Second Reflective Annotated Bibliography


Anderson, Melinda D. “Black History Month in Schools — Retire or Reboot?” The Atlantic, 22 Feb 2016,


Carter G. Woodson
Black History Month


Anderson questions the value of commemorating the forty-three year-old tradition of Black history month and discusses the compelling findings of the Teaching Tolerance, a project of the Southern Poverty Law Center, on fifty U.S. states’ school systems’ adherence to the values set worth in Negro History Week by Dr. Carter G. Woodson. Anderson also introduces deputy communications director for the Afrikan Black Coalition Blake Simmons’s perspective on Black history month.


This editorial does not provide research, but it cites research that I will explore in the third reflective annotated bibliography. I think this editorial will blend in well with Coates’s thoughts in my essay because Anderson not only brings in Simmons’s sentiments but also quantitative research that supports Coates’s claim that Blacks’ history gets summarized into a list of facts when U.S. schools observe Black history month. I agree with Anderson’s statements in this article.


“In the last month—in examples that cross racial boundaries—the black actress and conservative commentator Stacey Dash called to eliminate Black History Month, labeling it a vestige of segregation, while Republicans in the Kansas legislature questioned if an entire month dedicated to honoring black history was ‘too long.’”

“A driving force behind Woodson setting aside time to study and reflect on black culture was his frustration that children—black and nonblack students—were deprived of learning in America’s schools about black achievements.”

“ Twenty states received a failing grade, and in five states—Alaska, Iowa, Maine, Oregon, and Wyoming—civil-rights education was totally absent from state standards. Overall, the study found less teaching of the civil-rights movement in states outside the South and those with fewer black residents.”

“His view of Black History Month is more nuanced as an adult. “I believe that having a month for black history compartmentalizes the issue, as if once the month is over we can turn our attention away from it again until the next year,” said Hassan, a fourth-grade English language-arts teacher at Truesdell Elementary School in Washington, D.C.”

“The problem lies not with specialized months to commemorate marginalized groups and communities, said Willis, but with schools that fail to incorporate the full range of diversity as part of their mission.”

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