SUSIE & TYLER’S CURRENT EVENTS September 9, 2014 THE BASICS Topic: Ferguson: Justice and Change?
“So now is the time for healing. Now is the time for peace and calm on the streets of Ferguson. Now is the time for an open and transparent process to see that justice is done. And I’ve asked that the Attorney General and the US Attorney on the scene continue to work with local officials to move that process forward.” – President Barak Obama, 8/14/14 (The Uptake)
“It’s time to look around our own communities and consider just how we see and treat each other. How over-martialized and under-professionalized our own police forces may be. How little empathy exists among people of different races and social classes. How so many of our neighbors see “the rule of law” as a cruel, cynical joke. And how we can change all that. What if this were your town?” – Eric Liu, 8/14/14 (CNN) “Race matters to a young man’s view of society when he spends his teenage years watching others tense up as he passes, no matter the neighborhood where he grows up. Race matters to a young woman’s sense of self when she states her hometown, and then is pressed, “ No, where are you really from,” regardless of how many generations her family has been in the country. Race matters to a young person addressed by a stranger in a foreign language, which he does not understand because only English was spoken at home. Race matters because of the slights, the snickers, the silent judgments that reinforce that most crippling of thoughts: “I do not belong here.” – Justice Sonia Sotomayor, dissent in Schuette v. BAMN (New Republic)
Vocabulary Curfew: a law, regulation, or ordinance that forbids particular people or particular classes of people from being outdoors in public places at certain specified times of the day Excessive force: In criminal law, the unjustified use of force, determined by the circumstances Justice: the process or result of using laws to fairly judge and punish crimes and criminals Jurisdiction: the power, right or authority to interpret and apply the law Martial Law: The exercise of government and control by military authorities over the civilian population of a designated territory. State of emergency: when a government gives itself special powers in order to try to control an unusually difficult or dangerous situation, especially when this involves limiting people’s freedom
Articles •
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“Missouri police sued for $40 million over actions in Ferguson protests” (Yahoo! News)
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“Demonstrations resume in Missouri over shooting death of black teen” (Reuters)
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“Q & A: What Happened in Ferguson?” (NY Times)
Legal System o
“Justice Department to probe of Ferguson, Missouri, police practices” (CBS News)
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“Will the Ferguson grand jury bring justice?” (ABC News)
Civil Rights and Change o
“Why Ferguson might prompt real change” (Politico)
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“Plea to Ferguson’s leaders: To help heal, acknowledge our hurt” (Southern California Public Radio)
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“NPR’s Michel Martin heading to Ferguson: ‘Talking is the one thing we can all do’” (Poynter)
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“In Wake of Ferguson, Police Departments Try to Build Trust with Black Residents” (Huffington Post)
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“Ferguson Wrestles with What to Do Next” (Time)
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“In Aftermath of Missouri Protests, Skepticism About the Prospects for Change” (NY Times)
Questions to Consider • Conflict o What happened in Ferguson, Missouri on August 9? What has happened in the days following? Why are the events in Ferguson a concern for AfricanAmericans? For law enforcement agencies? For all Americans? o What information is either unclear or unavailable that would help to clarify what happened? o What additional information might be provided by an autopsy? Why can eyewitness testimony be unreliable? o How would you describe Ferguson, Missouri? How could Ferguson be compared to the city where you live? o How is the death of Michael Brown similar to and/or different from the death of Trayvon Martin? o What conclusion does the rest of the world make with respect to the pursuit of justice and the events in Ferguson? • Media o Why is it important to avoid “trial by television”? Does it matter who are the sources for news reports? What are the standards for credibility? o What rights does the press have under the First Amendment? How important are those rights? o What role does social media play? How might photographs/videos influence our opinions about what happened in Ferguson? (video in convenience store, riot gear, photos of police) o What role does the press play in securing First Amendment rights? What causes the tension between reporters and police? Should reporters express an opinion about the events in Ferguson? How important is reporter neutrality? How difficult is reporter neutrality? Is the death of Michael Brown being used for the purpose of personal political agenda?
