Unsung History Podcast

Episode: Black History Month
Date: February 9, 2026
Host: Kelly Therese Pollock
Guest: Dr. Jarvis Givens, Professor of Education and African and African American Studies at Harvard University

Episode Overview

This episode of Unsung History explores the origins, evolution, and enduring relevance of Black History Month in America. Host Kelly Therese Pollock is joined by Dr. Jarvis Givens, whose scholarship and new book, I'll Make Me a World: The 100-Year Journey of Black History Month, delve into the neglected roots and cultural importance of this commemoration. The discussion highlights not just the prominent figures of Black history, but also the grassroots educators, organizers, and everyday contributors whose collective efforts have preserved and advanced the Black historical tradition for generations.

Key Discussion Points and Insights

1. Historical Origins of Black History Month

• Douglas Day to Negro History Week
  • Frederick Douglass, never knowing his exact birthday, chose to celebrate on February 14th, which became Douglas Day after his death (00:37).
  • Mary Church Terrell promoted Douglas Day as a way for Black children to learn about Douglass; this commemoration was a precursor to Black history celebrations nationwide.
• Carter G. Woodson and the Birth of Negro History Week
  • Carter G. Woodson, one of the first Black Americans with a Harvard PhD, founded the Association for the Study of Negro Life and History in 1915.
  • In 1926, Woodson launched Negro History Week in February, citing existing traditions and aiming to counter anti-Black narratives and preserve Black achievements at all levels, not just among famous individuals.
  • The week rapidly spread through networks like Black teacher associations, Black churches, and HBCUs (Historically Black Colleges and Universities).
• Transition to Black History Month
  • Negro History Week’s consistent recognition led to its expansion in 1976 to encompass the entirety of February, a move decided by the Association for the Study of Afro-American Life and History and supported, though imperfectly, by presidential proclamations across generations (narrative at 09:13).

“No one gave us the shortest month of the year. Black History Month is something that was created in Black communities.” — Dr. Jarvis Givens (19:18)

2. Dr. Jarvis Givens’ Book and Approach

• Focus and Intent
  • Dr. Givens emphasizes that the 100-year anniversary offers an opportunity to reflect on the traditions and intellectual legacies that produced Negro History Week and ultimately Black History Month. It’s not just a chronology, but an exploration of why preservation of marginalized histories matters (11:56).
• Teachers as History Makers
  • Inspired by personal experiences in all-Black schools in Compton, Dr. Givens highlights the impact of Black teachers and community educators in sustaining Black history.
  • The traditions he experienced—reciting Langston Hughes, singing “Lift Every Voice and Sing,” commemorating Black History Month from childhood—reflect a deep-rooted, grassroots educational legacy (14:15).

"Black History Month is something that exists because of this kind of collective effort in Black communities early on, well before it’s recognized by government officials and President Ford in 1976.” — Dr. Jarvis Givens (17:56)

3. Beyond American History: Black History’s Global Context

• Dr. Givens critiques the oft-repeated line “Black history is American history,” explaining that while Black history is integral to the American story, it is not reducible to it (19:18). Early architects of Black history connected Black experience in the U.S. to broader diasporic realities in the Caribbean, Latin America, and Africa.

“When we say Black history is American history and we leave it there, we’re restricting the work that Black history is actually supposed to be doing.” — Dr. Jarvis Givens (21:57)

4. Prioritizing Everyday Experiences and Community Contributions

• Woodson’s vision was expansive: Negro History Week wasn’t just for honoring “great men and women” but for exploring local stories, oral traditions, and ordinary lives.
• The podcast emphasizes that commemorations ought to be action-based—through research, preservation, and active participation, not just passive observance (23:28).

“Black history commemorations was an action-oriented project…not just about watching good films and eating good food.” — Dr. Jarvis Givens (27:09)

5. Current Efforts in Memory-Keeping and the Black Teacher Archive

• Dr. Givens describes ongoing digital projects like the Black Teacher Archive, which seeks to digitize and make accessible thousands of pages of previously scattered and inaccessible Black educators’ records (28:55). These efforts labor against underfunding and the historical erasure of Black intellectual contributions.
• Publications and formal networks of Black teachers were critical to the diffusion of Negro History Week and Black Historical traditions (30:00).

