In their own words: N.J. students and the Amistad curriculum

Jersey City- From faraway Florida to our own neighborhoods in New Jersey, a national conversation continues to brew around how African American history, race, and racism are being taught in the nation’s public schools, with the most recent outspoken adversary being Florida Governor Ron DeSantis. On Feb. 14, 2023, in response to DeSantis’s actions and claims, New Jersey Governor Phil Murphy issued a statement about ongoing efforts to expand the pilot Advanced Placement (AP) African American Studies course from being taught in just one high school to include 25 others. 

Beyond the AP African American Studies course, students have been receiving education in African American studies, race, and racism through New Jersey’s Amistad Curriculum, sponsored by Assemblymen William D. Payne and Craig A. Stanley, upheld by the Amistad Commission, and prioritized in New Jersey public school districts by law since 2002.

Community Journalist, Zoe Van Gelder wanted to understand what the current curriculum looks like first at the ground level: from the students who are supposed to be learning under it and the teachers teaching it. She spoke to seven students and one teacher from Jersey City, one of the most ethnically diverse cities in the country with an equally diverse public school district. With such a diverse population to represent, she aimed to discover how students understand their own education in history, and further gain insight on how educators teach their historical field within their district.

This is what they had to say:

Amit —McNair Academic High School, 17 Years Old (Zoe Van Gelder for Public Square Amplified)

1. Do you feel represented by your school’s history curriculum? Do you support the narratives being told?

I’m of Guyanese descent. Frankly speaking, nothing has ever been said about Guyanese people in my curriculums. And their story has become so obscure to the point where whenever I tell someone I’m Guyanese, because of my culture, they automatically identify me as Indian.

2. Do you believe the history you’re being taught is the fullest possible history being taught? Is anything missing? Is it inclusive?

The history curriculum is far from perfect, however, it definitely has changed from my older history classes to now. When I was younger, in elementary and middle school, women wouldn’t have been spoken about at all. Now, there are actually full lessons dedicated to these previously obscured groups of people. 

3. What would you like to learn more about that is not there?

I’d like to learn more about the stories of other African Americans that haven’t had their stories told. I think we have all already heard about Frederick Douglas and Harriet Tubman numerous times. It would be nice to read anecdotes about these lesser known individuals so we can relate on a more personal level with history.

4. Are you aware of the Amistad curriculum?

No, I have no knowledge of it.

5. Do you think your school’s education has given you an understanding of history that’s not entirely Euro-centric?

I’d argue that our education system continues to implement an excess amount of Euro-centric history in our history lessons. Taking AP U.S. History was supposed to be as the name implied, U.S. history.  However, there seemed to be just an illogical amount of European anecdotes. It really didn’t feel like I was learning U.S. History sometimes.

Erick—McNair Academic High School, 17 Years Old (Zoe Van Gelder for Public Square Amplified)

1. Do you feel represented by your school’s history curriculum? Do you support the narratives being told?

I don't feel that my school's history curriculum truly represents me, as the history of Latin America is rarely, if ever, addressed. And when it is, the focus is predominantly on the colonization of Central America. However, I appreciate the approach that was taken, as I was given the option to select which narrative I wanted to explore. One time in class we learned about the colonization of the Aztecs, and about this narrative that the people worshiped Hernán Cortés as a God, and we as a class were left to discuss the ethics under which the colonization happened. I think that approach is useful in helping us think for ourselves.

2. Do you believe the history you’re being taught is the fullest possible history being taught? Is anything missing? Is it inclusive?

I believe I am taught the fullest history possible, but that there are narratives missing from the curriculum. But I know that this is due to the fact that history is often recorded from the perspective of the victors (really, the conquerors), instead of always reflecting the actual events that took place.

3. What would you like to learn more about that is not there?

I don’t know about anything specifically I’d want to learn, but I just wish the curriculum was more diverse and inclusive, and that it reflected more of the backgrounds of people actually in the classroom, since my school is so diverse.

4. Are you aware of the Amistad curriculum?

No, I am not. 

5. Do you think your school’s education has given you an understanding of history that’s not entirely Euro-centric?

Yes to an extent. Though most of the curriculum focuses mainly on the history and cultural achievements of Europe and the Western civilization and we lightly touch upon other achievements, but we also learn how they eventually tied back into Europe and the Western civilization. 

Natalia —McNair Academic High School, 16 Years Old (Zoe Van Gelder for Public Square Amplified)

1. Do you feel represented by your school’s history curriculum? Do you support the narratives being told?

I feel somewhat represented because I know that we talk about Russia during WW2, but it doesn’t bother me that it is not talked about as much as American history, French history, etc. I can’t say that I don’t support the narratives being told because I wouldn’t know if my teacher has taught me something that isn’t fully true. So in that sense, I do support the narratives being told. 

