Monday, February 5 (Day 1)

Here are stories from DC area classrooms from Day One of Black Lives Matter Week of Action in Schools.

Mumbet's Declaration of Independence Read Aloud

Kenmore Middle School (Arlington Public Schools) teacher Tiffany Mitchell read Mumbet’s Declaration of Independence to her class.

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Restorative Circles

Honoring Trayvon Martin

In observance of what would have been Trayvon Martin's 23rd birthday, the Inspired Teaching Demonstration School community wore hooded sweatshirts to school today — a student-initiated proposal. One eighth grade student shared, “It means a whole lot that our school is honoring black lives because I like to fight for justice.”

Eighth-grade students, also composed and presented an age-appropriate lesson to 1st graders on the importance of not judging people by what they look like or are wearing. 
#ITDSproud #DCschoolsBLM #developmentallyappropriate


Teach the Beat: Go-Go

 Photo Credit: Maybelline McCoy

Photo Credit: Maybelline McCoy

LaSalle-Backus Education Campus (DCPS) music teacher Rebekah Cabaltica and twenty-five of her students (all boys) from grades 4-8 participated in an engaging workshop on go-go music facilitated by legendary go-go drummer, JuJu House.

The session started with students creating a rhythm by clapping their hands and stomping their feet in response to JuJu’s command. Students were then divided into groups of four and given the opportunity to create their own band names. Inspired by artists they like students developed names such as Little Savages and Gucci Sanic.

Each group was then brought up to the front of the room and with guidance from JuJu students were given an opportunity to play an instrument. Excitement filled the air as each team had their turn to play and compete against one another.

At the end of the session one student said to Ms Cabaltica, their music teacher, “this was fun I want to have more class sessions like this!”

As part of the Black Lives Matter Week of Action in Schools, this session was organized by Teaching for Change, and is connected to the guiding principle of Intergenerational, Black Families, and Black Villages.

Also at LaSalle-Backus Education Campus, educator and school librarian, Lindsay Hall, had her fourth and fifth grade students watch two short videos providing background information on the Black Lives Matter Movement.

Then she divided students into groups and prompted them to discuss the statement “In a school where Black Lives Matter we…” Students created decorative posters with their responses.


Click image to enlarge.

Click image to enlarge.


Capital City Public Charter School

Sheridan School

In Sheridan School (DC), 3rd graders shared initial thoughts and wonderings.

Explore difference, diversity and community

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Students in a fifth grade DCPS classroom at Langley Elementary School explored the Black Lives Matter guiding principles of Restorative Justice, Empathy and Loving Engagement. The teacher invited the students to explore the meaning of difference, diversity, and community. When asked, “Why do you think schools are trying to teach Black Lives Matter?,” one student responded “Racism is getting worse and some kids are being taught racist ideas at home and are coming to school and being racist to their classmates.” Then when asked, “How do we eradicate racism?,” a student responded by pointing out the importance of getting to know people who are different and coming together as a community to stop racism.

DAYMykella Palmer