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Educator's Guide to Black History Month

Origins, Purpose, and Teaching Practice

For: K-5th Grade Educators

Purpose: Professional Development & Classroom Planning

📅 What is Black History Month?
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Black History Month is a joyful celebration every February that honors the achievements, experiences, and contributions of African Americans throughout our nation's history. What started as a one-week celebration in 1926 has grown into a month-long opportunity to learn, celebrate, and connect with the inspiring stories that shaped America.

Quick Facts:

  • When: February (entire month)
  • Founded: 1926 as "Negro History Week" by Carter G. Woodson
  • Expanded to Month: 1976 by the Association for the Study of African American Life and History
  • Central Purpose: To recognize African Americans as full American citizens with rich histories, achievements, and ongoing contributions to American society

Why February? Carter G. Woodson strategically chose the second week of February to align with existing celebrations of Abraham Lincoln's birthday (February 12), who abolished slavery, and abolitionist Frederick Douglass' birthday (February 14). By building on traditions Black communities were already observing, Woodson increased the likelihood of widespread participation.

👤 Carter G. Woodson: "The Father of Black History"
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Who Was Carter G. Woodson?

Carter Godwin Woodson (1875-1950) was a pioneering historian, educator, and scholar who dedicated his life to documenting and celebrating African American history. His story embodies the transformative power of education.

His Journey:

  • Born: 1875 in Virginia to formerly enslaved parents
  • Early Life: Worked in coal mines, largely self-taught, entered high school at age 20
  • Education: Bachelor's from Berea College, Master's from University of Chicago, PhD from Harvard University (1912)
  • Achievement: Second African American to earn a PhD in history from Harvard (W.E.B. Du Bois was first)

"What we need is not a history of selected races or nations, but the history of the world void of national bias, race hatred and religious prejudice."

— Carter G. Woodson on the purpose of Negro History Week

Why He Created Negro History Week

After being barred from attending American Historical Association conferences despite being a dues-paying member, Woodson recognized that the white-dominated historical profession had little interest in Black history. He saw African American contributions as "overlooked, ignored, and even suppressed by the writers of history textbooks and the teachers who use them."

His Mission:

  • To make Black history accessible beyond academic circles
  • To correct distortions in history textbooks
  • To help Black students understand their heritage
  • To demonstrate that African Americans had always been contributors to American society

His Legacy:

  • 1915: Founded the Association for the Study of Negro Life and History (now ASALH)
  • 1916: Launched The Journal of Negro History (now Journal of African American History)
  • 1926: Established Negro History Week
  • 1933: Published "The Mis-Education of the Negro," his most celebrated work
  • 1937: Created the Negro History Bulletin for elementary and high school teachers

Important Context: Woodson didn't invent the celebration of Black history from nothing. Black teachers had long been commemorating the birthdays of Black historical figures like Frederick Douglass and Phillis Wheatley in their classrooms. Negro History Week provided institutional structure and resources to expand these existing practices.

✨ Dr. W.E.B. Du Bois: Championing Black History Month
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Who Was W.E.B. Du Bois?

William Edward Burghardt Du Bois (1868-1963) was a sociologist, historian, civil rights activist, and intellectual who became one of the most influential thinkers on race in American history. As editor of The Crisis magazine for nearly 25 years, he modeled how to use evidence and scholarship to combat racism.

His Approach to Black History:

  • First African American to earn a PhD from Harvard (1895)
  • Co-founder of the NAACP (1909)
  • Editor of The Crisis magazine (1910-1934)
  • Author of groundbreaking works including "The Souls of Black Folk" and "Black Reconstruction in America"

Du Bois on Negro History Week

In a 1951 article, Du Bois reflected on Negro History Week and its meaning. He praised Carter G. Woodson's creation as his "crowning achievement" and described his own contributions as a "long effort as a historian and sociologist to make America and Negroes themselves aware of the significant facts of Negro history."

"My role lay in trying to correct the distortion of history in regard to Negro enfranchisement, to make the nation conscious that this part of our citizenry were normal human beings who had served the nation credibly and were still being deprived of their credit by ignorant and prejudiced historians."

