HIS-BH-302 – Teaching Decolonized Black History

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About Course

Class times/Office hours:

Mondays 3:15 pm EST.

Thursday 8:15 pm EST

Optional Textbooks

Understanding and Teaching the Civil Rights Movement (The Harvey Goldberg Series for Understanding and Teaching History) Click here to purchase

Women in the Civil Rights Movement: Trailblazers and Torchbearers, 1941–1965 (Blacks in the Diaspora) Paperback – October 22, 1993

You don’t need to attend both. Pick which ever fits your schedule best.

This 6-week asynchronous course is designed for educators who are ready to move beyond sanitized, surface-level approaches to Black history and commit to teaching with truth, depth, and justice. Participants will explore how traditional narratives have distorted Black history, learn how to uncover and teach suppressed stories, and gain the tools to create student-centered, culturally responsive, and liberatory learning experiences.

Each week unpacks a specific theme—from dismantling the Master Narrative and reclaiming erased voices, to exploring local Black histories and leveraging technology to empower students. Educators will walk away with practical strategies, ready-to-use lesson plans, and a powerful toolkit of resources to build a more honest and inclusive classroom.

Whether you’re new to decolonized teaching or looking to deepen your approach, this course will challenge, inspire, and equip you to honor the full richness of Black history—and to do it in a way that protects your voice and your job.

By the end of the course, educators will be able to:

  • Identify and critique colonial frameworks in mainstream Black history education

  • Center voices historically left out—especially Black women, local communities, and resistance movements

  • Create student-centered, inquiry-based Black history lessons

  • Utilize technology to uncover and share decolonized narratives

  • Protect themselves while teaching in politically charged environments

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What Will You Learn?

  • By the end of the course, educators will be able to:
  • Identify and critique colonial frameworks in mainstream Black history education
  • Center voices historically left out—especially Black women, local communities, and resistance movements
  • Create student-centered, inquiry-based Black history lessons
  • Utilize technology to uncover and share decolonized narratives
  • Protect themselves while teaching in politically charged environments

Course Content

Before we Begin
Here are some things to remember. 1. In this political climate, many of the powers that be, do not want us teacher Black History, especially decolonized Black History. 2. If you are a teacher it's important that you KEEP YOUR JOB! 3. Know your District, School, Parents, and Students. Know what they will or won't allow. Unfortunately, the truth can set you free from your job. 4. Be able to back up what you teach with the standards and sources. 5. Allow students to come up with their own conclusions. 6. Make sure information is age-appropriate and at a level your students can handle emotionally. 7. If you feel like you may get push back, talk to a trusted colleague or mentor. Best of luck on your journey.

  • Discussion! Introduce yourself

Week 1: The Problem – Why Black History Needs to Be Decolonized
Black history, as traditionally taught in schools, has been shaped by —meaning it often centers European perspectives, downplays Black agency, and omits key parts of history. This first week will analyze how historical narratives are constructed, why certain stories are erased or distorted, and what it means to Black history. We will also discuss the political challenges of teaching authentic Black history and how educators can navigate these challenges while ensuring historical accuracy. By the end of this week, you should be able to: ✅ Define and their impact on historical education. ✅ Identify how Black history has been distorted or erased in textbooks and curricula. ✅ Explain why teaching decolonized Black history is a matter of truth and justice. ✅ Discuss challenges educators face when teaching decolonized history and strategies for navigating them. Key Takeaways for Students 📌 Black history has been shaped by colonialism, omitting and distorting key events. 📌 Decolonizing history is about telling full, accurate, and nuanced stories of Black resistance, achievements, and agency. 📌 Educators face increasing political pressure when teaching truthful Black history but can navigate these challenges through strategic teaching methods.

