Hi everyone! I hope that everyone has had a nice couple of days and is looking forward to a fun and relaxing break from classes next week. Monday’s class focused on teaching sensitive topics, specifically emphasizing slavery.
Many teachers are not properly guided on how to approach teaching about slavery. Further, they were also not taught about it themselves while they were in school. Therefore, a cycle of avoidance, disregard, and even purposeful misinformation is engrained into our curriculum, textbooks, and picture books. While this instruction may be wrong, it does not always come from a place of malice, but rather lack of research and avoidance of the uncomfortable. However, teachers have a duty as educators to teach about this sensitive topic in an accurate, but age-appropriate manner.
One of the major takeaways I took from this class was the importance of facts, which can be largely exemplified in a classroom through primary source documents. In class, we looked at maps that demonstrate the concentration of enslaved individuals in specific states and how this changed throughout time. These maps were especially insightful in explaining the true cause of the Civil War, as they clearly show the South having a dense population of enslaved people while they were gradually freed from northern states. We were also shown sites for where we might be able to find more maps that can be used for instruction and analysis by students. What were some major takeaways you took from Monday’s lesson regarding methods in which you will teach students about the history of enslaved people in this country?
Another guide for teaching slavery is the 10 key concepts presented by Ira Berlin in his book Teaching and Understanding American Slavery. The concept that most stood out to me in this novel is the final one: “By knowing how to read and interpret the sources that tell the story of American slavery, we gain insight into some of what enslaving and enslaved Americans aspired to, created, thought, and desired.” I believe this concept to be noteworthy, as it both emphasizes the importance of analyzing primary source documents and expands upon why these are so important to teaching an accurate depiction of what life was like for enslaved people. Is there any concept (a list is provided on the lesson’s Google Slides) that stands out or do you think is especially important for students to be aware of?
While I still have a lot to learn about sensitive topics such as this, this discussion served as a helpful guide for creating culturally conscious and accurate lesson plans.
Hi Nina,
Thank you for your post. I do think that teaching facts is important. Unfortunately I think a lot of history books have been white washed. I fear that this is going to only get worse. I also feel like this is something that teachers should be guided on how to teach. Obviously different grades can handle different levels of teaching. I like some of the books we read in class. I think they were accurate yet not too graphic for the younger kids. It is important for students to understand how awful slavery was and that it was never good to be a slave.
Our group spoke about how it is easier for us to teach about atrocities that did not happen in America. It is easier to teach how despicable Hitler was yet for some reason in America, Robert E. Lee is portrayed in some areas as a hero. I believe if history was accurately written that we would have less of these problems. For a long time political figures have infringed into the education field and want to censor what is being taught which I do not think should be allowed.
Thank you for your post! See you at tutoring tonight!
Hi Nina! I’m very much looking forward to a short break from classes, and I hope you’re as well! I appreciate your thoughtful reflection on Monday’s class. You brought up a crucial point about the cycle of avoidance and misinformation that has been ingrained in our curriculum for so long. I agree that, while this may not always stem from malice, it is still a major disservice to students when history is not taught with accuracy and nuance. As future educators, it is our responsibility to break that cycle and make sure that students receive a more complete understanding of American history.
One major way I would like to teach about history in my own classroom is through accurate books. Reading stories that have accurate historical depictions and realistic illustrations is important for students to understand tough history like slavery. The book I analyzed was a book on Henry Box Brown and his escape from being enslaved by being shipped in a box to a northern state to be free. While this was a children’s book, it did not shy away from depicting unhappy enslaved people and abuse from masters. This book was something that I would like to have in my own classroom to show students that enslaved people were not happy and Brown’s courage to find freedom. This desire to teach accurate history reminds me of one of the concepts from Ira Berlin’s list that slavery was central to the development of the United States. Often, discussions about slavery are framed as an unfortunate chapter in history rather than an essential force that shaped the country’s economy, politics, and society. I think helping students understand this point is key to dismantling misconceptions and fostering a more accurate historical perspective.
Like you, I feel like I still have a lot to learn when it comes to teaching sensitive topics. Having these discussions and learning how to shape my language in our class helped me to feel a little more confident. I want to approach these topics thoughtfully and encourage students to do the same in their learning. Thank you for sharing your thoughts and I hope you have a good week!
Hi Nina, thank you for your insightful post!
Teaching or even discussing sensitive topics can be hard or anxiety-inducing when you do not know the whole truth or lack education on the particular topic. We as educators owe our students the truth (of course in an age-appropriate manner) and that starts by learning and engaging with it ourselves.
The concept that stood out to me most in Teaching and Understanding American Slavery is, “ ‘Slavery was an institution of power,’ designed to create profit for the enslavers and break the will of the enslaved, and was a relentless quest for profit abetted by racism”. This concept is foundational in truly understanding what slavery in the United States was, and is important to emphasize when teaching the history of American Slavery to our students.
A major takeaway from Monday’s class came to me when we reviewed the books against the ‘Coding Protocol for Depictions of Enslavement in Elementary Children’s Literature’. I was highly unaware of the amount of selective traditional books that students have access to, and learn about American Slavery from. It is easy to see why so many can gain a false view of what slavery was, and what it was like, based on the way books have been written and the “truths” people choose to share on the matter. It is important to accurately display our history, no matter how shameful. If we hide or do not depict it accurately, we are bound to repeat it.