— W.E.B. Du Bois, 1951

The Power of Evidence-Based History

Du Bois understood that fighting racism required more than moral arguments—it required systematic, empirical evidence. Through The Crisis, he:

  • Published archaeological findings showing advanced African civilizations
  • Featured anthropological research disproving racial hierarchies
  • Highlighted scientific studies debunking "brain size" myths
  • Documented African American achievements in science, art, literature, and military service

Du Bois' Teaching Philosophy: When pastor Adam Clayton Powell sent Du Bois an address for publication in The Crisis, Du Bois refused to publish it because it misrepresented Charles Darwin's theory of natural selection. Du Bois insisted on scientific accuracy even when correcting allies, demonstrating that truth and precision matter in fighting racism.

What Negro History Week Should Become

Du Bois believed Negro History Week should not simply celebrate past achievements but should "concentrate on study of the present" and connect historical understanding to contemporary struggles for justice. He emphasized that learning Black history was about understanding systems of power, not just memorizing facts about great individuals.

⭐ From Week to Month: The Evolution of Black History
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The Expansion from Week to Month

Negro History Week gained popularity throughout the country during the 1930s-1960s. By the 1940s, some communities were already celebrating for the entire month of February.

Timeline of Change:

  • 1926: First Negro History Week established
  • 1940s: West Virginia begins celebrating Negro History Month
  • 1960s: Civil Rights Movement increases consciousness of Black history
  • 1970: Black United Students at Kent State University propose month-long celebration
  • 1976: Association officially designates February as Black History Month
  • Mid-1970s onward: U.S. Presidents issue annual proclamations recognizing Black History Month

The Name Change: The shift from "Negro History" to "Black History" reflected generational changes in racial identity and consciousness, particularly among young African Americans on college campuses who were increasingly connected to Pan-African movements and African heritage.

What Changed and What Stayed the Same

While the duration expanded and the terminology evolved, the core purpose remained constant:

  • Correcting omissions and distortions in mainstream history
  • Affirming Black students' identities and heritage
  • Educating all Americans about African American contributions
  • Connecting past struggles to present-day movements for justice

"Negro History Week was not the week just to learn about Black history but the week to come together and celebrate what they had learned about Black life and culture in the past year."

— Carter G. Woodson's vision for the commemoration

❤️ Teaching Black History in Today's Classrooms
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The Ongoing Relevance

Nearly a century after Carter G. Woodson established Negro History Week, Black History Month continues to serve critical educational and social purposes:

For Students:

  • Identity Affirmation: Black students see themselves reflected in curriculum and understand their heritage
  • Complete History: All students learn a more accurate, comprehensive American history
  • Critical Thinking: Students examine how history has been told and who gets to tell it
  • Present Connections: Students understand historical roots of contemporary issues

For Educators:

  • Professional Growth: Deepening knowledge of African American history improves all teaching
  • Curriculum Support: Addressing gaps and biases in standard textbooks
  • Modeling Research: Demonstrating how to find and use primary sources
  • Cultural Competency: Building stronger relationships with diverse students and families

From the Smithsonian: "Experiencing Black History Month every year reminds us that history is not dead or distant from our lives. Rather, African American History is just as vibrant today as it was when Woodson created it... because it helps us to remember there is no more powerful force than a people steeped in their history."

History as Change

Both Woodson and Du Bois saw Black history as more than commemoration—they viewed it as a tool for social transformation. Understanding history helps students:

  • Recognize patterns of resistance and resilience
  • See connections between past and present struggles
  • Understand how social change happens
  • Develop agency and hope for the future

Woodson understood that how students learn (or don't learn) about Black people in school directly affects how society treats Black people. Accurate, comprehensive Black history education is thus not just about the past—it shapes the present and future.

