New course teaches Black history through children’s literature

A new course in the Graduate School of Education is bringing an innovative approach to teaching Black history to educators by combining children’s literature with social studies to create a rich, interdisciplinary learning experience.

The course, co-taught by Christina King, clinical assistant professor of literacy education, and Dawnavyn James, graduate fellow with the Center for K-12 Black History and Racial Literacy Education, is designed for both pre-service and in-service teachers.

“Using children’s literature to teach social studies, or in this instance Black history, works really well, especially for K-6 grade levels,” King says.

The course introduces teachers to a range of literature that can be integrated into ELA and social studies curricula. Topics covered include significant moments in Black history, such as enslavement, the Civil Rights Movement, the Black Renaissance and contemporary history like the Black Lives Matter movement. The course also explores Afrofuturism, ensuring students are exposed to a variety of perspectives and narratives.

“Dawnavyn has identified a niche in teaching with picture books, an area lacking research compared to teaching older students, especially with AP U.S. Black history,” King says.

She explains that unlike traditional chronological methods of teaching history, this course applies a unique approach, breaking Black history into thematic areas following the Black Historical Consciousness framework developed in 2020 by LaGarrett J. King, founder and director of UB’s Center for K-12 Black History and Racial Literacy Education. The materials include primarily picture books but also feature chapter books to provide a broad spectrum of resources. The course focuses on the history of African American children’s literature and is guided by the work of scholar Rudine Sims Bishop and her influential “windows, mirrors and doors” metaphor. This framework underscores the importance of literature that features African Americans and their experiences, enabling educators to create more inclusive and representative classrooms.

The course meets the growing demand from teachers who want to incorporate Black history into their teaching but are unsure where to begin or what materials to use.

“Our course uniquely marries children’s literature with social studies, addressing an unmet need in teacher education,” Christina King says.

A mix of pre- and in-service teachers and graduate students from a variety of programs and disciplines are enrolled in the course. While there are no specific events planned for Black History Month, the course stresses that Black history is not confined to a single month or unit but is a year-round, cross-curricular subject.

“We emphasize that Black history goes beyond February. The course encourages cross-curricular applications and learning about contributions from lesser-known figures,” King says.

In addition to its broader themes, the course highlights local history.

“Buffalo has a significant history when it comes to Black contributions in art, music, education and more,” she notes.

These local stories provide an opportunity for teachers to learn about the contributions of individuals from their own communities and supporting literature texts, making the lessons even more relevant and impactful. The course will serve as part of a new micro-credential through the UB Center for K12 Black History and Racial Literacy Education. The hope is that this innovative approach will inspire similar programs and broaden the impact of Black history education across the country.

“We aim for students to see the importance of literature featuring African Americans and their experiences,” King says.