As the Latin@ population continues to grow in the United States, it is imperative that social studies teachers are aware of the rich history and sociocultural complexities of Latin@ identity. In particular, there is a large population of Latin@s of African descent throughout Latin America, the Caribbean, and North America. However, Afro-Latin@s…

The authors discuss how high school students participated in a unit in which they learned about African American history in a 1:1 computer classroom--in particular, how they were able to use digital history to learn about a variety of African American leaders who are not frequently covered in the traditional American History textbook. In addition,…

Reviews the historical development and present status of African studies, and makes some predictions about its future growth and directions. Points out merits of a coupling of African and Afro-American studies. (JB)

Explores the immigration history of Afro-Americans from the West Indies to the United States in the late 19th and early 20th centuries. Specific focus is a case study of the communal patterns of the immigrants in Perth Amboy, New Jersey. Provides suggestions on how to plan other local history projects such as this. (BSR)

Although black militants often make a case against white teachers of black history, a student evaluation of this author's course shows that this bias is not shared by a majority of students, black and white. (JB)

Starting from the belief that objective scholarship is a necessary requisite in a black studies rationale, the author goes on to point out the complexities in attaining that objectivity. Teacher qualifications and student participation in planning are briefly discussed. (JB)

The presentation of American style of perception and expectations for group behavior has often been avoided by professional history. Afro-American history has a unique contribution to make in exploring the myths of identity which have held our culture together. (Author/KM)

The traditional social studiescurriculum must properly prepare minority and majority students to live in a racially pluralistic society. When non-black youths become fully apprised of the many black contributions to our country, they may be less likely to develop or retain racist sentiments. (Author)

Those engaged in teaching history should not shrink from the implications raised by current debates over black history and black attitudes. To study black history is to study American history. (Author/JB)

In many universities, Black studies are turning into rap sessions or soul courses, are taught only by Blacks, and are open only to Black students. Reasons for changing these trends which are having a negative effect on the quality of education for Blacks and Whites are discussed. (RM)

Presents resources for teaching about Dr. Martin Luther King, Jr. Outlines criteria for selecting biographies for children and young adults. Identifies problems in certain biographies of King, and recommends high quality biographies of King. Discusses exercises for integrating themes from King's life into the classroom. (RW)