Lessons from the Past Help Shape Civic Minds Carolyn Faggioni “Those who cannot remember the past are condemned to repeat it.” – George Santayana, The Life of Reason (1905)
In this era of educational systems dominated by the pursuit of all things STEM (science, technology, engineering and mathematics), this retired social studies teacher would like to buck the trend — stem the tide, if you will — and make the case for the expansion of social studies education. So, why study social studies? It’s not so you can do well at Trivia Night at the pub or impress your friends with your knowledge of arcane facts. We can Google that stuff.
The Spanish American philosopher George Santayana, in warning of the dire consequence of not knowing history, provided perhaps the strongest argument. We study history to learn from the past, which enables an educated citizenry, the lifeblood of a genuine democracy, to repeat successes while avoiding pitfalls.
Students in social studies classes examine events, movements, ideas and people to uncover lessons that can be applied today and in the future. Studying global history helps one navigate an increasingly interdependent world, and in a diverse nation like the United States, it will help us to understand and appreciate one another, leading to greater peace and harmony and less tension, animosity and turmoil. With greater understanding of other cultures, international relations will improve.
Studying civics provides students the opportunity to become familiar with the basic features of representative democracy and how to function effectively as citizens. When informed citizens are at the helm, actively participating in our democracy, liberty is safeguarded. Conversely, if citizens are ill-informed, lack the requisite critical thinking skills to analyze information, do not know how to engage with one another in a civil manner, or check out entirely by not bothering to stay informed or participate in the democratic process, the void will be filled by special interests, often narrowly defined and committed to pursuing policies that may not be for the greater good. As James Madison asserted in 1822, “Knowledge will forever govern ignorance: And a people who mean to be their own Governors must arm themselves with the power which knowledge gives.”
Social studies education not only equips students with essential knowledge of the past, but a skill set that will empower them as citizens of this nation and members of the global community.
The Global Imperative: Dealing with Global and International Education in Small Institutions and Programs
James K. Daly
The call for schools to prepare students for life in an inter-connected globalized world has been strongly articulated for years (Mansilla, V. B., & Gardner, H., 2007; Byker and Marquardt S., 2016; Majewska, I. A. ,2023). The Council of Chief State School Officers and the Asia Society have provided thoughtful guides that both highlight the need for global competence and suggest ways in which to develop it (see https://pz.harvard.edu/sites/default/files/bookglobalcompetence.pdf).
In a 2012 report the U.S. Department of education highlighted the need for schools to focus on global issues (see https://wvde.us/sites/default/files/2018/03/InternationalStrategy.pdf). The report called for rigorous standards that would use top performing countries as a baseline for rethinking and redesigning schools in preparation for success in the global economy. The Partnership for 21st Century Skills (https://files.eric.ed.gov/fulltext/ED519427.pdf) included global awareness in their 2009 identification of key topics and approaches. Several states have incorporated these and their own locally devised approaches on global knowledge and skills into their education standards.
As a result of these efforts many different approaches and goals have emerged. However, the effort to infuse and develop global knowledge and skills is not without controversy. Byker and Marquardt (2016) challenge some of the foundational frameworks in the call for global awareness in schools. There are many different programs and curricula that address variations and different areas of focus within the field. Among these approaches are preparation for global citizenship, global awareness, global competency, preparation for global economic participation, and more. These various plans are themselves global, with international organizations identifying essential components needed for this area, seeking to guide schools on how to address instruction and assessment.
Global by nature, expectations for schools
Schools in the United States are culturally and linguistically diverse (NCES, 2013). The U.S. Dept of Education reports over 5 million English language learners in the Fall of 2021(National Center for Education Statistics, 2024). The languages spoken by students in public schools demonstrate a diversity representative of much of the world. According to the 2023 American Community Survey, 21.7% of public-school students are children of immigrants (U.S. Census Bureau, 2023). Effectively designing instruction, teaching and assessing students from families whose experiences and history go beyond national boundaries is cited as requiring globally competent teachers.
In framing a response to these issues powerful organizations have had a significant impact on proposing guidelines for U.S. schools. International data have been gathered with a focus on economic outcomes and competition. The PISA tests, developed by the private international Organization for Economic Co-operation and Development (OECD), the World Bank, and other international organizations have used assessments and the interpretation of their results to promote standardization in school curricula, and the outcomes schools seek to achieve. This has seen efforts at the national level in the U.S. that include No Child Left behind, and The Race to the Top.
Additionally, national and state standards take global data into consideration. This removes much of the decision making from practitioners, administrators and school boards to politicians and bureaucrats, with many from outside of the U.S. Fueled by global and international interests, this movement towards standardization is seen by many as problematic (Tienken, 2017). Critics suggest that these approaches often guide teachers into a passive acceptance of dominant narratives of the value of global infusion within teaching (Rizvi and Beech, 2017). These contentions suggest this results in school practices that are implemented by authorities not involved in teaching, and which result in schooling not related to the lives of students.
Teacher preparation
Given this context the role of teacher preparation has been increasingly cited as an arena for global and international education attention. Many groups have promoted a vision of global competence that includes developing competencies and awareness within teacher preparation programs. A prominent feature of this approach involves the study abroad experience.
Among US students who study abroad, one of the lowest categories of participation is that of students in preservice teacher education programs (Institute of International Education (2024). The total number of college students involved in study abroad programs in 2022-23 was 280,716. Of those, only 2.4% were in education majors. However, many schools promote study abroad opportunities for pre-service candidates. Worth consideration is what impact this has for the future. Does study abroad prepare future teachers to design, share, and present lessons that help their future students better understand global issues, trends and events?
Most of the recent growth of study abroad experiences at the university level seem to be related to the increase in short-term study-abroad experiences, which lasted less than a semester. Many of these occur during summer or intercession terms (Kehl & Morris, 2008). According to a report Open Doors by the U.S. Department of State, 40.6% of study abroad experiences were during the summer term, and of those 31.6% were of two- eight weeks or less (Institute of International Education, 2024). How effective are such short term study abroad experiences? There are few studies that compare the benefits of long-term study abroad to those of short-term ones. Older studies suggest long term programs have an impact on students’ global or world mindedness, often described as cultural awareness and interest in international events. (Sharma & Klasek, 1986. Hett, 1993). Deng & Boatler (1993) report a consequence of feeling connected to the global community. An increased open-mindedness about other cultures has been cited (Stephenson, 1999). Other research suggests an increased level of global perspective (Zhai & Sheer, 2004). Long-term study abroad experiences of a semester or more appear to have greater impact (Kehl & Morris, 2008, Zorn, 1996; Medina-López-Portillo, 2004).
There is some evidence that short-term study trips can also help teacher education candidates develop global knowledge and skills (Dwyer, 2004; Willard-Holt, 2001, Shiveley, J., & Misco, T. ,2015). A caveat is that trips of short duration have the potential of reinforcing prejudices (McKay & Montgomery, 1995). This seems true as inadequate orientation and cursory involvement in a foreign culture may be the case with short study abroad programs. Short study programs may support confirmation bias that can reinforce prior stereotypes and may also provide a lack of authentic activities and projects with the host population. Goldstein, 2017, contends that American students often have pre-conceived views of how others see them which short programs may not be able to address.
Very few teacher education candidates participate in study abroad, and of those who do, most are in short term programs. This evidence suggests concerns about the focus on study abroad as a means for developing and strengthening the global and international knowledge and awareness of pre-service teacher education candidates. Other approaches in teacher preparation programs include the development of courses devoted to globalization and international topics. This is problematic as accreditation requirements and available resources for course development and delivery can be barriers for many institutions. In many cited examples an existing course, often a social studies methods course, was identified as a location for global work.
Possibilities for small institutions and programs As with many areas of importance, there is no one approach likely to work in all institutions. Critiques of the global and international education field challenge many of the assumptions that guide national and international programs and projects. Few teacher education candidates participate in study abroad programs. The challenge for smaller and less resourced institutions and programs can be significant. So, what can a small program accomplish?
This reflection contends that a useful way to proceed might be to encourage and support individual effort. Individual faculty can build upon personal connections, membership in professional organizations, and partnering with schools and institutions engaged in global and international initiatives. This narrative describes the ongoing work of over seventeen years begun by two professors in two institutions. One institution is in New Jersey, the other in Ukraine. Neither is funded, their work is done out of a commitment to promoting international understanding and the knowledge and skills needed for future teachers.
The initial collaboration
When the New Jersey institution was awarded a Deliberation in a Democracy (DID) grant it was partnered with Ukraine (https://did.deliberating.org/about_us/index.html). For three years high school teachers and students from nine New Jersey school districts were paired with partner teachers and high school students in Ukraine. At both the NJ site and the Ukrainian site teachers were taught a process of deliberation.
