Name of Activity: The Stories We Tell About Race

Instructional Category Purpose: Exploring History (#8)

Instructional purpose: The purpose of this activity is to trace the social construction of race and its consequences for people of color in the U.S.

Learning Outcomes: Participants learn from the film the history of the construction of race and the purposes it serves. Looking at race as a story we tell opens up the possibility of telling other stories that challenge the stock story.

Time Needed: 80 min total (45 min to view video short version)

Materials Needed: DVD: Race: The Power of an Illusion Part II: The Stories We Tell (short version)
www.californianewsreel.com

Degree of Risk (low, medium, high): Low

Procedure:

A. Before viewing Episode 2 of Race: The Power of an Illusion, ask participants to respond to the following questions.
● How long do you think the idea of race has been around?
● Where did our ideas about race come from?

● Do you think African people were enslaved in the Americas because they were considered inferior, or were they considered inferior because they were enslaved?
B. View “Race the Power of an Illusion: Episode 2, The Story We Tell.
C. After viewing, ask participants to form small groups of 3-5 people (one member in each group should record, another member should facilitate the discussion, i.e. make sure that every group member participates). Together, discuss the following questions:
1) What is structural racism?
2) What are some ways that race has been used to rationalize inequality and to shift attention and responsibility away from oppressors and towards the targets of oppression?
3) How does the dominant or stock story exclude other stories? How does it claim authority as the only story? What is the significance of the episode’s title, The Story We Tell? What function has this story played in the U.S.?
4) Why do the stories we tell about race matter? What purposes do they serve?
5) Did the film change how you think about those stories? How?

D. Whole group wrap-up: Bring participants together again and ask each group to share the question they spent the most time discussing and key points in the discussion. Note these points for future follow up and exploration.

Facilitation Notes & Considerations: Participants may be surprised by some of the information provided in the video that they did not learn in their history classes. Talk about history as relating the stories of the dominant group and revisionist history as providing the counter-stories to the dominant story by telling the stories of marginalized groups. Contrasting these stories can provide a much broader understanding of history.

Have participants investigate some of the historical incidents discussed in the segment and write a story from the point of view of one of the people involved. For example, have them explore the historical context around the Singh case and write a story from the point of view of one of his children.
Have participants do research on one of the court cases raised in this segment and design a presentation for their peers about the case and its role in constructing race in this country. What has been the impact of this construction for people of color?

Recommended Readings/materials for Participants:

Lee Anne Bell (2010). Storytelling for Social Justice. NY: Routledge.

James W. Loewen (1995). Lies My Teacher Told Me: Everything your American history textbook got wrong. NY: Touchstone.
Ronald Takaki (1993). A Different Mirror: A History of Multicultural America. NY: Back Bay Books.
Howard Zinn (2003). A People’s History of the U.S.: 1492-present. NY: Harper Collins.
Howard Zinn (2004). Voices of a people’s history of the United States. NY: Seven Stories Press.

Recommended Supplementary Materials/Readings for the Instructor or Facilitator:

Bell, L.A. (2010). Storytelling for Social Justice. NY: Routledge.

Names of those to credit for this activity: Lee Anne Bell, Brett Murphy, Kayhan Irani (The Storytelling Project)

Name of Activity: Racial Oppression Timeline

Instructional Purpose Category: Exploring history (#8)

Instructional Purpose: This activity is intended to go over the patterns in U.S. history to illustrate the systematic and enduring features of racism, and how it impacts various racial and ethno-racial groups. Knowledge of this history can help participants understand the basis for contemporary racial problems, and makes it possible to imagine solutions that address these underlying problems.

Learning Outcomes:

• Identify and analyze the material consequences for racially minoritized people.
• Describe the cultural and institutional privileges/advantages attached to “whiteness” in the U.S.

Time Needed: 45–60 minutes

Materials Needed: Can be used in the classroom or via zoom by joining the free platform: https://padlet.com/: computer/desktop for each group: Can use newsprint and mark if computer is not available. 

Degree of Risk: Medium-risk

Procedure: Review the key points in the history of racism and the experiences of different racial groups in the United States utilizing the Racism Chapter in this book and encourage students to investigate on-line racism timelines (e.g. The 1619 New York Times Project) for African Americans/Blacks, Indigenous/Native Americans/Asians and the Asian Diaspora/ and Latino/a/xe folks for reference. Make sure to discuss how the events on the timeline perpetuate white norms and “Other” racially minoritized groups.. The timeline below is not comprehensive, but instead is used as a guide to get started. It is not likely you will have time to go over every item listed. Be selective and encourage the participants to note and follow up on other events that interest them. You can also assign this as homework. Use padlet to create a timeline for each group.

Timeframes to consider for:

African American/Black/African Diaspora:

1619-1865: Represents the first enslaved Africans in the colony of Virginia and is said to represent the The nations birth year and genesis of chattel slavery until the 13th amendment was passed in 1863. Non-slave owning Slave patrols (law enforcement) were developed for the patrolling of enslaved Africans.

