6th Annual Black History Education Conference

I AM Somebody.

I am capable & loveable.

TABLE OF CONTENTS

Who We Are

The B.R.E.A.T..H. Board

Andreal Davis: Founder

Programs

The H.E.A.L. Project

It’s in the Data!

Christy Clark-Pujara & The Wisconsin Idea Lecture Series

Official Sponsorship Details

The Journey of Black History Education in Wisconsin

Board of Directors

“If you have a purpose for which you can believe, there’s no end to the amount of things you can accomplish." ~MARIAN ANDERSON~ W ho W e A re

A t Cultural Practices That Are Relevant (CPR) our work focuses on “Breathing New Life Into Ourselves, Our Children and Our Instructional Practices.” In an effort to promote, honor and protect the wealth of Black and other culturally relevant educational practices and promote increased ra- cial identity and achievement in Black and other children of color, Cultural Practices That Are Rel- evant is a national education consulting firm that provides culturally relevant conferences, coaching, workshops, curriculum development and public speaking to early childhood, k-12 and higher edu- cation institutions across the United States.

Our signature event is the annual Black History Education Conference, with an ever-increasing number of participants across Wisconsin and wider growing par- ticipation across the United States. Our 1,000 plus past attendees have included early childhood representatives, K-12 school personnel, higher education institutions in- cluding Edgewood College, the University of Wisconsin Madison, the University of Wisconsin Eau Claire and the University of Wisconsin Whitewater. Also in attendance were church members, community organizations such as the Urban League of Greater Madison, Overture Cen- ter of the Arts, PBS Wisconsin, UW Health, Unity Point Health-Meriter & Quartz and Wisconsin State Historical Society, among others. State officials in attendance have included but is not limited to former State Superinten- dent Carolyn Stanford Taylor, Lieutenant Governor Man-

dela Barnes, Dane County Executive Joe Parisi, Interim Chief Diversity Officer of UW-Madison, Cher - yl Gittens and Representative Shelia Stubbs. National figures, Dr. Gloria Ladson-Billings, the Grammy award winning actor/performer “Common”, along with his mother Dr. Mahalia Hines, Dr. Chike Akua. Freddie Taylor and Reverend Jessie Jackson have graced us with their presence as well at the conference. Bridging statistics with the genius behind what I have witnessed in my work across the state and coun- try, another goal of Cultural Practices That Are Relevant is to bring people together to share what we know will change the data that places Wisconsin last on the Department of Education and NAEP lists in graduation rates, reading scores, standardized math scores, out of school suspensions, prison rates, experiencing poverty, health disparities and other areas for Black students and families who call Wisconsin “Home”. The Black History Educa- tion Conference experience is intended to provide a venue where members from home, school and communities across the state and country will be able to share policies, practices, programs and procedures that have proven effective in promoting high levels of achievement for those often being under served in our school systems and communities. Continuing to think with the idea of “communalism” in mind, we are asking that you open your heads,

hands and hearts to collaborate with us to close the stark gaps that exist for many of the students and families that we serve in our community and across the country. With all of this information in mind, we would like to ask you to strongly consider part-

nering with us by becoming a sponsor for the Annual Black History Education Conference.

FOUNDER OF CULTURAL PRACTICES THAT ARE RELEVANT CONSULTING FIRM & CULTURAL PRACTICES THAT ARE RELEVANT PROFESSIONAL DEVELOPMENT ORGANIZATION Andreal Davis

A ndreal Davis is a wife, mother, grandmother, daugh- ter, sister, cousin, aunt, friend and the former Statewide Culturally Responsive Practices Coordinator in Wisconsin. She is also CEO and Founder of Cultural Practices that are Relevant Consulting Firm whose signature event is the annual Black History Education Conference. She received a Bachelor of Science De- gree in Elementary Education in 1986 and a Master of Science De- gree in Curriculum and Instruction in 1995 from the University of Wis- consin-Madison. She also holds a certificate in Educational Admin - istration from Edgewood College in Madison, Wisconsin. Convinced

of the importance of family and community in a child’s education, Andreal has been instrumental in forming family-school-community relationships ever since she be- gan her teaching in 1986. She has served in various capacities in the public education arena including but not limited to an Elementary Educator, Title I Reading Instruc- tor, Parent Involvement Coordina- tor, Instructional Resource Teacher for Cultural Relevance, Assistant Director of Equity and Family In- volvement and the nation’s first Di - rector of African American Student Achievement with the Madison Metropolitan School District in Madison, Wisconsin. She was for-

merly co-director, along with her husband Arlington, of the African American Ethnic Academy, an ac- ademic and cultural enrichment program that convened on Satur- day mornings. As a product of the research she did while serving as co-director at the African American Ethnic Academy she was propelled by her own three sons and count- less other under-served children across the country and devoted her life’s work to researching best practices and models around Cul- turally Responsive Practices that speak to the unique identities and world views of these children. Re- flecting on her own educational ex- periences as a child and those she

has had as a classroom teacher and mother, she has held deeply in her heart the people, purposes and passions that shaped and have had a profound effect on the educational leader she is today. Many of these experiences remain in her institutional memory and call her to create and share this work through publishing books, developing curriculum and consulting work across the nation. Included in this repertoire of tools and resources are a profession- al development model called Cultural Practices that are Relevant (CPR) that supports and

strengthens Culturally and Linguistically Respon- sive Teaching. Most recently she has published her first culturally responsive children’s book called, “Dreaming In Ethnic Melodies” that shares the hopes and dreams she has held for her own three sons. She formerly served as Wisconsin’s Statewide Culturally Responsive Practices Co- ordinator at the Wisconsin Response to Inter- vention Center. She led that work along with a team of colleagues, training practitioners across the state of Wisconsin and nation- ally from a model she co-created called the Model to Inform Culturally Responsive

