cp>It was only last year that the state \u003ca class=\"Link\" href=\"https://drive.google.com/file/d/1wfwd2woflVMtyPZOVSyArHMNzCnp0HTx/view\" target=\"_blank\" rel=\"noopener noreferrer\">formally rescinded\u003c/a> the 1864 proclamation that allowed settlers to “kill and destroy” Native Americans and steal their property.\u003c/p>\n\u003cp>Malerich believes there’s lots of good things to highlight in American history, but that it’s important to teach about shameful episodes like the Sand Creek Massacre, too.\u003c/p>\n\u003cp>“What can we learn from that?” she said. “We can’t go back and save those peoples’ lives or anything, but what sort of ways can we kind of atone for that?”\u003c/p>\n\u003ch2>Mascot law begets new class\u003c/h2>\n\u003cp>Malerich’s Native American history class exists largely because of a \u003ca class=\"Link\" href=\"https://leg.colorado.gov/sites/default/files/2021a_116_signed.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">2021 state law banning Native American mascots\u003c/a> in Colorado schools — a measure lawmakers saw as a step toward “justice and healing to the descendants of the survivors of the Sand Creek Massacre, most notably the Cheyenne and Arapaho tribes.”\u003c/p>\n\u003cfigure class=\"wp-caption alignleft\" style=\"max-width: 840px\">\u003cimg src=\"https://chalkbeat.brightspotcdn.com/dims4/default/70770ee/2147483647/strip/true/crop/2664x3790+0+0/resize/840x1195!/quality/90/?url=https%3A%2F%2Fcdn.vox-cdn.com%2Fthumbor%2FlB1l9URehdeEXnQPWQxc2UJloU8%3D%2F0x0%3A2664x3790%2F2664x3790%2Ffilters%3Afocal%281332x1895%3A1333x1896%29%2Fcdn.vox-cdn.com%2Fuploads%2Fchorus_asset%2Ffile%2F24235676%2FMany_leaders_died_panel.jpg\" alt=\"A museum panel describing how many Native American chiefs died in the Sand Creek Massacre.\" width=\"840\" height=\"1195\">\u003cfigcaption class=\"wp-caption-text\">A panel at the new Sand Creek Massacre exhibit at the History Colorado museum in Denver. | Ann Schimke/Chalkbeat\u003c/figcaption>\u003c/figure>\n\u003cp>Following the law’s passage, the 318-student Kiowa district, which is crisscrossed by streets with names like Ute Avenue and Comanche Street, sought to retain its Indians nickname. Leaders there asked the Kiowa Tribe of Oklahoma to approve continued use of the name and mascot, a scenario allowed under the law. The tribe \u003ca class=\"Link\" href=\"https://www.kiowaschool.org/files/user/3/file/21-22%20Board%20Packets/April%2019%2C%202022/18%20Memorandum%20of%20Understanding%20concerning%20Kiowa%20Schools_Ryland.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">agreed to the request\u003c/a>, updating a 2005 agreement, as long as the district met certain conditions, including providing “a curriculum that teaches American Indian History.”\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.cpr.org/2022/05/05/rural-strasburg-high-school-teaches-indigenous-traditions-from-northern-arapaho-tribe/\" target=\"_blank\" rel=\"noopener noreferrer\">Strasburg High School\u003c/a>, which also uses the Indians nickname, and Arapahoe High School in Centennial, which uses the Warriors nickname, have similar agreements with the Northern Arapaho tribe.\u003c/p>\n\u003cp>The agreement to keep the mascot was “a gigantic win for our community,” said Kiowa district Superintendent Travis Hargreaves. “Teachers are coming with more and more ideas of how we can honor that.”\u003c/p>\n\u003cp>One of those ideas was the new semester-long history course, which will be a graduation requirement for district students starting with the class of 2025. Malerich said she was excited to launch the class this fall, but also nervous because she wanted to do it justice and couldn’t find many resources designed for high school students.\u003c/p>\n\u003cp>Students started out by learning about the many tribes that have called Colorado home over the centuries, making maps outlining where each lived. They also discussed the culture and traditions of those tribes, and more broadly, the influence of Native Americans during colonial times and beyond.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 840px\">\u003cimg src=\"https://chalkbeat.brightspotcdn.com/dims4/default/26d99ff/2147483647/strip/true/crop/4032x3024+0+0/resize/840x630!/quality/90/?url=https%3A%2F%2Fcdn.vox-cdn.com%2Fthumbor%2FxdiDzsnHcquC9bIE6YkD1S-zCYw%3D%2F0x0%3A4032x3024%2F4032x3024%2Ffilters%3Afocal%282016x1512%3A2017x1513%29%2Fcdn.vox-cdn.com%2Fuploads%2Fchorus_asset%2Ffile%2F24235500%2FKiowa_High_student_explains_during_class.jpg\" alt=\"A teenage students gestures as she talks with the teacher during a class discussion.\" width=\"840\" height=\"630\">\u003cfigcaption class=\"wp-caption-text\">Brooke Mills, left, a junior at Kiowa High School, talks with teacher Sarah Malerich and classmates during an October lesson on the Sand Creek Massacre. | Ann Schimke/Chalkbeat\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really cool to think about the roots of the land,” said ninth grader Alyssa Edwards, “like, what was here before.”\u003c/p>\n\u003cp>Several of the 11 students in Malerich’s class — a typical class size at the rural high school — signed up for the new course because they wanted to, not because they had to.\u003c/p>\n\u003cp>Mariah, who started at Kiowa High this year, said her family is Apache, and she wanted to learn more Native American history. “There’s just a lot of Indians that came through Colorado and so it’s like, a lot of this originated here … and no one ever really talks about that.”\u003c/p>\n\u003ch2 id=\"uHAmwM\">Who learns about the Sand Creek Massacre?\u003c/h2>\n\u003cp>It’s not clear how many Colorado students learn about the Sand Creek Massacre at school — either during their Colorado history unit in fourth grade or any other time.\u003c/p>\n\u003cp>Representatives from the Colorado Council of Social Studies and the History Colorado museum in Denver, where the new Sand Creek exhibit opened earlier this month, both guessed the numbers are relatively small.\u003c/p>\n\u003cp>Hargreaves, who used to be a fourth grade teacher in the Cherry Creek district, said the textbook he used at the time included about a half page on the Sand Creek Massacre.\u003c/p>\n\u003cp>“It was about a day dedicated to it,” he said.\u003c/p>\n\u003cp>Malerich, who teaches in the same Kiowa High School history classroom where she once sat as a student, said her first distinct memories of learning about the massacre were not from school but from the TNT miniseries, “Into the West,” which she watched before sixth grade.\u003c/p>\n\u003cp>Some students in Malerich’s Native American history class said they’d learned a little about the Sand Creek Massacre in other classes. Others never had.\u003c/p>\n\u003cp>Josie Chang-Order, school programs manager at History Colorado, said there are no children’s books about the massacre and few materials designed for older students either.\u003c/p>\n\u003cp>“Teachers coming to Indigenous history when we ourselves didn’t get very much of it in schools is a huge challenge,” she said.\u003c/p>\n\u003cp>She and other museum staff hope the new exhibit will help turn the tide. They’re creating special lessons for fourth- to 12-graders who take field trips to the exhibit and an online list of Sand Creek Massacre resources for educators.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 840px\">\u003cimg src=\"https://chalkbeat.brightspotcdn.com/dims4/default/365dbeb/2147483647/strip/true/crop/3600x2400+0+0/resize/840x560!/quality/90/?url=https%3A%2F%2Fcdn.vox-cdn.com%2Fthumbor%2FTmnHX5PJ-vpJyg6EhB8Yep9x6BU%3D%2F0x0%3A3600x2400%2F3600x2400%2Ffilters%3Afocal%281800x1200%3A1801x1201%29%2Fcdn.vox-cdn.com%2Fuploads%2Fchorus_asset%2Ffile%2F24216765%2FColorado_20221121_SandCreek_GlennPayne_001.JPG\" alt=\"Two white teepees sit net to a stage during a public event marking the opening of a new exhibit.\" width=\"840\" height=\"560\">\u003cfigcaption class=\"wp-caption-text\">The opening day of the Sand Creek Massacre exhibit at the History Colorado museum in Denver. | Carl Glenn Payne II for Chalkbeat\u003c/figcaption>\u003c/figure>\n\u003cp>Elishama Goldfarb, whose class at Denver’s Lincoln Elementary includes fourth-, fifth-, and sixth-graders, covers the Sand Creek Massacre at least every three years, interspersing primary source accounts of the massacre with excerpts from a miniseries on Colorado history called “Centennial.”\u003c/p>\n\u003cp>He wants students to understand the massacre within the context of ongoing conflict, broken treaties, and mistrust between Native Americans and white settlers who wanted gold, land, or other resources.\u003c/p>\n\u003cp>Goldfarb, who plans to take his students to the new Sand Creek exhibit in January, also connects the prejudice that fueled the massacre to the human temptation to judge people or deem certain people superior to others.\u003c/p>\n\u003cp>He wants to help students understand that “when we see each other as worthy of dignity and love and care,” horrific events like the Sand Creek Massacre don’t have to happen.\u003c/p>\n\u003cp>History Colorado had a Sand Creek Massacre exhibit once before. It closed a decade ago after pressure from tribal leaders, who didn’t feel it accurately reflected their history.\u003c/p>\n\u003cp>“It was a fairytale, Barbie dolls, misprints,” Ridgely said.\u003c/p>\n\u003cp>But the new Sand Creek Exhibit — subtitled “The betrayal that changed Cheyenne and Arapaho people forever” — has been done right, he said, with tribal leaders consulted extensively on the details.\u003c/p>\n\u003cp>“It’s a historic milestone for Colorado and it’s sacred,” he said. “Every time I go down to the museum, it’s a real good feeling because the victims are speaking.”\u003c/p>\n\u003cp>The exhibit starts years before the massacre, grounding visitors in the tribes’ culture and way of life. Besides maps, timelines, and larger-than-life photos, the exhibit features oral histories from tribe members telling the stories of Sand Creek that have been passed down over generations. The exhibit incorporates Cheyenne and Arapaho language throughout.\u003c/p>\n\u003cp>Shannon Voirol, director of exhibit planning\u003cb> \u003c/b>at History Colorado, believes the new exhibit will help make the Sand Creek Massacre part of the state’s lexicon in the same way the museum’s Amache exhibit raised awareness about the southern Colorado camp where Japanese-Americans were imprisoned during World War II.\u003c/p>\n\u003cp>“More people now understand that we had Japanese internment camps in Colorado. We get more and more teachers asking about it. We get more students having some knowledge of it. It’s part of the canon as this will become,” she said, gesturing to the photos and artifacts, in the Sand Creek exhibit.\u003c/p>\n\u003cp>Ridgely, one of several tribe members who worked with museum officials on the exhibit thinks students will become more humble and respectful — “better citizens” — by learning about the Sand Creek Massacre.\u003c/p>\n\u003cp>In October, Malerich began a series of lessons on the Sand Creek Massacre by discussing the history of the Cheyenne and Arapaho tribes — their traditions, language, and culture. During the third lesson, she and her students read five accounts of the massacre, including from Col. John Chivington; Silas Soule, an army captain who refused to fire on the Native Americans; and a survivor named Singing Under Water, whose oral account was written down by her grandson.\u003c/p>\n\u003cp>Malerich read aloud from Chivington’s 1865 testimony to Congress, which falsely portrayed the massacre as a battle where only a few women and no children were killed.