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It was Black History Month. I was working with children and youth in an after-school program in the Clarksdale housing projects in Louisville, Ky. Spike Lee's film Malcolm X had just been released. I sat around a table with a group of teenagers discussing Alex Haley’s Autobiography of Malcolm X and James Cone’s Martin & Malcolm & America.

Cultural celebrations give students a chance to shine and benefit schools all year long.

Through a grant from Teaching American History, I was part of a group of teachers who spent months reading, listening and watching films and videos about the civil rights movement before we took a trip to the South. But still it was history—far away, untouchable and remote. That was until the first day in Sumner, Miss.

The removal of Confederate statues around the United States can prompt discussions in the classroom over the nature of history and how we should remember our country’s past.

This innovative program helps at-risk students stay in school and builds community, both in school and out.

In a recent discussion about a history reading, I asked students if they understood the need to think critically about what we read, even if the reading is labeled “historical.”

Students and educators in Jefferson County, Colorado, are pushing back against their school board’s proposal to whitewash U.S. history.