Practices that focuses on what it means to be culturally responsive starting with self and moving that work across an entire equitable multi-level system of support. As a result of this work An- dreal has received various awards. She was the recipient of the NBC 15 News Crystal Apple Award in 2000, UW-Madison Lois Gadd Nemec Distinguished Elementary Educa- tion Alumni Award in 2004, Order of the Eastern Star Mother Full of Grace in 2004, the Milken Nation- al Educator Award in 2004 and the YWCA woman of Distinction Award in 2013.

Pioneering Institutional Social Worker Championing Social Justice Dr. Sakara Wages: DIVERSITY INCLUSION BELONGING EQUITY IDENTITY TOLERANCE Black History Education Conference Project Assistant

ACCEPTANCE

D r. Sakara Wages is an Institutional Social Worker dedicated to advancing social justice by dismantling colonial norms, strategies, and perceptions ingrained in American in- stitutions. Her commitment is evident in her roles as a lecturer, programs manager, advocate, and project assistant for the Black History Education Conference. Dr. Wages earned her Master of Social Work and doctoral de- grees from the Sandra Rosenbaum School of Social Work at the University of Wisconsin-Madison. Her research focus spans diverse populations, and her critical lens is particularly dis- cerning. As a graduate research assistant, she contributed to the Institute for Research on Poverty, working on a large Random- ized Controlled Trial (RCT) in a major metropolitan city. This project explored child welfare prevention and questioned socio- cultural definitions of neglect. Dr. Wages has also been involved in community-based projects that unveiled the shortcomings of the nonprofit industrial com- plex in fostering leadership pathways for individuals with lived experiences of housing insecurity or sex trafficking. A regular lecturer at the University of Wisconsin-Platteville and the University of Wisconsin-Madison, Dr. Wages teaches a range of subjects, including research methods, social welfare, social work practice, psychology of human sexuality, women and gender studies, and ethnic studies.

Grounded in the legacy of Black Women in the Helping Tradition, Dr. Wages' dissertation el- egantly intertwines with her research, which centers on Black-serving Black women and the norms and values governing their service to the community. Dr. Wages prioritizes Black joy, au- tonomy, liberation, and disruption, reflecting her profound interest in Critical Theory and An- ti-Oppressive Pedagogies. Dr. Sakara Wages is dedicated to actively working toward liberation from coloniality.

Beyond academia, Dr. Wages assumes leadership roles in various organiza- tions, guiding processes for grant re- porting, program development, and evaluation measures. Actively engaged in her connected communities, she founded Subversive Social Work, the pioneering institutional social work agency, co-founded BlkPlatteCom Net- work, and established Our Spot, a com- munity gathering space, all located in Platteville, Wisconsin.

The Heal Project

The Heal Project: Advancing Anti-Racist Practices and Pedagogies in STEMM Education.

S T E M M c i e n e c n g i n

a t h e m a t i c s

e d i c i n e

h n o l o g y

c e

e e r i n g

t h e h e a l p r o j e c t

The HE AL Project: Advancing Anti-Racist Practices and Pedagogies in STEMM Education "We believe the work of anti-racism cannot be left only to Black, Brown, Indigenous, and other mi- noritized people. This is why we have a large, cross-racial, and interdisciplinary collaborative team of humanities scholars, social scientists, natural scientists, librarians, evaluators, and community partners who each bring different personal and professional experiences and expertise to the project."

I n an era where racial inequalities persist, it is crucial to ac- knowledge the pervasive impact of systemic racism and take proactive steps to address it. The Humanities Education for Anti-racism Literacy (HEAL) in the Sciences and Medicine project is an initiative that aims to transform higher educa- tion by drawing on humanities research to promote anti-racist practices and pedagogies in science, technology, engineering, mathematics, and medicine (STEMM). By centering the edu- cational experiences of Black, Native, Indigenous, and other students of color, HEAL seeks to develop accurate narratives about the histories of racism in the sciences and medicine, re- dress underrepresentation, and create a more equitable uni- versity and society. Creating Equitable Learning Environ- ments: HEAL envisions a university community that strives to reach its full potential by reckoning with the impacts of settler co- lonialism and white supremacy. It actively seeks to repair leg- acies of colonial and extractive histories, particularly those affecting Black, Native, Indigenous, and other people of color. By fostering a strong sense of belonging for all, the project aims to listen to and learn from diverse voices on campus and in surrounding communities, engaging in dialogue and ac- tions towards social justice and equity. This vision aligns with the principles of the Wisconsin Idea, emphasizing reciprocal relationships, collaboration, and co-production of knowledge among equals.