Controversial topics were identified by the international project staff directors and teachers were taught to approach each controversy using the deliberation model. The focus was on active listening and clear communication. At the conclusion of the project, the assessment completed by researchers at the University of Minnesota found that the results were exceptional, well beyond what would normally be expected (“About Us”, n.d.). The two faculty members decided to bring a revised and revamped version of the DID concept and process to their universities. Both had teacher training programs in which the venture was to be housed.
What was accomplished
This partnership is in its 17th year. At the conclusion of the DID grant students from high schools in both countries that had participated in the project were invited to virtual conferences. The university students from both sites facilitated and took part in these. The debriefings in focus groups demonstrated that the impact on high school students was significant (for a video of one of the conferences go to https://blogs.shu.edu/globaleducation/). NJ high school students stated that they hoped their Ukrainian counterparts recognized that they were a similar in many ways. They reported that they were growing in their knowledge and understanding, open minded and anxious to learn about others. The NJ students reported they sense their Ukrainian partners felt the same. They also shared that prior to the conferences they perceived Ukraine as a ‘grey’, unhappy place with unfriendly people. Those perceptions rapidly disappeared. Once grant funding ended, the conferences with high school participants came to an end and were replaced by collaboration between just the university students at each site.
Each semester a social studies methods course in NJ and a History of Ukraine course in Ukraine organized the collaboration. Regular communications by virtual sessions were conducted at least once each semester. Initially a discussion board was set up and served as the primary tool in between virtual meetings. Students quickly learned to analyze comments and responses carefully. On several occasions New Jersey students were surprised, and occasionally alarmed, by what their partners had written. In de-constructing the messages a focus for the NJ university students was on the use of English by non-native speakers.
Students realized that a formal way of speaking and writing often resulted in misunderstanding and misinterpreting. There was an appreciation for the challenge faced in communicating in a second language. This was addressed on both sides, and students recognized the need to avoid jargon and cultural nuances. This understanding was explored in both the virtual sessions and dialogue on the discussion board. Students also recognized the need to respectfully ask one another to explain what was meant in both their written and spoken comments. During the Revolution of Dignity –the Maidan Revolution, New Jersey students regularly communicated with Ukrainian partners. Near real time videos and messages provided instant access to events in Ukraine as they occurred.
For a variety of internal issues, the discussion board process was ended. Virtual sessions using Zoom and TEAMS were still regularly scheduled to discuss critical issues selected by students and faculty from both institutions. Scholars from several departments at both universities were invited to share their expertise and join in conversations. At each meeting students also had an opportunity to speak about their educational experiences, their lives and interests and other topics.
One successful project was a two-year collaboration that explored the Ukrainian Diaspora in New Jersey. The faculty members and students from both universities were trained in creating a website which was used to post the research results of the project. In several sessions the student researchers met together virtually in real time to work on constructing the website. The New Jersey students conducted an oral history project. They met with the archivist for the Ukrainian Orthodox Church of the United States, located near their campus. They then conducted interviews over several weekends with parishioners from a local Ukrainian Orthodox Church. They gathered testimony about WWII and the Soviet era, as well as the experience of immigrating to the US. Inter generational stories revealed the integration into the larger culture, and current and emerging consequences of this immigration. The Ukrainian students compiled a history of Ukraine, with a focus on WW II and the post-Soviet time period. Both sides prepared videos that were embedded on the website. These included the oral history interviews, messages from campus groups, music and dance (Ukrainian). An interactive google map was posted, which brought viewers to both campuses. Using the features of the map it was possible to explore the areas around the campus and beyond. Everything on the website was translated into both English and Ukrainian.
Various elements of the project were shared at several national and international conferences. Several of the New Jersey students attended in person and there were videos from the Ukrainian partners, who also spoke via a Zoom connection. The Ukrainian university also hosted several international conferences at which the work was shared, with New Jersey students attending virtually to share and explain their work.
In 2020 this collaboration initiated an electronic journal. The Ukrainian university hosted it and provided the translation of articles into both English and Ukrainian. The journal has now published six editions, with four since the war with Russia began. Each published edition has been followed by an international conference hosted by the Ukrainian university at which the writers share their work with one another. The recent editions the war have focused largely on the war.
As the NJ program was small all of the future social studies teachers were engaged in this work as they took their social studies methods course. This course was recently replaced by a generic methods course and work now continues primarily with history classes as well as in a secondary education class with a broader range of student majors. Student and faculty continue to meet at least once a semester, and to collaborate on the electronic journal.
Ongoing efforts
In this collaboration that even war has not been able to stop, institutional support from both universities continues to grow. A second partnership with another Ukrainian university has begun. Teacher education candidates in New Jersey have broader opportunities for contact. Over the years they have met international partners, worked on common projects, shared ideas, researched and listened to one another’s dreams and challenges. For New Jersey students the war has been made real, not a social media or video clip.
These experiences provide both models for how to engage in global partnerships and learning, and a source of information and knowledge not open to most. Two professors in two universities, with a commitment to having students work together without systemic institutional support or resources, have provided a wealth of experiences. Small programs can explore the arrangements described here, routinely bringing international perspectives and dialogue into classes. Larger programs with supportive funding and resources could seamlessly infuse such collaborations into existing global partnerships and projects. The possibility to engage all teacher education candidates into authentic global experiences exists and can be expanded.
Byker, E. J., & Marquardt, S. (2016). Curricular connections: Using critical cosmopolitanism to globally situate multicultural education in teacher preparation courses. Journal of Social Studies Education Research, 7(2), 30–50.
Estellés, M., & Fischman, G. E. (2021). Who needs global citizenship education? A review of the literature on teacher education. Journal of Teacher Education, 72(2), 223–236.
Goldstein, S. B. (2019). Stereotype threat in U.S. students abroad: Negotiating American identity in the age of Trump. Frontiers: The Interdisciplinary Journal of Study Abroad, 29(2). https://doi.org/10.36366/frontiers.v29i2.395
Institute of International Education. (2024). Detailed duration of U.S. study abroad, 2005–06 to 2022–23. Open Doors Report on International Educational Exchange. http://www.opendoorsdata.org
Kehl, K., & Morris, J. (2008). Differences in global mindedness between short term and semester long study abroad participants at selected private universities. Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 67–79.
Majewska, I. A. (2023). Teaching global competence: Challenges and opportunities. College Teaching, 71(2), 112–124.
Mansilla, V. B., & Gardner, H. (2007). From teaching globalisation to nurturing global consciousness. In M. M. Suárez-Orozco & C. Sattin (Eds.), Learning in the global era: International perspectives on globalisation and education. University of California Press.
National Center for Education Statistics. (2024). Bachelor’s degrees conferred by postsecondary institutions, by race/ethnicity and sex of student: Selected years, 2009–10 through 2021–22 (Table 204.27). U.S. Department of Education. https://nces.ed.gov/programs/digest/d23/tables/dt23_204.27.asp
OECD. (2016). Global competency for an inclusive world. OECD Publishing.
Paine, L., & Zeichner, K. (2012). The local and the global in reforming teaching and teacher education.
Reimers, F. (2006). Citizenship, identity and education: Examining the public purposes of schools in an age of globalization. Prospects, 36(3), 275–294.
Rizvi, F., & Beech, J. (2017). Global mobilities and the possibilities of a cosmopolitan curriculum. Curriculum Inquiry, 47(1), 125–134.
Shiveley, J., & Misco, T. (2015). Long term impacts of short term study abroad: Teacher perceptions of preservice study abroad experiences. Frontiers: The Interdisciplinary Journal of Study Abroad, 26, 107
Tienken, C. (2017). Defying standardization: Creating curriculum for an uncertain future. [Publisher not provided].
U.S. Census Bureau. (2023). American Community Survey 1-Year Estimates [Data set].
U.S. Department of Education, National Center for Education Statistics. (2024). Number and percentage distribution of students enrolled in degree-granting postsecondary institutions, by distance education participation, location of student, and control and level of institution: Fall 2021 and fall 2022 (Table 204.27). https://nces.ed.gov/programs/digest/d23/tables/dt23_204.27.asp
In 2097, on the 100th anniversary of the Kyoto Protocol, historians will ask why did we not do something to prevent the warming of the planet. After all, we experienced record breaking temperatures every year, were the most educated population in world history, and had the technology and economic resources to reduce carbon emissions. They will likely establish an historical argument based on our obsession with laissez-faire economics and consumer spending.
Will the people at the beginning of the 21st century blame the scientists, economists, and politicians or will they blame misinformation, self-interest, and neglect of spiritual perspective? Fortunately, there is substantial evidence to support the contributions of the government, business, and educational leaders from New Jersey and New York in addressing the crisis of climate that has already defined the 21st century.
