Module 1.4: Start with Celebration! - Humanities in Class Online Courses Forum https://humanitiesinclass.org/community/module-1-4-start-with-celebration/ Humanities in Class Online Courses Discussion Board en-US Thu, 12 Nov 2026 14:52:19 +0000 wpForo 60 Rich Texts https://humanitiesinclass.org/community/module-1-4-start-with-celebration/rich-texts/ Sun, 25 Oct 2026 20:00:11 +0000 A lot of what we see in our curriculum currently is "remote places do not have books, so they cannot get a good education"

I believe beginning the unit by reading and displaying multiple rich texts that were written by African authors, with an emphasis on authors and regions that we are focusing on in class as well as beyond those borders could help my students to see that it isn't that Africa is not full of literature, but rather how the lifestyle some areas experience is not always conducive to carrying around "libraries" as we are used to. I also hope to dive into a study of these lifestyles, often nomadic, will help the students gain a richer understanding of how and why this can be the experience. 

]]> Module 1.4: Start with Celebration! Alexandria Gleason https://humanitiesinclass.org/community/module-1-4-start-with-celebration/rich-texts/ Anti-Racist Teaching Isn't Just About Correcting Misconceptions https://humanitiesinclass.org/community/module-1-4-start-with-celebration/anti-racist-teaching-isnt-just-about-correcting-misconceptions/ Tue, 20 Oct 2026 00:02:32 +0000 This reading made me think about how easily we can reinforce stereotypes, even when our intentions are good. As a kindergarten teacher, I have used KWL charts to activate prior knowledge without always considering how the questions I ask might unintentionally introduce or reinforce misconceptions. In a diverse classroom, this is especially important because children are developing their understanding of themselves and the world around them. I don't want any child to hear their culture or heritage reduced to stereotypes, and I don't want other children to leave with an incomplete understanding of Africa.

As I develop my curriculum, Africa: Many Places, Many Stories, Many People, I want to be more intentional about beginning with curiosity, joy, and the accomplishments of African people. One positive, asset-based aspect I plan to highlight is African women's leadership, beginning with Queen Mother Idia of the Kingdom of Benin. Rather than asking students what they already know about Africa, I can introduce them to the story of a powerful woman who helped shape her kingdom's history and ask, "What can we learn about leadership from Queen Idia?"

I also want to celebrate the creativity, knowledge, and everyday experiences of African people through literature, art, and storytelling. My goal is for students to recognize that Africa is not one place with one story, but a diverse continent filled with people who have contributed to their communities and the world.

This fellowship is reminding me that anti-racist teaching isn't just about correcting misconceptions. It is also about being intentional with the stories we choose to tell and the questions we ask from the very beginning.

]]> Module 1.4: Start with Celebration! Jacqueline Wade https://humanitiesinclass.org/community/module-1-4-start-with-celebration/anti-racist-teaching-isnt-just-about-correcting-misconceptions/ Making Connections https://humanitiesinclass.org/community/module-1-4-start-with-celebration/making-connections-2/ Fri, 16 Oct 2026 17:07:38 +0000 This article was good to revisit as it contains some of the underlying guidance I want to keep ever present.  Along with all the ideas shared so far, I am thinking of how to help students make connections - the article poses a great example of connecting with people from African countries and their experience with wildlife.  I realize I know families who live locally from the Democratic Republic of the Congo who I could invite into my classroom.  The daughter I'm most familiar with came ready for 5th grade (10 years ago) and went through our public school system.  Now she is my apprentice in soap making and I have a special connection with her.  I'm encouraged to ask if she would be comfortable coming to my class.  I need to do some careful thinking in the lessons that come before a visit and how to make our time together real and relevant.  She has a lovely singing voice and this group of third graders loves to sing!  That could be another connection.

]]> Module 1.4: Start with Celebration! Jennifer Metzler https://humanitiesinclass.org/community/module-1-4-start-with-celebration/making-connections-2/ Craftspeople and Flea Markets https://humanitiesinclass.org/community/module-1-4-start-with-celebration/craftspeople-and-flea-markets/ Tue, 13 Oct 2026 21:19:02 +0000 I love to show students just how many ways people around the world are similar. Most of the families I serve as teachers frequent our local flea market on the weekends. In addition to buying produce and home-goods, they can get a haircut, have their vehicle's tires rotated, eat a meal, etc. Flea markets also serve as social spots, much like a zocolo or any other gathering spot.

For this reason, I like to highlight flea markets around the world. Here is an example of one in Nairobi. My students love to see people innovating, as they are also innovators in their homes.

The more we see similarities in each other, the sooner we'll have peace.