1705: Slaves codes were established to further police enslaved Africans. No Africans could gather without Whites; enslaved folks could not testify agains Whites in courts, African marriages were not recognized, it was prohibited to educate enslaved Africans.

1790: Naturalization Act of 1790; Citizenship restricted to free Whites.

1865: Confederate Veterans Establish the Ku Klux Klan The emergence of Black codes in the South. If Blacks did not have employment that were subject to incarceration, and civilian Whites were at liberty to attain and arrest Blacks who were non-compliant with the Black Codes

1868: 14th Amendment makes African Americans citizens of the United States and specifies that the status of citizenship was automatically conferred on all persons born or naturalized within the United States

1896-1954: Plessy v. Ferguson. U.S. Supreme Court declared segregation of Blacks and Whites, including segregation of schools constitutional, therefore cementing Jim Crow laws in the South. Over 3,446 of Black lynchings (72%)  during this time period. Voter suppression via poll taxes and literacy test were implemented.

1954: In Brown v. Board of Education, the Court unanimously ruled that "separate but equal" public schools for blacks and whites were unconstitutional. The Brown case served as a catalyst for education reform everywhere and forming the legal means of challenging segregation in all areas of society.

1964: The Civil Rights Act of 1964 is considered the most significant piece of civil rights legislation since Reconstruction. It prohibits discrimination on the basis of race, color, religion, sex, or national origin in voting, public accommodations, public facilities, public education, federally funded programs, and employment.

Native American/Indigenous People

1607: The arrival of colonial settlers to Indigenous ancestral lands. During the time of settler arrival a recorded 10 million Native Americans resided in the northern America. By the 1900s the population of Native Americans decreased to 300,000.

1778-1781: More than 500 treaties were violated or broken with Native Americans. Only one recorded treaty was broken between Indigenous folks and colonialists.

1831-1887: With the vision and support of President Andrew Jackson, the Trail of tears entailed the displacement and uprooting of 60,000 Native Americans from their ancestral homelands in the south to west of the Mississippi. This is also referred to the “Manifest Destiny”.

1870-1928: Native American children removed from their communities by mandate of US governments and put in boarding schools to “civilize” the children.

1924: Indian Citizenship Act – Native Americans granted U.S. Citizenship.

Asian American/Asian Diaspora

1848: Arrival of large numbers of Chinese laborers to the West Coast to work in the mining and agricultural industry. Many of these laborers also help build the Transcontinental Railroad.

1882: Chinese Exclusion Act. Congress prohibits Chinese immigration for 10 years, bowing to pressure from nativists on the West Coast, (renewed 1892, permanent 1902, repealed 1943).

1917: Immigration Act of 1917, also known as the Asian Barred Zone Act, imposes a literacy test and establishes an Asiatic Barred Zone restricting immigration from southern and eastern Asia and the Pacific islands, but excluding Japan and American territories of Guam and the Philippines. Because these geographic regions were then home to many of the world’s Buddhists, Hindus, Muslims, and Sikhs, these religious groups were effectively shut out of the US.

1922: Japanese businessman Takao Ozawa petitions the Supreme Court for naturalization, arguing that his skin is as white, if not whiter than any so-called Caucasian. The Court rules that Ozawa cannot be a citizen because he is not “white” within the meaning of the statute, asserting that the best known science of the time defined Ozawa as of the Mongolian race.
1923:In U.S. v Bhagat Singh Thind, the U.S. Supreme Court recognizes that Indians Are “scientifically” classified as Caucasians but concludes that they are not white in popular (white) understanding, thus reversing the logic used in the Ozawa case. The lawyers for the United States attacked Thind’s “meltability” by defining Hinduism as an alien and barbaric system and not fit for membership in the “civilization of white men.”

1942: FDR signs Executive Order 9066, ordering the evacuation and mass incarceration of 120,000 persons of Japanese ancestry living on the West Coast, most of whom are U.S. citizens or documented immigrants

1943: Congress lifts the ban on Chinese immigration and Chinese people are permitted to become naturalized citizens.

1966: The construction of the Model Minority stereotype by William Peterson, Journalist of the New York Times Magazine.

Latine/x/o/e People

1848: U.S. defeats Mexico and “purchases” for $15 million over one-third of the Mexican  nation. The land includes the future states of California, Texas, Utah, New Mexico, Arizona, Nevada, and parts of Colorado and Wyoming. Treaty of Guadalupe Hidalgo cedes Mexican territory in Southwest to the U.S. The treaty promises to protect. The land, language, and culture of Mexicans living in the ceded territory. Mexicans are given the right to become U.S. citizens if they decide to stay.

1898: The U.S. defeats Spain and acquires Puerto Rico, Guam, and the Philippines. The U.S. annexes Hawaii.

1917: The Jones Act makes Puerto Ricans U.S. citizens, eligible to serve in the military but not eligible to vote in national elections.

1954: Operation Wetback, a program approved by  Congressionally in which at least 1.3 million Latinos, were deported in 1954).   Operation Wetback was a program meant to encourage undocumented immigrants  to leave voluntarily as well as to deport them. In 1954, a million undocumented workers were returned to Mexico. Many were shipped across the border without recourse to due process.