💡 Practical Teaching Strategies for Black History Month
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Core Principles for Your Teaching

  • Teach with Historical Artifacts: Documents, photographs, audio media, and scholarly consensus
  • Use Primary Sources: Let historical documents, photographs, and firsthand accounts speak for themselves
  • Emphasize Contributions: Highlight African American achievements in science, literature, art, invention, and civic life
  • Connect to Standards: Align lessons with social studies, literacy, and critical thinking standards
  • Teach the Discipline of History: Show students how historians use evidence to understand the past

The Du Bois Approach: Evidence First

Follow W.E.B. Du Bois' model of using evidence and scholarship to teach history:

Evidence-Based Teaching Methods:

  • Start with Documents: Show students historical letters, newspaper articles, photographs, and artifacts
  • Use Multiple Sources: Present different perspectives on the same event
  • Teach Source Evaluation: Help students assess reliability and bias in historical sources
  • Connect to Present: Ask "How does understanding this history help us understand today?"
  • Emphasize Agency: Show how individuals and communities created change

The Woodson Approach: Making History Accessible

Follow Carter G. Woodson's emphasis on making Black history relevant and engaging for all students:

Accessible History Methods:

  • Tell Stories: Use narrative to make historical figures come alive
  • Find Local Connections: Research Black history in your community
  • Use Biography: Study individual lives to understand broader movements
  • Celebrate Throughout the Year: Integrate Black history across all months, not just February
  • Include Student Voices: Let students share family histories and connections

Age-Appropriate Approaches

Grades K-1:

  • Focus on individual stories of courage and achievement
  • Use picture books about historical figures
  • Emphasize fairness, kindness, and standing up for what's right
  • Celebrate contributions in age-appropriate ways (inventions, art, music)
  • Example: Read about Ruby Bridges and discuss bravery and kindness

Grades 2-3:

  • Introduce concept of primary sources (photographs, letters, objects)
  • Study specific historical events (Underground Railroad, March on Washington)
  • Compare past and present (school segregation then and now)
  • Research local Black history
  • Example: Study Harriet Tubman using historical maps and escape narratives

Grades 4-5:

  • Analyze multiple perspectives on historical events
  • Study cause and effect in Civil Rights Movement
  • Research and present on historical figures
  • Examine how laws changed and why
  • Connect historical struggles to contemporary issues
  • Example: Compare strategies of different Civil Rights leaders

Cross-Curricular Integration

Language Arts:

  • Read biography and historical fiction by Black authors
  • Study speeches by Frederick Douglass, MLK Jr., Barack Obama
  • Write first-person narratives from historical perspectives
  • Analyze poetry from the Harlem Renaissance

Math:

  • Graph demographic changes during the Great Migration
  • Calculate timelines and historical dates
  • Study contributions of Black mathematicians (Katherine Johnson, Benjamin Banneker)

Science:

  • Study inventions by Black inventors (traffic light, blood bank, etc.)
  • Learn about Black scientists and their discoveries
  • Examine how George Washington Carver's agricultural innovations helped farmers

Arts:

  • Study artwork from the Harlem Renaissance
  • Listen to spirituals, jazz, blues, and discuss historical context
  • Create artwork inspired by historical events
🙋🏽‍♀️ Addressing Common Questions and Supporting Your Practice
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"How do I ensure my lessons are accurate and age-appropriate?"

✅ Building Strong Lessons:

  • Align with Standards: Document how lessons meet state social studies standards
  • Use Approved Materials: Reference required textbooks while supplementing with vetted sources
  • Stick to Facts: Teach verified historical events using scholarly sources
  • Cite Reputable Sources: Use historians, museums, and academic institutions
  • Keep Documentation: Maintain lesson plans showing educational objectives
  • Partner with Colleagues: Share plans and resources with fellow educators

"How do I respond thoughtfully to parent questions?"

✅ Communicating with Families:

  • Share Black History Month learning objectives proactively
  • Explain how lessons connect to standards and complete American history
  • Invite families to share their own histories and traditions
  • Frame lessons as "comprehensive American history"
  • Emphasize you're teaching documented facts and scholarly research
  • Keep administrators informed of your curriculum plans

"Where do I start with my own learning?"

✅ Growing Your Knowledge:

  • Start with one topic or figure that genuinely interests you
  • Use reputable sources (see Resources section below)
  • Learn alongside your students—model being a curious learner
  • Attend professional development when available
  • Partner with colleagues who have expertise to share
  • Remember: You don't need to know everything to teach effectively—you just need to know where to find accurate information

Remember: You're joining a tradition of educators that stretches back nearly 100 years. Carter G. Woodson created Negro History Week specifically to support teachers like you. You're not alone—you're part of a community of educators committed to teaching complete, accurate history.

