Date of Award
5-2020
Document Type
Thesis
First Advisor
Cynthia Copeland
Abstract
In American history education, particularly in the museum sphere, the Black experience has been taught through a damage or deficit based framework elevating particular luminaries as heroes who succeeded despite their blackness. This curriculum and it’s supporting literature aim to acknowledge and upend this framework by integrating the Black experience into general US History lessons and introducing students to figures whose Blackness was a factor in their success and not a challenge to overcome. Through a project-based learning model students will explore the life story of a particular individual and create an artistic representation of them to showcase their ability to absorb historical information and translate it into their own expression.
Recommended Citation
Paige, O. (2020). Picturing Black History: An integrated curriculum studying Black History against a damage based framework. New York : Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/485
Included in
Curriculum and Instruction Commons, Social and Philosophical Foundations of Education Commons
Comments
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Museum education (Program of study)