2011: High school students in Tucson, Arizona, organize to defend the popular Mexican-American Studies program after Arizona politicians vote to ban ethnic studies.

2012: Secretary of Homeland Security announced DACA (Deferred Action for Child Arrival) that enabled certain people who came to the United States as children and meet several guidelines may request consideration of deferred action for a period of two years, subject to renewal. They are also eligible for work authorization. Deferred action is a use of prosecutorial discretion to defer removal action against an individual for a certain period of time. Deferred action does not provide lawful status.

Processing: After the participants have completed examining key points in the history of racism through one of the formats above, segue into a large-group discussion using the following questions:

• What is one thing that you learned in this activity?
• What surprised you about this activity?
• What do you want to find out more about as a result of this activity?
• What events described in this activity did you learn about in school?
• What events described in this activity did you not learn about in school? Why do you think that is?

Facilitation Notes & Considerations: While the activity focuses on illustrating the systematic and enduring features of racism that are a part of the nation’s history, facilitators can add another layer  to this activity by reviewing the timeline with the participants from an intersectional standpoint. For example, when focused on discussing the manifestation of racism in a particular historical period, facilitators can make visible the differences in which men and women of color might have experienced racism on account of the intersections between their race  and gender.  This can also help the participants better understand the discourse around  race and gender oppression at a particular period in American history, creating a stronger basis for understanding contemporary manifestations of racism as well as other forms of oppression.

Recommended Materials/Readings for Participants:
1619 Project: New York Times Magazine
 https://www.nytimes.com/interactive/2019/08/14/magazine/howard-university-law-school.html
Asian American Timeline History: http://www.cetel.org/timeline.html
Native American/Indigenous People Timeline History:
https://www.history.com/topics/native-american-history/native-american-timeline
Latino/a/x/e in the United States Timeline
https://www.pbs.org/latino-americans/en/timeline/

Recommended Supplementary Materials/Readings for Facilitators:
1619 Project: New York Times Magazine
 https://www.nytimes.com/interactive/2019/08/14/magazine/howard-university-law-school.html
Asian American Timeline History: http://www.cetel.org/timeline.html
Native American/Indigenous People Timeline History:
https://www.history.com/topics/native-american-history/native-american-timeline
Latino/a/x/e in the United States Timeline
https://www.pbs.org/latino-americans/en/timeline/
Names to Credit for this Activity: Marjorie Valdiva, Barbara Love & Mike Funk

Name of Activity: Racial Debt: What Is Owed?

Instructional Purpose Category: Exploring History (#8)

Instructional Purpose: Participants will gain a better historical understanding of social construction of race, institutional racism and the compounding racial debt the US owes.

Learning Outcomes:

• Understand how systemic racism operates in U.S. history and material consequences in contemporary life
• UUnderstand covert and overt racism and microaggressions
• UIdentify and analyze the material consequences of racial construction for people of color

Time Needed: 30-60 minutes

Material Needed: Newsprint, NYT essay, pen/paper. This can also be implemented on Zoom utilizing breakout rooms.

Degree of Risk: Medium

Procedure:

Participants read a NYT essay by Nikole Hannah-Jones and discuss periods in U.S. history where black disadvantage and white advantage were constructed. What are the impacts today of these disparate policies? What should be done to correct the compounding injustices that accrue from such policies?

Participants will read the article as homework prior to the class session. In class, they are divided into five groups. Each group is assigned a different period of history and asked to research and describe policies during that period that disadvantaged blacks/advantaged whites.

Group 1:  During Period of Enslavement: identify laws and policies that protected white property, including the owning of other persons. What corresponding laws or policies prohibited enslaved people from owning property or transferring property to their offspring. What were the resulting material consequences for black and white?

Group 2:  After Emancipation: what government restitution was promised to formerly enslaved people as compensation for their free labor that created wealth in the country? (40 acres…) What happened?
What did the Homestead Act do for whites? With what material consequences?

Group 3: After Reconstruction: what laws/policies regulated black labor? (sharecropping/convict leasing). With what material consequences for blacks/for whites?

Group 4: New Deal Programs: What programs were created by the New Deal? Who did these programs benefit? Who was excluded? With what material consequences for blacks/whites?

Group 5:  Civil Rights Period: What laws were passed? How did they or not correct harm or restore what was lost for black people? How did benefits accrue to white people? Fair Housing Act, Brown v. Board of Education, OEO

Whole group discussion:

On board post the following information:

1. median household income for blacks/whites/Latinx/Native Americans
2. Amount of wealth/assets held by white/black families/Latinx/Native Americans  today
3. Payoffs from education for whites/blacks/Latinx/Native Americans  today
4. Homeownership
5. Impact of COVID 19 on white/black families/Latinx/Native Americans  today

Provide and discuss examples of how white advantage and black disadvantage are linked throughout U.S. history.  Links for other racialized groups?

What remedies could make up for disparities built up over decades? How can the country pay its debt?

What would be the benefits to black families of such remedies? What would be the benefits to everyone in the U.S. of finally addressing/repairing this debt?

Facilitation Notes & Considerations: None

Recommended Readings/Materials for Participants: The New York Times article What is Owed by Nikole Hannah-Jones

Recommended Supplementary Materials/Readings for Facilitators: The New York Times article What is Owed by Nikole Hannah-Jones

Name to Credit for this Activity: Lee Bell

Name of Activity: A Collaborative Racial Justice Quiz

Instructional Purpose Category:  Exploring institutional-level oppression (#4)

 Instructional Purpose: The purpose of this activity is to help participants gain an understanding of the various institutions that reinforce systemic racism. It will enable learners to make connections between institutions as the quiz questions address contemporary and historical forms of institutional oppression across racial and ethnic groups. Each question and subsequent answer is culled from the content provided in the Racism chapter or can be found through a web search

Learning Outcomes: After this activity participants will have a better understanding of how institutional racism manifests in various sectors within the United States and how it impacts various racial and ethnic groups.

Time Needed: 30-90 minutes (contingent on use of videos to illuminate points)

Materials Needed: paper and pen.

Degree of Risk: High Risk: Some of the content may activate participants

Procedure: Distribute a collaborative quiz to all participants individually, but form groups of at least 2 and perhaps as many as 6 (facilitator call based on audience numbers). Give the group up to 10-minutes to fill out answers to the questions. Once each group completes the quiz, go over each answer with the larger group. You can encourage participants to shout out answers, if they feel comfortable. After you provide the answer you can proceed with follow up questions such as: Were you surprised? Have you been previously aware of this? What do you think the causes are? What factors might we consider? How do you feel about this information? Was this validating for you?

Facilitation Notes & Considerations:

1. Facilitators should stress that the quiz is not a measure of one’s knowledge or intelligence, but instead addresses an alternative way of learning content and in no way is a reflection of your commitment to the work. The “right” answer is not the goal but rather a way to get into the material we will be examining.
2. Please note that the material is sensitive and it impacts people in the room, their lives, in this world. If participants provide the correct answer they might be inclined to celebrate. While they may be enthusiastic about getting correct answers, it is important to note that many of the answers denote durable systemic harm to racialized communities.
3. The instructor sheet can be utilized to support the data and anecdotal scenarios from the instructor/and or participants is welcomed. For instance, someone may discuss their families experience with housing discrimination. Videos are also useful to elaborate the information provided by various quiz questions.

Recommended Materials/Readings for Students: The Racism chapter itself will serve as a direct guide for the collaborative quiz.

Name(s) to credit for this activity:

Mike Funk

A COLLABORATIVE QUIZ: RACISM IN THE U.S. (FACILITATOR COPY)

On the 2020 U.S. census, respondents that identified as multiracial increased by _____% since 2010

A. 25 B.  53     C.   97       D. 276

While 21% of homes in the United States speak a language other than English from home, what percentage of Californians do so?

A. 10        B. 30           C. 45           D. 60

3.The gap between white and African American infant mortality rates is greater today      than it was in 1950.

A. True          B. False

4. Generally speaking, which group has the best overall health in the U.S?

A. Recent Latino immigrants             B. Non-Hispanic whites
C. U.S.-born Latinos                        D. U.S.-born Asian Americans

5. Monique W. Morris describes disciplinary actions and “zero tolerance” policies that treat Black and Latino students more harshly than White suburban counterparts  as ______________

A) school to confinement pathways B) educational survival complex C) Misogynoir  D)  mythical

6. An African American family’s net worth (assets minus debt) for 2016 was $17, 600. What was the net family worth of their white counterparts?

A. Roughly the same                        B. Less than that of African Americans
C. $70,000                                      D. $171,000

7. Which racial/ethnic group has the highest poverty rate among women?

A. White American  B. Native Indigenous American 
C. African American D. Asian American  E. Non-White Latina American

8. There are more African-American men in prison than in college.

A. True          B. False

9. What social group has been the greatest benefactor of affirmative-action? ________________

10. From 1882 until 1943, this ethnic group was barred from immigrating to the U.S. ________________

11. The percentage_______ of combined Black, Latine, and Asian CEOs of Fortune 500    companies in 2018.

A. 4.5%           B. 7%                 C. 20%   D. 35%              E. It is Inconclusive

12.    On average, women earn how much compared to every dollar white males make. ________________

A COLLABORATIVE QUIZ: RACISM IN THE U.S. (FACILITATOR COPY)

On the 2020 U.S. census, respondents that identified as multiracial increased by _____% since 2010

A. 25 B.  53     C.   97       D. 276

https://www.census.gov/newsroom/press-releases/2021/population-changes-nations-diversity.html

While 21% of homes in the United States speak a language other than English from home, what percentage of Californians do so?

 A. 10        B. 30           C. 45           D. 60
http://www.census.gov/prod/2013pubs/acs-22.pdf

The gap between white and African American infant mortality rates is greater today than it was in 1950.

