Celebrating Black History Month in the Elementary Classroom (2022)

Resources:

I Am Every Good Thing  Author: Derrick Barnes Illustrator: Gordon C. James

Author Video: 

Activity Description: Read aloud and book page creation 

Gordon C. James’ illustrations are stunning.Take a picture walk through the book before reading. Ask students what they notice in the art and what predictions they have about the story. 

Then read the book together. Pause to ask students if they can relate to the pages. There are many opportunities for connection as Barnes talks about sports, music, swimming, family, science, and learning. 

Upstander. The author writes, “Although I am something like a superhero, every now and then, I am afraid. I am not what they might call me, and I will not answer to any name that is not my own.” Unpack this page with kids. 

• What might the author be talking about? 
• When are times you have felt afraid? 
• When are times you have felt proud? 
• Why is it hurtful to call someone a name or something they are not?
• What could you do if you saw bullying happening on the playground, online, or in your neighborhood?

Care. The author writes, “I am tight hugs, a hand to hold, a shoulder to cry on–if you have to. I hope you never have to. I am here.” 

• How does the child on this page take care of others? 
• What kinds of care do you appreciate when you are sad? 
• How can you take care of others when they are sad? 

Mattering. The last page of the book reads, “And without a shadow of a doubt, I am worthy to be loved. I am worthy to be loved.” Read this page over and over until students have it memorized and then recite it together. 

Once you have read and discussed the book, give students paper and art materials to create their own book page beginning with the words “I am…” With older students you can also explore Barnes’ use of simile and metaphor. Once complete, put the book pages together to form a new class book. Read the book together. You might title it, “Worthy to be Loved.”

To close, tell the students we will get to hear from the author about why he wrote this book. Play the video linked above. Answer any questions students might have from the short video. Share that Barnes said he believed he had a moral obligation to write this book because these stories weren’t being told. What other stories aren’t being told? What books will you write out of love? 

Connection to the 2022 theme: There are many important layers to this book related directly to Black Health and Wellness. In fact, I teach this text to seniors in my college ethics class. At its heart this is a book about childhood, Black joy, representation, and mattering. Barnes opens with a dedication to Black boys who have been killed by police violence and to his son. All children are worthy to be loved and deserve a beautiful childhood painted in bright colors. May we teach, learn, and love in a way that safeguards childhood, affirms dignity, and celebrates Black joy.

Resources:

The Year We Learned to Fly Written by Jacqueline Woodson Illustrations by Rafael Lopez

Listen to a CBS interview with Jacqueline Woodson who explains the purpose behind writing the book and why she incorporates African Ancestry into the story: The Year We Learned to Fly:

Activity Description: Read Aloud, Dialogue, and Meditation Demonstration. 

Before reading, spend time taking a picture walk. Ask students what they can tell you about the story through the colorful illustrations of Rafael Lopez.

Read the story aloud to the students. To make connections afterwards discuss the following:

Boredom. Sister and Brother had to stay inside the house because of a thunderstorm. They began feeling bored.

• Have you ever been bored? Describe how it felt.
• Think about a time when you had to stay inside your home. Maybe it was because of a thunderstorm, a snowstorm, or Covid-19. How did you feel? What did you do to pass the time?

Anger. Sister and Brother could not stop arguing. They argued about everything from whose turn it was to clean the house, to who needed to feed the dog. They fought and frowned.

• Have you ever felt mad? Describe how it felt. What caused you to feel that way?
• Do you have a sibling or friend that you fuss with?

Loneliness. When moving to a new school, Brother and Sister felt like they didn't fit in with the other kids. 

• Have you ever moved to a new school?
• Have you ever felt lonely or like you didn't fit in?

Ancestors.The author wrote, “My grandma had learned to fly from the people who came before. They were aunts and uncles and cousins who were brought here in huge ships…”

• People who have come before you are known as your ancestors. Think of something you have learned from your grandmother, grandfather, aunt, or uncle. 
• Describe a cultural practice or tradition that your ancestor(s) passed down to your family. 

