Student Voice

Students stage ‘die-ins’ after indictment decision in Eric Garner case

PHOTO: Courtesy of Shania Santana
Students at Harvest Collegiate High School stage a demonstration at the school to protest the indictment decision over Eric Garner's death.

History teacher Jeremy Copeland was getting ready for the day at School of the Future on Thursday morning when he peered out of his classroom and saw new signs decorating the hallways reading “#blacklivesmatter” and “Hands Up Don’t Shoot.”

Soon, students were lying on the hallway floor, a form of protest called a “die-in” that has spread in the wake of two separate grand jury decisions not to indict police officers for the deaths of unarmed black men, including Eric Garner, of Staten Island. Wednesday’s news that Garner’s death, caused by an officer’s chokehold, would not be ruled a crime touched off a new round of protests citywide and had school leaders preparing for a day of uncertainty and discussion.

At School of the Future, the student-led protests were welcomed, Copeland said.

“To see this group of white kids chant ‘black lives matter’ was probably one of the most powerful moments in my 16-year career,” said Copeland, who is black.

Jeremy Copeland, a history teacher at School of the Future, says he welcomed the student-led protest that  took place at his school on the day after the indictment decision over Eric Garner's death was handed down.
Jeremy Copeland, a history teacher at School of the Future, says he welcomed the student-led protest that took place at his school on the day after the indictment decision over Eric Garner’s death was handed down.

School of the Future, a middle and high school with roughly the same number of black and Hispanic students as white students, was not the only school that became a site of activism. A group of 60 people, including some teachers, assembled in a lobby at Harvest Collegiate High School during fifth period for their own “die-in.” Teachers at Dewitt Clinton High School and East Side Community School also tackled the issue, according to SchoolBook.

School officials anticipated that the decision could lead to disruptions. Earlier this week, hundreds of high school students left in the middle of the day to attend a protest in Union Square Park.

On Wednesday, Chancellor Carmen Fariña suggested to principals that they host assemblies and prepare guidance counselors to talk to distressed students, while teachers union President Michael Mulgrew advised that teachers and staff be ready respond to “legitimate questions and strong emotions” about the events.

As school let out on Wednesday afternoon, Harvest Collegiate students were warned to stay away from nearby Union Square, where a large protest was being planned. Later that night, news footage from a die-in at Grand Central Station gave a trio of juniors the idea to organize something similar in their school the next day.

“I feel like a problem in our society is that people are really apathetic about things and I just really wanted to get people my age and my peers to get more involved,” student organizer Shania Santana said.

For Copeland, Thursday was rife with opportunities to make civics relevant. He devoted his U.S. History and Government classes to the Garner case and later took some his students to Union Square.

No protests were going on while they were there, but the field trip was enough to unnerve his school’s principal, who received a call from her superintendent raising safety concerns, Copeland said.

“The point was to see democracy in action, to bring to life some of texts the kids are reading in class,” Copeland said.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.