In a recent interview, I spoke with Arianne Thomas, Director of the Aspire Program at Hathaway Brown School—Ohio’s oldest continuously operating college preparatory school for girls. The program delivers three years of tuition-free academic enrichment and leadership development programming to girls from Cleveland and Greater Cleveland communities underrepresented at the elite day school. In this conversation, Thomas addresses some of the best practices that she and colleagues use within the Hathaway Brown community to center the developmental needs of girls, alongside the diverse array of needs and experiences that different learners bring to the classroom.
On August 5th in New York City, legendary writer, editor, and educator Toni Morrison died. As countless figures around the country reflect upon her legacy, we find an opportunity to consider her impact on American culture and the responsibilities of educators everywhere.
New York State's Teacher of the Year, high school history teacher Alhassan Susso, wants us to let go: “If we hold on to our history, we do it at the expense of our destiny.”
Educators often talk about “student well-being,” but we rarely define the term. We know we want more for our students than just academic achievement, but most of us struggle to articulate a vision for what that more looks like, and how to work toward it.
So often my best teaching comes when I don’t give any information. A well-crafted question can provide far more information than the best slideshow presentation in the world. This is something that drew me to Facing History and Ourselves one fateful summer three and a half years ago when I went to a Holocaust and Human Behavior seminar. I liked that the session I attended often raised more questions than it answered and challenged me to complicate my thinking. When offered an opportunity to join the Facing History Leadership Academy, a group of educational leaders who have an in-depth understanding of the organization’s teaching framework and resources, I jumped at the chance. I was excited to expand my ability to question.
An immigrant from West Africa, Alhassan Susso came from a long lineage of storytellers known as griots. He recently published his first memoir, The Light of Darkness - The Story of the Griots' Son, which traces his journey to America as a nearly blind teenager and the balance of becoming American while maintaining his deep African roots. On Facing Today, he shares how his own cultural perceptions - and the perceptions others had of him - helped him create a classroom of compassion, understanding, and tolerance as an American History Teacher.
My students are immigrants from over 40 different countries. Often, they have recently arrived to the United States, and are thrust into a new city, a new language, and a new culture. They live with caregivers they either have never met before or haven’t seen in years and live in less than ideal conditions. With this life experience, they bring a worldview that isoften wise beyond their years. Many of them know what it means to be a victim or live under an oppressive regime where they have no voice. And many are taking great risks and experience great loss.
As educators in the U.K., Victoria Mole and her colleagues, Jenna Adcock, and Katie Duce, wanted to teach their students more diverse and broad histories, such as the Nanjing Massacre in 1937. It’s an often-overlooked period of World War II when the Imperial Japanese Army forces brutally murdered hundreds of thousands of people–including both soldiers and civilians in the city of Nanjing, China.
What does Facing History look like in action? Look into Calee Prindle’s classroom and you’ll see it come to life. Calee is an English Language Arts teacher and an advisor at the Facing History School (FHS) in New York City. FHS is a founding member of The Facing History Innovative Schools Network – a connected group of more than 80 schools that embrace Facing History's core themes as essential to their mission.
As an educator who has taught the Facing History Reconstruction unit several times, one thing has become clear: who we are and where we are shapes the way we teach our students about this critical period in history. I’ve heard my fellow educators grapple with some of the same questions I’ve considered. How do we approach the topic of race and racism? How can we talk about African American history with a predominantly white student body versus a predominantly African American one? Or, how can we talk about the legacy of slavery with a predominantly urban or rural student body?