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We are committed to building a Black women affirming space free from sexism, misogyny, and male‐centeredness.

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We are committed to fostering an intergenerational and communal network free from ageism. We believe that all people, regardless of age, show up with capacity to lead and learn.

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We are committed to embracing and making space for trans siblings to participate and lead. We are committed to being self-reflexive and doing the work required to dismantle cis-gender privilege and uplift Black trans folk, especially Black trans women who continue to be disproportionately impacted by trans-antagonistic violence.

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We are committed to acknowledging, respecting, and celebrating difference(s) and commonalities.

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We are committed to collectively, lovingly, and courageously working vigorously for freedom and justice for Black people and, by extension, all people. As we forge our path, we intentionally build and nurture a beloved community that is bonded together through a beautiful struggle that is restorative, not depleting.​

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We are unapologetically Black in our positioning. In affirming that Black Lives Matter, we need not qualify our position. To love and desire freedom and justice for ourselves is a necessary prerequisite for wanting the same for others.​
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We see ourselves as part of the global Black family and we are aware of the different ways we are impacted or privileged as Black folk who exist in different parts of the world.

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We are committed to embodying and practicing justice, liberation, and peace in our engagements with one another.

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We are committed to disrupting the Western-prescribed nuclear family structure requirement by supporting each other as extended families and “villages” that collectively care for one another, and especially “our” children to the degree that mothers, parents and children are comfortable.

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We are committed to making our spaces family-friendly and enable parents to fully participate with their children. We are committed to dismantling the patriarchal practice that requires mothers to work “double shifts” that require them to mother in private even as they participate in justice work.

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We are committed to fostering a queer‐affirming network. When we gather, we do so with the intention of freeing ourselves from the tight grip of heteronormative thinking or, rather, the belief that all in the world are heterosexual unless s/he or they disclose otherwise.

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We are committed to practicing empathy; we engage comrades with the intent to learn about and connect with their contexts.

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We are guided by the fact all Black lives matter, regardless of actual or perceived sexual identity, gender identity, gender expression, economic status, ability, disability, religious beliefs or disbeliefs, immigration status or location.

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I will be teaching about how Georgia Gilmore sustained the Montgomery Bus Boycott with a book called "Pies From Nowhere." 

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I will be teaching about how Georgia Gilmore sustained the Montgomery Bus Boycott with a book called "Pies From Nowhere." 

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Rosa Parks founded the Montgomery NAACP Youth Council as part of her civil rights activism *before* her famous bus action. Students might analyze her life through the lens of intergenerational activism and relationships.

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The 2022 documentary The Rebellious Life of Mrs. Rosa Parks is based on the bestselling biography by Jeanne Theoharis, executive produced by award-winning journalist Soledad O'Brien, and directed by Johanna Hamilton and Yoruba Richen.

The film chronicles Parks' childhood, her activism before and during the historic Montgomery Bus Boycott, her work for Congressman John Conyers in Detroit, and her involvement in causes such as voting rights, anti-apartheid, reparations, fair housing, women's rights, and the fight against police violence.

Thanks to support from the Soledad O'Brien Productions and The Ford Foundation, teachers and teacher educators can access licenses to share the film with their students from January 1 to March 31, 2023.

To request a link to share the film, fill out the form below. You will be asked to provide your name, school, how you plan to use the film, and agree to share a story about using the film. We also encourage teachers to help spread the word about the film by sharing a post on social media, asking students to write reviews, alerting colleagues in a school district e-newsletter, etc.

Once you respond to the questions, you will receive a link from Perigon Live to preview and share the film with your students. The film can be screened multiple times in case you want to share it with different classes or decide to share it in sections over multiple class periods. There is a closed captions option listed under the HD icon.

More About the Film and Related Resources

The documentary includes interviews with Jeanne Theoharis, Barbara Smith, Robin D. G. Kelley, Francis Gourrier, Keisha N. Blain, Mary Frances Berry, Ericka Huggins, Bryan Stevenson, Patrice Cullors, Rev. JoAnn Watson, Dan Aldridge, Ash-Lee Woodard Henderson, Frank Joyce, and more. Also included are recorded interviews from Eyes on the Prize with Jo Ann Robinson.

Learn about the film and see clips in this Democracy Now! program with Jeanne Theoharis and Yoruba Richen.

Other Ways to See the Film

The film is streaming on Peacock. Here is the trailer.

Teaching Guide

Check out the teaching guide for The Rebellious Life of Mrs. Rosa Parks book and film.

Find additional teaching resources below.

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The Rebellious Life of Mrs. Rosa Parks Classroom Screening Licenses - Zinn Education Project

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The 2022 documentary The Rebellious Life of Mrs. Rosa Parks is based on the bestselling biography by Jeanne Theoharis, executive produced by award-winning journalist Soledad O'Brien, and directed by Johanna Hamilton and Yoruba Richen.

