Ferguson Voices Curriculum

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Dear Teacher, Thank you for accessing the Ferguson Voices curriculum designed for use with the digital materials produced by the Moral Courage Project, a program of the University of Dayton Human Rights Center in partnership with PROOF: Media for Social Justice.

When we began the Moral Courage Project, our goal was to present firsthand perspectives on contemporary human rights issues in the United States.

We selected Ferguson as our first site, a year after the uprising subsided, and traveled to the St. Louis region for two weeks in 2016 with a team of undergraduate students. While there, we conducted dozens of interviews with the hopes of providing a humane account of what happened in Ferguson and constructing a historical document accessible to a broad audience. Ferguson Voices is an interactive website, the first season of our podcast, Moral Courage Radio, and a traveling exhibition that has been hosted by college campuses, public libraries, and, most recently, the National Civil Rights Museum in Memphis. This curriculum is the newest platform serving our initial goal.

The work on this curriculum started in early Spring 2020 and since then our world has been upended. The COVID-19 pandemic continues to force educators to rethink how we teach and the surge of protests since the killing of George Floyd in Minneapolis compels us to rethink what we teach. The design of these lessons reflects our times by providing a package that can be delivered via remote learning where necessary. Also, given the radical shift in the conversation around race and racism in the wake of this summer’s protest movement, the curriculum is grounded by the notion that our identities, experiences, and biases should be openly shared and discussed, since they deeply inform how we perceive the world.

We hope this curriculum is useful for you and your students. Please reach out to us at any time with feedback and questions.

Thank you, again. We wish you safety, health, strength, and good luck in this new school year!

-The Moral Courage Project team 2

CREDITS Written by Megan McCarren and Corey Rinella Produced by Joel R. Pruce and Leora Kahn Ferguson Voices podcast interviews by Francesca Chaba, Amanda Dee, Steven Dougherty, Bradley Petrella, Leena Sabagh, Sydney Thomas, Kwynn Townsend-Riley, and Jada Woods Design/Layout by Bridget Graham Photography by Mark Katzman and Amanda Dee With support from Rochonda Nenonene, Novea McIntosh, Connie Bowman, and John White of the University of Dayton School of Education and Health Science, and Tony Talbott and Bailey Kantner of the University of Dayton Human Rights Center Follow @ourmoralcourage for updates

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A high school curriculum from the Moral Courage Project, a program of the University of Dayton Human Rights Center

Table of Contents Lesson 1: Opening a Dialogue Lesson 2: Starting in Ferguson Lesson 3: Exploring Identities Lesson 4: Exposing Biases Lesson 5: Examining Police Lesson 6: Marching for Justice Lesson 7: Making a Difference

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User guide The entire curriculum is designed to be easy to incorporate and flexible to a range of individual classroom needs. You may choose to utilize every lesson in the order presented here, or select lessons that fit your broader plans for class. While we designed the curriculum to meet Social Studies standards for the state of Ohio, we expect that these topics can be adapted for standards in additional subjects and from other states. Every lesson contains guidelines for in-person instruction, as well as modifications to implement in remote learning scenarios. We realize many of these topics may be new to your classroom and have provided resources for teachers, to help you prepare to be effective and confident.

This curriculum was created in consideration of the variety of high school schedules and classroom period lengths. Due to the conversational and interactive nature of our lessons, the amount of time it takes for each to be completed is contingent on student engagement. Each unique classroom will have their own experience with the dialogue they create through this curriculum. For these reasons the time each lesson can take is both flexible and unpredictable.

An important final note: portions of the digital materials in the lessons contain references to violence and death and we strongly suggest that you introduce the material with an awareness of how lived and historical trauma shape how students learn (for instance, with the use of trigger warnings). There are links to resources to help teachers prepare for having constructive conversations about difficult themes in class. Lastly, some material contains infrequent use of language some listeners may find objectionable.

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Opening a Dialogue Connections 1. This lesson introduces the curriculum and themes related to racial justice.

2. This lesson encourages respectful discussion within the classroom about sensitive, difficult, and controversial topics and creates boundaries for these conversations, to promote an inclusive and trusting environment.

Learning Objectives 1. Students will be able to articulate an understanding of how injustice affects a broad range of groups in the United States.

2. Students will be able to participate in potentially challenging discussions about race, ethnicity, religion, and gender inequalities.

3. Students will layout and have general guidelines to be respectful and understanding of their peers during controversial discussions.

Supplementary Vocabulary Social Inequality. Social inequality refers to relational processes in society that have the effect of limiting or harming a group’s social status, social class, and social circle.

Injustice: A quality relating to unfairness or undeserved outcomes. The term may be applied in reference to a particular event or situation, or to a larger status quo.

Race. Social construct with no scientific basis that divides people into groups. Race is often used to rank groups as superior or inferior.

Gender Identity. One’s innermost concept of self as male, female, a blend of both or neither – how individuals perceive themselves and what they call themselves.

One’s gender identity can be the same or different from their sex assigned at birth.

Sexual orientation. Describes patterns of sexual, romantic, and emotional attraction—and one’s sense of identity based on those attractions. Sexual orientation is distinct from gender identity, the internal sense of being male, female, or non-binary.