2. Do you believe the history you’re being taught is the fullest possible history being taught? Is anything missing? Is it inclusive?

Given the 10 month span we are given to learn history, I think the curriculum does an adequate job of teaching us as much as possible. For U.S. History, we learn over half a century of history and in World History, we touch on parts all around the globe. I don’t think we can ever learn the fullest possible history because there will always be little stories and events that make up the bigger picture and we won’t be able to learn about them. I think most of what we learn is definitely just the first layer of it.

3. What would you like to learn more about that is not there?

I don’t think anything is really missing, I wouldn’t know, but I would like to learn more about history that isn’t European or the U.S., such as Central American, Canadian, and Australian history. 

4. Are you aware of the Amistad curriculum?

No, I am not aware of the Amistad Curriculum. 

5. Do you think your school’s education has given you an understanding of history that’s not entirely Euro-centric?

Definitely not, most of the history we learn is centered in the U.S., Europe, Africa, and South Asia. But, as I mentioned before, I would like to learn more about Central American, Canadian, and Australian history, too. 

Ethan —McNair Academic High School, 17 Years Old (Zoe Van Gelder for Public Square Amplified)

1. Do you feel represented by your school’s history curriculum? Do you support the narratives being told?

Yes I do feel represented by this school's curriculum and feel like the stories being told are truthful and there is no bias when they are teaching lessons about other people and cultures. 

2. Do you believe the history you’re being taught is the fullest possible history being taught? Is anything missing? Is it inclusive?

From what I believe I do think that the history we are being taught is more or less the fullest that they are able to teach us in school and not much is withheld from us. 

3. What would you like to learn more about that is not there?

One thing that I would like to learn about that isn't in our curriculum enough is countries around the world currently, so more emphasis on modern-day events. 

4. Are you aware of the Amistad curriculum?

No, I don't know what that is. 

5. Do you think your school’s education has given you an understanding of history that’s not entirely Euro-centric?

I feel like all the understandings we get are Euro-centric. But with that said, I still don't feel that there is much bias when our teachers give us history lessons.

John Paul—Innovation High School, 16 Years Old (Zoe Van Gelder for Public Square Amplified)

1. Do you feel represented by your school’s history curriculum? Do you support the narratives being told?

I come from Hispanic/Latino descent. My parents are both from Ecuador. I have learned about a few traditions in my culture, like the New Year’s tradition and the Carnival tradition, which involve burning paper mache and throwing water. But as for the history of my country: I haven’t been taught much. Every time I visit Ecuador each year there is little to no history of what has happened in the past. Everyone’s focus is on the present. In school, and in my own country, when I say they focus on the present I mean they focus on the current politics of Ecuador.

2. Do you believe the history you’re being taught is the fullest possible history being taught? Is anything missing? Is it inclusive?

At school I’ve mostly just been taught U.S. history and they’ve only given me about one year of world history. Throughout that world history course they’ve addressed what happened in Ancient China, and then mainly around Europe. My school is made up of a whole bunch of backgrounds, as most students in my school are Egyptian, Indian, Asian, African American, or Hispanic/Latino – like me. I personally think that there isn’t much Hispanic/Latino information when taking world history classes, but I feel like there’s a decent amount of understanding within the African American community due to its role in the United States. As I mentioned before, my school has more emphasis on U.S. history classes than world history class. I feel like the courses offered also don’t do much to cover some of the other backgrounds I mentioned earlier.

3. What would you like to learn more about that is not there?

I would love to learn more about my own country and culture, and to be able to have such a better understanding about why my country is the way it is now. 

4. Are you aware of the Amistad curriculum?

No, I don’t know what the Amistad Curriculum is.

5. Do you think your school’s education has given you an understanding of history that’s not entirely Euro-centric?

I believe that my classes in world history are really mainly about Europe. They talk about the important pieces of history, the Berlin Wall, the Holy Wars, and even how the Mongols conquered Europe. Since I’m Hispanic/Latino, I guess I just find myself disinterested because I’m not learning about my own country. I’d be really interested to know more about Brazil or Paraguay, and not just when they are involved with Europe or America. I feel like we only ever talked about Mexico when it was related to Spain and America. I do understand Europe is very important to world history, but I feel like the education had put way too much emphasis on Europe.