True B. False

http://www.unnaturalcauses.org/video_clips_detail.php?res_id=70 http://www.hrsa.gov/healthit/images/mchb_infantmortality_pub.pdf

Generally speaking, which group has the best overall health in the U.S?

A. Recent Latino immigrants             B. Non-Hispanic whites
C. U.S.-born Latinos                        D. U.S.-born Asian Americans

See the video “Unnatural Causes”: http://www.unnaturalcauses.org/video_clips_detail. php?res_id=70

Monique W. Morris describes disciplinary actions and “zero tolerance” policies that treat Black and Latino students more harshly than White suburban counterparts  as   School to confinement pathways.

African American net family worth (assets minus debt) for 2010 was $4,995. What was the net family worth of their white counterparts? $110, 729

A. roughly the same                         B. less than that of African Americans
C. $70,000                                     D. $170,000

The disparity in wealth was primarily accumulated based on intergenerational wealth passed on through home ownership and de jure discrimanitation for government institutions such as the Federal Housing Administration (FHA).
Income disparity underscores this reality where White household income in 2018 is $70,642 compared to Black families at $41,692. Even degree earning Blacks made 22.5 cents less than White graduates.

Darity Jr., W.A. &  Mullen, A. K. (2020). From here To Equality: Reparations for Black Americans in the twenty-first century. University of North Carolina Press.

Which racial/ethnic group has the highest poverty rate among women?

A. White American  B. Native Indigenous American  C. African American D. Asian American  E. Non-White Latina American

According to 2018 US Census Data, the highest poverty rate is found among Native Americans (25.4%), followed by  Blacks (20.8%) and Hispanics (17.6%).  Whites and Asians face a poverty rate of 10.1% each  (https://www.povertyusa.org/facts.) (https://www.povertyusa.org/facts.

There are more African-American men in prison than in college. True or False
See http://www.bbc.com/news/magazine-21791038

What social group has been the greatest beneficiaries of affirmative- action?                            (white women)
See:http://ideas.time.com/2013/06/17/affirmative-action-has-helped-white-women- more-than-anyone/

From 1882 until 1943, this ethnic group was barred from immigrating to the U.S.         (Chinese Americans)

The percentage_______ of combined Black, Latine, and Asian CEOs of Fortune 500 companies in 2018.

A. 4.5%           B. 7%                 C. 20%   D. 35%              E. It is Inconclusive

Newkirk, P. (2020). Diversity, Inc.: The fight for racial equality in the workplace. Bold Type Books.

On average, women earn how much compared to every dollar white males make?
                     (77 cents)
Black women earn roughly 63 cents and Latinas 59 cents, underscoring race as another factor into the equation. See http://www.huffingtonpost.com/2013/09/17/ gender-wage-gap_n_3941180.html

Name of Activity: Closing Activity: Sculpting Racial Power Dynamics

Instructional Purpose Category: Exploring institutional and internalized oppression, internalized messages, or implicit bias. (#7, #4)

Instructional Purpose: In this activity, the participants begin to explore concepts central to understanding institutional racism through using their bodies, without relying on the use of words.

Learning Objectives:

1. Explore key concepts for understanding institutional racism through sculpting their meaning (social power, domination, resistance, and collusion)
2. Experience creating physical representations with others that represent aspects of institutional racism

Time Needed: 20–30 minutes (minimum of 20 minutes; could take 45–60 minutes depend- ing on how long you discuss the terms and insights that arise in sculpting them; the activity can generate a lot of intensity and important learning about racism)

Materials Needed: None

Degree of Risk: Medium- to high-risk

Procedure:

1. Form groups of three to five participants and assign each group one of the following

terms: social power, domination, resistance, and collusion.

1. Ask each group to use their bodies to sculpt a tableaux of their term by creating a still image or frozen moment that communicates the meaning of that term. Give each group five minutes to create their image, and then have each group enact their tab- leaux for the whole group.
2. Ask the participants to silently observe the tableaux for a few seconds and then describe what they are seeing. Pull out as many observations as possible, even if they are con- flicting or contradictory. Note where the tension points are in each tableaux and both active and passive stances that the participants might take. In what ways do the parts work together to create a whole?
3. Finally, ask the participants to guess what term is being sculpted. Applaud each group for their performance.

Facilitation Notes & Considerations: None

Recommended Materials/Reading for Students: None

Recommended Supplementary Materials/Reading for the Facilitators:

Bell, L. A., Desai, D., & Irani, K. (2013). Storytelling for social justice: Creating arts-based counter-stories to resist racism. In M. S. Hanley, G. L. Sheppard, G. W. Noblit, & T. Barone (Eds.), A way out of no way: The arts as social justice in education. New York: Routledge.

Boal, A. (2000). Theater of the oppressed. London: Pluto.

Credit: Kayhan Irani, The Storytelling Project

Name of Activity: Looking at Racism in Institutions

Instructional Purpose Category: Exploring racism at the Institutional Level (#4)

Instructional Purpose: The purpose of this activity is for participants to focus in on one institution of their choice to examine how racism operates in that institution

Learning Outcomes: Participants will be able to share examples of racism in the institution they studied.