Greta Thunberg’s The Climate Book is a collection of articles that future historians will read in their inquiry into the decisions of the top 1% of the population of the “Global North” and everyone else with a net worth over $1 million in 2026. The data will serve as evidence of how we abused carbon. In 1900- the cumulative carbon emissions totaled 45 billion tons and in 2000 it was1,000 gigatons. In 2026, it doubled to 2,000 gigatons. (Page 14) The question on the 2097 AP World History exam will be, “Why?”
This book is the “go to” book for educators. Climate education is relevant to history, science, economics, sociology, literature, art, math, and civics. The problem of climate cannot be debated as there is no place for compromise. Greta Thunberg’s analogy made this clear to me:
“It is like walking on thin ice – either it carries your weight, or it does not. Either you make it to the shore, or you fall into the deep dark, cold waters.”(page 2)
Teachers are the first responders who need to make students aware by teaching the importance of sustainability, understanding that the economic freedom we value is changing our environment, that the problem with carbon is one of chemistry and physics. The slightest increase in temperature changes the composition of oceans and our atmosphere. According to Thuberg, since most political and business leaders are not able to address the problem; the collective action of the global population is our best hope. This is why teachers and curriculum matter!
The book is organized into five sections with concise articles of three or four pages explaining and analyzing the theme of each section. Each article provides excellent information for discussion, further exploration, and cooperative learning. For example, Section 2, “How Our Planet is Changing”, includes articles on heat, methane, air pollution, clouds, the jet stream, polar ice caps, acidification, droughts, floods, fresh water, and microplastics. These articles explain the fragile nature of our atmosphere, how small changes over time lead to major changes in food production, and the economic and human cost of extreme weather events.
“A new line of research has also uncovered a summer connection that contributes to recent severe heatwaves, wildfires, droughts and deluges. These extreme events are more likely when the jet stream splits, with one branch flowing across the middle of the continent and another along the Arctic coast. These splits tend to occur when the spring snow cover on high-latitude land areas melts earlier than normal, a strong trend observed in recent decades. When the snow disappears early, underlying soils dry out and warm sooner, creating a belt of abnormally high temperatures over high latitude land areas. This warm belt favors jet-stream splits. Rossby waves can then become trapped between the two jet-stream branches, causing stagnant weather conditions that can cause persistent heatwaves, dry periods and rain spells, often leading to extreme summer events.” (Page 65)
If all the ice in Greenland and Antarctica melt, sea levels have the potential to rise by 65 meters or 200 feet. (page 83) According to the New Jersey Department of Environmental Protection, “As identified in the New Jersey’s Rising Seas and Changing Coastal Storms: Report of the Science and Technical Advisory Panel and the New Jersey Scientific Report on Climate Change, sea-levels are increasing at a greater rate in New Jersey than other parts of the world. By 2050, it is likely that sea-level rise will meet or exceed 1.7 feet and increase to 3.8 feet by the end of the century. “Sunny day flooding” will occur more often across the entire coastal area with Atlantic City experiencing “sunny day flooding” 131 days a year and a 50% chance it will experience 326 days a year by 2100.” (A sea level rise of 1.7 feet is less than one meter.) Source
Every article in Chapter 3, “How It Affects US” explicitly documents the reality of climate change. Here are some examples:
“Up to one fifth of the global land surface was affected by extreme drought in 2020, leading to a stark rise in food and water shortages.” (page 134)
“Anthropogenic climate change is responsible for one in three deaths due to heat today – accounting for 37 percent of heat-related deaths between 1991 and 2018.” (page 137)
“Malaria and dengue may spread into temperate areas such as France, Bulgaria, Hungary, Germany and the eastern coast of the Ununited states extending from south of Atlanta to north of Boston.” (page 245)
“We grew crops at a carbon dioxide concentration of 550 parts per million (ppm), the level the world is expected to reach around the middle of this century. We found that crops grown at these elevated CO2 concentrations had significantly lower amounts of iron, zinc and protein than identical cultivators of those crops grown at today’s CO2 levels.” (page 149)
“The fact that 3 billion people use less energy, on an annual per capita basis, than a standard American refrigerator gives you an idea of how far away from global equity and climate justice we currently are.” (page 154)
“With current warming trends, 1.2 billion people could be forced to migrate by 2050.” (page 180)
The content in this chapter relating to disappearing insects, deforestation, rising sea levels, psychology of violence related to temperature increases, and political instability should be considered as essential reading. Although our goal is to keep temperatures below 1.50C in this century, Greta Thunberg explains that this is an average and some areas will see up to 4.0oC temperatures and others closer to 10C. “In 2021, Moody Analytics estimated that the global economic toll of 20C of warming would be $69 trillion.” (page 192)
Chapter 4 provided me with valuable insights that I can use as a social studies teacher. These insights provide information on the changes in carbon emissions between 1970 and 2025 and how consumption in OECD countries is contributing to the coming crisis on our planet. The information in this section is also important if individuals are going to educate the adult population. The population of the United States is in denial about what is happening and the fact that in approximately 20 years, 1.5 billion people will need to relocate to a different location within the United States as a result of water shortages, transportation costs, rising sea levels, crop failures, dangerous insects, extreme heat, and unprecedented storms! The target of a 1.5oC increase by 2050 is likely unattainable and we need to expect an average temperature increase of 2.5oC or higher by 2100. While civic engagement by individuals and families is important, the hope for the future will require action by local, state, and national governments.
“The carbon dioxide safety level for such climate stability is often considered to be around 350 parts per million (ppm) – a level we passed in around 1987. In February 2022, we surpassed 421 ppm. At current emission levels, our remaining carbon budgets for a decent change of staying below 1.5oC and, by doing so, minimizing the risk of setting off irreversible chain reactions beyond human control, will be gone before the end of this decade. There are no effective policies in place.” (page 241)
The complexity of the problem is difficult to understand. As populations increase, food production requires more land for agricultural production. As a result species migrate, trees are removed, fertilizer production increases, and the shipping of food to where the people are living increases. The two graphs below include significant data. The first graph, “Greenhouse gas emissions from transport subsectors in 1970, 1990, and 2010” provides evidence on the increase in emissions as the population of the world increased from approximately 3 billion in 1970 to 8 billion today. The graph also provides evidence of the problem of global equity as the amount of emissions in 2010 is that to the total emissions from Latin America, Middle East and Africa, and Asia total 2.75 gigatons is less than the amount of 3.14 gigatons emitted from the 38 OECD countries with market-based economies and democratic forms of government.
(page 266)
The second graph, “A comparison of greenhouse-gas-emissions intensity”, illustrates the emissions from airplanes, automobiles, and trains. The graph does not include the cost of international shipping, a decision made by the Kyoto Protocol in 1997. “This is extremely problematic since international aviation and shipping together contribute the equivalent amount of CO2 as Japan, the fifth biggest CO2-emitting nation in the world.” (page 269)
The greenhouse gas emissions form airplanes is greater than the emissions from automobiles. Students need to understand the paradox of buying an EV or hybrid vehicle for transportation to reduce carbon emissions and then taking a plane to the Caribbean for Spring Break or a trip to Europe is counterproductive. We need to change our behavior. Education has the potential to change behavior!
(page 267)
Perhaps the most important insight for me in this section was the information on consumerism. A household in the United States contains, on average, 300,000 individual items,…” (page 282) Teachers need to bring awareness about human behavior and the impact of production and disposal, and life expectancy and efficiency.
“An American one-percenter accounts for ten times the greenhouse gas emissions of the average American; the average American is responsible for three times the emissions of the average person in France; the average French person accounts for ten times that of the typical person in Bangladesh.” (page 282) This section provides perspectives that are excellent resources for teachers.
Students need information about solutions for living in a world that is 1.5oC warmer and likely closer to 2.0oC. Solutions are more than wind turbines, solar panels, and electric vehicles. The psychology of human behavior, the importance of civic engagement, preparation for a sudden crisis, the economic potential of incentives, awareness of the role of the media, and an understanding of the actions of citizens are essential understandings for students.
“The wealthiest 10 percent of people globally produce around half of all greenhouse gas emissions, as well as having more to do to achieve a sustainable way of life,….” (page 330) The graph below clearly explains why climate education for students in the United States should be a curriculum mandate. The graph also illustrates the problems of inequality and injustice as a result of the economic system that currently dominates our world. An understanding of the big picture from 19th century colonialism and imperialism to the global supply chains of the 21st century are essential for understanding the invisible atmospheric changes that have been taking place for 150 years. The existential crisis that threatens to disrupt the comfortable lives of the students we are teaching will take place in the next few years or decades. This is the “inconvenient truth!”
As social studies educators we are responsible for teaching the lessons of the past, especially as they relate to the rise and fall of civilizations. The discovery of fire, writing, cement, crop rotation, the three-part plow, animal, water, and steam power, fossil fuels, electricity, nuclear energy, the automobile, department stores, credit cards, e-commerce, and artificial intelligence are curriculum topics that need to be carefully reviewed in how we are teaching them because they cumulatively contribute to a warmer planet. The graph below illustrates why this is a critical curriculum topic for social studies educators.
The great migrations in history are the result of wars, trade, investments, escape from authoritarian rulers, genocide, poverty, and extreme weather events. We teach about the migrations from the Irish famine, religious wars in Europe, African Slave Trade, European migration to the United States, Harlem Renaissance, Dust Bowl, Partition of India, Resettlement after World War II, and the urbanization of China. If history is a guide, the largest migration will occur in the 21st century because of the impact of extreme weather on agriculture, potable water, heat-related deaths, and higher sea levels.
The Climate Book is essential reading for teachers. The section on solutions (Chapter 5) provides critical information for debate and discussion with your students.
Jared Diamond’s Guns, Germs, and Steel (New York: Norton, 1997) is one of those books that feels revelatory the first time you read it. It takes a question that most people rarely stop to ask, “Why some societies ended up rich and powerful while others did not?,” and reframes it in a way that is both unsettling and reassuring. Unsettling, because it strips away comforting myths about cultural superiority and human exceptionalism, and reassuring, because it offers an explanation that does not rely on racism, divine favor, or civilizational destiny. Diamond’s central claim is that geography, rather than biology or culture, played the decisive role in shaping global inequality. In the epilogue, he steps back to defend this framework, clarify its limits, and argue that history itself can be studied scientifically.
Diamond’s ambition is enormous; he is trying to explain a great deal of human history with a single organizing framework. Geography, in his telling, shapes the availability of domesticable plants and animals, the timing of agriculture, population density, technological development, and ultimately conquest. By the time Europeans reached the Americas, the outcome was already largely predetermined by thousands of years of environmental advantage. Diamond is careful to insist that geography constrains rather than dictates outcomes, but it is hard to miss how much explanatory weight geography is made to carry.
In the epilogue, Diamond anticipates the charge of environmental determinism and pushes back. History, he argues, can still be studied scientifically, even if we cannot run controlled experiments. Continents and societies function as natural experiments, allowing historians to compare different environments and identify broad, recurring patterns. Diamond is explicit about what he believes his framework does and does not explain. He is not accounting for individual leaders, specific events, or moral responsibility.Instead he is explaining why some societies had early advantages and others did not.
When Diamond stays within these bounds, his arguments are often extremely persuasive. His comparison between Eurasia and the Americas is a good example. Eurasia benefited from an abundance of domesticable plants and animals, including wheat, barley, cattle, pigs, and horses, which supported early agriculture, large populations, and dense settlements. Dense populations, in turn, produced epidemic diseases, and over time, immunity. When Europeans arrived in the Americas, they brought not only steel weapons and guns, but germs to which they had long been exposed. Indigenous populations, lacking similar disease histories, were devastated. Diamond’s point is not that Europeans were smarter or more capable, but that they inherited a vastly different historical trajectory shaped by their environment.
The same logic applies to Diamond’s discussion of continental axes, particularly the contrast between Eurasia’s east-west orientation and the Americas’ north-south orientation. Eurasia’s east-west axis allowed crops, animals, and technologies to spread across similar latitudes and climates with relative ease. Innovations could diffuse over thousands of miles without needing to adapt to radically different environments. In the Americas, by contrast, north-south diffusion meant crossing deserts, jungles, mountains, and sharp climatic transitions. This slowed the spread of agriculture and technology and limited large scale integration. Over millennia, these differences compounded. Geography, in Diamond’s account, does not merely shape local conditions, it shapes connectivity itself.
Where Diamond’s framework begins to strain is when it starts to feel like a master key rather than one tool among many. In the epilogue, he insists that geography is not destiny, yet culture often appears in his account as a thin downstream effect of environmental constraints. Culture adapts to geography, rather than actively shaping how societies respond once similar options exist. This is where the model starts to feel incomplete. Culture is not just decoration layered on top of material conditions. It is the air we breathe, the water we swim in, and the lens through which material realities are interpreted. Societies facing similar geographic constraints can still make very different choices, build different institutions, and value different outcomes.
Diamond acknowledges this problem in theory but tends to underplay it in practice. He is strongest at explaining origins and weakest at explaining persistence and divergence. Geography helps explain why certain possibilities existed, but it does not fully explain why some societies embraced particular paths while others did not, even when those paths were available. Once agriculture, technology, and states exist, culture feeds back into material conditions in complex ways. Institutions, norms, and values can amplify or blunt geographic advantages, and these feedback loops receive less attention than they deserve.
This tension becomes even more apparent when Diamond’s framework is applied to contemporary global developments. Geography still matters enormously. Climate vulnerability, access to arable land, exposure to disease, and proximity to trade routes continue to shape global inequality. The uneven impact of climate change, for example, follows geographic lines Diamond would immediately recognize. At the same time, globalization, technology, and political institutions complicate the picture. Some societies have used technology and collective action to mitigate geographic disadvantages, while others have failed to do so despite favorable conditions. Here again, culture and politics mediate geography’s effects.
Diamond deserves credit for what he is trying to do. He offers a corrective to explanations that blame the victims of history for their own misfortune or attribute inequality to inherent superiority. His framework insists that history’s winners were not morally better or biologically superior, merely luckier in where they happened to have been born. That insight alone makes Guns, Germs, and Steel worth reading.
The epilogue clarifies what Diamond believes his project to be. Geography is not the whole story, but it is an essential part of it. Diamond is at his best when he treats geography as an ingredient rather than a recipe. History is shaped by environments, material conditions, and culture together. No single theory explains everything. Diamond’s contribution is to remind us how much of the story begins long before anyone makes a conscious choice, and how deeply the ground beneath our feet has shaped the world we inherited.
From left: Carloyn E. Storum Loguen about 1860; Mary Ann Brigham Brown’s husband Rev. Abel Brown under assault in Westfield NY about 1835.
Chautauqua County women Carolyn Loguen (1817-1867) and Mary Ann Brown (1814-1842) were active in New York state’s anti-slavery movement and in the Underground Railroad. Working mostly in the shadows of their widely known husbands, the women themselves were locally famous for their own efforts in the cause of freedom.
Carolyn E. Storum Loguen of Busti married the formerly enslaved minister Jermain Wesley Loguen (1813-1872). The couple then operated an Underground Railroad station in Syracuse. They had six children, and their daughter, Amelia, married the eldest son of the nationally known abolitionist Frederick Douglass (1818-1895), who also was formerly enslaved.
In 1851, the Rev. Loguen assisted in the rescue of William Henry, a formerly enslaved cooper working in Syracuse. Henry had been arrested under America’s Fugitive Slave Law of 1850, but he was rescued by abolitionists and then sheltered in Canada. Also in 1851, Harrison Williams was arrested under the same law, on Carolyn’s childhood farm in Busti, where her parents operated an Underground Railroad Station. In spite of several attempts to rescue him, Harrison Williams was returned to slavery. The historical marker paying tribute to Harrison Williams and the Storums stands today on Sanbury Road near Northrup Road in Busti. Another historical marker, to both Caroline Loguen and her husband, stands today at NYS Route 92 and Pine Street in Syracuse.
In 1854, Carolyn’s parents coordinated the widely attended Anti-Slavery Convention in Sugar Grove Pa., near Busti. Both Rev. Loguen and Frederick Douglass were featured speakers at that major event. However, Mary Ann Brigham Brown and her husband had been deceased long before the significant convention in Sugar Grove. Mary Ann was from nearby Fredonia, and she married another famous abolitionist, Rev. Abel Brown, Jr. (1810-1844) of nearby Forestville.
In the early 1830s, Mary Ann had met her future husband, while both attended the Fredonia Academy, which formerly stood on the site of today’s Opera House and Village Hall. The couple then traveled throughout the northeast, active in the Underground Railroad. Scholars have speculated that when the Western New Yorker Eber M. Pettit mentioned in his 1879 anti-slavery memoir that there was a “President” of the Underground Railroad, he was referring to the martyr Rev. Brown. Rev. Brown was so outspoken in his beliefs that he was often beaten by angry dissenters. His 1844 death in Canandaigua was said to have been from injuries sustained in just such a beating.
