My copy of American Pageant with notes from my thesis project. This competently debunked myth led to a new lesson plan for 7.10 and was the original inspiration for Antiracist APUSH
The idea for this website came while working to complete my graduate degree in history. When studying the scholarship of leading professional historians, one is confronted over and over with the shameful gap that exists between what professional historians have proven and what gets printed in state standards regarding issues of race, slavery, and injustice. The gap between the truth and the curriculum is unacceptable. My thesis project was spurred by the prevalence of racist myths still found in modern APUSH textbooks, especially surrounding Depression era political realignment and this line from American Pageant, “Blacks, several million of whom had appreciated welcome relief checks, had by now shaken off their traditional allegiance to the Republican Party." This is a racist stereotype and a lie. Historians have completely debunked this myth so if we teach this to students we are not teaching history, we are teaching racist mythology. (Primary source data is overwhelmingly clear: the majority African American vote is consistently motivated by issues of racial justice, not economic benefits.)
ABOUT EMPOWERING HISTORIES
Empowering Histories began as Antiracist APUSH in 2019, with the mission to support teachers in helping students identify and confront the racist policies that have contributed to racial disparities in American society. By exposing students to the research of leading historians, we not only gain a more complete understanding of the injustices embedded in American institutions but also aim to spark a deeper appreciation for the resilience, creativity, and contributions of diverse communities throughout our history. As educators, we bear the crucial responsibility of confronting racism and its legacies, ensuring that all voices are heard and valued in our narrative of the past.
In 2023, my experience as a pilot teacher for the new AP African American Studies course prompted an expansion of the materials offered on this site. It became clear that the original name no longer captured the full breadth of our mission. This idea emerged from a powerful moment at a recent Michigan Department of Education Board meeting. I was asked to bring some of my students to discuss our antiracist approach to U.S. History and our experiences in the AP African American Studies pilot. As my students took the stage, their focus was more expansive than just confronting racism. They took their moment in the spotlight to celebrate empowerment. One of my senior leaders articulated this perfectly, stating, “When you finally learn your history, you are truly liberated…this encapsulates how I truly feel about taking the AP African American Studies class.”
The name “Empowering Histories” reflects our commitment to making history education engaging and meaningful for every learner. We aim to equip students with the knowledge and confidence to recognize their agency as change makers in their communities, inviting them into the vision and mandate of Langston Hughes: “Oh, let America be America again, the land that has never been yet, and yet must be, the land where everyone is free.”
The purpose of Empowering Histories is to engage students in the pursuit of a more equitable future, encouraging them to be part of the generation that brings this country closer to its originally stated founding values. This is accomplished by providing materials that enhance teachers' confidence in delivering instruction and creating spaces for reflection and dialogue that build stronger, more informed communities. Through this work, we strive for an inclusive America where everyone is empowered to realize their potential and free to thrive.
STEPS TO CREATE AN EMPOWERING AND ANTIRACIST HISTORY CLASS
#1 Acknowledge that race is not real, but racism is. Recognize that while race lacks a biological basis, racist policies have profoundly shaped the development of American institutions and continue to impact society.
#2 Identify and challenge discriminatory policies. Address the structures that perpetuate racism and challenge history textbooks and state standards that do not accurately reflect the influence of racist policies.
#3 Celebrate the resilience and contributions of diverse communities. Create an inclusive environment that values and elevates all voices, affirming students' identities and experiences.
#4 Maintain high expectations for all students. Appreciate different communication styles and forms of expression.
#5 Empower students to be change makers. Encourage critical thinking, reflection, and open dialogue about race, history, and justice. Help students realize their agency in creating a more equitable and perfect union, one where everyone is free, not just to survive, but to thrive.
Using this Site
In each lesson, students will compare the common textbook narrative to the research of leading professional historians. Time and again, students will be exposed to researched based antiracist facts.
All my materials are organized chronologically by AP units and are tied directly to the College Board’s Key Concepts. However, these lessons work great in on-level high school and middle school history classrooms as well. All of the “supplementary materials” could easily be turned into full lessons, but I understand the pressure of trying to fit in all of the content and the writing skills required for this course, and only so much time can be devoted to each idea. Each lesson is designed not only to expose students to modern antiracist historical research, but also to facilitate their growth as analytical historical writers, therefore some of my best practices for thesis writing and document analysis (S.P.Y. Method) are sprinkled throughout. I understand that every history teacher has their own “must use” secondary sources for the curriculum and its impossible to use every good source, therefore, some of the “slides presentations” are designed for you to be able to introduce students to an important empowering or antiracist idea, even if you don’t have time in your curriculum for the full lesson.
About me:
I was honored to be named the 2023 Gilder Lehrman National History Teacher of the Year. I hope this award serves to normalize an antiracist approach to U.S. History class.
I am a white male, from West Michigan. I certainly do not have all the answers but I know that history teachers must play a key role in creating a more just society and we must do a whole lot better. My antiracist work is to make sure that my classroom does not perpetuate racist mythology.
I started teaching AP History in 2008, I am a College Board AP test grader, and I have a Master's degree in history. I am proud to teach at East Kentwood High School, the #1 most diverse public high school in the state of Michigan. Our hallways include students from over 70 different countries. I compiled these lessons while learning what the experts have to say on topics in American history because I firmly believe that students should be learning history from historians.
Matt Vriesman
AP US History and AP African American Studies Teacher
Kentwood Public Schools
2023 National History Teacher of the Year