\u003c/p>\n\u003cp>“I had no reason to believe that [Chief] Black Kettle and the Indians with him were in good faith at peace with the whites,” she read.\u003c/p>\n\u003cp>But students were skeptical and indignant.\u003c/p>\n\u003cp>“Literally, [they] had the white flag up and the American flag up,” Mariah said of the tribes.\u003c/p>\n\u003cp>She and her classmates concluded that Chivington knew the Arapaho and Cheyenne were camped peacefully but didn’t care. Other firsthand accounts didn’t support his claims, they said.\u003c/p>\n\u003cp>After the lesson, Alyssa said knowing how and why the massacre happened might help prevent something similar from happening again.\u003c/p>\n\u003cp>“That was really inspirational,” responded Brooke Mills, a junior whose mother is partly descended from the Blackfoot tribe. “Like the saying that, if you don’t know your history, you’re doomed to repeat it. I feel like that’s a huge part of all of this, too.”\u003c/p>\n\u003cp>\u003ci>Ann Schimke is a senior reporter at Chalkbeat, covering early childhood issues and early literacy. Contact Ann at aschimke@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://co.chalkbeat.org/2022/11/29/23483214/sand-creek-massacre-kiowa-high-school-coloradol-lessons-native-american-history\" target=\"_blank\" rel=\"canonical noopener noreferrer\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In a new Native American history course, students in a Colorado school district learn about the cultures of the tribes that have called the land home over centuries. They also learn about the violence inflicted on them by U.S. soldiers.","status":"publish","parent":0,"modified":1669766886,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":58,"wordCount":2163},"headData":{"title":"Here’s how these Colorado students learn about the state’s deadliest day - MindShift","description":"Few students learn much about the Sand Creek Massacre. A new Native American history course is changing that.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Here’s how these Colorado students learn about the state’s deadliest day","datePublished":"2022-11-30T10:00:24.000Z","dateModified":"2022-11-30T00:08:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"60442 https://ww2.kqed.org/mindshift/?p=60442","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/30/heres-how-these-colorado-students-learn-about-the-states-deadliest-day/","disqusTitle":"Here’s how these Colorado students learn about the state’s deadliest day","nprByline":"Ann Schimke, \u003ca href=\"https://co.chalkbeat.org/\" target=\"_blank\">Chalkbeat Colorado\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60442/heres-how-these-colorado-students-learn-about-the-states-deadliest-day","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2022/11/29/23483214/sand-creek-massacre-kiowa-high-school-coloradol-lessons-native-american-history\" target=\"_blank\" rel=\"canonical noopener noreferrer\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Teacher Sarah Malerich read a letter to the students gathered in her history classroom in the southeastern Colorado town of Kiowa.\u003c/p>\n\u003cp>The eyewitness account described how U.S. soldiers attacked a peaceful creekside camp at daybreak, killing more than 230 Cheyenne and Arapaho villagers.\u003c/p>\n\u003cp>“It was hard to see little children on their knees have their brains beat out by men professing to be civilized,” Malerich said, quoting the letter.\u003c/p>\n\u003cp>Students murmured “oh my God” and “geez” as Malerich read about the atrocities — the most graphic of which she’d excised. In that moment, the horrors of the Sand Creek Massacre, which unfolded on Colorado’s Eastern Plains more than 150 years ago, became uncomfortably real.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m so upset with history,” said Mariah Vigil-Gonzales, a 17-year-old junior at Kiowa High School. “I wish we had a time machine.”\u003c/p>\n\u003cp>Other students quickly chimed in, imagining how they could change the events of that long-ago November day. A girl said, “Expose Chivington,” referring to the colonel who led the attack.\u003c/p>\n\u003cp>So much about the classroom scene was unusual. Few Colorado students learn much about the Sand Creek Massacre — the deadliest day in Colorado history — and even fewer spend several days studying the topic \u003ca class=\"Link\" href=\"https://www.cpr.org/2021/09/30/colorado-students-arent-supposed-to-graduate-without-learning-about-indigenous-history-and-culture-are-they/\" target=\"_blank\" rel=\"noopener noreferrer\">as part of a Native American history class\u003c/a> as Malerich’s students did.\u003c/p>\n\u003cfigure class=\"wp-caption alignright\" style=\"max-width: 840px\">\u003cimg src=\"https://chalkbeat.brightspotcdn.com/dims4/default/98653a5/2147483647/strip/true/crop/2400x3600+0+0/resize/840x1260!/quality/90/?url=https%3A%2F%2Fcdn.vox-cdn.com%2Fthumbor%2FQuJQdIwshUJKVrVweP-DG9pmk14%3D%2F0x0%3A2400x3600%2F2400x3600%2Ffilters%3Afocal%281200x1800%3A1201x1801%29%2Fcdn.vox-cdn.com%2Fuploads%2Fchorus_asset%2Ffile%2F24216772%2FColorado_20221121_SandCreek_GlennPayne_008.JPG\" alt=\"A man and a little girl in a pink dress walk through a museum exhibit\" width=\"840\" height=\"1260\">\u003cfigcaption class=\"wp-caption-text\">Visitors at the opening of the Sand Creek Massacre exhibit at the History Colorado museum in Denver. | Carl Glenn Payne II for Chalkbeat\u003c/figcaption>\u003c/figure>\n\u003cp>The new course is timely, coming as efforts to commemorate and elevate the Sand Creek Massacre are gaining steam across the state. Colorado’s history museum in Denver \u003ca class=\"Link\" href=\"https://www.historycolorado.org/exhibit/sand-creek-massacre-betrayal-changed-cheyenne-and-arapaho-people-forever\" target=\"_blank\" rel=\"noopener noreferrer\">unveiled an exhibit on the massacre\u003c/a> this month, and earlier this fall, federal officials announced a major expansion of the \u003ca class=\"Link\" href=\"https://www.nps.gov/places/sand-creek-massacre-national-historic-site.htm\" target=\"_blank\" rel=\"noopener noreferrer\">national historic site marking the massacre\u003c/a> — about a two-hour drive from Kiowa. In addition, \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2022/11/10/23452416/social-studies-standards-inclusive-pass-colorado-state-board-education-lgbtq-holocaust-race-ethnic\" target=\"_blank\" rel=\"noopener noreferrer\">new social studies standards\u003c/a> include the Sand Creek Massacre on a list of genocides that Colorado students should study before graduation.\u003c/p>\n\u003cp>The Sand Creek Massacre occurred on Nov. 29, 1864, when U.S. troops attacked a camp of Native Americans who’d been assured by territorial officials that they’d be safe at that site. Many Cheyenne and Arapaho chiefs who’d sought peace with the U.S. government were among the murdered, upending the tribal power structure and fueling decades of war in the West.\u003c/p>\n\u003cp>“It’s a story that needs to be told. It’s a story that needs to be respected,” said Gail Ridgely, a Northern Arapaho tribal elder who lives on the Wind River Reservation in Wyoming.\u003c/p>\n\u003cp>Ridgely, who is the great-great-grandson of Little Raven, a \u003ca class=\"Link\" href=\"https://www.coloradovirtuallibrary.org/digital-colorado/colorado-histories/beginnings/chief-little-raven-peacemaker/\" target=\"_blank\" rel=\"noopener noreferrer\">peace chief \u003c/a>who survived the massacre, said the episode contributed to the displacement of the Cheyenne and Arapaho from their homeland in Colorado.\u003c/p>\n\u003cp>“After the massacre, we were hunted,” he said.\u003c/p>\n\u003cp>It was only last year that the state \u003ca class=\"Link\" href=\"https://drive.google.com/file/d/1wfwd2woflVMtyPZOVSyArHMNzCnp0HTx/view\" target=\"_blank\" rel=\"noopener noreferrer\">formally rescinded\u003c/a> the 1864 proclamation that allowed settlers to “kill and destroy” Native Americans and steal their property.\u003c/p>\n\u003cp>Malerich believes there’s lots of good things to highlight in American history, but that it’s important to teach about shameful episodes like the Sand Creek Massacre, too.\u003c/p>\n\u003cp>“What can we learn from that?” she said. “We can’t go back and save those peoples’ lives or anything, but what sort of ways can we kind of atone for that?”\u003c/p>\n\u003ch2>Mascot law begets new class\u003c/h2>\n\u003cp>Malerich’s Native American history class exists largely because of a \u003ca class=\"Link\" href=\"https://leg.colorado.gov/sites/default/files/2021a_116_signed.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">2021 state law banning Native American mascots\u003c/a> in Colorado schools — a measure lawmakers saw as a step toward “justice and healing to the descendants of the survivors of the Sand Creek Massacre, most notably the Cheyenne and Arapaho tribes.”\u003c/p>\n\u003cfigure class=\"wp-caption alignleft\" style=\"max-width: 840px\">\u003cimg src=\"https://chalkbeat.brightspotcdn.com/dims4/default/70770ee/2147483647/strip/true/crop/2664x3790+0+0/resize/840x1195!/quality/90/?url=https%3A%2F%2Fcdn.vox-cdn.com%2Fthumbor%2FlB1l9URehdeEXnQPWQxc2UJloU8%3D%2F0x0%3A2664x3790%2F2664x3790%2Ffilters%3Afocal%281332x1895%3A1333x1896%29%2Fcdn.vox-cdn.com%2Fuploads%2Fchorus_asset%2Ffile%2F24235676%2FMany_leaders_died_panel.jpg\" alt=\"A museum panel describing how many Native American chiefs died in the Sand Creek Massacre.\" width=\"840\" height=\"1195\">\u003cfigcaption class=\"wp-caption-text\">A panel at the new Sand Creek Massacre exhibit at the History Colorado museum in Denver. | Ann Schimke/Chalkbeat\u003c/figcaption>\u003c/figure>\n\u003cp>Following the law’s passage, the 318-student Kiowa district, which is crisscrossed by streets with names like Ute Avenue and Comanche Street, sought to retain its Indians nickname. Leaders there asked the Kiowa Tribe of Oklahoma to approve continued use of the name and mascot, a scenario allowed under the law. The tribe \u003ca class=\"Link\" href=\"https://www.kiowaschool.org/files/user/3/file/21-22%20Board%20Packets/April%2019%2C%202022/18%20Memorandum%20of%20Understanding%20concerning%20Kiowa%20Schools_Ryland.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">agreed to the request\u003c/a>, updating a 2005 agreement, as long as the district met certain conditions, including providing “a curriculum that teaches American Indian History.”\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.cpr.org/2022/05/05/rural-strasburg-high-school-teaches-indigenous-traditions-from-northern-arapaho-tribe/\" target=\"_blank\" rel=\"noopener noreferrer\">Strasburg High School\u003c/a>, which also uses the Indians nickname, and Arapahoe High School in Centennial, which uses the Warriors nickname, have similar agreements with the Northern Arapaho tribe.\u003c/p>\n\u003cp>The agreement to keep the mascot was “a gigantic win for our community,” said Kiowa district Superintendent Travis Hargreaves. “Teachers are coming with more and more ideas of how we can honor that.”\u003c/p>\n\u003cp>One of those ideas was the new semester-long history course, which will be a graduation requirement for district students starting with the class of 2025. Malerich said she was excited to launch the class this fall, but also nervous because she wanted to do it justice and couldn’t find many resources designed for high school students.\u003c/p>\n\u003cp>Students started out by learning about the many tribes that have called Colorado home over the centuries, making maps outlining where each lived. They also discussed the culture and traditions of those tribes, and more broadly, the influence of Native Americans during colonial times and beyond.