Don't tell me about what's racist and what's not racist when you bring the Black Panthers into the schools..
Posted on 08/30/2014 3:50:12 PM PDT by 2ndDivisionVet
(VIDEO-AT-LINK)
Even though the police shooting of an unarmed man in the St. Louis suburb of Ferguson is only weeks old and a grand jury is still trying sort out what really happened, a Washington-based nonprofit is offering a classroom lesson plan that draws a link between the incident and the revolutionary rhetoric of the 1960s Black Panther Party.
Teaching for Change says its “Teaching about Ferguson” guide can help students think critically about the shooting of Michael Brown in an Aug. 9 confrontation with police and ways they can be proactive in their own communities.
“The Black Panther Party’s 1966 platform, known as the 10-point program, included the demand: ‘We want an immediate end to police brutality and murder of Black people, other people of color, and all oppressed people inside the United States,’” the group’s Julian Hipkins III wrote.
“The issue of police brutality in communities of color has a long history and the Panther platform gives an example of how to turn grievances into a clear set of goals for meaningful change,” he said. The issue was first reported by education watchdog EAG News....
(Excerpt) Read more at foxnews.com ...
I don’t understand. The cop shot the man because he felt threatened. It had nothing to do with race
I’m confused, I thought the black man attacked the policeman.
Public education is child abuse!
The Black Panthers are not one to look to for advice.
To refer to, infer, or insinuate that the MBrown shooting in Ferguson was anything but proper police procedure is, at best, premature, and, at worst, a bald faced lie.
The only proper response is to wait until the investigation(s) are complete.
To the perpetually angry it was about race and will always be about race.
To them Darren Wilson was born racist because of the color of his skin.
This revenge against whitey nonsense will continue to happen over and over again. Zimmerman, Wilson, who will be next..
Facts are racist.
Oh boy.
Seminars on how to become a black racist.
Justice is when you take down a thug who strong armed a convenience store clerk then smashes you (a cop) in the eye and fracture your eye socket. That is justice.
Forrest Gump: I’m sorry I had to fight in the middle of your Black Panther party.
Facts? Facts? We don’t want facts we want “justice”.
Apparently this class is going to be about how if one is born into a Designated Victim group, he is entitled to put his hands on a man’s throat after robbing him, then attack a police officer who is supposed to let him get his weapon, kill him, kill his partner, and anyone else unfortunate enough to be in the firing envelope.
It is about rioting, looting and tossing flowers in the street for a violent sociopath who became outraged when experiencing limitations and consequences — likely for the first time in his life.
It is about civil order being sacrificed in favor of mob rule.
What are their FR nicks?
thanks 2ndDivisionVet.
Here is a more expanded source:
Teaching About Ferguson
By Julian Hipkins III
As the new school year begins, first and foremost on our minds and in our hearts will be the killing of Michael Brown in Ferguson, Missouri. Teachers may be faced with students’ anger, frustration, sadness, confusion, and questions. Some students will wonder how this could happen in the United States. For others, unfortunately, police brutality and intimidation are all too familiar.
Here are a few ideas and resources for the classroom to help students think critically about the events in Ferguson and ways they can be proactive in their own communities. We welcome your additional suggestions.
Police Brutality. The Black Panther Party’s 1966 platform, known as the ten-point program, included the demand: “#7. We want an immediate end to police brutality and murder of Black people, other people of color, and all oppressed people inside the United States.” The issue of police brutality in communities of color has a long history and the Panther platform gives an example of how to turn grievances into a clear set of goals for meaningful change. The lesson “‘What We Want, What We Believe’: Teaching with the Black Panthers’ Ten Point Program” by Rethinking Schools editor Wayne Au introduces students to this history and invites them to create their own list of demands.
History of Racism. An exploration of U. S. history can help students understand how racism, while not natural, has always played a key role in this country (predating 1776) and how it became embedded in all of our institutions, including the criminal justice system. “The Color Line” is a lesson by Rethinking Schools editor Bill Bigelow (available from the Zinn Education Project) on the origins of racism in the United States and who benefits. Students hopefully will see that if racism is learned and reinforced by laws, it can also be unlearned and dismantled.
International Human Rights. Upon his return from Mecca in 1964, El-Hajj Malik El-Shabazz (Malcolm X) stated that he wanted to bring charges against the United States for its treatment of African-Americans. He believed that it was “impossible for the United States government to solve the race problem” and the only way to get the United States to change its racist ways was to bring international pressure. He made the clear distinction between civil rights and human rights.
Indeed, the U.S. government is quick to condemn human rights violations in other countries, but does not expect to be accountable to the world for actions within its own borders. A lesson by the Stanford University Liberation Curriculum Project engages students in a discussion about the human rights violations perpetrated against African Americans during the 1950s and 1960s — and can serve as a springboard for looking at human rights today.
Another lesson that highlights this American exceptionalism is “Whose Terrorism?” by Bill Bigelow of Rethinking Schools. (Posted on the Zinn Education Project website).
New Jim CrowMilitarization of the Police. In The New Jim Crow: Mass Incarceration in the Age of Colorblindness, Michelle Alexander describes the militarization of the police, foreshadowing the heavy weaponry used by police in Ferguson. In the section titled “Waging War” in Chapter 2, Alexander states,
The transformation from “community policing” to “military policing,” began in 1981, when President Reagan persuaded Congress to pass the Military Cooperation with Law Enforcement Act, which encouraged the military to give local, state, and federal police access to military bases, intelligence, research, weaponry, and other equipment for drug interdiction.
That legislation carved a huge exception to the Posse Comitatus Act, the Civil War-era law prohibiting the use of military force for policing.
Students and teachers can read this chapter to explore how many police departments “seek and destroy” in some neighborhoods while they “protect and serve” in others.
Student Fear and Resilience. One of the toughest challenges for teachers and counselors is to create a safe space for students in an unsafe world. New York teaching-artist Renee Watson used poetry to help her students deal with the very real fear for their own safety. In The Murder of Sean Bell: From Pain to Poetry (Rethinking Schools) she describes this process,
“I’m afraid that one day I’ll be shot by the cops for no reason,” a 7th-grade student blurted out in our class discussion. My teaching partner and I had asked students to call out their hopes and fears. “What do you hope for your community? What is it about your community that makes you afraid?” we asked. I wrote their answers on chart paper and by the end of the discussion, our class list included better schools, more parks, peace, and safer neighborhoods. Our list also included violence, drugs, bullying, and police brutality.
Expect the #knockOUTgame to intensify.
Oh, yea, that’s going to facilitate the peace. Arm yourselves, people. The race-war that my father predicted 20 years ago is coming soon. Same as with Gaza, it will not be a crisis until the targets start fighting back.
Idiots! Would have had the same outcome whether he was green or purple.
Expect the #knockOUTgame to intensify.
—————————————————————————
Yeah, and we know THAT is racist!
It would not have had the same outcome. Racially motivated violence going the other way is far more common and there are no riots or looting.
In this case, they are rioting because a rabid dog had to be put down.
Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.