Week 2: The Master Narrative & Whitewashing of the Civil Rights Movement
Overview This week, we will explore the Master Narrative—the dominant historical framework that distorts Black history by centering white perspectives, minimizing Black resistance, and promoting a sanitized version of events. Nowhere is this clearer than in the way the Civil Rights Movement is taught. Textbooks often present a narrow view that focuses on Martin Luther King Jr.’s "I Have a Dream" speech, while downplaying radical activism, grassroots organizers, and the resistance that challenged white supremacy. We will analyze how the Civil Rights Movement has been sanitized and whose voices have been left out of the mainstream narrative. Through critical comparison of textbook lessons vs. primary sources, we will work to uncover the full, complex story of the movement. Key Questions 🔹 What is the Master Narrative, and how does it distort Black history? 🔹 How has the Civil Rights Movement been sanitized in textbooks? 🔹 What stories and perspectives are missing? Learning Objectives By the end of this week, you should be able to: ✅ Define the Master Narrative and explain how it shapes historical memory. ✅ Identify how the Civil Rights Movement has been whitewashed in textbooks. ✅ Recognize the role of grassroots organizers, women, and radical activists in the movement. ✅ Compare mainstream historical accounts to primary sources to uncover distortions. Readings & Resources 📖 Primary Reading: Hasan Jeffries, Understanding and Teaching Black History (sections on the Master Narrative). 📜 Supplementary Resources: Textbook Excerpts: Standard U.S. history textbook chapters on the Civil Rights Movement. Primary Sources: Excerpts from Letters from a Birmingham Jail (MLK Jr.) Fannie Lou Hamer’s speech at the 1964 DNC. SNCC (Student Nonviolent Coordinating Committee) documents. Black Panther Party's 10-Point Program. Video: "The Whitewashing of the Civil Rights Movement" (TED Talk or documentary clips). Discussion Topics 🗣 Discussion Board Prompt: How did your school teach the Civil Rights Movement? What narratives were emphasized or left out? Why do mainstream accounts focus on "peaceful protests" but ignore radical movements like the Black Panthers? What does the erasure of Black women (e.g., Ella Baker, Diane Nash, Fannie Lou Hamer) reveal about how history is told? 💡 Case Study: Analyze a traditional U.S. history textbook section on the Civil Rights Movement. Compare it to a firsthand account or oral history interview from a Civil Rights activist. Identify gaps, distortions, and omissions in the textbook’s version. Activity: Textbook vs. Primary Sources Analysis Step 1: Select a textbook lesson about the Civil Rights Movement. Step 2: Read a primary source document from the same period. Step 3: Answer the following: What key details are missing from the textbook? How does the textbook portray MLK Jr. vs. how he spoke in primary sources? What role do Black women, grassroots organizers, or self-defense movements play in each version? Step 4: Share your findings in a discussion post or small group presentation. Key Takeaways for Students 📌 The Master Narrative presents a sanitized, oversimplified version of Black history. 📌 The Civil Rights Movement is often taught as peaceful and male-led, ignoring radical voices and women. 📌 Primary sources reveal a richer, more complex history than what textbooks present.

