Another Potential Lesson Plan: Target Age – 7th – 12th Grade
I think lesson plans that bring up pertinent questions that help kids wrestle with the subject are most useful. Especially I would like the lesson plan to help kids see that Jordan Davis is emblematic of what happens in schools via zero tolerance and black males disproportionately affected by suspensions/expulsions. When does an innocent high school student become “intimidating,” “threatening” or “suspicious”? That’s why “Stand Your Ground” laws are so flawed – because its underpinning is that bodily harm or death is justified if the person feels intimidated or threatened – people can feel threatened if they are scared or paranoid about their safety. How does “intimidating,” “threatening” or “suspicious” look in their classrooms, their schools, in their daily interactions outside school – by exploring from their own experiences, that to me as a parent would be most valuable. My son has said that he notices people judge him and his friends by their appearance, depending on how he’s dressed. It makes him feel self-conscious. Maybe explore those concepts:
Have you ever had a moment where you felt that someone judged you because of your perceived race, gender, age, religion, sexual orientation and/or manner of dress? How did that make you feel? Or have you ever judged someone based on those perceived attributes?
In small groups, have students discuss their personal reactions to the journal entry for several moments. Then ask groups to share out with the class what they discussed.
Transition / Class discussion prompt:
- What are your concerns when people make judgements based on those perceived attributes?
Have students read the New York Times article on the Jordan Davis case:
In small groups, have students take on the following questions and then share out:
- Why did Michael Dunn see Jordan Davis as a threat?
- Why did Michael Dunn feel threatened by someone sitting in a car, listening to loud music?
- Why do these kind of thoughts surface in people’s heads when they see a black person?
- Would things have been different if Jordan Davis was a white kid sitting in his car, listening to loud music? Why or why not?
- What does it mean when institutional decisions (for example, court cases, school policies, employment opportunities, housing) are influenced by this kind of pre-judging / stereotyping?
- How does it affect us if we believe a decision was made because of the way someone perceived us due to our perceived race, gender, sexual orientation, religion, and/or manner of dress?
- What does it mean when laws or policies like “Stand Your Ground” or school suspension policies have a disproportionate negative impact on people of color more than whites?
- What can be done to help people be better informed about those they see as “others” based on the perceived identifiers above?
- What needs to happen to make sure that laws and policies do not reinforce existing inequality in our country and in our communities?
- What can we do as a community to begin and support that work?
- Teaching About the Jordan Davis Murder
- Ideas and Resources For Teaching The Jordan Davis Murder Verdict
- One Possible Lesson Plan: Target Age – Grades 7-12
- Another Potential Lesson Plan: Target Age – 7th – 12th Grade
- Potential Lesson Plan: Target Age – 7th – 12th Grade
- Final thought