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In recent weeks, our country has been treated to an ugly reflection of itself. The controversy over the Islamic community center in New York City has been followed by a spate of anti-Muslim acts. They include the stabbing of a Muslim cabbie, attempted arson at a mosque in Tennessee and teens harassing Muslims at worship in upstate New York.

Years ago, I was inspired by Douglas Brinkley’s The Majic Bus: An American Odyssey. In it, Brinkley described how he taught history to college students. He took them to historical sites and had them speak with eyewitnesses. Wanting this, but not knowing how to pay for it, I looked inward. I realized that our high school campus was surrounded by history, just like every other place.

The Civil Rights Act outlawed hiring discrimination, segregated public schools and public spaces and discriminatory voter registration policies, paving the way for future civil rights legislation.

One hundred eighty years ago today, President Andrew Jackson signed the Indian Removal Act of 1830. This law set in motion the long, agonizing chain of events that ultimately led to the Trail of Tears.

This history teacher elevates his lessons on stereotyping to the next level. How? By engaging his students in reflective investigations of power, history and intention.

After witnessing the rise of the “alt-right,” this social studies teacher doubled down on debunking Confederacy myths.

A retrospective look at the link between civil and human rights

My third-period students rushed in at the start of class, wide-eyed and excited. Something had happened. “Quentin hit Ms. Combs!” Helen Combs was my friend. She taught language arts. “He knocked her down,” one student reported. “They took her to the hospital, and the police took him away in handcuffs!”