We Have Known Rivers: Dialogues in Black History Teachers and Students

One of the main purposes of this book is to try and make history live as a more relevant discipline, especially for the inner-city child. The author has taken into consideration the cognitive as well as the affective learning styles of the inner-city child. The affective dimensions of this book are expressed rather poignantly by the intermittent use of colloquial expressions which has been found to be highly functional in the vocabulary of the inner-city child. The contents of this book include selective topics on the black experience, from the early African slave trade to the 1954 Supreme Court decision on segregated schools.