Black History Month
Introduction
As mentioned previously, 100% of my students and their families identify as African American. During the research and presentation phase of our Black History month project, students were able to use collective assets to increase pride in culture identity. In addition, some students who were assigned important historical figures who had a connection in Baltimore were also able to build increased pride within their community.
Below you will find how we started these lessons in class and see several examples of students presenting their information.
Below you will find how we started these lessons in class and see several examples of students presenting their information.
In class lessons
On the first Friday of Black History Month (BHM), we focused on Martin Luther Kind Jr., as he is one of the most well known advocates in our history. We read, "Martin's Big Words" which includes MLK Jr.'s ideals and Rosa Parks in the same book and the ways that they both advocated for their rights and for the rights of others around them. As the hook for the lesson, we looked at a brown egg and white egg. We talked about how they were the same or different on the outside and identified that the only difference between the two eggs on the outside was the color. We then cracked the eggs and discovered that they are identical on the inside. Tying this into the lesson, we talked about what Martin was passionate about and what he wanted to change. Students were able to identify that he cared about the different ways that people were treated depending on their color. This upset Martin and many others around him, because just like the eggs, they may look different, but what's on the inside is the same. We all have hearts, lungs, bones, etc. and we should all be treated the same. After coming up with what the problem was and what MLK wanted to change, we talked about advocacy and what he did to start to make a change.
Martin advocated for himself and other African Americans by using his words and preaching to make a change. The students identified that the biggest way he and Rosa Parks advocated was through a bus riot. Once identified, we discussed what ways have we seen similar things and what happened because of this. Some students were able to talk about the marches for Black Lives Matter and others talked about gun violence. Their ability to draw on this information and make a connection to their own personal lives made it easy to relate and thus teaching about advocacy easier. There are things happening in their community that they care about or aware of that they can draw on to make a change. Students were anxious to learn more about other people in MLK and Rosa Parks' era and what else was done during this time. They were very engaged when learning about advocacy through the lesson and looking at eggs. Making this lesson more relevant by talking about things that have happened in Baltimore really made it more applicable for them. As their teacher, having this lesson and engaging in discussion and pushing their thinking is critical to getting them to form their own opinions and learn how to voice them and take a stand. Teaching advocacy is a necessary skill and showing Martin through his biography shows them that he started his own path and his own thoughts at a very young age. Learning that MLK Jr. and Rosa Parks, along with many others, used their collective and individual assets to challenge system injustices, inequity of opportunities as well as take pride in their cultural identity. This is a skills that students need to learn how to master and use for themselves and their community moving forward inside and outside of school. Explaining and showing students how others used their own assets to navigate and challenge problems in their lives is critical in making sure students understand how to apply this in their own lives. |
Above you can see the lesson plan that incorporated the egg activity and the discussion about advocacy and what MLK was working for that was used in class with "Martin's Big Words".
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Below you can see some student work examples from this lesson. On the left are the whole group worksheets that respond to the egg and on the right you can see the different worksheets from centers and independent work in response to the book, "Martin's Big Words".
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Take home projects and presentations
Students were assigned take home projects that they were to complete, come back dressed up as their person and be ready to present about what they learned. They were assigned people like Tupac (who went to high school in Baltimore), Oprah (who worked for WJZ in Baltimore), Ta-Nehisi Coates (Baltimore Native), Carmelo Anthony (moved to Baltimore when he was 8), and Octavia Spencer, just to name a few.
Researching these role models and impactful members of society can show my students current day advocates that are able to use their assets to make changes to injustices and inequities and be proud of who they are and where they come from. Assigning African Americans from Baltimore encouraged students to identify and take pride in their community and where they are from. This also allows them to tie in the conversation and lesson around MLK and how he used his assets and the assets of the community around him to make changes and continue to be proud of who he was and where he came from. I continued to encourage students and draw connections from MLK to the people assigned for their projects and to who they are and their long term goals. Completing these projects can help them see how others have challenged the systems and inequities and help them start to think of ways they might be able to do the same.
After completing the lesson in class, students were asked to complete these projects and discuss what these people did in their lives and how they are advocating for change. They then came into class and presented the information they learned about their person and the implications that surrounded their passions. Many students talked about how their person chose to make a change around them through music, poetry, writing or donations to where they came from. One student, who had Michelle Obama, talked about her foundation that she started to advocate for healthy kids and healthy school meals (see the link below to view the video).