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 840px\">\u003cimg src=\"https://chalkbeat.brightspotcdn.com/dims4/default/26d99ff/2147483647/strip/true/crop/4032x3024+0+0/resize/840x630!/quality/90/?url=https%3A%2F%2Fcdn.vox-cdn.com%2Fthumbor%2FxdiDzsnHcquC9bIE6YkD1S-zCYw%3D%2F0x0%3A4032x3024%2F4032x3024%2Ffilters%3Afocal%282016x1512%3A2017x1513%29%2Fcdn.vox-cdn.com%2Fuploads%2Fchorus_asset%2Ffile%2F24235500%2FKiowa_High_student_explains_during_class.jpg\" alt=\"A teenage students gestures as she talks with the teacher during a class discussion.\" width=\"840\" height=\"630\">\u003cfigcaption class=\"wp-caption-text\">Brooke Mills, left, a junior at Kiowa High School, talks with teacher Sarah Malerich and classmates during an October lesson on the Sand Creek Massacre. | Ann Schimke/Chalkbeat\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really cool to think about the roots of the land,” said ninth grader Alyssa Edwards, “like, what was here before.”\u003c/p>\n\u003cp>Several of the 11 students in Malerich’s class — a typical class size at the rural high school — signed up for the new course because they wanted to, not because they had to.\u003c/p>\n\u003cp>Mariah, who started at Kiowa High this year, said her family is Apache, and she wanted to learn more Native American history. “There’s just a lot of Indians that came through Colorado and so it’s like, a lot of this originated here … and no one ever really talks about that.”\u003c/p>\n\u003ch2 id=\"uHAmwM\">Who learns about the Sand Creek Massacre?\u003c/h2>\n\u003cp>It’s not clear how many Colorado students learn about the Sand Creek Massacre at school — either during their Colorado history unit in fourth grade or any other time.\u003c/p>\n\u003cp>Representatives from the Colorado Council of Social Studies and the History Colorado museum in Denver, where the new Sand Creek exhibit opened earlier this month, both guessed the numbers are relatively small.\u003c/p>\n\u003cp>Hargreaves, who used to be a fourth grade teacher in the Cherry Creek district, said the textbook he used at the time included about a half page on the Sand Creek Massacre.\u003c/p>\n\u003cp>“It was about a day dedicated to it,” he said.\u003c/p>\n\u003cp>Malerich, who teaches in the same Kiowa High School history classroom where she once sat as a student, said her first distinct memories of learning about the massacre were not from school but from the TNT miniseries, “Into the West,” which she watched before sixth grade.\u003c/p>\n\u003cp>Some students in Malerich’s Native American history class said they’d learned a little about the Sand Creek Massacre in other classes. Others never had.\u003c/p>\n\u003cp>Josie Chang-Order, school programs manager at History Colorado, said there are no children’s books about the massacre and few materials designed for older students either.\u003c/p>\n\u003cp>“Teachers coming to Indigenous history when we ourselves didn’t get very much of it in schools is a huge challenge,” she said.\u003c/p>\n\u003cp>She and other museum staff hope the new exhibit will help turn the tide. They’re creating special lessons for fourth- to 12-graders who take field trips to the exhibit and an online list of Sand Creek Massacre resources for educators.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 840px\">\u003cimg src=\"https://chalkbeat.brightspotcdn.com/dims4/default/365dbeb/2147483647/strip/true/crop/3600x2400+0+0/resize/840x560!/quality/90/?url=https%3A%2F%2Fcdn.vox-cdn.com%2Fthumbor%2FTmnHX5PJ-vpJyg6EhB8Yep9x6BU%3D%2F0x0%3A3600x2400%2F3600x2400%2Ffilters%3Afocal%281800x1200%3A1801x1201%29%2Fcdn.vox-cdn.com%2Fuploads%2Fchorus_asset%2Ffile%2F24216765%2FColorado_20221121_SandCreek_GlennPayne_001.JPG\" alt=\"Two white teepees sit net to a stage during a public event marking the opening of a new exhibit.\" width=\"840\" height=\"560\">\u003cfigcaption class=\"wp-caption-text\">The opening day of the Sand Creek Massacre exhibit at the History Colorado museum in Denver. | Carl Glenn Payne II for Chalkbeat\u003c/figcaption>\u003c/figure>\n\u003cp>Elishama Goldfarb, whose class at Denver’s Lincoln Elementary includes fourth-, fifth-, and sixth-graders, covers the Sand Creek Massacre at least every three years, interspersing primary source accounts of the massacre with excerpts from a miniseries on Colorado history called “Centennial.”\u003c/p>\n\u003cp>He wants students to understand the massacre within the context of ongoing conflict, broken treaties, and mistrust between Native Americans and white settlers who wanted gold, land, or other resources.\u003c/p>\n\u003cp>Goldfarb, who plans to take his students to the new Sand Creek exhibit in January, also connects the prejudice that fueled the massacre to the human temptation to judge people or deem certain people superior to others.\u003c/p>\n\u003cp>He wants to help students understand that “when we see each other as worthy of dignity and love and care,” horrific events like the Sand Creek Massacre don’t have to happen.\u003c/p>\n\u003cp>History Colorado had a Sand Creek Massacre exhibit once before. It closed a decade ago after pressure from tribal leaders, who didn’t feel it accurately reflected their history.\u003c/p>\n\u003cp>“It was a fairytale, Barbie dolls, misprints,” Ridgely said.\u003c/p>\n\u003cp>But the new Sand Creek Exhibit — subtitled “The betrayal that changed Cheyenne and Arapaho people forever” — has been done right, he said, with tribal leaders consulted extensively on the details.\u003c/p>\n\u003cp>“It’s a historic milestone for Colorado and it’s sacred,” he said. “Every time I go down to the museum, it’s a real good feeling because the victims are speaking.”\u003c/p>\n\u003cp>The exhibit starts years before the massacre, grounding visitors in the tribes’ culture and way of life. Besides maps, timelines, and larger-than-life photos, the exhibit features oral histories from tribe members telling the stories of Sand Creek that have been passed down over generations. The exhibit incorporates Cheyenne and Arapaho language throughout.\u003c/p>\n\u003cp>Shannon Voirol, director of exhibit planning\u003cb> \u003c/b>at History Colorado, believes the new exhibit will help make the Sand Creek Massacre part of the state’s lexicon in the same way the museum’s Amache exhibit raised awareness about the southern Colorado camp where Japanese-Americans were imprisoned during World War II.\u003c/p>\n\u003cp>“More people now understand that we had Japanese internment camps in Colorado. We get more and more teachers asking about it. We get more students having some knowledge of it. It’s part of the canon as this will become,” she said, gesturing to the photos and artifacts, in the Sand Creek exhibit.\u003c/p>\n\u003cp>Ridgely, one of several tribe members who worked with museum officials on the exhibit thinks students will become more humble and respectful — “better citizens” — by learning about the Sand Creek Massacre.\u003c/p>\n\u003cp>In October, Malerich began a series of lessons on the Sand Creek Massacre by discussing the history of the Cheyenne and Arapaho tribes — their traditions, language, and culture. During the third lesson, she and her students read five accounts of the massacre, including from Col. John Chivington; Silas Soule, an army captain who refused to fire on the Native Americans; and a survivor named Singing Under Water, whose oral account was written down by her grandson.\u003c/p>\n\u003cp>Malerich read aloud from Chivington’s 1865 testimony to Congress, which falsely portrayed the massacre as a battle where only a few women and no children were killed.\u003c/p>\n\u003cp>“I had no reason to believe that [Chief] Black Kettle and the Indians with him were in good faith at peace with the whites,” she read.\u003c/p>\n\u003cp>But students were skeptical and indignant.\u003c/p>\n\u003cp>“Literally, [they] had the white flag up and the American flag up,” Mariah said of the tribes.\u003c/p>\n\u003cp>She and her classmates concluded that Chivington knew the Arapaho and Cheyenne were camped peacefully but didn’t care. Other firsthand accounts didn’t support his claims, they said.\u003c/p>\n\u003cp>After the lesson, Alyssa said knowing how and why the massacre happened might help prevent something similar from happening again.\u003c/p>\n\u003cp>“That was really inspirational,” responded Brooke Mills, a junior whose mother is partly descended from the Blackfoot tribe. “Like the saying that, if you don’t know your history, you’re doomed to repeat it. I feel like that’s a huge part of all of this, too.”\u003c/p>\n\u003cp>\u003ci>Ann Schimke is a senior reporter at Chalkbeat, covering early childhood issues and early literacy. Contact Ann at aschimke@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://co.chalkbeat.org/2022/11/29/23483214/sand-creek-massacre-kiowa-high-school-coloradol-lessons-native-american-history\" target=\"_blank\" rel=\"canonical noopener noreferrer\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60442/heres-how-these-colorado-students-learn-about-the-states-deadliest-day","authors":["byline_mindshift_60442"],"categories":["mindshift_21357"],"tags":["mindshift_21496","mindshift_21495","mindshift_1013","mindshift_21497","mindshift_21025","mindshift_20615"],"featImg":"mindshift_60448","label":"mindshift"},"mindshift_58481":{"type":"posts","id":"mindshift_58481","meta":{"index":"posts_1591205157","site":"mindshift","id":"58481","score":null,"sort":[1631253157000]},"guestAuthors":[],"slug":"how-to-talk-about-9-11-with-a-new-generation-of-kids","title":"How To Talk About 9/11 With A New Generation Of Kids","publishDate":1631253157,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When teacher Brandon Graves in Louisville, Ky., talks with his elementary school students about the attacks of Sept. 11, 2001, he tells them where he was that day — in Washington, D.C., a freshman at Howard University, where he could smell smoke from the Pentagon.\u003c/p>\n\u003cp>\"I liken it to, when I was that age, my parents and the adults around me would talk about where they were when Martin Luther King got killed,\" Graves says.\u003c/p>\n\u003cp>Teaching K-12 students about the attacks of 9/11 has always been difficult. But with the 20th anniversary of the attacks this weekend, time has brought a new challenge: Students today have no memories of that day. So NPR checked in with educators and experts across the country for advice on how to approach 9/11 with kids for whom the attacks are simply \u003cem>history\u003c/em>.\u003c/p>\n\u003ch2>First and foremost, keep it age-appropriate\u003c/h2>\n\u003cp>The Morningside Center for Teaching Social Responsibility offers several 9/11 lesson plans \u003ca href=\"https://www.morningsidecenter.org/teachable-moment/lessons/911-anniversary-teaching-guide-updated\">on its website\u003c/a> but says that \"children ages 4 to 7 are too young for a lesson on September 11. They lack the knowledge to make sense of the attacks and their aftermath in any meaningful way.\"\u003c/p>\n\u003cp>Similarly, the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">National September 11 Memorial & Museum \u003c/a>in New York City offers interactive lesson plans for students beginning in third grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For children in grades three to five, Morningside recommends a brief, fact-based account of the day, including that nearly 3,000 people were killed:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\"Explain that on September 11, 2001, a group of men took over two planes and flew them into the World Trade Center, a pair of skyscrapers in downtown Manhattan. After several enormous explosions, both buildings collapsed, killing almost 3,000 people. On that same day, two additional planes were hijacked by the same group. One was flown into the Pentagon in Washington, D.C., killing 125 people, while the other crashed in a field in Pennsylvania killing all on board. Though it was never proven, that last plane was thought to be on its way to the White House or the Capitol.