Nina, thank you for eloquently addressing a difficult topic. I appreciated your reference to avoidance, disregard, and purposeful misinformation that we observed by looking at children’s books. Pictures, art, and formal names given to schools and roads communicate what our society values, especially for young people.
Statues in Richmond honoring Confederate soldiers were up until 2022, featuring an army who fought a way in order to continue the practice of owning enslaved people. Many texts focus on the idea that enslaved people appreciated the life their masters could give them, a harmful perspective that mainly shares one point of view – that of the enslaver.
I reviewed the book Master George’s People (even the title made me cringe), against ‘Coding Protocol for Depictions of Enslavement in Elementary Children’s Literature’ and there were so many instances of smiling enslaved people spending time with white family members, and very little visual reference to the demeaning aspects of being owned by other person. Even with primary source text and quotes, the visuals tell an impactful story—and I was shocked to see that it was National Geographic who published the book.
The most powerful teaching tool we have to tell the truth of enslaved people in North America is facts. I agree with you that the different maps demonstrating enslaved population by state over time were extremely insightful in explaining the cause of the Civil War. Visually exploring trends clearly showed the South with an increasingly dense population of enslaved people as northern states became more freedom focused. It also corrected a common view that the northern states were not involved in the enslavement of others.
I’d like to use these maps and some of the culturally conscious books that we reviewed in my class social studies conversations. In a side note – I was pleased to hear that my son’s CBG third grade class had “Blood in the Water” in their in-classroom library.
Thanks again for a great post, and I look forward to seeing everyone on Monday!
Hi Nina! Thank you for your post!
The major takeaway from Monday’s lesson was ensuring I have all the facts when teaching complex topics like slavery. It is also important to show all sides of history when possible, even if it is not the most comfortable. Making sure the literature we are using is accurate to the history while also being age-appropriate is huge when teaching slavery. It is essential when teaching slavery that we use appropriate books, appropriate language, and facts from all sides of history.
Out of the key concepts, 1 and 10 are the most important for students to know. Key concept number 1 is “Slavery, which Europeans practiced before they invaded the Americas, was important to all colonial powers and existed in all North American colonies.” This is an important concept for students because they must understand this is a global problem. It is also essential to teach them this because slavery is still a problem around the world today. Key concept number 10 is “Knowing how to read and interpret the sources that tell the story of American slavery; we gain insight into some of what enslaving and enslaved Americans aspired to, created, thought, and desired.” This concept is crucial because it is a skill that can be transferred to all parts of history. Students need to interpret these sources on their own to come to their understanding of this history.
Thank you again, Nina, for your post!
Mackenzie Woody
Hi Nina! Thank you for this great post!!
This was a really thoughtful reflection on Monday’s lesson and the challenges of teaching slavery in an accurate and age-appropriate way. You make a great point about how misinformation and avoidance have been ingrained in our curriculum, often due to a lack of guidance or discomfort in addressing difficult topics. I hope this class prepared us all to break this cycle by approaching the subject with honesty, sensitivity, and well-researched materials.
One major takeaway I had from the lesson was the significance of using books that teach about slavery in a beneficial and truthful way. Some books we examined either softened or omitted the realities of enslavement, which only shares misinformation. Instead, I plan to carefully select books that acknowledge the hardships enslaved people endured while also emphasizing their resilience and humanity. I also want to ensure that my students engage in meaningful discussions by creating classroom “norms” that foster respect, such as using appropriate language and not sharing what classmates say to other people outside of the classroom discussion. I hope these guidelines will help create a space where students feel safe to ask questions and process difficult topics.
I also found the use of primary sources, especially maps, to be a powerful tool for understanding the reality of slavery. As you pointed out, these visual sources make it clear how slavery shaped the country and directly contributed to the Civil War. In addition to maps, I think first-person narratives can provide students with a more personal understanding of the experiences of enslaved individuals.
Overall, I think that by using well-researched materials, primary sources, and classroom norms that encourage respect, students can gain a truthful understanding of history while also fostering critical thinking and empathy. Thanks again for this post, I hope you have a great break!
Hey Nina! Thank you for sharing!
I agree with you on the point about how important it is to approach sensitive topics like slavery with care and accuracy. It’s true that many teachers aren’t given the right tools or guidance, which just keeps the cycle of misinformation going.
For me, one of the highlights from the last lesson was the “essential knowledge” section in our reading. It’s like a double win: first, it helps us as teachers to build a solid understanding of slavery, and second, it gives us a framework to present the truth to students. I love the idea that being open to learning new things makes us better educators. There’s something really refreshing about acknowledging that we don’t know everything but are willing to keep learning alongside our students.
Besides, the Florida example of one of their history textbook excerpts was eye-opening—how can we expect students to become thoughtful, empathetic individuals if the materials they learn from are watered down or sugar-coated? At the same time, I get how tricky it is to balance age-appropriateness while still being truthful. It really seems like a delicate but necessary balance to strike. Another thing that stood out to me was the emphasis on choosing unbiased children’s books. Kids naturally connect with stories, and it’s such a smart way to open up conversations. Using a solid framework to analyze these books helps make sure we’re presenting an accurate and thoughtful portrayal of such a complex and painful history. Plus, it gives students a chance to develop empathy while strengthening their critical thinking skills.
Overall, teaching hard history is a big responsibility, but by using primary sources, being critical of our materials, and selecting the right books, we can give students a more complete and compassionate understanding of American history.
Once again, thanks for sharing your thoughts! <3
Tam Vo
Hi Nina,
Thank you for sharing this information. I definitely agree with you. Sensitive topics are hard to teach, but they are also harder to unpack when there are multiple layers to them. Emotions, sensitive conversations, age-appropriate materials, and making sure that the content is accurate and depicts history in an accurate manner.
From Monday’s lesson, I think what I took away was paying close attention to children’s books on history. Making sure the feeling is portrayed correctly with accurate information. I think using books can be a beneficial tool to teach this topic, but I will make sure the information within the book is accurate. I will also make sure to create an environment that is welcoming and allows people to share their perspectives.
The concept I think students should be made aware of is that the experience of slavery varied depending on time, location, crops, labor performed, size of slaveholding, and gender. I think this is important to note because there is not just one right answer, and there were many moving parts to slavery. I would hope this allowed students to be open for discussion and asking questions.
Thank you so much for sharing!
Hi Nina, thanks for the post!
I think Monday’s class really emphasized something all teachers must know before beginning their career as a teacher. In history, there will be many uncomfortable and difficult topics you will have to teach, but they are incredibly important for students to learn about, and in order to do so you yourself have to be educated on the events. I found our time looking into children’s books, and even textbooks, to be really eye opening and made me aware of another layer teachers must be aware of. Even the most credible of publishers or most recommended of books may have problematic story lines, character portrayals, and language within the text. Teachers must be aware of how these issues can be portrayed and present in books so they can spot them when reading before purchase, and make sure the books they are including in their instruction and classroom are not problematic in any way, but rather an accurate and age appropriate portrayal of history. Making sure only accurate facts are portrayed in every text in the classroom will ensure what you are teaching students in not lost by an inaccurate book.
Key concept number 8 stood out to me most, saying, “Slavery shaped the fundamental beliefs of Americans about race and whiteness, and white supremacy was both a product and legacy of slavery.” I think this is a powerful statement that condenses how slavery cannot be ignored, as when it ended, the discrimination and white supremacy did not. I think this concept would be most helpful to use in instruction with older students, as it is a heavy but realistic reflection for students learning about slavery, but most important nonetheless. I hope it could lead to some great discussion on how racism and discrimination in our country have shown up in later historical decades and events to this day.
Thanks again for sharing, and I hope you have a great spring break!
Hey Nina!
Sorry for the late response, I’ve been insanely ill! I hope you are enjoying your break. Although I missed class, after looking over the PowerPoint and the reading, my major takeaway was how one of the seven key problems with current practices is that slavery is taught without context and presents the good news first. I find this interesting because this serves to create a very confusing and avoidant recount of enslavement for students. The key concept that stood out to me the most was number 6, which reads “The experience of slavery varied depending on time, location, crop, labor performed, size of slaveholding and gender.” I found this concept notable because when I was in elementary school, this emphasis on multiple perspectives and varying experiences was nonexistent. The way my school taught us about slavery was in the stereotypical Southern plantation type of enslavement. They barely covered any other varied experiences, leading many of the students to a one-sided and inaccurate account of history. One of the most important parts of teaching is to offer varying perspectives so that the students can have all the information they can and then make their own conclusions on what that means for how they lead their lives; this becomes especially important when teaching sensitive topics so a list of concepts like this is very helpful and key to providing accurate and important information.
Once again, thank you for the blog post!
Hi Nina! Thank you for your post! I completely agree that teachers are not properly guided on how to teach about slavery, and this lack of/misinformation can become very problematic very quickly. Though it is mostly well-intentioned, this avoidance can perpetuate harmful stereotypes. Factual information is so important, especially regarding sensitive topics such as slavery. It is also important to present students with various documents from multiple perspectives so they can develop a more well-rounded understanding. I also found the maps very insightful when looking at the causes of the civil war. One major takeaway I had from looking at these specific maps, and the sites that could be used to find similar maps was how readily available these documents were, and how easy (and important) it is to use a variety of methods to teach students about the history of enslaved people. It also emphasized the importance of visual figures to illustrate pieces of the history of enslaved people. These figures go beyond dates and pieces of information but help students develop a deeper understanding of some causes of events such as the Civil War. The final concept of “By knowing how to read and interpret the sources that tell the story of American slavery, we gain insight into some of what enslaving and enslaved Americans aspired to, created, thought, and desired” stood out to me as I feel like it is essential that students know how to properly interpret sources regarding American Slavery, and understand that enslaved Americans had unique experiences and aspirations. Though teaching sensitive topics can be difficult, it is imperative to teach and further understand the strategies teachers can utilize to teach these effectively. Thanks for the thoughtful post!