6. Black History Education Today: From Passive to Active Learning

• Dr. Givens reflects on his work with contemporary high school students, noting how most had never considered themselves as participants in history-making or questioned the origins of recorded history.
• Students benefit greatly from projects that emphasize inquiry, local stories, and understanding archival work (33:47).

“They had never been invited to think about the production of history...but more so had just been taught names, dates and events.” — Dr. Jarvis Givens (36:03)

• A national poll cited by Dr. Givens revealed that less than 8% of respondents had learned about Carter G. Woodson in school (38:52), highlighting a major gap in Black historical education.

7. Contemporary Legal and Cultural Battles

• The conversation addressed the wave of legal challenges to teaching Black and critical histories in U.S. schools (39:15).
• Dr. Givens argues for the continued fight on multiple fronts: ensuring curriculum inclusion and fostering community-based educational initiatives. All community members—not just professional historians—have a stake and a role in cultivating historical consciousness (39:51).

“There would be no lynching if it did not start in the schoolroom.” — Carter G. Woodson, quoted by Dr. Jarvis Givens (41:38)

8. Closing Thoughts and Looking Ahead

• Dr. Givens encourages listeners to read his book and support independent bookstores (42:44).
• The 100th anniversary of Black History Month presents ongoing opportunities—via the “Keep It 100” campaign and in dialogue with upcoming U.S. 250th independence celebrations—to reflect on and advance Black historical knowledge (43:10).

Notable Quotes & Memorable Moments

| Timestamp | Speaker | Quote | |-----------|------------------------|------------------------------------------------------------------------------------------------------------------------------| | 09:15 | President Ronald Reagan (Proclamation) | “The purpose of Black History Month [is] to make all Americans aware of this struggle for freedom and equal opportunity…and…to celebrate the many achievements of blacks in every field, from science and the arts to politics and religion.” | | 19:18 | Dr. Jarvis Givens | “No one gave us the shortest month of the year. Black History Month is something that was created in Black communities.” | | 21:57 | Dr. Jarvis Givens | “When we say Black history is American history and we leave it there, we’re restricting the work that Black history is actually supposed to be doing.” | | 27:09 | Dr. Jarvis Givens | “Black history commemorations was an action-oriented project…not just about watching good films and eating good food.” | | 36:03 | Dr. Jarvis Givens | “They had never been invited to think about the production of history...but more so had just been taught names, dates and events.” | | 38:52 | Dr. Jarvis Givens | “Less than 8% of the people that were polled said that they recognized Carter G. Woodson’s name or learned anything significant about him in school.” | | 41:38 | Dr. Jarvis Givens (quoting Woodson) | “There would be no lynching if it did not start in the schoolroom.” |

Timestamps for Key Segments

• History & Origins of Black History Month: 00:37 - 10:54
• Dr. Givens on His Book & Educational Journey: 11:47 - 18:54
• Black History Beyond American History: 18:54 - 22:47
• Everyday Experiences & Community Efforts: 22:47 - 28:23
• Black Teacher Archive & Memory-Keeping: 28:23 - 33:23
• Active Black History Learning in Schools: 33:23 - 39:15
• Contemporary Challenges & Lessons from the Past: 39:15 - 42:38
• Closing & Book Information: 42:38 - end

Tone and Style

Both Dr. Givens and Kelly Therese Pollock maintain an educational, passionate, and reflective tone throughout the discussion, emphasizing the layered complexity and continuing urgency of active Black history preservation. The conversation champions pragmatic optimism while being candid about the structural and ideological challenges the field faces.

Conclusion

This episode provides a deeply informative and inspiring overview of the roots, rationale, and current stakes surrounding Black History Month. Listeners are encouraged to move beyond passive observance, to engage actively in uncovering, preserving, and propagating Black historical narratives—not only during February, but year-round. Dr. Givens’ work and perspective serve as both a resource and a rallying call for agency in memory-keeping and education.

Further Reading and Involvement:

• I'll Make Me a World: The 100-Year Journey of Black History Month by Dr. Jarvis Givens (available at independent bookstores and online)
• Black Teacher Archive ([Project Website])
• Participate in local and community-driven Black history projects year-round