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INStructional Activities 1

PREVIOUS HOMEWORK a. Prior to this lesson, students should be asked to complete an Inequality Journal. The instructions for this assignment should stay vague. i. Inequality Journal: Students will be asked, within the time the journal is assigned to this class period, to write down any discussion or comments they hear in their daily life pertaining to discrimination or injustice. It can be a more direct discussion (i.e. My parents were talking about the news and an article they saw on the wage gap…) to more ambiguous or stereotypical comments (i.e. I overheard someone during P.E. shout, “You throw like a girl!”). Emphasize to students that what they hear can be kept anonymous. Encourage students to write down anytime they hear any sort of conversation on this topic.

22. CLASSROOM DISCUSSION

a. Students will be asked to bring their completed Inequality Journals to class.

Ask students to discuss within their small groups their observations and what they documented in their journals. b. Gather students back into a large group discussion and ask students to share what they discussed in their small groups i. What does injustice mean to you? ii. What are some of the comments you wrote down in your journal? iii. What did you discuss with your classmates in the beginning of class? c. For students that answer, follow up with questions, such as: i. What made you write these comments down? ii. Why did you choose to document that? iii. Were there certain topics you noticed pop up more than others? iv. Was what you found surprising to you? Why or why not? d. The goal of this activity is to display the aspects they notice (i.e. race/gender/ etc.) and what aspects they may overlook (i.e. religion/ethnicity/etc.). e. What they document may also pertain to the area and crises most affecting them. This must be considered and can also be incorporated into the discussion.

33. SETTING UP CLASS EXPECTATIONS & BOUNDARIES

a. Discuss importance of respectful classroom environment

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b. Ask students how they typically feel when discussing controversial topics i. Why is it difficult to talk about race, gender, religion, etc. in the classroom?

A. Expect comments such as: “It is uncomfortable”; “We are not experts on the topic”; “I don’t want to offend anyone” c. Ask students what they think is appropriate behavior when discussing controversial issues.

44. CREATE SET OF CLASSROOM “RULES”

a. Using previous discussion create classroom rules for future discussions i. Create something visible and postable to leave up for the continuation of this unit; i.e. write on board, create poster, etc.

55. HOMEWORK

a. Ask students to create another Inequality Journal considering what they discussed and learned in this lesson. i. Students should first review their previous Inequality Journal. ii. In light of today’s class period and discussion, did any views change?

What are some different perspectives?

Resources/Materials/Technology Poster Board for classroom rules.

Paper, notebooks, or other device for Inequality Journal.

Online Learning Modifications 1. Zoom meeting a. Preferably this lesson would be held face-to-face over video chat. The lesson format in this case would stay the same.

2. All Online a. Journals i. Students can be split up into small discussion groups and given prompts to discuss regarding their inequality journals. ii. They must create an initial post and comment on group members posts.

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3. Break students into different groups no larger than 5 a. Give students information on the importance of the classroom environment and controversial topics. b. Ask students to work together with their classmates to set up a list of rules for the classroom and submit it to the class. c. Using all the group submissions create a single unifying list and post on the class page as well as make known to all students.

Feedback Form This is a link to an optional form to be completed after finishing the lesson. Your feedback is greatly appreciated!

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Starting in Ferguson Teacher Resources 1. Read these articles in preparation for the lesson: a. Addressing Race in the Classroom b. Managing Strong Emotional Reactions to Trauma c. Mindfulness for Students and Staff

Connections 1. Consider using this lesson in conjunction with a larger civil rights unit, studying race relations in the United States.

2. In Lesson 1, students learned about injustice and why we should continue to study these lessons.

3. The lesson introduces a contemporary example of racial injustice, which will serve as the foundation for the lessons that follow.

4. Introducing the 2014 events in Ferguson, Missouri, this lesson provides background knowledge for future lessons that implement the Ferguson Voices digital resources.

Learning Objectives 1. When asked, the students will be able to articulate how the events in Ferguson are related to racial justice.

2. The students will be able to describe how different media sources change our understanding of an event.

Supplementary Vocabulary Social Inequality. Social inequality refers to relational processes in society that have the effect of limiting or harming a group’s social status, social class, and social circle.

Injustice. A quality relating to unfairness or undeserved outcomes. The term may be applied in reference to a particular event or situation, or to a larger status quo.

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Racial Justice. “Racial justice is the systematic fair treatment of people of all races, resulting in equitable opportunities and outcomes for all. It is not just the absence of discrimination and inequities, but also the presence of deliberate systems and supports to achieve and sustain racial equity through proactive and preventative measures.”

Race. Social construct with no scientific basis that divides people into groups. Race is often used to rank groups as superior or inferior.

Instructional Activities 11. INTRODUCTION

a. Before beginning this lesson, review the classroom guidelines already created around respectful behavior with your students. It is also essential that it is clear to students they may leave at any point if they feel necessary.

When discussing topics that may be triggering or upsetting to students, it is appropriate to allow the option of attendance or excusal. b. For more information, see “Say Their Names” or refer to Teacher Resources above.

22. IF CONTINUED FROM LESSON 1...

a. Students were assigned to keep an Inequality Journal again. The first journal assignment was intentionally vague, asking students to write about discrimination and injustice. The second journal assignment was given after class discussion. b. Begin by asking students to take out their journal and join small groups. c. Instruct the groups to discuss what they noticed. If needed, prompt with the following questions: i. Were there any differences between your first journal and second? If so, what differences? ii. What type of things did you write about? iii. Why do you think these things that you witnessed relate to injustice? d. Gather the students back into a large group discussion. i. Ask students to share what they discussed in their small groups. ii. Ask: Has your understanding of injustice changed?

