Teaching Difficult History and Current Events

Role Playing and Simulations

APS Social Studies Office Position

Resources

• Role-playing and simulations should not be used for traumatic historical events or events that can trigger emotional trauma for students.
• Role-playing and simulations around traumatic topics can often trivialize the experience of those who actually experienced the injustice and oversimplify complex historical events.
• Do not group students in ways that represent real-life oppression such as racial or gender lines.

• Classroom Simulations: Proceed with Caution (Learning for Justice)
• Role-playing enlivens the Classroom (Learning for Justice)
• Think Twice Before Doing Another Historical Simulation (Cult of Pedagogy)

Hateful Speech

“We absolutely treasure the freedom to debate ideas and perspectives in schools. That’s precisely why we forbid talk that threatens harm or harasses and so obstructs the opportunity to learn. And to insist on schools kept safe for learning—and on educational standards where claims’ accuracy is bolstered by evidence—we challenge and question all speech that devalues or distorts fellow human beings.”-Mica Pollock (Responding to Hateful Speech in Schools)

APS Social Studies Office Position

• Never tolerate racist, Islamophobic, xenophobic, homophobic, antisemitic, sexist, and other language in the classroom.
• Always challenge or question  hateful speech, or speech that devalues, disrespects, or misrepresents identity groups. It is the role of educators to model this for students.

• Responding to Hateful Speech in Schools (ASCD)
• But Seriously, How Do I Address Racial Slurs in School Books? (Leading Equity Podcast)

Racial Slurs and Hate Speech in Sources and Texts

There are many times when the N-word will appear in historical sources, books, and literature.  It is the stance of the APS Social Studies Office that the N-word NEVER be spoken in any classroom. The N-word is a word that has been used as a symbol of hate, to perpetuate violence, and dehumanize a group of people. Students may engage with primary source text and literature where the word appears as developmentally appropriate but care should be taken so that the word is not spoken out loud by teachers or students in a school learning environment.

As we, as educators, increase our equity literacy and racial and cultural consciousness, we recognize that language is evolving and that we need to be aware of the impact of the language we use. There are a variety of terms that cause harm to many groups.  Those words should be treated similarly to the N-word.

What to do when text contains racial slurs or hate speech.

1. Set clear classroom expectations from the beginning of the school year about how you will approach these words when they appear in instructional materials. This allows you to have a conversation about the impact of the N-word word and the history of when it started being used, why it was used, and why it is dehumanizing.  You will also be able to address the context and impact of other racial words that cause harm.
2. Before you teach with a text that contains racial slurs or hate speech:
   1. Consider if the text is vital to teaching the subject. Our intent is not that teachers avoid all text that contains these words. Consider the value of text and choose wisely.
   2. Explain to students ahead of time that they will be reading text that contains racial slurs or hate speech. When text includes words that cause harm, the reading or source should not be read out loud. Students may read individually and then the class may have a conversation or dialogue about the text or source.
   3. Teach the historical context of the text, and how/when the word will be encountered. Why white people used them at the time and why they were, and are, offensive to the targeted group.  How does the word relate to the history of white supremacy, economic suppression, segregation, discrimination, etc…
   4. Explain to students why you are asking them to read this text when there are others that do not include such words or themes. Many students don’t feel comfortable asking this question of teachers.
   5. Never single out a student to ask them how they feel when they hear a word (never ask a student to speak for their race/identity).
3. Do not avoid a piece simply because it has racism in it.  There is value in having students engage with primary sources that demonstrate how racial slurs and hate speech were used to target and dehumanize groups of people.
4. Consider consulting with colleagues, counselors or other experts if you are struggling with a text or source and wondering if there is the potential for the text to cause trauma.
5. Communicate with parents in advance of sharing that content with students if you plan to utilize content that a student or parent may find distressing.

• Teaching Race in Schools in the 21st Century
• The N-Word in the Classroom (Ted Talk)
• Why I Won’t Read the N-word Aloud in Class: And Neither Should You
• Good teachers use the N-Word: But it’s how they use it that makes all the difference

Strategies that Support Criticality and Intellectualism

• Be clear about the purpose for the conversation in the classroom and in what way you are connecting the conversation to social studies content/ citizenship skills.
• Do not use humor or sarcasm as you talk about difficult history and current events.
• Acknowledge that students will experience emotions related to historical and current events.
• Let students know that there are people in the school that they can talk to if they want or need additional support.
• Let students know there are ways to express themselves outside of the classroom, ask students for examples of ways they may have expressed themselves ie. with their family, religious community, social media, reading or journaling.
• Remain as calm as you can when discussing sensitive topics.  Your students may react to your emotions and feelings.
• Never force students to share their thoughts or opinions.
• Encourage students to share their personal perspective by starting their comments with “I” Statements, as they are not expected to represent a group of people, or any thoughts aside from their own.

