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Together We Read FREE Presentation with LaDonna Redmond
Update Hopkins Public Schools
The community’s guide to the District.
April 2015
Community Dance
Join us for an evening of dancing to live music featuring Discover how to make affordable The Castaways. Tickets: $13 in advance, $15 at the door. and healthy food choices that Questions? Call 952-988-4070. promote sustainable foods! Free dance lesson at 6:15 p.m. Food 101: Eating Like You Care About People and the Planet April 24, 7:00-9:30 p.m. April 22, 6:30 p.m. Eisenhower Community Center Eisenhower Community Center 1001 Highway 7, Hopkins 1001 Highway 7, Hopkins Tickets: HopkinsSchools.org/Dance
Register: HopkinsCommunityEd.org
Eight Hopkins students named National Merit Finalists
com m u ni t y Spring Band Concert
Enjoy a performance by the Hopkins High School Concert Bands. Symphonic Band performs at 6:30 p.m. and Wind Ensemble at 8:00 p.m. April 28, 6:30 p.m. Hopkins High School Auditorium 2400 Lindbergh Drive Minnetonka
Digital Initiative to Transform Learning at Hopkins High School Next year, all students will receive a digital device to enhance their learning
Eight Hopkins High School seniors — Estelle Bayer, Matthew Carter, Samuel Greenwald, Simran Mishra, Robert Peng, Katherine Swenson, Benjamin Vaaler, and Gannon Youakim — have been named National Merit Scholarship finalists. The National Merit Scholarship program is an academic competition that recognizes students who scored in the top three percent on the preliminary SAT or the National Merit Scholarship Qualifying Test (NMSQT). Of the 1.5 million students who take these tests, approximately 16,000 move on to the finalist level of the competition.
Royal Bash a huge success
In February, the Royal Bash — Hopkins Education Foundation’s (HEF) largest fundraiser — raised an impressive $143,000 to benefit Hopkins students and programs. Proceeds from the event will allow HEF to provide grants that engage students, enhance education, and energize staff in the Hopkins School District. To read more about HEF’s Special Appeal — Full STEAM Ahead — or to view photos from the Bash, visit www.HopkinsEducation Foundation.org
Hopkins High School is looking to provide students with the 21st century pencil. That’s how teachers describe the 1:1 Digital Initiative that is expected to launch next fall at the high school. While it’s unknown exactly what device will be used, in some ways it’s irrelevant because it’s not about the device — it’s about transforming learning, engaging students, and creating the best classroom instruction possible. Technology is the tool — or the pencil, if you will — but the focus is on learning. As part of the 1:1 Digital Initiative, every high school student will have a digital device — most likely Chromebooks — that they will keep for the duration of their high-school experience. Students will use this device both in and out of the classroom to complete assignments, access information, and participate in learning opportunities that were not possible without the technology.
Student tested, teacher approved The high school reviewed three types of devices before narrowing the options down to Chromebooks. A student survey revealed that 67 percent of Hopkins High School students want the digital device to have a physical keyboard, ruling out tablet-based technologies. The digital team also explored traditional laptops, but at three times the cost of the other devices, reviewers doubted if they would be able to provide three times the learning that would be required to justify the expense.
Currently, Student Government students are evaluating “All Hopkins High School students will benefit from seven Chromebook models, rating the devices based having a digital device to enhance on functionality, ease of use, and technical their learning and understanding, qualities such as how much they like the size, What we learned and to remove barriers to greater screen quality, and the keyboard. opportunities,” said Ivar Nelson, director from the junior “The biggest thing I need is a keyboard,” said of technology, media, and information David Wilson, an 11th-grade student tester. systems. high 1:1 program “There is so much to write in class, and typing Why Chromebooks? is easier than hand-writing notes.” is that students Nelson and a digital team at the high Student testers are also considering the device’s school, composed of Brent Hering, Terri are ready to use a ability to enhance their learning. Sophomore Osland and John Unruh-Friesen, arrived London Lowmanstone said the device works device productively, on Chromebooks after an extensive well for him because he is a visual learner, but review process. The team spent the last responsibly, and wonders how more kinesthetic learners would year researching technology options, benefit. Senior Katherine Swenson has noticed hosting listening sessions with staff and purposefully for that having access to Chromebooks has helped parents, and testing potential digital her stay more in the moment with her learning. devices using the toughest critics they greater academic If she is curious about a classroom discussion could find — high school students. or lecture, she can seek out more information. achievement. “We really saw a benefit in re-examining “There is so much instant gratification in our everything, and that has helped us get world,” Swenson said. “The Chromebook to a good decision,” said Unruh-Friesen. allows me to tailor my learning and explore “Staff members have really appreciated subjects that my class is talking about at that moment. the level of communication that has been involved in this I learn a lot that way.” decision.” Chromebooks are Google laptops that are mostly cloudbased. With their economical price tag, long battery life, and minimal set-up time, they are an appealing option. They are also a natural fit in Hopkins because the District is already so invested in the Google environment.
