Celebrating Black History Month will ensure that Black children can see themselves as thinkers, innovators, leaders, and contributors to every field of human endeavor. Black History Month (originally Negro History Week) was created by Carter G. Woodson to include the history of Black people that was omitted in the history books. The purpose remains urgent today—not only for providing Black children historical background, but also for identity building. Yet in many present-day schools—particularly where Black children are not the majority—Black history is still not taught in depth, if at all. Instruction is often limited to a few familiar names, compressed into a short unit, or avoided altogether due to discomfort or political pressure. This absence makes family engagement in sharing Black history not optional, but necessary.
Today, many Black children find themselves in schools where they are not in the majority. Black children—especially those identified as gifted and talented, or those deeply engaged in science, technology, math, the arts, and sports—often move through classrooms where Black history is briefly acknowledged, lightly covered, or absent altogether. In these settings, Black excellence is frequently treated as an exception rather than a tradition, making family-centered storytelling and celebrations of Black History Month more essential than ever.
For gifted and talented Black children, history provides not only background knowledge, but also intellectual grounding. When young scholars see mathematicians, scientists, inventors, writers, and political strategists who look like them, their abilities are affirmed rather than questioned. Budding scientists, artists, and performers need to know they come from a lineage of Black creativity that has shaped science, technology, music, dance, visual arts, and literature worldwide. Student-athletes, often celebrated only for physical talent, also benefit from understanding Black leadership, strategy, discipline, and advocacy beyond the playing field. STEM-focused learners gain confidence when they learn that Black innovation begins with the African continent and has always been part of global scientific and technological progress.
Teaching children about Black history is an important and empowering endeavor that allows families to fill in the gaps left by the mainstream education system. It empowers children to develop a strong sense of identity and pride in their heritage. For Black families, sharing and celebrating Black History Month is an act of educational advocacy and cultural affirmation. It reminds children that their brilliance is inherited, their curiosity is rooted in a long tradition of excellence, and their future is not confined by what textbooks omit. When families tell these stories, attend community events, visit cultural spaces, and honor Black history together, they do more than remember the past—they equip their children to thrive, lead, and belong in every space they enter.
By Patricia Kimathi, educational therapist and proud grandmother.
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Black History Month, originally established as Negro History Week by Carter G. Woodson, was never meant to be merely symbolic. The observance began in 1926, created by Woodson—often called the Father of Black History. He chose February to align with the birthdays of Abraham Lincoln (February 12) and Frederick Douglass (February 14), figures already honored in Black communities. His belief was: if Black people did not control their own historical narrative, it would be ignored or distorted. His purpose was clear—to correct the omission of Black contributions from American history and from classrooms.
For decades, Negro History Week was marked primarily in Black schools, churches, and community organizations. Growth did not come automatically, and there was often pushback. Woodson’s activism was deeply personal and hands-on. He founded the Association for the Study of Negro Life and History (ASNLH), wrote textbooks and scholarly journals when mainstream publishers would not, and publicly criticized Black institutions that failed to teach Black history. Grassroots activism grew from educators, churches, families, and community leaders who understood the importance of preserving and teaching their own history.
Grassroots activism included teachers, community organizations, churches, the Black press, and fraternities and sororities. Teachers across the country created school assemblies and integrated Black history into English, social studies, and art lessons. Community organizations adopted the observance, women’s clubs hosted lectures, and fraternities and sororities sponsored youth contests and public programs. Black newspapers—such as the Los Angeles Sentinel—played a critical activist role, announcing events, publishing essays, and reinforcing the importance of historical awareness.
By the late 1960s, fueled by the Civil Rights and Black Power movements, students and educators openly demanded more than one week. When Negro History Week officially expanded to Black History Month in 1976, the change reflected what many Black communities were already practicing. Today, Black History Month is widely celebrated across the United States and internationally, observed by schools, universities, libraries, museums, corporations, faith communities, and families—reaching millions of people each year and continuing Woodson’s vision of historical truth, dignity, and self-determination.
By Ashley Kimathi, writer, entrepreneur and mother of two gifted and talented children.
In a world where everything seems to run on urgency—fast mornings, fast meals, and fast decisions—childhood has quietly become swept into that same pace. Many families rush from school drop-off to activities to homework, leaving little space for kids to simply be. But more parents today are beginning to push back. They’re choosing slower, more gentle rhythms that honor childhood instead of speeding it up.
As a hybrid homeschool mom, I see firsthand how powerful a slower childhood can be. Our mornings don’t begin with alarms or frantic getting-ready routines. My kids wake when their bodies are rested, and we ease into the day without the pressure of a ticking clock. Some days we eat breakfast closer to lunchtime—and even though I’ve wondered if society would judge that, I can’t deny the peace it brings into our home. My children are happy, calm, present, and honestly, so am I.
Slower learning has its own beauty too. When my oldest son reads aloud to me, we’re not racing through chapters to “stay on track.” We pause, laugh at funny parts, talk through words he doesn’t understand, and let the conversation flow naturally. These moments aren’t just academic—they’re bonding. They’re the kind of memories kids hold onto long after the lessons are done.
Of course, slow doesn’t always mean perfect. Some weeks we fall behind. Sometimes we’re in catch-up mode. And like any mom, I occasionally wonder if I should be more strict or more structured. But when I look at my son thriving—truly understanding what he learns, not just memorizing it—I realize that learning at a humane pace is still learning. Structure has its place, but connection matters just as much.
The last few years have reshaped how families think about schooling and childhood. Many parents realized, often unexpectedly, that kids don’t need constant rushing to grow. They need time and breathing room: a chance to explore interests, ask questions, and find their own rhythm.