33. INTRODUCING EVENTS IN FERGUSON

a. Explain: Now that we have discussed injustice, we will focus on one specific contemporary example in the area of racial justice.

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i. Teachers should do their best to maintain a neutral stance. Students will feel more comfortable sharing different viewpoints if their teacher is a neutral leader and guide. b. Play news clip video, from 0:00- 5:03. c. Discuss the video. i. Ask students for their initial reactions. ii. Ask: Why are we discussing this in conjunction with racial justice? d. Play news clip video from 5 years after Michael Brown’s death. e. Discuss the video. Potential questions: i. What are some differences in how the death of Michael Brown is being discussed? ii. What was focused on in the second video?

1. Possible answer: Race was not discussed in the first news clip. iii. Does this change how you view the death of Michael Brown? How? Why? 1. Possible answer: Causes outrage because of the injustice. f. Play “Trailer” of Ferguson Voices podcast. g. Discuss clip. Potential questions: i. How does this clip differ from the two news videos? ii. What was the focus in this audio clip and what message does that convey?

1. Possible answer: Focus on the body in the street adds emotion and makes it personal. iii. Does this change how you view the death of Michael Brown?

1. Possible answer: It isn’t a sensational issue in the news. It is real people experiencing real hurt. h. Explain controversial issues and viewpoints. i. The death of Michael Brown made news around the world, for months on end. A young, unarmed black man was shot by a white police officer.

There was outrage. People had different opinions about how Brown died, and about the protests that followed. The events raised questions about police, biases that people have, and race relations in the United States.

People across the country were divided. In addition to the ripple that it created across the country, the community of Ferguson was deeply

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impacted. This impact went under-reported. The Moral Courage Project sought to sort through the controversy and report on the events in Ferguson from an unbiased perspective. ii. The audio clip is from Ferguson Voices, the first season of the Moral Courage Radio podcast. The clip focuses on human hurt and emotions, and the personal experiences of individuals who were there. This provides insight into why people were protesting. Ferguson Voices presents a unique perspective not typically captured in news coverage.

44. GALLERY ACTIVITY a. See Gallery Activity document (page 45) b. Reflection 1. Why are we discussing racial justice and Ferguson together?

2. What is one difference between the different news sources and how does it impact the way the viewer sees the event.

Resources/Materials/Technology Access to YouTube and FergusonVoices.org.

Computer/Screen to play videos.

Online Learning Modifications Option 1: Discussion Board a. Post each video link in a separate discussion board or forum. b. Post a prompt with each video link, including many of the same questions as listed above. c. Instruct students to answer each discussion with a more substantial response. Consider including a required number of sentences. d. Consider assigning a final reflection submitted separately. The third discussion board (with the Ferguson Voices clip) could also serve as a reflection over all three.

Option 2: Single Response a. Instruct students to watch all three videos.

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b. Instruct students to write a response using the above questions. c. Response would be 1-2 pages and submitted directly to the teacher.

Option 3: Venn Diagram a. Post a blank Venn Diagram document with the links for the three clips. b. Instruct students to watch the three clips and fill in the Venn Diagram accordingly. Consider attaching the above questions to guide student responses. However, questions should not be limiting, rather a guide. c. Instruct students to write a reflection (1 to 2 paragraphs) over the three clips and what they observe in their diagram. d. Venn Diagram and reflection submitted directly to the teacher.

Feedback Form This is a link to an optional form to be completed after finishing the lesson. Your feedback is greatly appreciated!

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photos!

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Exploring Identities Teacher Resources 1. Read these articles in preparation for the lesson: a. I Am an Educator b. Race and Racial Identity

Connections 1. This lesson will serve to provide students with background knowledge.

2. Before diving further into the material, it is important for students to understand terminology.

Learning Objectives 1. The students will be able to reflect on their personal identity and identify some of the social and cultural influences that shape it.

2. The students will be able to articulate the difference between race and ethnicity and explain the social construction of each term.

Supplementary Vocabulary Race. Social construct with no scientific basis that divides people into groups. Race is often used to rank groups as superior or inferior.

Ethnicity. Complex framework in which one uses to identify that encompasses language, nationality, religion, culture, and more.

Diversity. Human beings are different in many natures. While diversity is commonly associated with race, it can also be referring to religion, ethnicity, background, and more.

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Instructional Activities

11. Before Class

a. Instruct students to listen to Episode One of the Ferguson Voices podcast, “The ‘Real’ Ferguson,” particularly the sections 0:00-9:08 & 13:12-19:49. b. Students should take notes on the podcast episode surrounding the different individuals featured and where race and identity is present. c. This podcast episode could also be played at the start of the period if homework is not an option.

22. My Identity opening reflection a. To begin the class period, instruct the students to write 5 words that describe who they are. Give the students 30-60 seconds to do this. These should be the first words that come to mind. b. Next, instruct students to write a few words or sentences about what has shaped the way that they identify. Give the students 3 minutes.