Seamless transition and transformative learning The purpose of the technology is to enhance the instruction, not get in the way. Technology should function seamlessly in the background. A major see Digital Initiative inside
Digital Initiative, continued from cover advantage of Chromebooks is that the setup time is almost as simple as taking the machine from the box and handing it to a student. Students can access their Google accounts through Moodle with the same user name and password they have used for years. In addition, if the device breaks or needs repair, students could be given a loaner, which would contain all their projects, notes, and tests because it’s all stored in the cloud, not in the machine.
Initiative, and can easily make connections to all that is possible. Polyak is already using his Chromebook to create what he calls threedimensional notes with visual cues to help him remember concepts. The devices have empowered him to take control over his learning. Growing pains As thought-out as the process has been, Nelson anticipates a few growing pains next year as the 1:1 Digital Initiative is rolled out. He and his team are working on providing filtered online access for students that can be adjusted as needed for academic reasons by the high school and classroom teachers. However, he is optimistic that, overall, students will use the devices appropriately.
“My ideal is that the device becomes transparent in the classroom,” said Hering. “The amount of staff-development time required for other devices is massive. We don’t have to worry about that with Chromebooks. We inherit all of the benefit.” Hering points out that the goal of the 1:1 Digital Initiative is to create transformative learning experiences, rather than simply replacing a current practice with another. The technology team envisions instruction that was not possible before, and in ways one might not expect. Physical education, a subject that rarely requires paper, is already experimenting with FitBit technology by having students track, plot, and graph their overall fitness. Art students can create blogs to showcase their drawings and paintings, and seek out critiques from other artists nationwide. Students enrolled in writing classes can peer edit with a global audience. Social studies classes can Skype with students from Russia. The list goes on.
“What we learned from the junior high 1:1 program is that students are ready to use a device productively, responsibly, and purposefully for greater academic achievement,” said Nelson. To make the 1:1 program successful, all students need to have access to the Internet at home. Students can perform some basic functions offline — such as writing papers — but Chromebooks are fully functioning when they are connected to the Internet. The high school is currently working to help connect Hopkins families with resources that provide access, as well as offering mobile hot spots to students who need them. “We want all Hopkins students to be able to fully participate in the academic experiences that we are offering, and that especially means during non-school hours,” said Nelson.
Sophomores like Cole Polyak, who experienced digital curriculum through the junior high’s 1:1 iPad program, are especially excited for the endless opportunities of the 1:1 Digital
The right tool for the job Adding Chromebooks to the classroom does not mean that the high school is eliminating all other learning approaches from its building. High School students said that they sometimes prefer to use a traditional pen and paper to accomplish a task. Likewise, some tasks need to be completed on a desktop computer — such as laying out the school newspaper. iPad carts, computer labs, and, yes, even pencil and paper, are all strategies that have a place in modern classrooms — after all, students still take Advanced Placement exams using pen and paper. The 1:1 Digital Initiative opens students up to what is possible, without removing effective teaching strategies.
Katherine Swenson said having a Chromebook helps her customize her classroom learning.
Hopkins Community Education
David Wilson is one of the students testing Chomebooks. For him, one of the most important features is the keyboard.
“There is a place and a time for traditional instruction,” said Unruh-Friesen. “Maybe solving a problem on a piece of paper is the traditional ideal. We want to have the best instructional tools for the right situation.”
