Resources

1. Statistical Evidence that Anti-Black Racism is Alive & Well

  • The first (and longer) section of the document is composed of 70-75 data charts illustrating racial disparities and discrimination in income/wealth, employment, housing, K-12 education, higher education, and the criminal justice system. The data all comes from reputable, highly regarded, scholarly research studies, and the sources are meticulously cited. The conclusions of the studies are briefly summarized in accessible, layman’s terms, and the slides are formatted to be engagement and accessibility. (I was most recently a high school history teacher, but I also has a M.Sc. in applied economics from Cornell University)
  • The second section of the document is composed of several pages of additional resources-with links-that are helpful for understanding individual racism, systemic racism, and the George Floyd protests.

2. A VISUAL History of Racism in the United States: A set of 11 conceptual diagrams.

  • These conceptual diagrams, geared to high school students and adults, provide a useful outline or map to anchor/guide the student while reading history books or taking a workshop/course on these topics. The diagrams can be used before, after, or throughout reading/studying. They may be particularly useful to visual learners, students who struggle with longer and more complex texts, and students who struggle to distinguish the big ideas from the supporting details. 
  • I find it useful to present each of these diagrams in “chunks” at a time, using the animation features of Powerpoint, so that the class can discuss and digest one step or section of the diagram at a time.
  • I sometimes used these diagrams at the end of a unit, to pull together and process the unit and review for the unit test.  I helped each of my classes create their own conceptual diagram (“from scratch”) on the board. This version might or might not look like my version, which my students hadn’t seen yet. This helped the students “actively process” the unit and readings, identify the patterns and relationships, and identify the most important ideas & relationships. (It also helped them learn the skill of creating conceptual diagrams so they could create them on their own in the future). Only then did I give students my polished version, which of course was a bit different from the one we created together. Students used my diagram to help them study for the test. After the test, I hung a poster-sized copy of the diagram on the wall so we could refer back to those developments and time period later over the year.
  • A colleague is working on a middle school version of these diagrams.
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