Pedagogical Transformation: One of the key goals of the HEAL project is to develop course- based pedagogies and materials across all disciplines at the uni- versity that are grounded in anti-racist principles. These ped- agogies prioritize mutual learning, dignity, honesty, and care. By incorporating critical historical analysis of power structures, racism, white supremacy, and settler colonialism into core cur- ricula, education systems and practices can provide a more comprehensive understanding of the societal forces that shape STEMM disciplines. Goals of the HEAL Project: The HEAL project has set forth several goals to guide its trans- formative work. The first goal is for the team to continually chal- lenge themselves about ongoing histories of racism and oppres- sion in society, academia, and institutions, in order to actively engage in anti-racist practices. The team also commits to cen- tering the experiences of Black, Native, Indigenous, and other people of color, creating equitable learning and working envi- ronments through co-production of knowledge and anti-racist practices. By listening to, learning from, partnering with, and serving these communities, the project aims to develop educa- tional materials that are inclusive, equitable, accessible, and re- flective of their experiences.

Research Collaboration and Dissemina- tion: HEAL seeks to co-create new models of research collaborations, building partnerships based on anti-racist practices and repar- ative relationships with Black, Native, Indigenous, and oth- er communities of color. The project aims to research, create, teach, and disseminate educational materials that highlight how racism, settler colonialism, and white supremacy have shaped the historical development of STEMM disciplines, academic in- stitutions, and scientific practice. By examining power dynam- ics and their influence on learning and careers in these fields, HEAL intends to foster a critical understanding of the ongoing impact of these forces. Engaging the Campus Community: To amplify its impact, the HEAL project aims to engage the wider UW-Madison community in meaningful education- al opportunities, conversations, and actions. By recognizing and countering the legacies of racism, settler colonialism, and white supremacy in academia, particularly in STEMM fields, the project fosters partnerships with other efforts focused on transforming the racial climate of higher education. Through collaboration with organizations such as Pioneer Possibilities, Nehemiah-Justified Anger, UBUNTU Research, and the Wis- consin Center for Education Research, HEAL aims to evaluate and refine its initiatives.

The HEAL project represents a groundbreaking effort to bridge the gap between humanities research and anti-racist practices in STEMM education. By addressing the histories of racism and underrepresentation, it seeks to create a more equitable university and society. Through pedagogical trans- formation, collaborative research, and community engage- ment, HEAL strives to provide models and examples of trans- formative higher education. By centering the experiences of Black, Native, Indigenous, and other students of color, HEAL is working to build accurate narratives, redress inequities, and contribute to a more inclusive and just future for all.

humanities.wisc.edu/research/heal/ Visit HEAL Online:

Christy Clark-Pujara and the Wisconsin Idea Lecture Series

Christy Clark Pujara

The Power of Collaboration

Empowering Education through the Wisconsin Idea

Christy Clark-Pujara and the Wisconsin Idea Lecture Series

Inspiring Change in Public Service

Transforming Educational Paradigms

E X PAND I NG Horizons & Inspiring Change:

Christy Clark-Pujara and the Wisconsin Idea Lecture Series

T he Wisconsin Idea Lecture Series holds a cher- ished reputation for inviting remarkable individuals to grace the University of Wisconsin-Madison cam- pus with their wisdom and expertise. In this article, we delve into the memorable appearance of Christy Clark-Pujara, an exceptional speaker whose insights and contributions to the fields of education and public service captivated audiences. Empowering Education through the Wisconsin Idea At its core, the Wisconsin Idea Lecture Series em- bodies the spirit of the university’s unwavering ded- ication to public service and the relentless pursuit of knowledge for the betterment of society. Chris- ty Clark-Pujara, a highly esteemed education ad- vocate, was invited to share her experiences and ideas, perfectly aligning with the series’ philosophy. Clark-Pujara’s unwavering commitment to empow- ering education and her impactful work in bridging educational inequities resonated deeply with the au- dience.

Transforming Educational Paradigms Clark-Pujara’s lecture centered on the transformation of ed- ucational paradigms, aiming to foster inclusivity and provide equal opportunities for all students. Drawing from her ex- tensive experience as both an educator and administrator, Clark-Pujara emphasized the paramount importance of student-centered learning and the crucial role that commu- nity engagement plays in shaping educational policies. Her insights challenged conventional practices, encouraging ed- ucators to think beyond traditional boundaries and embrace innovative approaches that cater to the diverse needs of stu- dents.

