YSTI Spotlight: Rachel Torres

My participation in the Yale Slavery Teachers Institute is one that I will never forget.

Not only did it challenge my pedagogy on how I think about history, it reshaped how I teach the subject. One of the pillars of YSTI was the importance of place-based learning. This inspired me to delve more deeply into the history of slavery in Newtown, CT, where I both reside and at the time, taught. I knew that being able to teach this history in my Black & Latinx Studies course would make the students more engaged when they see themselves and their surroundings reflected in the curriculum.

A month after the Institute, I was recruited to teach in another school district in a different state, and it was an opportunity I could not pass up. This also meant a different curriculum so I wouldn’t be able to teach the specific unit I developed on slavery in Newtown. Currently, in my ninth grade classroom, the New York State curriculum requires instruction on the Middle Passage and the construction of race. Even though this content is not local to where I teach, I return to the same questions that remain central to my teaching: How do I make history feel meaningful and relevant? How do I help students understand the impact of the systems that were created? How do my students move forward with this new knowledge?

I was frustrated in learning that the curriculum allocates only two days to this content! Yet, I recall learning from YSTI that whatever pacing constraints exist, that I should prioritize inquiry over coverage. It forced me to be more intentional with my learning objectives and create opportunities for student questioning to be at the center of my lesson, as well as provide opportunities for critical analysis of primary sources.

When we studied the Middle Passage, students engaged in a silent gallery walk featuring primary sources, recorded observations, and generated questions on Post-its for discussion. They concluded with a “heart, head, and conscience” reflection. When exploring race as a social construct, students analyzed video clips and primary sources on how race shaped labor systems and justified the transatlantic slave trade. We ended with reflection and discussion. Students were deeply engaged and eager to continue learning.

Even though my curriculum changed, the impact of YSTI has endured. The experience has reignited me to be more intentional and reflective in my practice. It reminded me of my “why” as I want students to experience history as part of their lives. I will always be grateful for the incredible opportunity to collaborate with dedicated colleagues and learn from brilliant scholars in the field. I highly recommend all interested educators to apply to the program and experience all that the YSTI has to offer!