Another assault upon Brown had occurred in Chautauqua County a few years earlier, while he was preaching in Westfield. That was the period when New York State’s Anti-Slavery Society was being organized in central New York State, an endeavor also met with violent protests. However, within a few years of Brown’s beating in Westfield, the collected voices of Chautauqua County’s other abolitionists attracted increasingly more of their neighbors into what became known as “the liberty cause,” and the Underground Railroad became more safely active here, until the 1850 law. Although that law, signed by New York’s own Millard Filmore, generally made life dangerous for those involved in the Underground Railroad, the same law actually backfired in Chautauqua County, by drawing even more people into the anti-slavery movement.
Mary Ann died two years before her husband, shortly after the birth of their second child. Her children were then raised in Fredonia by her mother Mary (Polly) Dix Brigham Taylor (1790-1857), who also opened her home to a freedom seeker in 1844. There is no historical marker to memorialize Mary Ann, her husband, her children, or her mother, but a Fredonia mansion stands today where Mary Ann’s children grew up. The former Taylor farm is located on U.S. Route 20, just west of Fredonia.
After the Civil War, Daniel Fairbanks greatly expanded and modernized the former Taylor home. For the 1881 Chautauqua County Atlas, the elegant, new house was illustrated in the name of Sayles Aldrich.
In the late 20th and early 21st centuries, Wilda B. and J. Carter Rowland operated a gift shop behind the mansion, at the approximate location of part of the former Taylor home.
During the Beaver Wars the Haudenosaunee (Iroquois), supplied by Dutch weapons, decimated the Mohican along the Hudson River. A Mohican effort to regain control of land taken from them by the Mohawk left their strength so severely depleted that they refused to join their eastern Algonquin speaking allies in fighting King Philip’s War (1675-1676) — a war that marked the last major effort by the Native Americans of New England to drive out the English settlers. Following that bloody conflict, defeated Indigenous refugees fled west from New England along the Hoosic River into the Province of New York. Edmund Andros, Governor of the Province, saw this exodus as an opportunity to thwart the territorial ambitions of Massachusetts.
Many residents in Massachusetts believed their colony should extend all the way to the Hudson, so Andros invited displaced Mohicans, along with Wampanoags, Narragansetts, Skokis, and Nipmucks, to settle on the meadows between the mouth of the Hoosic River and Tomhannock Creek. He believed they would prevent squatters and act as a barrier against French raids from the north. This assemblage of peoples became known as Schaghticoke.
Governor Andros negotiated peace with several tribes and then created a reserve on the west side of the Hudson and offered it to the Mohawk as a homeland. This, combined with the expanded settlement of Schaghticokes, created an early warning system for Albany in the case of hostile raids by the French and their Indigenous allies from the north. To cement the alliance, the governor convened a peace council in 1676. Representatives of the English Crown and as many as a thousand Native People, along with Jesuits from the Mohawk villages, gathered to smoke calumet (peace) pipes and promise to keep the covenant made there.
During the ceremony they planted an oak sapling — which later became known as the Witenagemot Oak — and named the place “the Vale of Peace.” Witenagemot is an old English word that means “Council of the Wise.” In England, a Witenagemot was called to help settle a dispute peacefully by discussion.
The tree stood for nearly 300 years. One hundred years later Johannes Knickerbocker III built his house at this place. The ancient tree stood behind the Knickerbocker Mansion until 1949, when it was uprooted during a winter flash flood. Saplings of the original oak now grow in its place. Although the Schaghticoke eventually moved west, many have made pilgrimages back to this symbol of the pact.
Schaghticoke is on NY-40 about 20 miles north of Albany.
Lessons for Today from a Landmark New Jersey Desegregation Case
By Lamont Repollet
Education has the potential to be the great equalizer that truly changes the trajectory of people’s lives. The struggle to realize that potential has a long history here in New Jersey. Looking back, we know Black activists were demanding civil rights reform in education here in the Garden State more than a decade before the landmark Brown v. Board of Education decision desegregated public schools across the nation in 1954. Concerted efforts by the NAACP, other advocates and mothers weary from discrimination in education led to legal battles that paved the way for changes and pivotal federal legislation. One of the precedent-setting cases that helped the arc of the moral universe bend toward justice, to paraphrase Dr. Martin Luther King Jr., was New Jersey’s Hedgepeth and Williams v. Board of Education(1944).
In 1943, two mothers from Trenton, Gladys Hedgepeth and Berline Williams, attempted to enroll their children in a neighborhood middle school. The school, the women were told, wasn’t “built for Negroes.” As a result, they enrolled their children in a Blacks-only school more than two miles away while simultaneously filing lawsuits against the Board of Education of Trenton. Represented by Robert Queen of the NAACP, the case made its way to the United States Supreme Court, which ruled intentional segregation in public schools to be a violation of New Jersey law. Schools in New Jersey would no longer be segregated.
In the courts, the Hedgepath-Williams decision proved to be a precedent on which proponents of desegregation could build the historic case that ended legal racial segregation in schools across the nation, Brown v. Board of Education. In his legal brief for that case, attorney Thurgood Marshall cited the Hedgepeth–Williams decision. Ultimately, racial segregation was deemed unconstitutional -– even if the segregated schools were otherwise equal in quality.
The broader impact of the historic ruling was profound. It resulted in a massive shift in the national landscape of racial justice and the American judicial system as a whole. The next year, New Jersey’s state legislature passed a fair employment practices act, with a fledgling enforcement division, that prohibited racial discrimination in hiring practices. The number of Black teachers rose exponentially.
Further racial barrier-breaking developments also occurred. New Jersey’s State Constitution of 1947 codified the desegregation of public schools. In 1949, a civil rights bill in the state banned discrimination in public accommodations. New Jersey became a model for New York and Pennsylvania, and ultimately the federal Civil Rights Act of 1964.
Today, nearly eight decades since the Hedgepeth-Williams ruling laid the groundwork for even more dramatic reforms nationwide, race-based inequalities remain pervasive in our schools. How do we follow in the footsteps of our predecessors and fulfill the mandate secured by trailblazers like Gladys Hedgepeth and Berline Williams? We need to compensate teachers equitably across districts to attract and retain quality candidates of all races to the field, but specifically Black educators. We must offer professional development, research opportunities, and holistic support to new and early-stage educators so they can succeed. Without these resources, we are setting young teachers up for failure before they even begin. When our educators feel whole, their students can be at the top of their game, too.
Furthermore, we cannot underestimate the power and importance of Black students seeing people who look like them in the classroom and in leadership positions across academia. Last year, according to the U.S. Census Bureau, Trenton’s population was nearly 50 percent Black, 37 percent Hispanic and 13 percent white, yet the hiring of teachers of color there and elsewhere is slow to catch up to the diversity of its students. Imagine how much greater our students’ academic achievement will be when more Black educators teach Black children Black history, as well as all of the other subjects they are taught in school. Or how high their standards and visions of self-actualization will soar when students of color see themselves more fully represented in the sciences and research, the arts, business, sports, civil rights and in positions of leadership in these fields and others.
It’s also high time we invest more in higher education. We must continue to demand funding and resource allocations for our schools and universities, particularly prioritizing underserved communities. From pre-K through college and into graduate school, we must find and reach the undiscovered brilliant minds, the dreamers, the entrepreneurs, the leaders who are right there in our midst waiting to be put on an educational path that lets them become their full selves. Education is a pathway to upward mobility. It is a way for students to break free from the cycle of poverty and oppression in order to achieve their dreams. When we invest in equal education for all, we are building a stronger future for all of us.
In God’s eyes, we are created equal. However, history and current events remind us that we are not all treated equally. Everyone hears a lot about self-determination and being the architect of their own future. That’s easy to say when you are born into privilege and opportunity. It is a much more difficult proposition for anyone facing racism, systemic negligence and prejudice throughout their lives. We as a community cannot ignore the disadvantages that hold so many of our people back. Instead, we must leverage our positions as educators to create programs and deliver resources that will make a difference in students’ lives. Like the activists of today and decades past, we must work relentlessly to make sure that governments and systems of education do their part. Hedgepeth and Williams v. Board of Education is a call to equity in action as much now as it was in 1944, and we must rededicate ourselves to its moral imperative.
The website freethoughtrail.org says she was born in Sturbridge, Massachusetts, in 1817, and worked as a schoolteacher. At age 18, she married John Maubry Davis, and they moved to Boston. He died of consumption in 1841. According to womenhistoryblog.com, “In 1843, Lucy married Luther Coleman (she later changed the spelling of her married name to Colman).” They moved to Rochester, and their daughter, Gertrude, was born about 1845. “Motherhood brought Colman’s attention to the issue of women’s rights,” the blog says. “She began to ask why married women and mothers had so few rights, and why women were dependent on the goodwill of their husbands for what freedoms they had.” She also befriended Rochester abolitionist Amy Post and advocated for emancipation of the slaves. By 1852 she had renounced Christianity because of churches’ complicity with slavery.
