1. facinghistory.org

2. Note to Teachers: Getting Started
This PowerPoint presentation accompanies Lesson 14: Protesting Discrimination in Bristol from the Standing Up for Democracy scheme of work. It is important to read the lesson plan in order to understand its rationale, historical context, extension activity, and information in the Notes to Teachers about this lesson’s videos.
This presentation includes verbal instructions for the activities in the Notes beneath each slide. Accessing hyperlinks in PowerPoint involves extra steps: select View - Notes Page - right click on the hyperlink - and select Open Hyperlink. Alternatively, you can access the hyperlinks from Lesson 14: Protesting Discrimination in Bristol or by viewing the presentation in Google Slides.
While you may need to modify this presentation to meet the needs of your students, please note that Facing History and Ourselves is not accountable for any changes that alter the presentation's content or original layout.
Information about Standing Up for Democracy PowerPoint Slides
Each PowerPoint accompanies a corresponding lesson plan that includes more detailed instructions about the activities and should be read in advance of teaching the lesson.
Wherever possible, we have used images in lieu of writing to encourage the verbal delivery of instructions as a means of boosting focus and to promote active listening skills.
The same image is used for each recurring teaching strategy throughout the scheme of work to facilitate recall and promote student independence.

3. Protesting Discrimination in Bristol Day One

4. Guiding Questions
What can the Bristol Bus Boycott teach us about the most effective way to make a difference in our communities?
Which strategies are best for bringing about the changes we want to see in our schools and local communities?
Protesting Discrimination in Bristol: Learning Objectives
To be able to explain the strategies that the leaders of the Bristol Bus Boycott used that led to a change in the bus company’s discriminatory hiring practices.
To use the historical case study of the Bristol Bus Boycott to reflect on how students might apply the “levers of power” to take action in the face of discrimination and injustice in their own schools and local communities.

5. What do you Know about the Bristol bus boycott?
What do you Want to know about the Bristol bus boycott?
Pass out the K-W-L Chart handout and either ask your students to define boycott or provide them with a dictionary definition.
Have your students work individually or with a partner to record what they think they know about the Bristol Bus Boycott in the left-hand column of the K-W-L Chart.
Then have volunteers share what they think they know with the class. As volunteers share their ideas, correct any misconceptions about the boycott that are not addressed in this lesson’s two videos.
Have students complete the middle column by recording what they want to know about the Bristol Bus Boycott in today’s lesson.
After hearing your students’ ideas, tell them that they will be watching two videos about the Bristol Bus Boycott, after which they will revisit their K-W-L Charts to record what they learned.

6. What Was Behind the Bristol Bus Boycott?
Pass out the handout What Was Behind the Bristol Bus Boycott? Viewing Guide and then play the video What Was Behind the Bristol Bus Boycott? (link is external) (10:11).
You might pause the video at some or all of the following places so that students can record notes on their viewing guides:
01:55 (after the opening historical context)
03:07 (after Roy Hackett’s interview)
03:55 (after Paul Stephenson’s interview)
04:28 (after Guy Bailey’s interview)
06:16 (after the remaining historical context)
08:37 (after Nicholas Cummings and Lawrence Faircloth discuss the lasting impact of the boycott on their work today).
What Was Behind the Bristol Bus Boycott?
(BBC video)

7. Ask students to share their viewing guides with a partner, adding any information that they didn’t record. You might have them share with two or three different students as long as they continue to gather new information.

8. The Bristol Bus Boycott 50 Years On
Explain to students that they will now watch a short video that will review some information about the boycott as well as provide additional voices and insights from individuals opposed to the boycott and the boycott’s leaders.
Show the video Bristol Bus Boycott 50 Years On (link is external) (03:08).
The Bristol Bus Boycott 50 Years On
(BBC video)

9. Then divide students into groups to record information from both videos in the right-hand column of their K-W-L charts to explain what they learned about the Bristol bus boycott.

10. Using the Wraparound strategy, have each student share something that they learned from their K-W-L charts.
Keep circling the class until they have no new information to add.
Tell students that in the next lesson they will be examining the strategies that Stephenson and others used to raise awareness about the colour bar and demand change.

