About the author
Eva Travers, a former social studies teacher, is a professor of education at Swarthmore College and a member of the Notebook editorial board
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Review: new text presents varied experiences of African Americans
African American History, by Darlene Hine, William Hine and Stanley Harrold, Prentice Hall, 2006
by Eva Travers
“Under what circumstances is it permissible to violate the law or threaten to kill another human being?”
“What do you think is the meaning of the line (of the poem) 'Many thousand gone?'
“Does this account of combat (during the Civil War) differ in any way from the way a white soldier might describe it?”
These are some of the thought-provoking questions accompanying excerpts of historical documents included in the African American history textbook adopted by the Philadelphia School District this year.
The 952-page textbook is the new high school edition of a college text by the same authors. Adapted for the School District in conjunction with District staff and community participants, the book offers powerful opportunities for Philadelphia students to learn about and reflect on the history and experiences of African Americans.
Beginning with a broad discussion of the geography, society and culture of ancient Africa, the text moves to a history of the West African civilizations and emphasizes the rich African roots of contemporary African Americans.
In contrast to most U.S. history textbooks that focus on the history of African Americans in terms of slavery, the first third of this text presents the varied experiences (political, cultural and economic) of African Americans in both the North and South before the Civil War.
Between the discussion of African Americans in the Civil War and contemporary African American history are chapters such as “Black Southerners Challenge White Supremacy” and “Black Protest and the Great Depression and the New Deal.”
The text ends with a unit, “African Americans in the New Millennium,” that deals with the themes of African American “progress and poverty,” and African American arts, religion and identity. Again, these contemporary issues and topics do not appear in the content covered in almost any U.S. history textbooks.
The book has many commendable features:
- The organization of each chapter and each section within chapters is clear and consistent. Each chapter begins and ends with excerpts from original source documents. Factual questions and key terms in each section help guide the reader. Each chapter also includes critical thinking questions and a final writing activity.
- Visuals of various types on almost every page supplement the written text. Clear and detailed topical and geographic maps and understandable charts and tables provide key information. Photographs of people, drawings, artistic objects, and portraits enhance the written text and provide vivid examples of the issues discussed in the text.
- Parallel timelines that compare events occurring in African and African American history with other world events put African American history into a larger context.
- Original sources from the time period, including song lyrics, speeches, autobiographies, and poetry, provide authentic ways of viewing and understanding the wayAfrican Americans viewed the struggles and fulfillments in their lives during various periods in history.
- Explicit focus on tools and skills used by historians, including comparing and contrasting sources, distinguishing fact from opinion, and interpreting historical trends provide opportunities for students to acquire important thinking skills.
The book is not without its flaws. For instance, the boxed autobiographies of many remarkable African Americans focus on their individual efforts and stories. Absent, however, in these portraits is discussion of the larger political, economic and social barriers facing most African Americans at the time.
Also, while thought-provoking questions regularly accompany the maps and original source documents, similar questions rarely accompany the charts, photos, drawings, and portraits. Questions that encourage critical thinking about the content of these pictures and charts could stimulate fruitful analysis of these visuals.
In a sampling of Philadelphia teachers who are using the text this year, all praised it, using words like “excellent,” and “fantastic.” Several said it was a big improvement over the world history and American history texts used in the District.
One teacher expressed concerns about student comprehension of key words used in the text and the need to slow down and teach them. In contrast, a teacher at a magnet school supplements the text with content and documents from the college edition of the text, because the text is not challenging enough for the students.
Another teacher sought suggestions for more project-based learning in the text that would spur the interest and involvement of students in the issues and topics – for example, building a model of a slave ship.
Of course, no textbook can be expected to engage students in learning without clarity about course objectives, adequate teacher knowledge of the subject, and effective teaching strategies.
The School District has compiled a number of curricular supports for teaching of the African American history course that go beyond what is presented in the text. Materials developed by the District and by external experts can be found on line at www.phila.k12.pa.us/offices/afamstudies.
They include the background and rationale for development of an African American history course in Philadelphia, a professional development calendar, a “Year at a Glance” course outline, and a timeline with the content, topics, standards and themes addressed in each six-week unit.
A CD that includes music and visuals is also available.