After learning about Black Lives Matter and talking through ways to have conversations with people to produce change, scholars participated in three activities to turn their learning into real advocacy work. Students first met with community members to talk about problems in the community related to BLM and what they could do to help. They then actually marched through the community with signs, songs, and chants, much like the March on Washington. After the march scholars had time to reflect and either write a letter to a community member about what they would do to help change the community for the better or write a letter to their parents about how they feel in relation to BLM.
Community Conversations
Scholars sat down with parents and other people from the community and interviewed them about the community. Members identified things that they loved about the community, as well as things they wish were different. Students also found out what some of the problems of the community were. From there, scholars recorded responses and took notes on these items to begin thinking about what they could do to change the community.
Mr. Magee is a parent and a store owner in New Orleans East. Students all come from the East, so it was key for them to interview actual community members.
My student, JS, met with Police Officer Rogers to discuss his views on the community of New Orleans East.
March on Wheatley
Scholars created signs and posters to carry during the march. They also learned chants, many of which they have heard in BLM protests. The March was a way to raise awareness in the community that students from Wheatley have voices and the ability to change things. The March almost served as an announcement to the community that the students were ready to advocate for change. The entire elementary school took part in the March, which meant that over 500 students marched through the community. The drumline played and lead the way for students!
Time to Act
After the March, scholars had two choices for advocacy. They were able to write a letter to the community member they interviewed, highlighting what their next steps would be to advocate for the change the community wanted. If scholars didn't want to participate in this way, they were able to write a letter to their families about what they would begin to advocate for or about their feelings on Black Lives Matter.
*Scholar above was clear in his conversation with Officer Rogers, and was also clear with what he would be doing to help the movement going forward
*Picture of me sending the letters out for my students!