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  • ejboldlyteaches
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  • Starr Hardgrove

    I did a version of Othello at the Greenwood Cultural Center. We set it during the race riots. We learned a lot about it during the process, and there is a lot of history in that area.

  • demoore

    And to clarify - this is AMERICAN history - not just that of African-Americans.

  • demoore

    Wonderful. I LOVE your unorthodox approach to teaching language arts through history. I learned about the Tulsa riots in college. I'm glad your students get the opportunity to do so earlier. Keep up the good, effective work.

  • missnelson

    very, very, nice to everyone who teaches black history that is not the mlk/rosa parks civil rights lessons. students today do not relate to that era because they didn't live it. i taught computers and would have students read articles from the paper about the school district and then the comments underneath. then the question becomes, why are people calling you names, saying you can't learn, saying you are thugs who don't want to be educated? we had great discussions.

  • David mitsak

    that's fantastic! keep up the good work. Since you're in Portland, maybe you can connect your students with the burgeoning "cob" home building movement there. People are building beautiful, hand sculpted homes, using the ancient revived un-fired, sun-dried clay mud "adobe" recipe of the world's oldest continuously inhabited homes. This provides a mechanism for re-building and reclaiming what has been stolen from all of us - the right to build shelter outside of the global financial system of unfairness.

  • Kwami Abdul-Bey

    I appreciate your willingness to explore with and expose your students to information such as this that is not readily available as part of the standard American history curricula. As a proponent of the study of historiosophy embedded within my "Current History" lectures, I, too, invest time in offering my students opportunities for exploration within and exposure to this story.

    I would only add that you also may consider such related incidents as the Elaine Massacre of 1919 in Helena County, Arkansas, and its aftermath, which resulted in a years long legal battle that went all the way to the U.S. Supreme Court. (This is the ONLY race massacre in U.S. history that has documented involvement of governmental entities on both federal and state levels.)

    This better-than-fiction historical tale was widely covered in the international media of the day, pitting the established militant-minded National Equal Rights League (NERL) (funded by Madame C.J. Walker and Marcus Garvey, and led by Ida B. Wells-Barnett) against the relative newcomer mainstream-minded National Association for the Advancement of Colored People (NAACP) (funded by Henry Moskowitz and Julius Rosenwald, and led by W.E.B. DuBois), in the final battle of the organizations' ongoing rivalry for the heart and soul of Black America. The NAACP emerged as the victor, thusly changing the landscape of racial relations in America forever.

    Several of my former students have, on their own, drawn direct connections to what happened in, and around, Elaine with what followed shortly thereafter in Greenwood and Rosewood.

    For more information on the Elaine Massacre of 1919, see the Encyclopedia of Arkansas History and Culture (http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?entryID=1102) and/or read the book "Blood in Their Eyes" by Grif Stockley (http://books.google.com/books/about/Blood_in_Their_Eyes.html?id=P9BoU7V6dEAC).

  • worker33

    Excellent work Linda. In 2011, I sponsored an art exhibition for students at Booker T Washington and Central High School students in Tulsa, asking students to "remember" the Race Riot through creative expression 90 years later.

    These were the only two high schools that were existent in Tulsa in 1921. Over 75 students contributed to the exhibit which was shown at Living Arts of Tulsa.

    Connecting our youth to our history is the key to moving us forward in a direction of that nurtures a better understanding and acceptance of our differences, especially when the process allows them to participate and not simply be told that "this happened back then".

    Kudos to you for carrying the torch...we are not there yet but we are so much further than we were.

    • Liz Dwyer

      "Connecting our youth to our history is the key to moving us forward in a direction of that nurtures a better understanding and acceptance of our differences, especially when the process allows them to participate and not simply be told that 'this happened back then'."<---THIS x1000.

      Also, love how you connected art/creativity to this history.

  • Margaret Leighty

    Linda, good for you for taking on this cause. To teach the "people's history" at all, even with good evidence and research, takes courage and insight often absent in this day and age. The John Hope Franklin Center for Reconciliation is working on writing curriculum for public schools. Hopefully, the conversation, which you have started here, will continue. We cannot do this alone. It does take a village. The JHFCR is hosting this symposium right now. Maybe you can come next year! http://www.jhfcenter.org/the-centers-work/2013-national-symposium/

  • Ethnohtec

    Very powerful teaching. Wish every teacher could be so passionate, innovative and creative in teaching social activism. Our country needs this kind of critical thinking and compassion development. It will save this country, if not the world.

  • Jonathan Belzley

    If only your curriculum could be taught here in Tulsa... We are still trying to figure it out, but not nearly enough is being done. Slowly, momentum is building. THIS LAND Press has done some good investigative journalism on the subject.

  • JCkarla

    Beautiful writing! ~an Oklahomie