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My co-teacher and I are working on ways to teach Whiteness to our predominantly White students. We was to disrupt the narrative that race is non-White.

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Evaluating the United States a democracy. Scholars taking on the roles of investigative journalists to determine how democratic we are based on current policy such as police brutality, voter suppression, and immigration and if it matches up with what is named in the constitution.

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Teaching with student wellness as the number one priority  verses teaching with standardized tests and standardized test scores as the focal point of my instruction (teaching story).

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Last summer I lead a  class and liberation movements. Students created their own projects for a symposium. Over the 6 weeks we looked at enslaved resistance, Gay Liberation Movement, Black Power Movement, Third World Liberation Movements, Farm workers Rights Movement, Women's Liberation and Disability Rights Movement. We created a website as a portal for our presentations-- which I would be happy to share.

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I've been doing a lot of work on queering history (as opposed to LGBTQ+ Inclusion in history) this year for grad school including several lessons I have done with my students and I shoud probably do a write up based on those experiences

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Jacqueline Stallworth

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I'd like to go back to a lesson I wrote years ago on the drug wars -- in the form of a trial, and revise/update it.

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A year ago, I wrote an article about a unit I have taught for several years now concerning Confederate Monuments that engages my students to develop and support opinions concerning what should be done with particular monuments. But I set it aside and never did much with it. After teaching the unit this year, I want to revisit the article and see what I can do with it. - Greg

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Really focusing on current organizers/changemakers - especially ones in our community or in the South that I know and can bring in- rather than just focusing on people throughout history (which is so important, but alone can make organizing work and movement work seem distant and unattainable to studetns) . I try to do this throughout, but last year I had groups go into an in-depth study (the pandemic prevented us from interviewing everyone) to create poetry or spoken word pieces as well as art about the person they chose (Mary Hooks, Vernetta Alston, Mandy Carter, Nelini Stamp, Bree Newsome)

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I wrote something about my experiences teaching slavery as a white woman and what I've learned - never shared it publicly but I'd like to. This year so much feels anti-climatic once I teach it in a virtual setting but I will begin the Black Freedom Struggle this week and would like to write about or be interviewed about how I'm challenging the master narrative and using local history (NAG @ Glen Echo etc.)

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I shared on twitter earlier this week about a lesson one of my preservice teachers is developing on are prisons obsolete? Then another student, who graduated and is now teaching in a small rural town in NJ called and said they plan on using to do the constitution lesson on Zinn and wanted a few pointers. I started thinking about the next generation of teachers,  and how they engage is this work is critical. There is often lots of articles about what is lacking in teacher preparation (rightfully so) but what about the students that are emerging as teacher revolutionaries. We need those stories too. 

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I shared on twitter earlier this week about a lesson one of my preservice teachers is developing on are prisons obsolete? Then another student, who graduated and is now teaching in a small rural town in NJ called and said they plan on using to do the constitution lesson on Zinn and wanted a few pointers. I started thinking about the next generation of teachers,  and how they engage is this work is critical. There is often lots of articles about what is lacking in teacher preparation (rightfully so) but what about the students that are emerging as teacher revolutionaries. We need those stories too. 

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I'm doing an independent study on Black Liberatory Pedagogy for my graduate degree this summer so hopefully I will have something to write afterwards for that??

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For the past two years, our 8th graders critiqued current monuments in D.C. and proposed monuments to replace the ones they critiqued. The first year of this Expedition, I remember a student expressing that this was all a waste of time because these monuments will never be taken down or replaced.