33. Class discussion a. Explain: It is important to recognize that race and ethnicity are very different, yet they can deeply impact the way that we live, identify, and see others. i. Ethnicity is centered around the groups that you belong to. Your ethnicity could be composed around your religion, nationality, place of origin, and more. Ethnicity is not something that other people can see completely. ii. Race is commonly thought of as external. However, it is not cut and dry.

While some people may identify with a particular race, there are no clearcut boxes that people fit into. It is not biological. iii. National Museum of African American History and Culture: “Human genome research has proven that there is no such thing as human ‘races.’ While people’s ancestors do hail from around the world, all human beings have identical genes to the tune of 99.9%. Notable, the 0.1% difference does not amount to different ‘races’ either. Instead, genetic science shows only that genetic diversity is the result of two people sharing DNA in the formation of a new person. In this formation process, groups of people with common ancestry will share some similarities.”

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iv. So, where did race come from? Race was “invented to assign some groups to perpetual low status, while others were permitted to access privilege, power, and wealth.” (American Anthropological Society)

44. Divide the students into small, diverse groups of 5 or 6. a. In groups, the students will participate in discussion based around given questions. b. Remind students of the discussion guidelines as set in Lesson 1. Students should be encouraged to listen first, not judge, and be open minded. This isn’t about being right or wrong. c. Phase 1 of discussion. Students should use these questions to guide their discussion. They may answer some or all of the questions. i. What terms did you use in the opening activity? Why? ii. Discuss your background, your family, and where you come from. iii. What are your aspirations in life? iv. What motivates you? v. What terms would the individuals in the podcast use to describe themselves and others? d. Phase 2 of discussion. Students should use these questions to guide their discussion. They may answer some or all of the questions. i. Did you use any terms associated with race or ethnicity in the opening activity? Why or why not? ii. What are some positive ways that race impacts identity? iii. Do you think that our society values diversity? If so, in what ways? iv. Have you ever heard someone make a racist comment or joke? How did it make you feel? Did you say something? v. Is there anyone that you feel uncomfortable talking about race with? vi. Sandy says that she does not really see color. How does that impact identity? vii. Rachel was called derogatory names. How do you think that impacts her feelings about her identity? viii. How else do you see personal identity present in the podcast?

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55. Gallery Activity a. See Gallery Activity document (Page 45). b. Reflection i. What were your thoughts before this lesson? Have they changed? ii. Reflect on your small group discussion. iii. What was your biggest takeaway?

Resources/Materials/Technology 1. No materials needed

Online Learning Modifications 1. Create a video for the “explain� portion.

2. Assigning 1 phase at a time, utilize a discussion board forum. a. Phase 1: Instruct students to write an 8-10 sentence response that answers some or all of the questions in phase 1. b. Instruct students to respond to 2 other students, posing questions or adding other input. Each additional response should be at least 4 sentences.

3. Repeat for 2nd phase.

4. Gallery Activity can be completed as planned.

Feedback Form This is a link to an optional form to be completed after finishing the lesson. Your feedback is greatly appreciated!

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Exposing Biases Teacher Resources 1. Awareness of Implicit Biases

Connections 1. This lesson introduces key concepts such as bias, stereotypes, and racism.

2. This lesson will demonstrate the direct connection between positionality and bias.

3. This lesson will engage students in conversation around their own experiences with racism and discrimination.

Learning Objectives 1. Students will be able to identify and define implicit and explicit biases.

2. Students will be able to identify their positionality and some of the biases and stereotypes they personally hold, specifically pertaining to their views of Ferguson.

3. Students will be better able to identify racism in their environments.

Supplementary Vocabulary Bias. A tendency to believe that some people, ideas, etc., are better than others, which often results in treating some people unfairly Explicit biases. Attitudes and beliefs (positive or negative) that are consciously or deliberately held and expressed about a person or group Implicit biases. Attitudes and beliefs (positive or negative) about other people, ideas, issues, or institutions that are held outside of our conscious awareness and control. They affect opinions and behavior. Even by those who choose to be objective, everyone holds implicit biases. We can become aware of our own implicit biases and try to combat them

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Positionality. The social and political context that creates your identity in terms of race, class, gender, sexuality, and ability status. It describes how your identity influences, and potentially biases, your understanding of and outlook on the world Discrimination. The unjust or prejudicial treatment of different categories of people or things, especially on the grounds of race, age, or sex Racism. Prejudice, discrimination, or antagonism directed against a person or people on the basis of their membership of a particular racial or ethnic group Stereotype. Preconceived idea that attributes certain characteristics to all the members of class or set. The term is often used with a negative connotation when referring to an oversimplified, exaggerated, or demeaning assumption

Instructional Activities

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Prior to this lesson, for homework have students take an implicit bias test of their own: implicit.harvard.edu/implicit/takeatest.html

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Introduction activity a. Pose this dilemma to the classroom: “A father and son were involved in a car accident in which the father was killed and the son was seriously injured. The father was pronounced dead at the scene of the accident and his body was taken to a local morgue. The son was taken by ambulance to a nearby hospital and was immediately wheeled into an emergency operating room. A surgeon was called. Upon arrival and seeing the patient, the attending surgeon exclaimed “Oh my God, it’s my son!’ Can you explain this?” b. Be clear to students who have already possibly done this exercise to stay quiet while other students discuss with their neighbor or answer as a class. c. This activity shows the automatic stereotypes and biases many of us hold. A portion of the class will not consider that the surgeon is his mother. d. This activity is one from many on a list that you can find using this link.

