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But for Lyle, it’s the best spot in the room. It’s where students gather for morning meetings, read-alouds, and when Lyle wants to facilitate an intimate learning conversation instead of a lecture. Lyle compared the feeling on the rug to that of gathering around a campfire. “They’re all kind of sitting in a relaxed, comfortable place, there’s proximity, but there’s also, you know, just like a shared comfort level of having the rug,” she said. That makes it easier for her students to test new ideas, \u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">express emotions\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/52590/why-debate-may-be-the-best-way-to-save-constructive-disagreement\">disagree civilly\u003c/a>. “It’s been a very intentional place for us every year to see each other as equals and see each other as people,” Lyle said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last spring, her students gathered on the rug as they kicked off a social studies unit on school desegregation in Virginia, where they live. Lyle projected vocabulary words, like segregation, prejudice and integration on the smartboard above their heads, and the class practiced saying them together. Then Lyle clicked forward to a \u003ca href=\"https://motonmuseum.org/learn/moton-school-story-digital-exhibit/\">black and white photo of a group of teenagers\u003c/a>.\u003c/span>\u003cspan style=\"font-weight: 400\"> Lyle asked the fourth graders to study the image closely. “I want you to observe and see as many things as you can before we even start today,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The teenagers in the photo were students at R.R. Moton High School – a segregated school in Farmville, Virginia, just over two hours southeast of where the fourth graders attended school.\u003c/span>\u003cspan style=\"font-weight: 400\"> In 1951, the Moton students \u003ca href=\"https://motonmuseum.org/about/the-moton-story/\">went on strike to demand better school conditions\u003c/a>, which the white school board denied them. Their activism led to them becoming the only student plaintiffs in Brown v. Board of Education – the Supreme Court case that found school segregation unconstitutional \u003ca href=\"https://www.kqed.org/mindshift/63692/5-takeaways-on-school-segregation-70-years-after-brown-v-board\">70 years ago\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of reading about the Moton student strike in a textbook, fourth graders in Rockingham County Public Schools, where Lyle teaches, learn about it through photographs, diary entries and stories of the young people involved. These first-hand accounts of history are called primary sources. “A primary source at its very core is the raw material of history,” said Lee Ann Potter, the Director of Professional Learning and Outreach Initiatives at the Library of Congress.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many students today are \u003ca href=\"https://www.socialstudies.org/tps\">learning history through primary sources\u003c/a>. That shift, according to Potter, arose in the last two decades as museums and archival institutions began digitizing their collections, making them accessible to teachers and students online. At the Library of Congress, Potter and her team develop resources to help teachers use primary sources in their classrooms. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64657\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64657\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-800x1067.jpg\" alt=\"\" width=\"300\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-scaled.jpg 1920w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">An exit ticket for a fourth grade lesson on segregation and integration at Rockingham County Public Schools. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Rockingham County, Lyle and a team of teachers designed a fourth grade civil rights unit\u003c/span>\u003cspan style=\"font-weight: 400\"> using the \u003c/span>\u003ca href=\"https://c3teachers.org/inquiry-design-model/\">\u003cspan style=\"font-weight: 400\">Inquiry Design Model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an instructional approach that encourages students to explore and investigate topics, rather than being passive recipients of information. In the civil rights unit, primary sources prompt that inquiry and exploration. That’s possible because, according to Lyle and her colleagues, primary sources can make \u003ca href=\"https://www.kqed.org/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes\">people and events from history\u003c/a> feel more real and more textured for students. They can also help kids learn to think critically about the information they’re consuming. That’s increasingly \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">necessary\u003c/a> as young people \u003ca href=\"https://www.kqed.org/mindshift/63681/how-do-you-counter-misinformation-critical-thinking-is-step-one\">navigate a digital world\u003c/a> filled with misinformation and disinformation from both humans and artificial intelligence.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building empathy with historical figures\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the first day of the civil rights unit last spring, Lyle didn’t tell her students all the details about the Moton student strike. That would come later. Looking at the photo of the students was a preview amid a broader introduction to racial segregation. After answering some initial questions, Lyle clicked through slides that included background information on the Jim Crow era and more black and white photos of segregated water fountains, buses and neighborhoods. With each slide, the fourth graders pointed out details and asked questions. As the images marched on, their frustration with the injustices of the past rose.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64640\" class=\"wp-caption alignleft\" style=\"max-width: 350px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64640\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1020x1360.jpg\" alt=\"\" width=\"350\" height=\"467\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-scaled.jpg 1920w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003cfigcaption class=\"wp-caption-text\">Fourth graders in Miranda Lyle’s class sort through historical photos trying to identify which ones reflect segregation and which ones reflect integration. The activity was part of a lesson on the Civil Rights Movement in Virginia. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So far, are you guys feeling like ‘separate but equal’ is fair?” Lyle asked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Nooo! No!” The students shouted before she even finished the question.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that’s a lie,” said one student, Alex.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lyle said their reactions illustrated how photographs can help students empathize with people and events of the past. “Giving kids primary sources is one of the biggest signs of respect we can show the kids and the story,” she said. “I think it tells [them] we trust them. We know they can do it. And it gives them the opportunity to not just sit back and listen, but to become detectives, to uncover the story that might be deeper than what we were going to present them to begin with.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Examining agency and decision making\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At another fourth grade classroom in Rockingham County, students know teacher Carrie Lillard as a history buff who will occasionally bust out a rap from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Hamilton\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. On one wall of her room, a bulletin board says “History is storytelling” and features over a dozen cards highlighting notable people and events in \u003ca href=\"https://www.kqed.org/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy\">Virginia history\u003c/a>. By framing history as storytelling, Lillard said she wants students to see that the past is composed of people who made choices. And to be able to analyze the consequences – good, bad or complicated.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64658\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64658\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A bulletin board in Carrie Lillard’s fourth grade classroom at Mountain View Elementary School in Rockingham County, Virginia. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the historical characters the fourth graders learn the most about in the civil rights unit is \u003ca href=\"https://motonmuseum.org/learn/biography-barbara-rose-johns-powell/\">Barbara Johns\u003c/a>, the quiet 16-year-old\u003c/span>\u003cspan style=\"font-weight: 400\"> who led her \u003ca href=\"https://motonschoolstory.org/home/\">Moton High School classmates\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> in the strike for better school facilities and resources. According to the \u003ca href=\"https://motonmuseum.org/\">Robert Russa Moton Museum\u003c/a>, Moton High School was constructed for about 200 students. But by the 1950s it held more than 450.\u003c/span>\u003cspan style=\"font-weight: 400\"> And that wasn’t the only challenge. The roofs of the buildings leaked. Students had to hold umbrellas over their heads on rainy days. The only heat was from a potbelly stove. Anyone who sat near it got too hot, and kids who sat far away shivered in their winter coats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">None of these problems existed at the nearby high school attended by white students. But despite lobbying by parents, the school board refused to build a new school for Black students. When Johns and her classmates went on strike, they wrote to the NAACP for help\u003c/span>\u003cspan style=\"font-weight: 400\"> and eventually sued the school board. Their case became one of five that made up Brown v. Board of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For a nine and ten year old, it’s hard to wrap your head around the idea that someone their age, or slightly older, or sometimes slightly younger, \u003ca href=\"https://www.kqed.org/mindshift/62224/student-activists-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses\">can change the world\u003c/a> and with just one small decision. And that’s exactly what she did. So kids really grasp onto that,” said Lillard. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64647\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64647\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-800x500.jpg\" alt=\"Black and white photo of a smiling woman shown from shoulders up. Grass, bushes and a house are in the background.\" width=\"800\" height=\"500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-768x480.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1.jpg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Barbara Johns led classmates at Moton High School in a fight for better school facilities that they took all the way to the Supreme Court. She is shown here as an adult. \u003ccite>(Courtesy of the Robert Russa Moton Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to photos, the Rockingham County fourth graders learn about Johns’ motivations through another primary source: her diary. They read entries that Johns wrote later in life, recounting her time in high school. In one entry, she recalled missing the school bus one morning and trying to hitch a ride.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“One morning I was so busy rushing my brothers and sister down the hill to school that I forgot my own lunch and had to rush back up the hill to retrieve it. In the meantime, the bus arrived, picked them up and left me standing there by the roadside waiting to thumb a ride with whomever came by. About an hour later, I was still waiting when the white school bus drives by half empty on its way to Farmville High School. It would have to pass by my school to get to that school, and I couldn’t ride with them. Right then and there, I decided, indeed, something had to be done about this inequality – and I still didn’t know what.”\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Emery, a fourth grader in Lillard’s class, reading Johns’ own words brought this history to life. “I liked how it was, in particular, how it was [the story of] a young girl,” Emery said. “Normally we learn about older people. But no, we learned about a 16-year-old, still a teenager.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the Moton students and other Brown v. Board plaintiffs were successful, school segregation didn’t end immediately in Virginia. Local and state officials there actively defied the court ruling, even closing schools in several counties instead of integrating.\u003c/span>\u003cspan style=\"font-weight: 400\"> It took more protests\u003c/span>\u003cspan style=\"font-weight: 400\"> and more court cases,\u003c/span>\u003cspan style=\"font-weight: 400\"> for schools to actually integrate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lillard said her emphasis on viewing historical figures as people who had agency and made choices helps her students process this complex history. “I’m like, OK, so, you know, think about the same people who weren’t just automatically okay with the Civil War being over? They still harbor a lot of anger and resentment the same way, just because you’re forced to \u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">apologize to a friend\u003c/a> doesn’t automatically fix it,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Fostering critical thinking skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lillard and Lyle said that their former students still bring up Barbara Johns even when they leave fourth grade. For Lyle, that’s different from when she covered this topic without primary sources. “They knew her role. They knew her name. That was really it,” she said of earlier students. “I’m not even sure if they remember her story at all. Because they were passive in that process.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of social studies isn’t just to memorize a list of names and dates. It’s also to help kids learn skills like analyzing information sources, using evidence to distinguish fact from opinion, and comparing and contrasting people, places and events.\u003c/span>\u003cspan style=\"font-weight: 400\"> An example of that kind of \u003ca href=\"https://www.kqed.org/mindshift/54470/why-content-knowledge-is-crucial-to-effective-critical-thinking\">critical thinking\u003c/a> occurred as Lyle’s students studied old photos of segregation. While examining a photo of a sign for a whites-only neighborhood, a student named Lily raised her hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What makes me mad is that when the sign says, ‘We want white tenants in our white community,’ it has American flags on it,” Lily said. “And the Black people … are a part of America. So why do the white people say they’re usually more a part of America than the Black people?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lyle said that Lily’s observation and question impressed her: “I was kind of sitting back there like, ‘Oh my goodness, that’s brilliance.’ And that’s because she had the opportunity to just stare at a picture and stare long enough to see the little details that otherwise could be missed.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Potter, the Library of Congress educator, agreed that giving students opportunities to study primary sources can foster critical thinking. “The fact that you can go to the source where the information originated and get the context of the source and the rest of the story – if you can get kids interested and excited about that, then what we’re going to do is train a generation of young people to constantly question where information is coming from,” she said. “That is absolutely what primary sources can do for young people. And goodness knows we need more of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers \u003c/span>\u003ca href=\"https://www.loc.gov/programs/teachers/getting-started-with-primary-sources/\">\u003cspan style=\"font-weight: 400\">new to primary sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Potter recommended picking one item or document that complements the secondary sources in the curriculum. Teachers can invite students to observe, reflect and ask questions about the primary source using a \u003c/span>\u003ca href=\"https://www.loc.gov/static/programs/teachers/getting-started-with-primary-sources/documents/Primary_Source_Analysis_Tool_LOC.pdf\">\u003cspan style=\"font-weight: 400\">one-page worksheet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> developed by her team. The library’s website also contains \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/?fa=partof_type:primary+source+set\">\u003cspan style=\"font-weight: 400\">curated sets of primary sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> related to popular curriculum topics, such as \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/new-deal/\">\u003cspan style=\"font-weight: 400\">the New Deal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/womens-suffrage/\">\u003cspan style=\"font-weight: 400\">women’s suffrage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/rosa-parks/\">\u003cspan style=\"font-weight: 400\">Rosa Parks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://blogs.loc.gov/teachers/\">\u003cspan style=\"font-weight: 400\">Blog posts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer tips for how to use those resources.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8008383152\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">And I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nimah, do you like to make pancakes?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">I do! They’re one of my favorite foods.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Have you ever put peanut butter in your pancakes?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">No. It sounds delicious, but Kara, why do you ask?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> I recently learned that civil rights icon Rosa Parks put peanut butter in her pancake batter. Her recipe is handwritten on the back of a bank envelope.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">And the recipe itself is terrific. It really is. If you need a good pancake recipe, add some peanut butter to it, and you will love them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s Lee Ann Potter. She’s the Director of Professional Learning and Outreach Initiatives at the Library of Congress in Washington, DC, where the Rosa Parks papers are held.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The Library of Congress is home to all sorts of documents from America’s past. They range from legal records\u003c/span>\u003cspan style=\"font-weight: 400\"> to items that reflect the daily life of historical figures.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The Rosa Parks collection includes a date book\u003c/span>\u003cspan style=\"font-weight: 400\">, photos of her with family,\u003c/span>\u003cspan style=\"font-weight: 400\"> birthday cards sent to her by admiring children\u003c/span>\u003cspan style=\"font-weight: 400\">, and more. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s a series in her papers of her membership cards. And, you know, you see her membership card for AARP. And it’s like, never occurred to me that Rosa Parks might be a member of AARP. But her membership card is in her papers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Lee Ann and her team develop resources\u003c/span>\u003cspan style=\"font-weight: 400\"> to help teachers use Library of Congress materials like these\u003c/span>\u003cspan style=\"font-weight: 400\"> in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter:\u003c/b> \u003cspan style=\"font-weight: 400\">There is not a day that goes by when I don’t stumble on something in the collection that either catches my breath or makes me think, oh, who can I tell about this cool thing? And\u003c/span> \u003cspan style=\"font-weight: 400\">the former classroom teacher in me is always thinking about, what is the thing that might have captured student attention or gotten students to think differently or deeply about something?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The materials at the Library of Congress are what we call primary sources. Unlike textbooks, they are first-hand accounts of the past.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">A primary source at its very core is the raw material of history. They can be newspapers. They can be photographs, maps, architectural drawings, sound recordings. They can be receipts. They can be memos. They can be scribbles. They can be doodles. They can be, truly, objects.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Many students today are learning history through primary sources. That wasn’t always the norm.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In the past two decades, museums and archival institutions started digitizing their collections and putting them online.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">I think as soon as the materials became available and more and more of these organizations worked in partnership with educators to really start building some pedagogy and tools around using these materials as classroom tools, as exercises, as opportunities for students, that’s when everything started to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Primary sources can make people and events of the past feel more real and more textured for students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">They can also help kids learn to think critically about the information they’re consuming. That’s increasingly necessary as young people navigate a digital world filled with misinformation and disinformation from both humans and artificial intelligence.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter:\u003c/b> \u003cspan style=\"font-weight: 400\">The fact that you can go to the source where the information originated and get the context of the source and the rest of the story – if you can get kids interested and excited about that, then what we’re going to do is, is train a generation of young people to constantly question where information is coming from and constantly wonder, what is the original source for this bit of information that someone is trying to convey to me? And I think that is absolutely what primary sources can do for young people. And and goodness knows we need more of that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">In this episode of MindShift, we’re going to hear how primary sources can bring history to life and deepen students’ understanding of the past.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">We’ll do that by visiting two schools in Virginia where students are learning about the Civil Rights Movement. Stay with us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> What happened after the Civil war?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class:\u003c/b>\u003cspan style=\"font-weight: 400\"> Reconstruction!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">To dig into the power of learning with primary sources, we’re visiting a fourth grade classroom in Rockingham County, Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">So what are the words we’re gonna talk about today?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class:\u003c/b> \u003cspan style=\"font-weight: 400\">Amendment, segregation, and pre-\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">Prejudice.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Amendment, segregation and prejudice. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class:\u003c/b> \u003cspan style=\"font-weight: 400\">Prejudice.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Those are the vocab words that students are learning in Miranda Lyle’s fourth grade class. The class is gathered on a beige rug at the front of the room.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> You think you know what segregation means? What do you think it means?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">This is the start of a social studies unit about school desegregation. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">White and Black people were separated from each other based on race, right?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Next, Miranda projects a black and white photo of a group of teenagers onto the smart board.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">You’re going to read this picture. I want you to observe and see as many things as you can before we even start today. What do you, what do you notice? Why don’t you have a quiet thumb up. Keep looking at the screen. See if you can give me more than one idea.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The photograph is from 1951. It shows about 40 African-American teenagers standing outside looking at the camera. The boys wear collared shirts and in some cases ties. The girls wear dresses or long skirts and blouses. Many also wear long coats. In the background there are two buildings and a sidewalk flanked by mud and puddles.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Levi: \u003c/b>\u003cspan style=\"font-weight: 400\">They look like they’re going to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">They look like they’re going to school. What makes you think they’re going to school?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Levi: \u003c/b>\u003cspan style=\"font-weight: 400\">Because they have, like, uniforms on. Well, like they have clothes that look school-y.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">They have clothes that look kind of professional, kind of ready for school, I like that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> These teenagers were students at R.R. Moton High School.\u003c/span>\u003cspan style=\"font-weight: 400\"> That was a segregated school in Farmville, Virginia – just over two hours southeast of where the fourth graders are sitting now.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Miranda’s students don’t know it yet, but the young people they’re looking at were some of the plaintiffs in Brown v. Board of Education – the Supreme Court case that found school segregation unconstitutional 70 years ago.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Abigail.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Abigail: \u003c/b>\u003cspan style=\"font-weight: 400\">It looks like, like, in the background those are like schools. Like the schools that they were in, like those small buildings.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student: \u003c/b>\u003cspan style=\"font-weight: 400\">Like cabins.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">It looks like schools, smaller buildings, you notice they kind of look like cabins. What makes you think cabins when you look at that?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student: \u003c/b>\u003cspan style=\"font-weight: 400\">Like they’re made out of, like, wood and, like, it doesn’t really look like somewhere you’d want to live.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The buildings they’re discussing were temporary classrooms made with cheap tar paper siding. Some people in Farmville said they looked like chicken coops. County officials built them to deal with overcrowding at Moton High School.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The school was constructed for about 200 students. But by the 1950s it held more than 450.\u003c/span>\u003cspan style=\"font-weight: 400\"> And that wasn’t the only challenge. The roofs of the buildings leaked. Students had to hold umbrellas over their heads on rainy days.\u003c/span> \u003cspan style=\"font-weight: 400\">The only heat was from a potbelly stove. Anyone who sat near it got too hot, and kids who sat far away shivered in their winter coats.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">None of these problems existed at the nearby high school attended by white students. But despite lobbying by parents, the school board refused to build a new school for Black students.\u003c/span>\u003cspan style=\"font-weight: 400\"> To protest the disparities, a quiet 16-year-old named Barbara Johns led her classmates in a two-week\u003c/span>\u003cspan style=\"font-weight: 400\"> strike in 1951.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The students wrote to the NAACP for help\u003c/span>\u003cspan style=\"font-weight: 400\"> and eventually sued the school board. Their case became one of five that made up Brown v. Board of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda’s fourth grade class will learn about all of that during this social studies unit. For now, this photo of the R. R. Moton students is just a teaser. Today is all about understanding the historical context of the Jim Crow era.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> We’re going to keep going because today we’re going to be looking at a lot of different pictures and a lot of different primary sources like this one.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda clicks through slides that include background info and more black and white photos depicting segregated water fountains, buses and neighborhoods. The fourth graders point out details and ask questions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">As they study the photos, they’re getting a strong sense of what racial segregation looked like. And they are not happy about it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">So, so far, are you guys feeling like separate but equal …\u003c/span>\u003c/p>\n\u003cp>\u003cb>Alex: \u003c/b>\u003cspan style=\"font-weight: 400\">Is really a lie.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Is fair?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class: \u003c/b>\u003cspan style=\"font-weight: 400\">No. No!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">What are you feeling so far, Alex?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Alex: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s like, I think that’s a lie.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">You think that separate but equal is a lie.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda says, these photographs help students empathize with people and events of the past.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Actually giving kids primary sources is one of the biggest signs of respect we can show the kids and the story. I think it tells us we trust them. We know they can do it. And it gives them the opportunity to not just sit back and listen, but to become detectives, to uncover the story that might be deeper than what we were going to present them to begin with.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Here’s one student, Lily, responding to a photo of a sign for a whites-only neighborhood.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lily: \u003c/b>\u003cspan style=\"font-weight: 400\">What makes me mad is that when the sign says ‘We want white people in our white community,’ it has American flags on it. And the Black people are a part of America. So why do the white people say they’re usually more a part of America than the Black people?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">You’re angry because those flags are for the United States, right? And you’re saying all races live in the United States. And at this point, remember, this is after that 15, 13, 14, the 15th amendment. So the Constitution says, yeah, these people are Americans, too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Miranda and a team of teachers in Rockingham County designed this civil rights unit using inquiry-based teaching. That’s a method that encourages students to ask questions about the world and develop analytical thinking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Lily’s observation about the flag is an example of how primary sources can drive inquiry.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">I was really impressed. I was I was kind of, like, sitting back there like, oh my goodness, that’s brilliance. And that’s because she had the, you know, like, had the opportunity to just stare at a picture and stare long enough to see the little details that otherwise could be missed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Learning with primary sources has some great benefits, but it also comes with challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">One of the big ones is that documents from the past may use language we wouldn’t use today. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">For instance, some of the photos that Miranda’s students were looking at included signs referring to Black people as “colored.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Which is a sign that we’re going to see in a lot of different primary sources we look at. But remember, we talked last week about that Maya Angelou quote in, um, growth mindset that said, ‘know better and do better.’ Remember how we talked about how that’s something that was on those signs, but are we going to use that term? No, because we know better than that, so we’re going to do better than that. So using terms like African-American, even saying things like Black people or brown people, that’s allowed. But we want to stray away from using words that aren’t used anymore.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Even with the upfront discussion about appropriate language, these are fourth graders. They’re still learning. And things can come up that require gentle correction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b>\u003cspan style=\"font-weight: 400\"> … that the Blacks are not getting treated very nicely because they have like —\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> Black people – we want to make sure we have that ‘people’ word at the end there. The Black people.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b>\u003cspan style=\"font-weight: 400\"> Mmhm.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda tries to model the “know better, do better” idea herself, too. During their Civil War study, she had a slide that used the term “runaway slaves.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">And I was talking with my class one day. I was like, I don’t like how that sounds, because, you know, and they’re like, ‘Well, yeah, runaway sounds like it’s a bad thing.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">She went online and looked for alternate terms.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">And one that I found that my kids have really attached to was freedom seekers, because we talked about how ‘runaway’ sounds like they’re doing something wrong and they’re not doing anything wrong. They’re trying to, you know, gives them just a different way of looking at the entire situation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s not just language that can be hard in social studies. Topics like slavery and segregation reveal difficult truths about violence and injustice in American history. These topics have also become politicized in recent years.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">According to the news outlet Education Week, 17 states have passed bills or other policies that limit teachers’ ability to discuss racism in school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That includes here in Virginia, where the governor issued an executive order that bans so-called “divisive concepts,” such as critical race theory – which is an academic and legal framework.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Proponents of such policies often say that talking about racial injustice will make white children feel guilty. Miranda’s school is predominantly white\u003c/span>\u003cspan style=\"font-weight: 400\">, and that hasn’t been her experience.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">I had a student put on a study guide, ‘Which side did Virginia support?’ It was like ‘Virginia,’ he outlined in a heart, and then ‘supported the Confederacy’ and then had a broken heart. So they’re able to see, like, it’s not ‘you’re the problem’ or ‘Virginia today is the problem.’ They’re able to kind of see these, yeah, that was a big mistake people made for a long time. That was actually really detrimental. Why? Because kids, I think even our age, when we were children would have had the same, ‘That’s not fair’ had it been presented as, look at these primary sources. Look at these actual pictures.