Time Needed: Whatever time is required to do a thorough study of one institution and bring to the next session 5 clear examples of how racism operates in that institution.

Materials Needed: Ch 5 Text and references, internet for exploring further the references cited in the text

Degree of risk: none

Procedure:
Review the institutions described in the chapter. Ask participants to select one of those institutions (education, health care, media etc.) for further study. They should focus on one aspect of the system they chose to conduct further research and identify 5 clear examples of how racism operates systematically in that institution. They should bring these examples to share in the next session.

Facilitation Notes and Considerations: you may need to discuss with participants how to find reliable and trustworthy sources on line.

Recommended Materials/Readings for Students: See references and websites cited in the text and additional examples that can be found through a library or internet search.

Recommended Supplementary Materials/Reading for Facilitator: Chapter 5

Names to Credit for the Activity: Bell and Funk

Option B: Tracking Everyday White Privilege

Name of Activity:  Tracking Everyday White Privilege

Instructional Category Purpose: Exploring Privilege (#12)

Instructional Purpose:  For participants to observe the number of times they observe or experience white privilege in a given time period during their everyday life.

Learning Outcomes: Participants will become aware of how white privilege arises in everyday life.

Time Needed: 10 minutes to explain the activity (as homework for next session). 20 minutes for the debrief.

Materials Needed:  Handout

Degree of Risk (low, medium, high): Medium

Procedure:

1. Distribute handout and review instructions.
2. Determine a specific time period for the tracking - 1 day, 3 days, etc.
1. Participants can track on the handout or track on their smart phones or mobile devices and then transfer notes to the handout. 
2. Make suggestions as to where participants can “look for white privilege in action” though explaining they need to be actively thinking about observing white privilege through the time period.
3. For the debrief: Ask participants to share their findings.  Suggested follow-up questions:
1. What was your reaction to the experience?
2. How does the accumulation of white privilege impact a white person’s life as compared to a person of color.

Facilitation Notes and Considerations:

Recommended Readings/materials for Participants: https://nationalseedproject.org/Key-SEED-Texts/white-privilege-unpacking-the-invisible-knapsack

Created by Khyati Y. Joshi

Name of Activity: The Construction of White Privilege

Instructional Purpose Category: Exploring Privilege #12)

Instructional Purpose: In this activity, participants are introduced to some of the little-known history that shows how white people in the U.S. have accumulated advantage over time through federal policies and practices that benefited them as a group. They explore how this history challenges notions of meritocracy and color-blindness, and the long-term impact of discriminatory policies on the opportunity structures and advancement potential available to people based on race.

Learning Outcomes:

• Participants learn about white privilege or advantage and its historical roots
• Participants look at how discriminatory policies that advantage whites challenge American ideals of meritocracy and color-blindness

Time Needed: 90 minutes

Materials Needed: Copy of DVD, Race: The Power of an Illusion, Episode 3: The House We Live In (short version, 39 minutes) available from California Newsreel (californianews- reel.com); DVD player; chart paper and markers; reflection journals; McIntosh-type list  for each participant (see website); “Questions from The House We Live In” handout

Degree of Risk: Medium-risk

Procedure:

1. Define “white privilege.” Pass out The House We Live In list from California Newsreel. Ask each student to read through the list and assign a point for each item that is true for her/him. This can also be done physically by reading each statement aloud and ask- ing people to step forward each time the statement is true for them.
2. Pass out the reflection journals. Before viewing Episode 3, ask participants to respond to the following questions in their reflection journals:
• Does race affect how you answered the questions on the questionnaire?
• For participants of color, how do you think your responses would be different if you were white? For white participants, how do you think your responses would be different if you were a person of color?
3. View Race: the Power of an Illusion, Episode 3: The House We Live In. Ask participants to take notes on the following (see attached handout for participants to use as they watch the video):
• What information surprised you?
• What information do you want to remember for the future?
• What are the ways that whiteness has been socially constructed in the United States? List at least three ways.
4. Form three groups and assign the following questions to each or discuss as one group. Ask participants to discuss the questions and prepare arguments. Tell them they will be presenting their arguments in a fishbowl format so they should take notes on key points. If your class is small, then form only two groups; one group can address the question below assigned to Group 1, and the second group will observe the discussion.

Group 1: Central to the concept of the American Dream is the idea that anyone who works hard enough will be rewarded. How has this been made more difficult for people not defined as white? What is the long-term impact of that  denial? What differ-
ence does access to financial resources make in terms of one’s life opportunities?
Group 2: Supreme Court Justice Harry Blackmun said, “To get beyond racism, we must first take account of race. There is no other way.” Do you agree? Contrast Black- mun’s statement with that of Chief Justice John G. Roberts: “The way to stop discrimi- nation on the basis of race is to stop discriminating on the basis of race.” Who benefits if we adopt a color-blind approach to society? How is color-blindness different from equality?
Group 3: Given that race isn’t biological, should we get rid of racial categories? Why might racial classifications still be useful? If we stop tracking racial information, how will we tell if disparities exist?