32. Large Group Discussion a. Begin by introducing implicit and explicit biases and their association with racism. i. Play this video explaining biases. ii. This is a link to a follow up video including examples of biases and how

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to audit our own biases. b. Discuss privilege: When talking about racism we often acknowledge the disadvantaged of one group but what about the advantages of another? i. White privilege: Invisible Knapsack activity 1. Read through the list within this article excerpt.

2. Have students silently reflect on which concepts apply to them.

3. Here is a link to more information on white privilege. c. Introduce positionality and how that affects an individual’s implicit and explicit biases. Share with the students what your positionality is and how it affects the way in which you are teaching this lesson. i. Ask students to share with a partner what their positionality is and briefly how this affects the way they view things. d. Introduce what stereotypes are and explain their detrimental effect even if no one “intends” to harm. Discuss with students. i. Ask students to share some of the stereotypes that they have heard. ii. What are some of the ways in which we can combat those stereotypes? e. Discrimination and Racism i. Systematic racism has led to major inequalities in the US. 1. This link is to a video explaining systemic racism in America.

2. This link is to statistics and graphs that can be shown to the class on the inequalities between White and Black people in the US. A. Ask students to discuss.

B. What disparities do you see between Black and White Americans? How does the history of slavery and racism in our country effect inequalities today?

43. Ferguson: Biases and Racism a. Use this link to listen to Episode 4 of Ferguson Voices from 2:27-6:06 i. What biases did Valeri Felix experience? How did she deal with it? b. All communities are faced with the challenge of combating racial stereotypes and biases that are a systemic part of our government. The events and experiences of individuals in Ferguson surrounding the death of Michael Brown are just one example of the detrimental effects biases can have.

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c. Use this link for details on the events leading up to the killing of Michael Brown. i. Darren Wilson, the police officer who killed Michael Brown, held biases and assumptions against the victim because of his race. Darren Wilson held racist biases against the threat of the situation and the excessive amount of force used against Brown. ii. Systematic racism was also demonstrated by the court system that handled Michael Brown’s case.

54. Dialogue Activity a. Split students up into groups of 4-5. Explain to students the steps and instructions for the activity. Each group will be having their own dialogue on their own experiences with racism. i. Here is a link to the dialogue activity instructions. ii. Have a different student moderate each section of the activity with their group. For the last portion come back together as a class to discuss. iii. Moderate students by walking around the classroom listening in from group to group.

65. Gallery Activity: Addressing Personal Biases a. See Gallery Activity document (page 45). b. Prompt: What are the harmful effects biases can have? Students can be creative with, referencing different aspects and dilemmas within society. If they wish they can address how the biases they personally hold can affect other people or how other biases in society may have a personal effect on themselves. They have the freedom to make it as personal or general as they feel comfortable. They can choose the medium they wish to use but are encouraged to pick one different from what they have already created.

76. Gallery Activity: Connecting Lesson 4 & 5 a. Have students read the section “Racial Bias” in the Ferguson Police Department Report taken in May of 2015. b. As students go through the material, have them write a brief reflection paragraph. i. What stands out about these statistics? What issues can you find in the Ferguson police department in 2015? How did this play a role in the death of Michael Brown?

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Resources/Materials/Technology 1. Access to the Internet: To play the Ferguson Voices podcast and for students to be able to complete the implicit bias test.

Online Learning Modifications 1. Implicit bias tests can be posted online for students.

2. Introduction activity: Online Forum a. Students will be given the same instructions in an online post. They will be responsible for replying to that post with a few sentences explaining their initial response and why. Within this forum, students will be able to see what their classmates have also submitted.

3. Biases and Positionality: Online post a. Introduction to the lesson and definitions of terms can be posted online b. Written explanation can be given for the lesson c. Ferguson Voices podcast will be posted for students to listen to on their own.

4. Assessment a. Students can still complete their reflection activity and submit it. For students who choose to complete an artistic piece that cannot be typed, they may submit a picture or video of their work.

Feedback Form This is a link to an optional form to be completed after finishing the lesson. Your feedback is greatly appreciated!

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Examining Police Teacher Resources 1. Information on police brutality and reform.

2. Further reading connected to 1a in Learning Activities: a. Say Their Names: A toolkit to help foster productive conversations about race and civil disobedience

Connections 1. Considering the extensive nature of this topic, it is important to recognize this lesson covers only a select aspect of the subject.

2. This lesson encourages students to reflect on their own perception and experiences of the police compared to their peers.

3. This lesson serves to provide a brief introduction to the history and evolution of policing in the United States.

4. Human rights issues within the police force, such as excessive force, will be discussed specifically in the context of the events in Ferguson.

5. Consideration of the sensitivity of this topic is very important. It is essential to create a comfortable and respectful environment prior to this discussion.

Learning Objectives 1. Students will be able to identify the many different ways police and policing is perceived.

2. Students will be able to critically connect and analyze the origins of policing to modern police practices in the US through class discussion.

3. Students will be able to identify some potential social and political issues surrounding policing in the US. 4. Students will be able to articulate the reform efforts that have already been

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proposed as well as have the critical thinking skills and knowledge necessary to brainstorm their own.