Inspiring Change in Public Service Beyond her dedication to education, Clark-Pujara shed light on her personal journey in public service, empha- sizing the profound impact it has had on her life. She shared compelling stories of her active involvement in community initiatives and advocacy work, instilling in the audience the belief that every individual possesses the power to make a difference, irrespective of their role or position. Clark-Pujara’s passion for creating positive change struck a deep chord with attendees, inspiring them to take action within their own communities and contribute to the greater good. The Power of Collaboration Clark-Pujara profoundly stressed the significance of collaboration and partnerships in effecting meaningful change within society. She highlighted successful ini- tiatives derived from collective efforts between educa- tional institutions, local governments, and community organizations. Clark-Pujara underscored the notion that by working collaboratively, individuals and orga- nizations can overcome challenges and create sustain- able solutions for a better future. Her message resonated with the audience, urging them to seek out opportuni- ties for collaboration and foster connections that drive positive change.

Christy Clark-Pujara’s participation in the Wisconsin Idea Lec- ture Series left a lasting impact on attendees, igniting fresh con- versations, and inspiring action. Her unwavering commitment to education and her belief in the transformative power of public service serve as powerful reminders of the untapped potential within each individual to make a meaningful and positive differ- ence in their communities. In summary, the Wisconsin Idea Lecture Series stands as a bea- con of intellectual enlightenment and social progress, consistent- ly inviting exceptional speakers like Christy Clark-Pujara to the forefront. Through their insights, experiences, and unwavering commitment to public service, these distinguished individuals expand horizons, inspire change, and pave the way towards a brighter and more inclusive future for all.

Professor and Chair Department of African American Studies

The Journey of Black History Education in Wisconsin

The Journey of Black History Education in Wisconsin: Empowering Minds and Celebrating Heritage

The Journey of Black History Education

in Wisconsin: Empowering Minds and Celebrating Heritage

T he The education of Black history is a vital component of fostering inclusivity, understanding, and appreciation for the contributions and struggles of African Americans. In recent years, there has been a growing momentum in Wisconsin to pro- mote and expand Black history education. This article aims to delve into the journey of Black history education in Wisconsin, exploring the initiatives, resources, challenges, and opportunities that have shaped its development. By examining the impact of these educational endeavors on students, educators, and the broader community, we can gain a deeper understanding of the significance of Black history education in building a more inclusive society.

Roots of Black History in Wisconsin Wisconsin has a rich history of African American presence dating back to the 18th century when African Americans ac- companied French and British voyagers and fur traders. Over the years, the state’s Black population has steadily grown, contributing to the diverse fabric of Wisconsin’s culture and heritage. Recognizing the importance of preserving and shar- ing these stories, the Wisconsin Historical Society has be- come a valuable resource. Their commitment to document- ing and providing access to Wisconsin-specific Black history materials has made a significant impact. Through their online platform, individuals can explore a wealth of information, in- cluding a comprehensive biographical section that honors the achievements of notable African American individuals who have shaped the state’s history.

Promoting Black History Education in Schools

In an effort to foster inclusivity and provide students with a comprehensive understanding of the African American experience, schools in Wisconsin have been working towards expanding the curriculum to include a more in-depth study of Black history. Edu- cators statewide have been advocating for an expand- ed Black history curriculum, seeking to ensure that students develop a deeper appreciation for the contri- butions and struggles of African Americans through- out history. The Black History Education Conference serves as a platform for educators across the state and country to share successful programs and practices. The conference facilitates collaboration and profes- sional development opportunities, enabling educa- tors to enhance their teaching methods and incorpo- rate diverse perspectives into their classrooms. Inclusivity Through African American Studies The Department of African American Studies at the University of Wisconsin-Madison has played a pivotal role in advancing the study of Black history. Through their courses and research opportunities, students have the chance to explore the multifac- eted aspects of African American history, culture, and social issues. The department’s commitment to interdisciplinary studies allows students to examine the intersectionality of race, gender, and class, fos- tering a holistic understanding of the African Amer- ican experience. By providing a dedicated space for rigorous academic inquiry and critical analysis, the Department of African American Studies empowers students to challenge stereotypes, dismantle systemic racism, and contribute to the ongoing dialogue sur- rounding Black history and its impact on society.

21 CONTINUE READING >>>

The Journey of Black History Education in Wisconsin Continued..

Challenges and Opportunities While progress has been made in expanding Black history ed- ucation, challenges persist. Efforts to broaden the curriculum have faced pushback from individuals who seek to dictate the content and scope of the lessons. However, educators, activ- ists, and community members continue to advocate for an inclusive curriculum that accurately represents the contribu- tions and experiences of African Americans. To address dis- parities in educational outcomes, it is crucial to bridge access gaps, confront economic adversity, and combat school seg- regation. Organizations and initiatives are working tirelessly to provide resources, support, and mentorship opportunities for students from marginalized communities. By empowering these students, they are given the tools and confidence to suc- ceed academically and beyond.

Embracing a Bright Future Wisconsin is embracing a bright future where the educa- tion of Black history plays a pivotal role. Beloit Memorial High School made history by introducing an Advanced Placement (AP) African Studies program, becoming the first school in Rock County to do so. This landmark ini- tiative provides students with a rigorous academic plat- form to study the history, culture, and contributions of African peoples across the continent. The introduction of such programs demonstrates a commitment to providing students with a comprehensive and accurate representa- tion of Black history, ensuring that they develop a deep understanding and appreciation for the rich heritage of African Americans.