\"\u003c/em>\u003c/p>\u003c/blockquote>\n\u003ch2>Make room for discomfort\u003c/h2>\n\u003cp>Graves says the scale of pain and loss can understandably unsettle some young students. \"They're not used to that,\" he says. \"They're used to stories geared toward kids, and so there's a happy ending.\"\u003c/p>\n\u003cp>Other educators note that, especially with older children, we often underestimate what they already know and what they can handle.\u003c/p>\n\u003cp>\"We advise teachers to be bold, and be courageous in meeting the kids where they're at,\" says \u003ca href=\"https://www.morningsidecenter.org/our-staff\">Tala Manassah, deputy executive director \u003c/a>of the Morningside Center for Teaching Social Responsibility. \"Sometimes the edges of our learning happen when we are uncomfortable.\"\u003c/p>\n\u003cp>This extends to how educators answer two very hard questions kids have always asked:\u003c/p>\n\u003ch2>Be clear who the attackers were — and weren't\u003c/h2>\n\u003cp>Emily Gardner, an elementary school librarian in Texas, says it's important to be clear and specific when talking about the group of 19 men behind the attacks.\u003c/p>\n\u003cp>\"We're very careful to answer that question, that it's al-Qaida, it's a terrorist organization,\" Gardner says. \"It's not Muslims. It's not people from a certain country.\"\u003c/p>\n\u003cp>In some classrooms, the discrimination and Islamophobia that followed the attacks feature prominently in how teachers talk about the lessons of 9/11.\u003c/p>\n\u003cp>As for answering children when they ask \u003cem>why\u003c/em> those 19 men did what they did, Graves says, \"I think it is so important for educators, adults to be able to sit with a child and say, 'I don't know.' \"\u003c/p>\n\u003ch2>Stress how they can get still help\u003c/h2>\n\u003cp>Graves worked with the group, Global Game Changers, \u003ca href=\"https://vimeo.com/444991292\">to develop lessons around 9/11.\u003c/a> Jan Helson, the group's co-founder, says it's important to follow that \"I don't know\" with, \"But what we \u003cem>do\u003c/em> know is that really good people stood up to help us overcome those bad things.\"\u003c/p>\n\u003cp>That's why many of the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">school materials created by the National September 11 Memorial & Museum\u003c/a> feature the stories of first responders who ran toward danger that day. It's also important for kids to look not just for those helpers but to feel like they, too, can help.\u003c/p>\n\u003cp>\"We give students an opportunity to respond and take action,\" says Gardner, who remembers when her school's art teacher \"worked with our students and talked about art as empathy. And so our students made paper flowers that we mailed to the memorial.\"\u003c/p>\n\u003cp>The Sept. 11 memorial itself suggests several activities that can help kids feel helpful, \u003ca href=\"https://911memorial.org/learn/youth-and-families/activities-home\">including making a first responder badge or survivor tree leaves\u003c/a>.\u003c/p>\n\u003ch2>Be prepared to share your feelings\u003c/h2>\n\u003cp>Megan Jones, vice president of education at the museum, says one thing has stood out to her this year about the questions she and her staff have been hearing from kids.\u003c/p>\n\u003cp>In the past, children's curiosity has largely focused on the facts of that day. This year, though, \"They're asking, 'What was it like for you? How did you feel after 9/11? When did you feel safe again?' \"\u003c/p>\n\u003cp>The reason for these questions this year, Jones says, is that today's students are living through a new tragedy, one that has upended their lives and killed 650,000 grandparents and parents, brothers and sisters in the U.S. alone. Many children are feeling exhausted and frightened by the pandemic and may be grieving.\u003c/p>\n\u003cp>Jones says she hopes this COVID-19 generation of students finds solace — and reassurance — in the September 11 Memorial & Museum's annual webinar for schools, which premieres Friday. More than 1 million people, most of them students, have already registered — nearly a threefold increase from last year.\u003c/p>\n\u003cp>This year, the webinar includes the voice of \u003ca href=\"https://www.911memorial.org/connect/blog/daughter-911-flight-captain-reflects-support-shown-her-following-attacks\">Brielle Saracini, who was just 10 years old on 9/11\u003c/a>. Her father, Victor Saracini, was piloting United Airlines Flight 175 when it was hijacked and flown into the south tower of the World Trade Center.\u003c/p>\n\u003cp>\"I just wanted to be normal,\" Brielle Saracini says in a prerecorded video, remembering the days immediately after 9/11. \"And I kind of internalized a lot of my grief. And grieving in public is very difficult, and so my way of dealing with it was just to kind of be quiet about it.\"\u003c/p>\n\u003cp>Ultimately, Saracini found joy, friendship and even her future husband at Camp Better Days, a camp for children who lost loved ones in the attacks. She has also persevered through a personal battle with cancer. Jones says Saracini's story is one of resilience that will resonate with today's COVID-19 generation.\u003c/p>\n\u003cp>\"Young people are looking to a generation who did live through a world-changing event,\" Jones says, \"and they want to know that it's possible to come out of it and how did we do it.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And the answers — that it\u003cem> is\u003c/em> possible but hard and that we have to help each other — are as relevant today as ever.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Talk+About+9%2F11+With+A+New+Generation+Of+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Students today have no memory of the attacks of Sept. 11, 2001, so this year's anniversary poses unique challenges for educators and caregivers trying to explain what happened and why.","status":"publish","parent":0,"modified":1631254710,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1185},"headData":{"title":"How To Talk About 9/11 With A New Generation Of Kids - MindShift","description":"Students today have no memory of the attacks of Sept. 11, 2001, so this year's anniversary poses unique challenges for educators and caregivers trying to explain what happened and why.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How To Talk About 9/11 With A New Generation Of Kids","datePublished":"2021-09-10T05:52:37.000Z","dateModified":"2021-09-10T06:18:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58481 https://ww2.kqed.org/mindshift/?p=58481","disqusUrl":"https://ww2.kqed.org/mindshift/2021/09/09/how-to-talk-about-9-11-with-a-new-generation-of-kids/","disqusTitle":"How To Talk About 9/11 With A New Generation Of Kids","nprImageCredit":"Spencer Platt","nprByline":"Cory Turner and Sarah McCammon","nprImageAgency":"Getty Images","nprStoryId":"1035454983","nprApiLink":"http://api.npr.org/query?id=1035454983&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/09/09/1035454983/how-to-talk-about-9-11-with-a-new-generation-of-kids?ft=nprml&f=1035454983","nprRetrievedStory":"1","nprPubDate":"Thu, 09 Sep 2021 18:26:00 -0400","nprStoryDate":"Thu, 09 Sep 2021 16:39:00 -0400","nprLastModifiedDate":"Thu, 09 Sep 2021 18:26:00 -0400","path":"/mindshift/58481/how-to-talk-about-9-11-with-a-new-generation-of-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When teacher Brandon Graves in Louisville, Ky., talks with his elementary school students about the attacks of Sept. 11, 2001, he tells them where he was that day — in Washington, D.C., a freshman at Howard University, where he could smell smoke from the Pentagon.\u003c/p>\n\u003cp>\"I liken it to, when I was that age, my parents and the adults around me would talk about where they were when Martin Luther King got killed,\" Graves says.\u003c/p>\n\u003cp>Teaching K-12 students about the attacks of 9/11 has always been difficult. But with the 20th anniversary of the attacks this weekend, time has brought a new challenge: Students today have no memories of that day. So NPR checked in with educators and experts across the country for advice on how to approach 9/11 with kids for whom the attacks are simply \u003cem>history\u003c/em>.\u003c/p>\n\u003ch2>First and foremost, keep it age-appropriate\u003c/h2>\n\u003cp>The Morningside Center for Teaching Social Responsibility offers several 9/11 lesson plans \u003ca href=\"https://www.morningsidecenter.org/teachable-moment/lessons/911-anniversary-teaching-guide-updated\">on its website\u003c/a> but says that \"children ages 4 to 7 are too young for a lesson on September 11. They lack the knowledge to make sense of the attacks and their aftermath in any meaningful way.\"\u003c/p>\n\u003cp>Similarly, the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">National September 11 Memorial & Museum \u003c/a>in New York City offers interactive lesson plans for students beginning in third grade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For children in grades three to five, Morningside recommends a brief, fact-based account of the day, including that nearly 3,000 people were killed:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\"Explain that on September 11, 2001, a group of men took over two planes and flew them into the World Trade Center, a pair of skyscrapers in downtown Manhattan. After several enormous explosions, both buildings collapsed, killing almost 3,000 people. On that same day, two additional planes were hijacked by the same group. One was flown into the Pentagon in Washington, D.C., killing 125 people, while the other crashed in a field in Pennsylvania killing all on board. Though it was never proven, that last plane was thought to be on its way to the White House or the Capitol.\"\u003c/em>\u003c/p>\u003c/blockquote>\n\u003ch2>Make room for discomfort\u003c/h2>\n\u003cp>Graves says the scale of pain and loss can understandably unsettle some young students. \"They're not used to that,\" he says. \"They're used to stories geared toward kids, and so there's a happy ending.\"\u003c/p>\n\u003cp>Other educators note that, especially with older children, we often underestimate what they already know and what they can handle.\u003c/p>\n\u003cp>\"We advise teachers to be bold, and be courageous in meeting the kids where they're at,\" says \u003ca href=\"https://www.morningsidecenter.org/our-staff\">Tala Manassah, deputy executive director \u003c/a>of the Morningside Center for Teaching Social Responsibility. \"Sometimes the edges of our learning happen when we are uncomfortable.\"\u003c/p>\n\u003cp>This extends to how educators answer two very hard questions kids have always asked:\u003c/p>\n\u003ch2>Be clear who the attackers were — and weren't\u003c/h2>\n\u003cp>Emily Gardner, an elementary school librarian in Texas, says it's important to be clear and specific when talking about the group of 19 men behind the attacks.\u003c/p>\n\u003cp>\"We're very careful to answer that question, that it's al-Qaida, it's a terrorist organization,\" Gardner says. \"It's not Muslims. It's not people from a certain country.