Combating Racial Inequity Through Local Historical Analysis: A Community-Informed Social Studies Unit

• Published in: Social studies (Philadelphia, Pa : 1934) Pa : 1934), 2019-01, Vol.110 (1), p.17-32
• Main Authors: Cavallaro, Christina J., Sembiante, Sabrina F., Kervin, Cole, Baxley, Traci P.
• Format: Article
• Language: English
• Subjects: Activism; African Americans; Authors; Black history; Brown v. Board of Education; Civil Rights; Civil Rights Movement; Culturally Relevant Education; Desegregation Litigation; educational equity; Elementary Secondary Education; Equal Education; Guidelines; historical analysis; Local History; Minority Group Teachers; Multicultural Education; Racial Differences; School Desegregation; Social Studies; Teaching Methods; Units of Study
• ISSN: 0037-7996; 2152-405X
• DOI: 10.1080/00377996.2018.1524361

One way for teachers to use engaging and relevant social studies curriculum is by delving into local history to help students understand the influence that community activists have had on national policies and events. In this article, we provide teachers an approach to incorporate topics of racial inequity in their classrooms by showcasing a dynamic social studies unit that reveals the role of local history and community activists during the national Civil Rights Movement. As an example within the unit, we present a local, historical narrative that describes the activism of three local Black teachers in Palm Beach County, Florida, whose efforts in the 1940s significantly impacted the foundations of what was to become the Civil Rights Movement. We then present a multicultural social studies unit developed from this local history and guidelines for teachers to enact their own locally informed social studies unit. This content will help teachers expose students to the rich history of their community's past by sharing ways that teachers can incorporate culturally relevant instruction of racially charged topics into the classroom.