In Summary The journey of Black history education in Wisconsin has witnessed significant progress driven by the dedication of educators, organizations, and communi- ty members who are committed to fostering inclusivity and understanding. Initiatives such as the Black History Education Conference, African Amer- ican Studies programs, and the introduction of AP African Studies courses are clear indicators of the state’s commitment to providing students with a comprehensive and accurate representation of Black history. By embracing a more inclusive curriculum, Wisconsin is taking significant steps towards empowering minds, celebrating heritage, and equipping the next generation with a deeper understanding of African American contributions and experi- ences. With continued efforts and collaboration, the future holds even greater promise for the education of Black history in Wisconsin, paving the way for a more inclusive and equitable society.

D uring this time in our history many people have asked us what they can do to take action towards ending systemic racism. Now, after several years in of offering the Black History Education Conference, we knew before this issue took center stage that culturally relevant professional development was one way to eliminate the attitude, opportunity and achievement gaps that exist across the globe. Our answer is to bring forth solutions that will help us eliminate the stark gaps that exist in the state of Wisconsin and across our country. The itinerary for our journey this year will be guided by what we call the “B.R.E.A.T.H Board”. The B.R.E.A.T.H Board outlines how we organize our action steps towards fulfilling our mission and goals for breathing new life into our instructional practices and children. The B.R.E.A.T.H. board also serves to help answer the question, “What can we do to take action towards ending systemic racism?” Our BREATH is our anchor to our power; breathe deeply!!!! ~Tovi Scruggs~ B.R.E.A.T.H THE

B -Black History Education Conference- The Black History Education Conference experience is intended to provide a venue where stakeholders across the state/country will be able to share policies, practices, programs and procedures that have proven effective in promoting high levels of achievement for Black students. R -Relevant Texts-Dreaming In Ethnic Melodies by Andreal Davis is a book that allows the reader to take a trip through the heart and mind of a mother as she shares her hopes and dreams for her son as he navigates the journey from childhood to adulthood. The author draws from lessons learned from prominent African American historical and contemporary figures to impart wisdom and equip him with the necessary tools and information he needs to move through and to success as an African American male in modern day society. E -Ethnic Melodies is a culturally relevant literacy curriculum that includes 5 responsive literacy categories and 21 culturally relevant lesson plans. A - Affirmations and Academic Breath Bags- The “I Am Somebody” affirmation can be used to help students speak into existence what you want them to believe about themselves and what you as a teacher, family or community member want them to know you believe about them as well. The academic “Breath Bag” is a culturally relevant “school in a backpack” that includes age appropriate reading, science, social studies, math, and art or music activities. The activities are designed to promote positive identity development/self-esteem, enhance academic achievement and bridge the digital divide. T -Testimonials in support of our work provides qualitative data around the impacts of our collective work and responsibility. H -Health Disparities with a focus on the newly created program called, The Afr I CAN cer Project- Cultural Practices That Are Relevant will partner with community organizations and Black History Education Conference attendees to implement the Afr I CAN cer project. The goals of the project include reducing inequities, creating awareness, implementing education activities, conducting outreach and developing programs, for underserved populations. The HBCU “Where Two or Three Are Gathered Summer College Tour” provides African- American students, with a small but mighty unique learning opportunity to visit multiple college campuses and site visits in a single trip. These multi-campus

summer college tours give students a solid understanding of the history, culture, and traditions that have shaped the schools’ collective legacy, and experiences that will help them choose the right HBCU.

The 4 Program Arms of Cultural Practices that are Relevanat Consulting

The 4 program arms of Cultural Practices that are Relevant Consulting

• Breath Bags

• Black History Education Conference

• Afr I CAN cer Project

• HBCU Tours

LACK

ISTORY

DUCATION

ONFERENCE

Reshaping Narratives and Empowering Black Students: BHEC's Commitment to Wisconsin's Education Landscape

I n a world where our children often encounter limiting narratives, where we fear Black History Education Bans sweeping our nation, BHEC stands firm in our commitment to reshape these narratives, embodying the Wiscon - sin Idea's ethos of extending the influence of education beyond the classroom and into the broader commu- nity. This principle, central to our mission in Wisconsin, drives us to create a harmonious alignment between thoughts and words. This alignment is crucial in transforming lives and realities, particularly for Black students. Research consistently underscores the profound, lasting impact that cultural affirmation exercises have on their academic and personal growth. These exercises, integral to our approach, help students see themselves reflect- ed positively in their curric lum and community, fostering a sense of belonging and empowerment. As we nurture future leaders within our classrooms, we are also empowering professionals who advocate ho- listically for the needs of these young individuals. This year, we delve deeper into the rich Black histories that have shaped our home state, Wisconsin, offering a series of initiatives that foster community engagement and personal development. Conference Highlights

Community Engagement Workshops: Encouraging attendees to immerse themselves in their local communities, fostering unity and understanding. Student Strand: A platform for students and emerging leaders to learn and refine their skills as eloquent speakers and presenters. Collaborative Projects: We encourage synergies between schools, families, and community organizations, nurturing a sense of responsibility and fostering community development.

