During a typical afternoon in an English classroom, one may expect to find students quietly typing notes, reading, or writing an essay. But things look a little different in the brand new AP African American Studies (APAAS) class, taught by English teacher Nicholas Willet. Take, for example, a day where an entire class period was spent discussing and analyzing the idea of cultural appropriation.

“I just mentioned it in passing with the short story that we were reading,” Willet said. “But we ended up having a class-long discussion on the topic.”

APAAS was integrated into the English department at Grandview to increase course diversity and provide an accelerated option for sophomores. Instead of the typical English curriculum, students in Willet’s class dive deep into unique themes reflected in the sources they analyze. 

“I think it’s about time that this district, our school in particular, offered a class such as this,” Willet said. 

The class covers a wide range of subjects, from history to culture to current events. The curriculum enables students to uncover the impact of African-American culture, while simultaneously encouraging them to reconsider their previous and familiar historical narratives. 

“Critical thinking is the primary goal,” Willet said. “[Question] everything. More importantly, understand how to assert your rights, understand what your rights are.”

While AP African American studies is primarily a sophomore-level class, it is also temporarily available via special request to upperclassmen who are interested. Here, the year-long class is structured around in-depth class discussions and analyzing primary sources. The unique structure may be perfect for students looking for a more interactive approach to learning.

“It’s very different from any other English class I’ve had,” Jordyn Moten (12) said. “Instead of getting the answer through a lecture, we have open discussions where Mr. Willett will ask us, ‘Well, why do you think this happens?’”

Students say that the discussion-based format is useful not only for learning, but for encouraging all students to participate. By honoring different perspectives, the class creates space for students of all backgrounds to engage with the material.

“There’s white people in my class. There’s black people in my class. There’s Hispanics, Asians,” Gabriella Menendez (11) said. “They all come there just to understand more about the richness of American history that comes with African Americans.”

So, regardless of race, any student can benefit from the class.

“African-American history is not just African-American history, it’s American history,” Willet said. “It’s important for everybody.”

With this idea in mind, The College Board officially launched AP African American Studies nationwide in the 2024-2025 school year. Within the Cherry Creek district, Overland High School was the first to adopt the course.

“We had lots of conversations with the admin and teachers [at Overland],” Ann Manchester, English department coordinator, said. “The popularity of it was through the roof, and so we wanted to be able to offer that to our students who also wanted more diversity in AP classes.”

The AP test itself is similar to certain social studies classes, including 60 multiple choice questions and 3 free response questions. However, 10% of the AP test grade is constituted of a research paper and oral presentation created by students during 4th quarter. 

To further their learning in class, students discuss primary sources and read novels. For example, the class is currently reading The New Jim Crow by Michelle Alexander.

“The book deals primarily with mass incarceration,” Willet said. “So this new system of oppression that our society levies on African Americans, primarily through the war on drugs. Basically illegal search and seizure for the purpose of incarcerating people for minor drug crimes.”

These types of themes are only the tip of the iceberg. The class dives into many subjects that can be difficult to process, from the thousands of acts of sexual abuse committed against African American women (explored in the Harriet A. Jacobs primary source attached) to the realization of inherent systemic racism even today.

“I don’t believe there’s any point in sugarcoating these things,” Willet said. “I don’t believe in holding back.”

Mr. Willet’s students seem to echo a similar perspective.

“It’s knowledge that everyone should be taught because it is American history,” Brenna Kennedy (10) said. “Some things we’ve done as a country were really horrendous, and I feel like it should be more widely known so history doesn’t repeat itself.”

By fostering critical thinking skills and prompting conversations about societal justice, the introduction of AP African American History to Grandview’s curriculum this year has changed the game for diversity and equity within the school. As Grandview looks towards its future, APAAS has set the stone for encouraging a culture of education, awareness, and capability for change. 

“I definitely think that this should be implemented in all schools,” Moten said. “I think it just adds another layer of understanding, not only for other classes, but for anyone living in America.”