Celebrating Black History

Since February 1926, African Americans have celebrated the time-honored tradition of Negro History Week.  This time of recognition, coined by Carter G. Woodson, was created to begin a tradition of scholarly examination of Negro History and the contributions of the Negro race.  Since that time, the week became a month, and in the minds of some, a month has stretched to a year-round tradition.

Some wonder why there is a need to celebrate African American History Month. The answer is simple: these are a people whose history has been hidden, misconstrued or forgotten for centuries.  It is integral that we don't repeat past events, that we recognize and appreciate everyone for their contributions to the advancement of this country, and that we foster a sense of camaraderie through collective knowledge of various cultures and ethnicities. 

Carter G. Woodson, father of Negro history, stated it best.  He said, "If a race has no history, if it has no worthwhile tradition, it becomes a negligible factor in the thought of the world, and it stands in danger of being exterminated." It is for this reason that the histories of not only African Americans, but that of other marginalized groups be recognized, solely without distraction from other topics at least once per year, for the minimum of one month.

Today's youth are facing many problems that adults didn't face in previous years.  From the hyper-sexualization in mass media outlets to increased violence among youth themselves, there has been a social disconnect between parents and children.  With this disconnect rampant among American families, it becomes even more important that we focus on the rich historical legacies of youth, one month at a time. 

For white Americans, that recognition of heritage and ethnicity is a daily occurrence.  Caucasian youths can see themselves everywhere on television, in business, in entertainment and even in the structures of our country.  But for youths of color, these moments of recognition come few and far between. 

Nine states across the country have noticed this dynamic and adopted legislation that is supposed to help alleviate this lack of recognition and knowledge among youth in marginalized groups.  In July of 2005, the Illinois General Assembly enacted HB0383 Amistad Commission.  The purpose of the bill is to address the dire need of a curriculum in Illinois public schools which is rooted in the teachings about the legacy of slavery in America, African American contributions to the U.S., and the hardships that African Americans have endured for over 400 years. 

Even policy makers and legislators understand that not until we, as a nation, recognize the benefit and necessity of heritage celebrations as a whole, will we ever achieve true unity and racial equality.

The knowledge gained by students under legislation that focuses on historical relevance and heritage recognition could change the dynamics of student achievement and self-responsibility.   Knowledge is an important, but often forgotten, piece of the school reform puzzle.  As stated by George Santayana, philosopher and writer, "Those who cannot learn from history are doomed to repeat it."