In a groundbreaking move last fall, two social studies teachers at the Hugo Newman School in Harlem introduced their seventh-grade students to a new curriculum called “Black Studies as the Study of the World.” This curriculum, which is now available in every New York City public school, aims to educate students about early African civilizations, Black American history, and the achievements of the African diaspora.
During one of the first lessons of the curriculum, students were asked to analyze hip-hop lyrics from the song “Ladies First” by Queen Latifah and Monie Love. The teachers instructed the students to highlight any lyrics that reminded them of the Iroquois women, known as the Haudenosaunee Clan Mothers, whom they had been studying.
Tristan Vanderhorst, a 12-year-old student, was captivated by the music and noted, “I had never seen a woman rap like that.” The curriculum, which spans from pre-K to 12th grade, emphasizes “culturally relevant” teaching, encouraging students to connect their own lives with what they are learning.
However, the implementation of this curriculum has raised concerns in light of the Trump administration’s recent executive order to withhold funding from schools that teach about systemic racism. The order bans programs that promote what it calls “discriminatory equity ideology.” This has led to a debate about how schools should address race and ethnicity in the classroom.
Despite these challenges, New York City Council Speaker Adrienne Adams remains determined to protect the curriculum. She stated, “In New York, we are trying our best to be Trump-proof. We are doing everything we can to protect the curriculum.”
The curriculum has been well-received by educators and students alike, with nearly 2,000 students participating in a Black studies student fair at the Channel View School for Research in Queens. Melissa Aviles-Ramos, the city’s schools chancellor, emphasized the importance of the curriculum in promoting diversity and inclusion in a diverse school district.
Through lessons on identity, agency, and empowerment, students are encouraged to explore Black liberation, slavery, disenfranchisement, and other political issues. The curriculum aims to empower students to think critically and develop a deeper sense of belonging.
While some educators have expressed concerns about the curriculum, others, like English Language Arts teacher Alesha Smith, have found value in teaching about empowerment and strengths in difficult lessons about slavery. The curriculum seeks to highlight the strengths of individuals and flaws in the system.
Overall, the “Black Studies as the Study of the World” curriculum is challenging the traditional approach to teaching history and inspiring students to connect with their own heritage and identity. By integrating culturally relevant pedagogy, the curriculum aims to foster a sense of empowerment and resilience among students as they navigate complex issues of race and history.
