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Connecting Past to Present: Building Black and Women's Historical Consciousnesses With Timelines in Elementary Grades
Mon, April 25, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Manchester Grand Hyatt, Floor: 2nd Level, Harbor Tower, Balboa BAbstract
Abstract
This paper describes a second grade teacher’s action research study on the use of a racially and gender inclusive history/social studies curriculum, and student-created social studies lessons highlighting the students’ own primary source histories. (Freire, 2014). The teacher wanted to increase students’ knowledge of U.S. history and ongoing oppression by studying the struggle for freedom, voting rights and civil rights among African-Americans (1619-present) and the concurrent struggle for voting rights among women and Black people from the 19th century to present. A central feature of the curriculum used in this study were Black History and American Women’s History timelines created by the teacher. The researcher’s theoretical approach is based on revisionist ontology (King & Simmons 2018).