After participating in a #gfedchat (the hashtag for our district’s online PD) on Twitter Monday night about empowering students, I thought, “Why not empower my students tomorrow?!” I had planned to take what was happening in Ferguson and tie that in with To Kill a Mockingbird in sophomore English because of the many tweets like this one:
In terms of student empowerment I wanted my students to learn as much about this situation as possible so that they could be informed citizens, but how they did that and proved it was up to them. This quote became a point of contention for my students. Was this the most applicable quote from the book to the situation in Ferguson? Here is what we have done the past three days:
Day 1 – Track your thinking and start learning
I want to know what my students think and how their thinking changed. I asked them to create a map of their thinking throughout the week. I gave an example of how it might be done, but they had freedom in choosing what point they want to prove. I offered this as a starting point if they wanted:
The goal of this activity is to make students aware of their thinking. What changes their opinions? What changes their goals in this assignment? Maybe guilty and innocent do not matter anymore to a student, and the most important issue becomes racist vs. empathetic or good vs. evil.
At the end of the first day, I asked students to return to their map and determine where they were. They also asked what questions they had about anything that they had read, watched, or thought about.
Day 2 – What is important, and how do we use it?
We discussed some of the areas of confusion in the Ferguson case. The Washington Post’s article on eyewitness testimony of Michael Brown approaching Officer Wilson offers a variety of different stories about what happened. We discussed the reliability of witnesses as well as the reliability of what people say. Who can we trust? How do we determine what websites and news sources to trust?
We also looked at NFL player Benjamin Watson’s Facebook post on his feelings. As a white teacher, Atticus Finch’s words are important: “You never really understand a person until you consider things from his point of view – until you climb into his skin and walk around in it.” Does this post offer facts that help students understand the case? Nope. But if we are going to strictly look at the facts, it is going to be impossible to understand why riots were spilling over into the streets.
We had a student-centered discussion on their opinions before returning to the computer lab. Our research time there was very focused. The students are starting to see the relevance in something that is happening right now.
Day 3 – Big questions and determining our product
Today we mapped our thinking again at the beginning of class. I showed my map where I switched from “guilty vs. innocent” to “racist vs. empathetic.” My students had the chance to do the same. What really matters in this case? We need to get past the focus of just one dead person and understand what implications this has for our world – issues of trust, judgment, class, poverty, and so much more.
Big questions. We started to discuss what some of those topics might be. We talked about the riots and celebrity opinions to determine what those tell us about the importance of this issue. An example from Kenny Smith’s open letter to Charles Barkley was, “Why is there so much distrust in the police and the legal system from the African American community?” My goal is for my students to walk around in someone else’s skin and understand the importance of this situation.
We then moved on to determining how we will prove what we know and answer our big question. Here is what I was told that I will see on Monday: debates, conversations, email conversations, papers, TED talks, and videos.
What has become clear through these three days is that students are becoming less concerned with guilt and innocence, and more concerned with bigger questions and ideas. It has taken some prompting, but it has been fun to watch students start to think deeply. And I hope the students learn just as much about themselves as they do about Ferguson.