Week 3: Black Women in the Movement – Reclaiming Erased Narratives
Overview Black women played pivotal roles in the Civil Rights Movement, yet their contributions have often been overlooked or minimized in mainstream history. Women like Ella Baker, Fannie Lou Hamer, Diane Nash, Septima Clark, and Gloria Richardson led grassroots organizing, voter registration efforts, and direct action campaigns, but history books often focus primarily on male leaders. This week, we will examine why Black women’s contributions have been erased, explore strategies for centering their voices in history lessons, and work toward reclaiming their narratives by developing lesson plans that spotlight lesser-known Black women activists. Key Questions 🔹 Why have Black women’s roles in the Civil Rights Movement been minimized? 🔹 How can we center Black women’s contributions in history lessons? Learning Objectives By the end of this week, you should be able to: ✅ Analyze the reasons Black women’s leadership in the movement has been erased or downplayed. ✅ Identify key Black women activists and their contributions. ✅ Develop strategies to incorporate Black women’s voices into history lessons. ✅ Create a lesson plan that highlights a lesser-known Black woman activist. Readings & Resources 📖 Primary Reading: Women in the Civil Rights Movement: Trailblazers and Torchbearers, 1941-1965 (selected chapters). 📜 Supplementary Resources: Biographies & Articles on Key Figures: Ella Baker and the Student Nonviolent Coordinating Committee (SNCC) Fannie Lou Hamer and the Mississippi Freedom Democratic Party Diane Nash and the Freedom Rides Septima Clark and her Citizenship Schools Gloria Richardson and the Cambridge Movement Videos & Interviews: Fannie Lou Hamer’s 1964 DNC speech. "Ella Baker & the Grassroots Movement" (documentary clip). Oral history interviews with Civil Rights Movement women leaders. Discussion Topics 🗣 Discussion Board Prompt: Why do you think Black women’s leadership in the Civil Rights Movement has been overshadowed? What are the consequences of leaving Black women out of Civil Rights history? How can educators intentionally center Black women’s voices in the classroom? 💡 Case Study: Compare a textbook chapter on the Civil Rights Movement to a biography of a Black woman activist. Discuss how their contributions are represented (or erased). Identify ways to incorporate these figures into standard history lessons. Activity: Develop a Lesson Plan on a Black Woman Activist Objective: Create a student-centered lesson that highlights a lesser-known Black woman activist in the Civil Rights Movement. Steps: Choose an activist from the provided list or find one not commonly taught. Research her contributions using primary and secondary sources. Develop a lesson plan that includes: A brief biography. Key historical contributions. Discussion questions for students. A primary source (speech, interview, or document). A class activity (e.g., debate, role-play, timeline creation). Share & Discuss: Post your lesson plan in the discussion forum for peer feedback.

Week 4: Local Black Histories – Gullah Geechee, Resistance, and Community Stories
Overview While national narratives focus on well-known figures and events, local Black histories are often overlooked, erased, or misrepresented. These histories—of Black communities, resistance, cultural traditions, and self-sustaining societies—provide essential context for understanding the resilience and agency of Black people beyond mainstream narratives. One of the most significant yet underrepresented Black histories in the U.S. is that of the Gullah Geechee people—descendants of enslaved Africans who preserved their language, traditions, and culture in the coastal regions of the Carolinas, Georgia, and Florida. Their history challenges dominant narratives by demonstrating Black self-sufficiency, cultural preservation, and resistance. This week, we will explore why local Black histories are erased, how Gullah Geechee culture offers an alternative historical lens, and how educators can incorporate local Black histories into their teaching. Key Questions 🔹 Why is local Black history often erased or overlooked? 🔹 How do Gullah Geechee histories challenge mainstream narratives? 🔹 How can educators use local history in their curriculum? Learning Objectives By the end of this week, you should be able to: ✅ Explain why local Black histories are often erased or excluded from textbooks. ✅ Analyze how the Gullah Geechee community represents cultural preservation and resistance. ✅ Identify strategies for integrating local Black history into lesson plans. ✅ Conduct research on a local Black historical figure, event, or community and present findings. Readings & Resources 📖 Primary Reading: Gullah Days: Hilton Head Before the Bridge (selected chapters). 📜 Supplementary Resources: Articles & Excerpts: Overview of Gullah Geechee history and culture. The Gullah Geechee Cultural Heritage Corridor and its significance. Examples of local Black resistance movements outside the mainstream narrative. Videos & Oral Histories: Documentary clips on Gullah Geechee language and traditions. Interviews with Gullah Geechee elders. Stories of Black towns and communities erased by development (e.g., Rosewood, Oscarville, Seneca Village). Discussion Topics 🗣 Discussion Board Prompt: What local Black histories have you learned about (or not learned about) in school? Why do you think local Black history is often erased or overlooked? How does the history of Gullah Geechee people challenge the dominant narrative of enslaved people as powerless? 💡 Case Study: Read about the Gullah Geechee community and their fight to preserve their land and culture. Discuss how this challenges mainstream portrayals of Black history. Compare this history to a local Black community or figure that has been erased or minimized. Activity: Research and Share a Local Black History Story Objective: Investigate and share a piece of local Black history that is not widely known or taught in schools. Steps: Choose a local Black historical figure, event, or community from your area. Examples: A Black-owned business district, a resistance movement, a cultural tradition, a community leader. Conduct research using: Local archives, newspapers, or historical societies. Oral histories (interviews with elders, community members). Online historical databases (African American History research sites). Create a short presentation (video, slideshow, or written report) that includes: Background on the history. Its impact on the Black community. How it connects to broader themes in Black history. Share findings in the discussion forum for peer feedback.