]]> Module 1.4: Start with Celebration! Kelli Nicole Bivins https://humanitiesinclass.org/community/module-1-4-start-with-celebration/craftspeople-and-flea-markets/ Photographs https://humanitiesinclass.org/community/module-1-4-start-with-celebration/photographs/ Tue, 13 Oct 2026 14:52:44 +0000 The article talks about how valuable it can be for students to investigate diverse visual representations of Africa to debunk common myths and stereotypes. I have often opened teaching about Nairobi by laying out 15 or so photographs of Nairobi in a gallery and asking students to make notes about what they think the photograph can tell us about living in Nairobi. I plan to sort through these photographs to be sure they are truly representing the complexities of Nairobi culture and daily life, and then to create a similar collection for Mombasa. Students will be able to see the modern, bustling skyscrapers of Nairobi, mosques and beaches in Mombasa, contrasts between wealthy and less affluent neighborhoods, and children at play, among other things.

]]> Module 1.4: Start with Celebration! Christina Perez https://humanitiesinclass.org/community/module-1-4-start-with-celebration/photographs/ Making Connections https://humanitiesinclass.org/community/module-1-4-start-with-celebration/making-connections/ Tue, 13 Oct 2026 02:03:46 +0000 I wonder how many students know that Cape Verde is a part of Africa? I would start there as my entry part? It would be great to have some visuals like a map and or books so students can physically see the connection. In our Unit, we will read 3 books based on characters from Cape Verde. They will have heard the name previously. It will be familiar, but I wonder if they will make the connection and if not, what a great way to make the connection?

]]> Module 1.4: Start with Celebration! ToRena Webb https://humanitiesinclass.org/community/module-1-4-start-with-celebration/making-connections/ The Diversity and Innovation of Modern African Societies https://humanitiesinclass.org/community/module-1-4-start-with-celebration/the-diversity-and-innovation-of-modern-african-societies/ Sun, 11 Oct 2026 18:48:58 +0000 After reading the article, I would include the diversity and innovation of modern African societies in my sixth-grade curriculum. Students would explore African cities, schools, technology, and everyday life in different countries. This would challenge stereotypes that Africa is only about wildlife or poverty and help students recognize African people as knowledgeable, creative, and active members of the global community.

]]> Module 1.4: Start with Celebration! XIUJUAN LI https://humanitiesinclass.org/community/module-1-4-start-with-celebration/the-diversity-and-innovation-of-modern-african-societies/ Picture Books https://humanitiesinclass.org/community/module-1-4-start-with-celebration/picture-books/ Sun, 11 Oct 2026 14:50:56 +0000 Picture books can be a wonderful, joyful way to hook children and introduce them to a new topic of study.  There are many excellent African-centered picture books about food that I will incorporate into my curriculum. Jollof Day by Bernard Mensah and Cooking Jollof with Nana in Ghana by Crystal Boateng would be great read alouds to start with because both focus on Ghanaian jollof rice but one is set in the United States, the other in Accra.  Both tell the story of passing down a recipe and the central value of relationships.

]]> Module 1.4: Start with Celebration! Julie O'Neill https://humanitiesinclass.org/community/module-1-4-start-with-celebration/picture-books/ Visuals https://humanitiesinclass.org/community/module-1-4-start-with-celebration/visuals/ Sun, 11 Oct 2026 03:26:49 +0000 I agree with the article in using many types of visuals for better understanding. I am going to incorporate many visuals with the attempt to avoid stereotypical images for the students. I am going to add past images, modern day images, and videos of certain cities that we are going to discuss throughout the curriculum.

]]> Module 1.4: Start with Celebration! Francisca Miranda https://humanitiesinclass.org/community/module-1-4-start-with-celebration/visuals/ Meet Students Where They Are https://humanitiesinclass.org/community/module-1-4-start-with-celebration/meet-students-where-they-are/ Fri, 09 Oct 2026 16:40:04 +0000 This discussion reminded me of the many children's books that were previously shared with us that broke the tropes of primitive, one-note ideas about the people of African countries.  I have incorporated using universal celebrations with my students this year. We started by discussing birthdays and are expanding it to talk about birthday celebrations in Hispanic/Latinx culture for this month.  

It is my plan to have a shorter unit about birthdays again with students later in the year and incorporating the book, Happy Birthday, Jamela! by Niki Daly which is set in a diverse community in South Africa.  I feel like starting with a universal celebration like birthdays is very accessible to even my youngest students and hopefully helps them realize that people have more things in common than they do different and that the differences deserve respect as well.

]]> Module 1.4: Start with Celebration! Tara Thomas https://humanitiesinclass.org/community/module-1-4-start-with-celebration/meet-students-where-they-are/