Jun 19, 2024, Posted by: Ra'eesa Moosa
Juneteenth, celebrated on June 19th, marks a critical date in American history when news of freedom finally reached enslaved African Americans in Galveston, Texas, more than two years after the Emancipation Proclamation. This commemoration of Black perseverance and liberation is not only a time for celebration but also a golden opportunity to reshape the way we teach about slavery, Black resistance, and American history in our educational institutions.
The expansion of Juneteenth into educational curricula serves as a powerful tool for imparting a comprehensive understanding of America's complex history. Raphael E. Rogers, a prominent historian specializing in teaching about slavery in K-12 classrooms, underscores the dire need to transcend the often narrow focus on the brutal conditions of slavery. For Rogers, it's vital to spotlight the stories of Black freedom fighters who risked and, in many cases, sacrificed their lives in the quest for liberty. This approach does more than recount the atrocities; it inspires and educates by celebrating the unyielding spirit of those who resisted oppression.
Rogers’s interest in the subject is partly personal. He recalls his own education about slavery in the Caribbean, where the curriculum did not solely fixate on suffering but also highlighted cultural pride and the heroic sacrifices made by Black people in their fight for freedom. This different angle, Rogers argues, should be incorporated into the American educational framework to provide a more rounded, empowering narrative to students, particularly Black students who need to see their history as one of resilience and achievement.
Starting Early: Fostering a Sense of Pride
One of the first steps Rogers suggests is to introduce the concepts of Black culture, achievements, and resistance early in a child’s education. It's imperative for young minds to understand the rich tapestry of Black contributions to society well before they delve into the grim realities of slavery. By focusing on cultural achievements, such as music, art, literature, and scientific innovations made by African Americans, educators can build a foundation of pride and self-worth among Black students while fostering respect and admiration in their peers.
Rogers contends that starting education about Black history with instances of resistance and community building—like the underground railroad, led by the indomitable Harriet Tubman, or the impassioned oratory and abolitionist activities of Frederick Douglass—can help students recognize that Black history is not defined by subjugation but by a relentless quest for freedom and equality. These lessons can also be enriched by focusing on lesser-known yet equally significant figures and events, thereby providing a fuller picture of Black resilience.
Contemporary Connections: Relevance to Today’s Social Movements
Teachers and educators can utilize Juneteenth lessons to draw connections between historical struggles for freedom and contemporary demands for racial justice. Highlighting parallels between the abolitionist movements of the 19th century and the modern-day Black Lives Matter movement can foster a deeper understanding of systemic racism. Rogers mentions that by addressing these connections, students can appreciate the ongoing efforts toward social equity and be inspired to participate in the activism and advocacy that is still crucial today.
The incorporation of multimedia resources, such as films, documentaries, and interactive exhibits, can further engage students and bring these historical and contemporary narratives to life. Accounts from present-day activists juxtaposed with historical figures can make the learning experience more relatable and impactful.
Guidance from the National Museum of African American History
To aid educators in this endeavor, the National Museum of African American History has developed a comprehensive guide that recommends introducing the concept of slavery to young children with an emphasis on resilience and joy. This guideline is instrumental in ensuring that early educational experiences regarding slavery are framed in a way that acknowledges the pain while also celebrating the strength and enduring spirit of Black people.
The guide suggests activities and discussions that highlight resilience, such as talking about survival strategies and community solidarity among enslaved peoples. It also encourages the use of age-appropriate stories and books that depict slavery from a perspective of hope and triumph, ensuring even the youngest students grasp the significance of Juneteenth while feeling a sense of empowerment rather than despair.
In Practice: Practical Steps for Teachers
For educators looking to implement these recommendations, there are several practical steps that can be taken. Firstly, consider integrating Juneteenth into the broader history curriculum rather than relegating it to a single day or week. This inclusion allows for a continuous exploration of Black history and contributions throughout the school year.
Secondly, use a variety of teaching materials and methods to address different learning styles. Incorporate primary sources, like historical documents and letters, alongside modern interpretations through music, poetry, and art. Field trips to local museums and historical sites can also provide tangible connections to the material being studied.
Finally, foster an inclusive classroom environment where students feel safe to express their thoughts and ask questions. Facilitating discussions that encourage critical thinking and empathy is key to fostering a deeper understanding of the complexities surrounding slavery, resistance, and the ongoing struggle for racial equality.
By leveraging Juneteenth as a cornerstone for broader education on Black history and resilience, we not only honor those who fought for freedom in the past but also inspire future generations to continue the pursuit of justice and equality. Through informed and inclusive education, we can cultivate a society that acknowledges its history while working towards a more equitable future.
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Comments
Shelby Mitchell
This is fine.
June 20, 2024 AT 01:45
Kasey Lexenstar
Of course we need to teach Black history properly. But let's not pretend this is about education and not about virtue signaling. Schools are already drowning in performative activism. Next they'll make kids recite Juneteenth pledges while holding hands around a bonfire of textbooks.
June 20, 2024 AT 14:13
Kurt Simonsen
This is the woke agenda in action 🤡. They don't want students to learn history - they want them to feel guilt. Slavery was bad, sure. But now we're turning it into a sacred trauma cult where white kids are punished for existing. The museum guide says 'celebrate joy'? Joy? In the context of chattel slavery? That's not education, that's Disney.