\"\u003c/p>\n\u003cp>In some classrooms, the discrimination and Islamophobia that followed the attacks feature prominently in how teachers talk about the lessons of 9/11.\u003c/p>\n\u003cp>As for answering children when they ask \u003cem>why\u003c/em> those 19 men did what they did, Graves says, \"I think it is so important for educators, adults to be able to sit with a child and say, 'I don't know.' \"\u003c/p>\n\u003ch2>Stress how they can get still help\u003c/h2>\n\u003cp>Graves worked with the group, Global Game Changers, \u003ca href=\"https://vimeo.com/444991292\">to develop lessons around 9/11.\u003c/a> Jan Helson, the group's co-founder, says it's important to follow that \"I don't know\" with, \"But what we \u003cem>do\u003c/em> know is that really good people stood up to help us overcome those bad things.\"\u003c/p>\n\u003cp>That's why many of the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">school materials created by the National September 11 Memorial & Museum\u003c/a> feature the stories of first responders who ran toward danger that day. It's also important for kids to look not just for those helpers but to feel like they, too, can help.\u003c/p>\n\u003cp>\"We give students an opportunity to respond and take action,\" says Gardner, who remembers when her school's art teacher \"worked with our students and talked about art as empathy. And so our students made paper flowers that we mailed to the memorial.\"\u003c/p>\n\u003cp>The Sept. 11 memorial itself suggests several activities that can help kids feel helpful, \u003ca href=\"https://911memorial.org/learn/youth-and-families/activities-home\">including making a first responder badge or survivor tree leaves\u003c/a>.\u003c/p>\n\u003ch2>Be prepared to share your feelings\u003c/h2>\n\u003cp>Megan Jones, vice president of education at the museum, says one thing has stood out to her this year about the questions she and her staff have been hearing from kids.\u003c/p>\n\u003cp>In the past, children's curiosity has largely focused on the facts of that day. This year, though, \"They're asking, 'What was it like for you? How did you feel after 9/11? When did you feel safe again?' \"\u003c/p>\n\u003cp>The reason for these questions this year, Jones says, is that today's students are living through a new tragedy, one that has upended their lives and killed 650,000 grandparents and parents, brothers and sisters in the U.S. alone. Many children are feeling exhausted and frightened by the pandemic and may be grieving.\u003c/p>\n\u003cp>Jones says she hopes this COVID-19 generation of students finds solace — and reassurance — in the September 11 Memorial & Museum's annual webinar for schools, which premieres Friday. More than 1 million people, most of them students, have already registered — nearly a threefold increase from last year.\u003c/p>\n\u003cp>This year, the webinar includes the voice of \u003ca href=\"https://www.911memorial.org/connect/blog/daughter-911-flight-captain-reflects-support-shown-her-following-attacks\">Brielle Saracini, who was just 10 years old on 9/11\u003c/a>. Her father, Victor Saracini, was piloting United Airlines Flight 175 when it was hijacked and flown into the south tower of the World Trade Center.\u003c/p>\n\u003cp>\"I just wanted to be normal,\" Brielle Saracini says in a prerecorded video, remembering the days immediately after 9/11. \"And I kind of internalized a lot of my grief. And grieving in public is very difficult, and so my way of dealing with it was just to kind of be quiet about it.\"\u003c/p>\n\u003cp>Ultimately, Saracini found joy, friendship and even her future husband at Camp Better Days, a camp for children who lost loved ones in the attacks. She has also persevered through a personal battle with cancer. Jones says Saracini's story is one of resilience that will resonate with today's COVID-19 generation.\u003c/p>\n\u003cp>\"Young people are looking to a generation who did live through a world-changing event,\" Jones says, \"and they want to know that it's possible to come out of it and how did we do it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And the answers — that it\u003cem> is\u003c/em> possible but hard and that we have to help each other — are as relevant today as ever.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Talk+About+9%2F11+With+A+New+Generation+Of+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58481/how-to-talk-about-9-11-with-a-new-generation-of-kids","authors":["byline_mindshift_58481"],"categories":["mindshift_193"],"tags":["mindshift_20615","mindshift_21105"],"featImg":"mindshift_58482","label":"mindshift"},"mindshift_58133":{"type":"posts","id":"mindshift_58133","meta":{"index":"posts_1591205157","site":"mindshift","id":"58133","score":null,"sort":[1626420826000]},"guestAuthors":[],"slug":"what-do-alabama-and-california-have-in-common-top-notch-u-s-history-standards","title":"What Do Alabama And California Have In Common? Top-Notch U.S. History Standards","publishDate":1626420826,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated July 15, 2021 at 7:55 AM ET\u003c/strong>\u003c/div>\n\u003cp>A new review of states' learning standards brings fresh insight — and facts — to \u003ca href=\"https://www.npr.org/2021/05/28/1000537206/teachers-laws-banning-critical-race-theory-are-leading-to-self-censorship\">the heated debate\u003c/a> over critical race theory (CRT) and America's K-12 schools.\u003c/p>\n\u003cp>Critical race theory is an academic approach that looks at how race and racism has shaped U.S. institutions — and the discourse around it has been hard to miss. Some families, mostly white, accuse K-12 schools of teaching children to be ashamed of their race and their country. Many educators and school leaders insist they're simply teaching U.S. history, and that they are victims in \u003ca href=\"https://www.npr.org/2021/06/02/1001055828/the-brewing-political-battle-over-critical-race-theory\">a culture war\u003c/a> drummed up by conservative activists.\u003c/p>\n\u003cp>Into this fight arrives a 377-page review of states' U.S. history and civics standards that eschews politics for a deep-dive into what states say kids should actually be learning.\u003c/p>\n\u003cp>Learning standards act as a kind of lighthouse for schools, guiding curriculum, the creation of textbooks and, ultimately, teaching itself. They might not be a thrilling read, but they do provide vital context for this roiling CRT debate — because they are the clearest view we have of a state's \u003cem>values\u003c/em>. Where else but Texas would \u003ca href=\"https://tea.texas.gov/sites/default/files/ch113a.pdf\">standards require\u003c/a> that first-graders understand the contributions of George Washington, Abraham Lincoln, Martin Luther King Jr. and ... Sam Houston, \u003ca href=\"https://www.britannica.com/biography/Sam-Houston\">a leader of the Texas Revolution\u003c/a>?\u003c/p>\n\u003cp>Better yet, while many educators and activists have argued that students everywhere should learn about \u003ca href=\"https://www.npr.org/2021/05/24/998683497/a-century-after-the-race-massacre-tulsa-confronts-its-bloody-past\">the 1921 Tulsa Race Massacre\u003c/a>, Oklahoma \u003ca href=\"https://sde.ok.gov/sites/default/files/documents/files/Oklahoma%20Academic%20Standards%20for%20Social%20Studies%208.26.19.pdf\">\u003cem>requires\u003c/em> it\u003c/a> in its fifth grade history standards. Yes, the language still uses \"riot\" to describe \u003ca href=\"https://www.tulsahistory.org/exhibit/1921-tulsa-race-massacre/\">the slaughter of as many as 300 Black Tulsans\u003c/a>, but a follow-up standard demands that classrooms examine \"the role labels play in understanding historic events, for example 'riot' versus 'massacre.' \" If the former suggests Oklahoma's continued reluctance to speak honestly of its painful past, the latter shines a hot light on that reluctance and invites students to pick it apart.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For \u003ca href=\"https://fordhaminstitute.org/sites/default/files/publication/pdfs/20210623-state-state-standards-civics-and-us-history-20210.pdf#page=15\">this new survey\u003c/a>, reviewers rated the U.S. history and civics standards for all 50 states and Washington, D.C., giving them letter grades — A through F — for things like depth and clarity.\u003c/p>\n\u003cp>At the top, earning As, were Alabama, California, D.C., Massachusetts and Tennessee. At the bottom, 10 states earned Fs, including Pennsylvania, Wisconsin and Alaska. In the case of Alaska, the reviewers quipped, \"The Lower Forty-Eight states sometimes seem to forget that Alaska exists — and judging from its social studies standards, the state seems determined to return the favor.\"\u003c/p>\n\u003cp>Ouch.\u003c/p>\n\u003cp>Ten more states scored no better than Ds.\u003c/p>\n\u003cp>\"Unfortunately, what I found is that [the low-rated standards] tended to be broad and vague, not specific enough,\" says José Gregory, who has taught high school U.S. history for nearly 20 years and was one of the reviewers for the r\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/fordham-grades-20210713/\">eport, which comes from the Thomas B. Fordham Institute\u003c/a>. Though Fordham is a conservative-leaning think tank, a handful of experts told NPR the \u003ca href=\"https://apps.npr.org/dailygraphics/graphics/fordham-grades-20210713/\">survey\u003c/a> is nonpartisan and worth taking seriously.\u003c/p>\n\u003cp>\"I'm really worried,\" says Hasan Kwame Jeffries, an associate professor of history at the Ohio State University. \"If you don't teach about race and racism in American history, past and present, I don't know what the hell you're teaching. It's not the truth.\"\u003c/p>\n\u003cp>Jeffries says the fight over critical race theory is, essentially, about how schools teach about race and racism. And \u003cem>that\u003c/em> is deeply informed by what states do — and do not — include in their U.S. history and civics standards.\u003c/p>\n\u003ch3>In Texas, students learn about the Civil War before they learn about slavery\u003c/h3>\n\u003cp>Since its last survey, in 2011, Fordham says states' handling of race and racism — for example, slavery and Jim Crow — has improved, though many states' standards are still vague or disjointed.\u003c/p>\n\u003cp>Texas, for example, wants fifth-graders to \"explain the central role of the expansion of slavery in causing sectionalism, disagreement over states' rights, and the Civil War.\" But students aren't expected to learn about slavery itself — including \"the development of the plantation system, the transatlantic slave trade, and the spread of slavery\" — until three years later, in eighth grade.\u003c/p>\n\u003cp>\"I cannot teach students about the emancipation without talking about slavery itself,\" says reviewer José Gregory, who currently teaches AP U.S. History in Georgia. \"I cannot talk about civil rights and the movement for equality without discussing Jim Crow.\"\u003c/p>\n\u003cp>The Fordham report highlights one Southern state with a more streamlined approach. In Tennessee, third-graders must \"identify the economic, political, and religious reasons for founding the Thirteen Colonies and the role of indentured servitude and slavery in their settlement.\"\u003c/p>\n\u003cp>The following year, in fourth grade, Tennessee asks students to \"contrast how the principles set forth in the Declaration of Independence clashed with treatment of different groups including: women, slaves, and American Indians.