Guest
This film clip presents a 6th grade public school teacher in Detroit, Michigan attempting to teach Civil War history, the history of slavery in the United States and race relations. He is using role-playing which was a technique suggested by education professionals. today, critical race theory (CRT) is a very controversial subject and I thought that this clip showing what the teacher was teaching and how he was teaching it was relevant to today's discussion on this subject. 1965 was a transitional year in terms of the Civil Rights Movement and in educational practices. The ways Civil War slavery was taught in schools varied by region, local context, and individual educators. State and local school boards generally set curriculum standards, including for subjects like history. Teachers had to align their instruction with these standards. In that sense, there was always some level of “control from outside influence.” In the Southern United State, there was a long tradition of downplaying the horrors of slavery or emphasizing the so-called “benefits“ it provided to enslaved Africans. This narrative was often part of the larger “Lost Cause“ mythology that painted the Confederacy in a positive light. By the 1960s, these views were being challenged, but remnants persisted. The Civil Rights Movement prompted teachers like this one to re-evaluate how they taught about African American history and experiences. Textbooks from this era reflected the dominant cultural narratives. Textbooks would have been chosen by school boards or state education departments and thus, their content would reflect whatever biases or perspectives the boards deemed appropriate. But how a teacher presented and supplemented the textbook material could vary. Individual school principals and administrators would have had a say in how subjects were taught in their schools. A teacher's freedom to approach the topic of slavery in a particular manner would likely have depended on the perspectives and priorities of their school's leadership. In addition, the views and preferences of parents and the broader community could also influence how subjects were taught. If a teacher presented material that was controversial or not in line with community sentiments, there might have been backlash or complaints. Despite the factors mentioned above, individual teachers often had a considerable amount of discretion in how they presented material, as long as they stayed within the bounds of the approved curriculum and textbooks. A motivated and informed teacher could provide students with a more nuanced and comprehensive understanding of Civil War slavery, supplementing textbook material with additional resources or discussions. If you found this clip interesting to watch I would appreciate your supporting my efforts to present more content like this by clicking the thanks button below the video screen. Your contribution makes my continued efforts possible. Thank you David Hoffman filmmaker
