Highsmith, Carol M, photographer. One of the many Black Lives Matter events on or near Black Lives Matter Plaza in Washington, D.C. Washington D.C. United States Washington D.C. District of Columbia, 2020-06-06. Photograph. https://www.loc.gov/item/2020720179/.
A photograph from the Black Lives Matter movement provides students with an opportunity to analyze and interpret visual media. Students can practice visual literacy — the ability to analyze images as historical evidence. They can explore the emotions, actions, and symbols in the image, which helps them critically assess how media is used to convey messages, evoke feelings, and influence public perception. Teachers can guide students to explore the historical context of the photograph. For instance, if the photo is from a protest, it offers a moment to discuss the specific event, the reasons for the protest, and the broader social issues that it addresses, such as police brutality, racial inequality, and systemic oppression.
The photograph by Carol Highsmith, taken on June 6, 2020, captures a poignant moment from the widespread protests that erupted across the United States in response to the killing of George Floyd by a Minneapolis police officer. This image, as part of Highsmith’s extensive collection documenting American life, reflects the powerful mobilization of the Black Lives Matter movement and the fight against racial injustice.
In the photograph, the viewer is likely to see protesters—many of them holding signs and chanting—gathering in public spaces such as city streets, often accompanied by symbols of solidarity, such as raised fists or peaceful demonstrations. Highsmith’s work is known for its ability to convey emotional depth and the significance of public events, and this image is no exception. It encapsulates the spirit of unity, activism, and the collective desire for justice that characterized the protests during the summer of 2020.
The photograph serves as both a documentation of a historical moment and a visual commentary on the broader social and political movement against police brutality and racial inequality. It offers insight into the diverse group of individuals—across races, genders, and ages—who came together to demand change. The timing of the photograph, in the wake of George Floyd’s death and amidst the global pandemic, makes it especially powerful, as it reflects the intersection of social, political, and health crises.
- Black Lives Matter (BLM) is a global social movement that advocates for the end of systemic racism, violence, and discrimination against Black people, particularly in relation to law enforcement and the criminal justice system. The movement began in the United States but has since gained global traction, influencing protests, policies, and discussions on racial inequality worldwide.
- Black Lives Matter was founded in 2013 by three Black women—Alicia Garza, Patrisse Cullors, and Opal Tometi—after the acquittal of George Zimmerman in the shooting death of Trayvon Martin, a Black teenager. The hashtag #BlackLivesMatter emerged as a rallying cry to demand justice for Trayvon and to highlight the disproportionate violence against Black people, particularly by police officers.
- However, the movement’s roots extend beyond 2013, and it is deeply tied to the long history of anti-Black racism in the United States, including the legacy of slavery, segregation, and civil rights struggles.
- What message does the Black Lives Matter photograph convey about the role of young people in social movements?
- How does this photograph reflect the broader issue of gun violence in the United States?
- Why is it important for people, especially young people, to participate in protests or marches?
- What role do media and images like this one play in influencing public opinion and shaping social movements?
Ohio Learning Standards for Social Studies
Grade 8 - American History, Content Statement 7: The emergence of the United States as a world power-Understand how social and political movements, such as those for civil rights and gun control, reflect shifts in American society.
- The Black Lives Matter photograph can be used to explore how youth activism in the twenty-first century contributes to American political discourse, similar to other historical movements (e.g., the Civil Rights Movement).
Grade 8 - American History, Content Statement 8: Government and political participation-Analyze the role of civic participation in American democracy, focusing on both formal and informal methods of influencing government policy.
- The photograph of the march serves as an example of public protest, demonstrating how citizens, particularly young people, actively participate in shaping government policies.
High School American Government, Civic Participation and Skills: Understand the rights and responsibilities of citizens, including participation in civic life through activism, voting, and public discourse.
- Black Lives Matter is a direct example of youth exercising their rights to participate in public protests, influencing national debates on gun violence and public safety.
High School American Government, Content Statement 8: Political Parties and Elections-Examine the role of protest movements, including those focused on civil rights, gun control, and other social issues, in shaping American history.
- The march is part of a larger continuum of social and political movements that have shaped US history. It can be compared to past movements (e.g., the Civil Rights and Women's Suffrage).
- In the classroom, this could be used to teach students how to analyze primary sources (e.g., photographs, news articles, speeches, etc.) to understand the historical context and message. Begin by showing the photograph of the Black Lives Matter event and ask students to make initial observations about what they see. Provide background on George Floyd, the Black Lives Matter movement, and its goals. Facilitate a class discussion about the impact of visual media on social movements. How do photographs like this one shape public opinion and mobilize political action?