\"\u003c/p>\n\u003ch3>Strong state standards can help teachers navigate anti-CRT laws\u003c/h3>\n\u003cp>The depth and clarity of history and civics standards matter now more than ever as some state legislatures have moved to pass anti-CRT laws that purport to limit what teachers can say about race and racism in the classroom. For example, in June, \u003ca href=\"https://www.desmoinesregister.com/story/news/politics/2021/06/08/governor-kim-reynolds-signs-law-targeting-critical-race-theory-iowa-schools-diversity-training/7489896002/\">Iowa's governor signed a new law\u003c/a> prohibiting teachers from doing anything that might make students \"feel discomfort, guilt, anguish, or any other form of psychological distress on account of that individual's race or sex.\"\u003c/p>\n\u003cp>Stefanie Wager, past president of the National Council for the Social Studies, lives in Iowa and says she's heard from history teachers there who say they feel vulnerable.\u003c/p>\n\u003cp>\"They're just very scared. They don't know, you know, 'Does this mean I can't, like, teach my unit on the Civil War and we talk about slavery as one of the causes? Like, what does this mean?' \"\u003c/p>\n\u003cp>The same is true, Wager says, when Iowa teachers tackle the U.S. Constitution. How should they handle something like the Three-Fifths Compromise, which allowed states to count three-fifths of enslaved people in their population tallies — thereby \u003ca href=\"https://apnews.com/article/electoral-college-slavery-election-2020-race-and-ethnicity-government-and-politics-0ef97970a86255bf89c897838fcdb335\">increasing slaveholding states' political power\u003c/a>.\u003c/p>\n\u003cp>\"How could you talk about that in any other way than to say this was all about White power, maintaining systems of power,\" Wager asks.\u003c/p>\n\u003cp>In some states, educators can turn to their state's standards for help and, to a certain extent, political cover. But Fordham gave Iowa's U.S. history standards an F for their lack of depth; the standards don't mention the Three-Fifths Compromise, which could make it easier for anxious teachers to avoid it.\u003c/p>\n\u003cp>On the other hand, Oklahoma — which got a B+ for both its history and civics standards — specifically says fifth-graders should study the Three-Fifths Compromise \"and its maintenance of the institution of slavery.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As it happens, \u003ca href=\"https://stateimpact.npr.org/oklahoma/2021/07/08/what-oklahoma-teachers-need-to-know-about-the-states-so-called-critical-race-theory-ban/\">Oklahoma also recently passed an anti-CRT law\u003c/a> which, like Iowa's, says students should not be made to feel discomfort based on race. But unlike Iowa, Oklahoma's standards offer educators a roadmap through the uncomfortable facts of our history. And that new Oklahoma law? It says, explicitly, that it does not stop teachers from following those standards.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Do+Alabama+And+California+Have+In+Common%3F+Top-Notch+U.S.+History+Standards&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"State history standards can give educators a roadmap through the uncomfortable facts of U.S. history. In the current debate over critical race theory, they can also offer political cover.","status":"publish","parent":0,"modified":1626420826,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1218},"headData":{"title":"What Do Alabama And California Have In Common? Top-Notch U.S. History Standards - MindShift","description":"State history standards can give educators a roadmap through the uncomfortable facts of U.S. history. In the current debate over critical race theory, they can also offer political cover.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Do Alabama And California Have In Common? Top-Notch U.S. History Standards","datePublished":"2021-07-16T07:33:46.000Z","dateModified":"2021-07-16T07:33:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58133 https://ww2.kqed.org/mindshift/?p=58133","disqusUrl":"https://ww2.kqed.org/mindshift/2021/07/16/what-do-alabama-and-california-have-in-common-top-notch-u-s-history-standards/","disqusTitle":"What Do Alabama And California Have In Common? Top-Notch U.S. History Standards","nprByline":"Cory Turner","nprImageAgency":"Laurent Hrybyk for NPR","nprStoryId":"1015338155","nprApiLink":"http://api.npr.org/query?id=1015338155&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/07/12/1015338155/new-survey-shows-what-parts-of-u-s-history-kids-across-america-are-actually-lear?ft=nprml&f=1015338155","nprRetrievedStory":"1","nprPubDate":"Thu, 15 Jul 2021 07:55:00 -0400","nprStoryDate":"Mon, 12 Jul 2021 16:20:00 -0400","nprLastModifiedDate":"Thu, 15 Jul 2021 07:55:21 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/07/20210712_atc_history_standards_review.mp3?orgId=1&topicId=1013&d=244&p=2&story=1015338155&ft=nprml&f=1015338155","nprAudioM3u":"http://api.npr.org/m3u/11015371462-c10b77.m3u?orgId=1&topicId=1013&d=244&p=2&story=1015338155&ft=nprml&f=1015338155","path":"/mindshift/58133/what-do-alabama-and-california-have-in-common-top-notch-u-s-history-standards","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/07/20210712_atc_history_standards_review.mp3?orgId=1&topicId=1013&d=244&p=2&story=1015338155&ft=nprml&f=1015338155","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated July 15, 2021 at 7:55 AM ET\u003c/strong>\u003c/div>\n\u003cp>A new review of states' learning standards brings fresh insight — and facts — to \u003ca href=\"https://www.npr.org/2021/05/28/1000537206/teachers-laws-banning-critical-race-theory-are-leading-to-self-censorship\">the heated debate\u003c/a> over critical race theory (CRT) and America's K-12 schools.\u003c/p>\n\u003cp>Critical race theory is an academic approach that looks at how race and racism has shaped U.S. institutions — and the discourse around it has been hard to miss. Some families, mostly white, accuse K-12 schools of teaching children to be ashamed of their race and their country. Many educators and school leaders insist they're simply teaching U.S. history, and that they are victims in \u003ca href=\"https://www.npr.org/2021/06/02/1001055828/the-brewing-political-battle-over-critical-race-theory\">a culture war\u003c/a> drummed up by conservative activists.\u003c/p>\n\u003cp>Into this fight arrives a 377-page review of states' U.S. history and civics standards that eschews politics for a deep-dive into what states say kids should actually be learning.\u003c/p>\n\u003cp>Learning standards act as a kind of lighthouse for schools, guiding curriculum, the creation of textbooks and, ultimately, teaching itself. They might not be a thrilling read, but they do provide vital context for this roiling CRT debate — because they are the clearest view we have of a state's \u003cem>values\u003c/em>. Where else but Texas would \u003ca href=\"https://tea.texas.gov/sites/default/files/ch113a.pdf\">standards require\u003c/a> that first-graders understand the contributions of George Washington, Abraham Lincoln, Martin Luther King Jr. and ... Sam Houston, \u003ca href=\"https://www.britannica.com/biography/Sam-Houston\">a leader of the Texas Revolution\u003c/a>?\u003c/p>\n\u003cp>Better yet, while many educators and activists have argued that students everywhere should learn about \u003ca href=\"https://www.npr.org/2021/05/24/998683497/a-century-after-the-race-massacre-tulsa-confronts-its-bloody-past\">the 1921 Tulsa Race Massacre\u003c/a>, Oklahoma \u003ca href=\"https://sde.ok.gov/sites/default/files/documents/files/Oklahoma%20Academic%20Standards%20for%20Social%20Studies%208.26.19.pdf\">\u003cem>requires\u003c/em> it\u003c/a> in its fifth grade history standards. Yes, the language still uses \"riot\" to describe \u003ca href=\"https://www.tulsahistory.org/exhibit/1921-tulsa-race-massacre/\">the slaughter of as many as 300 Black Tulsans\u003c/a>, but a follow-up standard demands that classrooms examine \"the role labels play in understanding historic events, for example 'riot' versus 'massacre.' \" If the former suggests Oklahoma's continued reluctance to speak honestly of its painful past, the latter shines a hot light on that reluctance and invites students to pick it apart.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For \u003ca href=\"https://fordhaminstitute.org/sites/default/files/publication/pdfs/20210623-state-state-standards-civics-and-us-history-20210.pdf#page=15\">this new survey\u003c/a>, reviewers rated the U.S. history and civics standards for all 50 states and Washington, D.C., giving them letter grades — A through F — for things like depth and clarity.\u003c/p>\n\u003cp>At the top, earning As, were Alabama, California, D.C., Massachusetts and Tennessee. At the bottom, 10 states earned Fs, including Pennsylvania, Wisconsin and Alaska. In the case of Alaska, the reviewers quipped, \"The Lower Forty-Eight states sometimes seem to forget that Alaska exists — and judging from its social studies standards, the state seems determined to return the favor.\"\u003c/p>\n\u003cp>Ouch.\u003c/p>\n\u003cp>Ten more states scored no better than Ds.\u003c/p>\n\u003cp>\"Unfortunately, what I found is that [the low-rated standards] tended to be broad and vague, not specific enough,\" says José Gregory, who has taught high school U.S. history for nearly 20 years and was one of the reviewers for the r\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/fordham-grades-20210713/\">eport, which comes from the Thomas B. Fordham Institute\u003c/a>. Though Fordham is a conservative-leaning think tank, a handful of experts told NPR the \u003ca href=\"https://apps.npr.org/dailygraphics/graphics/fordham-grades-20210713/\">survey\u003c/a> is nonpartisan and worth taking seriously.\u003c/p>\n\u003cp>\"I'm really worried,\" says Hasan Kwame Jeffries, an associate professor of history at the Ohio State University. \"If you don't teach about race and racism in American history, past and present, I don't know what the hell you're teaching. It's not the truth.\"\u003c/p>\n\u003cp>Jeffries says the fight over critical race theory is, essentially, about how schools teach about race and racism. And \u003cem>that\u003c/em> is deeply informed by what states do — and do not — include in their U.S. history and civics standards.\u003c/p>\n\u003ch3>In Texas, students learn about the Civil War before they learn about slavery\u003c/h3>\n\u003cp>Since its last survey, in 2011, Fordham says states' handling of race and racism — for example, slavery and Jim Crow — has improved, though many states' standards are still vague or disjointed.\u003c/p>\n\u003cp>Texas, for example, wants fifth-graders to \"explain the central role of the expansion of slavery in causing sectionalism, disagreement over states' rights, and the Civil War.\" But students aren't expected to learn about slavery itself — including \"the development of the plantation system, the transatlantic slave trade, and the spread of slavery\" — until three years later, in eighth grade.\u003c/p>\n\u003cp>\"I cannot teach students about the emancipation without talking about slavery itself,\" says reviewer José Gregory, who currently teaches AP U.S. History in Georgia. \"I cannot talk about civil rights and the movement for equality without discussing Jim Crow.\"\u003c/p>\n\u003cp>The Fordham report highlights one Southern state with a more streamlined approach. In Tennessee, third-graders must \"identify the economic, political, and religious reasons for founding the Thirteen Colonies and the role of indentured servitude and slavery in their settlement.