11. Protesting Discrimination in Bristol Day Two

12. Guiding Questions
What can the Bristol Bus Boycott teach us about the most effective way to make a difference in our communities?
Which strategies are best for bringing about the changes we want to see in our schools and local communities?
Protesting Discrimination in Bristol: Learning Objectives
To be able to explain the strategies that the leaders of the Bristol Bus Boycott used that led to a change in the bus company’s discriminatory hiring practices.
To use the historical case study of the Bristol Bus Boycott to reflect on how students might apply the “levers of power” to take action in the face of discrimination and injustice in their own schools and local communities.

13. . . . You have to go through life with more than just passion for change; you need a strategy. I'll repeat that. I want you to have passion, but you have to have a strategy. Not just awareness, but action. Not just hashtags, but votes. . .
If you think about your school or local community, what do you have a passion to change that would make it a better, more humane place?
What strategies might you use to create change?
What might be difficult about the change process?
Tell students that in 2016, US President Barack Obama delivered the commencement address at Howard University in Washington, DC. In his speech, he talked about his vision of civic participation and the duties of citizenship.

14. “Often times we see something that's unjust and we wonder, ‘Where do I go? What do I do?’”
Explain to students that in this lesson they are going to think about what it takes to get involved in making their schools, communities, countries and beyond better, more humane places.
Then tell them that one of the biggest barriers that individuals face in getting involved is that it is hard to know what actual steps to take. As American legal scholar Martha Minow states: “Often times we see something that's unjust and we wonder, ‘Where do I go? What do I do?’”
Martha Minow, US legal scholar

15. Levers of Power
Explain to students that they will look at a framework for planning what to do in order to respond to injustice and make positive changes in society.
Distribute the handout Analysing the Levers of Power: The Bristol Bus Boycott.
Spend a moment exploring the metaphor of the lever in the title. Ask students to define the meaning of the term lever and draw a picture of one on the board. Next ask students to make a suggestion about what the phrase “levers of power” might mean. Tell students that in a literal sense, a lever is a tool that allows one to pick up or move something much heavier than could be lifted without it. In other words, a lever allows someone to use a small amount of force to have a big impact.
Briefly walk students through each category on side two of the handout, which outlines the individuals, organisations, and technology platforms that can have this sort of amplifying effect on a societal level. By influencing or making use of these “levers,” individuals might have a larger impact on their community or society.
Ask students to come up with examples of individuals or groups that belong to each category in order to make sure that everyone understands them.

16. Divide the class into groups of 3–4 and explain that they will now discuss how Stephenson, Hackett, and the other leaders of the Bristol Bus Boycott leveraged power to achieve their goal of exposing the colour bar and ending the discriminatory hiring practices on Bristol’s buses.
Instruct students to discuss and answer the first four questions on their handouts and then in each row on the back of the handout, write a sentence explaining how the leaders used the lever described in the heading. If such a lever was not used, students can write “N/A” in the row. If a “lever of power” was involved that is not listed on the handout, students should describe it at the bottom of the page.

17. Which of the strategies for change seemed most effective
Which of the strategies for change seemed most effective? Which seemed most difficult?
If Stephenson and the other leaders of the boycott were to plan their boycott to address discriminatory hiring practices today, what “levers of power” might they try to influence and how? What challenges might they face?
Which of the “levers of power” on the handout seem most accessible to you? Which seem most difficult to influence? Which are you struggling to understand?
Finally, project and lead a whole-group discussion of the questions about the levers of power.

18. How might this strategy help you achieve your goals for change?
How might you use one or more of the “levers of power” to bring about the change that you would like to see in your school or local community?
How might this strategy help you achieve your goals for change?
Ask students to reread their journal responses from the start of the lesson and then respond to the questions.

19. Extension Activity

20. How might they have answered Danielle Allen’s questions?
What examples do you know of people using the Internet in their attempts to bring about change?
How might they have answered Danielle Allen’s questions?
What do Allen’s questions suggest about the potential opportunities and difficulties in using the Internet to make positive change?
Do you think these questions would be helpful even if one’s plan of action does not involve the Internet?
Analyse the Role of the Internet in Civic Participation
Ask students to analyse the potential benefits and pitfalls of using the Internet for civic participation.
Pass out the reading Online Civic Participation and ask students to read through Danielle Allen’s ten questions.
Then lead a discussion using the questions.

21. @facinghistory | facinghistory.org