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How a common word masks complex African realities.

What you need to know to facilitate classroom conversation about this controversial topic.

“I would hope that a wise Latina woman with the richness of her experiences would more often than not reach a better conclusion than a white male who hasn’t lived that life.” These few words, spoken casually by Sonia Sotomayor at the annual Mario G. Olmos Law and Cultural Diversity Lecture at UC-Berkeley in 2001, came back to haunt President Barack Obama’s nominee for the United States Supreme Court during the spring and summer of 2009. Hard to believe that this brief statement could cause such anguish, particularly among the conservative white senators who form part of the Senate Judiciary Committee, yet they led to days of arrogant grilling by the Senators and weeks of newspaper articles and commentary by television pundits speculating on what Sotomayor meant, whether it would hurt her confirmation, and what it would signal for the new court.

Teaching students about the role children have played in the march for civil rights—historically and today—is just one of many ways teachers can bring the Women’s March into the classroom.

After hearing talk of the presidential election being rigged, this teacher, swim coach and TT Award winner began reflecting on a race that actually is rigged—the one his students face every day.

Every city, town and hamlet has them: monuments commemorating pivotal events; memorials to heroes; parks, schools and public buildings named in honor of someone whose legacy is worth preserving.

Our recent film, PD guide and magazine issues inspired an unprecedented amount of dialogue with readers.

Now, more than ever, the teaching of Reconstruction needs to be a central component of history education in high school.