- The teacher could teach students to critically analyze how media (e.g, photographs, videos, and social media) shape public perception and influence social movements. Discuss the concept of visual rhetoric and how images can communicate powerful messages, evoke emotions, and persuade audiences. Break down the composition of the photograph (e.g., color, people, signs, body and language). Have students explore how Black Lives Matter was covered in social media and traditional news outlets. How did the media coverage differ? What role did social media play in mobilizing participants and amplifying the message of the march? As a project, students can create their own visual campaigns or posters for a social issue they care about, practicing the principles of visual rhetoric.
- The teacher could pair this photograph with the speech by Emma Gonzalez, which became one of the defining moments of the March for Our Lives. Her emotional call for action against gun violence is an excellent companion to the photograph. You can use her speech and this photograph to analyze rhetoric, the role of youth voices in activism, and how personal experiences shape public movements. You can compare this to the movement with Black Lives Matter.
- The photograph by Carol Highsmith from June 6, 2020, documenting a Black Lives Matter protest, offers significant educational value, but also presents potential challenges that educators and viewers may need to navigate. The Black Lives Matter movement deals with intense, often painful subjects like police brutality, systemic racism, and the killing of unarmed Black individuals. The photograph, capturing a moment of protest, may evoke strong emotions in students and viewers, particularly those who have personal or familial experiences with these issues. For some, the image may provoke anger, sadness, or discomfort, which could lead to emotional responses that are challenging to manage in the classroom. Black Lives Matter itself has been a deeply polarizing movement, with detractors viewing it in ways that are critical or dismissive of its goals. Some students or individuals may come to the photograph with preconceived negative perceptions about the movement, possibly leading to debates or conflicts over its legitimacy and the methods of protest it employs. Educators may need to carefully mediate these discussions to foster a respectful, open dialogue.
Links to resources for approaching those topics
- Teaching Tolerance (Southern Poverty Law Center) Teaching Tolerance provides lesson plans, activities, and educational resources for educators teaching about race, equity, and social justice. They offer a variety of resources tailored to different grade levels and classroom contexts. Teaching Tolerance. "Home." Teaching Tolerance. Last modified October 19, 2023. https://www.tolerance.org/.
- The National Association of School Psychologists (NASP): Supporting Students After a Shooting. This guide offers strategies for supporting students affected by traumatic events like shootings, with recommendations for handling sensitive discussions in the classroom. National Association of School Psychologists. 2024. "School Violence Resources." National Association of School Psychologists. Accessed December 15, 2024. https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-safety-and-crisis/school-violence-resources.
- The Black Lives Matter poster/print provides artistic interpretations of the Black Lives Matter protest, and the historic significance of other symbols connected to the poster/message.
- The 1963 March on Washington for Jobs and Freedom. Photographs, speeches (e.g., Dr. Martin Luther King Jr.'s "I Have a Dream")
- The Library of Congress offers lesson plans, primary source collections, and guides for using primary sources in the classroom. This can help educators frame the Black Lives Matter photograph within the broader context of protest history and youth activism.
- Facing History and Ourselves’ Gun Violence and Social Justice project provides a collection of resources that can help students explore the intersections of gun violence, activism, and social justice, encouraging deep discussions about the root causes of violence and potential solutions.
- John Lewis' Speech at the 1963 March on Washington. John Lewis, a civil rights leader and later US Congressman, delivered one of the most impactful speeches at the 1963 March on Washington. His call for action and justice resonates with the ideals of the Black Lives Matter movement. Families can read and analyze the speech together. Discuss the emotional and rhetorical strategies Lewis uses to persuade his audience.
- I Am Malala by Malala Yousafzai. Malala’s memoir is an inspiring story of how a young girl stood up for education and women’s rights in Pakistan despite violent opposition. It connects well to the theme of youth activism and fighting for what’s right. After reading or listening to the book, families can discuss the role of education in activism, the challenges Malala faced, and how young people today (like those in the Black Lives Matter movement) can be a force for change.
- The 1963 March on Washington for Jobs and Freedom: Photographs, speeches (e.g., Dr. Martin Luther King Jr.'s "I Have a Dream"). The March on Washington was one of the largest and most significant protests in US history. Families can explore how the Civil Rights Movement used peaceful protests to push for change and how youth, like those who helped lead the Black Lives Matter, are often central to movements for justice. National Archives and Records Administration, "March on Washington for Jobs and Freedom, 1963," National Archives, accessed December 15, 2024, https://www.archives.gov/exhibits/documented-rights/exhibit/section4/detail/washington-march1.html.