Meditation. Grandmother tells her grandchildren to “Use those beautiful and brilliant minds of yours...Lift your arms, close your eyes, take a deep breath, and believe in a thing.” 

• What Grandmother is describing is Meditation. Meditation was passed down by her Ancestors. When we are feeling bored or trapped inside a situation, Grandma’s advice is to “use those beautiful and brilliant minds of yours...Lift your arms, close your eyes and take a deep breath.” Ask students to join you as you take deep breaths and lift your arms together. 
• Choose one of the following videos or one of your choice to further guide students in meditation together.

• Rainbow Relaxation: Mindfulness for Children Links to an external site.
• 5-Minute Meditation You Can Do Anywhere Links to an external site.

In closing, talk to your students about how beautiful and brilliant their minds are. They are powerful enough to empower not only themselves but the world around them. 

Possible Extension Activities:

Art. Grandmother said, “Nobody can even cuff your beautiful and brilliant mind.” Raphael Lopez chose to paint a bird flying with broken shackles as a way to depict breaking free. Close your eyes and imagine “Breaking Free” from something. What do you see? Think about what “Freedom” looks like to you. Paint your own picture. 

Science. The story begins with a picture of a cocoon. It goes on to depict a beautiful butterfly flying in the sky. Use the following link from National Geographic Kids to explore the lifecycle of a butterfly with your students. 

https://www.natgeokids.com/uk/discover/animals/insects/butterfly-life-cycle/ Links to an external site.

Connection to the 2022 theme:

Children are living in a difficult time right now. Social media and Covid-19 have made it even more difficult for kids to be kids. Boredom, loneliness, and anxiety are some of the emotions our children are experiencing today. What better way to honor Black History Month in the classroom than to practice what our ancestors have taught us: how to cultivate peace, release trauma, and empower ourselves through meditation.

Resources:

Sulwe Written by Lupita Nyong'o  Illustrated by Vashti Harrison  Links to an external site.

Book Read Aloud by the Author:

Listen to the author’s story behind writing the book: Lupita Nyong'o shares powerful story behind new children's book, 'Sulwe' Links to an external site.

Activity Description: Read aloud and dialogue.

Before reading, spend a few minutes looking at and observing the front cover of the book.  Ask students what they notice about the character in the picture.

Introduce this quotation from the book: “Real beauty comes from your mind and your heart.”

Read the book aloud to the students. Pause as needed to check for understanding or ask students to retell story events in their own words.

Ask the following questions to engage the students and help them make connections to the text:

• How is Sulwe the same or different from her family and friends?

• How does Sulwe try to change her skin color? What did you feel when she tried to do this?

• How are the characters “Day” and “Night” the same or different? How are their pet names different and why does that matter?

After reading the book, invite students to share their comments or questions. Ask the following questions:

• What does Sulwe learn from her dream about the two sisters, Day and Night?

• How does Sulwe feel about her dark skin at the beginning of the book? Does she feel the same at the end of the book? Explain how and why Sulwe changes.

• What lessons did you learn from the story?

Help students discover the importance of feeling strong and beautiful from the inside out.  

Remind students that our identity is a combination of what we look like on the outside and the values and personalities from our heart and mind.

Possible extension activities with scholars:

Self-Portraits—If possible, distribute mirrors to the class. Ask students to hold up the mirror to themselves to notice features they love about themselves (e.g. the curl of their, the brown twinkle in their eyes, the dimple on their right cheek, their missing tooth spot, etc.). If mirrors aren't available, brainstorm specific characteristics of their appearance (skin color; hair texture, color and style; eye shape and color; shape of face; body shape or size; and other characteristics like birth marks, freckles, etc.). Using a variety of art supplies (i.e., crayons, markers, paint—making sure that you have colors that represent all children’s hair, complexion, eye colors, etc.), invite students to create self-portraits. When the self-portraits are complete, display them in a gallery in the classroom. Invite students to share what makes their self-portrait (or their friend’s) unique and beautiful.