📚 Essential Resources for Teaching Black History
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Primary Source Collections (Free and Vetted)

Library of Congress

Smithsonian Institution

National Archives

Teaching Organizations

Recommended Books for Educators

Understanding the History:

  • "The Mis-Education of the Negro" by Carter G. Woodson (1933)
  • "Black Reconstruction in America" by W.E.B. Du Bois (1935)
  • "Stamped from the Beginning" by Ibram X. Kendi (2016)
  • "The Warmth of Other Suns" by Isabel Wilkerson (2010)

Children's Literature by Grade Level

K-2nd Grade:

3rd-5th Grade:

Digital Resources and Multimedia

Videos and Documentaries:

Interactive Resources:

⭐ Key Takeaways for Elementary Educators
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  1. Black History Month is Rooted in Scholarship: Carter G. Woodson and W.E.B. Du Bois created this commemoration based on rigorous historical research and evidence. Your teaching should follow their example.
  2. Teaching Facts is Sound Practice: When you teach documented historical events using scholarly sources, you are on solid professional ground.
  3. This Is American History: Black history is not separate from or supplemental to American history—it is an integral part of the American story.
  4. Primary Sources Are Powerful: Let historical documents, photographs, and firsthand accounts speak for themselves. This builds critical thinking skills while teaching content.
  5. History Connects to Present: Help students see how understanding the past illuminates the present and prepares them for the future.
  6. You Don't Need to Know Everything: Model being a learner. Research topics alongside your students and show them how to find reliable information.
  7. February Is a Beginning, Not an End: Woodson intended Negro History Week to launch year-long learning. Integrate Black history throughout your curriculum.
  8. Focus on Agency and Achievement: While teaching about struggles and injustices, emphasize how people created change and contributed to society.
  9. Align with Standards: Connect Black history lessons to your state's social studies, literacy, and critical thinking standards.
  10. Build Community: Connect with other educators, access professional resources, and remember you're part of a tradition dating back to Carter G. Woodson.

Your teaching makes a difference! ✨

Every lesson you teach helps students understand the complete American story and see the contributions of all Americans.

Sources & Further Reading

Primary Articles:

Besek, J. (2020, December 15). W.E.B. Du Bois embraced science to fight racism as editor of NAACP's magazine The Crisis. The Conversation. https://theconversation.com/w-e-b-du-bois-embraced-science-to-fight-racism-as-editor-of-naacps-magazine-the-crisis-150825

Williams, C. (2023, February 6). W.E.B. Du Bois, Black History Month and the importance of African American studies. The Conversation. https://theconversation.com/w-e-b-du-bois-black-history-month-and-the-importance-of-african-american-studies-199232

Additional References:

Carter G. Woodson. (2023, February 17). NAACP. https://naacp.org/find-resources/history-explained/civil-rights-leaders/carter-g-woodson

Givens, J. R. (2022, February 7). Celebrating Black History Month's founder [Interview]. The Harvard Gazette. https://news.harvard.edu/gazette/story/2022/02/celebrating-black-history-months-founder/

Scott, D. M. (2022, February 7). Knowing the past opens the door to the future: The continuing importance of Black History Month. National Museum of African American History and Culture. https://nmaahc.si.edu/explore/stories/knowing-past-opens-door-future-continuing-importance-black-history-month

Feb. 7, 1926: Carter G. Woodson launched Negro History Week. (n.d.). Zinn Education Project. https://www.zinnedproject.org/news/tdih/carter-woodson-black-history-month/

Carter G. Woodson – Harvard & the legacy of slavery. (n.d.). Harvard University. https://legacyofslavery.harvard.edu/legacy-of-leadership/carter-g-woodson/

Carter G. Woodson: The man behind Black History Month. (2025, May 28). History.com. https://www.history.com/articles/the-man-behind-black-history-month

This guide was developed by This Month™ to support K-5 educators in teaching Black History Month with historical accuracy, cultural sensitivity, and pedagogical excellence. All articles are used under Creative Commons licensing or with proper attribution.