Strong support from the community Historically, the Hopkins Public Schools community has shown strong support for technology, overwhelmingly approving Capital Projects Levies (2010, 2013) that were technology-based. A 2014 parent survey conducted by The Morris Leatherman Company revealed that 93 percent of high school parents rated technology in the classroom as either absolutely essential or very important. 92 percent of high school parents agreed that a personal computing device allows students to achieve more. It is directly because of the Hopkins Schools community that we are able to provide rich academic experiences supported by technology to every student through devices, infrastructure, teacher training, and classroom support specialists. — Ivar Nelson, director of technology, media, and information services.
Building a great place to live
Youth Enrichment
Teens grades 7-10
L.E.A.D. & Club Royal Summer fun, friends, & flexibility!
New this summer — Club Royal Camps for teens entering grades 7-10. Have a specific interest you want to explore? Check out Club Royal Camps for robotics, cooking, dance, coding, theater, rockets, and more. Our early teen L.E.A.D. program offers field trips, service learning, positive social interaction, and a wide range of FUN activities for tweens entering grades 7-8 to enjoy. L.E.A.D. is available Monday-Friday with no minimum days required. www.HopkinsSchools.org/LEAD • 952-988-4080
HopkinsCommunityEd.org Early Childhood
!
Party with the reptiles May 1, 5:45-7:00 p.m. The RAD Zoo: Meet live reptiles, amphibians, and more! For families with children birth-5 years. $5/family. Register by April 30. HopkinsCommunityEd.org • 952-988-5000
Inside the classrooms
Building Culturally Responsive Schools in Hopkins
Becky Allen
New Project Coordinator at The Depot Creates Space for Local Youth Last fall, John Guertin, joined the team at The Depot Coffee House as the project coordinator. Bringing with him over a decade of experience in the youth development sector and a love for music, Guertin describes settling into his role at The Depot as an “easy transition.”
By Becky Allen, Staff Development and Title II Coordinator
Engaging all students in Hopkins Public Schools and increasing their achievement has always been, and continues to be, a priority for our staff. We want children to leave our schools college and career ready. To accomplish this, we need to guide them to develop essential skills and knowledge for success upon graduation. One way we are doing this is by deepening our staff’s culturally responsive skills and practices. Teaching students to code switch while validating and affirming culture Schools have their own set of rules and norms that create what we call school culture. The school culture is not always reflective of the home or community culture, which represents the heritage passed down by generations. For all students, this can be a confusing difference, and as teachers, we need to recognize these behaviors as different, not wrong. As part of the learning experience, students need to learn code switching, which means choosing appropriate behaviors and language in a given situation. As staff, our task is to validate and affirm all home and community cultures while bridging students to the formalities of the academic school culture. Hopkins Public Schools has engaged Dr. Sharroky Hollie to help lead us in understanding how to validate and affirm all of our students, and to bridge and build their skills for success in school and future careers. Hollie runs the Center for Culturally Responsive Teaching and Learning, and he is a national expert providing professional development to teachers all over the country. He started his work with Hopkins High School in 2013. Last summer, he presented to all of the elementary and junior high staff on the mindset and skills needed to be culturally responsive. Hollie was the keynote speaker for our fall workshop, and he energized us to continue the learning journey and to capitalize on the diverse cultures that make our schools unique. Next steps for our culturally responsive work This year, Hollie and his colleagues continue to work with teachers across the District to deepen their skills and to provide instructional coaching in using culturally responsive practices. During school latestart days, staff meetings, and other professional-development trainings, teachers continue to share strategies and ideas of how to teach students code switching, and how to create more engaging classroom experiences for all students. He also presented at our Feb. 16 professional development day on how to be culturally responsive with classroom management. We will continue to work alongside Hollie and his colleagues next year as we further strengthen the skills and knowledge of the Hopkins’ teaching staff. Creating a positive and productive environment for all of our students continues to be a driving force in our professional development experiences.
Project coordinator for The Depot, John Guertin
The Depot has partnerships with Hopkins High School, Teens Alone, and MyHealth — these important community pairings are part of the collaborative spirit found at The Depot.
For those unfamiliar with The Depot, this small coffee shop-music venue hybrid is not only a cool hangout for teens, but also a popular spot for cyclists due to its convenient placement at the junction of three regional trails. A former train depot, The Depot embraces and embodies its history — continuing to serve as a welcoming place for everyone. As project coordinator, Guertin fills a variety of roles, from managing The Depot youth advisory board, to dreaming up new opportunities for the space. Part of his vision includes expanding the Friday night local music shows to Saturday nights. Passionate about working in the teen and youth sector, Guertin values the opportunity to instill hope in those he works with. “Having a place to go, where you feel like you belong, is so important for teens,” said Guertin. “The Depot is a chemical-free environment that welcomes everyone — its primary focus is on creating a productive and supportive place for local youth.”