\"\u003c/p>\n\u003cp>The following year, in fourth grade, Tennessee asks students to \"contrast how the principles set forth in the Declaration of Independence clashed with treatment of different groups including: women, slaves, and American Indians.\"\u003c/p>\n\u003ch3>Strong state standards can help teachers navigate anti-CRT laws\u003c/h3>\n\u003cp>The depth and clarity of history and civics standards matter now more than ever as some state legislatures have moved to pass anti-CRT laws that purport to limit what teachers can say about race and racism in the classroom. For example, in June, \u003ca href=\"https://www.desmoinesregister.com/story/news/politics/2021/06/08/governor-kim-reynolds-signs-law-targeting-critical-race-theory-iowa-schools-diversity-training/7489896002/\">Iowa's governor signed a new law\u003c/a> prohibiting teachers from doing anything that might make students \"feel discomfort, guilt, anguish, or any other form of psychological distress on account of that individual's race or sex.\"\u003c/p>\n\u003cp>Stefanie Wager, past president of the National Council for the Social Studies, lives in Iowa and says she's heard from history teachers there who say they feel vulnerable.\u003c/p>\n\u003cp>\"They're just very scared. They don't know, you know, 'Does this mean I can't, like, teach my unit on the Civil War and we talk about slavery as one of the causes? Like, what does this mean?' \"\u003c/p>\n\u003cp>The same is true, Wager says, when Iowa teachers tackle the U.S. Constitution. How should they handle something like the Three-Fifths Compromise, which allowed states to count three-fifths of enslaved people in their population tallies — thereby \u003ca href=\"https://apnews.com/article/electoral-college-slavery-election-2020-race-and-ethnicity-government-and-politics-0ef97970a86255bf89c897838fcdb335\">increasing slaveholding states' political power\u003c/a>.\u003c/p>\n\u003cp>\"How could you talk about that in any other way than to say this was all about White power, maintaining systems of power,\" Wager asks.\u003c/p>\n\u003cp>In some states, educators can turn to their state's standards for help and, to a certain extent, political cover. But Fordham gave Iowa's U.S. history standards an F for their lack of depth; the standards don't mention the Three-Fifths Compromise, which could make it easier for anxious teachers to avoid it.\u003c/p>\n\u003cp>On the other hand, Oklahoma — which got a B+ for both its history and civics standards — specifically says fifth-graders should study the Three-Fifths Compromise \"and its maintenance of the institution of slavery.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As it happens, \u003ca href=\"https://stateimpact.npr.org/oklahoma/2021/07/08/what-oklahoma-teachers-need-to-know-about-the-states-so-called-critical-race-theory-ban/\">Oklahoma also recently passed an anti-CRT law\u003c/a> which, like Iowa's, says students should not be made to feel discomfort based on race. But unlike Iowa, Oklahoma's standards offer educators a roadmap through the uncomfortable facts of our history. And that new Oklahoma law? It says, explicitly, that it does not stop teachers from following those standards.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Do+Alabama+And+California+Have+In+Common%3F+Top-Notch+U.S.+History+Standards&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58133/what-do-alabama-and-california-have-in-common-top-notch-u-s-history-standards","authors":["byline_mindshift_58133"],"categories":["mindshift_192"],"tags":["mindshift_21322","mindshift_20533","mindshift_21442","mindshift_21067","mindshift_20615"],"featImg":"mindshift_58134","label":"mindshift"},"mindshift_56929":{"type":"posts","id":"mindshift_56929","meta":{"index":"posts_1591205157","site":"mindshift","id":"56929","score":null,"sort":[1604300360000]},"guestAuthors":[],"slug":"how-to-talk-to-your-kids-about-the-election","title":"How to Talk to Your Kids About the Election","publishDate":1604300360,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Election Day is nearly upon us. Then again, you probably didn't need us to tell you that. Your sweaty palms suggest you're like many Americans who, no matter which candidate they support, have been amped and anxious for months. If you've been riding an emotional, politics-fueled rollercoaster, believe us: Your kids have noticed.\u003c/p>\n\u003cp>Here's a quick primer from Life Kit on how to talk with your kids about this election.\u003c/p>\n\u003ch3>Process your own emotions and make home a safe space.\u003c/h3>\n\u003cp>Kids can see that we're on edge. They are naturally self-centered, and they'll assume your stress is about them. Be honest and tell them, \"Dad/Mom is a little nervous about the election.\" It's helpful for kids' social and emotional development to hear you naming your emotions.\u003c/p>\n\u003cp>At the same time, it's not great for you or them to be \u003ca href=\"https://www.npr.org/2019/04/24/716704917/when-the-news-is-scary-what-to-say-to-kids\">mainlining the news 24/7\u003c/a>, so try your hardest to turn off the TV or the radio, put away your phone and connect — especially over meals and other key moments during the day.\u003c/p>\n\u003cp>\"We can control the amount of information. We can control the amount of exposure,\" \u003ca href=\"https://www.sesameworkshop.org/who-we-are/our-leadership/rosemarie-truglio\">Rosemarie Truglio\u003c/a>, senior vice president of curriculum and content at Sesame Workshop, told us when we talked to her about parenting during intense news events.\u003c/p>\n\u003ch3>Ask: \"What have you heard and how are you feeling?\"\u003c/h3>\n\u003cp>Parents and caregivers, this question is a golden line to have in your back pocket at all times — even when there is no election, no protests, no pandemic casting a long shadow over our lives. \u003ca href=\"https://www.montclair.edu/newscenter/experts/dr-tara-l-conley/\">Tara Conley\u003c/a>, a media researcher at Montclair State University, says adults should choose a quiet moment to check in with their kids, maybe at the dinner table or at bedtime.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The idea, she says, is to allow kids to \"ask questions about what they're seeing, how they're feeling and what do they think.\" In other words: Give kids a safe space to reflect and share. And give yourself a chance to dispel any scary rumors or misinformation they may have come across.\u003c/p>\n\u003cp>And this is key: Your job, first and foremost, is to \u003cem>listen\u003c/em>.\u003c/p>\n\u003ch3>Use this as a learning opportunity\u003c/h3>\n\u003cp>Looking for a silver lining to all the recent upheaval? Well, the Annenberg Public Policy Center's \u003ca href=\"https://www.annenbergpublicpolicycenter.org/pandemic-protests-2020-civics-survey-americans-know-much-more-about-their-rights/\">annual Constitution Day survey\u003c/a> found a marked increase this year in the awareness among average Americans about their rights, like free speech and the structures of government. And, just over half can name the executive, legislative and judicial branches, an all-time high on this survey.\u003c/p>\n\u003cp>But the next generation can do better! To be active, empowered citizens, kids need to know basic facts about history and geography. \"The more you know, the more you can know,\" says \u003ca href=\"https://education.jhu.edu/directory/ashley-rogers-berner-phd/\">Ashley Berner\u003c/a>, a professor at Johns Hopkins who studies how schools teach civics. In fact, she says, research shows students who have more time with social studies actually do better in other subjects, too.\u003c/p>\n\u003cp>Election time is a perfect opportunity to help kids build up a foundation of knowledge. Take a look at all the state maps online. For slightly older kids, you can talk about the origins of the Electoral College, during the Constitutional Convention in 1787. If they're fans of the musical \u003cem>Hamilton\u003c/em>, you can put on \"Cabinet Battle #1\" for some great context.\u003c/p>\n\u003cp>Berner also suggests a simple, civically-minded walk outside. \"Talk about what institutions are public and what are private. So which things have we decided as a community that we're going to support, like road-building, or parks or libraries?\"\u003c/p>\n\u003cp>As children grow, a strong foundation of background knowledge will help them sort fact from what tries to pass for it on social media.\u003c/p>\n\u003ch3>Put the election in the context of history — including our \"hard history\"\u003c/h3>\n\u003cp>Our kids are living through history. It's good to have perspective on the highs and lows that came before. (Honestly, it's sort of helpful for grownups too!)\u003c/p>\n\u003cp>The United States and its democracy are a work-in-progress, and in order for children to understand the role we all have to play in its improvement, they need to learn about its failures as well as its successes. \"I think the highest form of patriotism is self-reflection and saying, 'Hey, this is what we've done wrong,'\" says Hasan Kwame Jeffries, a history professor at Ohio State University.\u003c/p>\n\u003cp>Presenting kids with a less-than-honest version of history risks leaving them feeling confused, alienated, even betrayed when they're exposed to facts that don't fit that rosy narrative. This came up when we spoke with 17-year-old Taylor Pittman, an advisor to a program called \u003ca href=\"https://culturesofdignity.com/\">Cultures of Dignity\u003c/a>, which is dedicated to \"civil dialogue\" among young people, families and educators.\u003c/p>\n\u003cp>A high-school senior in New Orleans, Pittman told us about the time her class visited a former plantation that depended on labor from enslaved people. She says the tour guide wanted to talk about \"The agriculture, and 'It's so pretty. And look at the nature, '\" especially the plantation's oak trees.\u003c/p>\n\u003cp>\"And then when we got back onto the bus, my teacher was like, 'The oak trees are where they used to hang people. They used to have beatings there.' And we talked about how everything they said there at that plantation was wrong,\" Pittman remembers.\u003c/p>\n\u003cp>Jeffries says, when talking about race and identity with kids, the point is not to focus solely on the hard stuff but to strike a delicate balance, like when he talks with his daughters.\u003c/p>\n\u003cp>\"Race couldn't always be discrimination and injustice or slavery and Jim Crow ... I had to begin to consciously say, 'You got to balance the good with the bad. You got to balance the pain with the joy.' Right? The hardship with the love.\"\u003c/p>\n\u003ch3>Don't demonize the other side. We need to teach kids the fine art of tolerant disagreement.\u003c/h3>\n\u003cp>It feels like the United States has never been so divided. It can be tempting to stay in our safe bubbles and bash our opponents. But Berner says we need to actively expose our children to a range of opinions.\u003c/p>\n\u003cp>\"It's so important for young people to be engaged in conversations about meaning and purpose and different political viewpoints.\" In fact, she says, historically, \"civic formation is the prime reason why modern democracy started funding education in the first place.\"\u003c/p>\n\u003cp>According to this view, classrooms should be like a little lab where students practice having reasonable, evidence-based debate. \"In fact, most of our peer nations have made it a priority to explicitly teach children about the ways that different groups in society actually see the world differently,\" says Berner.\u003c/p>\n\u003cp>Emotions are running high right now, but Truglio has told us that at all costs, we should resist the temptation to label the other side \"bad guys\" or \"evil.