Week 5: Strategies for Decolonizing Curriculum & Student-Centered Learning
Overview Traditional history curricula often reinforce Eurocentric narratives, privileging white perspectives, Western frameworks, and colonial interpretations. Decolonizing Black history requires intentional efforts to center Black voices, use diverse sources, and employ student-centered teaching approaches that promote critical thinking and agency. This week, we will explore practical strategies for finding decolonized sources, designing inquiry-based lessons, and incorporating community storytelling into history education. You will also create a student-centered, inquiry-based lesson plan that challenges dominant narratives and encourages deeper engagement with Black history. Key Questions 🔹 How can educators find decolonized sources? 🔹 What are the best student-centered approaches for teaching Black history? Learning Objectives By the end of this week, you should be able to: ✅ Identify and evaluate decolonized historical sources (primary sources, oral histories, archives). ✅ Explain student-centered learning approaches and their benefits. ✅ Develop an inquiry-based lesson or project that prioritizes Black voices, experiences, and agency. ✅ Utilize community storytelling and local resources to enhance Black history instruction. Resources & Toolkit for Decolonizing the Curriculum 📖 Primary Sources & Archives: Library of Congress African American History Collection National Museum of African American History & Culture Digital Archives BlackPast.org (Comprehensive database of Black history resources) The Gullah Geechee Cultural Heritage Corridor Resources 🗣 Oral Histories & Community Storytelling: The Civil Rights History Project (Library of Congress) The HistoryMakers Archive (Interviews with Black leaders and activists) Local historical societies and Black community archives 🎓 Strategies for Student-Centered Learning: Inquiry-Based Learning (IBL): Students pose their own questions and investigate Black history topics using multiple sources. Project-Based Learning (PBL): Students create meaningful projects (documentaries, museum exhibits, oral histories) instead of just writing essays. Culturally Responsive Teaching: Connecting historical content to students' own communities and lived experiences. Problem-Based Learning: Presenting students with real-world issues (e.g., historical erasure, gentrification, reparations) and guiding them toward research-based solutions. Discussion Topics 🗣 Discussion Board Prompt: What challenges have you faced (or anticipate facing) in finding decolonized sources? What role do oral histories and community storytelling play in reclaiming Black history? How can student-centered approaches transform the way Black history is taught? 💡 Case Study: Analyze an existing U.S. history lesson and identify Eurocentric biases. Revise the lesson using decolonized sources and student-centered strategies. Discuss how the revised lesson empowers students to engage critically with history. Activity: Design an Inquiry-Based Lesson or Project Objective: Create a student-centered, inquiry-based lesson plan that incorporates decolonized Black history sources and engages students in critical thinking. Steps: Choose a decolonized Black history topic (e.g., Maroon communities, Black Reconstruction, the role of African spiritual traditions, Black Panthers and community survival programs). Develop an essential question that encourages inquiry (e.g., "How did Black resistance shape U.S. history beyond the Civil Rights Movement?"). Select 2–3 primary or oral history sources from the toolkit to support the lesson. Design an interactive, student-centered activity, such as: A historical investigation using primary sources. A student-created museum exhibit or digital archive. A community storytelling project where students interview local elders. A debate or Socratic seminar on an underrepresented historical issue. Write a reflection explaining how your lesson challenges the traditional curriculum and fosters deeper student engagement. Share your lesson plan in the discussion forum for peer feedback. Key Takeaways for Students 📌 Decolonizing Black history requires intentional use of primary sources, oral histories, and community narratives. 📌 Student-centered learning transforms history from passive memorization into active inquiry and engagement. 📌 Educators have the power to challenge historical erasure and empower students through critical, inquiry-driven learning.