Devon—Dickinson High School, 16 Years Old (Zoe Van Gelder for Public Square Amplified)

1. Do you feel represented by your school’s history curriculum? Do you support the narratives being told?

I believe that I am represented by my school's history curriculum. I believe that there are many stories that look back on the past of people from the same culture as myself. I support the teaching of the many narratives but I believe that more point of views should be incorporated so that our history isn't one-sided.

2. Do you believe the history you’re being taught is the fullest possible history being taught? Is anything missing? Is it inclusive?

No, I believe that the perspectives of the history being taught is very limited. There aren't enough different views to show the true extent of a particular event in history. I think that history cannot be fully inclusive until we have a clear understanding of how different people from different cultures were affected.

3. What would you like to learn more about that is not there?

I would like to learn more about smaller countries. Just because they aren't as big or revolutionary as the U.S. or Russia or other countries like it doesn't mean their history should be hidden as well. We should learn about conflicts in history around the world and not leave any details out.

4. Are you aware of the Amistad curriculum?

No idea.

5. Do you think your school’s education has given you an understanding of history that’s not entirely Euro-centric? 

No, I don't believe so. Like I said before, I believe there is a good chunk of history that is just not being taught because they are seen as a more minor part of history, which isn’t true.

Ignacio—McNair Academic High School, 18 Years Old (Zoe Van Gelder for Public Square Amplified)

1. Do you feel represented by your school’s history curriculum? Do you support the narratives being told?

I do not feel my school covers Hispanic / Latino history in depth. I know that the teachers try their hardest to make lessons as in depth as possible and students are always encouraged to ask questions. But sometimes we are left with more questions than answers.

2. Do you believe the history you’re being taught is the fullest possible history being taught? Is anything missing? Is it inclusive?

I will say I’m grateful because what I’ve been taught so far is a lot more than most people will ever receive as an education in history, but a lot more can still be done.

3. What would you like to learn more about that is not there?

I think modern history, so the 20th and 21st century is a crucial period to study that doesn’t receive the attention it deserves. I think it’s assumed that we know a lot of the events of recent history but the truth is the opposite.

4. Are you aware of the Amistad curriculum?

I am not aware of the Amistad curriculum.

5. Do you think your school’s education has given you an understanding of history that’s not entirely Euro-centric? 

Honestly, I think my school has given me an understanding of history that is less Euro-centric than most others. I think it’s because of the diversity of the staff teaching us and the students in the classroom.

Mr. Maldonado—Teacher at McNair Academic High School (Zoe Van Gelder for Public Square Amplified)

1. How long have you been teaching History?

I have been teaching for 22 years now.

2. How have the history curriculums changed now since the implementation of Amistad?

We’re discussing topics that were not previously discussed before. We’re going more in depth in West African civilizations prior to the slave trade that took place from the 1500s onward. So the students are getting a lot of foundational work, learning about the types of civilizations in Africa prior to this terrible time period. That’s how it’s really changed. We also cover more on the treatment of African slaves in the United States and in the Caribbean in great detail, with one example being the Stono Rebellion. We’re looking more in depth at these historical situations.

3. How do you utilize the Amistad Curriculum?

I weave it into all of my lessons. So for example, when I discussed the Middle Passage with my students, I used a couple of lessons from the Amistad Commission’s website to explain the causes and effects of the Atlantic slave trade, including the primary participants in the Carribean slave trade. Besides Europe’s mercantilist goals at the time, we looked into some of the West African kingdoms and how they factored into the situation. The Amistad curriculum does a good job of showing both sides of the coin. 

4. Do you see anything in particular for the future of the curriculum?

I really hope the curriculum continues to expand, and continues to incorporate modern-day history in terms of the Black Lives Matter movement that has been so instrumental in the past three years. I’d like to see it bring all of what's happened lately to the forefront, I think those stories need to be told from a modern perspective. Also, I think it would be great if we continue to look at the past as foundations for what is happening today in American politics and society. 

5. How does the Amistad Curriculum work to expand the understanding of history of students? Have you also learned something from the curriculum?

I’ve learned a lot from the curriculum, because again it helps a lot in making connections to the past. It shows the relationship between the past and present. It’s not just Plessy v. Ferguson, it’s not just Brown v. The BOE, and it’s not just the death of Emmit Till. It’s a whole lot of things that are all packed together that show how one thing leads to another that leads to another to the modern day. That’s what we have to look at, as a society of teachers, we need to look at “How do we deliver this to students?” I think Amistad expands all of this for students by showing the past as a prologue to modern society.

In Part II of this two-part series, these interviews will serve as the cornerstone for further analysis of how the curriculum is connected to Governor Murphy’s recent decision and how the curriculum has been serving students so far since 2002.