Starting in Ferguson : University of Dayton, Ohio

Consider using this lesson in conjunction with a larger civil rights unit, studying race relations in the United States.
In Lesson 1, students learned about injustice and why we should continue to study it.
The lesson introduces a contemporary example of racial injustice, which will serve as the foundation for the lessons that follow.
Introducing the 2014 events in Ferguson, Missouri, this lesson provides background knowledge for future lessons that implement the Ferguson Voices digital resources.

When asked, the student will be able to articulate how the events in Ferguson are related to racial justice.
The student will be able to describe how different media sources change our understanding of an event.

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.

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.

Introduction
1. 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.
2. For more information, see “Say Their Names” or refer to Teacher Resources above.
If continued from Lesson 1:
1. 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.
2. Begin by asking students to take out their journal and join small groups.
3. Instruct the groups to discuss what they noticed. If needed, prompt with the following questions:
  - Were there any differences between your first journal and second? If so, what differences?
  - What type of things did you write about?
  - Why do you think these things that you witnessed relate to injustice?
4. Gather the students back into a large group discussion.
  - Ask students to share what they discussed in their small groups.
    - Has your understanding of injustice changed?
Introducing events in Ferguson
1. Explain: Now that we have discussed injustice, we will focus on one specific contemporary example in the area of racial justice.
  - 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.
2. Play news clip video, from 0:00- 5:03.
3. Discuss the video.
  - Ask students for their initial reactions.
    - Why are we discussing this in conjunction with civil rights?
4. Play news clip video from 5 years after Michael Brown’s death.
5. Discuss the video. Potential questions:
  - What are some differences in how the death of Michael Brown is being discussed?
  - What was focused on in the second video?
    - Possible answer: Race was not discussed in the first news clip.
  - Does this change how you view the death of Michael Brown? How? Why?
    - Possible answer: Causes outrage because of the injustice.
6. Play “Trailer” of Ferguson Voices podcast.
7. Discuss clip. Potential questions:
  - How does this clip differ from the two news videos?
  - What was the focus in this audio clip and what message does that convey?
    - Possible answer: Focus on the body in the street adds emotion and makes it personal.
  - Does this change how you view the death of Michael Brown?
8. Explain controversial issues and viewpoints.
  - 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 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.
  - 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.
Gallery Activity
1. See Gallery Activity document
2. Reflection
  - Why are we discussing racial justice and Ferguson together?
  - What is one difference between the different news sources and how does it impact the way the viewer sees the event?

Access to YouTube and FergusonVoices.org.
Computer/Screen to play videos.

1. Post each video link in a separate discussion board or forum.
2. Post a prompt with each video link, including many of the same questions as listed above.
3. Instruct students to answer each discussion with a more substantial response. Consider including a required number of sentences.
4. 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
1. Instruct students to watch all three videos.
2. Instruct students to write a response using the above questions.
3. Response would be 1-2 pages and submitted directly to the teacher.
Option 3: Venn Diagram
1. Post a blank Venn Diagram document with the links for the three clips.
2. 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.
3. Instruct students to write a reflection (1 to 2 paragraphs) over the three clips and what they observe in their diagram.
4. Venn Diagram and reflection submitted directly to the teacher.

Please provide your input on the usefulness of this lesson in your classroom.

Review this lesson

Return to overview to explore additional lessons in this series.