Students at West Charlotte High School were left shocked and dismayed after encountering segregated entrances leading into a classroom, with one door labeled “white entrance” and the other labeled “colored entrance.” This unsettling sight emerged as part of a Black History Month lesson, but its execution sparked controversy and condemnation.

In an exclusive interview with television station WCNC in Charlotte, the teacher’s daughter shed light on the intentions behind the display. LaQuinta Caldwell clarified that the aim was to offer a visual representation of segregation in the 1930s, particularly highlighting how certain stores, like Sears, became pioneers in allowing Black individuals to shop alongside white patrons.

However, the well-intentioned lesson quickly backfired as complaints flooded the school administration, prompting the removal of the divisive display.

Reacting to the incident, citizens took to social media platforms to express their outrage, with one individual emphasizing that while the display may aim to depict reality, it is unacceptable to subject students to experiences reminiscent of the injustices faced by their ancestors.

In response, the school district issued a statement acknowledging the inappropriate nature of the door decorations, affirming that they were not part of any approved curriculum or lesson plans.

“The school district is mandated to provide social studies and history lessons in an age-appropriate manner. The door decorations at West Charlotte High School, displaying inappropriate content, do not align with state standards or approved CMS curriculum,” the statement from CMS read.

As the community grapples with the fallout from this controversial incident, questions arise about the appropriate methods for teaching sensitive historical topics, emphasizing the need for careful consideration and sensitivity in educational approaches.

Thanks to our friends at ToddStarnes.com for contributing to this article.