Networking Opportunities: We encourage educators, community leaders, students and their families to exchange ideas and forge meaningful connections. Research and Publications: We assist speakers in transforming their abstracts into journal submissions and manuscripts, highlighting the remarkable contributions of Black folks in Wisconsin. Art and Cultural Exhibitions: We showcase the rich heritage and talents within the Black community, promoting artistic expression and cultural preservation.

Three Are Gathered

Two OR

CPR Annual Summer Historical Black College Tour

T he HBCU “Where Two or Three Are Gathered Summer College Tour” provides African-American students, with a small but mighty unique learning opportunity to visit multiple college campuses and site visits in a single trip. These multi- campus summer college tours give students a solid understanding of the history, culture, and traditions that have shaped the schools’ collective legacy, and experiences that will help them choose the right HBCU. To date, the tours have included no more than six people so as to keep the experiences intimate and personalized. Pre tour experiences include viewing the documentary, “Tell Them We Are Rising: The Story of Historically Black Colleges and Universities” and Historical Black Colleges Poster Research. Other preparatory opportunities have included a Historical Black Colleges President’s Panel highlighting Dr. Willie Larkin former President

of Grambling State, Dr. David Wilson President of Morgan State, Dr. Jerald Woolfolk President of Lincoln University and Dr. Cynthia Warrick President of Stillman College where students were invited to hear and ask questions first-hand from these powerful leaders about educational opportunities at their institutions. The tour experience also provides a source of self-reliance and self-development for many students. This educational endeavor introduces Middle and High School students to college campus life and provides them with firsthand curriculum information, entrance requirements, financial aid and scholarship resources by offering students the opportunity to speak directly with college students and other officials. Aspiring college students are exposed to the world of historically Black Colleges and Universities in order to promote increased college attendance at these institutions of higher learning.

Afr I CAN cer Project

C ultural Practices That Are Relevant partners with community organizations and the annual Black History Education Conference attendees to

achieve the goals of the Afr-I Can-cer Project. Included among those goals are reducing health inequities, creating awareness, implementing educational programming, conducting outreach, increasing screenings, amplifying youth voices and developing programs for underserved populations. Some of the organizations that we are currently partnering with are the University of Wisconsin Carbone Cancer Center, The Pancreatic Cancer Action Network (PANCAN) and the Prostate Health Education Network (PHEN). The Afr I CAN Cer strand incorporates programs with a focus on pancreatic, breast, colon, and prostate cancer and addresses the recent unveilings of health disparities for African Americans connected to the COVID-19 pandemic.

What Are Breath Bags? T he Breath Bag is a culturally relevant tool that introduces preschool through sixth grade students age appropriate content area activities in science, social studies, math, art/creative expression, reading, identity development and goal setting. Breath Bag activities are fun and informative ways to “share and prepare” students for school through the use of culturally relevant learning experiences at home, school and in the community. Each backpack is designed to promote positive self-esteem and experiences that help model school success. The bags also help bridge the technology divide that exists by utilizing traditional modes of teaching and learning. The activities/content areas align with the common core state standards. They can be used to provide educational assistance, personal enrichment, summer programming, after-school programming, parenting and mental health support. Each year, at our annual Black History Education Conference, two children are crowned and awarded over$250.00 of literacy and other culturally relevant educational prizes for their participation and demonstrated family engagement with the Breath Bag Program.

STUDENT STRAND THE Wisconsin’s Black Legacy: Leveraging the past to Build Futures

T he student strand of the Black History Educational Conference is specifically designed for middle and high school students, offering various educational and social outcomes. Firstly, it provides a plat- form for students to learn about and celebrate Black history, culture, and achievements. This helps to promote inclusivity, diversity, and understanding among our student community. The conference offers presentations presented by experts and ed- ucators in the field of Black history and culture. These presentations aim to educate students about significant present day and histori - cal events, influential figures, and important movements within the Black community. By engaging with these presenters students gain a deeper understanding of the struggles, contributions, and resil- ience of Black individuals throughout history. Students have the op- portunity to participate in interactive sessions where they can ask questions, share their perspectives, and engage in meaningful con- versations with their peers and presenters. This fosters a sense of empowerment, as students feel heard and valued in their learning environment. Furthermore, the conference enables students to develop leadership skills, cultural knowledge and build so- cial connections. They also get to meet and interact with like-minded individuals who share a passion for Black history and culture, fostering a sense of community and support. Overall, the student strand at the Black History Education Conference offers numerous ben- efits and we thank long time supporters such as Ari Davis, UCAN, Seein is Believin’, Carter G Woodson

Foundation, Sankofa Talented and Gifted, Alpha Kappa Alpha Sorority, Inc., Pancreas Cancer Task Force and countless others ( Asante Sana) Thank you!

JALATEEFA’S JOURNEY OF

Through Writing BECOMING A “BOSS LADY”

W hen education feels impossible, it can be frustrating. But remember, there are ways to over- come obstacles. Education is not limited to classrooms. Keep learning and growing through dif- ferent means. Stay resilient, seek resources, and be determined to achieve your goals. Check out this example of sparking the joy of learning in one little girl . Read this book Jalateefa’sJourney To Becoming a “Boss Lady” through writing.