Minnesota Supreme Court Justice Visits Glen Lake Elementary
Glen Lake students show off their pinky fingers along with Minnesota Supreme Court Justice and author, Alan Page.
Glen Lake Elementary welcomed Minnesota Supreme Court Justice Alan Page on Feb. 24. Page read his book, “Alan and His Perfectly Pointy Impossibly Perpendicular Pinky,” to students. Page co-wrote the book with his daughter, Kamie Page. To prepare for Page’s visit and bring relevancy to their learning, Glen Lake students studied the Minnesota Supreme Court System in their social studies unit. “Perpendicular” was also studied as a vocabulary term. Proceeds from the book benefit the Page Education Foundation, which provides college scholarships to students of color in exchange for 50 hours of volunteer work.
Eisenhower third-grade teacher, Jenifer Belvedere, validates and affirms her students’ cultural behaviors of conversational overlap, spontaneity, and movement with a collaborative math lesson.
“The Alan Page Foundation does great work in our community, and we are happy to help support his efforts and message,” said Glen Lake Principal Jason Bodey.
District Life Changer
Brent Hering
A dedicated teacher and an innovative leader, Brent Hering is committed to being on the cutting-edge of education. In his 19 years at Hopkins, he has seen his fair share of development, and has played a significant role in many of the changes — from iPads and Chromebooks, to flipped classrooms, he enjoys finding new ways to reach his students. “I have seen firsthand his thoughtful, creative, exhaustive approach to the pursuit of best practices in the classroom,” said Terri Osland, technology integration specialist. “It has been my good fortune to collaborate with Brent.” Hering has served as the math department chair since 2006 and has taught several classes, including Advanced Placement (AP) Calculus, Computer Science, and Geometry. His co-workers admire his leadership style and the innovative precedent he set. “As our department leader, Brent has been diplomatic, calm, proactive, fair, and innovative,” said Sue Westegaard, math teacher at Hopkins High School. “He has encouraged all of the teachers to create video lessons and explore technology integration.” In addition to his math gig, Hering is serving as a technology integration specialist for the first time this year. In this role, he works with the digital content team and is busy planning the high school’s 1:1 Digital Initiative program, which will be unveiled next year. An advocate for technology in the classroom, Hering has seen the opportunities technology creates. Recently, while he was away at a three-day conference, he continued to teach his Calculus students through videos and a homework application called WebWork. “As I checked my students’ work on the flight back to Minnesota, I was amazed to see nearly every student had completed their work — I was beyond proud,” he said. Background: After graduating from Gustavus Adolphus College, Hering taught in the St. Clair School District for two years and, while serving as the district technology coordinator, he helped connect all faculty and staff to the Internet and email — a monumental achievement in 1994. A desire to move to the west metro led him to Hopkins Public Schools. What do you love most about working at Hopkins Public Schools? I love that we have a very dedicated staff and an exceptional math department. It is clear that the faculty at Hopkins truly cares about their students and that is why I have chosen to send my own children to Hopkins Public Schools. Proudest moments? Those everyday moments when I come to work and see the smiles and gratification that students have when they finally understand a topic I am teaching them. It’s wonderful to see students believing in themselves and realizing that they can do the work.
Community Spirit Kathy Rundquist
Not one to take retirement sitting down, Kathy is spending hers working with students in classrooms. She has been volunteering at Alice Smith Elementary for more than eight years, mostly with first-graders whom she describes as “precious.” Passionate about children’s literature, Kathy finds joy in helping first-graders practice their reading skills. She also works with Alice Smith’s “Read 180” program which assists students needing extra help in order to master reading comprehension. Observing students’ progress throughout the year is a highlight of her volunteer experience. Kathy is known as a caring volunteer with great insight about the students she works with, often sharing her observations with the classroom teacher as an invaluable extra set of eyes and ears — which is greatly appreciated by staff. Most rewarding moment volunteering? When I won the confidence and friendship of a firstgrade boy with autism. I also feel wonderful when a former student calls out my name and gives me a big hug in the school hallway. What person has influenced you most? Shelley Varner, the first-grade teacher I work with, has influenced me the most — along with my loving and talented daughters-in-law. People would be surprised to learn ... that I was an Army wife for 21 years and traveled the world with my husband and four sons.
