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Making a Difference

  1. This lesson is a culmination of the Ferguson Voices educational materials. 
  2. This lesson will allow students to explore different ways that they can take action. 
  1. The students will be able to demonstrate an understanding of key concepts and terms that apply to applying to social action.
  2. The students will be able to describe multiple strategies for taking action for racial justice.

  • Ally: A person who uses their privilege to advocate on behalf of someone else who doesn’t hold that same privilege.
  • Activism:the doctrine or practice of vigorous action or involvement as a means of achieving political or other goals, sometimes by demonstrations, protests, etc.
  • Moral courage: The confidence and will to take action despite the risks in defense of what one thinks is right.

  1. Opening Discussion
    1. When did you first hear about the killing of George Floyd in Minneapolis this past summer? What kinds of conversations have you had about it with family and friends? Have you been involved in any marches or know of others who have taken part?  
  2. Breaking down efforts for social change:
    1. How does your identity affect your role?
    2. What is an Ally? What is the role and work of an ally?
      • Play this link to listen to Episode 4 of Ferguson Voices, from 0:00-040 and 11:20-18:00 featuring Brittany Packnett.
    3. TEDtalks on activism and social media activism:
    4. For further information: The Guide to Allyship 
  3. Social Change Ecosystem
    1. Introduce this map image and read through the terms defined here.
    2. Give students two minutes to review the definitions and consider where they would locate themselves. Then, using post-its, ask each student to place their name on the map.
      • Open up a general discussion about the choices students made.
  4. Taking Action in Ferguson
    1. Play this link to Episode 5: Surrender to Transform in the Ferguson Voices podcast. The portion of the podcast selected include Tony Rice, Emily Davis, and Elizabeth Vega who are examples of individuals who took action in Ferguson.
      • Play from: 17:32--end of podcast. 
      • Have students take notes.
      • Mediate discussion following the podcast.
        • What were the different ways members of the Ferguson community took action? What was the impact of each of these calls to action?
  5. Small Group Dialogue
    1. Break students into small groups of 4 and explain the instructions for the dialogue discussion. The topic is “Activism.”
    2. This is a link to the dialogue. Every group should be given a copy.  
      • Moderate by listening in from group to group.For the last portion of the dialogue come together as a class to discuss.
    3. For the last portion of the dialogue come together as a class to discuss. Have students share some of their small group discussions.
  6. Mapping Roles in Social Change
    1. Refer back to the post-it exercise and, now, place names from Ferguson Voices on the map. Begin with Tony, Emily, and Elizabeth from today’s class, but also include individuals introduced in previous lessons.
  7. Homework/Follow-up: Have students research local resources and efforts. Students may utilize the methods of action they discussed within their small groups and act on it.  
    1. Social media post
    2. Petition
    3. Protests
    4. Joining a group

  1. Projector and internet access to play YouTube videos.
  2. Speakers and access to podcast service to play Ferguson Voices.
  3. Copies of Dialogue instructions for each group.

  1. Opening discussion
    1. Interactive forum post where students comment on one another’s posts.
  2. Material
    1. Listed online for students to read individually.
    2. Links to the videos on YouTube can be made available. 
  3. Ferguson Voice podcast
    1. Link to podcast available to students as well as accessible through mobile apps.
  4. Small Group Dialogue
    1. Option 1: 
      1. Dialogue can be held over a Zoom video call where students are split into different groups within the call.
    2. Option 2:
      1. Create online group discussion boards where the students are assigned 3 other classmates in their group.
      2. Ask students to post one initial response to the first portion of the discussion talking about their own personal experiences.
      3. Following, ask students to respond to two of their group mates' posts. These responses should include constructive commentary on their classmates as well as how they can take action in the future.

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