Black History Nerds Saturday School

Black History Nerds Saturday School is our professional development series for pre-K–12 school teachers and others interested in learning more about Black history and race. These one-hour sessions aim to help develop Black history content pedagogical knowledge. Professional development credits are possible.

Go Directly To

Virtual Sessions

Cheryl Fields-Smith, PhD | University of Georgia

Sovereign Learning: Black Home Education From Historical Necessity to Contemporary Choice

Sept. 13, 2025

VIEW THIS SESSION

Khalid el-Hakim, PhD | Founder and Curator of the Black History 101 Mobile Museum

The Black History 101 Mobile Museum and the Million Man March

Oct. 11, 2025 | 11 a.m. ET

Stefan Bradley, PhD | Amherst College

"If We Don’t Get: A People’s History of Ferguson" and Reflections on 10 Years of Black Lives Matter

Nov. 8, 2025 | 11 a.m. ET

VIEW THIS SESSION

Daniella Cook Sumpter, PhD | University of South Carolina

Voices Still Crying out From the Wilderness: Lessons From Black Educators 20 years post Katrina

Dec. 13, 2025 | 11 a.m. ET

VIEW THIS SESSION

Akil Parker, M.Ed| CEO of All This Math

Expanding the So-Called NIL Deals of Historical Exemplars

Jan. 10, 2026 | 11 a.m. ET

Abstract: This presentation will explore the prevalence of governmental entities naming and re-naming institutions after significant historical exemplars as a concession while we, as a collective, learn minimally of these individuals beyond their name and a superficial awareness of their existence. Parker will discuss examples of this phenomenon, how/why it happens, methods to help the citizenry develop an awareness of these individuals and their contemporary significance, and the benefits of this work.

As a plain example, if there is a high school in West Philadelphia named after Paul Robeson, it should be the accepted responsibility of every faculty, administrator and staff member employed by the school to have a deep understanding of Paul Robeson as well as its students and community members where the school is located. Additionally, effective and intentional programming should be created and maintained by those with historical awareness to ensure this outcome because this is a way to improve the community beyond just exposing the name, image and likeness of the historical exemplar in a rather cosmetic way.

Abigail Henry | Schomburg Fellow and GSE PhD Student

Ismael Jimenez | Director of Social Studies Curriculum at School District of Philadelphia

Honoring the Legacy: Creating the Blackprint 20

Feb. 21, 2026 | 11 a.m. ET

Abstract: This presentation will explore the history behind the Blackprint 20, a historical moment in Black educational history sponsored by the Center for Black Educator Development (CBED). Grounded in the centennial of Carter G. Woodson’s launch of Negro History Week and the milestone of Philadelphia’s African American History graduation requirement, the Blackprint 20 invites reflection on how Black history has been preserved, contested, and carried forward over time. This talk will provide an overview of how the Blackprint 20 became a grassroots movement to bring educators together in Black history solidarity. Through collective learning and shared purpose, the Blackprint 20 celebrates Philadelphia’s leadership in Black history education.

Tiffany M. Nyachae, PhD | Penn State University

But What Did Black Educators Already Teach Us about Reading Instruction? Exposing Paucity in the Science of Reading and other Approaches

March 14, 2026 | 11 a.m. ET

Abstract: TThe reading achievement of Black students is often cited as deficient and representative of a larger reading “crisis” in the United States to advance the Science of Reading (SOR) and other mainstream approaches to reading instruction. Yet, Black educators’ historical and contemporary reading expertise and practices with Black students are not seriously studied or even considered in prevailing debates around effective instructional methods for reading proficiency. For this reason, Nyachae cautions Black educators against hastily taking any side in current reading debates. Merging her personal experiences as a literacy teacher, the reading instructional practices of Black educators in segregated schools and the concerns of Black educators today, Nyachae invites educators to consider the reading processes, expertise and sciences of Black educators who were successful in developing reading proficiency among Black students while remaining rooted in liberation and social justice. Significantly, what constitutes science, sound reading instruction and evidence matter in efforts to eradicate reading inequities.