\" It's not helpful, and it may increase fear and confusion. Instead, talk about people being in pain, being angry, or making choices we disagree with. Empathy, perspective-taking — it's hard to do, but it's also absolutely necessary in a democracy.\u003c/p>\n\u003cp>Jeffries adds, \"We're afraid to talk about politics ... As my 5-year-old says, 'That don't make no sense!' You got to let people know where you stand. Provide children evidence. Provide them with stories.\"\u003c/p>\n\u003ch3>Put civics into action.\u003c/h3>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Don't sit and stew. Invite your kids to join you in the nuts and bolts of civic action — like writing letters, going to (safely masked and distanced) protests, or collecting cans for a food pantry. It's empowering, and it builds a sense of belonging and agency, says Jeffries. \"Society is service. You have to serve other people.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Now+Is+A+Good+Time+To+Talk+To+Kids+About+Civics&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Here's a primer from our Life Kit parenting team. ","status":"publish","parent":0,"modified":1604300360,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1318},"headData":{"title":"How to Talk to Your Kids About the Election - MindShift","description":"Here's a primer from our Life Kit parenting team. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Talk to Your Kids About the Election","datePublished":"2020-11-02T06:59:20.000Z","dateModified":"2020-11-02T06:59:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56929 https://ww2.kqed.org/mindshift/?p=56929","disqusUrl":"https://ww2.kqed.org/mindshift/2020/11/01/how-to-talk-to-your-kids-about-the-election/","disqusTitle":"How to Talk to Your Kids About the Election","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz and Cory Turner","nprImageAgency":"NPR","nprStoryId":"929578004","nprApiLink":"http://api.npr.org/query?id=929578004&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/10/31/929578004/anxious-about-the-election-your-kids-can-tell-heres-how-to-talk-about-it?ft=nprml&f=929578004","nprRetrievedStory":"1","nprPubDate":"Sun, 01 Nov 2020 10:46:00 -0500","nprStoryDate":"Sat, 31 Oct 2020 06:01:01 -0400","nprLastModifiedDate":"Sun, 01 Nov 2020 10:46:13 -0500","path":"/mindshift/56929/how-to-talk-to-your-kids-about-the-election","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Election Day is nearly upon us. Then again, you probably didn't need us to tell you that. Your sweaty palms suggest you're like many Americans who, no matter which candidate they support, have been amped and anxious for months. If you've been riding an emotional, politics-fueled rollercoaster, believe us: Your kids have noticed.\u003c/p>\n\u003cp>Here's a quick primer from Life Kit on how to talk with your kids about this election.\u003c/p>\n\u003ch3>Process your own emotions and make home a safe space.\u003c/h3>\n\u003cp>Kids can see that we're on edge. They are naturally self-centered, and they'll assume your stress is about them. Be honest and tell them, \"Dad/Mom is a little nervous about the election.\" It's helpful for kids' social and emotional development to hear you naming your emotions.\u003c/p>\n\u003cp>At the same time, it's not great for you or them to be \u003ca href=\"https://www.npr.org/2019/04/24/716704917/when-the-news-is-scary-what-to-say-to-kids\">mainlining the news 24/7\u003c/a>, so try your hardest to turn off the TV or the radio, put away your phone and connect — especially over meals and other key moments during the day.\u003c/p>\n\u003cp>\"We can control the amount of information. We can control the amount of exposure,\" \u003ca href=\"https://www.sesameworkshop.org/who-we-are/our-leadership/rosemarie-truglio\">Rosemarie Truglio\u003c/a>, senior vice president of curriculum and content at Sesame Workshop, told us when we talked to her about parenting during intense news events.\u003c/p>\n\u003ch3>Ask: \"What have you heard and how are you feeling?\"\u003c/h3>\n\u003cp>Parents and caregivers, this question is a golden line to have in your back pocket at all times — even when there is no election, no protests, no pandemic casting a long shadow over our lives. \u003ca href=\"https://www.montclair.edu/newscenter/experts/dr-tara-l-conley/\">Tara Conley\u003c/a>, a media researcher at Montclair State University, says adults should choose a quiet moment to check in with their kids, maybe at the dinner table or at bedtime.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The idea, she says, is to allow kids to \"ask questions about what they're seeing, how they're feeling and what do they think.\" In other words: Give kids a safe space to reflect and share. And give yourself a chance to dispel any scary rumors or misinformation they may have come across.\u003c/p>\n\u003cp>And this is key: Your job, first and foremost, is to \u003cem>listen\u003c/em>.\u003c/p>\n\u003ch3>Use this as a learning opportunity\u003c/h3>\n\u003cp>Looking for a silver lining to all the recent upheaval? Well, the Annenberg Public Policy Center's \u003ca href=\"https://www.annenbergpublicpolicycenter.org/pandemic-protests-2020-civics-survey-americans-know-much-more-about-their-rights/\">annual Constitution Day survey\u003c/a> found a marked increase this year in the awareness among average Americans about their rights, like free speech and the structures of government. And, just over half can name the executive, legislative and judicial branches, an all-time high on this survey.\u003c/p>\n\u003cp>But the next generation can do better! To be active, empowered citizens, kids need to know basic facts about history and geography. \"The more you know, the more you can know,\" says \u003ca href=\"https://education.jhu.edu/directory/ashley-rogers-berner-phd/\">Ashley Berner\u003c/a>, a professor at Johns Hopkins who studies how schools teach civics. In fact, she says, research shows students who have more time with social studies actually do better in other subjects, too.\u003c/p>\n\u003cp>Election time is a perfect opportunity to help kids build up a foundation of knowledge. Take a look at all the state maps online. For slightly older kids, you can talk about the origins of the Electoral College, during the Constitutional Convention in 1787. If they're fans of the musical \u003cem>Hamilton\u003c/em>, you can put on \"Cabinet Battle #1\" for some great context.\u003c/p>\n\u003cp>Berner also suggests a simple, civically-minded walk outside. \"Talk about what institutions are public and what are private. So which things have we decided as a community that we're going to support, like road-building, or parks or libraries?\"\u003c/p>\n\u003cp>As children grow, a strong foundation of background knowledge will help them sort fact from what tries to pass for it on social media.\u003c/p>\n\u003ch3>Put the election in the context of history — including our \"hard history\"\u003c/h3>\n\u003cp>Our kids are living through history. It's good to have perspective on the highs and lows that came before. (Honestly, it's sort of helpful for grownups too!)\u003c/p>\n\u003cp>The United States and its democracy are a work-in-progress, and in order for children to understand the role we all have to play in its improvement, they need to learn about its failures as well as its successes. \"I think the highest form of patriotism is self-reflection and saying, 'Hey, this is what we've done wrong,'\" says Hasan Kwame Jeffries, a history professor at Ohio State University.\u003c/p>\n\u003cp>Presenting kids with a less-than-honest version of history risks leaving them feeling confused, alienated, even betrayed when they're exposed to facts that don't fit that rosy narrative. This came up when we spoke with 17-year-old Taylor Pittman, an advisor to a program called \u003ca href=\"https://culturesofdignity.com/\">Cultures of Dignity\u003c/a>, which is dedicated to \"civil dialogue\" among young people, families and educators.\u003c/p>\n\u003cp>A high-school senior in New Orleans, Pittman told us about the time her class visited a former plantation that depended on labor from enslaved people. She says the tour guide wanted to talk about \"The agriculture, and 'It's so pretty. And look at the nature, '\" especially the plantation's oak trees.\u003c/p>\n\u003cp>\"And then when we got back onto the bus, my teacher was like, 'The oak trees are where they used to hang people. They used to have beatings there.' And we talked about how everything they said there at that plantation was wrong,\" Pittman remembers.\u003c/p>\n\u003cp>Jeffries says, when talking about race and identity with kids, the point is not to focus solely on the hard stuff but to strike a delicate balance, like when he talks with his daughters.\u003c/p>\n\u003cp>\"Race couldn't always be discrimination and injustice or slavery and Jim Crow ... I had to begin to consciously say, 'You got to balance the good with the bad. You got to balance the pain with the joy.' Right? The hardship with the love.\"\u003c/p>\n\u003ch3>Don't demonize the other side. We need to teach kids the fine art of tolerant disagreement.\u003c/h3>\n\u003cp>It feels like the United States has never been so divided. It can be tempting to stay in our safe bubbles and bash our opponents. But Berner says we need to actively expose our children to a range of opinions.\u003c/p>\n\u003cp>\"It's so important for young people to be engaged in conversations about meaning and purpose and different political viewpoints.\" In fact, she says, historically, \"civic formation is the prime reason why modern democracy started funding education in the first place.\"\u003c/p>\n\u003cp>According to this view, classrooms should be like a little lab where students practice having reasonable, evidence-based debate. \"In fact, most of our peer nations have made it a priority to explicitly teach children about the ways that different groups in society actually see the world differently,\" says Berner.\u003c/p>\n\u003cp>Emotions are running high right now, but Truglio has told us that at all costs, we should resist the temptation to label the other side \"bad guys\" or \"evil.\" It's not helpful, and it may increase fear and confusion. Instead, talk about people being in pain, being angry, or making choices we disagree with. Empathy, perspective-taking — it's hard to do, but it's also absolutely necessary in a democracy.\u003c/p>\n\u003cp>Jeffries adds, \"We're afraid to talk about politics ... As my 5-year-old says, 'That don't make no sense!' You got to let people know where you stand. Provide children evidence. Provide them with stories.\"\u003c/p>\n\u003ch3>Put civics into action.\u003c/h3>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Don't sit and stew. Invite your kids to join you in the nuts and bolts of civic action — like writing letters, going to (safely masked and distanced) protests, or collecting cans for a food pantry. It's empowering, and it builds a sense of belonging and agency, says Jeffries. \"Society is service. You have to serve other people.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Now+Is+A+Good+Time+To+Talk+To+Kids+About+Civics&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56929/how-to-talk-to-your-kids-about-the-election","authors":["byline_mindshift_56929"],"categories":["mindshift_21385"],"tags":["mindshift_20533","mindshift_21309","mindshift_1013","mindshift_20568","mindshift_20615"],"featImg":"mindshift_56930","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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