Supplementary Vocabulary Law enforcement. The generic name for the activities of the agencies responsible for maintaining public order and enforcing the law, particularly the activities of prevention, detection, and investigation of crime and the apprehension of criminals.

Instructional Activities 11. Introduction a. Before beginning this lesson, review the classroom guidelines already created around respectful behavior with your students. It is also essential that it is clear to students they may leave at any point if they feel necessary.

When discussing topics that may be triggering or upsetting to students, it is appropriate to allow the option of attendance or excusal. b. For more, see “Say Their Names” or reference Teacher Resources above.

22. Agree/Disagree discussion Activity a. Post a piece of paper on opposite sides of the classroom, labeled “disagree” and the other “agree.” Ask students a series of questions. After each individual question, have students move to the side of the room that matches with their answer. Representatives from each side will be asked to explain their response to the class. Students should be encouraged to change their position when presented with new evidence or arguments. b. Some possible questions include: i. “You feel safe when there are police around.” “You feel comfortable calling the police when you feel threatened.” “You believe police should be held accountable for misbehavior.” “You have personally had negative experiences with police.” c. Following completion of this activity briefly discuss with students what they observed.

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Connecting Lessons a. Begin with the homework the students completed from Lesson 4: Biases.

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b. With the class, pull up Washington Post’s police shooting database. Go through the current statistics with your students. i. Police shootings database 2015-2020

4 Brief lecture a. The origins of the modern police system in the United States dates back to the 1630’s. Cities such as Boston and New York created groups called a night watch. These groups often consisted of volunteers and were overseen by constables who were official law enforcement officers, typically paid. In the Southern states, policing began a bit different. These original groups date back to around the early 1700s and were known as “slave patrols.” The job of a slave patrol typically was to chase down and apprehend runaway slaves, a form of organized terror against slave revolts, and a form of law against slaves who may violate plantation rules. b. In the 1830s local, centralized bureaucratic police forces began to form due to urbanization and increased mob violence. Often these groups that were persecuted were lower class individuals protesting for worker rights. i. Early departments run by politicians: Corrupt and brutal. ii. Post-Civil War/late-19th century: Strike-breaking in forms of forced dispersal and “public order” arrests. Began wearing uniforms, some started to carry firearms, and discussion around amount of force allowed to be used iii. Attempts for reform: 1890s beginning to look into police corruption, policies, and practices. c. Link to resources i. The History of Police in America and the First Force ii. The History of Policing in the United States d. It is important to note that there is a long history of policing in America that can be fully taught to students and would be extremely beneficial.

5 Policing in Ferguson a. Play this link to Episode 3: Doing It from 18:14-19:36. This is a clip of Montague Simmons, who grew up in north St. Louis County, near Ferguson. i. After listening to this portion of the podcast, discuss as a class: A. What did Montague’s experiences demonstrate about the Ferguson police force? How did this affect him? How do you think Montague”s experiences would affect his responses to the initial activity in this lesson?

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b. Play this link to Episode 1: The “Real” Ferguson from 8:15-13:13. This is a clip of Greg Casem, a police officer in Ferguson. i. After listening to this portion of the podcast, discuss as a class: A. How would describe Officer Casem’s approach to policing? What kind of impact does Casem make on the community and why? c. Ferguson is just an example of the issues of policing and the criminal justice system in many areas. Each local department faces similar and unique issues of their own.

66. Police Reform a. Over the years attention to these issues have been brought to the forefront.

Statistics like the ones linked earlier exemplify the inequalities and issues in policing. Reform efforts have been made in some regions. b. Ferguson police reform i. In 2016, the city council accepted an agreement with the US Justice Committee. They agreed to require “bias-awareness training and implement an accountability system. The city also agreed that police must ensure that stop, search and arrest practices do not discriminate on the basis of race or other factors protected under law. The settlement also requires the city to change its municipal code, including sections that impose prison time for failure to pay certain fines.”

A. Ferguson accepts U.S. government’s police reform plan B. Policing: What Changed (and Didn’t) Since Michael Brown Died C. Five Years After Ferguson, Fatal Police Shootings Have Not Declined and Reform Is Abandoned ii. Ferguson’s reforms are also an example of many of the different requirements and adjustments put in place that have shown to be still ineffective. iii. What methods of police reform have you heard about? Have any been implemented in your own community?

77. Gallery Activity a. See Gallery Activity document (page 45). b. Prompt: What would an ideal police force look like? Encourage students to use a medium they have not yet done.

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i. What would the role of your police force be? What restrictions or requirements would be put in place? How does an individual’s identity affect their views of police? Would there be community relations and, if so, what do they look like? What would the greater community look like as a result?

Resources/Materials/Technology 1. Internet Access to play videos and podcasts.

2. Projector or screen to display media material.

Online Learning Modifications 1. Homework a. Have students formally submit homework.

2. History of policing a. Make material and information accessible to students online 3. Ferguson activity a. Have students listen to podcast clips individually. b. Supply questions and have students write one or two paragraphs to be submitted using prompts.

4. Police reforms a. Material can be posted and supplied for students online b. Extra reading and resources can be made available 5. Gallery Activity a. Complete the same and have students submit a document, video, or picture of their work

Feedback Form This is a link to an optional form to be completed after finishing the lesson. Your feedback is greatly appreciated!

