Black History Month offers an important opportunity to deepen understanding, honor lived experiences, and celebrate the contributions, resilience, and leadership of Black Americans. In schools—including here in Greenburgh Central Schools—it is a time to affirm identity, build pride among Black students, faculty, and staff, and invite all learners into a richer, more honest exploration of history—one that strengthens empathy, connection, and shared responsibility.
That commitment is reflected through learning experiences that grow with students over time. From elementary classrooms to high school International Baccalaureate courses, students engage with history in age-appropriate and meaningful ways, exploring themes of courage, justice, peace, and human connection through reading, art, research, and discussion.
Many of these lessons draw from the life and legacy of Dr. Martin Luther King Jr., whose work remains central to understanding the Civil Rights Movement and the ongoing pursuit of equity. Dr. King believed that nonviolence was more than a strategy—it was a love-centered way of thinking, speaking, and acting that could transform individuals, communities, and society. His ideas continue to serve as a foundation for how students examine history and reflect on their own roles within it.
That reflection begins early. At Lee F. Jackson Elementary School, students took part in an IB International Peace Person community service project centered on kindness and connection. First graders partnered with kindergarten buddies to read together, exploring everything from nonfiction about animals and insects to the Upside Down Magic series.
Jade and her buddy Link shared laughs while reading Minnie and Moo and the Case of the Missing Jelly Donut. “I wanted to know where the jelly donut went,” Jade said. “Minnie was sitting on it the whole time.” Link added, “It was fun to read with Jade.” Through shared stories, students experienced peace as something built through everyday moments of respect and listening - habits that later support deeper conversations about history and identity.
As students grow, those early lessons expand into more structured inquiry. At Woodlands Middle School, students worked under the guidance of Ms. Peralta and Mr. Greaves to explore Dr. King’s philosophy of nonviolence through participation in the 2026 New York State Dr. Martin Luther King Jr. Student Art and Essay Exhibition. After studying The King Philosophy Nonviolence365, students created original artwork or essays reflecting Dr. King’s Six Principles and Steps of Nonviolence and their relevance today.
“The New York State Education Department invites schools across New York State to submit original student artwork and essays,” Ms. Peralta explained. “Students were asked to illustrate Dr. King’s principles or reflect on his teachings.” Through research, analysis of historical context, and creative expression, students strengthened skills they will continue to use in high school while also deepening their understanding of Black history and its lasting impact.
Students shared how the project shaped their perspectives. “This project inspired me because Black people have dreams, and it was Dr. King who worked peacefully for equality,” said Ava. Darvin reflected, “In my research, I learned about who he was as a person and the ways he was effective in bringing people together and helping the world.”
At the high school level, students are challenged to confront history in its full complexity. In Mr. Holland’s IB HL2 History class at Woodlands High School, seniors examined the broader context of the Civil Rights Movement by studying the 1955 murder of Emmett Till and the extraordinary courage of his mother, Mamie Till-Mobley. Understanding Dr. King’s leadership, Mr. Holland emphasized, requires grappling with the injustice and violence that shaped the movement itself.
“In the aftermath of Emmett Till’s murder, his post-death legacy was a mother who demanded an open casket at his funeral,” he explained. “No one had seen before the face of violence. Her strength in mourning and sharing the truth allowed our country to begin to heal and change. She had something very important to teach.”
Students reflected deeply on what they learned. One shared that what struck them most was “how Emmett Till was returned to his mother.” Another noted, “Emmett’s mom was the brave one. Dr. Martin Luther King Jr. became brave because of what happened.” These conversations asked students to wrestle with difficult truths and to consider how courage, truth-telling, and collective action shape history.
As the District continues its Black History Month programming and year-round exploration of history and identity, these experiences affirm that learning Black history is not confined to a single month or a single figure. It is an essential part of understanding our past, honoring the present, and shaping a more just and connected future—one in which all students see themselves, their histories, and their voices reflected with pride.