How do you teach an inclusive U.S. history course? What does such a course look like? And how do teachers put one together when facing legal restrictions on how they can discuss race and gender in class?
These were some of the key questions addressed by a panel of researchers and historians earlier this month. They are also some of the most pressing ones for K-12 social studies teachers, as a growing number of state leaders work to limit or ban classroom instruction and school library books that provide context for discussing the various perspectives at play in history.
The panel was held as part of a conference hosted by the Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition’s conference at Yale University.