When the students completed their project presentations, they were allowed to answer 5 questions from their peers. Other students asked questions like, "what made them care about..." or "why does that matter to them or to us?". The students were extremely engaged and able to pull information about advocacy out and recognize why it might also be important to us in Baltimore, in our families, classrooms or community. Their conversations were rich and engaging and showed that they were able to start thinking about what truly matters to them and what they would like to work towards in the future.
This project showed our students that anything is possible. No matter where you come from, you can work hard to make a change for themselves, the community and the world. It also shows that they are learning how others have used their voice and how they can learn to do the same. Conversations did not end when the presentations ended, their curiosity has just peeked about who else has come from Baltimore and became famous and made a big change. Project based learning allows for students to explore what they chose and answer the questions they have through exploration. This project allowed them to start questioning and exploring in avenues that allow for them to pursue their interests.
Researching these role models and impactful members of society can show my students current day advocates that are able to use their assets to make changes to injustices and inequities and be proud of who they are and where they come from. Assigning African Americans from Baltimore encouraged students to identify and take pride in their community and where they are from. This also allows them to tie in the conversation and lesson around MLK and how he used his assets and the assets of the community around him to make changes and continue to be proud of who he was and where he came from. I continued to encourage students and draw connections from MLK to the people assigned for their projects and to who they are and their long term goals. Completing these projects can help them see how others have challenged the systems and inequities and help them start to think of ways they might be able to do the same.
After completing the lesson in class, students were asked to complete these projects and discuss what these people did in their lives and how they are advocating for change. They then came into class and presented the information they learned about their person and the implications that surrounded their passions. Many students talked about how their person chose to make a change around them through music, poetry, writing or donations to where they came from. One student, who had Michelle Obama, talked about her foundation that she started to advocate for healthy kids and healthy school meals (see the link below to view the video).
When the students completed their project presentations, they were allowed to answer 5 questions from their peers. Other students asked questions like, "what made them care about..." or "why does that matter to them or to us?". The students were extremely engaged and able to pull information about advocacy out and recognize why it might also be important to us in Baltimore, in our families, classrooms or community. Their conversations were rich and engaging and showed that they were able to start thinking about what truly matters to them and what they would like to work towards in the future.
This project showed our students that anything is possible. No matter where you come from, you can work hard to make a change for themselves, the community and the world. It also shows that they are learning how others have used their voice and how they can learn to do the same. Conversations did not end when the presentations ended, their curiosity has just peeked about who else has come from Baltimore and became famous and made a big change. Project based learning allows for students to explore what they chose and answer the questions they have through exploration. This project allowed them to start questioning and exploring in avenues that allow for them to pursue their interests.
Below, is a link of one of my students presenting her Black History Mont project. Her assigned person was Michelle Obama. She gave information about who Michelle Obama is, what she did in the past and how she used her position as the First Lady to make changes and challenge injustices. She presented about information that showed Michelle Obama effectively used both her individual and collective assets to make changes and challenge inequities that had to do with the health of minors and especially those living in poverty. She presented that she was proud of where she came from and who she is to this day. Researching and presenting in the manner that this student did shows pride in her own identity and work that she has already put forth. If she can take this skill and practice and apply it moving forward, she has a skill set in advocating and understanding thre importance of this advocacy.
If you copy the link below into a new webpage, it will take you to a student demonstrating her knowledge of Michelle Obama and the programs that she initiated during her time as first lady. One of my students, who presented her project to the class, was then was able to have her project and her voice presented to the entire school during school announcements.
If you copy the link below into a new webpage, it will take you to a student demonstrating her knowledge of Michelle Obama and the programs that she initiated during her time as first lady. One of my students, who presented her project to the class, was then was able to have her project and her voice presented to the entire school during school announcements.
https://livejohnshopkins-my.sharepoint.com/:v:/g/personal/equinn8_jh_edu/EUBZb5pl1bhKrrESYoQcmtQBy9vuydjhtlBz1Iy4VT1iIw?e=hOjyz5
Conclusion
Teaching advocacy in a variety of engaging and meaningful ways is imperative in order to set students up for success when it comes to standing up for what they believe in. Allowing students to find their voice and use it does not only matter for bigger movements, but it helps with their confidence which plays right into their success in school and life. If they are not able to advocate for themselves, they can be skipped over or forgotten when it matters the most. As a teacher, planning these lessons and projects allows for students to explore and expand their horizons. While there are still many skills to teach and more to learn about advocacy, this type of learning and activity proved to be beneficial and popular with my students.