Stephens, KristenWicker, KentMkhize, KhweziBingaman, Asia2025-06-232025-06-232025-06-23https://hdl.handle.net/10161/32510For most of the nation AP African American Studies, offered through College Board, is the first time a standardized curriculum of Black History is being offered at the high school level, let alone as an interdisciplinary course of advanced study. In preparing to implement the AP curriculum, schools need to consider what structures are necessary for sustaining a Black Studies course. I examine teacher and school-based preparation and attempt to offer a framework for rolling out the new curriculum at any high school. Proper planning and implementation for AP African American Studies is crucial to ensure its survival and success. Using the Participatory Action Research (PAR) model, I recruit and utilize the lived experience and knowledge base of participant researchers who currently teach it. I center my research and analysis around five core considerations: teacher demographics and education; textbook alignment; pacing and planning; student demographics; and state legislation and standards. I should note that, based on the considerations outlined, each state, school district, and school will create curriculum plans that will look different, based on the communal demographics, political environment, and cultural context of that system. No two curriculum plans will be identical, and few will be similar. Participant researchers' insights revolved around themes of culturally relevant pedagogy, Black historical consciousness, and critical race consciousness. Participant researchers also looked at how these themes applied to their individual teaching practices. More broadly, this study should act as a model to be replicated in Black history curriculum studies and educator professional development.en-UShttps://creativecommons.org/licenses/by-nc-nd/4.0/"Education" "African American Studies" "Teacher Demographics" "Student Demographics"Capstone project