1. Give each group time to prepare their arguments and then do a fishbowl discussion with each group in the middle. After each discussion, ask the observers to provide feedback about the themes in the various arguments and about how effectively people presented their points of view, focusing on positive and constructive feedback.
2. Closing: Have participants respond to the following questions:
1. Who was allowed to become a naturalized citizen before 1954 and who wasn’t?
2. What rights and privileges do citizens have that non-citizens do not have?
3. What were the consequences for those denied citizenship?
4. How did European “ethnics” become white? What changes made this possible?
5. How did federal housing policies institutionalize segregation and wealth disparities?
6. Why do property values go down when a neighborhood changes from white to black? Who plays a role in this?
7. What happens to measures of racial disparities in education and welfare rates when groups of similar income and wealth are compared?

Facilitation Notes and Considerations: None

Recommended Reading (Participants): None

Recommended Readings/Materials for Participants:

Race: the Power of an Illusion, Episode 3: The House We Live In

Recommended Supplementary Materials/Readings for Facilitators

Race: the Power of an Illusion, Episode 3: The House We Live In

Katznelson, I. (2006). When affirmative action was white: An untold history of racial inequality in twentieth-century America. New York: W.W. Norton.

Lipsitz, G. (1988). The possessive investment in whiteness: How white people profit from identity
politics. Philadelphia: Temple University Press.
McIntosh, P. (1992). White privilege and male privilege: A personal account of coming to see cor- respondences through work in women’s studies. In M. L. Andersen & R. H. Collins (Eds.), Race, class, and gender: An anthology. Belmont, CA: Wadsworth Publishing Co.

Name to Credit for this Activity:

Lee Anne Bell, Rosemarie A. Roberts, Kayhan Irani, and Brett Murphy, The Storytelling Project Cur- riculum: Learning About Race and Racism through Storytelling and the Arts (2007); questionnaire from California Newsreel

Name of Activity:  The Web of Institutional Racism

Instructional Category Purpose: Exploring Institutional-Level Oppression (#4)

Instructional Purpose: The actual web created in this activity symbolizes the “web” of institutionalized racism that, like the spider's web, “catches” targets and limits their mobility and life chances.

Learning Objectives: To build an actual web in the classroom to illustrate how various institutions work together to systematically limit the full participation of people of color in society

Time Needed: 30 minutes to implement the activity; please note any preparation time needed as well as time needed

Materials Needed: Masking tape or ball of yarn, note cards. Can be modified to zoom utilizing break out rooms for each cog (institution) within the web.

Degree of Risk: Medium- to high-risk

Procedure:

1. Review the social institutions that perpetuate racism through policies, practices, and norms. Then ask the participants to think of examples of ways that racism in one insti- tution supports or reinforces racism in another institution.
2. Ask the participants to stand in a circle, assigning an institution to each participant and yourself (schools, local businesses, the military, places of worship, the media, banks, criminal justice system, etc.). Write the institution on a note card and have each person tape it to themselves, so that the group can see all the institutions. As facilitator, begin by giving an example of how your assigned institution perpetuates racism. Then, hold- ing one end of a roll of masking tape, toss the roll to another participant while naming a connection to that person’s institution. That person should then give an example of how their institution perpetuates racism and, holding their spot on the tape, toss the roll to someone else in the circle while naming a connection to that person’s institu- tion. Other participants can help name a connection if the person is stumped. Con- tinue until as many connections as people can think of have been made.
3. If the participants have trouble on their own thinking of examples of institutional ized racism and how various institutions are connected, then ask the group to provide some examples. With a less-advanced group, this activity can be framed from the start as more of a group activity, broadening the sources of data, taking the pressure off of individuals, and incorporating information covered in readings or other information sources.
4. At the end of the exercise, the participants will find they are attached through a web of tape. You can ask them to gently place their tape on the floor and step away. What

is left is a web of tape showing connections among institutions in our society that support racism. You can make the point that these connections continue whether we are standing in the web or standing apart from it. This helps make the point that systemic racism continues with or without the active, conscious participation of individuals, and that we are implicated in this web whether we wish to be or not.

1. Summarize some of the connections made. Emphasize the importance of understand- ing racism as consisting of interrelated, institutionalized practices and the need for collective social change efforts to address these various aspects.

Facilitation Notes & Considerations: The following is an example of how various institutions are connected to perpetuate racism: Financial institutions are connected to housing in that a bank manager may see people of color as a greater financial risk than white people and thus be less likely to offer mortgages to them. Without a mortgage, people cannot afford to buy a home. People who cannot buy homes are more likely to live in neighborhoods that have less funding for schools. People who attend inadequately funded schools receive a lower level of education. People who receive a lower level of education get lower-paying jobs.
As an alternative to using tape or a ball of yarn in this activity, the web can be created on paper by writing the various institutions in a circle when they are first generated by the larger group, and then drawing lines to symbolize the connections the group makes among these institutions.