Teaching philosophy? Learning doesn’t happen without struggles or failures along the way. I always tell my new students that if they know how to do everything right away, they are in the wrong class.
Book a flight or hit the road? My husband of 50 years and I love to take road trips and have driven as far as Sedona, Arizona together.
Stats: • B.A. in mathematics, Gustavus Adolphus College, St. Peter, Minnesota; Master’s in teaching and learning, St. Catherine University, Winona. • Hering enjoys time with his wife, Tina, and four children, Lukas, Claire, Landon, and Carter. He has spent summers as a fishing guide and fishing competitively — earning a first-place finish in a walleye tournament on the Whitefish Chain of Lakes in 2005. No longer a guide, Hering now prefers recreational fishing with his kids on Lake Minnetonka, where they love to ice fish for crappies and sunfish.
I volunteer because ... I truly feel we are all responsible for the children in our community. Reading is an important part of education, and I am privileged to help kids unlock that wonderful door.
Where are they now? Full circle — Hopkins graduates return to teach
Laura Lee: 2004 graduate
Stats: Grade 7 Pre-Algebra Teacher, Hopkins North and West Junior Highs • B.B.A., Finance, U of MN, Duluth; Secondary Math teaching license, U of MN, Twin Cities; pursuing Master’s in Math Education Laura is a Hopkins Royal come full 2004 yearbook photo circle, attending Hopkins Public Schools along with her three sisters, and now teaching for Hopkins. An avid outdoors woman, Laura loves to run, bike, swim, ski, hike, and camp. Last summer, she cycled across the entire state of Wisconsin, and she is cooking up ideas for a 2015 summer adventure. Laura loves teaching math and plans to spread “math love” to secondary students. Her ultimate goal is to help create a world where it’s no longer in vogue to say “I’m not a math person,” and where everyone believes they can do math. Favorite hangout at Hopkins High School? A corner in the lower level of the math wing. What Hopkins teacher made a difference? Mr. Leipa, Ms. Skemp-Cook, and Mr. Unruh-Friesen taught me how important it is to be me, and to set high expectations for myself. I continue to use lessons I learned in their classrooms every day. How did Hopkins prepare you? My teachers were so dedicated. As a teacher, I want to be able to pay that forward. They continue to inspire me today.
Rick Rexroth: 1990 graduate
Stats: AP Social Studies Teacher, Advanced Studies Program Coordinator, Hopkins High School • B.A. Social Studies, Education and Psychology, St. Olaf College; pursuing M.Ed. at Hamline University Participating in Hopkins ninth1990 yearbook photo grade Career Day made an impact on young Rick Rexroth. He worked with sixth-grade teachers for the day, and was hooked on education as a career. A self-described “lifetime teacher,” Rick began teaching right out of college and has taught at Hopkins for 18 years. He has also coached baseball and football. An Anglophile and traveler, Rick loves to visit the U.K. He is married to music educator, Randi, and they have a three-year-old daughter, Kristina. Rick is a dedicated educator and plans to retire from his alma mater, Hopkins. Favorite hangout at Hopkins High School? The music department, we called MD. Favorite Band of 1990? U2 and Shrubbery (a band I was in in high school; we played at school dances). What Hopkins teacher made a difference? 25 names would be on my list! Phil Abalan, he was legendary; Ken McDonald, a huge mentor to me in education and coaching; and Gail Brendemuhl. How did Hopkins prepare you? Hopkins gave me, and my four siblings, a terrific education experience.