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Having students write letters to their younger selves based on the activity from the article, To the Past with Love in the Rethinking Schools magazine.

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Watching a video about Minneapolis (so local to me) city council member Andrea Jenkins and discussing her activism as a Black Trans woman.

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Learning about and celebrating queer folk in black history as part of our Black History Month celebration,

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To illustrate this principle I would build a practice of using peace circles and/or a peace table to help young children discuss life in the classroom.

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We are committed to allowing our students space to practice how to respond to microaggressions. To that end students will go through a short lesson on identifying microaggressions and how to respond to microaggressions without escalating situations.

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We will be providing free tickets and transportation to our students and their families for a Musical performance to create a sense of joy and connection through entertainment surrounding Black History fact.

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We will be providing free tickets and transportation to our students and their families for a Musical performance to create a sense of joy and connection through entertainment surrounding Black History fact.

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In my Senior English class we will be diving into Afrofuturism/Africanfuturism genre with the text Binti by Nnedi Okorafor.  It is time we teach about futures where Black people are present on their own terms. 

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In my Senior English class we will be diving into Afrofuturism/Africanfuturism genre with the text Binti by Nnedi Okorafor.  It is time we teach about futures where Black people are present on their own terms. 

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I am working on developing empathy for staff members who are "not on board" so they are open to learning. This is hard.

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Share this article with research from Dignity and Schools and host a discussion:  https://dignityinschools.org/resources/school-discipline-myths-and-facts-3/

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This fact sheet published by the National Education Policy Center, Annenberg Institute for School Reform and the Dignity in Schools Campaign, dispels myths and presents facts about significantly disproportionate suspensions of students of color. It provides strong recommendations for districts, states and members of Congress to improve outcomes by implementing the following research-based alternatives for creating fair and effective school discipline systems: 1) Strengthen support and training for teachers on effective classroom and behavior management, 2) Improve annual collection and reporting of discipline data, disaggregated by race, gender, disability status, ELL status, and free / reduced lunch eligibility, and 3) Align discipline policy with academic achievement goals and require support and intervention - rather than punishment - for schools with disproportionately high suspension rates.

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National Coalition Against School Pushout

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Each morning,  I will be spotlighting different Black Deaf woman on my smartboard and we will discuss their importance and impact that they've made.

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I have wanted to invite a gentleman who works to get more black young people registered to vote.

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My students were thinking that they could make buttons that represent BLM at school week that people care wear.  Especially teachers on their lanyards. 

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My students were thinking that they could make buttons that represent BLM at school week that people care wear.  Especially teachers on their lanyards. 

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Read Freedom Soup by Tami Charles and do activities that celebrate storytelling.

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Explore language in our vocabulary that epitomizes gracious acceptance versus violent or controlling language.

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Support our neighborhood Black female owned bookstore by promoting story hour for children and book clubs for youth and adults. I will post their information around the school and ask other teachers to the info in their classroom.

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I am sharing Kwame Alexander's An American Story with my colleagues . 

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I am sharing Kwame Alexander's An American Story with my colleagues . 

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Because I teach in predominantly white school in a predominantly white district, focussing on the principle of empathy is a way to encourage allyship, and why it's important, and ways to positively engage in allyship.

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Because I teach in predominantly white school in a predominantly white district, focussing on the principle of empathy is a way to encourage allyship, and why it's important, and ways to positively engage in allyship.

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I believe Kwame Alexander's An American Story helps all of us start to have meaningful conversations. For many of us, Black history--including slavery--has been glossed over. It almost seems as if racism and slavery have become part of the scenery rather than something we should question. 

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I believe Kwame Alexander's An American Story helps all of us start to have meaningful conversations. For many of us, Black history--including slavery--has been glossed over. It almost seems as if racism and slavery have become part of the scenery rather than something we should question. 

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13 Principles: Black Lives Matter at School

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13 Principles: Black Lives Matter at School

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We created a website with read alouds for each of the 13 principles. Our hope is to provide our teachers with a starting point and a resource to participate. We hope to add more stories with discussion questions. We plan on adding pages for art, music and other subjects as well as articles and resources.

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BLACK LIVES MATTER AT SCHOOL - Read Alouds

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These Read Alouds align with the 13 guiding principles of Black Lives Matter. Several of these books may teach more than one principle. If you have any suggestions to add or any other feedback please email grubino@husd. We would love to collaborate with you. Also please consider purchasing

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I am hosting a Flipgrid for Black staff to create short videos or audio recordings of what they feel it means to be unapologetically Black in our school district and I plan to share their voices afterwards with a compiled clip

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I am hosting a Flipgrid for Black staff to create short videos or audio recordings of what they feel it means to be unapologetically Black in our school district and I plan to share their voices afterwards with a compiled clip