Coleman’s husband was killed in 1854 while working at the New York Central Railroad, which she blamed on the company’s unwillingness to spend money on repairs. She was hired afterward as a teacher in a segregated “colored school,” where Colman met Susan B. Anthony. According to the blog, at the state teachers convention, she spoke out against corporal punishment in schools, and she and Anthony decried the unequal salaries of male and female teachers. Disgusted with segregation, Colman “lobbied parents to withdraw their children, causing the school to close and losing her job in the process. By 1856, Rochester was providing education for both white and black children.”
Between 1856 and 1860, she became an abolitionist lecturer in Ohio, Iowa and Michigan and occasionally wrote for the antislavery newspaper The Liberator. She participated in an 1858 protest against capital punishment led by Anthony and Frederick Douglass and in an 1859 petition drive for New York women’s right to vote. In May 1863, Colman was one of the secretaries at the Women’s National Loyal League, which conducted the largest petition drive in U.S. history at that point, with 400,000 signatures, to promote a constitutional amendment to abolish slavery. In 1864 and 1865, Colman worked at a Black orphan asylum in Washington, D.C., and taught and served as a superintendent in schools in Washington and Arlington, Virginia, to help former slaves. Colman arranged a meeting between Sojourner Truth and President Abraham Lincoln on Oct. 29, 1864, and accompanied Truth.
About 1870, Colman joined her sister in Syracuse. “During this time, Colman wholeheartedly embraced freethought, a philosophical viewpoint that opinions or beliefs should be based on science, logic and reason, and should not be derived from religion, authority, government or dogma,” the blog says. She spoke often at conventions and wrote columns for a freethought journal as well as writing her memoir.
Hidden Histories: What the Slave Masters of the Bronx Left Us
By Alice Augustine, Reposted from Amsterdam News, February 5, 2026
This fall, I introduced 42 Lehman College honors students to the Enslaved African Burial Ground at Van Cortlandt Park. As the college’s director of Campus Honors and Scholar Engagement, I have made it mandatory that all Campus Honors students participate in this project, Hidden Histories, in their first year.
Colleagues and students are often surprised to learn that there were enslaved people as far north as the Bronx. However, Jacobus Van Cortlandt, who served two terms as mayor of New York City, profited from the buying and selling of Africans in Manhattan’s markets. A walk through the Bronx reveals streets and parks named after other plantation owners — the Pells, the Morrises, and the Fords.
My students learn firsthand how difficult it is to find information on people of African descent who lived in the colonial Bronx. But it is not impossible. Over the last two years, they have dug through original documents to learn about the talented and resourceful Africans whose labor contributed significantly to making early Bronx residents among the wealthiest in the state.
Their stories are hidden in bills of lading, records of sale, runaway ads, wills, legal actions, and diaries. Little Haneh, age 52; Hager, age 42; Long Betty, age 31; Zibia, age 27 — these are four of over 90 names of enslaved people my students have identified and geotagged on a digital map of the colonial Bronx.
When we started, our goal was to contribute to the Northeast Slavery Record Index at John Jay College. Our initial search yielded little, but we gravitated toward wills after reading “Blacks in the Colonial Bronx”by Lloyd Ultan. The enslaved mostly appeared in recorded history only when wealth changed hands. Ironically, those diligent records of property are now the cracks where history lets in the light.
There were no birth certificates for Africans enslaved in the colonial Bronx and neither were there recordings of deaths. However, the heirs of enslavers were not deprived of their property. In wills, we learned of bequests of linen, kitchenware, land, rugs, and enslaved Africans that heirs would receive. Bequests quickly became our most trusted source of information on the people we have come to see as our ancestors.
My hope is that more students sign up for the research-intensive phase of the project — the ongoing module invested in unearthing the hidden stories of highly-skilled enslaved Africans. It is too easy to forget the contributions of Blacks in the Bronx when negative and untrue stereotypes of this borough roll off tongues with reckless abandon.
The project is in its third cycle of joint stewardship with volunteers from the Van Cortlandt Park Alliance, which has done much to increase awareness. In 2021, Van Cortlandt Lake was renamed the Hester and Piero’s Mill Pond in honor of an enslaved couple — Piero the Miller and his wife Hester. The park now celebrates Juneteenth and Pinkster, an African American holiday which was originally a Dutch celebration of Pentecost. In 2024, the Mellon Foundation awarded a grant to the alliance to engage the community on ideas for a memorial at the Burial Ground. I serve on an advisory council for the construction, along with four of my students.
However, too much remains unknown. My students and the wider Bronx community deserve the chance to know, mourn, and celebrate our ancestors. My students are not historians; their majors span disciplines from biology to art. But almost all have incorporated lessons from this project as they go on to conduct research in their respective fields.
At the northeast corner of the burial ground, my students created an unofficial altar on top of a jagged rock shaped like a bench. They and community members have left flowers and photos of deceased loved ones there. We pour libations with water from Hester and Piero’s lake and call their names aloud as a collective.
Our hearts are filled with love as we continue to build the project even as funding sources become scarcer. In July, our digital map disappeared from the StoryMaps website after the free version we used was retired. We are currently seeking grants for software to support our findings long-term. Our goal is to make this a community-based research initiative that can be replicated at other colleges and perhaps high schools.
I created Hidden Histories knowing that the answers we seek may take decades to uncover. The process is beautiful and heart-wrenching. We are eager to learn everything we can about the enslaved in the colonial Bronx, even as we are deeply shaken by the cruelty of enslavement. We are, however, clear that our ancestors wanted us to find them and share their stories, and we will keep learning and searching and listening.
The Price of Silence – The Forgotten Story of New Jersey’s Enslaved People
“New Jersey is known as the Garden State,” says author Beverly Mills in the two-part documentary The Price of Silence. “We’re known for our blueberries. We’re known for our corn. We’re known for our peaches. But we’re not known for the slaves that were here tilling the soil. We’re not known for the whole history of slavery connected to New Jersey and how slavery was the underpinning of much of the wealth of New Jersey.” Enslavement was prolific from the very founding of New Jersey in the 1600s as a colony and eventual manufacturing hub that supplied the Southern states with leather goods and other products. Its eye on production and profit created a demand for the cost-effective services of the enslaved, a demand that only grew as New Jersey developed into a major maritime port. What’s more, white slave owners at the time could receive the equivalent of land rebates based upon the number of enslaved working their land. “New Jersey was the last Northern state to even attempt to abolish slavery,” says Linda Caldwell Epps, Ph.D. and CEO of 1804 Consultants, in the film. Mills reports New Jersey “was probably the Northern state with the strongest sympathies towards the South. Because it was the Southern-most Northern state, it had a lucrative trade policy with the Southern states.” She remembers “I never learned about this in school. … If anything, we were taught to feel shame. And today…I feel nothing but pride and I feel empowered.”
Part one of the documentary, “The Forgotten Story of New Jersey’s Enslaved People,” begins the series with the stunning fact that by the time New Jersey started the slow process of abolishing slavery in 1804, the state had 12,000 men, women, and children in bondage. The film reveals that New Jersey depended profoundly on enslaved people to drive agricultural and economic growth, was sympathetic to the South, and was the last of the Northeastern states to eliminate this heinous practice. https://www.pbs.org/video/price-of-silence-izsgr1/
Part two, “The Lasting Impact of Slavery in New Jersey,” continues with New Jersey’s history of bondage and expounds on the fact that the African American community is still feeling the effects of slavery today due to disparities with the White community in median income, criminal justice, and healthcare.
Part three, “The Search for Freedom in New Jersey,” examines the Black community’s Great Migration from the Jim Crow South to Newark, New Jersey, during the early years of the 20th century and tells the story through the eyes of descendants of individuals who made the Great Migration North and found life here to be a far cry from what they had hoped for.
By telling these fascinating stories through the eyes of descendants of slavery and individuals who have lived through the heartbreaking events depicted in the films, the audience will most certainly be captivated and inspired to learn more.
The Hidden History of Slavery in New York
The Hidden History of Slavery in New York is an Emmy award-winning 30-minute documentary produced by Larry Epstein and narrated by Richard French, a student at Rye Country Day School. The film features EJI founder Bryan Stevenson. Larry Epstein, an Emmy award-winning journalist and documentary writer/producer, is available to speak at schools and colleges. He can be contacted at larryep13@gmail.com. The Hidden History of Slavery in New York is available on YouTube. https://www.youtube.com/watch?v=gUzlcZXBHAM
Harlem Urban Civil Rights Museum
The museum is set to open in Fall 2026 in an approximately 20,000-square-foot space within the Urban Justice League’s new 400,000-square-foot Manhattan headquarters at 117 West 125th St., across the street from the Studio Museum. The Urban Civil Rights Museum in Harlem presents the history of the Northern civil rights movement. It is a cultural institution that educates, inspires, and activates visitors through powerful storytelling, cultural engagement, and collective action. Rooted in history and in Harlem, it stands as a local anchor and a global destination for learning, reflection, and empowerment.