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Marching for Justice Teacher Resources 1. Read these articles prior to teaching in order to prepare: a. Why Teaching Black Lives Matter Matters | Part I b. Bringing Black Lives Matter Into the Classroom | Part II

Connections 1. #BlackLivesMatter is frequently used on social media following fatal police shootings, linking cases and communities. In this lesson, students will examine what these events have in common and what events in history could be linked to them.

2. Black Lives Matter is larger than a hashtag on social media. Students can begin to learn how they can make a difference for racial justice.

Learning Objectives 1. Students will be able to articulate what ‘Black Lives Matter’ means and when it is used.

2. Students will be able to critically analyze how social media impacts Black Lives Matter.

3. Students will be able to articulate the link historical events and movements have to contemporary events that took place in Ferguson.

Supplementary Vocabulary Hashtag. Symbol that ties social media posts with the same or similar content together.

Black Lives Matter. Movement that advocates specifically for Black people. The largely social movement advocates for basic human rights as well as racial equality.

Protest. A lawful/legally-protected form of expression and assembly that allows

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people to gather peacefully and voice their opinions against injustice, authority, or other events.

Instructional Activities

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11. Preparation Homework: Timeline Activity a. Instruct students to turn a blank piece of paper horizontally. About an inch from the bottom, draw a straight line. This will be their timeline. b. Do not tell students what year to start with. Simply thinking about what year to start with will encourage students to think about the deep historical roots that contemporary events have. c. Play Episode 2 of Ferguson Voices, “History’s Rhyme” i. Instruct students to write down, on a separate piece of paper, every historical event that they hear mentioned.

22. Opening discussion: a. When you hear “Black Lives Matter,” what do you think of? What does it mean to you? b. Where did you first hear about Black Lives Matter? c. Today we will be discussing how the Ferguson Uprising relates to other historical and more recent events.

32. Before discussing specific events, discuss protests. Explain: a. The right to protest was established in the Constitution of the United States.

“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.” b. In a protest, people gather peacefully to voice their opinions surrounding a concern. c. There are 4 ‘P’s that can be used to describe a protest: Persistence, Presence, Planning, Provocation i. Persistence: When citizens see a problem, they take action and gather,

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regardless of roadblocks. Protests can last for extended periods of time, day after day, they can occur annually, or they can be a one-time event.

However, people will be persistent and continue gathering until a resolution is reached. ii. Presence: Protests have an impact, in part, because people can see them. When an issue comes to light, many will talk about it, sign petitions, or voice their concerns in other ways. While these are impactful, they often die down and can go unseen. A large part of the power in a protest is the presence of concerned citizens. iii. Planning: As with any gathering, planning is important so that the desired outcome is reached. Organizers of protests must plan where to meet, how to communicate, and what the message will be. iv. Provocation: Protests are meant to be provoking. They challenge the people who are viewed as responsible for the problem. Protests do not occur for things that everyone agrees on. Citizens of the United States have a right to protest and voice their opinions, even if they go against leadership.

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Have students bring out their homework. Ask students to shout out which historical events they heard. Write them in a list in front of the room. a. Divide the class into groups and assign each group 2-4 events. i. In groups, students should look up each event. ii. Find the dates of the event and write several bullet points describing what happened and why it might relate to the Ferguson Uprising. iii. Each group should prepare to share what they found with the class. b. For each event, groups spend approximately 1-minute sharing what they learned. As the group shares, their classmates should add the event to their timeline. i. Students may either just write the name of the event and the date on the timeline, or they can include some information about the event on the back of their timeline paper for reference. c. Ask students to now think about the phrase “Black Lives Matter.” Many contemporary events have been attached to this phrase. i. Ask students to now think of events that have happened when the phrase, “Black Lives Matter” was used. ii. Discuss what the phrase means and when it is used. iii. How are events linked to the phrase “Black Lives Matter”?

A. Social media! Hashtags B. The first post was in July of 2013 on Facebook by Alicia Garza, one of the founders of the Black Lives Matter movement.

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iv. For context, play video, stopping at 5:30. v. Discuss. d. Instruct students to list specific events that have been attached to ‘Black lives matter’ or that may be related. i. Once students have created their own lists, ask them to shout out the events. Write them on the board. e. Divide the class into groups and assign each group 2-4 events. i. Students should look up each event. ii. Find the dates of the event and write several bullet points describing what happened and why it might relate to the Ferguson Uprising. iii. Each group should prepare to share what they found with the class. f. For each event, groups should spend approximately 1-minute sharing what they learned. As the group shares, classmates should add the event to their timeline. i. Students may either just write the name of the event and the date on the timeline, or they can include some information about the event on the back of their timeline paper for reference. g. If the Ferguson Uprising has not already been placed on their timeline, instruct students to add it. Students should now have a complete timeline. h. Gallery Activity i. See Gallery Activity document ii. Use this link to listen to Episode 4 of Ferguson Voices from 18:18-25:57 featuring Tory Russell.

1. This clip contains language some listeners may find objectionable. iii. Reflection: A. What did you learn from Tory about the movement for Black lives?

B. How does his perspective relate to our discussion today?

C. Where are the elements of protests seen in the events discussed in class?

Resources/Materials/Technology: 1. Computer and projector to play video 2. Board at the front of the classroom 3. Students will need individual access to the internet. This can be through tablets available or a computer lab.