Week 6: Using Technology to Decolonize Black History
Overview Technology provides powerful tools to uncover, preserve, and share suppressed Black histories. Digital archives, interactive exhibits, podcasts, and multimedia platforms can help educators move beyond traditional textbooks and engage students with diverse sources, primary documents, and untold narratives. This week, we will explore how educators can use technology to challenge colonial narratives, amplify Black voices, and make Black history more engaging and interactive for students. You will also create a digital lesson or resource using a tech tool that enhances decolonized Black history instruction. Key Questions 🔹 How can technology help uncover suppressed histories? 🔹 What digital tools can make Black history more accessible and engaging? Learning Objectives By the end of this week, you should be able to: ✅ Identify digital tools that support decolonized Black history instruction. ✅ Explain how technology can challenge traditional narratives and amplify Black voices. ✅ Design an engaging, technology-enhanced Black history lesson or resource. ✅ Utilize interactive media, oral histories, and digital storytelling to enhance student learning. Tech Tools for Decolonizing Black History 🖥 Digital Archives & Virtual Exhibits: Google Arts & Culture – Explore interactive exhibits, high-resolution images, and 3D virtual tours of museums and archives. Smithsonian Learning Lab – Access curated collections of primary sources, images, and lesson plans on Black history. 🎓 Lesson Plans & Alternative Narratives: Zinn Education Project – Offers decolonized history lessons and classroom activities. Teaching Tolerance (Learning for Justice) – Resources for culturally responsive and inclusive education. 🎙 Multimedia & Student Engagement: Flipgrid or Padlet – Platforms for student reflections, oral history projects, and discussions. YouTube & Podcasts – Alternative narratives through storytelling and expert interviews. Suggested Podcasts: "Seizing Freedom," "1619 Project," "Witness Black History" Discussion Topics 🗣 Discussion Board Prompt: How has technology helped you discover or rethink Black history? What are the challenges and limitations of using digital tools for history education? Share a digital resource or tool you’ve used (or would like to use) to decolonize history. 💡 Case Study: Compare a digital archive (e.g., Google Arts & Culture) with a traditional textbook chapter on a Black history topic. Identify gaps, distortions, or missing perspectives in the textbook. Discuss how technology can fill those gaps and provide a fuller historical picture. Activity: Create a Digital Lesson or Resource Objective: Design an interactive, technology-driven lesson that decolonizes Black history using a digital tool. Steps: Select a digital tool from the provided list. Choose a Black history topic that is often overlooked or misrepresented in textbooks (e.g., Black resistance movements beyond MLK, the role of Black women in Reconstruction, African spiritual traditions in the Americas). Develop an interactive lesson, project, or digital resource: Google Arts & Culture: Create a virtual exhibit featuring primary sources. Flipgrid or Padlet: Have students upload oral history interviews or reflections. YouTube/Podcasts: Curate a playlist of alternative Black history narratives. Smithsonian Learning Lab: Build an interactive timeline or story map. Zinn Education Project: Adapt an existing lesson into a student-driven digital project. Write a reflection explaining how this resource enhances decolonized Black history education. Share your digital lesson in the discussion forum for peer feedback.

Readings
Understanding and Teaching Black History – Hasan Kwame Jeffries

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