Posted on 09/02/2014 5:22:24 PM PDT by 2ndDivisionVet
Process it yourself first, ask students what they want to know and by all means, don’t make the lesson colorblind. Find out these and more tips for classroom discussions about Michael Brown’s death.
It’s no exaggeration to refer to the shooting death of unarmed 18-year-old Michael Brown at the hands of a Ferguson, Mo., police officer, the treatment of protesters and civilians by a militarized police force in in its aftermath, and the context of racial inequality in which they all happened as an American tragedy.
But there’s little time to mourn such a thing when you have to head back to a classroom and teach.
In the wake of the demonstrations—and in the midst of the still-unresolved quest for justice for Brown’s family—students across the country are heading back to school, and they’re undoubtedly expecting answers.
So what do we tell them about the at-once disturbing and deeply revealing set of events of August 2014 that are now simply referred to as “Ferguson”? Educators, activists and others have weighed in this week in a flurry of interviews, blog posts and articles. From their insights and from lessons from the past, here’s a set of dos and don’ts for teachers (as well as for parents who consider themselves their children’s most important guides to understanding the adult-sized issues in the world around them):
Don’t ignore it: One school district has mandated that teachers “change the subject” if the topic of Brown’s death comes up because there are “so many facts unknown.” But unless you’re a teacher there, don’t close your eyes and pretend this story or the issues that underlie it will disappear....
(Excerpt) Read more at theroot.com ...
Do what da’ officer say. Do not punch da’ poleez in da’ face. You just may live to tell about it.
what is the truth.... did the officer get beaten up?
Eliminating the role of race and racism in an analysis of Brown’s death and reactions to it deprives the race-grievance industry of more riches.
“There is a class of colored people who make a business of keeping the troubles, the wrongs, and the hardships of the Negro race before the public. Having learned that they are able to make a living out of their troubles, they have grown into the settled habit of advertising their wrongs-partly because they want sympathy and partly because it pays. Some of these people do not want the Negro to lose his grievances, because they do not want to lose their jobs. ~ Booker T. Washington (1856-1915.) ~ Educator, Author, Civil Rights Leader
Never let a tragic event involving black Americans and [enter anything here as long as it has to connection to African-Americans; except Oreo cookies and the like] . . . .
Seems legit.
No - make it with maximum color! Just like Rev. Al would.
should read:
Never let a tragic event involving black Americans and [enter anything here as long as it has no connection to African-Americans; except Oreo cookies and the like]
I’ve learned to never read anything written by someone with a hyphenated last name.
Not a single word from the hood about robbing stores and assaulting clerks and cops.
Correction.
Here’s the only lessons learned worth a damn:
1) When any kind of incident occurs, the first information that comes out of the scene is almost always wrong in the most important details.
2) The pressure to “choose a side” based on incomplete and untrustworthy data (see #1) is very strong but should be resisted wholeheartedly.
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