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda also makes sure her students know that even though the R.R. Moton facilities were unequal, the students there were smart and had teachers who maintained high expectations for them. She doesn’t want her students to unconsciously equate bad conditions with people being downtrodden.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Just because they had more supplies or they had better buildings or things like that, does that mean that the students weren’t as good?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class: \u003c/b>\u003cspan style=\"font-weight: 400\">No.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Does it mean that the teachers weren’t as good?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class: \u003c/b>\u003cspan style=\"font-weight: 400\">No, no.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Remember we talked about at one of the schools we’re going to discuss, at R.R. Moton high school, one of the teachers would go on to work for NASA. Does that sound like somebody who’s going to be a good science teacher? Somebody who goes to NASA?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">A good math teacher?\u003c/span> \u003cspan style=\"font-weight: 400\">Yeah. So we’re going to keep talking about these things.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">After this introduction to segregation, the fourth graders will learn about Barbara Johns, the 16-year-old I mentioned earlier. She led her classmates in a fight for equal education that they took all the way to the Supreme Court.\u003c/span>\u003cspan style=\"font-weight: 400\"> That story is the beating heart\u003c/span> \u003cspan style=\"font-weight: 400\">of this unit.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carrie Lillard: \u003c/b>\u003cspan style=\"font-weight: 400\">One of the coolest things about Barbara Johns is that she was one, a student. She was not the same age as my own kids that I teach, but she was still a student who saw a problem in her school, which was in Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This is Carrie Lillard. She’s another fourth grade teacher in Rockingham County. She was on the same team as Miranda that created this unit about Barbara Johns and her classmates.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carrie Lillard: \u003c/b>\u003cspan style=\"font-weight: 400\">For a nine and ten year old, it’s hard to wrap your head around the idea that someone their age or slightly older, or sometimes slightly younger, can change the world and with just one small decision. And that’s exactly what she did. So kids really grasp onto that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">One way the fourth graders learn about Barbara Johns is from another primary source: her diary.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lily: \u003c/b>\u003cspan style=\"font-weight: 400\">One morning I was so busy rushing my brothers and sister down the hill to school that I forgot my own lunch and had to rush back up the hill to retrieve it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s one of Carrie’s students, Lily. She’s reading a diary entry that Barbara Johns wrote later in life recounting her time in high school. In it, Barbara recalls missing the school bus one morning and trying to hitch a ride.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lily: \u003c/b>\u003cspan style=\"font-weight: 400\">About an hour later, I was still waiting when the white school bus drives by half empty on its way to Farmville High School. It would have to pass by my school to get to that school, and I couldn’t ride with them. Right then and there, I decided, indeed, something had to be done about this inequality.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Here’s another student, Emery, recalling what Barbara did after the day she missed the bus.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">She went up to her music teacher and said, ‘Hey, I have a problem’. And the teacher and she told her the problem. And the music teacher said, ‘If you have a problem, why don’t you fix it?’ And she gathered all these people in the auditorium and said, ‘If you want to be with me, you can be with me.’ And then she led a strike.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Reading the diary entries helped Emery connect with Barbara Johns and the Brown v. Board case on a personal level.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">I liked how it was, in particular, how it was a young girl. Normally when we, we learn about, like, older people. But no, we learned about a 16 year old. Still a teenager.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Why did that stand out to you?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">Because usually to teenagers, like these days in 2024, do some dumb stuff.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">laughs\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span> \u003cspan style=\"font-weight: 400\">But Barbara Johns wasn’t doing dumb stuff?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">No, she was doing brilliant stuff.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The Rockingham County teachers told me that their former students still bring up Barbara Johns even when they leave fourth grade. Miranda says that’s different from when she covered this topic without primary sources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">They knew her role. They knew her name. That was really it. And if they held onto it, what I could say about it now. I’m not even sure if they remember her story at all. Because it was more, they were passive in that process.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The goal of social studies isn’t just to memorize a list of names and dates. It’s also to help kids learn skills like analyzing information sources, using evidence to distinguish fact from opinion, and comparing and contrasting people, places and events.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">I heard examples of all of those skills as the fourth graders discussed photos and diary entries from Virginia’s history.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">They’re not just sitting back and being passive listeners to a story. They’re seeing the actual actions and the consequences of those actions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Those critical thinking skills also help students wrestle with the complexity of the past. Like the fact that schools did not immediately integrate after Brown v. Board of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In Virginia, local and state officials actively defied the court ruling. They even closed schools in several counties instead of integrating.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">It took more protests\u003c/span>\u003cspan style=\"font-weight: 400\"> and more court cases,\u003c/span>\u003cspan style=\"font-weight: 400\"> for schools to actually integrate in Virginia.\u003c/span>\u003cspan style=\"font-weight: 400\"> Carrie says the fourth graders learn about all of that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carrie Lillard: \u003c/b>\u003cspan style=\"font-weight: 400\">Approaching history from ‘we are we are a combination of all of the choices we make’ helps when we get to this point. I’m like, OK, so, you know, think about the same people who weren’t just automatically okay with the Civil War being over, they still harbor a lot of anger and resentment the same way, just because you’re forced to apologize to a friend doesn’t automatically fix it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">For their final assignment, the fourth graders write a letter to Barbara Johns’ sister, Joan Johns Cobbs. She participated in the Moton student strike and is still alive today.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leigha: \u003c/b>\u003cspan style=\"font-weight: 400\">Dear Mrs. Johns Cobbs. We have been learning about your sister Barbara Johns’ legacy in my history class and the impacts she has made in our lives. She was brave by doing what is right because she felt like she had to do something.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s Leigha, now a fifth grader. She’s reading the letter she wrote a year earlier in Carrie’s class.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leigha: \u003c/b>\u003cspan style=\"font-weight: 400\">… I’m going to defend girls because she inspired me to say ‘no’ when boys say girls can’t run or play sports, but they can. Barbara Johns has inspired me to stand up for what I believe in. Thank you for making the USA what it is today. Thanks for everything.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">We just heard about an entire social studies unit centered around primary sources. But teachers don’t have to overhaul the whole curriculum to get started teaching this way.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Lee Ann Potter’s team at the Library of Congress recommends picking one primary source that complements the secondary sources schools are using.\u003c/span>\u003cspan style=\"font-weight: 400\"> Teachers can invite students to observe, reflect and ask questions about the primary source.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The Library of Congress’s website for teachers has a one-page worksheet to walk students through that observe-reflect-question cycle.\u003c/span>\u003cspan style=\"font-weight: 400\"> The website also has curated sets of primary sources related to popular curriculum topics.\u003c/span>\u003cspan style=\"font-weight: 400\"> And lots of tips for how to use those resources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">History is rich with stories. Primary sources can unlock those stories by humanizing the people who came before us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When young people form connections with the past, it helps them understand our world today and determine the future they want to create.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Thank you to Miranda Lyle, Carrie Lillard and all of their fourth grade students. The students you heard in this episode were:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Levi, Abigail, Alex, Lily D., Lilly J., Emery and Leigha.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thanks also to Lee Ann Potter at the Library of Congress and Beau Dickenson at Rockingham County Public Schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you want to learn more about Barbara Johns, you can visit the Robert Russa Moton Museum in Farmville, Virginia\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The rest of the MindShift team includes Ki Sung, Marlena Jackson-Retondo and Jennifer Ng.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional support from Jen Chien, Katie Sprenger, Maha Sanad, and Holly Kernan.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you love MindShift, and enjoyed this episode, please share it with a friend. We really appreciate it. You can also read more or subscribe to our newsletter at K-Q-E-D-dot-org-slash-MindShift.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thanks for listening!\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"At a school district in Virginia, fourth graders learn about segregation and the Civil Rights Movement by studying historical photos and diary entries.","status":"publish","parent":0,"modified":1726057508,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":182,"wordCount":6410},"headData":{"title":"Humanizing History by Teaching with Primary Sources | KQED","description":"At a school district in Virginia, fourth graders learn about segregation and the Civil Rights Movement by studying historical photos and diary entries.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"At a school district in Virginia, fourth graders learn about segregation and the Civil Rights Movement by studying historical photos and diary entries.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Humanizing History by Teaching with Primary Sources","datePublished":"2024-09-10T03:00:34-07:00","dateModified":"2024-09-11T05:25:08-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC8008383152.mp3?updated=1725914762","sticky":false,"nprStoryId":"kqed-64572","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/64572/humanizing-history-by-learning-with-primary-sources","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To an outside observer, there’s nothing particularly special about the beige rug at the front of Miranda Lyle’s fourth grade classroom. But for Lyle, it’s the best spot in the room. It’s where students gather for morning meetings, read-alouds, and when Lyle wants to facilitate an intimate learning conversation instead of a lecture. Lyle compared the feeling on the rug to that of gathering around a campfire. “They’re all kind of sitting in a relaxed, comfortable place, there’s proximity, but there’s also, you know, just like a shared comfort level of having the rug,” she said. That makes it easier for her students to test new ideas, \u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">express emotions\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/52590/why-debate-may-be-the-best-way-to-save-constructive-disagreement\">disagree civilly\u003c/a>. “It’s been a very intentional place for us every year to see each other as equals and see each other as people,” Lyle said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last spring, her students gathered on the rug as they kicked off a social studies unit on school desegregation in Virginia, where they live. Lyle projected vocabulary words, like segregation, prejudice and integration on the smartboard above their heads, and the class practiced saying them together. Then Lyle clicked forward to a \u003ca href=\"https://motonmuseum.org/learn/moton-school-story-digital-exhibit/\">black and white photo of a group of teenagers\u003c/a>.\u003c/span>\u003cspan style=\"font-weight: 400\"> Lyle asked the fourth graders to study the image closely. “I want you to observe and see as many things as you can before we even start today,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The teenagers in the photo were students at R.R. Moton High School – a segregated school in Farmville, Virginia, just over two hours southeast of where the fourth graders attended school.\u003c/span>\u003cspan style=\"font-weight: 400\"> In 1951, the Moton students \u003ca href=\"https://motonmuseum.org/about/the-moton-story/\">went on strike to demand better school conditions\u003c/a>, which the white school board denied them. Their activism led to them becoming the only student plaintiffs in Brown v. Board of Education – the Supreme Court case that found school segregation unconstitutional \u003ca href=\"https://www.kqed.org/mindshift/63692/5-takeaways-on-school-segregation-70-years-after-brown-v-board\">70 years ago\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of reading about the Moton student strike in a textbook, fourth graders in Rockingham County Public Schools, where Lyle teaches, learn about it through photographs, diary entries and stories of the young people involved. These first-hand accounts of history are called primary sources. “A primary source at its very core is the raw material of history,” said Lee Ann Potter, the Director of Professional Learning and Outreach Initiatives at the Library of Congress.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many students today are \u003ca href=\"https://www.socialstudies.org/tps\">learning history through primary sources\u003c/a>. That shift, according to Potter, arose in the last two decades as museums and archival institutions began digitizing their collections, making them accessible to teachers and students online. At the Library of Congress, Potter and her team develop resources to help teachers use primary sources in their classrooms. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64657\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64657\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-800x1067.jpg\" alt=\"\" width=\"300\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-scaled.jpg 1920w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">An exit ticket for a fourth grade lesson on segregation and integration at Rockingham County Public Schools. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Rockingham County, Lyle and a team of teachers designed a fourth grade civil rights unit\u003c/span>\u003cspan style=\"font-weight: 400\"> using the \u003c/span>\u003ca href=\"https://c3teachers.org/inquiry-design-model/\">\u003cspan style=\"font-weight: 400\">Inquiry Design Model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an instructional approach that encourages students to explore and investigate topics, rather than being passive recipients of information. In the civil rights unit, primary sources prompt that inquiry and exploration. That’s possible because, according to Lyle and her colleagues, primary sources can make \u003ca href=\"https://www.kqed.org/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes\">people and events from history\u003c/a> feel more real and more textured for students. They can also help kids learn to think critically about the information they’re consuming. That’s increasingly \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">necessary\u003c/a> as young people \u003ca href=\"https://www.kqed.org/mindshift/63681/how-do-you-counter-misinformation-critical-thinking-is-step-one\">navigate a digital world\u003c/a> filled with misinformation and disinformation from both humans and artificial intelligence.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building empathy with historical figures\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the first day of the civil rights unit last spring, Lyle didn’t tell her students all the details about the Moton student strike. That would come later. Looking at the photo of the students was a preview amid a broader introduction to racial segregation. After answering some initial questions, Lyle clicked through slides that included background information on the Jim Crow era and more black and white photos of segregated water fountains, buses and neighborhoods. With each slide, the fourth graders pointed out details and asked questions. As the images marched on, their frustration with the injustices of the past rose.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64640\" class=\"wp-caption alignleft\" style=\"max-width: 350px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64640\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1020x1360.jpg\" alt=\"\" width=\"350\" height=\"467\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-scaled.jpg 1920w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003cfigcaption class=\"wp-caption-text\">Fourth graders in Miranda Lyle’s class sort through historical photos trying to identify which ones reflect segregation and which ones reflect integration. The activity was part of a lesson on the Civil Rights Movement in Virginia. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So far, are you guys feeling like ‘separate but equal’ is fair?” Lyle asked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Nooo! No!” The students shouted before she even finished the question.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that’s a lie,” said one student, Alex.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lyle said their reactions illustrated how photographs can help students empathize with people and events of the past. “Giving kids primary sources is one of the biggest signs of respect we can show the kids and the story,” she said. “I think it tells [them] we trust them. We know they can do it. And it gives them the opportunity to not just sit back and listen, but to become detectives, to uncover the story that might be deeper than what we were going to present them to begin with.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Examining agency and decision making\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At another fourth grade classroom in Rockingham County, students know teacher Carrie Lillard as a history buff who will occasionally bust out a rap from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Hamilton\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. On one wall of her room, a bulletin board says “History is storytelling” and features over a dozen cards highlighting notable people and events in \u003ca href=\"https://www.kqed.org/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy\">Virginia history\u003c/a>. By framing history as storytelling, Lillard said she wants students to see that the past is composed of people who made choices. And to be able to analyze the consequences – good, bad or complicated.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64658\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64658\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A bulletin board in Carrie Lillard’s fourth grade classroom at Mountain View Elementary School in Rockingham County, Virginia. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the historical characters the fourth graders learn the most about in the civil rights unit is \u003ca href=\"https://motonmuseum.org/learn/biography-barbara-rose-johns-powell/\">Barbara Johns\u003c/a>, the quiet 16-year-old\u003c/span>\u003cspan style=\"font-weight: 400\"> who led her \u003ca href=\"https://motonschoolstory.org/home/\">Moton High School classmates\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> in the strike for better school facilities and resources. According to the \u003ca href=\"https://motonmuseum.org/\">Robert Russa Moton Museum\u003c/a>, Moton High School was constructed for about 200 students. But by the 1950s it held more than 450.\u003c/span>\u003cspan style=\"font-weight: 400\"> And that wasn’t the only challenge. The roofs of the buildings leaked. Students had to hold umbrellas over their heads on rainy days. The only heat was from a potbelly stove. Anyone who sat near it got too hot, and kids who sat far away shivered in their winter coats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">None of these problems existed at the nearby high school attended by white students. But despite lobbying by parents, the school board refused to build a new school for Black students. When Johns and her classmates went on strike, they wrote to the NAACP for help\u003c/span>\u003cspan style=\"font-weight: 400\"> and eventually sued the school board. Their case became one of five that made up Brown v. Board of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For a nine and ten year old, it’s hard to wrap your head around the idea that someone their age, or slightly older, or sometimes slightly younger, \u003ca href=\"https://www.kqed.org/mindshift/62224/student-activists-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses\">can change the world\u003c/a> and with just one small decision. And that’s exactly what she did. So kids really grasp onto that,” said Lillard. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64647\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64647\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-800x500.jpg\" alt=\"Black and white photo of a smiling woman shown from shoulders up. Grass, bushes and a house are in the background.\" width=\"800\" height=\"500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-768x480.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1.jpg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Barbara Johns led classmates at Moton High School in a fight for better school facilities that they took all the way to the Supreme Court. She is shown here as an adult. \u003ccite>(Courtesy of the Robert Russa Moton Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to photos, the Rockingham County fourth graders learn about Johns’ motivations through another primary source: her diary. They read entries that Johns wrote later in life, recounting her time in high school. In one entry, she recalled missing the school bus one morning and trying to hitch a ride.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“One morning I was so busy rushing my brothers and sister down the hill to school that I forgot my own lunch and had to rush back up the hill to retrieve it. In the meantime, the bus arrived, picked them up and left me standing there by the roadside waiting to thumb a ride with whomever came by. About an hour later, I was still waiting when the white school bus drives by half empty on its way to Farmville High School. It would have to pass by my school to get to that school, and I couldn’t ride with them. Right then and there, I decided, indeed, something had to be done about this inequality – and I still didn’t know what.”\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Emery, a fourth grader in Lillard’s class, reading Johns’ own words brought this history to life. “I liked how it was, in particular, how it was [the story of] a young girl,” Emery said. “Normally we learn about older people. But no, we learned about a 16-year-old, still a teenager.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the Moton students and other Brown v. Board plaintiffs were successful, school segregation didn’t end immediately in Virginia. Local and state officials there actively defied the court ruling, even closing schools in several counties instead of integrating.\u003c/span>\u003cspan style=\"font-weight: 400\"> It took more protests\u003c/span>\u003cspan style=\"font-weight: 400\"> and more court cases,\u003c/span>\u003cspan style=\"font-weight: 400\"> for schools to actually integrate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lillard said her emphasis on viewing historical figures as people who had agency and made choices helps her students process this complex history. “I’m like, OK, so, you know, think about the same people who weren’t just automatically okay with the Civil War being over? They still harbor a lot of anger and resentment the same way, just because you’re forced to \u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">apologize to a friend\u003c/a> doesn’t automatically fix it,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Fostering critical thinking skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lillard and Lyle said that their former students still bring up Barbara Johns even when they leave fourth grade. For Lyle, that’s different from when she covered this topic without primary sources. “They knew her role. They knew her name. That was really it,” she said of earlier students. “I’m not even sure if they remember her story at all. Because they were passive in that process.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of social studies isn’t just to memorize a list of names and dates. It’s also to help kids learn skills like analyzing information sources, using evidence to distinguish fact from opinion, and comparing and contrasting people, places and events.\u003c/span>\u003cspan style=\"font-weight: 400\"> An example of that kind of \u003ca href=\"https://www.kqed.org/mindshift/54470/why-content-knowledge-is-crucial-to-effective-critical-thinking\">critical thinking\u003c/a> occurred as Lyle’s students studied old photos of segregation. While examining a photo of a sign for a whites-only neighborhood, a student named Lily raised her hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What makes me mad is that when the sign says, ‘We want white tenants in our white community,’ it has American flags on it,” Lily said. “And the Black people … are a part of America. So why do the white people say they’re usually more a part of America than the Black people?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lyle said that Lily’s observation and question impressed her: “I was kind of sitting back there like, ‘Oh my goodness, that’s brilliance.’ And that’s because she had the opportunity to just stare at a picture and stare long enough to see the little details that otherwise could be missed.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Potter, the Library of Congress educator, agreed that giving students opportunities to study primary sources can foster critical thinking. “The fact that you can go to the source where the information originated and get the context of the source and the rest of the story – if you can get kids interested and excited about that, then what we’re going to do is train a generation of young people to constantly question where information is coming from,” she said. “That is absolutely what primary sources can do for young people. And goodness knows we need more of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers \u003c/span>\u003ca href=\"https://www.loc.gov/programs/teachers/getting-started-with-primary-sources/\">\u003cspan style=\"font-weight: 400\">new to primary sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Potter recommended picking one item or document that complements the secondary sources in the curriculum. Teachers can invite students to observe, reflect and ask questions about the primary source using a \u003c/span>\u003ca href=\"https://www.loc.gov/static/programs/teachers/getting-started-with-primary-sources/documents/Primary_Source_Analysis_Tool_LOC.pdf\">\u003cspan style=\"font-weight: 400\">one-page worksheet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> developed by her team. The library’s website also contains \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/?fa=partof_type:primary+source+set\">\u003cspan style=\"font-weight: 400\">curated sets of primary sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> related to popular curriculum topics, such as \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/new-deal/\">\u003cspan style=\"font-weight: 400\">the New Deal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/womens-suffrage/\">\u003cspan style=\"font-weight: 400\">women’s suffrage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/rosa-parks/\">\u003cspan style=\"font-weight: 400\">Rosa Parks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://blogs.loc.gov/teachers/\">\u003cspan style=\"font-weight: 400\">Blog posts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer tips for how to use those resources.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8008383152\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">And I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nimah, do you like to make pancakes?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">I do! They’re one of my favorite foods.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Have you ever put peanut butter in your pancakes?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">No. It sounds delicious, but Kara, why do you ask?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> I recently learned that civil rights icon Rosa Parks put peanut butter in her pancake batter. Her recipe is handwritten on the back of a bank envelope.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">And the recipe itself is terrific. It really is. If you need a good pancake recipe, add some peanut butter to it, and you will love them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s Lee Ann Potter. She’s the Director of Professional Learning and Outreach Initiatives at the Library of Congress in Washington, DC, where the Rosa Parks papers are held.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The Library of Congress is home to all sorts of documents from America’s past. They range from legal records\u003c/span>\u003cspan style=\"font-weight: 400\"> to items that reflect the daily life of historical figures.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The Rosa Parks collection includes a date book\u003c/span>\u003cspan style=\"font-weight: 400\">, photos of her with family,\u003c/span>\u003cspan style=\"font-weight: 400\"> birthday cards sent to her by admiring children\u003c/span>\u003cspan style=\"font-weight: 400\">, and more. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s a series in her papers of her membership cards. And, you know, you see her membership card for AARP. And it’s like, never occurred to me that Rosa Parks might be a member of AARP. But her membership card is in her papers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Lee Ann and her team develop resources\u003c/span>\u003cspan style=\"font-weight: 400\"> to help teachers use Library of Congress materials like these\u003c/span>\u003cspan style=\"font-weight: 400\"> in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter:\u003c/b> \u003cspan style=\"font-weight: 400\">There is not a day that goes by when I don’t stumble on something in the collection that either catches my breath or makes me think, oh, who can I tell about this cool thing? And\u003c/span> \u003cspan style=\"font-weight: 400\">the former classroom teacher in me is always thinking about, what is the thing that might have captured student attention or gotten students to think differently or deeply about something?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The materials at the Library of Congress are what we call primary sources. Unlike textbooks, they are first-hand accounts of the past.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">A primary source at its very core is the raw material of history. They can be newspapers. They can be photographs, maps, architectural drawings, sound recordings. They can be receipts. They can be memos. They can be scribbles. They can be doodles. They can be, truly, objects.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Many students today are learning history through primary sources. That wasn’t always the norm.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In the past two decades, museums and archival institutions started digitizing their collections and putting them online.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">I think as soon as the materials became available and more and more of these organizations worked in partnership with educators to really start building some pedagogy and tools around using these materials as classroom tools, as exercises, as opportunities for students, that’s when everything started to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Primary sources can make people and events of the past feel more real and more textured for students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">They can also help kids learn to think critically about the information they’re consuming. That’s increasingly necessary as young people navigate a digital world filled with misinformation and disinformation from both humans and artificial intelligence.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter:\u003c/b> \u003cspan style=\"font-weight: 400\">The fact that you can go to the source where the information originated and get the context of the source and the rest of the story – if you can get kids interested and excited about that, then what we’re going to do is, is train a generation of young people to constantly question where information is coming from and constantly wonder, what is the original source for this bit of information that someone is trying to convey to me? And I think that is absolutely what primary sources can do for young people. And and goodness knows we need more of that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">In this episode of MindShift, we’re going to hear how primary sources can bring history to life and deepen students’ understanding of the past.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">We’ll do that by visiting two schools in Virginia where students are learning about the Civil Rights Movement. Stay with us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> What happened after the Civil war?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class:\u003c/b>\u003cspan style=\"font-weight: 400\"> Reconstruction!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">To dig into the power of learning with primary sources, we’re visiting a fourth grade classroom in Rockingham County, Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">So what are the words we’re gonna talk about today?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class:\u003c/b> \u003cspan style=\"font-weight: 400\">Amendment, segregation, and pre-\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">Prejudice.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Amendment, segregation and prejudice. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class:\u003c/b> \u003cspan style=\"font-weight: 400\">Prejudice.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Those are the vocab words that students are learning in Miranda Lyle’s fourth grade class. The class is gathered on a beige rug at the front of the room.