Learning Objectives:
Identify and define Black Lives Matter and justice-related vocabulary
Discuss basic aspects of the justice system and the Black Lives Matter movement
Organize relevant topics in the Black Lives Matter movement and justice system
Class Time Needed for Activity: 20 minutes
Resources Needed: Graphic organizer web, vocabulary sheet, either on a whiteboard/chalkboard, or projected, shared on Zoom
Introductory Blurb: Students will have been given a vocabulary list with some justice and BLM-related words at the end of the previous class or beginning of this class. This is the introductory activity to the unit, so this activity will be used to activate whatever background knowledge students would have regarding the justice system and the Black Lives Matter movement. If students don’t have much prior knowledge or can’t come up with many words related to BLM/justice then the teacher will list some words and discuss definitions with the students.
Procedure:
Pull up or project the graphic organizer for the students to see. Tell the students that we are starting a unit on BLM, and that today we will be discussing the BLM movement and the justice system in the U.S. Starting with the justice system graphic organizer, ask students to share out loud what words they know that are related to the justice system.
Ask students to define the words they come up with or use the words in a sentence
Pull up the BLM graphic organizer and repeat the previous steps.
Discuss each word in the graphic organizers and the words’ meaning as a class.
Read through each word on the vocabulary list as a class and define every word, mentioning the plural forms as well.
Caveats: Students may not be eager to speak up, may be unsure of their previous knowledge of the movement or may not have any familiarity with BLM. This could also be a sensitive subject for some students, as it is a very intense subject in general. Navigating discomfort could pose a challenge.
Options: In-person classes could utilize a whiteboard or chalkboard, or even a projector if available. Zoom courses could just share a pre-made graphic organizer through the share screen feature.
Learning Objectives:
Organize historical events in chronological order after viewing a listening text.
Name prominent cases that occurred in the early history of the Black Lives Matter movement.
Define vocabulary related to the Black Lives Matter movement.
Class Time Needed for Activity: 37 minutes
Preparation Time: 3 minutes - finding video link, skipping Youtube ads, overcoming technical hurdles
Resources Needed: YouTube video “Black Lives Matter explained: The history of a movement”; online timeline document
Introductory Blurb: This is a while-listening activity on the origin and history of the Black Lives Matter movement. Students have discussed their background knowledge on Black Lives Matter and police brutality. Students have learned vocabulary related to this unit.
Procedure:
Cue up “Black Lives Matter explained: the history of a movement”.
Tell students that they need to listen for names, dates, and events .
Tell students to take away from the video one new fact they learned and be prepared to share it with a partner after viewing.
Play video link listed in Appendix A. Stop video at 6:26.
Put students into pairs; ask them to discuss what they learned from the video with their partner.
Explain timeline activity: Students will be presented with a blank table in a viewable google doc and 6 events to fill into the table.
Ask students to make their own editable copy of the table worksheet
Call on students to read each of the 6 events allowed to prepare them when watching the video.
Play video again. Students will fill in their blank table at this time. Stop video at 6:26. OPTIONAL: Stop video after several key events to give students more time to fill in their charts.
Review timeline activity with class.
Ask the class comprehension questions such as:
How many people were on the jury of George Zimmerman’s trial?
What was the first important event in the Black Lives Matter movement?
What percentage of police officers have not been charged?
How do you feel about that?
Caveats: Students may be rushed to switch between their Google Doc and their Zoom screen where they are watching their video. This can be helped by having students pair up and compare answers.
Options: In an in-person classroom, students would receive shuffled flashcards with the 6 events on them. The students would be asked to arrange them in chronological order on their desks.
Learning Objectives:
Watch a BLM-related video for comprehension.
Write a cohesive summary of the video.
Provide their own opinions of the events.
Class Time Needed for Activity: 20 minutes
Preparation Time: 3 Minutes
Resources Needed: Video
Introductory Blurb: After completing the timeline activity, students will spend 20 minutes writing their reflections and opinions on the content.
Procedure:
1. Having shown the video to students, ask them to write two or three paragraphs. They will respond to the following prompts:
Summarize the events of the video.
Give your opinion on the events the video described.
What could be done to prevent these kinds of things in the future?
2. Give students 20 minutes to write their reflections.
3. Have students turn in reflections as they leave class.
Caveats:
Students may miss certain key vocabulary words, and thus the teacher should provide them support and be available to answer any content questions.
Options:
If students have many questions, the allotted writing time and length expectations can be reduced.
Appendix: