STEP 1: Foundational Discussion 

We recommend that educators begin an exploration of this book by doing the most obvious thing: ask them what they know about the picture to the right. 

As far as photographs that convey a profound and timeless message--especially related to the confluence of The Olympics and the Black Civil Rights Movement of the 1950s and 1960s, this is as iconic as it gets. What do students know about this?

It would be difficult to imagine that middle school and older grade levels wouldn't have at least a few students in the class that are familiar with this picture. 

Over the decades since this picture was taken, its significance and even its very meaning has evolved and shifted in ways that say more about our society than they do about the individuals who are pictured. And perhaps even that outcome was by design. But it is worth noting that each of the three athletes pictured has their own story to tell. And this graphic novel is told from the point of the view of the gold medal Olympian in the middle--Tommie Smith. 

How familiar are the students in your class with:

• The Olympics podium (1st = gold, etc.)

• The Black Civil Rights Movement

• Inequality in various spheres of life then and now (ie housing, education, employment, voting, etc.)

• Other iconic pictures that delivered a political message

This is the story that of the events that led to this picture and the aftermath. . .all as Tommie Smith experienced it. The author (Derrick Barnes) and illustrator (Dawud Anyabwile) have collaborated with gold Olympian, Dr. Tommie Smith to convey this story in a compelling and honest autobiographical graphic novel, Victory. Stand!  As you embark on an exploration of this book, try to cross reference some of the events that Smith, Barnes, and Anyabwile relay in the book's narrative with other texts, media, and the internet. We will provide you with a few of the many salient resources (see below) available regarding the events that preceded and followed this compelling moment in Olympic history. And we certainly encourage educators to go far beyond our own resources to complement a novel study with your classroom group.

This Google Classroom is designed to allow teachers from different classes/schools to facilitate collaboration and communication about student allyship, culturally responsive curriculum, and youth voice and empowerment. Before engaging in this culminating classroom discussion, all students should have A) read Victory. Stand! B) viewed the primary source video "One Book, One San Diego VIRTUAL Teens Author Event with Derrick Barnes!" (above) and  C) discussed and reflected on the reading/viewing of A) & B) with their classmates.

You are welcome to clone this class and share as you see fit within SDUSD. (Scroll up to directly above "Educator Pathway" for cloning instructions or--if you're not an SDUSD educator) a job-aid on how to build your own.

Please note: Educators may need to go to "Stream" section of the General settings (below) and select "Students can post and comment" if it's not selected in the general settings. 

Classwork #1 The ___________________

1. In the "Question" section of your "Classwork" tab, paste this:  

1. ____________________ Prompt: The ____________________

"Mohandas Gandhi, my grandfather, wanted a unified India. He understood that this goal faced a variety of obstacles, but he actively looked for common ground between different factions and groups. There was division between Muslims, Hindus, Sikhs, Christians and others. There was division by caste including glaring and persistent injustices against the so-called Untouchables, these days referred to as “Dalits,” earlier spoken of as “Harijan.”

And there were tribal, regional, and geographical divides. Gandhi was always on the lookout for ways to bridge these divides. But sometimes, this willingness to work across groups prompted some in these opposing groups to be angry not just at each other. . .but at Gandhi himself.

Some were angry because Gandhi was willing to compromise when they weren’t ready to compromise. Or because he was suggesting inclusion and even mutual forgiveness despite a history of conflict.

So here’s my question: What would YOU do in order to bring groups together. . .to help unify people even if they have a history of conflict? Can you think of conflicting groups who could benefit from compromise, from inclusion, from acceptance, from letting go of negative feelings?"

2. In the "Instructions" section, paste this:  

Synthesizing what you read in your Gandhi text, viewed in the "A Conversation with Dr. Raj Gandhi" video, and your own life experiences, view Dr. Raj Gandhi's prompt (below) and compose a unique post.

Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue.

Attached is a discussion rubric and expectations for facilitating online communication. 

Learning About Threats to Democracy

Help your students reflect on the significance of events within recent history that comprise a threat to civil discourse and our democratic system of government.