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> You think you know what segregation means? What do you think it means?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">This is the start of a social studies unit about school desegregation. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">White and Black people were separated from each other based on race, right?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Next, Miranda projects a black and white photo of a group of teenagers onto the smart board.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">You’re going to read this picture. I want you to observe and see as many things as you can before we even start today. What do you, what do you notice? Why don’t you have a quiet thumb up. Keep looking at the screen. See if you can give me more than one idea.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The photograph is from 1951. It shows about 40 African-American teenagers standing outside looking at the camera. The boys wear collared shirts and in some cases ties. The girls wear dresses or long skirts and blouses. Many also wear long coats. In the background there are two buildings and a sidewalk flanked by mud and puddles.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Levi: \u003c/b>\u003cspan style=\"font-weight: 400\">They look like they’re going to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">They look like they’re going to school. What makes you think they’re going to school?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Levi: \u003c/b>\u003cspan style=\"font-weight: 400\">Because they have, like, uniforms on. Well, like they have clothes that look school-y.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">They have clothes that look kind of professional, kind of ready for school, I like that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> These teenagers were students at R.R. Moton High School.\u003c/span>\u003cspan style=\"font-weight: 400\"> That was a segregated school in Farmville, Virginia – just over two hours southeast of where the fourth graders are sitting now.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Miranda’s students don’t know it yet, but the young people they’re looking at were some of the plaintiffs in Brown v. Board of Education – the Supreme Court case that found school segregation unconstitutional 70 years ago.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Abigail.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Abigail: \u003c/b>\u003cspan style=\"font-weight: 400\">It looks like, like, in the background those are like schools. Like the schools that they were in, like those small buildings.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student: \u003c/b>\u003cspan style=\"font-weight: 400\">Like cabins.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">It looks like schools, smaller buildings, you notice they kind of look like cabins. What makes you think cabins when you look at that?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student: \u003c/b>\u003cspan style=\"font-weight: 400\">Like they’re made out of, like, wood and, like, it doesn’t really look like somewhere you’d want to live.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The buildings they’re discussing were temporary classrooms made with cheap tar paper siding. Some people in Farmville said they looked like chicken coops. County officials built them to deal with overcrowding at Moton High School.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The school was constructed for about 200 students. But by the 1950s it held more than 450.\u003c/span>\u003cspan style=\"font-weight: 400\"> And that wasn’t the only challenge. The roofs of the buildings leaked. Students had to hold umbrellas over their heads on rainy days.\u003c/span> \u003cspan style=\"font-weight: 400\">The only heat was from a potbelly stove. Anyone who sat near it got too hot, and kids who sat far away shivered in their winter coats.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">None of these problems existed at the nearby high school attended by white students. But despite lobbying by parents, the school board refused to build a new school for Black students.\u003c/span>\u003cspan style=\"font-weight: 400\"> To protest the disparities, a quiet 16-year-old named Barbara Johns led her classmates in a two-week\u003c/span>\u003cspan style=\"font-weight: 400\"> strike in 1951.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The students wrote to the NAACP for help\u003c/span>\u003cspan style=\"font-weight: 400\"> and eventually sued the school board. Their case became one of five that made up Brown v. Board of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda’s fourth grade class will learn about all of that during this social studies unit. For now, this photo of the R. R. Moton students is just a teaser. Today is all about understanding the historical context of the Jim Crow era.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> We’re going to keep going because today we’re going to be looking at a lot of different pictures and a lot of different primary sources like this one.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda clicks through slides that include background info and more black and white photos depicting segregated water fountains, buses and neighborhoods. The fourth graders point out details and ask questions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">As they study the photos, they’re getting a strong sense of what racial segregation looked like. And they are not happy about it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">So, so far, are you guys feeling like separate but equal …\u003c/span>\u003c/p>\n\u003cp>\u003cb>Alex: \u003c/b>\u003cspan style=\"font-weight: 400\">Is really a lie.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Is fair?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class: \u003c/b>\u003cspan style=\"font-weight: 400\">No. No!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">What are you feeling so far, Alex?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Alex: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s like, I think that’s a lie.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">You think that separate but equal is a lie.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda says, these photographs help students empathize with people and events of the past.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Actually giving kids primary sources is one of the biggest signs of respect we can show the kids and the story. I think it tells us we trust them. We know they can do it. And it gives them the opportunity to not just sit back and listen, but to become detectives, to uncover the story that might be deeper than what we were going to present them to begin with.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Here’s one student, Lily, responding to a photo of a sign for a whites-only neighborhood.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lily: \u003c/b>\u003cspan style=\"font-weight: 400\">What makes me mad is that when the sign says ‘We want white people in our white community,’ it has American flags on it. And the Black people are a part of America. So why do the white people say they’re usually more a part of America than the Black people?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">You’re angry because those flags are for the United States, right? And you’re saying all races live in the United States. And at this point, remember, this is after that 15, 13, 14, the 15th amendment. So the Constitution says, yeah, these people are Americans, too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Miranda and a team of teachers in Rockingham County designed this civil rights unit using inquiry-based teaching. That’s a method that encourages students to ask questions about the world and develop analytical thinking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Lily’s observation about the flag is an example of how primary sources can drive inquiry.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">I was really impressed. I was I was kind of, like, sitting back there like, oh my goodness, that’s brilliance. And that’s because she had the, you know, like, had the opportunity to just stare at a picture and stare long enough to see the little details that otherwise could be missed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Learning with primary sources has some great benefits, but it also comes with challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">One of the big ones is that documents from the past may use language we wouldn’t use today. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">For instance, some of the photos that Miranda’s students were looking at included signs referring to Black people as “colored.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Which is a sign that we’re going to see in a lot of different primary sources we look at. But remember, we talked last week about that Maya Angelou quote in, um, growth mindset that said, ‘know better and do better.’ Remember how we talked about how that’s something that was on those signs, but are we going to use that term? No, because we know better than that, so we’re going to do better than that. So using terms like African-American, even saying things like Black people or brown people, that’s allowed. But we want to stray away from using words that aren’t used anymore.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Even with the upfront discussion about appropriate language, these are fourth graders. They’re still learning. And things can come up that require gentle correction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b>\u003cspan style=\"font-weight: 400\"> … that the Blacks are not getting treated very nicely because they have like —\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> Black people – we want to make sure we have that ‘people’ word at the end there. The Black people.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b>\u003cspan style=\"font-weight: 400\"> Mmhm.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda tries to model the “know better, do better” idea herself, too. During their Civil War study, she had a slide that used the term “runaway slaves.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">And I was talking with my class one day. I was like, I don’t like how that sounds, because, you know, and they’re like, ‘Well, yeah, runaway sounds like it’s a bad thing.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">She went online and looked for alternate terms.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">And one that I found that my kids have really attached to was freedom seekers, because we talked about how ‘runaway’ sounds like they’re doing something wrong and they’re not doing anything wrong. They’re trying to, you know, gives them just a different way of looking at the entire situation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s not just language that can be hard in social studies. Topics like slavery and segregation reveal difficult truths about violence and injustice in American history. These topics have also become politicized in recent years.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">According to the news outlet Education Week, 17 states have passed bills or other policies that limit teachers’ ability to discuss racism in school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That includes here in Virginia, where the governor issued an executive order that bans so-called “divisive concepts,” such as critical race theory – which is an academic and legal framework.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Proponents of such policies often say that talking about racial injustice will make white children feel guilty. Miranda’s school is predominantly white\u003c/span>\u003cspan style=\"font-weight: 400\">, and that hasn’t been her experience.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">I had a student put on a study guide, ‘Which side did Virginia support?’ It was like ‘Virginia,’ he outlined in a heart, and then ‘supported the Confederacy’ and then had a broken heart. So they’re able to see, like, it’s not ‘you’re the problem’ or ‘Virginia today is the problem.’ They’re able to kind of see these, yeah, that was a big mistake people made for a long time. That was actually really detrimental. Why? Because kids, I think even our age, when we were children would have had the same, ‘That’s not fair’ had it been presented as, look at these primary sources. Look at these actual pictures.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda also makes sure her students know that even though the R.R. Moton facilities were unequal, the students there were smart and had teachers who maintained high expectations for them. She doesn’t want her students to unconsciously equate bad conditions with people being downtrodden.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Just because they had more supplies or they had better buildings or things like that, does that mean that the students weren’t as good?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class: \u003c/b>\u003cspan style=\"font-weight: 400\">No.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Does it mean that the teachers weren’t as good?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class: \u003c/b>\u003cspan style=\"font-weight: 400\">No, no.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Remember we talked about at one of the schools we’re going to discuss, at R.R. Moton high school, one of the teachers would go on to work for NASA. Does that sound like somebody who’s going to be a good science teacher? Somebody who goes to NASA?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">A good math teacher?\u003c/span> \u003cspan style=\"font-weight: 400\">Yeah. So we’re going to keep talking about these things.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">After this introduction to segregation, the fourth graders will learn about Barbara Johns, the 16-year-old I mentioned earlier. She led her classmates in a fight for equal education that they took all the way to the Supreme Court.\u003c/span>\u003cspan style=\"font-weight: 400\"> That story is the beating heart\u003c/span> \u003cspan style=\"font-weight: 400\">of this unit.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carrie Lillard: \u003c/b>\u003cspan style=\"font-weight: 400\">One of the coolest things about Barbara Johns is that she was one, a student. She was not the same age as my own kids that I teach, but she was still a student who saw a problem in her school, which was in Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This is Carrie Lillard. She’s another fourth grade teacher in Rockingham County. She was on the same team as Miranda that created this unit about Barbara Johns and her classmates.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carrie Lillard: \u003c/b>\u003cspan style=\"font-weight: 400\">For a nine and ten year old, it’s hard to wrap your head around the idea that someone their age or slightly older, or sometimes slightly younger, can change the world and with just one small decision. And that’s exactly what she did. So kids really grasp onto that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">One way the fourth graders learn about Barbara Johns is from another primary source: her diary.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lily: \u003c/b>\u003cspan style=\"font-weight: 400\">One morning I was so busy rushing my brothers and sister down the hill to school that I forgot my own lunch and had to rush back up the hill to retrieve it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s one of Carrie’s students, Lily. She’s reading a diary entry that Barbara Johns wrote later in life recounting her time in high school. In it, Barbara recalls missing the school bus one morning and trying to hitch a ride.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lily: \u003c/b>\u003cspan style=\"font-weight: 400\">About an hour later, I was still waiting when the white school bus drives by half empty on its way to Farmville High School. It would have to pass by my school to get to that school, and I couldn’t ride with them. Right then and there, I decided, indeed, something had to be done about this inequality.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Here’s another student, Emery, recalling what Barbara did after the day she missed the bus.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">She went up to her music teacher and said, ‘Hey, I have a problem’. And the teacher and she told her the problem. And the music teacher said, ‘If you have a problem, why don’t you fix it?’ And she gathered all these people in the auditorium and said, ‘If you want to be with me, you can be with me.’ And then she led a strike.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Reading the diary entries helped Emery connect with Barbara Johns and the Brown v. Board case on a personal level.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">I liked how it was, in particular, how it was a young girl. Normally when we, we learn about, like, older people. But no, we learned about a 16 year old. Still a teenager.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Why did that stand out to you?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">Because usually to teenagers, like these days in 2024, do some dumb stuff.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">laughs\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span> \u003cspan style=\"font-weight: 400\">But Barbara Johns wasn’t doing dumb stuff?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">No, she was doing brilliant stuff.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The Rockingham County teachers told me that their former students still bring up Barbara Johns even when they leave fourth grade. Miranda says that’s different from when she covered this topic without primary sources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">They knew her role. They knew her name. That was really it. And if they held onto it, what I could say about it now. I’m not even sure if they remember her story at all. Because it was more, they were passive in that process.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The goal of social studies isn’t just to memorize a list of names and dates. It’s also to help kids learn skills like analyzing information sources, using evidence to distinguish fact from opinion, and comparing and contrasting people, places and events.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">I heard examples of all of those skills as the fourth graders discussed photos and diary entries from Virginia’s history.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">They’re not just sitting back and being passive listeners to a story. They’re seeing the actual actions and the consequences of those actions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Those critical thinking skills also help students wrestle with the complexity of the past. Like the fact that schools did not immediately integrate after Brown v. Board of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In Virginia, local and state officials actively defied the court ruling. They even closed schools in several counties instead of integrating.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">It took more protests\u003c/span>\u003cspan style=\"font-weight: 400\"> and more court cases,\u003c/span>\u003cspan style=\"font-weight: 400\"> for schools to actually integrate in Virginia.\u003c/span>\u003cspan style=\"font-weight: 400\"> Carrie says the fourth graders learn about all of that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carrie Lillard: \u003c/b>\u003cspan style=\"font-weight: 400\">Approaching history from ‘we are we are a combination of all of the choices we make’ helps when we get to this point. I’m like, OK, so, you know, think about the same people who weren’t just automatically okay with the Civil War being over, they still harbor a lot of anger and resentment the same way, just because you’re forced to apologize to a friend doesn’t automatically fix it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">For their final assignment, the fourth graders write a letter to Barbara Johns’ sister, Joan Johns Cobbs. She participated in the Moton student strike and is still alive today.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leigha: \u003c/b>\u003cspan style=\"font-weight: 400\">Dear Mrs. Johns Cobbs. We have been learning about your sister Barbara Johns’ legacy in my history class and the impacts she has made in our lives. She was brave by doing what is right because she felt like she had to do something.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s Leigha, now a fifth grader. She’s reading the letter she wrote a year earlier in Carrie’s class.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leigha: \u003c/b>\u003cspan style=\"font-weight: 400\">… I’m going to defend girls because she inspired me to say ‘no’ when boys say girls can’t run or play sports, but they can. Barbara Johns has inspired me to stand up for what I believe in. Thank you for making the USA what it is today. Thanks for everything.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">We just heard about an entire social studies unit centered around primary sources. But teachers don’t have to overhaul the whole curriculum to get started teaching this way.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Lee Ann Potter’s team at the Library of Congress recommends picking one primary source that complements the secondary sources schools are using.\u003c/span>\u003cspan style=\"font-weight: 400\"> Teachers can invite students to observe, reflect and ask questions about the primary source.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The Library of Congress’s website for teachers has a one-page worksheet to walk students through that observe-reflect-question cycle.\u003c/span>\u003cspan style=\"font-weight: 400\"> The website also has curated sets of primary sources related to popular curriculum topics.\u003c/span>\u003cspan style=\"font-weight: 400\"> And lots of tips for how to use those resources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">History is rich with stories. Primary sources can unlock those stories by humanizing the people who came before us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When young people form connections with the past, it helps them understand our world today and determine the future they want to create.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Thank you to Miranda Lyle, Carrie Lillard and all of their fourth grade students. The students you heard in this episode were:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Levi, Abigail, Alex, Lily D., Lilly J., Emery and Leigha.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thanks also to Lee Ann Potter at the Library of Congress and Beau Dickenson at Rockingham County Public Schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you want to learn more about Barbara Johns, you can visit the Robert Russa Moton Museum in Farmville, Virginia\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The rest of the MindShift team includes Ki Sung, Marlena Jackson-Retondo and Jennifer Ng.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional support from Jen Chien, Katie Sprenger, Maha Sanad, and Holly Kernan.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you love MindShift, and enjoyed this episode, please share it with a friend. We really appreciate it. You can also read more or subscribe to our newsletter at K-Q-E-D-dot-org-slash-MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thanks for listening!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64572/humanizing-history-by-learning-with-primary-sources","authors":["11487"],"categories":["mindshift_21130","mindshift_193"],"tags":["mindshift_648","mindshift_1013","mindshift_21281","mindshift_20615"],"featImg":"mindshift_64638","label":"mindshift"},"mindshift_64539":{"type":"posts","id":"mindshift_64539","meta":{"index":"posts_1716263798","site":"mindshift","id":"64539","score":null,"sort":[1724752823000]},"guestAuthors":[],"slug":"how-to-get-kids-thinking-instead-of-mimicking-in-math-class","title":"How to Get Kids Thinking Instead of Mimicking in Math Class","publishDate":1724752823,"format":"standard","headTitle":"How to Get Kids Thinking Instead of Mimicking in Math Class | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many math classes, students are ready to bolt as soon as the bell rings. Not in \u003ca href=\"https://x.com/staci_durnin\">Staci Durnin\u003c/a>’s room. “A lot of times I hear kids say, ‘that was two periods of math already?’ And you know, when I hear that, it just makes me so happy,” said Durnin, who teaches sixth grade math at Mineola Middle School in New York. “Now I’m almost running out of time because, when the bell rings, they don’t want to leave the boards.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t always that way. After 29 years of teaching, Durnin last year adopted a new instructional approach called “thinking classrooms.” The model was developed by \u003c/span>\u003ca href=\"https://www.sfu.ca/education/faculty-profiles/pliljedahl.html\">\u003cspan style=\"font-weight: 400\">Simon Fraser University professor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and researcher \u003ca href=\"https://x.com/pgliljedahl\">Peter Liljedahl\u003c/a> and laid out in his book, \u003c/span>\u003ca href=\"https://us.corwin.com/books/building-thinking-classrooms-268862\">\u003ci>\u003cspan style=\"font-weight: 400\">Building Thinking Classrooms in Mathematics\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. Liljedahl said that his work is “a reaction to an observed and documented reality that the majority of students spend the majority of their time in math classrooms not thinking.” What are they doing instead? Mimicking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ascd.org/el/articles/you-do-we-do-i-do-a-strategy-for-productive-struggle\">\u003cspan style=\"font-weight: 400\">“I do, we do, you do”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> approach is a common teaching strategy in math classrooms. In it, a teacher demonstrates how to solve a certain type of problem, the class practices as a whole, and students practice independently. But Liljedahl said, “There’s nothing about that environment that prepares students for all of a sudden me saying, ‘Well, here, let me show you this property. Now figure out what this is,’ because all of their habits are around mimicking. And this is a problem because if students are not thinking, they’re not learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The thinking classrooms model shakes up the norms of math class to create \u003c/span>\u003ca href=\"https://www.edutopia.org/article/independent-critical-thinking-math/\">\u003cspan style=\"font-weight: 400\">a different culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around problem-solving. It draws on 15 years of Liljedahl’s \u003ca href=\"https://www.researchgate.net/publication/275953429_Building_Thinking_Classrooms_Conditions_for_Problem_Solving\">research\u003c/a> about how teaching practices affect different outcomes, such as, how quickly students start a math task, their eagerness to try a problem, how much they persist in a task, \u003c/span>\u003cspan style=\"font-weight: 400\">and other behaviors related to engagement\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The model involves students working in small, randomly chosen groups; solving problems standing up at whiteboards; building on small bits of knowledge as they go; and consolidating their discoveries as a class after working through problems. As teachers of all subjects have struggled to get students engaged in the years after pandemic shutdowns, many in math have turned to these routines as a solution.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/staci_durnin/status/1793378687976636754\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Durnin, it’s been transformative. “I’ve always looked forward to going to work, but even more so now because I know that there’s so much going on,” she said. “It’s just a lot of up out of the seats talking, collaborating. The kids are walking around the room, they’re working and they’re having fun.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Visibly random groups\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education leaders often tout collaboration as a “21st century skill.” But in the daily reality of classrooms, group work doesn’t always go well. Liljedahl has \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Peter-Liljedahl/publication/275953522_The_Affordances_of_Using_Visibly_Random_Groups_in_a_Mathematics_Classroom/links/554abf040cf29752ee7c332b/The-Affordances-of-Using-Visibly-Random-Groups-in-a-Mathematics-Classroom.pdf\">\u003cspan style=\"font-weight: 400\">studied how to improve it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, starting with a basic question: How are groups formed?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He describes two common approaches to creating student groups: teacher-assigned groups or student-selected groups. Teachers might prefer to choose groups based on academic or social goals, while students often like getting to work with their friends. It turns out, however, that neither approach is great for math engagement. Liljedahl found through interviews and surveys that regardless of who picks the groups, students go into their groups expecting to play a passive role. What works better for engagement are random groups, which break students’ expectations for how the group will act.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64546\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64546\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-800x1067.jpg\" alt=\"\" width=\"250\" height=\"333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-scaled.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Sixth graders convert fractions and decimals into percents with support from teacher Heather Hazen at Mineola Middle School in New York on March 25, 2024. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there’s a catch – students have to witness the groups being randomly assigned. They’ve had too many years of experience trying to decipher the logic behind teacher-assigned groups. They need to see the random assignment to believe it. Liljedahl calls this approach “visibly random grouping.” He suggests creating visibly random groups by having students pull from a deck of playing cards, but teachers who follow this approach have created their own methods, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Melissa, Texas, ninth–grade math teacher Amber McMellan chose UNO cards to serve the purpose. She fans out the cards, and students pick one as they enter her room. Desks are clustered in threes with a jumbo UNO card at each to signal where each group will sit. McMellan said that the first year she tried visibly random groups, she wasn’t consistent with it, and students pushed back. The second year, she made it a daily routine, and students got on board. “Now my kids don’t even think twice about getting a card from me on the way into my classroom,” she said. “If I’m not standing over by the entryway with the cards out, they’ll walk up to me and just stand waiting for me to put the cards out. It’s pretty awesome.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Durnin’s classroom in New York, students pick groups via popsicle sticks with names written on them. According to Jena, one of Durnin’s students, at first it was disappointing not getting to team up with friends every day. “But now we know it’s a lot more helpful to be with other people,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asked why it’s more helpful, Jena’s peers chimed in:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Becoming friends with other people,” said Suraj.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Probably you can communicate with others better,” said Sami.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Different ways to help you learn,” said Roel.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Maybe some people are better at the skill than you, so they can help you find strategies,” added Isabella.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Across more than a dozen of Durnin’s students in two different periods, a chorus emerged: The sixth graders liked working in random groups because they liked \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62436/how-listening-to-students-stories-can-improve-math-class\">\u003cspan style=\"font-weight: 400\">learning about each other\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and helping each other learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s no surprise to Liljedahl. “In thinking classrooms one of the things that we started to see emerge very naturally was empathy appearing among students,” he said. “What we noticed was that real collaboration doesn’t actually begin until students care as much about their partners’ learning as their own learning. And when empathy is unlocked, so many things work better in a classroom.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Vertical whiteboards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the thinking classrooms model, when students work in small groups, they don’t write in notebooks or on worksheets. Instead, they tackle math tasks on whiteboards or other \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=6Ri1vNQBk6I\">\u003cspan style=\"font-weight: 400\">vertical learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> surfaces. This means they’re \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58051/how-movement-and-gestures-can-improve-student-learning\">\u003cspan style=\"font-weight: 400\">up out of their seats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – another thing kids tend to like – and that their work is visible to each other and their teachers.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64545\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64545 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-scaled.jpg\" alt=\"\" width=\"2560\" height=\"2048\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-800x640.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-1020x816.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-160x128.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-768x615.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-1536x1229.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-2048x1639.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-1920x1536.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Students from two small groups discuss their problem solving strategies during math class at Mineola Middle School in New York on March 25, 2024. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This also makes it easier to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60104/how-to-structure-academic-math-conversations-to-support-english-learners\">\u003cspan style=\"font-weight: 400\">differentiate instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. McMellan, the Texas teacher, said that while students are at the whiteboards, she moves around the room, listening to how students explain their problem-solving strategies and watching for students who are hanging back from their group. “That right there tells me that they’re not confident in what the group is doing,” she said. “So I’ll try to get in there and ask questions, and try to get them involved a little more like, you know, hey, why don’t you write while (the others are) talking?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When groups are already connecting and collaborating, it’s powerful. “They get excited when they figure stuff out, and they literally celebrate,” McMellan said. “I’m more energized as a teacher because they’re energized.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Thin slicing\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last March, Durnin started class with a quick launch question: “You have 75% battery life on your phone or your iPad, and somebody else has one half of their battery life left. Who has more battery life? And how do you know?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students scribbled individually on their erasable table tops. After a few minutes discussing the solution as a whole class, they split into their random groups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This was their first time working with percentages in math class, but there was no big lecture at the start. Liljedahl recommends that teachers only pre-teach a topic for three to five minutes, max. In his research, he found that students do a lot more thinking when they get started on math problems quickly. When students start the lesson in a passive mode, it’s hard to switch into a more active mental state.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64542\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64542\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-800x1040.jpg\" alt=\"\" width=\"250\" height=\"325\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-800x1040.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-1020x1326.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-160x208.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-768x998.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-1181x1536.jpg 1181w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-1575x2048.jpg 1575w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-1920x2496.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-scaled.jpg 1969w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grader Tyler converts fractions and decimals into percents at Mineola Middle School in New York on March 25, 2024. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Durnin’s class, each group copied a table with three columns onto the whiteboard. They needed to convert fractions and decimals into percentages, and vice versa. Some rows in the chart were already filled out, giving them examples. They worked row-by-row, with one student using the marker to write their peers’ ideas before switching roles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The task was what Liljedahl calls a “thin slicing” task. Thin slicing is when students move through a series of problems that get slightly harder each time. Students start with something they know how to do, and the next problem has a very small variation. Instead of getting all the information up front, students \u003ca href=\"https://www.hmhco.com/blog/just-in-time-vs-just-in-case-scaffolding-how-to-foster-productive-perseverance\">build their knowledge as they go\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the rows that were already completed as guides, students noticed patterns – like how changing a fraction’s denominator can help with conversions. “Now I understand that any number – if you turn the denominator into 100, it’s easy to get a percent,” said Jena as her group finished their chart. “Because then it’s just the top number basically. It’s out of 100.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Consolidation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61581/how-a-debate-over-the-science-of-math-could-reignite-the-math-wars\">\u003cspan style=\"font-weight: 400\">math wars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> possibly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">\u003cspan style=\"font-weight: 400\">making a resurgence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, some educators who favor explicit instruction have \u003c/span>\u003ca href=\"https://educationhq.com/news/dont-buy-into-building-thinking-classrooms-in-maths-its-a-fad-school-leader-166705/\">\u003cspan style=\"font-weight: 400\">criticized\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the thinking classrooms model as new packaging on old ideas of inquiry-based learning. But while the practices may \u003ca href=\"https://bhcommunitywatch.com/2022/11/01/thinking-classroom-or-sinking-classroom/\">not always be \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">implemented with fidelity\u003c/span>\u003cspan style=\"font-weight: 400\">, explicit instruction does play a role in a thinking classroom.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64544\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64544 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Math teacher Staci Durnin discusses one group’s problem solving strategies during the “consolidation” portion of class at Mineola Middle School in New York on March 25, 2024. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While students work at the boards, Durnin and her co-teacher — Heather Hazen, a special education teacher — visited the groups. They asked questions and gave students vocabulary or other information to extend their learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then the whole class gathered together for what’s called “consolidation.” This is when Durnin helps everyone bring together the pieces of what they discovered into a bigger picture understanding. Durnin picked one group’s board to use as a model and highlighted the things they got right and mistakes that everyone could learn from. Instead of front loading concepts and vocabulary, she used this conversation to connect the key ideas to what students had discovered themselves.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64543\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64543\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-800x1067.jpg\" alt=\"\" width=\"250\" height=\"333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-scaled.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">One group’s board work after being marked up by teacher Staci Durnin during the “consolidation” portion of class at Mineola Middle School in New York on March 25, 2024. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Liljedahl said consolidation matters because “meaning making is messy,” but “meaning made can be really neat.” In other words, when students are at the whiteboards they’re in the thick of figuring out how math works. That’s really valuable. But it’s also disorganized. Consolidation helps students organize and formalize the chaos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After consolidation, or for homework, students do something called “check your understanding” – individual practice with options to choose between difficulty levels of “mild,” “medium” or “spicy.” Liljedahl’s book also includes recommendations for how to approach assessments and grading in a thinking classrooms.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Resetting the culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Liljedahl’s research, when teachers tried to apply the thinking classrooms routines by starting with the regular curriculum, students resisted. Even if students don’t like math class, they have certain expectations for it. Liljedahl found that it helps to learn the new norms through what he calls non-curricular highly engaging tasks. These are math problems and puzzles that are not linked to a learning objective. They can introduce a \u003ca href=\"https://www.kqed.org/mindshift/63556/high-school-math-can-be-playful-too\">playful energy\u003c/a> to the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What that does is it makes math fun, and it makes math feel achievable and enjoyable. And it can be very disarming for students,” Liljedahl said. He recommends that teachers spend three to five lessons on non-curricular highly engaging tasks at the start of the year to prime students’ brains for active learning. Durnin said she also found them useful coming back from holiday breaks.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/staci_durnin/status/1785740630758510593\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a great way to enculture [students] into a new way of being,” Liljedahl said. “They might perceive that mathematics is different. They might perceive that you as a teacher is different, and that this is a safe space to engage in thought and collaboration. So we’ve just created sort of an aside — a safe space where students can be different and become different.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the usual culture of math class, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62436/how-listening-to-students-stories-can-improve-math-class\">\u003cspan style=\"font-weight: 400\">where hierarchy is pervasive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s common to hear kids say they’re “\u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">not a math person\u003c/a>.” But seven months into their thinking classrooms experience, Durnin’s students had no problem identifying their strengths in math. Here’s what a few of them said:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I’m good at factor puzzles and proportions and dividing fractions because I feel like I worked on those the most. So I’m really confident with those.” – Alexis\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I think I’m good at math ’cause I can teach people like this certain strategy, or if they’re having trouble with the question. But sometimes I do struggle, like everybody else.” – Thayla\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I just love problem solving. If I really want to do something, I’ll just focus my mind on only that and then block out everything else I’m working on.” – Chloe\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the school year wrapped up in June, Durnin said that her classes showed a deeper understanding of sixth grade math than students did in her many years teaching with more traditional methods.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Durnin also said it took a lot of work to for her to adapt her lesson plans but that the change in student engagement was worth it. Along the way, she sought help from a \u003c/span>\u003ca href=\"https://www.facebook.com/groups/buildingthinkingclassrooms\">\u003cspan style=\"font-weight: 400\">Facebook group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where educators ask questions and share stories about thinking classroom practices every day. The group has over 66,000 members.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t think this is one of those teacher trends or a fad,” said McMellan, the Texas teacher. “It’s just good practices. And I think that’s what we’re all trying to find.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8519622712\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cb>Staci Durnin\u003c/b>\u003cspan style=\"font-weight: 400\">: What does percent mean?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">And I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">It would be an understatement to say that teachers have a lot on their plates right now.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> From book bans to chronic absenteeism to phone distractions, the list of challenges is long. And a lot of teachers are feeling the burnout.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Which is why I was surprised when I started hearing a different refrain from math teachers. They were telling me that they’re more excited to go to work than ever – because their students are more excited than ever.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin:\u003c/b> \u003cspan style=\"font-weight: 400\">It’s just a lot of up out of the seats talking, collaborating. The kids are walking around the room, they’re working and they’re having fun. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Amber McMellan:\u003c/b> \u003cspan style=\"font-weight: 400\">And it’s really powerful to, to, to be able to walk around and, and just hear the conversations that the students have. It’s it it’s like food for the teacher heart, you know. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">These teachers are talking about a new approach to math called “thinking classrooms.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In this model, students work standing up at whiteboards in different small groups every day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s centered around a core idea: getting kids to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">think\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> instead of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">mimic\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> in math class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Peter Liljedahl: \u003c/b>\u003cspan style=\"font-weight: 400\">What teaching math so often has become is let me show you how to do it, and then you do it. Right. It’s sort of this ‘I do, we do, you do.’ And you’re going to learn to mimic these sorts of routines and practices.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s Peter Liljedahl, the researcher who created the thinking classrooms model. Peter says that problem solving is “what we do when we don’t know what to do.” And we don’t usually let kids hang out in that space.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Peter Liljedahl: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s been an agenda around teaching math through problem solving and teaching problem solving for 35 years now. But in order to do that, to really embrace that, to, if we really want to have students learning through problem solving, then they have to get stuck, and they have to think, and they have to get unstuck. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Peter’s book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Building Thinking Classrooms in Mathematics\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, was published in 2020. It couldn’t have come at a better time. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Getting kids excited about math has never been easy. And COVID didn’t help. Even now, a few years after distance learning, teachers of all subjects are struggling to get students engaged.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> So what makes thinking classrooms different? In this episode, we’ll visit a Long Island school where you’ll hear some of the key practices in action. And we’ll examine how these practices get kids thinking instead of mimicking in math. That’s all after the break. Stay with us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">OK. If you could take out a marker.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This is Staci Durnin’s grade six math classroom at Mineola Middle School in New York. Today students are learning about percentages. They start with a question that puts percentages in a familiar context.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">Okay, so you have 75% battery life on your phone or your iPad, and somebody else has one half of their battery life left. Who has more battery life? And how do you know? Can you show the work on your tabletop?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Staci and her co-teacher read \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Building Thinking Classrooms \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">over the summer. They decided to try out the practices from the book in the new school year.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Luke: \u003c/b>\u003cspan style=\"font-weight: 400\">Um, half of 100 is 50, making 75% more.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">Why did you choose to use this percent?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Luke:\u003c/b> \u003cspan style=\"font-weight: 400\">Oh, because, for your phone, the max percent is 100%.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin:\u003c/b>\u003cspan style=\"font-weight: 400\"> So half of 100% is 50%? And clearly, this is greater than this. Good. Anybody want to explain it differently? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> This opening problem only takes a few minutes. There’s no big lecture. Instead, students are going to try working with percentages right away. In his research, Peter Liljedahl has found that students do a lot more thinking when they get started on math problems quickly.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s because when students start the lesson in a passive mode, it’s very hard to switch into a more active mental state.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Peter recommends that teachers only pre-teach a topic for three to five minutes, max. Then students work on math problems standing up at whiteboards, in groups of 3. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">All right. So we’re going to hear our groups right now. Go find your board space and get working.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In Staci Durnin’s classroom, groups are selected using popsicle sticks with students’ names written on them. A student draws the names.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b> \u003cspan style=\"font-weight: 400\">Jack. Vanessa. Nick. … \u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b> \u003cspan style=\"font-weight: 400\">Luke, Aleena and Akira.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> This way of picking groups is called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">visibly random groups\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. It’s one of the key practices of thinking classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Kara, let’s break that phrase down. Random groups means that students don’t pick their best friends to work with. It also means teachers don’t group students based on perceived ability.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">In Peter’s research, he found that when teachers pick the groups or allow students to choose who to work with, the majority of students go into the groups expecting to play a certain role. And that role is usually passive.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But when groups are randomly assigned and change every day, students don’t get locked into roles. Different perspectives get shared, and more students offer their ideas for problem solving.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">As for the “visibly” part of visibly random groups – that means that students actually \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">see\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the groups being selected. It turns out that unless it happens in front of them, students don’t believe the groups are truly random.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Heather Hazen: \u003c/b>\u003cspan style=\"font-weight: 400\">All right, everyone hear their groups? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student: \u003c/b>\u003cspan style=\"font-weight: 400\">I got the marker. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">Get some calculators. One marker per group. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> In their groups, the students copy a chart with 3 columns onto the whiteboards. They’re working to convert fractions and decimals into percentages, and vice versa.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">So, first, it’s 30 over 100.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Roel:\u003c/b>\u003cspan style=\"font-weight: 400\"> 30.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena:\u003c/b>\u003cspan style=\"font-weight: 400\"> Because it’s a percent.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Roel:\u003c/b>\u003cspan style=\"font-weight: 400\"> 100.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">And then you do — \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole: \u003c/b>\u003cspan style=\"font-weight: 400\">Three over —\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">Equals, there should be —\u003c/span>\u003c/p>\n\u003cp>\u003cb>Roel: \u003c/b>\u003cspan style=\"font-weight: 400\">Three tenths?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole:\u003c/b>\u003cspan style=\"font-weight: 400\"> Three tenths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah, three tenths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Remember, this is the first time these students are seeing percentages in math class. The way they’re learning is what Peter Liljedahl calls “thin slicing.” Thin slicing is when students move through a series of problems that get slightly harder each time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> So they start with something they know how to do, and the next problem has a very small variation. Instead of getting all the information up front, students build their knowledge as they go.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Here’s one student, Roel, explaining how his group converted a fraction into a percentage.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Roel: \u003c/b>\u003cspan style=\"font-weight: 400\">So it’s 6/8, right? That’s six quarters out of eight quarters. That means it’s actually like at 100%, but it’s just a different type of fraction which can get you there. And if you do six divided by eight, which it will get, it will get, it will give you 75%.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> You can hear that he’s starting to make sense of the different types of conversions, even if he doesn’t have all the vocabulary nailed down yet.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Roel: \u003c/b>\u003cspan style=\"font-weight: 400\">So now this is your basic ratio.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Thin slicing allows students to notice patterns and make meaning from math instead of memorizing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">And by working in small groups, students can easily share what they’re noticing to help each other learn.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When I spoke with Jena – who was in the same group as Roel – she felt she had a good grasp on the lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Had you learned anything about percents before today? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">Oh. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Roel: \u003c/b>\u003cspan style=\"font-weight: 400\">Well yeah —\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">Like I got a gist, but now I really understand it. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">What do you understand now that you didn’t before? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">Well, now I understand that, like any number, if you turn the, uh, the denominator into 100, it’s easy to get a percent. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Why does that help? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">Because it, because then it’s just the top number basically. It’s out of 100. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Students are encouraged to share ideas between groups. That’s easy to do because their work is visible on the whiteboards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Seeing the whiteboards also helps the teacher. Peter Liljedahl points out that when students are working in notebooks at their desks, it’s pretty hard to see their thinking.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Peter Liljedahl: \u003c/b>\u003cspan style=\"font-weight: 400\">But if all of a sudden all the groups are vertical working on whiteboards, me as a teacher, standing in the middle of the room, I can see exactly where I need to be. And so it’s easier for me to differentiate now, because I can see that that group needs an extension, and that group needs a hint, and that those two groups actually just need to talk to each other, because one group has the knowledge and the other group needs it. And so differentiation becomes easier because everything is made visible.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Now, just because students are immersed in problem solving in a thinking classroom, it doesn’t mean there’s no teacher talk.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">While students work at the boards, Staci Durnin and her co-teacher visit the groups. They ask questions and give students vocabulary or other information to extend their learning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Heather Hazen: \u003c/b>\u003cspan style=\"font-weight: 400\">So what was that divisible by?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Then, after board work, the whole class gathers together for what’s called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">consolidation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin:\u003c/b>\u003cspan style=\"font-weight: 400\"> Why is this an easy way to get to a hundred? I like your thinking. Go ahead, finish it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">This is when Staci helps everyone bring together the pieces of what they discovered into a bigger picture understanding.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Staci picks one group’s board to use as a model – for both the things they got right and mistakes that everyone can learn from.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">So let’s talk about some patterns that you noticed here. Let’s look at this board work. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin:\u003c/b>\u003cspan style=\"font-weight: 400\"> Who wants to start? Tell me about these two fractions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b>\u003cspan style=\"font-weight: 400\"> They’re multiplied by ten so they’re equivalent.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin:\u003c/b>\u003cspan style=\"font-weight: 400\"> Good.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I asked Peter Liljedahl why consolidation matters, he said that meaning making is messy, but meaning made is neat.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> In other words, when students are at the whiteboards they’re in the thick of figuring out how math works. That’s really valuable. But it’s also disorganized.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b> \u003ci>\u003cspan style=\"font-weight: 400\">Consolidation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> helps students organize the chaos.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">You know, you want to see a common mistake? If this wasn’t here, and this was the fraction 5/20, I often see this: oh, it’s 5%. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student: \u003c/b>\u003cspan style=\"font-weight: 400\">Percent has “cent” in and cent means 100.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin:\u003c/b>\u003cspan style=\"font-weight: 400\"> Ooh.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> After consolidation, and for homework, students do something called Check Your Understanding, or CYUs. Instead of everyone doing the same worksheet, students choose between easy, medium and extreme challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s another way to differentiate their learning. And it develops student agency.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> All of these things we heard – students standing up at whiteboards, visibly random groups, thin slicing and consolidation – they’re totally different from how Staci Durnin used to teach.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">So if I taught this lesson two years ago, it would have been me up at the front of the room, showing the kids how to set up the proportion. How do you change this fraction into a percent? Let’s get the denominator into 100. Now, with the thin slicing, they’ve discovered all of that, right? They discovered that ‘Oh the denominator has to be 100 because percent is out of 100.’ And ‘Oh this fraction is equivalent to this. So this must also equal the same percent.’ So it’s getting them to discover, then you consolidate and talk about the important pieces to the lesson. And then they practice on their own.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Not only has Staci’s teaching method changed, but the way her students are showing up has changed. In most math classes I remember taking, my classmates and I were just … silent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Crickets sound effect\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Part of the engagement comes from being up out of their seats. Movement can help generate problem-solving ideas and improve memory consolidation. And kids just like it more.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">What’s your favorite thing about this class? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Luke: \u003c/b>\u003cspan style=\"font-weight: 400\">The stand up activities you get to do every single day. Because I don’t like classrooms where all we do is sit down and look up at the board. I like classrooms where we’re involved in something and we get to do something. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Staci’s students also told me they really like working in small groups at the whiteboards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Olivia: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah, I think it helps me more, actually, because there’s other people who might explain it better for me and I can understand it better.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Hafsa: \u003c/b>\u003cspan style=\"font-weight: 400\">Also you’re working with different people, so then they might have different methods that you didn’t already learn.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Working in small, random groups feeds students’ social needs, which we know is really important for the adolescent brain. But Kara, in season eight, we talked about the needs of introverted students. How does the thinking classrooms model work for them? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> I talked to one student who said the noise at the whiteboards can be a lot. And depending on who’s in her group, sometimes she feels less comfortable sharing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lucia: \u003c/b>\u003cspan style=\"font-weight: 400\">Sometimes I don’t like working up at the boards because, like, it shows everybody what you’re doing. But like, you sometimes want to keep in your own answers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">One of her classmates had a different take, though. She said that asking a question in front of the whole class can be scary.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Alexis: \u003c/b>\u003cspan style=\"font-weight: 400\">I like small groups because at the boards, because it’s not like, as, not really embarrassing, but kind of, like when you get something wrong and like, your other partners can help you.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Small, random groups can lower the social risk for making mistakes. That’s something that Staci’s co-teacher, Heather Hazen, noticed, too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Heather Hazen: \u003c/b>\u003cspan style=\"font-weight: 400\">So actually, when we started this the first few weeks of school, I said to Staci, like, this is so weird, but the kids are doing better.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Heather is a special education teacher. She’s in the classroom with Staci to help out with students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Heather Hazen: \u003c/b>\u003cspan style=\"font-weight: 400\">And what I find for most of the kids – most, not all of them, but most of them – it gives them a chance to sit back and look, and in the small group, they ask questions to their peers more often than they would, I guess, in class.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Heather also said the thinking classrooms model allows different mathematical strengths to be seen.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Heather Hazen: \u003c/b>\u003cspan style=\"font-weight: 400\">If we’re asking how many squares you see in this larger grid of squares, sometimes our struggling students are the ones that are doing best with that task. Or they may notice the pattern differently, or see it differently, or come up with another method that somebody else wasn’t thinking about. So they have chances to shine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> I visited Staci and Heather’s classroom in March. By then, students were very accustomed to random groups and working at the whiteboards. But learning those norms takes work at the start of the year. That’s done through what Peter Liljedahl calls \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">non-curricular highly engaging tasks.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> These are math problems and puzzles that are not linked to a learning objective. They can introduce a playful energy to the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Peter Liljedahl:\u003c/b> \u003cspan style=\"font-weight: 400\">And what that does is it makes math fun, and it makes math feel achievable and enjoyable. And it can be very disarming for students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> In Peter’s research, when teachers tried to apply the thinking classrooms practices by starting with the regular curriculum…the students weren’t having it. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Peter Liljedahl: \u003c/b>\u003cspan style=\"font-weight: 400\">You know, students come into the, into a math classroom already sort of believing what math is and who they are in relation to mathematics. And then they enact those, those, those beliefs in the way they engage with a new teacher and new content.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Highly engaging non-curricular tasks essentially jolt students out of their expectations for math class.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Peter Liljedahl: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s a great way to enculture them into a new way of being. They’ve re-constructed an identity for themselves. They have maybe re- rebuilt a relationship with mathematics. They might perceive that mathematics is different. They might perceive that you as a teacher is different, and that this is a safe space to, to engage in, in thought and collaboration. So we’ve just created sort of an aside – a safe space where students can be different and become different. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> This investment ends up paying off for the rest of the year.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Peter Liljedahl:\u003c/b>\u003cspan style=\"font-weight: 400\"> When they’re not actively engaged in the learning in that way, everything is difficult. But when they are thinking anything is possible, like we’re tearing through Pythagoras in 55 minutes. Solving one- and two-step equations has never taken more than 45 minutes. Right. Factoring quadratics, which is a unit that can take anywhere from three to five days, we do it in 60 minutes.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">For Staci Durnin, the evidence that thinking classrooms works is not how quickly her students get through the math, but that her students don’t want to stop.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of times I hear kids say, that was two periods of math already? And you know, when I hear that, it just makes me so happy. So I know, you know, in the past, the double period, even for me, it’s like I have another period of this, you know, this is tough. Now I’m almost running out of time because, when the bell rings, they don’t want to leave the boards.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nimah, I’ve never heard as many kids talking about the real substance of math as I did in just a few periods at Mineola Middle School. Not even when I was in the math club at my own middle school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s pretty remarkable. But you know what we DO hear a lot? Kids and grownups who say, “I’m not a math person.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The idea of people being inherently good or bad at math is often baked into the culture of school. But when I asked Staci’s students about their strengths in math, they answered easily.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Alexis: \u003c/b>\u003cspan style=\"font-weight: 400\">Well, I’m good at, like, factor puzzles and, like, proportions and dividing fractions because I feel like I worked on those the most. So I’m really confident with those. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Thayla: \u003c/b>\u003cspan style=\"font-weight: 400\">I think I’m good at math ’cause, like, I can teach people like this certain strategy, or like, if they’re having trouble with with the question. But sometimes I do struggle with, like everybody else. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Chloe: \u003c/b>\u003cspan style=\"font-weight: 400\">I just, like, love problem solving. It’s just like if I really want to, like, do something, I’ll just like focus my mind on only that and then block out everything else I’m working on. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">I checked in with Staci again as her school year wrapped up. She told me that her students this year showed a deeper understanding of grade six math than students did in her many years teaching with more traditional methods.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When math class focuses on getting students to think instead of mimic, their confidence and their problem solving skills grow.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">And what that adds up to is a very bright future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Music]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Big thanks to Staci Durnin and Heather Hazen at Mineola Middle School in New York. The students you heard in this episode were:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Roel, Jena, Nicole, Luke, Sami, Lucia, Alexis, Olivia, Hafsa, Thayla and Chloe.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peter Liljedahl’s book is called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Building Thinking Classrooms in Mathematics.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thanks also to Amber McMellan and Julie Frizzell.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The rest of the MindShift team includes Ki Sung, Marlena Jackson-Retondo and Jennifer Ng.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña , Maha Sanad and Holly Kernan.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you love MindShift, and enjoyed this episode, please share it with a friend. We really appreciate it. You can also read more or subscribe to our newsletter at K-Q-E-D-dot-org-slash-MindShift.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thanks for listening!\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"A new teaching model is shaking up the norms of math class to create a different culture around problem-solving.","status":"publish","parent":0,"modified":1724766529,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":197,"wordCount":6411},"headData":{"title":"How to Get Kids Thinking Instead of Mimicking in Math Class | KQED","description":"A new teaching model is shaking up the norms of math class to create a different culture around problem-solving.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_64549","twTitle":"","twDescription":"","twImgId":"mindshift_64549","socialDescription":"A new teaching model is shaking up the norms of math class to create a different culture around problem-solving.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Get Kids Thinking Instead of Mimicking in Math Class","datePublished":"2024-08-27T03:00:23-07:00","dateModified":"2024-08-27T06:48:49-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC8519622712.mp3?updated=1724702192","sticky":false,"nprStoryId":"kqed-64539","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/64539/how-to-get-kids-thinking-instead-of-mimicking-in-math-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many math classes, students are ready to bolt as soon as the bell rings. Not in \u003ca href=\"https://x.com/staci_durnin\">Staci Durnin\u003c/a>’s room. “A lot of times I hear kids say, ‘that was two periods of math already?’ And you know, when I hear that, it just makes me so happy,” said Durnin, who teaches sixth grade math at Mineola Middle School in New York. “Now I’m almost running out of time because, when the bell rings, they don’t want to leave the boards.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t always that way. After 29 years of teaching, Durnin last year adopted a new instructional approach called “thinking classrooms.” The model was developed by \u003c/span>\u003ca href=\"https://www.sfu.ca/education/faculty-profiles/pliljedahl.html\">\u003cspan style=\"font-weight: 400\">Simon Fraser University professor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and researcher \u003ca href=\"https://x.com/pgliljedahl\">Peter Liljedahl\u003c/a> and laid out in his book, \u003c/span>\u003ca href=\"https://us.corwin.com/books/building-thinking-classrooms-268862\">\u003ci>\u003cspan style=\"font-weight: 400\">Building Thinking Classrooms in Mathematics\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. Liljedahl said that his work is “a reaction to an observed and documented reality that the majority of students spend the majority of their time in math classrooms not thinking.” What are they doing instead? Mimicking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ascd.org/el/articles/you-do-we-do-i-do-a-strategy-for-productive-struggle\">\u003cspan style=\"font-weight: 400\">“I do, we do, you do”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> approach is a common teaching strategy in math classrooms. In it, a teacher demonstrates how to solve a certain type of problem, the class practices as a whole, and students practice independently. But Liljedahl said, “There’s nothing about that environment that prepares students for all of a sudden me saying, ‘Well, here, let me show you this property. Now figure out what this is,’ because all of their habits are around mimicking. And this is a problem because if students are not thinking, they’re not learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The thinking classrooms model shakes up the norms of math class to create \u003c/span>\u003ca href=\"https://www.edutopia.org/article/independent-critical-thinking-math/\">\u003cspan style=\"font-weight: 400\">a different culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around problem-solving. It draws on 15 years of Liljedahl’s \u003ca href=\"https://www.researchgate.net/publication/275953429_Building_Thinking_Classrooms_Conditions_for_Problem_Solving\">research\u003c/a> about how teaching practices affect different outcomes, such as, how quickly students start a math task, their eagerness to try a problem, how much they persist in a task, \u003c/span>\u003cspan style=\"font-weight: 400\">and other behaviors related to engagement\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The model involves students working in small, randomly chosen groups; solving problems standing up at whiteboards; building on small bits of knowledge as they go; and consolidating their discoveries as a class after working through problems. As teachers of all subjects have struggled to get students engaged in the years after pandemic shutdowns, many in math have turned to these routines as a solution.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1793378687976636754"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Durnin, it’s been transformative. “I’ve always looked forward to going to work, but even more so now because I know that there’s so much going on,” she said. “It’s just a lot of up out of the seats talking, collaborating. The kids are walking around the room, they’re working and they’re having fun.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Visibly random groups\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education leaders often tout collaboration as a “21st century skill.” But in the daily reality of classrooms, group work doesn’t always go well. Liljedahl has \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Peter-Liljedahl/publication/275953522_The_Affordances_of_Using_Visibly_Random_Groups_in_a_Mathematics_Classroom/links/554abf040cf29752ee7c332b/The-Affordances-of-Using-Visibly-Random-Groups-in-a-Mathematics-Classroom.pdf\">\u003cspan style=\"font-weight: 400\">studied how to improve it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, starting with a basic question: How are groups formed?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He describes two common approaches to creating student groups: teacher-assigned groups or student-selected groups. Teachers might prefer to choose groups based on academic or social goals, while students often like getting to work with their friends. It turns out, however, that neither approach is great for math engagement. Liljedahl found through interviews and surveys that regardless of who picks the groups, students go into their groups expecting to play a passive role. What works better for engagement are random groups, which break students’ expectations for how the group will act.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64546\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64546\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-800x1067.jpg\" alt=\"\" width=\"250\" height=\"333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc5-scaled.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Sixth graders convert fractions and decimals into percents with support from teacher Heather Hazen at Mineola Middle School in New York on March 25, 2024. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there’s a catch – students have to witness the groups being randomly assigned. They’ve had too many years of experience trying to decipher the logic behind teacher-assigned groups. They need to see the random assignment to believe it. Liljedahl calls this approach “visibly random grouping.” He suggests creating visibly random groups by having students pull from a deck of playing cards, but teachers who follow this approach have created their own methods, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Melissa, Texas, ninth–grade math teacher Amber McMellan chose UNO cards to serve the purpose. She fans out the cards, and students pick one as they enter her room. Desks are clustered in threes with a jumbo UNO card at each to signal where each group will sit. McMellan said that the first year she tried visibly random groups, she wasn’t consistent with it, and students pushed back. The second year, she made it a daily routine, and students got on board. “Now my kids don’t even think twice about getting a card from me on the way into my classroom,” she said. “If I’m not standing over by the entryway with the cards out, they’ll walk up to me and just stand waiting for me to put the cards out. It’s pretty awesome.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Durnin’s classroom in New York, students pick groups via popsicle sticks with names written on them. According to Jena, one of Durnin’s students, at first it was disappointing not getting to team up with friends every day. “But now we know it’s a lot more helpful to be with other people,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asked why it’s more helpful, Jena’s peers chimed in:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Becoming friends with other people,” said Suraj.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Probably you can communicate with others better,” said Sami.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Different ways to help you learn,” said Roel.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Maybe some people are better at the skill than you, so they can help you find strategies,” added Isabella.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Across more than a dozen of Durnin’s students in two different periods, a chorus emerged: The sixth graders liked working in random groups because they liked \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62436/how-listening-to-students-stories-can-improve-math-class\">\u003cspan style=\"font-weight: 400\">learning about each other\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and helping each other learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s no surprise to Liljedahl. “In thinking classrooms one of the things that we started to see emerge very naturally was empathy appearing among students,” he said. “What we noticed was that real collaboration doesn’t actually begin until students care as much about their partners’ learning as their own learning. And when empathy is unlocked, so many things work better in a classroom.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Vertical whiteboards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the thinking classrooms model, when students work in small groups, they don’t write in notebooks or on worksheets. Instead, they tackle math tasks on whiteboards or other \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=6Ri1vNQBk6I\">\u003cspan style=\"font-weight: 400\">vertical learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> surfaces. This means they’re \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58051/how-movement-and-gestures-can-improve-student-learning\">\u003cspan style=\"font-weight: 400\">up out of their seats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – another thing kids tend to like – and that their work is visible to each other and their teachers.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64545\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64545 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-scaled.jpg\" alt=\"\" width=\"2560\" height=\"2048\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-800x640.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-1020x816.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-160x128.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-768x615.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-1536x1229.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-2048x1639.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc4-1920x1536.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Students from two small groups discuss their problem solving strategies during math class at Mineola Middle School in New York on March 25, 2024. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This also makes it easier to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60104/how-to-structure-academic-math-conversations-to-support-english-learners\">\u003cspan style=\"font-weight: 400\">differentiate instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. McMellan, the Texas teacher, said that while students are at the whiteboards, she moves around the room, listening to how students explain their problem-solving strategies and watching for students who are hanging back from their group. “That right there tells me that they’re not confident in what the group is doing,” she said. “So I’ll try to get in there and ask questions, and try to get them involved a little more like, you know, hey, why don’t you write while (the others are) talking?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When groups are already connecting and collaborating, it’s powerful. “They get excited when they figure stuff out, and they literally celebrate,” McMellan said. “I’m more energized as a teacher because they’re energized.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Thin slicing\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last March, Durnin started class with a quick launch question: “You have 75% battery life on your phone or your iPad, and somebody else has one half of their battery life left. Who has more battery life? And how do you know?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students scribbled individually on their erasable table tops. After a few minutes discussing the solution as a whole class, they split into their random groups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This was their first time working with percentages in math class, but there was no big lecture at the start. Liljedahl recommends that teachers only pre-teach a topic for three to five minutes, max. In his research, he found that students do a lot more thinking when they get started on math problems quickly. When students start the lesson in a passive mode, it’s hard to switch into a more active mental state.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64542\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64542\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-800x1040.jpg\" alt=\"\" width=\"250\" height=\"325\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-800x1040.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-1020x1326.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-160x208.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-768x998.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-1181x1536.jpg 1181w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-1575x2048.jpg 1575w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-1920x2496.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc1-scaled.jpg 1969w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grader Tyler converts fractions and decimals into percents at Mineola Middle School in New York on March 25, 2024. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Durnin’s class, each group copied a table with three columns onto the whiteboard. They needed to convert fractions and decimals into percentages, and vice versa. Some rows in the chart were already filled out, giving them examples. They worked row-by-row, with one student using the marker to write their peers’ ideas before switching roles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The task was what Liljedahl calls a “thin slicing” task. Thin slicing is when students move through a series of problems that get slightly harder each time. Students start with something they know how to do, and the next problem has a very small variation. Instead of getting all the information up front, students \u003ca href=\"https://www.hmhco.com/blog/just-in-time-vs-just-in-case-scaffolding-how-to-foster-productive-perseverance\">build their knowledge as they go\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the rows that were already completed as guides, students noticed patterns – like how changing a fraction’s denominator can help with conversions. “Now I understand that any number – if you turn the denominator into 100, it’s easy to get a percent,” said Jena as her group finished their chart. “Because then it’s just the top number basically. It’s out of 100.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Consolidation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61581/how-a-debate-over-the-science-of-math-could-reignite-the-math-wars\">\u003cspan style=\"font-weight: 400\">math wars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> possibly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">\u003cspan style=\"font-weight: 400\">making a resurgence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, some educators who favor explicit instruction have \u003c/span>\u003ca href=\"https://educationhq.com/news/dont-buy-into-building-thinking-classrooms-in-maths-its-a-fad-school-leader-166705/\">\u003cspan style=\"font-weight: 400\">criticized\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the thinking classrooms model as new packaging on old ideas of inquiry-based learning. But while the practices may \u003ca href=\"https://bhcommunitywatch.com/2022/11/01/thinking-classroom-or-sinking-classroom/\">not always be \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">implemented with fidelity\u003c/span>\u003cspan style=\"font-weight: 400\">, explicit instruction does play a role in a thinking classroom.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64544\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64544 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc3-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Math teacher Staci Durnin discusses one group’s problem solving strategies during the “consolidation” portion of class at Mineola Middle School in New York on March 25, 2024. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While students work at the boards, Durnin and her co-teacher — Heather Hazen, a special education teacher — visited the groups. They asked questions and gave students vocabulary or other information to extend their learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then the whole class gathered together for what’s called “consolidation.” This is when Durnin helps everyone bring together the pieces of what they discovered into a bigger picture understanding. Durnin picked one group’s board to use as a model and highlighted the things they got right and mistakes that everyone could learn from. Instead of front loading concepts and vocabulary, she used this conversation to connect the key ideas to what students had discovered themselves.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64543\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64543\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-800x1067.jpg\" alt=\"\" width=\"250\" height=\"333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/btc2-scaled.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">One group’s board work after being marked up by teacher Staci Durnin during the “consolidation” portion of class at Mineola Middle School in New York on March 25, 2024. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Liljedahl said consolidation matters because “meaning making is messy,” but “meaning made can be really neat.” In other words, when students are at the whiteboards they’re in the thick of figuring out how math works. That’s really valuable. But it’s also disorganized. Consolidation helps students organize and formalize the chaos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After consolidation, or for homework, students do something called “check your understanding” – individual practice with options to choose between difficulty levels of “mild,” “medium” or “spicy.” Liljedahl’s book also includes recommendations for how to approach assessments and grading in a thinking classrooms.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Resetting the culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Liljedahl’s research, when teachers tried to apply the thinking classrooms routines by starting with the regular curriculum, students resisted. Even if students don’t like math class, they have certain expectations for it. Liljedahl found that it helps to learn the new norms through what he calls non-curricular highly engaging tasks. These are math problems and puzzles that are not linked to a learning objective. They can introduce a \u003ca href=\"https://www.kqed.org/mindshift/63556/high-school-math-can-be-playful-too\">playful energy\u003c/a> to the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What that does is it makes math fun, and it makes math feel achievable and enjoyable. And it can be very disarming for students,” Liljedahl said. He recommends that teachers spend three to five lessons on non-curricular highly engaging tasks at the start of the year to prime students’ brains for active learning. Durnin said she also found them useful coming back from holiday breaks.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1785740630758510593"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a great way to enculture [students] into a new way of being,” Liljedahl said. “They might perceive that mathematics is different. They might perceive that you as a teacher is different, and that this is a safe space to engage in thought and collaboration. So we’ve just created sort of an aside — a safe space where students can be different and become different.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the usual culture of math class, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62436/how-listening-to-students-stories-can-improve-math-class\">\u003cspan style=\"font-weight: 400\">where hierarchy is pervasive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s common to hear kids say they’re “\u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">not a math person\u003c/a>.” But seven months into their thinking classrooms experience, Durnin’s students had no problem identifying their strengths in math. Here’s what a few of them said:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I’m good at factor puzzles and proportions and dividing fractions because I feel like I worked on those the most. So I’m really confident with those.” – Alexis\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I think I’m good at math ’cause I can teach people like this certain strategy, or if they’re having trouble with the question. But sometimes I do struggle, like everybody else.” – Thayla\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I just love problem solving. If I really want to do something, I’ll just focus my mind on only that and then block out everything else I’m working on.” – Chloe\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the school year wrapped up in June, Durnin said that her classes showed a deeper understanding of sixth grade math than students did in her many years teaching with more traditional methods.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Durnin also said it took a lot of work to for her to adapt her lesson plans but that the change in student engagement was worth it. Along the way, she sought help from a \u003c/span>\u003ca href=\"https://www.facebook.com/groups/buildingthinkingclassrooms\">\u003cspan style=\"font-weight: 400\">Facebook group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where educators ask questions and share stories about thinking classroom practices every day. The group has over 66,000 members.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t think this is one of those teacher trends or a fad,” said McMellan, the Texas teacher. “It’s just good practices. And I think that’s what we’re all trying to find.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8519622712\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cb>Staci Durnin\u003c/b>\u003cspan style=\"font-weight: 400\">: What does percent mean?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">And I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">It would be an understatement to say that teachers have a lot on their plates right now.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> From book bans to chronic absenteeism to phone distractions, the list of challenges is long. And a lot of teachers are feeling the burnout.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Which is why I was surprised when I started hearing a different refrain from math teachers. They were telling me that they’re more excited to go to work than ever – because their students are more excited than ever.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin:\u003c/b> \u003cspan style=\"font-weight: 400\">It’s just a lot of up out of the seats talking, collaborating. The kids are walking around the room, they’re working and they’re having fun. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Amber McMellan:\u003c/b> \u003cspan style=\"font-weight: 400\">And it’s really powerful to, to, to be able to walk around and, and just hear the conversations that the students have. It’s it it’s like food for the teacher heart, you know. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">These teachers are talking about a new approach to math called “thinking classrooms.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In this model, students work standing up at whiteboards in different small groups every day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s centered around a core idea: getting kids to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">think\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> instead of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">mimic\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> in math class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Peter Liljedahl: \u003c/b>\u003cspan style=\"font-weight: 400\">What teaching math so often has become is let me show you how to do it, and then you do it. Right. It’s sort of this ‘I do, we do, you do.’ And you’re going to learn to mimic these sorts of routines and practices.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s Peter Liljedahl, the researcher who created the thinking classrooms model. Peter says that problem solving is “what we do when we don’t know what to do.” And we don’t usually let kids hang out in that space.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Peter Liljedahl: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s been an agenda around teaching math through problem solving and teaching problem solving for 35 years now. But in order to do that, to really embrace that, to, if we really want to have students learning through problem solving, then they have to get stuck, and they have to think, and they have to get unstuck. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Peter’s book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Building Thinking Classrooms in Mathematics\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, was published in 2020. It couldn’t have come at a better time. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Getting kids excited about math has never been easy. And COVID didn’t help. Even now, a few years after distance learning, teachers of all subjects are struggling to get students engaged.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> So what makes thinking classrooms different? In this episode, we’ll visit a Long Island school where you’ll hear some of the key practices in action. And we’ll examine how these practices get kids thinking instead of mimicking in math. That’s all after the break. Stay with us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">OK. If you could take out a marker.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This is Staci Durnin’s grade six math classroom at Mineola Middle School in New York. Today students are learning about percentages. They start with a question that puts percentages in a familiar context.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">Okay, so you have 75% battery life on your phone or your iPad, and somebody else has one half of their battery life left. Who has more battery life? And how do you know? Can you show the work on your tabletop?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Staci and her co-teacher read \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Building Thinking Classrooms \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">over the summer. They decided to try out the practices from the book in the new school year.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Luke: \u003c/b>\u003cspan style=\"font-weight: 400\">Um, half of 100 is 50, making 75% more.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">Why did you choose to use this percent?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Luke:\u003c/b> \u003cspan style=\"font-weight: 400\">Oh, because, for your phone, the max percent is 100%.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin:\u003c/b>\u003cspan style=\"font-weight: 400\"> So half of 100% is 50%? And clearly, this is greater than this. Good. Anybody want to explain it differently? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> This opening problem only takes a few minutes. There’s no big lecture. Instead, students are going to try working with percentages right away. In his research, Peter Liljedahl has found that students do a lot more thinking when they get started on math problems quickly.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s because when students start the lesson in a passive mode, it’s very hard to switch into a more active mental state.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Peter recommends that teachers only pre-teach a topic for three to five minutes, max. Then students work on math problems standing up at whiteboards, in groups of 3. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">All right. So we’re going to hear our groups right now. Go find your board space and get working.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In Staci Durnin’s classroom, groups are selected using popsicle sticks with students’ names written on them. A student draws the names.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b> \u003cspan style=\"font-weight: 400\">Jack. Vanessa. Nick. … \u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b> \u003cspan style=\"font-weight: 400\">Luke, Aleena and Akira.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> This way of picking groups is called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">visibly random groups\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. It’s one of the key practices of thinking classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Kara, let’s break that phrase down. Random groups means that students don’t pick their best friends to work with. It also means teachers don’t group students based on perceived ability.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">In Peter’s research, he found that when teachers pick the groups or allow students to choose who to work with, the majority of students go into the groups expecting to play a certain role. And that role is usually passive.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But when groups are randomly assigned and change every day, students don’t get locked into roles. Different perspectives get shared, and more students offer their ideas for problem solving.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">As for the “visibly” part of visibly random groups – that means that students actually \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">see\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the groups being selected. It turns out that unless it happens in front of them, students don’t believe the groups are truly random.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Heather Hazen: \u003c/b>\u003cspan style=\"font-weight: 400\">All right, everyone hear their groups? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student: \u003c/b>\u003cspan style=\"font-weight: 400\">I got the marker. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">Get some calculators. One marker per group. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> In their groups, the students copy a chart with 3 columns onto the whiteboards. They’re working to convert fractions and decimals into percentages, and vice versa.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">So, first, it’s 30 over 100.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Roel:\u003c/b>\u003cspan style=\"font-weight: 400\"> 30.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena:\u003c/b>\u003cspan style=\"font-weight: 400\"> Because it’s a percent.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Roel:\u003c/b>\u003cspan style=\"font-weight: 400\"> 100.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">And then you do — \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole: \u003c/b>\u003cspan style=\"font-weight: 400\">Three over —\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">Equals, there should be —\u003c/span>\u003c/p>\n\u003cp>\u003cb>Roel: \u003c/b>\u003cspan style=\"font-weight: 400\">Three tenths?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole:\u003c/b>\u003cspan style=\"font-weight: 400\"> Three tenths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah, three tenths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Remember, this is the first time these students are seeing percentages in math class. The way they’re learning is what Peter Liljedahl calls “thin slicing.” Thin slicing is when students move through a series of problems that get slightly harder each time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> So they start with something they know how to do, and the next problem has a very small variation. Instead of getting all the information up front, students build their knowledge as they go.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Here’s one student, Roel, explaining how his group converted a fraction into a percentage.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Roel: \u003c/b>\u003cspan style=\"font-weight: 400\">So it’s 6/8, right? That’s six quarters out of eight quarters. That means it’s actually like at 100%, but it’s just a different type of fraction which can get you there. And if you do six divided by eight, which it will get, it will get, it will give you 75%.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> You can hear that he’s starting to make sense of the different types of conversions, even if he doesn’t have all the vocabulary nailed down yet.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Roel: \u003c/b>\u003cspan style=\"font-weight: 400\">So now this is your basic ratio.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Thin slicing allows students to notice patterns and make meaning from math instead of memorizing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">And by working in small groups, students can easily share what they’re noticing to help each other learn.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When I spoke with Jena – who was in the same group as Roel – she felt she had a good grasp on the lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Had you learned anything about percents before today? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">Oh. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Roel: \u003c/b>\u003cspan style=\"font-weight: 400\">Well yeah —\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">Like I got a gist, but now I really understand it. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">What do you understand now that you didn’t before? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">Well, now I understand that, like any number, if you turn the, uh, the denominator into 100, it’s easy to get a percent. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Why does that help? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Jena: \u003c/b>\u003cspan style=\"font-weight: 400\">Because it, because then it’s just the top number basically. It’s out of 100. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Students are encouraged to share ideas between groups. That’s easy to do because their work is visible on the whiteboards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Seeing the whiteboards also helps the teacher. Peter Liljedahl points out that when students are working in notebooks at their desks, it’s pretty hard to see their thinking.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Peter Liljedahl: \u003c/b>\u003cspan style=\"font-weight: 400\">But if all of a sudden all the groups are vertical working on whiteboards, me as a teacher, standing in the middle of the room, I can see exactly where I need to be. And so it’s easier for me to differentiate now, because I can see that that group needs an extension, and that group needs a hint, and that those two groups actually just need to talk to each other, because one group has the knowledge and the other group needs it. And so differentiation becomes easier because everything is made visible.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Now, just because students are immersed in problem solving in a thinking classroom, it doesn’t mean there’s no teacher talk.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">While students work at the boards, Staci Durnin and her co-teacher visit the groups. They ask questions and give students vocabulary or other information to extend their learning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Heather Hazen: \u003c/b>\u003cspan style=\"font-weight: 400\">So what was that divisible by?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Then, after board work, the whole class gathers together for what’s called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">consolidation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin:\u003c/b>\u003cspan style=\"font-weight: 400\"> Why is this an easy way to get to a hundred? I like your thinking. Go ahead, finish it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">This is when Staci helps everyone bring together the pieces of what they discovered into a bigger picture understanding.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Staci picks one group’s board to use as a model – for both the things they got right and mistakes that everyone can learn from.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">So let’s talk about some patterns that you noticed here. Let’s look at this board work. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin:\u003c/b>\u003cspan style=\"font-weight: 400\"> Who wants to start? Tell me about these two fractions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b>\u003cspan style=\"font-weight: 400\"> They’re multiplied by ten so they’re equivalent.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin:\u003c/b>\u003cspan style=\"font-weight: 400\"> Good.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I asked Peter Liljedahl why consolidation matters, he said that meaning making is messy, but meaning made is neat.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> In other words, when students are at the whiteboards they’re in the thick of figuring out how math works. That’s really valuable. But it’s also disorganized.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b> \u003ci>\u003cspan style=\"font-weight: 400\">Consolidation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> helps students organize the chaos.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">You know, you want to see a common mistake? If this wasn’t here, and this was the fraction 5/20, I often see this: oh, it’s 5%. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student: \u003c/b>\u003cspan style=\"font-weight: 400\">Percent has “cent” in and cent means 100.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin:\u003c/b>\u003cspan style=\"font-weight: 400\"> Ooh.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> After consolidation, and for homework, students do something called Check Your Understanding, or CYUs. Instead of everyone doing the same worksheet, students choose between easy, medium and extreme challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s another way to differentiate their learning. And it develops student agency.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> All of these things we heard – students standing up at whiteboards, visibly random groups, thin slicing and consolidation – they’re totally different from how Staci Durnin used to teach.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">So if I taught this lesson two years ago, it would have been me up at the front of the room, showing the kids how to set up the proportion. How do you change this fraction into a percent? Let’s get the denominator into 100. Now, with the thin slicing, they’ve discovered all of that, right? They discovered that ‘Oh the denominator has to be 100 because percent is out of 100.’ And ‘Oh this fraction is equivalent to this. So this must also equal the same percent.’ So it’s getting them to discover, then you consolidate and talk about the important pieces to the lesson. And then they practice on their own.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Not only has Staci’s teaching method changed, but the way her students are showing up has changed. In most math classes I remember taking, my classmates and I were just … silent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Crickets sound effect\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Part of the engagement comes from being up out of their seats. Movement can help generate problem-solving ideas and improve memory consolidation. And kids just like it more.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">What’s your favorite thing about this class? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Luke: \u003c/b>\u003cspan style=\"font-weight: 400\">The stand up activities you get to do every single day. Because I don’t like classrooms where all we do is sit down and look up at the board. I like classrooms where we’re involved in something and we get to do something. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Staci’s students also told me they really like working in small groups at the whiteboards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Olivia: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah, I think it helps me more, actually, because there’s other people who might explain it better for me and I can understand it better.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Hafsa: \u003c/b>\u003cspan style=\"font-weight: 400\">Also you’re working with different people, so then they might have different methods that you didn’t already learn.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Working in small, random groups feeds students’ social needs, which we know is really important for the adolescent brain. But Kara, in season eight, we talked about the needs of introverted students. How does the thinking classrooms model work for them? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> I talked to one student who said the noise at the whiteboards can be a lot. And depending on who’s in her group, sometimes she feels less comfortable sharing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lucia: \u003c/b>\u003cspan style=\"font-weight: 400\">Sometimes I don’t like working up at the boards because, like, it shows everybody what you’re doing. But like, you sometimes want to keep in your own answers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">One of her classmates had a different take, though. She said that asking a question in front of the whole class can be scary.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Alexis: \u003c/b>\u003cspan style=\"font-weight: 400\">I like small groups because at the boards, because it’s not like, as, not really embarrassing, but kind of, like when you get something wrong and like, your other partners can help you.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Small, random groups can lower the social risk for making mistakes. That’s something that Staci’s co-teacher, Heather Hazen, noticed, too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Heather Hazen: \u003c/b>\u003cspan style=\"font-weight: 400\">So actually, when we started this the first few weeks of school, I said to Staci, like, this is so weird, but the kids are doing better.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Heather is a special education teacher. She’s in the classroom with Staci to help out with students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Heather Hazen: \u003c/b>\u003cspan style=\"font-weight: 400\">And what I find for most of the kids – most, not all of them, but most of them – it gives them a chance to sit back and look, and in the small group, they ask questions to their peers more often than they would, I guess, in class.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Heather also said the thinking classrooms model allows different mathematical strengths to be seen.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Heather Hazen: \u003c/b>\u003cspan style=\"font-weight: 400\">If we’re asking how many squares you see in this larger grid of squares, sometimes our struggling students are the ones that are doing best with that task. Or they may notice the pattern differently, or see it differently, or come up with another method that somebody else wasn’t thinking about. So they have chances to shine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> I visited Staci and Heather’s classroom in March. By then, students were very accustomed to random groups and working at the whiteboards. But learning those norms takes work at the start of the year. That’s done through what Peter Liljedahl calls \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">non-curricular highly engaging tasks.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> These are math problems and puzzles that are not linked to a learning objective. They can introduce a playful energy to the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Peter Liljedahl:\u003c/b> \u003cspan style=\"font-weight: 400\">And what that does is it makes math fun, and it makes math feel achievable and enjoyable. And it can be very disarming for students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> In Peter’s research, when teachers tried to apply the thinking classrooms practices by starting with the regular curriculum…the students weren’t having it. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Peter Liljedahl: \u003c/b>\u003cspan style=\"font-weight: 400\">You know, students come into the, into a math classroom already sort of believing what math is and who they are in relation to mathematics. And then they enact those, those, those beliefs in the way they engage with a new teacher and new content.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Highly engaging non-curricular tasks essentially jolt students out of their expectations for math class.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Peter Liljedahl: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s a great way to enculture them into a new way of being. They’ve re-constructed an identity for themselves. They have maybe re- rebuilt a relationship with mathematics. They might perceive that mathematics is different. They might perceive that you as a teacher is different, and that this is a safe space to, to engage in, in thought and collaboration. So we’ve just created sort of an aside – a safe space where students can be different and become different. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> This investment ends up paying off for the rest of the year.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Peter Liljedahl:\u003c/b>\u003cspan style=\"font-weight: 400\"> When they’re not actively engaged in the learning in that way, everything is difficult. But when they are thinking anything is possible, like we’re tearing through Pythagoras in 55 minutes. Solving one- and two-step equations has never taken more than 45 minutes. Right. Factoring quadratics, which is a unit that can take anywhere from three to five days, we do it in 60 minutes.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">For Staci Durnin, the evidence that thinking classrooms works is not how quickly her students get through the math, but that her students don’t want to stop.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Staci Durnin: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of times I hear kids say, that was two periods of math already? And you know, when I hear that, it just makes me so happy. So I know, you know, in the past, the double period, even for me, it’s like I have another period of this, you know, this is tough. Now I’m almost running out of time because, when the bell rings, they don’t want to leave the boards.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nimah, I’ve never heard as many kids talking about the real substance of math as I did in just a few periods at Mineola Middle School. Not even when I was in the math club at my own middle school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s pretty remarkable. But you know what we DO hear a lot? Kids and grownups who say, “I’m not a math person.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The idea of people being inherently good or bad at math is often baked into the culture of school. But when I asked Staci’s students about their strengths in math, they answered easily.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Alexis: \u003c/b>\u003cspan style=\"font-weight: 400\">Well, I’m good at, like, factor puzzles and, like, proportions and dividing fractions because I feel like I worked on those the most. So I’m really confident with those. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Thayla: \u003c/b>\u003cspan style=\"font-weight: 400\">I think I’m good at math ’cause, like, I can teach people like this certain strategy, or like, if they’re having trouble with with the question. But sometimes I do struggle with, like everybody else. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Chloe: \u003c/b>\u003cspan style=\"font-weight: 400\">I just, like, love problem solving. It’s just like if I really want to, like, do something, I’ll just like focus my mind on only that and then block out everything else I’m working on. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">I checked in with Staci again as her school year wrapped up. She told me that her students this year showed a deeper understanding of grade six math than students did in her many years teaching with more traditional methods.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When math class focuses on getting students to think instead of mimic, their confidence and their problem solving skills grow.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">And what that adds up to is a very bright future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Music]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Big thanks to Staci Durnin and Heather Hazen at Mineola Middle School in New York. The students you heard in this episode were:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Roel, Jena, Nicole, Luke, Sami, Lucia, Alexis, Olivia, Hafsa, Thayla and Chloe.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peter Liljedahl’s book is called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Building Thinking Classrooms in Mathematics.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thanks also to Amber McMellan and Julie Frizzell.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The rest of the MindShift team includes Ki Sung, Marlena Jackson-Retondo and Jennifer Ng.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña , Maha Sanad and Holly Kernan.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you love MindShift, and enjoyed this episode, please share it with a friend. We really appreciate it. You can also read more or subscribe to our newsletter at K-Q-E-D-dot-org-slash-MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thanks for listening!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64539/how-to-get-kids-thinking-instead-of-mimicking-in-math-class","authors":["11487"],"categories":["mindshift_194","mindshift_21130"],"tags":["mindshift_1028","mindshift_392"],"featImg":"mindshift_64549","label":"mindshift"},"mindshift_64470":{"type":"posts","id":"mindshift_64470","meta":{"index":"posts_1716263798","site":"mindshift","id":"64470","score":null,"sort":[1723543254000]},"guestAuthors":[],"slug":"5-ways-the-black-panthers-shaped-u-s-schools","title":"5 Ways the Black Panthers Shaped U.S. Schools","publishDate":1723543254,"format":"audio","headTitle":"5 Ways the Black Panthers Shaped U.S. Schools | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When \u003c/span>\u003ca href=\"https://www.angelaleblancernest.com/\">\u003cspan style=\"font-weight: 400\">Angela LeBlanc-Ernest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> first learned about the Black Panther Party for Self-Defense in college in the 1980s, she realized there was a lot of history missing from the textbooks she used as a K12 student. A documentarian and historian, LeBlanc-Ernest went on to author chapters about women in the Black Panther Party in \u003c/span>\u003ca href=\"https://www.angelaleblancernest.com/book-chapters\">\u003cspan style=\"font-weight: 400\">two books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span> \u003cspan style=\"font-weight: 400\">Some 40 years later, she said \u003c/span>\u003ca href=\"https://www.kqed.org/news/11944699/its-uplifting-all-of-us-oakland-high-school-students-experience-lessons-in-black-history-beyond-the-classroom\">\u003cspan style=\"font-weight: 400\">textbooks still\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> commonly \u003c/span>\u003ca href=\"https://www.pbs.org/newshour/show/the-often-misunderstood-legacy-of-the-black-panther-party\">\u003cspan style=\"font-weight: 400\">misrepresent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or downplay the Panthers’ significance.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.history.com/topics/black-history/black-panthers\">\u003cspan style=\"font-weight: 400\">Founded in 1966\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Oakland, California, the Black Panther Party was created to patrol African American neighborhoods and protect residents from police brutality. While it’s often remembered for its militancy, the party’s \u003c/span>\u003ca href=\"https://www.britannica.com/topic/Black-Panther-Ten-Point-Program\">\u003cspan style=\"font-weight: 400\">Ten-Point Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> advocated for broader social reforms, including \u003c/span>\u003ca href=\"https://nmaahc.si.edu/explore/stories/black-panther-party-challenging-police-and-promoting-social-change\">\u003cspan style=\"font-weight: 400\">prison reform, voter registration drives and health clinics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Learning about the Ten-Point Program, especially point five, which demanded education that teaches people their true history, was eye-opening, said LeBlanc-Ernest. “I became curious about the Black Panther Party, which was a grassroots organization of young people primarily, who decided it was time to create a community based alternative to the poor educational experiences that they had.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Black Panthers’ innovative approaches to education and community support have had a \u003c/span>\u003ca href=\"https://www.kqed.org/arts/13940221/black-panthers-oakland-community-school-50th-anniversary\">\u003cspan style=\"font-weight: 400\">lasting influence on U.S. schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Their initiatives included creating one of the first community schools, offering successful food programs, using \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching\">\u003cspan style=\"font-weight: 400\">student-centered learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools\">\u003cspan style=\"font-weight: 400\">mindfulness practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and promoting \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58898/retaining-and-sustaining-black-teachers\">\u003cspan style=\"font-weight: 400\">diversity in education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Here are five ways the Black Panthers shaped the educational landscape.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. They are credited with creating a first-of-its-kind school\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">From her hometown in Washington, D.C., to Lincoln, Pennsylvania, where she tutored young students and attended college, Ericka Huggins witnessed Black children’s struggles firsthand. “They couldn’t read by fifth grade, and it wasn’t their fault. We blame people for their poverty. We blame them for their lack of education,” she said. “I just wanted a better life for them.” Following this desire, Huggins and her husband drove across the country and joined the Black Panther Party for Self-Defense in 1968. “I knew there had to be some way for me to connect with people who felt the same way,” Huggins said.\u003c/span>\u003c/p>\n\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cfigure id=\"attachment_64474\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64474\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Community School Childcare Program van. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the 1960s and 1970s, Black children faced harsher discipline, were discouraged from asking questions, and attended under-resourced schools. “It was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62934/bettina-love-examines-the-impact-of-education-policies-on-black-students-and-what-we-can-do-next\">\u003cspan style=\"font-weight: 400\">structural\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Huggins. She described the public school system at that time as “old and broken.” In 1971, the Panthers opened the \u003c/span>\u003ca href=\"https://ocsproject.wixsite.com/website/political-education-class-studies-a\">\u003cspan style=\"font-weight: 400\">Samuel L. Napier Intercommunal Youth Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for party members’ children ages 5 to 12 in East Oakland, converting a church into a school by day and a community center by night. This initiative attracted other parents who wanted their children to attend, leading to the establishment of the \u003c/span>\u003ca href=\"https://www.ktvu.com/news/educate-to-liberate-oakland-community-school-led-to-success-by-black-panthers\">\u003cspan style=\"font-weight: 400\">Oakland Community School in 1973\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with Huggins as its director. It started with 50 students and focused on caring for the whole child beyond academics. They provided transportation, food and clothing for students and families in need.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Oakland Community School is regarded as one of the nation’s \u003c/span>\u003ca href=\"https://www.communityschoolsrevolution.org/we-are-ones-weve-been-waiting-oakland-s-full-service-community-school-district\">\u003cspan style=\"font-weight: 400\">first community schools – a model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which public schools partner with community organizations to provide comprehensive support services alongside traditional academic instruction. Many of Oakland Community School’s practices formed the \u003c/span>\u003ca href=\"https://sfstandard.com/2023/08/07/oaklands-pioneering-educational-model-has-black-panthers-to-thank/\">\u003cspan style=\"font-weight: 400\">blueprint for community schools today\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. They established one of the most successful food programs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many people are familiar with today’s free and reduced lunch options for students from low-income, but there was a time when free school meals were not common. “Children were expected to go to school and learn without any food,” Huggins said. This wasn’t due to parental neglect, she added. Many parents worked multiple jobs to make ends meet.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64478\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64478\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Community School students eating in the school cafeteria, July 1981. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most significant contributions of the Black Panther Party was its \u003c/span>\u003ca href=\"https://www.history.com/news/free-school-breakfast-black-panther-party\">\u003cspan style=\"font-weight: 400\">free breakfast program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.kqed.org/arts/13950520/ruth-beckford-dance-black-panthers-free-breakfast-program\">\u003cspan style=\"font-weight: 400\">Launched in 1969\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, this program provided thousands of underprivileged children with free meals before school. When the Oakland Community School opened, it extended this support by feeding students and staff three meals a day at no additional cost to families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the USDA had \u003c/span>\u003ca href=\"https://www.fns.usda.gov/sbp/factsheet\">\u003cspan style=\"font-weight: 400\">piloted free breakfast efforts starting in the mid-1960s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the program only gained traction in the early 1970s — right around the time the Black Panthers’ programs were dismantled. In 1975, the School Breakfast Program was permanently authorized. Today, it helps feed over 14.57 million children before school.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. They used restorative practices and alternatives to discipline\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers at the Oakland Community School integrated \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57002/how-mindfulness-during-class-can-help-students-and-teachers\">\u003cspan style=\"font-weight: 400\">mindfulness practices into the school day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48371/the-role-of-yoga-in-healing-trauma\">\u003cspan style=\"font-weight: 400\">practiced yoga\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and were encouraged to do yoga poses if they \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">\u003cspan style=\"font-weight: 400\">misbehaved in class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We didn’t believe in sitting anybody in a corner or in a dungeon or in a basement or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">ostracizing them from class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and making them sit alone,” Huggins said. “We believed that you just need to recalibrate.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64475\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64475\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Community School students stretching during physical education on the playground.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, a student might be asked to do a tree pose — standing on one leg with arms extended — if they were unfocused. Difficulty with the pose indicated a need for better concentration. “We reached a point where students would say, ‘I’m not feeling focused. Can I go get myself together and come back?’” Huggins recalled. After lunch, students of all ages \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55444/what-students-gain-by-teaching-their-peers-how-to-meditate\">\u003cspan style=\"font-weight: 400\">meditated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3 to 4 minutes. Huggins said that former students often remember these \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56849/look-inward-to-make-external-change-advice-from-a-meditation-teacher\">\u003cspan style=\"font-weight: 400\">meditation sessions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> fondly, even decades later.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Educate to Liberate: A Black Panther Photographic Time Capsule Unveiled\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/m9Bf_hv7Il4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>4. Their motto was “the world is a child’s classroom”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland Community School did not use traditional grade levels. Instead, children worked in groups based on their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52866/why-competency-based-education-is-exciting-and-where-it-may-stumble\">\u003cspan style=\"font-weight: 400\">abilities in different subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to LeBlanc-Ernest. The school operated on the belief that “the world is a child’s classroom,” focusing on teaching students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63681/how-do-you-counter-misinformation-critical-thinking-is-step-one\">\u003cspan style=\"font-weight: 400\">how to think rather than what to think\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she said. “They learned traditional academic information that was expanded and broadened because of the interests and the intentions of the staff.” Students engaged with the community through field trips to music performances and museum exhibits.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64473\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64473\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Ericka Huggins and Rosa Parks during Parks’ visit to Oakland Community School on May 2, 1980. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The curriculum went beyond \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51857/lies-my-teacher-told-me-and-how-american-history-can-be-used-as-a-weapon\">\u003cspan style=\"font-weight: 400\">U.S. History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to include international topics. For example, students learned the capitals of every African country — a practice that was groundbreaking at the time. The curriculum emphasized the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">\u003cspan style=\"font-weight: 400\">brilliance of students’ own cultures\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and others. “We wanted them to know about history. We wanted them to know about themselves as people coming from great ancestry no matter their race or ethnicity,” said Huggins.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. The students and teachers at their school celebrated diversity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huggins described those who worked at Oakland Community School as a “rainbow staff” that included teachers who left public schools to work at the so-called Panther School.LeBlanc-Ernest noted that the staff was diverse, with equal numbers of men and women. \u003c/span>\u003c/p>\n\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cfigure id=\"attachment_64477\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64477\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland Community School, late 1970s. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students came from various Bay Area cities, and while the majority were Black, the school also included White Asian, and Latino students. “We didn’t ever turn away a student because they were not Black,” Huggins said. Many are surprised by this diversity, she noted. “I said, ‘Why are you shocked? We were the Black Panther Party’ and they have to think about what they’ve been told.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school closed in 1982 after operating for 10 years, around the same time the Black Panther Party for Self-Defense \u003c/span>\u003ca href=\"https://apnews.com/article/black-panther-party-huey-newton-race-and-ethnicity-d3cafbc0f7c0f83103f8a5ffaa66faff\">\u003cspan style=\"font-weight: 400\">officially dissolved in part due to government surveillance and attacks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The principles, mottos and schedule of this school could be replicated today if someone chose to take it on,” Huggins said. With \u003c/span>\u003ca href=\"https://www.cta.org/our-advocacy/issues/community-schools#:~:text=Community%20schools%20provide%20not%20only,this%20number%20continues%20to%20grow.\">\u003cspan style=\"font-weight: 400\">thousands of community schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the United States, some may draw on the legacy of the Oakland Community School, even if indirectly, to address the needs of students and families. “It wasn’t easy. I want everybody to understand that,” said Huggins. “ The reward was in the faces of those parents and grandparents and aunties and uncles, the faces of the staff and most importantly, the lives of the children.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2017, LeBlanc-Ernest started and directed \u003ca href=\"https://www.theocsproject.org/about\">The OCS Project \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">where she preserves and shares the history of the school through recorded conversations with former party members and digital media. She has interviewed former students who have become teachers, changemakers, and \u003c/span>\u003ca href=\"https://www.kqed.org/news/11873838/how-some-elders-are-working-to-preserve-the-legacy-of-the-black-panther-party-in-oakland\">\u003cspan style=\"font-weight: 400\">culture bearers in the Bay Area\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and beyond. “[The Black Panthers] created a foundation for the students, for the parents, for the educators, who then took that with them into the different spaces that they moved into,” LeBlanc-Ernest said. “And I think that’s a \u003c/span>\u003ca href=\"https://www.kqed.org/news/10868172/preserving-the-history-of-the-black-panthers-close-to-home\">\u003cspan style=\"font-weight: 400\">lasting legacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003cbr>\n\u003c/span>\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5911938534\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, where we explore the future of learning and how we raise our kids. I’m Nimah Gobir. The 1960s was a decade of social and cultural change. There was the civil rights movement…\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Martin Luther King, Jr. We will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood].\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Women’s liberation…\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[May Craig question to John F. Kennedy (clip): …for equal rights for women, including equal pay…]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Vietnam war…\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[President Nixon Vietnam speech (clip): There were some who urged that I end the war at once… this would have been a popular and easy course to follow…]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> A moon landing \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Neil Armstrong (clip): …one giant leap for mankind]. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It was a time when the very fabric of society was being questioned, and people were having big ideas about how people think and how people are taught. It was also when the black power movement was getting traction.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Malcolm X (clip): We are oppressed. We are exploited. We are downtrodden. We are denied not only civil rights but even human rights]. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The emphasis wasn’t on being free or access to white spaces, it was about empowerment and self-sufficiency even as widely accepted racist practices were trying to keep Black people down. It was during this era, in1966 that the Black Panther Party for Self-Defense started in Oakland. They believed in Black nationalism, socialism, and armed self-defense against police brutality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> The first thing that drew me to the Black Panther Party that I always remember about it, it said the Black Panther Party for Self-defense and Self-defense, people get their hackles up about that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Ericka Huggins. She joined the Black Panther Party in 1968. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> People think that self-defense is physical. It can be and needs to be when necessary. However, this was about supporting people who live poor and/or oppressed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We said you cannot continue to kill us. You can’t break down our doors to our homes and shoot at us. You cannot arrest us, wrongly incarcerate us and beat and murder us while we are incarcerated. You cannot deprive us of food, housing, clothing and peace. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Some of the more popular images of the Black Panthers are photos of armed men in berets looking out from behind these dark sunglasses. Or women – like Ericka – with afros waving flags and raising their fists. Even the United States FBI director, J. Edgar Hoover saw the Panther’s stance on protecting and empowering themselves as dangerous.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> J. Edgar Hoover said the Black Panther Party is the greatest threat to the internal security of the United States. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The Black Panthers had a reputation as a militant group but they did way more than challenge the police and protest against racist policies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you look up pictures of the Panthers– yes you’ll see guns and berets, but there are other images too. And the one that sticks with me is this photo of a Black Panther Party member putting down plates of food in front of young children. It’s a photo of their free breakfast program\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> Children were expected to go to school and learn without any food. We knew because we were those children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They had a founding charter which included a 10 point platform. I won’t go into all of the points but it basically said that our people – Black people– need to be able to eat, find work and feel safe. This episode we’ll talk about point 5, a focus on a fulfilling and effective education system \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Bobby Seale Speech at Oakland Auditorium (clip): We want decent education for our Black people in our community that teaches us the true nature of this decadent racist society and to teach Black people and our young Black brothers and sisters their place in this society because if they don’t know their place in society and in the world, they can’t relate to anything else].\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> Education was always important in the party. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Angela LeBlanc-Ernest is a documentarian and community archivist from Texas. She has studied and written books about the Panthers pursuit of education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> Whether it be the study sessions they had reading the different books by revolutionaries – political education classes is what they would call them – that were required, or whether it was party members tutoring kids in the local community.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She told me the idea to create a school came about when party members saw how their own kids were mistreated in mainstream schools \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> You had to start envisioning what society needed to look like for your child if they survived. Right? There is a sense so many of them didn’t think they would survive\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Party members started to conceive of a community-based alternative to the poor educational experiences they had as children. They were often disciplined harder and discouraged from asking questions. Their schools lacked supplies and books, and the curriculum rarely included stories of people who looked like them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So in response to this they opened the Intercommunal Youth Institute in east Oakland in 1971\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> It was an old church that they converted into a school and so it was a small space. They decided that they wanted to start with the number they had, which was 50 students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Gradually, other people noticed that the students and families were being treated well at this scrappy little home school where they used mindfulness practices and restorative justice. Students were engaged, respected, and learning in an environment that valued their heritage and experiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> When the community approached the Black Panther Party, when it was just the insular home school to say, “Hey, can you make this available to the community, to children in the community?” That was a prompt for them to think more broadly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> As new people joined from outside of the party, they began outgrowing the space and so they had to look for something more permanent. They changed the name to Oakland Community School and Black Panther Party member Ericka Huggins became the director. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We opened the Oakland Community School in the school year of 1973-74.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students were ages 5 -12, so it was basically an elementary school, but there were no grades. They were grouped according to their academic abilities. They also had childcare for kids who were younger than five.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Many of the students came from the Oakland area but some were coming from the greater bay area too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We had more than party members on staff. Not only did the people take their children out of public school, the public school teachers left, too, to work at… as it used to be, nicknamed the Panther School. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>This school is special for a lot of reasons, but one of the big reasons is that it was one of the earliest versions of community schools in the country. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> The school was community based, child centered, tuition free, parent friendly and we paid special attention to children whose families had trouble with clothing and food.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Nowadays when we talk about community schools, we’re talking about schools like this one, that provide for the whole child beyond academics. Often these schools have the things that families need located at or provided by the school. Oakland Community School provided groceries to families in the community and food throughout the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> Three meals a day and I said it was tuition free. The meals were also for the students and staff of the school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If parents couldn’t afford the city bus. A bus from Oakland Community School would come pick their kids up. They used curriculum that actually reflected the students that were going to the school\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> Our motto was “the world is a child’s classroom.” Which is a little different than the United States is the center of the universe. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We talked about the enslavement of Africans. We talked about the indigenous people. We talked about the resilience and brightness of our ancestors and our generations up to them and how beautiful and bright they are. We always affirmed the children. We wanted them to know about history. We wanted them to know about themselves as people coming from great ancestry no matter their race or ethnicity. We didn’t ever turn away a student because they were not Black. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students at the so-called Panther school were Black –but they were also Latino they were white students they were Asian students and biracial students\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> When people see this, they’re shocked, like, oh, why are you shocked? We were the Black Panther Party and they have to think about what they’ve been told.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We were just brave and committed because it wasn’t easy. I want everybody to understand that it didn’t just appear itself as one community school with all angels floating around making things happen. No, it was hard work and. But the reward was in the faces of those parents and grandparents and aunties and uncles. The faces of the staff. And most importantly, the lives of the children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> After about ten years of operation, The school closed in 1982 — This was around the time when The Black Panther Party officially dissolved after years of government surveillance and attacks. The free breakfast program is believed to have paved the way for expanding the government’s School Breakfast Program, which still exists today. And the Black Panther legacy is still in Oakland. For one thing, many members of the Black Panthers are alive today and physical sites across the city bear the Panthers’ name. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Now, if we fast forward 40 years, what are Oakland Schools doing with that legacy? We’ll get into that after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Let’s jump ahead to present day Oakland. Angelica was enrolling in 10th grade at Oakland International High School.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She was 18 years old and so nervous. Originally from Guatemala, she didn’t speak a word of English. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Mi hermana me inscribió en esta escuela porque ella estuvo en esta escuela y se graduó aquí y pues me sentí nerviosa porque pues no sabía nada del inglés, nada, no entendía nada, nada. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But her sister, who she was staying with at the time, was adamant about her going to school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Tienes que estudiar. Tienes que aprender. Es te necesito que tú llegas a otro nivel más que yo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Shortly after enrolling, circumstances for their family changed. All of the sudden, Angélica’s sister was providing for her kids,2 nephews, and Angelica. It was too much. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Mi hermana ya no podía con muchos gastos porque ella tiene hijos también y ella tuvo que tuvo que mantenerme a mí y a mis dos sobrinos. Pero luego ella me dijo tú ya estás grande y pues ya no sé qué voy a hacer contigo y así lo siento mucho. Y pues ella se mudó y yo me quedé sola\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Her sister moved away and Angélica had to support herself, which meant she had to make a choice that so many students make: should she keep going to school or should she leave school to work? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Tuve que salir de la escuela, tuve que irme y no tenía otra opción más que como mantenerme a mi misma.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She decided to work. She didn’t feel like she had much of a choice. According to a report by the Urban Institute, nearly a third of students ages 16-19 are working and not in school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I want to take a moment to zoom out on Angelica and talk about the school district she’s in. Oakland Unified School District. It’s credited with being the first full service community school district in the nation. That means in all of their public schools they don’t just going to focus on academics, they provide other services students and families might need like food and social services. Is this starting to sound familiar? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The superintendent Tony Smith who rolled out the plan for the community school district said that it has echoes of the Panthers and their deep care for kids. There are great examples of how Oakland Schools are drawing on the Panther legacy. And one of them is Oakland International School. The school that Angelica goes to. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Oakland International High School is a public school in the Oakland Unified School District that serves all newly arrived immigrant students, all of whom are English language learners.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Here is Lauren Markham, one of Oakland International’s founding members.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Not all, but a lot of our students are coming from conditions of poverty. We have the highest poverty rate of any Oakland high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When I walked through the school I could hear a bunch of different languages all at once. Spanish and Arabic are the ones you’ll hear most. It reminded me of the way Ericka Huggins from the Black Panther Party talked about the diversity of students and educators at the Oakland community school\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> We have students from about 20 different countries. I often describe our school as a delayed mirror of world events. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> What she means by this is that if something happens in a country far away. For example, if there’s political turmoil in Central America and it leads to a lot of refugees or asylum seekers, Oakland international will have an influx of these students a year or so later. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> More refugees arrived in the United States in the first eight months of 2023 than any year since 2017. Many schools across the country are trying to figure out how to accommodate an influx of migrant students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Newcomer students fail at wildly disproportionate rates throughout the country. And we know that when any one population is failing, it’s a function of the system and not the students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The community school model is what enables Oakland International to support their diverse student population.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> School Is not just a place where like learning and education and academics happen, but that all of these services that are around the classroom, that that connect to and support students lives, be it mental health services or health care or immigration legal services, which are all things that I think we do particularly well and that are particularly vital at Oakland International.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> I always use this example, but like if someone has an abscess tooth, they’re not going to be able to focus on math. Right? And if somebody has a pending deportation hearing coming up and they don’t have an immigration lawyer, like, yeah, they’re not working on their group project.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Working with newcomers makes the community school model really necessary \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Because so many students are coming with limited not all, but a number of our students are coming, not necessarily entering like established communities or having like established social networks and therefore like don’t necessarily know where to go to get X, Y, Z thing, or the language that they speak isn’t represented at the social services office where they would apply for Medi-Cal or Cal Fresh.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan:\u003c/strong> Everybody’s taking what they need and nobody feels ashamed. I think sometimes there’s a stigma. Like, it’s free food, I don’t need to take that. But food scarcity is real.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s Madenh Ali Hassan Oakland International’s Community School Manager, which means she oversees all the services the school offers in addition to academics. When I asked her what the school does really well. She said giving students and families food is their jam. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan: \u003c/strong>It’s a little bit of creative chaos but if you come out and see it it’s always just kind of sweet because everyone’s just taking what they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> In order to offset skyrocketing food prices, the school offers two separate food banks once a week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Just like how The Panthers saw a need in their community and provided free meals to children and families. Today we see Madenh and Oakland International doing something similar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan:\u003c/strong> We typically set up right in front of the school. And so this is open for the public. So when the community sees it, there’s a line around the block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They also want to make sure they are serving their current students, so they have another food bank set up in the cafeteria. That one is just for their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan:\u003c/strong> Everybody’s taking what they need and filling their bags and students are doing the same in the cafeteria.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students who have dropped out of Oakland International also come to the weekly Food Bank. It’s relatively common for a newcomer to turn 18 and leave school to work. Oftentimes, working is necessary to pay back the people who helped them migrate to the US or to help out their families. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> We understand, like this is the reality of your life and you have to tend to that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Lauren again, talking about students who drop out.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> I also think that it’s reflective of our school, sort of not. Like understanding that what’s happening now is not a student’s fate forever. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If a student needs help translating a document about a court hearing or filling out a paperwork. They know they will still be supported at Oakland International. Angélica felt that way too. When Angelica dropped out of school she got a job making sandwiches. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Even though her circumstances made it so that she to work closing shifts. She knew she didn’t want to work in the same sandwich shop forever. So she had a conversation with her boss who let her work closing shifts so she could attend school again during the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Entonces. Y mis maestros también se alegraron mucho porque yo había. Yo había ido cuatro meses y ellos me ayudaron también. Con todo. Todo. Animarme. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When she returned to school she was welcomed with open arms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I found it really fascinating the way that staff and teachers at the school hold on to these two distinct realities. One being that students do better when they’re in school and the other is that some of them can’t make the decision to be there.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When I went to Oakland International’s open house — it’s an event where they open up the campus to educators who are interested in seeing how they run things — I heard Lauren say something at the Open House assembly that I thought was profound.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham at the Open House assembly: \u003c/strong>A lot of what we do here is like, okay, we see the perfect version. We can whine for a little bit about not having that, but how do we get how do we approximate? That’s what we do as educators. How do we get closer to that given the resources that we have? And that’s the sort of scrappiness that is built into education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> As someone who reports on education and talks to a lot of teachers and worked in education, this felt true and this reminds me of the panthers too in a sense. Because schools are essentially a group of people that are committed to striving for a really hard to get ideal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Many of the students who went to Oakland International come back to work there as adults because they see the way the community school model helps them support students better. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Yasser Alwan came to Oakland international as a student in 2010\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Yasser Alwan:\u003c/strong> We immigrated from Yemen, right before the conflict, the revolution, known as the Arab Spring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Now he’s a Newcomer assistant. It’s a position that started at Oakland International, where they’ll have specific people who are in classrooms like paraprofessionals to help students who are struggling. When I asked him why he came back and why he stays he said yeah sometimes there are really hard days. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Yasser Alwan:\u003c/strong> But I, I remember mostly the good ones. And for the most part it was mostly good days. And it’s just like that community is very strong and you’re like, very welcome in and like. I’m like, happier when I’m not around. And I think that’s what brings me back. Even through challenging times, I remember the good days. And I’m like, there’s going to be more good days. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Karen Moya came to Oakland International as a student in 2010 also. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Karen Moya:\u003c/strong> We came from El Salvador.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> As an adult she joined the staff as a case manager\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Karen Moya:\u003c/strong> I’m basically supporting students and their families to navigate the new systems in the country.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When she is overwhelmed, She returns to something a colleague told her.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Karen Moya:\u003c/strong> Something that one of my colleagues said it’s like you can do anything and … You might feel that you’re not doing anything because you’re not seeing the results, but you are actually doing something. You are impacting their lives, you know, and helping them navigate the, the, the systems and the struggles of being, you know, an immigrant in this country. So I take that with me. And, and I think about it sometimes too, when I’m like, I’m helping this student and I don’t see the results that I want to see on my way, but I’m doing everything that I can in my hands to better support them and their families. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Prior to this episode we did two other stories about community schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> I’m Carlos Cabrera-Lomelí and I’m the community engagement reporter at KQED. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So Carlos is someone who has been with me throughout my community school reporting at KQED. He was with me during interviews translating Spanish. We’re coming to the end of our community school reporting this season and I wanted to reflect what it was like to really sit in these stories \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Angelica was a little a little shy at first, a little nervous, which I, you know, completely normal reaction. The thing that stuck with me for just the whole day was just her, her, just like the like that she for her this whole, you know, like her leaving school and coming back. This decision. She really made it for herself. She understands the value of education. The things she was repeating again and again was like, I wanna learn English. When I first came to the U.S., you know, the first place that we came to was Oakland and I think that, when you’re in a school that sees a lot of kids come and go, you kind of feel like you’re, you know, you’re kind of like in the fight by yourself. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I was talking to the community school coordinator and then also, one of the founders, and they were saying, like, it’s such a weird thing to do at a school where you like, see kids leaving, but you understand that, like, their realities are things that they have to deal with. And so you have to kind of let them go. But your job is just to be like when you’re ready to come back, like, come back here and like you’ll be okay. And it seems like they do a really good job of that versus like a school that would either be like, don’t leave and then like as soon as the student leaves, it’s kind of like, yeah, if I see you, i see you.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Totally, yeah. And that’s why, I really loved being able to accompany you on these trips because it just shows many ways you can interpret the community model. Where it could be a thousand factors that could, you know, change the outcome.That goes to the point we’re making that there is no perfect quote unquote perfect community school. There’s no perfect way to establish or create a community school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Thank you for talking to me Carlos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Yeah, Thank you Nimah, this was awesome.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> it’s really always a pleasure to work with you.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Likewise.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Whether a school is based in Oakland pursuing the legacy of the Panther School or elsewhere, educators can relate to the desire for systems that serve young people better. In the meantime, they keep tracking down quick-fixes, proven strategies and those hard-to-find sustainable solutions.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This episode would not have been possible without Ericka Huggins, Angela LeBlanc Ernest, Madenh Ali Hassan, Lauren Markham, Yassar Alwan, Karen Moya, and Angelica. Thank you to folks at Oakland International.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The Black Panthers not only revolutionized civil rights but also reshaped American education by creating the blueprint for the community schools we know today.","status":"publish","parent":0,"modified":1723553653,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":139,"wordCount":6140},"headData":{"title":"5 Ways the Black Panthers Shaped U.S. Schools | KQED","description":"The Black Panthers transformed American education by pioneering the community school model that continues to influence our schools today.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The Black Panthers transformed American education by pioneering the community school model that continues to influence our schools today.","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Ways the Black Panthers Shaped U.S. Schools","datePublished":"2024-08-13T03:00:54-07:00","dateModified":"2024-08-13T05:54:13-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC5911938534.mp3?updated=1723503467","sticky":false,"nprStoryId":"kqed-64470","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/64470/5-ways-the-black-panthers-shaped-u-s-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When \u003c/span>\u003ca href=\"https://www.angelaleblancernest.com/\">\u003cspan style=\"font-weight: 400\">Angela LeBlanc-Ernest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> first learned about the Black Panther Party for Self-Defense in college in the 1980s, she realized there was a lot of history missing from the textbooks she used as a K12 student. A documentarian and historian, LeBlanc-Ernest went on to author chapters about women in the Black Panther Party in \u003c/span>\u003ca href=\"https://www.angelaleblancernest.com/book-chapters\">\u003cspan style=\"font-weight: 400\">two books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span> \u003cspan style=\"font-weight: 400\">Some 40 years later, she said \u003c/span>\u003ca href=\"https://www.kqed.org/news/11944699/its-uplifting-all-of-us-oakland-high-school-students-experience-lessons-in-black-history-beyond-the-classroom\">\u003cspan style=\"font-weight: 400\">textbooks still\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> commonly \u003c/span>\u003ca href=\"https://www.pbs.org/newshour/show/the-often-misunderstood-legacy-of-the-black-panther-party\">\u003cspan style=\"font-weight: 400\">misrepresent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or downplay the Panthers’ significance.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.history.com/topics/black-history/black-panthers\">\u003cspan style=\"font-weight: 400\">Founded in 1966\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Oakland, California, the Black Panther Party was created to patrol African American neighborhoods and protect residents from police brutality. While it’s often remembered for its militancy, the party’s \u003c/span>\u003ca href=\"https://www.britannica.com/topic/Black-Panther-Ten-Point-Program\">\u003cspan style=\"font-weight: 400\">Ten-Point Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> advocated for broader social reforms, including \u003c/span>\u003ca href=\"https://nmaahc.si.edu/explore/stories/black-panther-party-challenging-police-and-promoting-social-change\">\u003cspan style=\"font-weight: 400\">prison reform, voter registration drives and health clinics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Learning about the Ten-Point Program, especially point five, which demanded education that teaches people their true history, was eye-opening, said LeBlanc-Ernest. “I became curious about the Black Panther Party, which was a grassroots organization of young people primarily, who decided it was time to create a community based alternative to the poor educational experiences that they had.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Black Panthers’ innovative approaches to education and community support have had a \u003c/span>\u003ca href=\"https://www.kqed.org/arts/13940221/black-panthers-oakland-community-school-50th-anniversary\">\u003cspan style=\"font-weight: 400\">lasting influence on U.S. schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Their initiatives included creating one of the first community schools, offering successful food programs, using \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching\">\u003cspan style=\"font-weight: 400\">student-centered learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools\">\u003cspan style=\"font-weight: 400\">mindfulness practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and promoting \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58898/retaining-and-sustaining-black-teachers\">\u003cspan style=\"font-weight: 400\">diversity in education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Here are five ways the Black Panthers shaped the educational landscape.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. They are credited with creating a first-of-its-kind school\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">From her hometown in Washington, D.C., to Lincoln, Pennsylvania, where she tutored young students and attended college, Ericka Huggins witnessed Black children’s struggles firsthand. “They couldn’t read by fifth grade, and it wasn’t their fault. We blame people for their poverty. We blame them for their lack of education,” she said. “I just wanted a better life for them.” Following this desire, Huggins and her husband drove across the country and joined the Black Panther Party for Self-Defense in 1968. “I knew there had to be some way for me to connect with people who felt the same way,” Huggins said.\u003c/span>\u003c/p>\n\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cfigure id=\"attachment_64474\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64474\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Community School Childcare Program van. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the 1960s and 1970s, Black children faced harsher discipline, were discouraged from asking questions, and attended under-resourced schools. “It was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62934/bettina-love-examines-the-impact-of-education-policies-on-black-students-and-what-we-can-do-next\">\u003cspan style=\"font-weight: 400\">structural\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Huggins. She described the public school system at that time as “old and broken.” In 1971, the Panthers opened the \u003c/span>\u003ca href=\"https://ocsproject.wixsite.com/website/political-education-class-studies-a\">\u003cspan style=\"font-weight: 400\">Samuel L. Napier Intercommunal Youth Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for party members’ children ages 5 to 12 in East Oakland, converting a church into a school by day and a community center by night. This initiative attracted other parents who wanted their children to attend, leading to the establishment of the \u003c/span>\u003ca href=\"https://www.ktvu.com/news/educate-to-liberate-oakland-community-school-led-to-success-by-black-panthers\">\u003cspan style=\"font-weight: 400\">Oakland Community School in 1973\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with Huggins as its director. It started with 50 students and focused on caring for the whole child beyond academics. They provided transportation, food and clothing for students and families in need.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Oakland Community School is regarded as one of the nation’s \u003c/span>\u003ca href=\"https://www.communityschoolsrevolution.org/we-are-ones-weve-been-waiting-oakland-s-full-service-community-school-district\">\u003cspan style=\"font-weight: 400\">first community schools – a model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which public schools partner with community organizations to provide comprehensive support services alongside traditional academic instruction. Many of Oakland Community School’s practices formed the \u003c/span>\u003ca href=\"https://sfstandard.com/2023/08/07/oaklands-pioneering-educational-model-has-black-panthers-to-thank/\">\u003cspan style=\"font-weight: 400\">blueprint for community schools today\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. They established one of the most successful food programs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many people are familiar with today’s free and reduced lunch options for students from low-income, but there was a time when free school meals were not common. “Children were expected to go to school and learn without any food,” Huggins said. This wasn’t due to parental neglect, she added. Many parents worked multiple jobs to make ends meet.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64478\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64478\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Community School students eating in the school cafeteria, July 1981. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most significant contributions of the Black Panther Party was its \u003c/span>\u003ca href=\"https://www.history.com/news/free-school-breakfast-black-panther-party\">\u003cspan style=\"font-weight: 400\">free breakfast program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.kqed.org/arts/13950520/ruth-beckford-dance-black-panthers-free-breakfast-program\">\u003cspan style=\"font-weight: 400\">Launched in 1969\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, this program provided thousands of underprivileged children with free meals before school. When the Oakland Community School opened, it extended this support by feeding students and staff three meals a day at no additional cost to families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the USDA had \u003c/span>\u003ca href=\"https://www.fns.usda.gov/sbp/factsheet\">\u003cspan style=\"font-weight: 400\">piloted free breakfast efforts starting in the mid-1960s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the program only gained traction in the early 1970s — right around the time the Black Panthers’ programs were dismantled. In 1975, the School Breakfast Program was permanently authorized. Today, it helps feed over 14.57 million children before school.