Their efforts were part of a grant from the National Endowment for the Humanities and National Writing Project (NWP). The grant, entitled Building a More Perfect Union, was an initiative which aimed to illuminate underrepresented stories and make them accessible to local elementary through high school students.
Cal Poly Humboldt’s Redwood Writing Project, an affiliate of the NWP dedicated to promoting literacy, was one of dozens of recipients nationwide to receive funding as part of the program. Between April 2022 and March 2023, the Redwood Writing Project received $50,000 to facilitate seminars and workshops focused on “Studying and Teaching our Complicated Histories.”
In all, 18 teachers from the fourth to 12 grade levels throughout Northern California and surrounding regions participated in the initiative. They attended seminars led by experts—including Hasan Jeffries, author and history professor at Ohio State University, and Cal Poly Humboldt faculty.
Topics covered the Civil Rights Movement to Indigenous knowledge and experiences in Humboldt County and across California. Seminars additionally included presentations by History Department faculty Suzanne Pasztor and Ryder Dschida on Latinx and Asian American experiences in Humboldt County. Sociology Professor Dominic Corva presented on Humboldt County’s transition from fishing and lumber-based economies to cannabis and tourism industries, while Philosophy Instructor Loren Cannon did a session on LGBTQIA+ history in the United States. Additional presenters Nicolette Amann, instructor in the Department of English and Redwood Writing project director, and local educator and Humboldt Bay history expert Jim Garrison rounded out these diverse topics. Program participants also received texts from University scholars, including A Field Guide to Climate Anxiety: How to Keep Your Cool on a Warming Planet by Environmental Studies Chair Sarah Ray (who was also a presenter), and Ka’m-t’em: A Journey Toward Healing by Kishan Lara-Cooper and Walter J. Lara Sr.
During the final phase of the grant, participants developed lesson plans and teaching units that explored these themes, creating tangible resources for their own classrooms. The lesson plans—ranging from Indigenous Knowledge, to art, to civic engagement—are now accessible to educators throughout the U.S.
The program connected teachers with experts located right here in the community, said Anne Hartline, a retired educator and professional development coordinator for Redwood Writing Project. Learning from these experts, participants said, made it easier to untangle and contextualize difficult histories.
“One very gratifying aspect of the program for me was bringing together college faculty and local fourth-12 grade teachers. I got the distinct impression that the university professors and lecturers truly enjoyed sharing their expertise with teachers who work in local public schools, especially knowing that their scholarship and knowledge will be conveyed to younger students. Additionally, the teachers in the program were thrilled to learn from local experts. Working together, across multiple grade levels and ages, is powerful and motivating for everyone,” said Hartline.
In an anonymous survey conducted after the project’s completion, one middle school educator described the process as eye-opening and enriching, both personally and professionally.
“I have not only grown as an educator, but an individual as a result of being a part of this grant,” they said.
“I have always had so many questions about historical events and never had the right environment to feel safe to freely explore my own biases,” they added. “I have learned I need to be stronger, ask for help, and learn about the complicated pieces so I can help guide the students that cross my path.”
Another participant, an elementary school teacher, explained, “Teaching about complicated histories has become increasingly relevant in our ever-changing world. [As a fourth-grade teacher], I see how crucial it is for nine and 10-year-olds to understand why we don't want specific histories to repeat themselves.”
“What I found particularly impactful about this program was learning about our local histories. As a person of Chinese descent, it was extremely eye-opening for me to learn about how the Chinese Exclusion Act affected those living in Eureka. Most of all, hearing such rich stories about Humboldt Bay and seeing photos from then and now helped me remember why I love social studies and why I chose teaching in the first place. [...] I can only imagine how excited [my students] must be when they can connect to the content. Feeling seen goes a long way toward engagement.”
To learn more about the Teaching our Complicated Histories program and to access lessons and resources, visit teach.nwp.org/studying-and-teaching-our-complicated-histories/