Erik Swenson: 1989 graduate
Stats: Social Studies Teacher (AP U.S. History and Psychology), Assistant Football Coach, Hopkins High School • B.S., Education and Social Studies, University of North Dakota; Master’s in Education, St. Mary’s University, MN After graduating from Hopkins 1989 yearbook photo High School, Erik played college football while attending the University of North Dakota. He came back to Hopkins to teach in 2000. There, he met and married fellow Hopkins teacher, Vicki Seliger, and they grew a true Hopkins Royal family of eight children, all of whom have gone through or are still in Hopkins Schools. Erik’s future includes continuing to teach — at least until his youngest graduates from Hopkins in 2026! He then envisions a retirement full of road trips on his motorcycle, dabbling on his guitar, and watching a “boatload of grandkids” grow up. Favorite hangout at Hopkins High School? The Mall Favorite Band of 1989? Led Zeppelin. What Hopkins teacher made a difference? To name a few of many: Del Bosacker, John Litecky, Ken McDonald — they, along with my father, influenced my decision to go into education as a career. How did Hopkins prepare you? The great teachers, wide variety of classes, and the sense of community. Update April 2015
Nonprofit Org. U.S. Postage PAID Permit No. 161 Hopkins, MN 55343
April Events Metropolitan Ballet presents Swan Lake – experience the magic of Swan Lake, a classic ballet about a prince cursed to live as a swan. April 11, 7:00 p.m., April 12, 3:00 p.m. Tickets: www.metroballet.org, 866-811-4111. Together We Read presentation with LaDonna Redmond – Food 101: Eating Like You Care About People and the Planet. Free event! April 22, 6:30 p.m. Eisenhower Community Center • Register: HopkinsSchools.org/book A Midsummer Night’s Dream Ballet – Ashley Ballet Arts Academy. April 26, 3:00 p.m. Tickets on sale now: www.recitalticketing.com/21777 Spring Band Concert – Enjoy a performance by the Hopkins High School concert bands. Performances at 6:30 p.m. and 8:00 p.m. April 28, 6:30 p.m. Hopkins High School Auditorium, 2400 Lindbergh Drive, Minnetonka Party with the Reptiles – Hopkins Early Childhood Family Education invites your family to a reptile and amphibian show with the RAD Zoo. May 1, 5:45-7:00 p.m. Harley Hopkins Family Ctr, $5/family. Register: HopkinsCommunityEd.org Hot Club Jazz Concert – Hopkins High School Hot Club Jazz performers present their spring jazz concert. May 2, 7:00-9:00 p.m. Hopkins High School Cafeteria, 2400 Lindbergh Drive, Minnetonka
Get Connected, Stay Connected Find us on Facebook: www.facebook.com/HopkinsPublicSchools
Summer Rocks at Hopkins Camp Royal! Summer camps are a great source of new adventures, friends, and exciting learning opportunities. Hopkins Community Education’s Camp Royal provides high-quality summer day camp programs in an inclusive, caring environment. Offering a wide range of engaging choices and flexibility, families can build their own schedule of half-day or full-day programs. Children will enjoy hands-on, active learning, build relationships, spark new interests, and explore something new each week at Camp Royal!
From art, pottery, sports, STEM (science, technology, engineering, math), to Legos, robotics, cooking, or academics — we’re sure to have something for every child at an affordable price-point for families. Be a part of Camp Royal! Camp Royal registration is open now. Check out all the fun waiting for your child at www.HopkinsSummer.org, or call Hopkins Community Education at 952-988-4070 with questions and to register for youth summer camps.
1001 Highway 7 Hopkins, MN 55305 www.HopkinsSchools.org 952-988-4000 Time Value
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Hopkins Minnetonka Community Dance Presents
Come Dance With Me
Community Ballroom Dance Spring 2015 Friday, April 24, 7-9:30 p.m. Enjoy an evening of dancing to live music provided by The Castaways. Eisenhower Community Center 1001 Highway. 7, in Hopkins. Free dance lesson at 6:15 p.m.
Tickets: HopkinsSchools.org/Dance
Celebrating Black History Month through Verse, Prose, and Song Alice Smith Elementary hosted its first-ever Black History Month Poetry Slam on Feb. 27. Amidst the snapping of fingers and muted sounds of Coltrane, Sixth-grade teacher and Poetry members of the Slam organizer, Jessica El-Amin community stepped up to the microphone to share their voice. Organized by Alice Smith sixth-grade teacher Jessica El-Amin, the free event was open to the entire community and featured guest performances from Imam Makram El-Amin, who runs one of the most dynamic mosques in the Twin Cities, and local talent Victoria Champion, also known as “B.V. Untamed.” A self-published poet, Jessica El-Amin also shared her poetry at the event. During the poetry slam, Alice Smith students and staff commemorated the contributions that African Americans have made throughout history by reading selections from African American authors, poets, songwriters and rappers, as well as original poetry about Black History.