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. They used restorative practices and alternatives to discipline\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers at the Oakland Community School integrated \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57002/how-mindfulness-during-class-can-help-students-and-teachers\">\u003cspan style=\"font-weight: 400\">mindfulness practices into the school day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48371/the-role-of-yoga-in-healing-trauma\">\u003cspan style=\"font-weight: 400\">practiced yoga\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and were encouraged to do yoga poses if they \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">\u003cspan style=\"font-weight: 400\">misbehaved in class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We didn’t believe in sitting anybody in a corner or in a dungeon or in a basement or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">ostracizing them from class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and making them sit alone,” Huggins said. “We believed that you just need to recalibrate.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64475\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64475\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Community School students stretching during physical education on the playground.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, a student might be asked to do a tree pose — standing on one leg with arms extended — if they were unfocused. Difficulty with the pose indicated a need for better concentration. “We reached a point where students would say, ‘I’m not feeling focused. Can I go get myself together and come back?’” Huggins recalled. After lunch, students of all ages \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55444/what-students-gain-by-teaching-their-peers-how-to-meditate\">\u003cspan style=\"font-weight: 400\">meditated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3 to 4 minutes. Huggins said that former students often remember these \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56849/look-inward-to-make-external-change-advice-from-a-meditation-teacher\">\u003cspan style=\"font-weight: 400\">meditation sessions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> fondly, even decades later.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Educate to Liberate: A Black Panther Photographic Time Capsule Unveiled\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/m9Bf_hv7Il4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>4. Their motto was “the world is a child’s classroom”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland Community School did not use traditional grade levels. Instead, children worked in groups based on their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52866/why-competency-based-education-is-exciting-and-where-it-may-stumble\">\u003cspan style=\"font-weight: 400\">abilities in different subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to LeBlanc-Ernest. The school operated on the belief that “the world is a child’s classroom,” focusing on teaching students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63681/how-do-you-counter-misinformation-critical-thinking-is-step-one\">\u003cspan style=\"font-weight: 400\">how to think rather than what to think\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she said. “They learned traditional academic information that was expanded and broadened because of the interests and the intentions of the staff.” Students engaged with the community through field trips to music performances and museum exhibits.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64473\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64473\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Ericka Huggins and Rosa Parks during Parks’ visit to Oakland Community School on May 2, 1980. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The curriculum went beyond \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51857/lies-my-teacher-told-me-and-how-american-history-can-be-used-as-a-weapon\">\u003cspan style=\"font-weight: 400\">U.S. History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to include international topics. For example, students learned the capitals of every African country — a practice that was groundbreaking at the time. The curriculum emphasized the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">\u003cspan style=\"font-weight: 400\">brilliance of students’ own cultures\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and others. “We wanted them to know about history. We wanted them to know about themselves as people coming from great ancestry no matter their race or ethnicity,” said Huggins.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. The students and teachers at their school celebrated diversity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huggins described those who worked at Oakland Community School as a “rainbow staff” that included teachers who left public schools to work at the so-called Panther School.LeBlanc-Ernest noted that the staff was diverse, with equal numbers of men and women. \u003c/span>\u003c/p>\n\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cfigure id=\"attachment_64477\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64477\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland Community School, late 1970s. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students came from various Bay Area cities, and while the majority were Black, the school also included White Asian, and Latino students. “We didn’t ever turn away a student because they were not Black,” Huggins said. Many are surprised by this diversity, she noted. “I said, ‘Why are you shocked? We were the Black Panther Party’ and they have to think about what they’ve been told.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school closed in 1982 after operating for 10 years, around the same time the Black Panther Party for Self-Defense \u003c/span>\u003ca href=\"https://apnews.com/article/black-panther-party-huey-newton-race-and-ethnicity-d3cafbc0f7c0f83103f8a5ffaa66faff\">\u003cspan style=\"font-weight: 400\">officially dissolved in part due to government surveillance and attacks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The principles, mottos and schedule of this school could be replicated today if someone chose to take it on,” Huggins said. With \u003c/span>\u003ca href=\"https://www.cta.org/our-advocacy/issues/community-schools#:~:text=Community%20schools%20provide%20not%20only,this%20number%20continues%20to%20grow.\">\u003cspan style=\"font-weight: 400\">thousands of community schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the United States, some may draw on the legacy of the Oakland Community School, even if indirectly, to address the needs of students and families. “It wasn’t easy. I want everybody to understand that,” said Huggins. “ The reward was in the faces of those parents and grandparents and aunties and uncles, the faces of the staff and most importantly, the lives of the children.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2017, LeBlanc-Ernest started and directed \u003ca href=\"https://www.theocsproject.org/about\">The OCS Project \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">where she preserves and shares the history of the school through recorded conversations with former party members and digital media. She has interviewed former students who have become teachers, changemakers, and \u003c/span>\u003ca href=\"https://www.kqed.org/news/11873838/how-some-elders-are-working-to-preserve-the-legacy-of-the-black-panther-party-in-oakland\">\u003cspan style=\"font-weight: 400\">culture bearers in the Bay Area\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and beyond. “[The Black Panthers] created a foundation for the students, for the parents, for the educators, who then took that with them into the different spaces that they moved into,” LeBlanc-Ernest said. “And I think that’s a \u003c/span>\u003ca href=\"https://www.kqed.org/news/10868172/preserving-the-history-of-the-black-panthers-close-to-home\">\u003cspan style=\"font-weight: 400\">lasting legacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003cbr>\n\u003c/span>\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5911938534\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, where we explore the future of learning and how we raise our kids. I’m Nimah Gobir. The 1960s was a decade of social and cultural change. There was the civil rights movement…\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Martin Luther King, Jr. We will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood].\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Women’s liberation…\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[May Craig question to John F. Kennedy (clip): …for equal rights for women, including equal pay…]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Vietnam war…\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[President Nixon Vietnam speech (clip): There were some who urged that I end the war at once… this would have been a popular and easy course to follow…]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> A moon landing \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Neil Armstrong (clip): …one giant leap for mankind]. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It was a time when the very fabric of society was being questioned, and people were having big ideas about how people think and how people are taught. It was also when the black power movement was getting traction.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Malcolm X (clip): We are oppressed. We are exploited. We are downtrodden. We are denied not only civil rights but even human rights]. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The emphasis wasn’t on being free or access to white spaces, it was about empowerment and self-sufficiency even as widely accepted racist practices were trying to keep Black people down. It was during this era, in1966 that the Black Panther Party for Self-Defense started in Oakland. They believed in Black nationalism, socialism, and armed self-defense against police brutality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> The first thing that drew me to the Black Panther Party that I always remember about it, it said the Black Panther Party for Self-defense and Self-defense, people get their hackles up about that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Ericka Huggins. She joined the Black Panther Party in 1968. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> People think that self-defense is physical. It can be and needs to be when necessary. However, this was about supporting people who live poor and/or oppressed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We said you cannot continue to kill us. You can’t break down our doors to our homes and shoot at us. You cannot arrest us, wrongly incarcerate us and beat and murder us while we are incarcerated. You cannot deprive us of food, housing, clothing and peace. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Some of the more popular images of the Black Panthers are photos of armed men in berets looking out from behind these dark sunglasses. Or women – like Ericka – with afros waving flags and raising their fists. Even the United States FBI director, J. Edgar Hoover saw the Panther’s stance on protecting and empowering themselves as dangerous.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> J. Edgar Hoover said the Black Panther Party is the greatest threat to the internal security of the United States. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The Black Panthers had a reputation as a militant group but they did way more than challenge the police and protest against racist policies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you look up pictures of the Panthers– yes you’ll see guns and berets, but there are other images too. And the one that sticks with me is this photo of a Black Panther Party member putting down plates of food in front of young children. It’s a photo of their free breakfast program\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> Children were expected to go to school and learn without any food. We knew because we were those children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They had a founding charter which included a 10 point platform. I won’t go into all of the points but it basically said that our people – Black people– need to be able to eat, find work and feel safe. This episode we’ll talk about point 5, a focus on a fulfilling and effective education system \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Bobby Seale Speech at Oakland Auditorium (clip): We want decent education for our Black people in our community that teaches us the true nature of this decadent racist society and to teach Black people and our young Black brothers and sisters their place in this society because if they don’t know their place in society and in the world, they can’t relate to anything else].\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> Education was always important in the party. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Angela LeBlanc-Ernest is a documentarian and community archivist from Texas. She has studied and written books about the Panthers pursuit of education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> Whether it be the study sessions they had reading the different books by revolutionaries – political education classes is what they would call them – that were required, or whether it was party members tutoring kids in the local community.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She told me the idea to create a school came about when party members saw how their own kids were mistreated in mainstream schools \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> You had to start envisioning what society needed to look like for your child if they survived. Right? There is a sense so many of them didn’t think they would survive\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Party members started to conceive of a community-based alternative to the poor educational experiences they had as children. They were often disciplined harder and discouraged from asking questions. Their schools lacked supplies and books, and the curriculum rarely included stories of people who looked like them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So in response to this they opened the Intercommunal Youth Institute in east Oakland in 1971\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> It was an old church that they converted into a school and so it was a small space. They decided that they wanted to start with the number they had, which was 50 students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Gradually, other people noticed that the students and families were being treated well at this scrappy little home school where they used mindfulness practices and restorative justice. Students were engaged, respected, and learning in an environment that valued their heritage and experiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> When the community approached the Black Panther Party, when it was just the insular home school to say, “Hey, can you make this available to the community, to children in the community?” That was a prompt for them to think more broadly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> As new people joined from outside of the party, they began outgrowing the space and so they had to look for something more permanent. They changed the name to Oakland Community School and Black Panther Party member Ericka Huggins became the director. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We opened the Oakland Community School in the school year of 1973-74.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students were ages 5 -12, so it was basically an elementary school, but there were no grades. They were grouped according to their academic abilities. They also had childcare for kids who were younger than five.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Many of the students came from the Oakland area but some were coming from the greater bay area too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We had more than party members on staff. Not only did the people take their children out of public school, the public school teachers left, too, to work at… as it used to be, nicknamed the Panther School. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>This school is special for a lot of reasons, but one of the big reasons is that it was one of the earliest versions of community schools in the country. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> The school was community based, child centered, tuition free, parent friendly and we paid special attention to children whose families had trouble with clothing and food.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Nowadays when we talk about community schools, we’re talking about schools like this one, that provide for the whole child beyond academics. Often these schools have the things that families need located at or provided by the school. Oakland Community School provided groceries to families in the community and food throughout the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> Three meals a day and I said it was tuition free. The meals were also for the students and staff of the school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If parents couldn’t afford the city bus. A bus from Oakland Community School would come pick their kids up. They used curriculum that actually reflected the students that were going to the school\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> Our motto was “the world is a child’s classroom.” Which is a little different than the United States is the center of the universe. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We talked about the enslavement of Africans. We talked about the indigenous people. We talked about the resilience and brightness of our ancestors and our generations up to them and how beautiful and bright they are. We always affirmed the children. We wanted them to know about history. We wanted them to know about themselves as people coming from great ancestry no matter their race or ethnicity. We didn’t ever turn away a student because they were not Black. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students at the so-called Panther school were Black –but they were also Latino they were white students they were Asian students and biracial students\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> When people see this, they’re shocked, like, oh, why are you shocked? We were the Black Panther Party and they have to think about what they’ve been told.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We were just brave and committed because it wasn’t easy. I want everybody to understand that it didn’t just appear itself as one community school with all angels floating around making things happen. No, it was hard work and. But the reward was in the faces of those parents and grandparents and aunties and uncles. The faces of the staff. And most importantly, the lives of the children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> After about ten years of operation, The school closed in 1982 — This was around the time when The Black Panther Party officially dissolved after years of government surveillance and attacks. The free breakfast program is believed to have paved the way for expanding the government’s School Breakfast Program, which still exists today. And the Black Panther legacy is still in Oakland. For one thing, many members of the Black Panthers are alive today and physical sites across the city bear the Panthers’ name. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Now, if we fast forward 40 years, what are Oakland Schools doing with that legacy? We’ll get into that after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Let’s jump ahead to present day Oakland. Angelica was enrolling in 10th grade at Oakland International High School.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She was 18 years old and so nervous. Originally from Guatemala, she didn’t speak a word of English. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Mi hermana me inscribió en esta escuela porque ella estuvo en esta escuela y se graduó aquí y pues me sentí nerviosa porque pues no sabía nada del inglés, nada, no entendía nada, nada. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But her sister, who she was staying with at the time, was adamant about her going to school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Tienes que estudiar. Tienes que aprender. Es te necesito que tú llegas a otro nivel más que yo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Shortly after enrolling, circumstances for their family changed. All of the sudden, Angélica’s sister was providing for her kids,2 nephews, and Angelica. It was too much. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Mi hermana ya no podía con muchos gastos porque ella tiene hijos también y ella tuvo que tuvo que mantenerme a mí y a mis dos sobrinos. Pero luego ella me dijo tú ya estás grande y pues ya no sé qué voy a hacer contigo y así lo siento mucho. Y pues ella se mudó y yo me quedé sola\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Her sister moved away and Angélica had to support herself, which meant she had to make a choice that so many students make: should she keep going to school or should she leave school to work? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Tuve que salir de la escuela, tuve que irme y no tenía otra opción más que como mantenerme a mi misma.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She decided to work. She didn’t feel like she had much of a choice. According to a report by the Urban Institute, nearly a third of students ages 16-19 are working and not in school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I want to take a moment to zoom out on Angelica and talk about the school district she’s in. Oakland Unified School District. It’s credited with being the first full service community school district in the nation. That means in all of their public schools they don’t just going to focus on academics, they provide other services students and families might need like food and social services. Is this starting to sound familiar? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The superintendent Tony Smith who rolled out the plan for the community school district said that it has echoes of the Panthers and their deep care for kids. There are great examples of how Oakland Schools are drawing on the Panther legacy. And one of them is Oakland International School. The school that Angelica goes to. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Oakland International High School is a public school in the Oakland Unified School District that serves all newly arrived immigrant students, all of whom are English language learners.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Here is Lauren Markham, one of Oakland International’s founding members.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Not all, but a lot of our students are coming from conditions of poverty. We have the highest poverty rate of any Oakland high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When I walked through the school I could hear a bunch of different languages all at once. Spanish and Arabic are the ones you’ll hear most. It reminded me of the way Ericka Huggins from the Black Panther Party talked about the diversity of students and educators at the Oakland community school\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> We have students from about 20 different countries. I often describe our school as a delayed mirror of world events. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> What she means by this is that if something happens in a country far away. For example, if there’s political turmoil in Central America and it leads to a lot of refugees or asylum seekers, Oakland international will have an influx of these students a year or so later. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> More refugees arrived in the United States in the first eight months of 2023 than any year since 2017. Many schools across the country are trying to figure out how to accommodate an influx of migrant students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Newcomer students fail at wildly disproportionate rates throughout the country. And we know that when any one population is failing, it’s a function of the system and not the students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The community school model is what enables Oakland International to support their diverse student population.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> School Is not just a place where like learning and education and academics happen, but that all of these services that are around the classroom, that that connect to and support students lives, be it mental health services or health care or immigration legal services, which are all things that I think we do particularly well and that are particularly vital at Oakland International.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> I always use this example, but like if someone has an abscess tooth, they’re not going to be able to focus on math. Right? And if somebody has a pending deportation hearing coming up and they don’t have an immigration lawyer, like, yeah, they’re not working on their group project.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Working with newcomers makes the community school model really necessary \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Because so many students are coming with limited not all, but a number of our students are coming, not necessarily entering like established communities or having like established social networks and therefore like don’t necessarily know where to go to get X, Y, Z thing, or the language that they speak isn’t represented at the social services office where they would apply for Medi-Cal or Cal Fresh.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan:\u003c/strong> Everybody’s taking what they need and nobody feels ashamed. I think sometimes there’s a stigma. Like, it’s free food, I don’t need to take that. But food scarcity is real.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s Madenh Ali Hassan Oakland International’s Community School Manager, which means she oversees all the services the school offers in addition to academics. When I asked her what the school does really well. She said giving students and families food is their jam. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan: \u003c/strong>It’s a little bit of creative chaos but if you come out and see it it’s always just kind of sweet because everyone’s just taking what they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> In order to offset skyrocketing food prices, the school offers two separate food banks once a week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Just like how The Panthers saw a need in their community and provided free meals to children and families. Today we see Madenh and Oakland International doing something similar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan:\u003c/strong> We typically set up right in front of the school. And so this is open for the public. So when the community sees it, there’s a line around the block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They also want to make sure they are serving their current students, so they have another food bank set up in the cafeteria. That one is just for their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan:\u003c/strong> Everybody’s taking what they need and filling their bags and students are doing the same in the cafeteria.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students who have dropped out of Oakland International also come to the weekly Food Bank. It’s relatively common for a newcomer to turn 18 and leave school to work. Oftentimes, working is necessary to pay back the people who helped them migrate to the US or to help out their families. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> We understand, like this is the reality of your life and you have to tend to that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Lauren again, talking about students who drop out.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> I also think that it’s reflective of our school, sort of not. Like understanding that what’s happening now is not a student’s fate forever. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If a student needs help translating a document about a court hearing or filling out a paperwork. They know they will still be supported at Oakland International. Angélica felt that way too. When Angelica dropped out of school she got a job making sandwiches. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Even though her circumstances made it so that she to work closing shifts. She knew she didn’t want to work in the same sandwich shop forever. So she had a conversation with her boss who let her work closing shifts so she could attend school again during the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Entonces. Y mis maestros también se alegraron mucho porque yo había. Yo había ido cuatro meses y ellos me ayudaron también. Con todo. Todo. Animarme. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When she returned to school she was welcomed with open arms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I found it really fascinating the way that staff and teachers at the school hold on to these two distinct realities. One being that students do better when they’re in school and the other is that some of them can’t make the decision to be there.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When I went to Oakland International’s open house — it’s an event where they open up the campus to educators who are interested in seeing how they run things — I heard Lauren say something at the Open House assembly that I thought was profound.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham at the Open House assembly: \u003c/strong>A lot of what we do here is like, okay, we see the perfect version. We can whine for a little bit about not having that, but how do we get how do we approximate? That’s what we do as educators. How do we get closer to that given the resources that we have? And that’s the sort of scrappiness that is built into education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> As someone who reports on education and talks to a lot of teachers and worked in education, this felt true and this reminds me of the panthers too in a sense. Because schools are essentially a group of people that are committed to striving for a really hard to get ideal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Many of the students who went to Oakland International come back to work there as adults because they see the way the community school model helps them support students better. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Yasser Alwan came to Oakland international as a student in 2010\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Yasser Alwan:\u003c/strong> We immigrated from Yemen, right before the conflict, the revolution, known as the Arab Spring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Now he’s a Newcomer assistant. It’s a position that started at Oakland International, where they’ll have specific people who are in classrooms like paraprofessionals to help students who are struggling. When I asked him why he came back and why he stays he said yeah sometimes there are really hard days. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Yasser Alwan:\u003c/strong> But I, I remember mostly the good ones. And for the most part it was mostly good days. And it’s just like that community is very strong and you’re like, very welcome in and like. I’m like, happier when I’m not around. And I think that’s what brings me back. Even through challenging times, I remember the good days. And I’m like, there’s going to be more good days. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Karen Moya came to Oakland International as a student in 2010 also. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Karen Moya:\u003c/strong> We came from El Salvador.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> As an adult she joined the staff as a case manager\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Karen Moya:\u003c/strong> I’m basically supporting students and their families to navigate the new systems in the country.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When she is overwhelmed, She returns to something a colleague told her.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Karen Moya:\u003c/strong> Something that one of my colleagues said it’s like you can do anything and … You might feel that you’re not doing anything because you’re not seeing the results, but you are actually doing something. You are impacting their lives, you know, and helping them navigate the, the, the systems and the struggles of being, you know, an immigrant in this country. So I take that with me. And, and I think about it sometimes too, when I’m like, I’m helping this student and I don’t see the results that I want to see on my way, but I’m doing everything that I can in my hands to better support them and their families. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Prior to this episode we did two other stories about community schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> I’m Carlos Cabrera-Lomelí and I’m the community engagement reporter at KQED. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So Carlos is someone who has been with me throughout my community school reporting at KQED. He was with me during interviews translating Spanish. We’re coming to the end of our community school reporting this season and I wanted to reflect what it was like to really sit in these stories \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Angelica was a little a little shy at first, a little nervous, which I, you know, completely normal reaction. The thing that stuck with me for just the whole day was just her, her, just like the like that she for her this whole, you know, like her leaving school and coming back. This decision. She really made it for herself. She understands the value of education. The things she was repeating again and again was like, I wanna learn English. When I first came to the U.S., you know, the first place that we came to was Oakland and I think that, when you’re in a school that sees a lot of kids come and go, you kind of feel like you’re, you know, you’re kind of like in the fight by yourself. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I was talking to the community school coordinator and then also, one of the founders, and they were saying, like, it’s such a weird thing to do at a school where you like, see kids leaving, but you understand that, like, their realities are things that they have to deal with. And so you have to kind of let them go. But your job is just to be like when you’re ready to come back, like, come back here and like you’ll be okay. And it seems like they do a really good job of that versus like a school that would either be like, don’t leave and then like as soon as the student leaves, it’s kind of like, yeah, if I see you, i see you.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Totally, yeah. And that’s why, I really loved being able to accompany you on these trips because it just shows many ways you can interpret the community model. Where it could be a thousand factors that could, you know, change the outcome.That goes to the point we’re making that there is no perfect quote unquote perfect community school. There’s no perfect way to establish or create a community school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Thank you for talking to me Carlos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Yeah, Thank you Nimah, this was awesome.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> it’s really always a pleasure to work with you.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Likewise.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Whether a school is based in Oakland pursuing the legacy of the Panther School or elsewhere, educators can relate to the desire for systems that serve young people better. In the meantime, they keep tracking down quick-fixes, proven strategies and those hard-to-find sustainable solutions.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This episode would not have been possible without Ericka Huggins, Angela LeBlanc Ernest, Madenh Ali Hassan, Lauren Markham, Yassar Alwan, Karen Moya, and Angelica. Thank you to folks at Oakland International.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64470/5-ways-the-black-panthers-shaped-u-s-schools","authors":["11721"],"categories":["mindshift_21512","mindshift_194","mindshift_21130"],"tags":["mindshift_21534","mindshift_20806","mindshift_841","mindshift_21905"],"featImg":"mindshift_64476","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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