Black History Education Conference 6th Annual

Featuring: • The Wisconsin Historical Society presents the “Crossing the Line” exhibit, honoring civil rights warriors of the Milwaukee Fair Hous- ing Marches like Vel Phillips and Father James Groppi. • The Wisconsin Black Historical Society and Museum leads an edu- cational journey to Milton, highlighting lesser-known Black history narratives. • The Urban Community Arts Network joins us to celebrate 50 years of Hip-Hop. • Dr. Christy Clark-Pujara, Professor of History in the Department of African American Studies & author of Dark Work: The Business of Slavery in Rhode Island presents “Black on the Midwestern Frontier: Contested Freedoms, 1725-1868" • Dr. Eugene Tesdahl, Associate Professor of History, specializing in Indigenous histories, early American history, women’s history, and public history. presents “Black Business Owners and Illegal Slavery in Early Wisconsin.” • Chelsey Tubbs, Deputy Associate Superintendent of Elementary Schools; MMSD, presents key moments in MMSD's Black History. • Intergenerational Panel of Educators responding to Key Moments in MMSD Black History. Including Geraldine Bernard, the first Black teacher hired by the Mad - • Geraldine Bernard-History of Black Education Panelist First Black Female Educator hired in the Madison Metropolitan School District 1962 • Ari Davis- Second Year Physical Education Teacher Leopold Elementary School History of Black Education Panelist son Metropolitan School District.

• Uchenna Jones - Featured Wisconsin Author

• Jerry Jordan - Featured Wisconsin Illustrator

• Crossing the Line Exhibit

d e t a i l s

Time & Date:

February 16 9:00AM - 8:00PM

Through

February 17 7:30AM - 5:00PM

Location:

Madison College 1701 Wright St, Madison, WI 53704

Tickets: $150-Regular $125-Early Bird Special

https://bit.ly/2024BHEC

It’s In The Data!

Respondents were asked to rate if their paid registration was worthwhile to them in order to capture a sense of enjoyability, usefulness and time well spent for them at the individual level, as well as to capture if District funds were well spent and provided access to information and learning. This data was taken from a large urban school district in Wisconsin who attended the Annual Black History Education Conference.

*96.5% of the 58 respondents indicated the experience was worthwhile or very worthwile

42 (72%)

14 (24.1%)

2 (3.4%)

0 (0%)

Respondents were asked how likely they were to apply the learning to their work at their district to capture if attending the conference was a transformational learning experience, resulting in critical reflection, meaning making and/or willingness to try new approaches.

*98.3% of respondents rated they were likely and/or very likely to apply their learning

49 (84.5%)

8 (13.8%)

1 (1.7%)

0 (0%)

DATA/ANALYSIS

FLIPBOOK DATA

VIEWS VISITORS DOWNLOADS 202 87 4

Black History Education Conference Attendees

BHEC Student Strand Attendees

Over 1,500 home, school

Over 300 students have attended locally to date

and community personnel have attended from across the country to date

Based on the survey results and open- ended responses from respondents, the district’s Equity & Engagement Department deems that providing this opportunity to their employees was an effective use of some of their funds and indicates that future development and creation of experiences similar to this conference should be expanded for their employees.

Breath Bags

Scholarships

$4,500.00 in scholarships have been given at the annual Black History Education Conference to local area students

Over 1,500 Breath Bags have been distributed to children/ families across the country and Gambia

It’s In

The Data! Responses..

“Great experience - provided a lot of opportunities to learn and reflect on what we teach our students (and don’t), how critical identity is, and the importance of ensuring we do a better job of providing curriculum to our students that is a better reflection of themselves.”

“Thank you so much for the opportunity to attend this conference! I have so many take-aways that I’m excited to share with my school. It was an inspiring and thought-provoking conference that gave me a framework for examining my own practices and actionable steps to keep growing and improving.

“The documentary and panel on HBCU’s was all new information for me, and incredibly helpful for supporting students in exploring all post-secondary options moving forward.”

“Thank you for funding this experience for me! I’ll use my learning to inform both my systems-level and curriculum work in our district.”

It was WONDERFUL!!!! It was my first year! I want my ENTIRE staff to attend in masses next year and I will attend going forward every year it is offered. Literally the best educational conference I have ever been to.

“Learning about The Milton House was Amazing! It is important to know that we have access to this museum to enhance the learning experience of this important time in history. It brings the history to life.”

“I appreciated hearing about HBCU’s! I do not know much about them other than they are historically black colleges and universities. This is one of those things that our district needs to talk more about so our scholars know that there are colleges and universities out there that speak to their culture and identity as a Black person!”

“As someone who loves history, hearing the history of the Milton House was really fascinating to me. Like lots of other attendees said, I grew up in Wisconsin and have never heard of the Milton House before now.”

➢ “As we integrate more Black history, literature, and art into our curriculum, we have to remember to connect it all to what our community has to offer so that our curriculum feels connected to the life around us. Community partners like Milton House or HBCUs or the many other organizations run by Black community members in our city can help history come alive for students and provide opportunities for deeper learning as well ascivic action grounded in that learning.”