Morven house in Princeton, NJ was home to Richard Stockon one the New Jersey’s signers of the Declaration of Independence and five early governors of New Jersey. Morven house’s current exhibit as part of the national celebration of the 250th anniversary of the signing of the Declaration of Independence is Five Independent Souls highlighting the lives of the five men from New Jersey who voted for independence including Richard Stockon. As wealthy lawyers, the first two generations of Stocktons at Morven enslaved men, women, and children on site. At the expense of the enslaved, the Stocktons lived a comfortable lifestyle and increased their wealth with forced labor. Like other signers of the Declaration of Independence, Richard Stockton held people in bondage while signing a document that declared “that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.” The rhetoric of revolutionary America—freedom, equality, and liberty—was inescapably intertwined with the practice of slavery. In 1804, the State of New Jersey passed an act for the Gradual Abolition of Slavery, making it the last northern state to do so. Records indicate that by the time the third generation of Stocktons took ownership of Morven in 1840, enslaved people no longer lived on the property. At first, they were replaced by free African Americans, and then eventually by immigrants from Ireland and Germany. Morven house’s permanent exhibition is “Historic Morven: A Window into America’s Past.”
NY State Parks Launches ‘Enslavement to Freedom 1627-1827-2027’ Initiative
In 2027, New York State will recognize the 200th anniversary of the end of legalized slavery in the state (1827) and the 400th anniversary of the arrival of the first Africans enslaved in the former New Netherland colony (1627). The New York State Office of Parks, Recreation, and Historic Preservation is working with partners across the state to share new research and resources that explore early Black American history in New York as part of its “Enslavement to Freedom: 1627-1827-2027” initiative. Collaborations include exhibition displays with the Office of General Services, educational resources with ConsidertheSourceNY.org, events and programs, and traveling exhibitions available for non-profit and educational organizations throughout the state. During this multi-year interpretive initiative, State Parks and relevant state historic sites are planning will develop exhibits, public programs, and other educational resources. These are expected to explore New York’s history with the institution of slavery and a pivotal period of transition for the Black community in early New York. It provides better context and understanding for later historic movements, like abolition and the Underground Railroad. State Parks is also inviting educational and nonprofit organizations to host one or more of the four available traveling banner exhibitions:
1) Poisonous Seeds: The Dutch and the Institution of Slavery in New York
2) Redefining the Family: One Descendant’s Journey into History
3) Another Face of War: Enslaved and Free Blacks in the Revolution and
4) Many and Varied Hands: The Work and Labor of the Enslaved.
Compact enough to be displayed in various environments, the traveling exhibitions tell stories from the past that center Black experience. “Enslavement to Freedom: 1627-1827-2027” resources and activities are expected to continue to be developed and shared with the public over the next several years. For up-to-date information about this and other Black history initiatives at State Parks, including how to request the “Enslavement to Freedom” traveling banner exhibitions, visit this website.
Manhattan’s Merchant’s House was an UGRR Safehouse
The Merchant House (https://merchantshouse.org/) at 29 East Fourth Street in New York City is a 19th century brick and marble landmark rowhouse that is now a museum. It was built in 1832 by hatter and merchant Joseph Brewster and sold to the Tredwell family three years later. An Underground Railroad safe space was recently discovered underneath the drawers of a second floor built-in dresser. A cut in the floorboards leads to an enclosed space about 2ft by 2ft with a ladder down to the ground floor. Brewster was a leading New York City abolitionist. There is evidence that he signed at least two antislavery petitions and played a prominent role in three antislavery churches. When a church was being constructed on Rivington Street, he had builders include a false floor there as well.
A Protest History of the United States(Beacon Press, 2025) by Gloria J. Browne-Marshall
The book chronicles the history of protest and resistance in America, from Indigenous peoples’ resistance to colonization through modern movements like Black Lives Matter and climate activism. It highlights both known and forgotten figures and movements. Drawing on legal documents, archives, and personal accounts to show how dissent has shaped the nation, it argues that protest is a vital force for change. It is part of Beacon’s ReVisioning History series. Browne-Marshall expands the definition of protest beyond traditional marches and rallies. Acts of resistance include journalism, legal battles, boycotts, everyday defiance, and more. There are sections on abolitionist John Brown, who was executed for initiating the 1859 slave revolt at Harpers Ferry; labor organizer Mother Jones, who fought for the enforcement of the 8-hour workday; and civil rights activist Daisy Bates, who played a leading role in the 1957 Little Rock school integration crisis. Gloria J. Browne-Marshall is a writer, educator, legal advocate, and playwright. She is a professor of Constitutional Law and African Studies at John Jay College (CUNY). Her books include She Took Justice: The Black Woman, Law, and Power, The Voting Rights War, and Race, Law, and American Society.
New York City Monuments of Black Americans: A History and Guide (New York: The History Press, 2025) by David Felsen (Reprinted from New York Almanack, December 10, 2025)
“New York City got its first monument of a real Black American in 1946 when the Hall of Fame for Great Americans in the Bronx dedicated a bronze bust to Booker T. Washington,” David Felsen, a history teacher at Avenues: The World School, writes in the introduction to New York City Monuments of Black Americans: A History and Guide (History Press, 2025). He believes n“Behind every first is a story of triumph over adversity and exclusion.” A 2021 study of the nation’s monuments found that 50% of the top 50 most memorialized people enslaved other people and that only 10% of the top 50 most memorialized people are Black/Indigenous. Just six percent of the Top 50 nationwide are women. It wasn’t until 2007 that the city dedicated its first monument to a Black woman, Harriet Tubman. “At this time, when the media and academics were paying so much attention to problematic Confederate monuments and the white men on them, it seemed too little attention was being paid to the representation of Black people in monuments,” writes Felsen. “As a history teacher living in New York City, I began to wonder how many monuments of Black Americans there were in the city. Who was the first Black American honored, and when did it happen? Who were the artists, activists and civic leaders behind these monuments? Why did they get made? And what could they teach us about New York history, Black history, art history and American history?” According to Felsen, the first Black American represented on a monument in New York City is “a nameless, shoeless former slave help[ing] a Union widow to find her husband’s grave in the South” at the base of the 1876 Civil War Soldiers’ Monument in Brooklyn’s Green-Wood Cemetery. Felsen’s new guide identifies and tells the stories of thirty statues and monuments of Black Americans in the city. It includes maps, and photos and a detailed history of each. This book provides a refreshing take on a subject that has been on the minds of many Americans.
Black Legacy: A History of New York’s African Americans(Seven Stories Press, New Edition, 2026)
by William Loren Katz
Discover the complete Black history of New York — from 1609 to the present — by the award-winning author of Breaking the Chains and Black Indians. For readers 12 and up. Includes a new intro and last chapter with insights on modern-day movements like Black Lives Matter, plus 50+ historical maps, illustrations, and photos. Essential for NY teachers, librarians and teens. From the arrival of the first enslaved Africans in New Amsterdam in 1609, to the Harlem Renaissance, to the impact of Black Lives Matter, here is a concise and newly updated history of Black Americans in New York for readers 12 and up. Black Legacy reasserts the essential work of teacher and historian William Loren Katz, who was committed to documenting and uplifting the stories of Black Americans’ courage and creativity, resilience and rebellion, especially for younger readers. A new introduction by award-winning journalist Herb Boyd gives context to Katz’s “full tableau of Black accomplishments and aspirations,” and a new chapter by historian Alan Singer and social studies teacher Imani Hinson brings the book up to the present day, considering the changing economic, cultural and political influences on Black New Yorkers. Black Legacy includes Black politicians and poets, abolitionists and athletes and activists, and the first Black children to attend public schools; Sojourner Truth, Paul Robeson, W.E.B. DuBois, Frederick Douglass, Marcus Garvey, Malcolm X, the Black Panthers, and others who fought for Black freedom; Shirley Chisholm, Madame C.J. Walker, NY’s first Black mayor David Dinkins and many other businesspeople and politicians who brought dignity through their work toward equality; and the Black history of Seneca Village and Weeksville, the Savoy and Cotton clubs of the Jazz Age, Harlem Hospital where Martin Luther King Jr. nearly died, the African burial site at Trinity Church, and so much more. Written with economy and flair, Black Legacy is a fascinating read, a necessary teaching tool, and a great addition to the literature of the Black history of New York and of America. According to Haley Pessin, co-editor of Voices of a People’s History of the United States in the 21st Century: Documents of Hope and Resistance, “Dispelling the myth of Northern progressivism, Katz offers a far more compelling account of the bravery and perseverance through which Black people resisted their own subjugation and, in so doing, indelibly altered New York history. Katz reminds us that New York history is Black history, and Black history is the history of New York. This is a book that should be read by all New Yorkers.”
The Power of Quiet Courage(North Carolina Office of Archives, 2025) by Amy Nathan and Sarah Keys Evans; Illustrated by Jermaine Powell Sarah Keys Evans wasn’t a person anyone thought would spend a night in a jail cell or change the world. But trouble came Sarah’s way in 1952 at a North Carolina bus station. Dressed in her Women’s Army Corps uniform, she was arrested for not moving to the back of a bus, three years before it happened to another Black woman, Rosa Parks. Sarah Keys Evans: The Power of Quiet Courage tells how Sarah stood up for what’s right and helped end that kind of unfairness. Others have now honored her by creating a monument that calls her a “Trailblazer for Justice.” Deborah Menkart wrote, “Sarah Key Evans’ story, along with many others who protested racism on public transportation in the 19th and 20th centuries, are omitted from most history books. Thankfully, Amy Nathan and Evans have broken that silence in a beautifully written book for upper elementary students. Readers learn that standing up for justice requires years’ worth of determination, patience, and courage. Evans was brave when she righteously refused to move on the bus, but there would have been no legal victory were it not for her continued bravery to pursue the case, to face lies about her actions, and to testify at hearings. As the book also makes clear, Evans’ family and attorney Dovey Johnson Roundtree provided crucial support. Evans’s story will inspire readers and offer a roadmap of the pitfalls and possibilities when pursuing justice.”
The Sewards of New York: A Biography of a Leading American Political Family (Ithica, NY: Cornell University Press) by Thomas Slaughter
The Sewards of New Yorkshines a light on one of the most important and fascinating political families of the nineteenth century. Through recently discovered family correspondence, Thomas P. Slaughter unveils the inner lives of the Seward family, tracing their joys and sorrows as the nation grappled with rapid expansion and deepening divisions on its path to the Civil War. William Henry Seward, the family’s most prominent member, was a state senator, governor, U.S. senator, and Secretary of State. Henry, as his family knew him, was often absent from their Auburn, NY, home, serving in Albany or Washington, DC, and remained connected to the family through the long letters numbering in the thousands that they exchanged. These writings reveal Henry as a son, brother, husband, and father, as much as they show him as a politician and statesman. His wife Frances is the hub around which this family story revolves. Slaughter explores the extended Auburn family during a half century of profound change in American homes, marriage, and childrearing. With an eye for the provocative and revealing, Slaughter takes us behind the curtain of the early Victorian era’s private sphere. The Sewards of New York paints a rich portrait of an extraordinary family that played a key role in nineteenth-century New York and national politics.
Women, Immigrants, and the Working-Class Battle in Little Falls, New York: The Textile Strike of 1912-1913 (New York: Algora Publishing) by J.N. Cheney
J.N. Cheney recounts the political and cultural origins that created the conditions for the strike including factors such as immigration law and the 1911 Triangle Shirtwaist factory fire. It carefully considers the plight of the primarily working-class immigrant women from Eastern and Southern Europe (mostly Italy, Poland and Slovakia) and their pursuit of better wages and improved working and living conditions.
The book details the horrific conditions they endured including dangerous, unsanitary factories, rampant tuberculosis, and dilapidated tenement housing, which were courageously exposed by nurse, social reformer, and suffragist M. Helen Schloss. When the workers in two Little Falls mills organized to improve their conditions with the help of the Industrial Workers of the World and the Socialist Party of America, they were met with a brutal campaign of repression. This new research exposes the police violence, the suppression of free speech by local authorities, and the hostile media coverage that sought to demonize the strikers as dangerous agitators.
Jamie’s Decisions (TrueFiktion) by Joe Visconti
The graphic novel follows Jamie, a skilled laborer and formerly enslaved person in Virginia who found refuge in Syracuse, New York. His world is shattered when the federal government passes the Fugitive Slave Act of 1850 and the U.S. Marshals capture his formerly enslaved friend, Jerry, under the law. Now, Jamie must decide whether to put his own freedom at risk to help the community save Jerry. This graphic novel focuses on the Jerry Rescue, an event that happened in Syracuse on October 1, 1851. A group of abolitionists forcibly liberated William “Jerry” Henry from U.S. custody after he was arrested under the Fugitive Slave Act of 1850. Jamie’s Decisions explores the Jerry Rescue and the Syracuse abolitionist movement to highlight how community members – sometimes with different motives – can come together to seek justice for all.
Sag Harbor in the Revolution (Sag Harbor Museum) edited by Zachary Studenroth
Have you heard of the Battle of Sag Harbor, the heroic raid on the British fort that still lies beneath our feet in the Old Burying Ground? Or of the mass exodus to Connecticut from Sag Harbor in September 1776, when local residents escaped the British occupation? Or do you know how our village rebuilt its economy after the Revolutionary War? These and many other questions will be answered in “Sag Harbor in the Revolution,” a book that the Museum is publishing to celebrate the 250th anniversary of the Declaration of Independence. Thirteen authors, all distinguished historians or specialists in their fields, have been brought together to contribute new research on the subject of Sag Harbor’s role in the American Revolution.
Until the Last Gun is Silent (New York: Viking, 2026) by Matthew Delmont
The book is sub-titled “A Story of Patriotism, The Vietnam War, and the Fight to Save America’s Soul.” While over 300,000 African American young men and women were serving in Vietnam, African Americans stateside played an important role in the anti-war movement, despite facing severe criticism in the media, by government officials, and by prominent leaders of civil rights groups. Anti-war activists included the Rev. Dr. Martin Luther King Jr., Coretta Scott King, and Medal of Honor recipient Dwight “Skip” Johnson. Much of the book focuses on Coretta Scott King, who the author credits with convincing her husband to support the anti-war movement, and Johnson’s family and friends, who fought to have him receive full honors and his family to receive full benefits. Matthew Delmont is a Professor of History at Dartmouth College.
Plantation Goods: A Material History of American Slavery (Chicago University Press, 2024) by Seth Rockman.
Rockman uses the exchange of products between the North and South to present a fuller picture of slavery as a national institution with economic ties binding different regions of the country. Examples include cloth and shoes manufactured in Massachusetts worn by enslaved Africans on Southern cotton plantations, tools like axes, hoes, and shovels manufactured in the North for sale to Southern planters, slave-produced commodities marketed by Northern companies, and a Northern ship construction industry building vessels to transport cotton to European markets. Seth Rockman is a Professor of History at Brown University.
Stitching Freedom: A True Story of Injustice, Defiance, and Hope in Angola Prison (New York: One Signal, 2025) by Gary Tyler with Ellen Bravo
This book is the memoir of Gary Tyler, written with the assistance of Ellen Bravo, an anti-racist activist involved in campaigns for fair trials and prison reform. In 1975, seventeen-year-old Gary Tyler was sentenced to death, a sentence later commuted to life in prison without the possibility of parole at the notorious Angola Prison in Louisiana. Tyler, who is African American, was convicted of the murder of a white teenager by an all-white jury. His case was picked up by Amnesty International, and he was recommended for parole three times; each time the Governor of Louisiana rejected the recommendation. He spent four decades in prison for a crime he did not commit until he was released in 2016. While in prison Tyler took up quilting to remain sane, hence the book’s title Stitching Freedom.
Capitalism: A Global History (New York: Penguin 2025) by Sven Beckert
The text of this book is 1,087 pages. The total book with references, footnotes, and index is 1,325 pages. It is too heavy to hold so you can only read from it if it is positioned on your desk. For global history teachers, it acts more as a reference encyclopedia rather than a book, but it is an incredibly valuable reference. Beckert argues that no phenomenon has shaped human history as powerfully as capitalism. He believes capitalism shapes every facet of human existence including work, leisure, politics, values, and self-definition. Rather than centering the history of capitalism in Western Europe, Beckert examines islands of capitalism emerging all over the world starting about 1,000 AD with the development of trading centers, markets, and long distance merchants. The book starts at the port of Aden on the southern tip of the Arabian peninsula and ends as globalization transforms rural, previously isolated regions of Southeast Asia. Along the way we learn how capitalism reshapes the world with the conquest of the Americas, the trans-Atlantic trade in human beings and slave-produced commodities, the Industrial Revolution, and a “neo-liberal age” of unfettered borders and instantaneous electronic transfers of capital around the globe. Key to the development of capitalism is the alliance of producers and traders with states that facilitate commerce and industry. This massive work draws on archives from six continents and countless countries. Sven Beckert is a Professor of History at Harvard University.