“The population at large has been lied to or misinformed about the history of this nation. And as long as these lies and myths continue to be told, racism, discrimination, and bigotry will continue to exist.”
—Dawn Dove (Narragansett Elder, Educator)
Introduction to Curriculum Guide
What does it mean to reimagine New England History?
Many rich stories about the diverse history of the Dawnland–known today as New England–remain hidden, oftentimes erased in the dominant historical narratives that students are taught. The lessons in this guide were created to recover the histories of Indigenous, Black, and other marginalized communities, and to highlight their sustained and vigorous efforts to create spaces for self-determination, freedom, and cultural sovereignty throughout the Dawnland. In doing so, these lessons offer just a few examples of the diverse, entwined communities that have long lived together in the Dawnland and are shaping New England today.
Why is it important to reimagine New England’s History?
An incomplete or distorted interpretation of the past provides us with an incomplete or distorted understanding of our present. It is crucial that we seek to learn about the histories and experiences of all members of our community as we work together to create more just futures.
What can you do to help dispel misconceptions about the past?
Please use the standards-aligned lessons contained in this guide to introduce learners to some of the concepts, events, and people that are often left out of traditional historical narratives. A more comprehensive understanding of the past will encourage a greater respect for the experiences of others and empower students to create more inclusive communities.
This guide was created by The Reimagining New England Histories Grant K-12 Curriculum Committee — a group composed of educators, community members, and scholars who work and live in the Dawnland. The committee received its funding from the Ruth J. Simmons Center for the Study of Slavery and Justice at Brown University.
Focus on Social and Emotional Learning (SEL)
“Education is a practice of freedom. In the act of teaching and learning, we can reclaim our voices, our ability to think critically, and our right to transform the world.”
—bell hooks, Teaching Critical Thinking
Education as Freedom?
It is likely that many educators would agree with bell hooks that education is a powerful driver of change, but is it also a form of freedom with the ability to transform the world? We would answer yes! Because the classroom is a microcosm of the larger society, the lessons that students learn in school help to develop both social and academic intelligence. However, when the curriculum fails to appreciate and incorporate a diversity of perspectives and experiences, lessons can sometimes work to silence voices and further marginalize people. A tenet of this curriculum is that educators should first appraise how the teaching of these lessons may affect their students and consider implementing Social Emotional Learning (SEL) practices.