Slow childhood isn’t about doing less. It’s about doing what matters with presence. It’s letting a child take an extra minute to explain their thought process. It’s enjoying a morning without hurrying them out the door. It’s creating a home environment where learning isn’t something to survive—it’s something to savor.
And in a fast world, that might be the most meaningful gift we can offer our kids.
34th annual—Culver City. Celebration of film, art, and culture February 7–22, 2026. Screens films made by and/or about people of African descent from around the world. ArtFEST Feb. 7–16; film screenings Feb. 16–22; panels and workshops Feb. 20–22. PAFF Children’s Festival—free film screenings, storytelling, and interactive activities for ages 4–12. PAFF Student Fest—free showcase tailored to students. Larger BHM film fest; qualifying for Oscars shorts — details at paff2026.eventive.org/welcome
February 14, 2026, 9:00 a.m.–3:00 p.m. at Pomona Fairplex. High school seniors, juniors, and transfer students connect with 150+ colleges including HBCUs; on-the-spot admissions and scholarships. Seminars included.
Runs concurrently with Black History Month; 75th Diamond Celebration. Many Department of Cultural Affairs events—see City of Los Angeles Heritage Month schedule online.
During the collaboration week noted in the source (Monday, Feb. 3–Sunday, Feb. 9), check the Science Center for free IMAX showings for all guests (per original announcement).
Open Arms Food Pantry and Resource Center at La Brea Tar Pits, 5801 Wilshire Blvd., Los Angeles. Feb. 21, 11:00 a.m.–6:00 p.m. Health fair, screenings, children’s services, performers, marketplace, and more.
600 State Drive, Exposition Park. World Without End: The George Washington Carver Project through March 1. caamuseum.org · 213-744-2024
Feb. 1–28 — California state Youth Poet Laureate applications (ages 13–19). youthlaureate.org
45th Annual Black Doll Show — Doll & Book Market. 323-734-1165 · wgsarts@lacity.org
See Eventbrite for upcoming Los Angeles / regional workshops.
The state is implementing automatic/direct admission notifications for eligible graduates; students must still meet GPA and coursework requirements, and not all campuses participate initially.
Abbreviated from the print/PDF calendar.
By Brooklynn Massey
Although I have always valued education, I realized in middle school that attending an inner-city school often meant having to advocate for myself and seek additional academic support. To strengthen my academic foundation, I enrolled in Advanced Placement and honors courses and actively sought out community-based academic programs. For the past nine years, I have been a student at the Learning Tree Enrichment Center, where I received academic support and enrichment services designed for gifted and talented students.
In high school I dedicated my summers and weekends to college preparatory programs, including UCLA Early Academic Outreach Programs (EAOP) and Upward Bound at Loyola Marymount University, to ensure I was fully prepared for higher education.
To be academically competitive and college ready, you must complete the A–G requirements and college entrance exams as required by your target schools.
EAOP helps K–12 students in under-resourced schools become competitively eligible for UC admission. See the UCLA EAOP partner school list; applications open seasonally. Questions: eaopinfo@eaop.ucla.edu
A–G requirements for UC/CSU: History (2 yrs), English (4), Math (3 recommended 4), Lab Science (2 recommended 3), Language Other Than English (3 recommended 4), Visual & Performing Arts, College-prep elective—C or better for eligibility.
Upward Bound / UBMS — Federally funded programs for students from low-income or first-generation backgrounds; ask your counselor if your school participates.
SAT/ACT — Confirm each college’s policy; many selective schools are again requiring tests for 2026–2027 cycles.
Junior Editor — Aaliyah Kirkendoll
Junior reporters share people important to Black History Month. Stories: info@ccagtc.org
Junior Digital Editor — Elijah Jenkins
Digital work on media, games, graphic arts, or drawing: info@ccagtc.org (parent permission required for publication).
Harriet Tubman was a Black woman who was enslaved. She was tired of being treated unfairly and beaten because of the color of her skin. In 1849, she escaped through the Underground Railroad and gained her freedom. After she escaped, she decided to go back because she didn’t want other families to suffer. She returned again and again to help rescue enslaved people, including entire families.
Some enslaved people grew very tired of traveling and became afraid, but Harriet was determined. She sometimes threatened those who wanted to turn back—even holding a gun—because returning would put everyone in danger. Harriet Tubman was very successful in her missions and helped free many people from slavery. She was a very brave person: not every enslaved person would try to escape. Many were scared they might be beaten to death or punished severely by their enslavers. Even with those dangers, Harriet chose freedom and risked her life to help others.
“I am / I see / …” reflection from the junior reporter page:
I am the first Black girl to integrate an all-white school in Louisiana. I see crowds of people trying to keep me from going to school. I hear white people shouting and calling out racial slurs. I feel like I should be back at my old school. I pretend I won’t be alone when I get to school. I wonder why there are no children at school. I want to have friends at school. I say “hello” to my teacher Ms. Henry. I hope that all the white people will stop being mean to Black folks. I dream of a kinder world.
Barack Obama served as the 44th President of the United States. He was the first African American to hold the office. His administration passed the Affordable Care Act, addressed the 2008 financial crisis, authorized the raid that led to the death of Osama bin Laden, and pursued diplomatic efforts including the Iran nuclear deal.
Central Cities Association for Gifted and Talented Children 112 S. Market Street, Suite 398, Inglewood, CA 90301
Call: 323-750-6559 · Email: info@ccagtc.org
Observing Black History! — Roots & Wings Jr. Reporters
