Have you ever looked around your school community and asked “where are all of the Black teachers?” The National Center for Education Statistics indicates that more than 50% of public school children are students of color, but less than 20% of their teachers are also people of color. This might not seem immediately problematic but data suggests otherwise. Research shows that Black students are 13% more likely to complete high school and begin college if they have had one Black teacher in elementary school and 32% more likely if they have had more than one. Further, this research notes that the impact of access to Black teachers is even more profound for Black boys, in particular. Fueled by a desire to transform this status quo, there is a vibrant movement afoot to revolutionize schools and the lives of Black students by increasing the number of Black teachers.

The Facing History community and the nation are mourning the loss of lifelong civil rights activist Ernest “Rip” Patton, Jr. Patton was a Freedom Rider—a participant in an activist campaign that began in 1947 when the Congress on Racial Equity and Fellowship of Reconciliation sought to test a Supreme Court decision that declared segregation on interstate buses unconstitutional. The campaign would be reignited in 1961 amid a wave of civic activity around racial justice, subjecting Patton—along with fellow Freedom Riders John Lewis, Diane Nash, and others—to a harrowing series of bombings and beatings by white mobs as they journeyed further and further south on an integrated bus. Patton and his fellows were ultimately arrested in Jackson, Mississippi and subsequently imprisoned in the Mississippi State Penitentiary. Patton is said to have comforted and supported the group while they were incarcerated by encouraging everyone to sing. Their brave acts, fueled always by a philosophy of nonviolent disobedience, would eventually earn them nationwide media attention and become a decisive factor that helped to eradicate bus segregation in the South. But Patton’s contributions did not stop there; he was also a father, a grandfather, a teacher, and a friend to so many, including our community here at Facing History. 

Facing History recently hosted a webinar with Dr. Hasan Kwame Jeffries concerning the significance and legacy of the Reconstruction Era. Dr. Jeffries is Associate Professor of History at The Ohio State University, and a scholar of African American History and Black Studies. Dr. Jeffries guided an audience of educators through an examination of how the Reconstruction Era has been remembered and the impact of its various legacies on contemporary society. We invite readers to view the complete on-demand webinar with Dr. Hasan Kwame Jeffries, Reexamining Reconstruction. 

As battles rage surrounding how we narrate history in the classroom, there are broader debates unfolding about how we approach diversity, equity, and inclusion work within our schools and personal lives. Irrespective of the identities we hold, questions abound. Where do we even begin this work in our schools and in other contexts? How do we find common ground? And why is there such enduring disagreement about the definition and significance of keywords like racism, antiracism, intersectionality, microaggressions, and civility? Is there just one answer?

This week, the world is watching a devastating humanitarian situation unfold in Haiti where a 7.2-magnitude earthquake struck the island and is thought to have killed at least 2,189 people, injured at least 12,000, and left tens of thousands homeless. This comes on the heels of the assassination of Haitian president Jovenel Moïse only a month ago which sparked considerable social unrest. In addition to these immense casualties and compounding traumas, the arrival of Tropical Storm Grace has complicated rescue efforts. Further, past political corruption and mishandling of relief funds by foreign NGOs have made many external actors reticent to issue monetary support, even in the face of widespread hunger and displacement. Despite these substantial barriers, a group of dedicated Haitians and Haitian Americans are rising to the challenge of delivering necessary aid to the Haitian people and inviting others to join them in their cause. As the news stories emerging from Haiti grow ever complex, a deeper exploration of the history of Haiti—including the resilience and resistance of its people—helps to illuminate how we got here and the broader significance of supporting Haitian-led relief efforts.

The bildungsroman or coming-of-age novel is a staple of secondary literature education, and for good reason. Since its emergence in the early 18th century, this literary genre has brought us an array of powerful stories of young people undergoing trials, wrestling with their values, exploring their identities, and transforming themselves and their worlds—and all from their own perspectives. 

During the final week of July, Facing History will host Identity, Membership and Belonging: A Summit on Teaching Immigration featuring historian Dr. Erika Lee and Pulitzer Prize-winning journalist Jose Antonio Vargas. Though registration for the summit is now full, we invite you to join us for two upcoming webinars on July 28th and 29th with Dr. Erika Lee and Jose Antonio Vargas, respectively.

Whether you are able to join us or not, all educators are welcome to take advantage of our growing library of curricular resources that help students understand key historical migrations, the impact of the policies surrounding them, contemporary migration issues shaping our world, and the ways that migration shapes individual and national identity.

For many educators, summer offers a welcome break from the frenetic pace of the school year. But teacher professional development and summer fun aren’t mutually exclusive, and there are ways to squeeze in plenty of both before classes resume. With the rise of digital audiobooks and podcasts, it is easier than ever to build new skills and expose yourself to new ideas surrounding the theory and practice of teaching while, say, taking a leisurely walk on the beach, powering through an epic road trip, or even catching up on self-care at the gym.

With the 24-hour news cycles that exist today, educators are faced with a challenging range of important topics to potentially address in the classroom, but actually teaching current events is easier said than done. From world-changing humanitarian situations to smaller developments unfolding at the level of one’s community, wading into these waters can be complicated, particularly without the support of best practices. How do we cultivate safe and brave spaces for our students and ourselves as we navigate the many issues of the day? And what does it look like to do this skillfully amidst the escalating culture wars that polarize discussion and the challenge of media literacy in a “post-truth” world?

When Nina Simone sang the uplifting lyrics of her song “Young, Gifted and Black” in 1970, she invited her listeners into a powerful way of re-envisioning Black excellence in themselves and Black people around them. But even half a century later, there are a host of barriers that continue to undermine the flourishing of Black excellence in educational settings.