Summer Study Group Reinvigorates the Teaching Spirit

This summer, the Zinn Education Project hosted and facilitated a virtual Teaching for Black Lives study group with over 60 educators across the country. One teacher said, “Given the current climate in our nation and assessing my district’s teaching of U.S. History, I feel compelled to equip myself with content and strategies to address issues as they arise in the classroom.”

Rethinking Schools editor Jesse Hagopian gave attendees a warm welcome and facilitated the meetings during the summer. Watch his short introduction.

Utilizing the facilitation guide and discussion guide prompts, the study group read and discussed the introduction and following chapters of Teaching for Black Lives:

“Two Sets of Notes” by MK Asante
“When Black Lives Mattered: Why Teach Reconstruction” by Adam Sanchez
“Teaching SNCC: The organization at the heart of the civil rights revolution” by Adam Sanchez
“How One Elementary School Sparked a Citywide Movement to Make Black Students’ Lives Matter” by Wayne Au and Jesse Hagopian
“Space for Young Black Women: An Interview with Candice Valenzuela” by Jody Sokolower
“A Message from a Black Mom to Her Son” by Dyan Watson

For the last meeting, group members reflected on how participating in the Teaching for Black Lives study group impacted them so far. See their responses on this Padlet.

Then, participants discussed the editorial of the Rethinking Schools Summer Issue, “Rethinking the American Revolution.” To expand on that topic, before small group discussions, educators watched the following video clips:

Audiogram from a Teach the Black Freedom Struggle online class with Ned Blackhawk
Kimberlé W. Crenshaw on American Revolution Myths
“First America” podcast and trailer

At the end of the session, an ESL high school teacher said, “I learned the true history of the American Revolution and realized that my education was whitewashed.”

Here are some comments from the feedback survey:

The biggest benefit has been feeling less disillusioned. I gained a greater appreciation for the power of community. This work feels more sustainable when it’s shared instead of done in isolation. — Adrian King, history teacher, Canton, Mississippi

Joining a Teaching for Black Lives group helps to reinvigorate the teaching spirit, knowing there are others committed to teaching for truth and justice. It gave me a stronger backbone for resistance and it provided me with additional excellent resources. — Lisa York, language arts teacher, Tucker, Georgia

I am a more informed about our country’s history of systemic racism and how it had been perpetuated by the school system. As a teacher, I see how important it is to unteach the myths we have been told so that teachers, students, and families can move toward change. — ESL teacher in Maryland

It was really good to see that there are so many resources out there that I can embed and fold into existing curriculum. There was a lot of processing time and chances to talk with others. It’s so important to be in community. — Cynthia Mochowski, language arts teacher, Gloucester, Massachusetts

The biggest benefit is collaborating with other intelligent, compassionate, and committed educators who want to make a difference. There was no one here who did not want to be, no one who was just along for the ride. Also, everyone is so supportive. As a white woman I often wonder if I should even be a face of the movement, but this group makes clear that all of us belong in the movement, that all of us can (and need to!) contribute to teaching truth. — Angie Rollet, social studies teacher, Arlington, Virginia

Words cannot express how much solidarity and unity was felt in the group. — Geraldine McHugh-Williams, teacher educator, Windsor, Connecticut

Participation in this group provided me with a new direction and a sense of hope that, across this nation, from public to private to homeschool educators, people are being courageous in teaching the truth about history. — Mary Mays-Ridgell, media specialist, Milwaukee, Wisconsin

I learned a lot of valuable information that I did not learn in school. I learned how I should approach individuals in curriculum and instruction and show evidence of why this information is valuable and important. — Nicole Harper Kee, elementary teacher, Portsmouth, Virginia

The biggest benefit is that the group restored hope and focus. It was a rich experience of not only reading the book, but overlaying that with relevant videos and discussions. It was well worth the time commitment. — Kristen Griffiths, homeschool teacher, Katy, Texas

The study group deepened my understanding by reinforcing that anti-racist teaching is about intentionally examining whose voices are centered, whose stories are missing, and how students are invited to think critically about history, power, and identity.

The discussions also challenged me to think beyond individual lessons and consider how classroom culture, instructional choices, and even the questions we ask can either reinforce or disrupt inequities. The study group gave me a stronger framework and language for being more intentional about the decisions I make in my classroom. — Laquita Nicole Russell, teacher educator, Las Vegas, Nevada

Since 2020, the Zinn Education Project has supported educators leading their own local Teaching for Black Lives study groups. Each group receives:

Teaching for Black Lives book for each participant (up to 20), study questions, and a meeting facilitation guide
Rethinking Schools magazine subscription for each participant (up to 20)
Introductory workshop featuring one or more editors of Teaching for Black Lives
Access to several invitation-only webinars and workshops (panel discussions on current events, curriculum workshops, campaign planning)
Closing event featuring one or more special guests
Access to a network of other study groups and social justice educators across the United States
Dedicated administrative support for study group coordinators
and more!

Apply to Form Your Group