Name stories—We learn in the story that Sulwe’s name means star. Encourage students to ask their families about their name story and to write about it. Compile the students’ name stories in a class book.

Friends and Allies—In the beginning of the book, Sulwe shares that she doesn’t have many friends at school and is given pet names, like Blackie, Darkie, and Night, that make her feel good about herself. Ask students to share how they can help be a friend or ally to someone who is being teased. What can they say or do to help someone like Sulwe? Record a list of words or actions that friends and allies can do to stand up to name-calling or bullying

Connection to the 2022 theme:

Living up to other people’s expectations or standards of beauty is difficult to do especially as a child. This book spoke to me because as a child there were no characters in books or movies who looked like me or my family. The story of Sulwe is powerful because it teaches children of all ages to search and find their own inner beauty, confidence, and shine from within. Growing up with a sense of identity is connected to our wellbeing and emotional wellness.

Bonus resources: the Oscar-winning short by Matthew A. Cherry

Resources

• https://www.wafflesandmochi.org/ Links to an external site.—a collaboration between Michelle Obama, a Partnership for a Healthier America, and Waffles + Mochi
• Video with Michelle Obama: "Creating Food Equity through Pass the Love w/ Waffles + Mochi"

Activity Description: 

Food insecurity became an even bigger issue when the pandemic impacted families’ lives in 2020. Most of the activities can be explored at home with adult supervision or even in the classroom during a health or science class.

• Students can explore new ingredients to make healthier meals and earn badges through completing badge challenges Links to an external site..
• There are also easy recipes Links to an external site. to engage students in healthy cooking and meals.
• Activities can be connected to the video read aloud: Rainbow Stew Links to an external site. by Catherine Falwell.

Connection to the 2022 theme: 

Food insecurity is a racial justice issue, and the pandemic has only exacerbated hunger and poverty in many communities of color. African American households experience food insecurity at higher rates than other communities across the United States. Former First Lady Michelle Obama helped launch the Pass the Love with Waffles and Mochi campaign. She is an active spokesperson for healthy eating and ensuring that families of all income levels have access to healthy and fresh food. With increased food security comes improved public health and wellness, especially for our Black communities.

Image source and article on Alma Thomas Links to an external site.

Resources

• Introductory Video for Students on Alma Thomas: Alma Thomas Links to an external site.
• https://americanart.si.edu/exhibitions/alma-thomas Links to an external site.

Activity Description: Abstract Art in the Style of Alma Thomas

Key words to introduce or review throughout the class discussion: abstract art, lines, colors, shapes, and repeat/repetition

Introduce Alma Thomas to the students. Alma Thomas was an African-American artist and teacher known for her colorful, abstract paintings.

Show students some examples of paintings by Alma Thomas on the following website, https://americanart.si.edu/exhibitions/alma-thomas Links to an external site., and click on the “Online Gallery.”

Invite students to share observations and comments about the art. Consider asking the following questions:

• What colors, lines, shapes, or patterns do you notice?

• How do you feel when you look at her paintings?  What emotions come up for you?

• What does the art remind you of?

Set up the materials needed (per student) for the art activity: white construction paper, an assortment of tempera paint, paintbrushes, paper plate to use as a palette for paint colors, small cup of water to rinse paint brush between colors.

Invite students to create their own art in the style of Alma Thomas. Ask them to think or talk about their favorite landscape or natural places as inspiration for their own art. Encourage them to think about the colors, shapes, and patterns they can use in their art.

Encourage students to try vertical or horizontal lines or a circular format for their abstract art.  Remind them that Alma Thomas used small or dashed lines to create her art, rather than long brush strokes, and would fill the entire paper with colors.  It may be helpful to display some of Alms Thomas’s art for students to be inspired for their own painting.

Connection to the 2022 theme

Representation matters everywhere, including in literature, science, leadership, and art. Through this lesson, scholars will learn more about a famous Black artist and create their own art which has been linked to positive social emotional learning and wellbeing.