DATA/ANALYSIS

OFFICIAL

DETAILS Maggie Lena Walker recognized the power of financial unity, the need for continuous progress, and the fight against prejudice. Her legacy inspires us to work collectively, invest wisely, and create opportunities for all. ~MAGGIE LENA WALKER~ FIRST AFRICAN AMERICAN WOMAN TO OWN A BANK

THERE ARE FIVE SPONSORSHIP LEVELS OF SUPPORT FOR THE ANNUAL BLACK HISTORY EDUCATION CONFERENCE. THEY ARE AS FOLLOWS: S ponsorship L evels

D iamond L evel : : $10,000 P latinum L evel : : $5,000

G old L evel : : $2,500 B ronze L evel : : $1,000 L ove O ffering : : $200.00-999.00

Diamond $10,000

• Verbal acknowledgment by CEO/FOUNDER at the annual Black History Education Conference • Logo/Name prominent on shared signage and other event material • 10 registrations to attend the annual Black History Education Conference • Banner space during your organization’s presentations, where applicable. • Brand transitions between speakers • Sponsored Introduction • Verbal recognition during the conference dance • Opportunities to include branding materials in the pre-conference Breath Boxes (when offered)

• Primary recognition and positioning during event presentation • Promotion of PARTNERSHIP throughout conference experience • One conference booth

Platinum $5,000

• Verbal acknowledgment by CEO/FOUNDER at the annual Black History Education Conference • Verbal recognition during the conference dance • Logo/Name prominent on shared signage and other event material • 5 registrations to attend the annual Black History Education Conference • Banner space on the during your organization’s presentations, where applicable • Sponsored Introduction Opportunities to include branding materials in the pre-conference Breath Boxes (when offered)

• Secondary recognition and positioning during event presentation • Promotion of PARTNERSHIP throughout conference experience • One conference booth

Gold $2,500

• Honorable mention recognition and positioning during event presentation • 3 registrations to attend the annual Black History Education Conference • Banner space during your organization’s presentations, where applicable • Opportunities to include branding materials in the pre-conference Breath Boxes (when offered) • Promotion of PARTNERSHIP throughout conference experience • One conference booth • 3 Conference Registration

Bronze $ 1,000

• 2 registrations to attend the annual Black History Education Conference • Opportunities to include branding materials in the pre-conference Breath Boxes (when offered) • Promotion of PARTNERSHIP throughout conference experience

Love Offering $200.00-$999.00 • 1 registration to attend the annual Black History Education Conference • Name / Organization listed on Love Offering page

HOW YOUR SPONSORSHIP HELPS OUR Success

• High quality virtual platform • Gift boxes to be created and mailed out before the conference to promote engagement • Speaker fees including keynotes • Conference planning team honorariums • Scholarship registration fees for educators • AFR I CAN CER project conference strand (Health Disparities sessions with focus on pancreatic, breast, colon and prostate cancer) • Creation and offering of virtual culturally relevant museum tours past tours have included the Milton House and the For Colored Girls Museum • Breath Bag Ceremony (Preschool-Grade 6 literacy awards ceremony) • Community Awards Ceremony • Year round/continued contact programming connected to the B.R.E.A.T.H. Board • HBCU Summer College Tour For Student Strand Participants • Student Strand Programming (Pre-K-college leveled students) • Prizes/Raffles • Decorations • Costumes • Administrative Costs • Defray Meal Costs • Conference Dance DJ • Printing • Mailing Costs • Program Booklets • UW Place Fees • Student Strand Scholarships • Sponsorship Drum Circle • Venues • Gifts Your S ponsorship Will Help Us Provide :

Thank You to Our Past SPONSORS

• American Family Dream Bank • Beaufort County School District

• Books 4 School • Capital City Hues • Edgewood College • Green Bay Area School District • The Influence • Madison Metropolitan School District • MTI Centers • Minority Student Achievement Network

• Overture Center For The Arts • PBS Wisconsin Education • Dr. Richard Streedain • F.O.S.T.E.R • Tamara D. Grigsby Office of Equity and Inclusion (OEI) Department • Unitypoint Health Meriter • University of Wisconsin Madison Community Relations • University of Wisconsin Division of Diversity, Equity & Educational Achievement

• University of Wisconsin Madison External Relations • Urban League of Greater Madison

• UW Credit Union • WEA Credit Union • Wisconsin Education Association Council • Wisconsin Historical Society • UW PLACE • H.E.A.L Project

• Alpha Kappa Alpha Sorority, Inc. • Carter G. Woodson Foundation • Omega Psi Phi Fraternity, Inc.

• Minority Student Achievement Network • Sankofa Educational Leadership United • A Black Education Network (ABEN) • Sun Prairie School District • Eau Claire School District • Milwaukee Public Schools (MPS) • UW Carbone Cancer Health Disparities Initiaive • Law Office of Arlington Davis LLC • Gyame Quilt Studio/Children of the Sun • Seein’ Is Believin’ LLC

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56

Made with FlippingBook - professional solution for displaying marketing and sales documents online