• Civil Discourse in the Classroom (Learning for Justice)
• 3 Steps to Civil Discourse (National Council for Social Studies, NCSS)
• Fostering Civil Discourse: A Guide for Classroom Conversations (Facing History and Ourselves)
• Speak Up At School: How to Respond to Everyday Prejudice, Bias, and Stereotypes (Learning for Justice)

• Assess where students are in their knowledge of the topic or current event.  Give students the opportunity, but don’t force them, to make connections between the topic/event and their own personal experiences. If students have not seen or heard the news, they might not understand what has been happening.  It is also possible that some students may not be aware of events. On the other hand, some students may have good insight to help plan the lesson, or inform the discussion. Consider ways student voice can be included in instructional planning.
• Provide students with facts and context in a developmentally appropriate way and be sure to acknowledge and honor multiple perspectives.
• Consider preparing information around definitions of words that students might be hearing in the news.
• Include opportunities for students to explore ways in which young people are already taking action related to the topic/ event.

If a student raises a question or brings up a topic that you feel unprepared to talk about, consider acknowledging the question and setting up a date to talk more in-depth about that topic or question in a later class. This will allow students to feel heard, while ensuring that you are prepared to facilitate the conversation. It’s okay to say, “That is an important question. I want to make sure that we talk about that when I can be prepared to fully address that. Let’s plan to come back to that question, next class.”

• What to Say to Kids When the News is Scary (NPR)
• Talking to Kids About Racism and Violence (Child Mind Institute)
• Guidelines for Teaching About the Holocaust (USHMM)
• Teaching About Controversial Issues: A Resource Guide (The Choices Program Brown University)

Provide ample opportunities for students to examine primary source materials, including photographs, artwork, diary entries, letters, government documents, and visual history testimony.

Such an exploration allows for a deeper level of interest and inquiry on a range of topics from many perspectives and in proper historical context.

• Teaching Difficult Subjects Using Primary Sources (Library of Congress)
• Dealing with Difficult Subjects in Primary Sources (Library of Congress)
• Teaching Difficult Topics with Primary Sources (NCSS)

Include Time for Reflection

Assign reflective writing exercises or lead class discussions that explore various aspects of human behavior such as scapegoating or making difficult moral choices. These activities allow students to develop compassion and empathy, share how they feel about what they’re learning and consider how it has meaning in their own lives.

Do not ask students to pretend to be historical figures and write from their perspective. Instead, ask students to write about what they think people might have thought or felt.

Thoroughly Review Materials

Make sure that you have previewed/reviewed every text, video, or podcast that you plan to share with students.  If you plan to utilize content that a student or parent may find distressing, communicate with parents in advance of sharing that content with students.

Resources on Current Events and Issues

• Immmigration
• Islamophobia
• Religious Diversity
• Voting
• Civic Action
• Civil Discourse
• Responding to Hate and Bias

• Black Lives Matter at School -Resources (NEA edjustice)
  • Talking About Race
  • Standing Together
  • Art and Activism
• DC Area Black Lives Matter at School: Resources for Educators
  • Lessons
  • Guiding Principles
  • Videos
  • Readings
  • Teaching Guides/Resources
• Why Teaching Black Lives Matter Matters- Part I (Learning for Justice)
• Bringing Black Lives Matter Into the Classroom -Part II (Learning for Justice)
• Teaching About Race, Racism and Police Violence (Learning for Justice)
  • Articles, Stories, Professional Development, and Classroom Resources
• Preparing for a Conversation about Policing and Racial Injustice (Facing History & Ourselves)

• How to Respond to Coronavirus Racism (Learning for Justice)
• Resources and Strategies for Teaching about Asian America and Responding to Anti-Asian Racism (The National Consortium for Teaching about Asia, University of Colorado Boulder)
  • Contemporary Context
  • Historical Context
  • Anti-Racism Resources
  • Mental Health and Emotional Wellness Support

Talking About Anti-Asian Bias and Racial Equity (Edutopia)

• TeachMideast:  The Israeli-Palestinian Conflict: According to Teach Mideast (part of the Middle East Policy Council), “The Israeli-Palestinian conflict is among the most intricate and divisive issues on the global stage today, and teaching about it can be immensely difficult – but also immensely important. We’ve done our best to aggregate moderate and balanced resources with perspectives from both sides, but you know your classrooms best, so we encourage you to review the materials and decide what is suitable for your particular context. With that said, an important part of learning is confronting your preconceived notions and biases, and that can be uncomfortable, no matter how well a lesson is balanced. We hope that the resources we’ve curated here spark meaningful discussion, and help your students grow into more thoughtful and well-informed global citizens.The Israeli-Palestinian conflict has been marked by violence on both sides, so some of the materials below include depictions of violence that may upset your students. As always, exercise caution and seek parent approval where appropriate.”
• Seeds of Peace: United States Institute of Peace – Learn how young people engage in  dialogue across lines of difference, examine systems of power and learn the skills to affect change.