Please enable JavaScript.

Coggle requires JavaScript to display documents.

Ferguson, MO (Black Lives Matter Movement (About Us and What We Believe…

- - - - Under-selling how important the situation is
  - - - The difficult reconciliation of being black and doing a job and living a life as a person with their own thoughts and feelings; trying to represent more than one group with opposing views and, consequently, not being able to say much at all.
      - Black Leadership: has many different forms, no two truly think alike or deal with the same exact circumstances, as with any person alive or dead.
    - - Same Author, wrote Citizen (1st ed.) first, and clearly has influence over these issues
  - - - Helpful for understanding the basics despite many, many biased reports focusing on ideas like the murder of a black boy or how the police had to work harder because of this situation
- - - - A reflection of those affected when something like a murder happens. This combines the skill of the BLM movement in protesting and the art of a community that feels loss.
  - - - Alternate Names: Names have power, and what people choose to name black boys makes a difference for how they may be treated or feel or the situations they may end up in. Or maybe not, and maybe it doesn't matter what anyone does; names don't have power and the names could be anything and the young black boys would still be mistreated.
      - Not an Elegy: comparing the Trojan War to the deaths of many, many black people; lives being stolen and how that has caused different results for a white girl vs black boys.
  - - - Freedom is subjective and not equal for all people.
      - Direct references to events of and prior to Ferguson
    - - Even if things keep going wrong, as they do, they're going to be alright, everything will eventually be fine. They've "been hurt and down before" and will be alright, no matter what.
      - Use of the n-word to almost force censorship of white people who choose to listen to it. This deliberately separates listeners into groups of can and cannot sing parts of it, directly indicating who the song is for.
      - Use of different instruments/styles from older eras, sounds similar to 50s/60s/70s
    - - Hands Up, Don't Shoot
        Often this gesture is used to remind that people are being shot despite having their hands up, despite being unarmed, despite not being a threat, and this performance utilizes that
      - Direct Reference to Michael Brown
    - - "Our biggest weapon is to stay peaceful"
    - - "All we wanted was a chance to talk" and why the instinct is shoot first then talk, rather than talk first, then shoot.
- - - - America: what land makes up America? Who makes up America, who gets to be in America? How did America become America and is it both North and South America, or just the United States of America?
      - Citizenship: Who gets to be a citizen, and why? Look at race, gender, and what citizenship means in different places. Do the same rules apply at work/home/in public/etc.
      - Black: Black vs. American-American vs. colored vs. negro, the politicization of the word 'black,' and these distinctions in other cultural contexts.