By Karsten Barnes
I was hesitant when first approached to help develop a course for AP African American Studies. Not because of the content, but rather the broader societal debates and media attention surrounding the curriculum. The noise around it felt overwhelming.
However, as I began to review the materials, I realized how groundbreaking this course could be for students. It became clear that it was a worthwhile challenge.
Now, nearly six months into teaching this course online to high school students around the state, I’m further convinced of its value. My students applauded the use of music to bridge the past and present and immersed themselves in research to complete their final projects. One student said the final project “felt culturally enriching,” while another said it gave them “a profound understanding of history as a whole.” The course also challenges us as educators and sparks vital conversations among students.
It’s understandable that the debate around AP African American Studies has made teachers reluctant to offer to teach the course. But California is at the forefront of introducing more inclusive coursework into its high schools, including the 2021 mandate that all students complete an ethnic studies course as a part of graduation requirements, a requirement that AP African American Studies would satisfy. This curriculum is essential, but it also raises the question: How do we prepare teachers — especially those who aren’t history specialists — to deliver it effectively?
Teaching any new course comes with its own learning curve, but this one presents unique demands. Unlike established courses where lesson plans are well-worn, this one is brand new.
The interdisciplinary nature of the curriculum invites teachers across subject areas to lean into their own expertise while exploring new subject areas. It also allows for a diversity of perspectives, enriching the learning experience for both teachers and students. As an English teacher, I found the course’s focus on argumentation, critical reading and writing skills familiar, even as I navigated less familiar topics like African empires and diaspora.
When I developed the course with UC Scout, a University of California program hosted at UC Santa Cruz that provides free online A-G and AP curriculum to California public school teachers, we had the advantage of a methodical course development process that included collaboration with subject-matter experts, instructional designers and visual media experts. Together, we crafted video lessons and learning materials that brought this interdisciplinary course to life. But many brick-and-mortar teachers are navigating this course in real time without the support I had.
Fortunately, the College Board has provided a robust set of materials, and there’s also a vibrant community of educators online sharing resources and strategies as well as offering additional support for one another on social media and on the AP Community forum. These spaces are invaluable for exchanging ideas and troubleshooting.
Still, this course demands more than typical preparation. Its sensitive and complex material — including slavery, segregation, war and migration, among others — requires a level of intentionality that goes beyond the basics. For example, we knew some images included in the course, especially from the Reconstruction era, should be handled with greater sensitivity. We included content warnings, alternatives (transcriptions) and image blurring to ensure our students felt as much comfort as possible while learning history that can be uncomfortable and upsetting. For considerations like this, and others that may arise while teaching this course, teachers need not only resources, but also ongoing professional development and support from their schools to succeed.
For teachers diving into this course — or those considering it for next year — here are a few lessons I’ve learned:
Leverage existing resources: There are free resources, like the course offered by UC Scout, that can assist program development and provide a strong foundation that can save teachers time as they build out lesson plans.
Collaborate and connect: Engaging with other teachers, whether through formal AP communities such as AP Summer Institutes or Pre-AP Community or informal networks, like the AP African American Studies Facebook group, is critical. Becoming an AP reader is also a great opportunity to engage with other teachers of the course. These conversations often yield insights that can make teaching this course more effective.
Seek administrative support: School leaders play a key role in supporting teachers by providing training, allocating resources and fostering a culture that embraces new courses like this one.
Much like my first semester students found, the course content can be life-changing in its potential to recast and dispel cultural and racial misconceptions. It strengthens their sense of identity. What an amazing privilege to lead students in this endeavor.
Teaching AP African American Studies has reminded me of an essential truth about education: It requires continuous reflection and growth. While this is my first time teaching this course, I already see areas to strengthen for next year. That’s the nature of teaching — constant evolution to better meet the needs of our students.
Karsten Barnes is a high school English teacher at UC Scout. He teaches AP African American Studies, a course he helped develop, online to California students whose schools don’t currently offer the class.