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4. Paper 5. Writing utensils

Online Learning Modifications 1. Opening discussion a. Skip 2. Timeline Activity a. Listen to podcast episode b. Independently list events and place them on timeline c. Instruct students to list events when the phrase ‘Black lives matter’ was used. d. Independently research events and place them on timeline 3. Ending Activity a. Gallery activity

Feedback Form This is a link to an optional form to be completed after finishing the lesson. Your feedback is greatly appreciated!

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Making a Difference Teacher Resources 1. Articles for teacher preparation: a. Anatomy of an Ally b. On Intersectionality and Allyship c. Mapping Our Social Change Roles in Times of Crisis.

Connections 1. This lesson is a culmination of the Ferguson Voices educational materials.

2. After learning about the various topics included in these materials, this lesson will allow students to explore different ways that they can take action.

Learning Objectives 1. The students will be able to demonstrate an understanding of key concepts and terms that apply to applying to social action.

2. The students will be able to describe multiple strategies for taking action for racial justice.

Supplementary Vocabulary Ally. A person who uses their privilege to advocate on behalf of someone else who doesn’t hold that same privilege.

Activism. The doctrine or practice of vigorous action or involvement as a means of achieving political or other goals, sometimes by demonstrations, protests, etc.

Advocacy. An activity by an individual or group that aims to influence decisions within political, economic, and social institutions.

Moral courage. The confidence and will to take action despite the risks in defense of what one thinks is right.

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Instructional Activities 1 Opening discussion a. When did you first hear about the killing of George Floyd in Minneapolis this past summer? What kinds of conversations have you had about it with family and friends? Have you been involved in any marches or know of others who have taken part?

22. Breaking down efforts for social change: a. How does your identity affect your role? b. What is an Ally? What is the role and work of an ally? i. Play this link to listen to Episode 4 of Ferguson Voices, from 0:00-040 and 11:20-18:00 featuring Brittany Packnett. c. TEDtalks on activism and social media activism: i. https://youtu.be/zDVA7r7r0d0 ii. https://youtu.be/VrYL3XvOKxY d. For further information: The Guide to Allyship

33. Social Change Ecosystem a. Introduce this map image and read through the terms defined here. b. Give students two minutes to review the definitions and consider where bthey would locate themselves. Then, using post-its, ask each student to place their name on the map. c. Open up a general discussion about the choices students made.

44. Taking Action in Ferguson a. Play this link to Episode 5: Surrender to Transform in the Ferguson Voices podcast. The portion of the podcast selected include Tony Rice, Emily Davis, and Elizabeth Vega who are examples of individuals who took action in Ferguson. i. Play from: 17:32--end of podcast.

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ii. Have students take notes. iii. Mediate discussion following the podcast.

A. What were the different ways members of the Ferguson community took action? What was the impact of each of these calls to action?

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Small Group Dialogue a. Break students into small groups of 4 and explain the instructions for the dialogue discussion. The topic is “Activism.” b. This is a link to the dialogue. Every group should be given a copy. i. Moderate by listening in from group to group. c. For the last portion of the dialogue come together as a class to discuss. Have students share some of their small group discussions.

66. Mapping roles in social change a. Refer back to the post-it exercise and, now, place names from Ferguson Voices on the map. Begin with Tony, Emily, and Elizabeth from today’s class, but also include individuals introduced in previous lessons.

Resources/Materials/Technology 1. Projector and internet access to play YouTube videos 2. Speakers and access to podcast service to play Ferguson Voices 3. Copies of Dialogue instructions for each group.

Assessment 1. Homework/Follow-up: Have students research local resources and efforts.

Students may utilize the methods of action they discussed within their small groups and act on it. a. Social media post b. Petition c. Protests d. Joining a group

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Online Learning Modifications 1. Opening discussion a. Interactive forum post where students comment on one another’s posts.

2. Material a. Listed online for students to read individually. b. Links to the videos on YouTube can be made available.

3. Ferguson Voice podcast a. Link to podcast available to students as well as accessible through mobile apps.

4. Small Group Dialogue a. Option 1: i. Dialogue can be held over a Zoom video call where students are split into different groups within the call. b. Option 2: i. Create online group discussion boards where the students are assigned 3 other classmates in their group. ii. Ask students to post one initial response to the first portion of the discussion talking about their own personal experiences. iii. Following, ask students to respond to two of their group mates’ posts.

These responses should include constructive commentary on their classmates as well as how they can take action in the future.

Feedback Form This is a link to an optional form to be completed after finishing the lesson. Your feedback is greatly appreciated!

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Gallery Cumulative Project (optional) At the end of each lesson, students will complete a gallery activity that reflects on the lesson. The purpose of this activity is to provide teachers with the opportunity to assess students’ learning. The gallery will also allow students to reflect on what they have just learned in a creative way. Students will be encouraged to do so through a poem, drawing or another form of medium. In each lesson questions are included to serve as a starting point for their project. Students do not need to answer every question, rather find inspiration from them to express what they are thinking and feeling after each lesson. Each student comes from a different background of experiences and responses can vary greatly.

Encourage students to only choose each form of expression once. Some ideas for the gallery activity are: Poem Drawing Comic Social Media Post Meme Find a song that reflects a desired message, write a paragraph about why you selected it.

Write a News Article Create a Hashtag and write about it.

Create a Vine/TikTok

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