Questions to Consider continued… • Legal System o Which court hears cases that involve civil rights violations? Which court hears cases that involve a state crime? o What is a grand jury? What is the purpose of a grand jury? Is justice always speedy? o What are the problems that create tension between the African-American community and the police? o What is the role of the police? Maintain public order? Provide protection for all citizens? Should there be changes in the way that law enforcement deals with both public safety and protest? o Who is Captain Ron Johnson of the Missouri state highway patrol? What qualities does he demonstrate that could bring the community together? o How does response time to disturbing events in a community affect the resolution of issues? o What is the role of the Department of Justice? President? • Civil Rights and Change o How are economic inequality and racial hatred implicated in the Ferguson story? What opportunities for positive leadership exist? o What are the goals of organizations such as the Organization for Black Struggle? o What changes could or should be made by police and other government transparency? Are cameras a way for both police officers and protesters to increase transparency? What role does Congress play in militarizing local police? o What can all citizens learn from Ferguson? o What actions might improve trust between law enforcement and minorities? How does the history of mistrust make reconciliation difficult how do previously held opinions/prejudices influence our view of what happened in Ferguson?
THE EXTRAS Pre-teaching, Extensions & Further Reading •
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“Black and White and Blue” (NY Times) The shooting of Michael Brown, an unarmed black man, by a white police officer in Ferguson, Mo., ignited a debate about the frequency with which African-Americans are stopped, arrested and even shot by the police. “Ferguson, Missouri: A Moment of Opportunity” (Everyday Democracy) We have the power to make the death of Michael Brown a moment of opportunity as well as a movement. “The Innocence Project – Understand the Causes: Eyewitness Misidentification” (The Innocence Project)
While eyewitness testimony can be persuasive evidence before a judge or jury, 30 years of strong social science research has proven that eyewitness identification is often unreliable. “This is a Test: Educating to End the School-to-Grave Pipeline in Ferguson and Beyond” (Rethinking Schools Blog) “How to talk to students about Ferguson” (PBS Newshour)
Lesson Plans • “Current Events in Ferguson: The Michael Brown Shooting” (PBS Learning) • “Teaching About Ferguson” (Teaching for Change) • “Police and the Law” (Law Lessons, Teachers and Students) • “The Death of Michael Brown: Teaching About Ferguson” (The Learning Network)
What’s the connection? Constitution • First Amendment Rights o
"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances." -First Amendment to the Constitution
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“Journalism Educators use Tragedy in Ferguson, Mo., as Teachable Moment to Commend the Press, Condemn Arrests of Journalists and Remind the Public of the First Amendment’s Power” (Association for Education in Journalism and Mass
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“Constitution Check: Is there a problem in outfitting local police like combat soldiers?” (Constitution Center)
Communication)
Oregon • “’Groundbreaking’ settlement on Portland police use of excessive force draws praise, disappointment” (Oregon Live) Students • “Social Media and instant news in #Ferguson” (PBS Newshour) • “Helping Students Make Sense of a Young Black Man’s Death in Missouri” (NPR)
Oregon State Social Science Standards/CCSS 8.14. Explain the rights and responsibilities of citizens. HS.28. Evaluate how governments interact at the local, state ,tribal, national, and global levels. HS.30. Analyze the roles and activities of political parties, interest groups and mass media and how they affect the beliefs and behaviors of local, state, and national constituencies. HS.33. Explain the role of government in various current events. 6-8.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 6-8.RH.8 Distinguish among fact, opinion, and reasoned judgment in a text. 9-10.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12.RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
We the People Lesson Connections Middle School, Level 2 • Unit 5, Lesson 23: How does the Constitution protect freedom of expression? • Unit 5, Lesson 26: How does the Constitution safeguard the right to equal protection of the law? • Unit 6, Lesson 29: What are the rights and responsibilities of citizenship? High School, Level 3 • Unit 5, Lesson 27: What are bills of rights and what kinds of rights does the U.S. Bill of Rights protect? • Unit 5, Lesson 29: How does the First Amendment Protect Free Expression? • Unit 5, Lesson 30: How does the First Amendment Protect Freedom to Assemble, Petition, and Associate? • Unit 6, Lesson 35: How have civil rights movements resulted in fundamental political and social change in the United States? • Unit 6, Lesson 37: What key challenges does the United States face in the future?
