Abstract
The absence of African-American history from the standard curriculum has created a disconnection with African-American’s identity, culture and heritage, and continues to be an important issue in education. The study of African American history indicates that the American ethnic populations were deliberately divided for exploitation and specifically for economic gain. Proponents of African American history believe it will promote cultural identity, develop self-esteem, and correct many of the myths supported by the Eurocentric curriculum. The teaching methodologies of African American history in secondary grades (7-12) are inequitable and need a different strategy to empower students. African American students feel alienated because their culture is underrepresented in school curriculum. A student learning about his or her culture not only improves individual self-esteem and provides a sense of identity, but raises their grades and increases interest in school. Objective - To identify content from African and African American Studies, which should be developed into a culture-centered history curriculum for grades 7-12; to acquire, adapt and/or develop materials appropriate for utilization in the implementation into the culture-centered history curriculum; to teach students about the African and African American experience and contributions from both a contemporary and historical perspective; and to promote both parent and community involvement in school. Conclusions Reached – The incorporation of multicultural lesson plans and implementing culturally responsive pedagogical educators in the classroom enhances the learning experience in the American classroom.