June 20, 2024 AT 17:19
Michelle Kaltenberg
I am deeply moved by this thoughtful, nuanced, and profoundly necessary reimagining of historical pedagogy. The courage it takes to center Black resilience - rather than trauma - in our classrooms is nothing short of revolutionary. We must honor the ancestors by refusing to reduce their legacy to suffering. This is not just curriculum change. This is moral reckoning.
June 21, 2024 AT 03:19
Trevor Mahoney
You know what they don't tell you? The Emancipation Proclamation didn't free a single slave in practice - only in paper. Lincoln didn't care about Black people. He cared about keeping the Union together. And now they're using Juneteenth to rewrite history so it looks like the government was some kind of hero. Meanwhile, the real freedom fighters were the ones who ran away, who fought in the Union Army against orders, who burned plantations from within. The government only showed up when it was politically convenient - just like today.
June 21, 2024 AT 16:23
Evangeline Ronson
I've taught this material for over a decade, and the difference it makes in the classroom is undeniable. Black students who once felt invisible now raise their hands. White students who once rolled their eyes now ask thoughtful questions. It's not about guilt. It's about truth. And truth, when presented with dignity, builds bridges - not walls. The museum's guide isn't sugarcoating; it's humanizing.
June 22, 2024 AT 09:29
Cate Shaner
Let's be real - this is just critical race theory with a holiday name. You can't teach slavery without confronting its economic foundations, the role of Northern banks, the complicity of the judiciary. But no, we're going to hand out coloring books about Harriet Tubman and call it 'empowerment.' Meanwhile, the actual systemic inequities? Still thriving. This is aesthetic activism - performative, shallow, and ultimately useless.
June 23, 2024 AT 08:07
Jitendra Patil
In India, we teach our children about colonialism - but we don't make them feel ashamed of being Indian. We teach them about resistance, about Gandhi, about the courage to stand up. Why can't America do the same? Why is it always about guilt? Why is every white child expected to apologize for something they didn't do? This isn't education - it's psychological warfare.
June 24, 2024 AT 05:51
Soumya Dave
I've seen this work in my school. We started with storytelling circles - kids sharing family stories, songs, traditions. Then we introduced Harriet Tubman as a strategist, not just a symbol. We used quilts to map escape routes. We compared the Underground Railroad to modern-day refugee networks. The kids? They didn't cry. They got fired up. That's the point - not to break them, but to build them. This isn't radical. It's basic humanity.
June 24, 2024 AT 16:32
mona panda
Juneteenth is a federal holiday now so obviously this is just a distraction from the real issues like inflation and crime. Why are we spending money on curriculum changes when schools can't even fix the AC?
June 25, 2024 AT 10:02
Jared Ferreira
I work with middle schoolers. Last year we did a unit on Black inventors before we even touched slavery. One kid asked why he’d never heard of Lewis Latimer before. I told him: because history is often written by people who didn't care about people like him. He sat there quiet for a minute. Then he said: 'So we should fix that.' That's all this is. Fixing that.
June 25, 2024 AT 11:03
Rachael Blandin de Chalain
The educational framework proposed herein is both academically rigorous and ethically imperative. The emphasis on agency, resilience, and cultural continuity represents a paradigmatic shift from deficit-based narratives to asset-based pedagogy. One must, however, ensure that primary source analysis remains central to avoid the pitfalls of hagiography.
June 25, 2024 AT 19:22
cimberleigh pheasey
I've been using this exact approach in my classroom for three years. We read Phillis Wheatley alongside modern poets. We compare coded spirituals to protest songs today. We don't just talk about history - we sit with it. And the students? They leave not broken, but empowered. That's the goal. Not to make them feel bad. To make them feel seen.
June 26, 2024 AT 11:54
Aileen Amor
I'm so excited!! This is exactly what we need!! We have to stop trauma-dumping on kids and start joy-celebrating!! Let's bring in drum circles, soul food potlucks, and student-led Juneteenth festivals!! We can't let fear stop us from healing!!
June 27, 2024 AT 01:45
Tom Gin
Oh wow. Another feel-good history lesson. Next they'll be teaching kids that the Titanic was a metaphor for white guilt and the iceberg was capitalism. They're turning history into a TED Talk. Real history isn't inspiring. It's messy. It's ugly. It's complicated. And pretending otherwise doesn't help anyone - it just makes kids cynical.
June 27, 2024 AT 01:54
Alex Alevy
If you're teaching Juneteenth, you're already behind. Start with the 1619 Project. Then go to the Black Panther Party. Then look at redlining maps. Then compare it to today's housing crisis. This isn't about one day. It's about a pattern. And if your curriculum doesn't show that pattern, you're doing a disservice.
June 27, 2024 AT 11:23
Thomas Capriola
You think this helps? You think kids care? They just want TikTok and snacks. This is what happens when adults project their guilt onto children. Stop making history a sermon.
June 28, 2024 AT 09:56
Chris Schill
I’ve used the museum’s guide with my 4th graders. We read ‘The People Could Fly’ and talked about how people kept their culture alive - through stories, food, music. One student said, 'So they didn’t let slavery take everything?' I said, 'No. They didn’t.' That’s all you need. Just that moment.
Author
Ra'eesa Moosa
I am a journalist with a keen interest in covering the intricate details of daily events across Africa. My work focuses on delivering accurate and insightful news reports. Each day, I strive to bring light to the stories that shape our continent's narrative. My passion for digging deeper into issues helps in crafting stories that not only inform but also provoke thought.