#LastWords

Lesson by Kimberly Spotts

Black Lives Matter was founded by three Black women — Alicia Garza, Patrisse Cullors, and Opal Tometi — in response to the police brutality experienced by African Americans across the U.S. According to the organization’s website, “Black Lives Matter is an ideological and political intervention in a world where Black lives are systematically and intentionally targeted for demise. It is an affirmation of Black folks’ humanity, our contributions to this society, and our resilience in the face of deadly oppression.” It is critical that our society engages in conversations about why a movement like this is necessary.

In order to have these conversations, you must first look beyond the statistics and look at the individuals directly impacted by the injustice. The Black Lives Matter movement is not about excluding or diminishing other lives. It is about bringing to light the egregious actions of police officers in the U.S. and working together to create a world that allows Black mothers to see their sons come home safely. This lesson is used as a kick-off for a unit exploring the #BlackLivesMatter Movement.

Images from Shirin-Banou Barghi’s series “#LastWords: A Tribute to Men Killed by Police.”

In this lesson, students will begin to understand why a movement, Black Lives Matter, is important and how it affects individuals. Students will learn about the power of words and how words can inform people about societal issues. Students will first examine partial images from artist Shirin-Banou Barghi’s series “#LastWords: A Tribute to Men Killed by Police” at the Good Men Project and journal about what they think this image is from: Why these words?

Students will then examine and evaluate the poem “41 Bullets on Broadway,” a different example of how words and art are used to bring awareness to a societal issue. Students will then use their words to compose a written response to the words and art shared in class. Students will choose to either compose poetry or letters to police choosing a voice or perspective like the sidewalk or the bullet.

Note: It is essential when discussing sensitive topics to make sure that you allow for student voice and pacing. This activity allows students to translate statistics into people. It is crucial that students/teachers not simulate their own #LastWords. When discussing any atrocity, it is important to not create simulations as a method of engagement. It gives the student a false impression of what it would feel like to suffer as these young men and their families suffered. If you need further understanding on teaching sensitive topics surrounding atrocities, please see the United States Holocaust Memorial Museum’s resources for educators.

Grade Level: Middle and High School

Time Required: Two to Three Class Periods

Objectives

• Students will learn how words can be used as a way to reflect and inform others about a critical societal issue. Students will analyze poetry and images, evaluating the effectiveness and limitations of each approach.

• Students will compose a written response to the knowledge gained about the issue.

Materials

• Printed out of the images and explanations from Shirin-Banou Barghi’s series “#LastWords: A Tribute to Men Killed by Police” at the Good Men Project.

• Journal or paper for students

• Copy of the Willie Perdomo poem “ 41 Bullets Off-Broadway”