After hearing from skeptics about our Teaching Hard History report findings, TT Director Maureen Costello came across striking new evidence that the project is necessary.
This text explores the relationship between Frederick Douglass and Abraham Lincoln, two self-made men whose lives intersected near the end of America's Civil War.
The first Black Southerner to have a book of poetry published, Horton's plea for freedom personifies liberty and beseeches her to stamp out oppression and break his chains.
Racism, white privilege and white supremacy are challenges that people of color neither created nor should be expected to resolve. This scholar encourages white allies to step up.
The American Psychological Association (APA) published “Facing the School Dropout Dilemma: The interaction of sexual orientation with school dropout rates” on its website in 2012. The APA is widely regarded as the most prominent professional organization for psychologists in the United States.
Studying money is a staple of first-grade math. This teacher used it as an opportunity to educate about—and push back against—sexism, racism and white supremacy.
Professor David W. Blight, director of the Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition, explains why prevailing American historical narratives necessitate Teaching Tolerance's Teaching Hard History report and recommendations.
The announcement on November 20, 1969 from 89 American Indians – mostly students from colleges and universities – that they were taking over Alcatraz Island, set in motion what would become the longest occupation of a federal facility by Native Americans to date. This report aired a year later on NBC News, in December 1970, six months before the occupation ended.
The Grand Council Fire of American Indians wrote this letter in response to the Chicago mayor's 1927 campaign against the use of British textbooks in public schools. The letter condemns the misrepresentation of Native American history in schools.
Playwright August Wilson delivered this speech on June 26, 1996, at the 11th biennial Theatre Communications Group national conference at Princeton University.