Recommended Readings/Materials for Participants:

Miller, J., & Garran, A. (2017). Racism in the United States: Implications for the helping professions 2nd edition. Belmont, CA: Thomson Brooks/Cole
Recommended Supplementary Materials/Readings for Facilitators:

Miller, J., & Garran, A. (2017). Racism in the United States: Implications for the helping professions 2nd edition. Belmont, CA: Thomson Brooks/Cole.

Credit: Barbara Love

Name of Activity: Five Faces of Oppression Among Various Racialized Groups

Instructional Purpose Category: Exploring institutional/cultural/societal-level oppression (#4, #6)

Instructional Purpose: This activity will help inform participants about how the 5 faces of oppression manifests within various racialized groups. It is critical to gain an understanding of how racialized groups may experience racial oppression differently based on policies, practices and historical legacies that were designed to adversely impact these groups while upholding white advantages.

Learning Outcomes:

1. Participants will gain a better understanding of the five faces of oppression as a conceptual model
2. Participants will be able to make the distinctions between how racism impacts various racially oppressed groups.
3. This activity will minimize a hierarchy of oppression among racialized groups.

Time Needed: 30-60 minutes

Degree of Risk: Medium

Procedure:

1. Encourage the pre-reading of Iris Young’s (2018) Five Faces of Oppression. Create a four group that represents the following minoritized identities: Blacks/African Americans/African Diaspora,Latino/a/x/e, Indigenous/Native, and Asian Diaspora. Invite the groups to come up with an example for each of the Five Faces (Exploitation, Marginalization, Cultural Imperialism, Powerlessness, and Violence).

2. Utilize the script below for talking points to help participants if they are struggling with examples.  Exploitation refers to the ways that indigenous people in the US experience racism as a result of western expansion and land occupation. Exploitation rationalizes the right of settlers to take over land (as well as appropriate cultural and religious practices) from Indigenous people who are claimed to have “disappeared.” Exploitation also describes the racism people of African descent experienced through chattel slavery, and the sharecropping and convict-leasing systems following slavery, that created ongoing financial rewards to white individuals and corporations, who profited from conditions of neo-slavery in which blacks could neither leave nor be fully compensated for their labor (Blackmon, 2008). It can also be seen in the treatment of mostly Latinx migrant workers then and now, of Chinese workers who mined and built the railroads under slave-like conditions and in the treatment of female workers... 

Marginalization describes the racism experienced bya system that obstructs quality of life and access to resources and power. For instance there is a history and legacy of Black farmers so much so there were more Black farmers than Whites in the 20th century, however, Black farmers have been dispossessed from the land that they owned. This group of farmers have been marginalized due to dubious legislative state acts such as heir properties, partition sales, and Torrens acts have steadily undermined Black farmers ability to maintain land ownership. In the 19th century Chinese workers greatly contributed to the completion of the Transatlantic Railroad, however, shortly afterward were restricted to enter the United States for the next 60 years. Similarly,

The combination of exploitation and marginalization have left many racially minoritized groups feeling powerlessness. Undocumented individuals are exploited and paid less for their labor yet pay taxes without being afforded representation or political agency or access to federal funds for post-secondary educational pursuits. They are situated as pawns caught in the discourse of political rhetoric that determines whether or not DACA as a policy will persist instead of striving for sustainable paths toward citizenship. The reinvestment in the privatized prison industry that incarcerates black and brown people, while creating commercial rewards for white entrepreneurs and political and economic benefits for the predominantly white communities where prisons are located has led to a feeling of powerlessness for incarcerated and formerly incarcerated individual. Formerly incarcerated individuals face concerns about mandates that require them to share their status when applying for student loans or employment. This serves as a double standard for Black and Brown people that were arrested for possession or sale of marijuana who now witness the emergence of state sanctioned mariujuana entrepreneurship and majority White licensed business owners reap the benefits of this growing industry.

Cultural Imperialism illustrates how dominant White culture, often erroneously framed as American culture, creates a standard of norms and traditions that rewards behaviors and attitudes that represent status quo and punishes culture values often expressed by minoritized racial and ethnic groups. For example, a Black high school student in Texas was banned from the classroom and subsequently suspended and prohibited to attend graduation for refusing to cut off his dreadlocks, a hairstyle that was banned from the High School. Muslim women who wear hijab report a 69% rate of discrimination to the 29% of Muslim women who do not. (https://www.aclu.org/other/discrimination-against-muslim-women-fact-sheet). Arizona HB 2281 that upheld the ban of ethnic studies notwithstanding its success rate for graduating students and transitioning them from  high school to college is indicative of how the exalting of one culture's  history and contribution at the expense of another continues to prevail.

Young’s fifth face of oppression is violence, a common thread across all minoritized racial groups in the United States. As hate crime decreased overall over the past two years, Asians have experienced a 150% uptick in hate crimes since the pandemic. Major cities such as Los Angeles and New York City have been primary places Asians have been targeted (need citation). The likelihood that an unarmed Black male will be shot by the police is 3.4 times higher than White malecounterparts(http://www.oas.org/en/iachr/reports/pdfs/PoliceUseOfForceAfrosUSA.pdf). The countries genocide against indigneous folxs and the use of violence as a tactical strategy to employ settler colonialism and western expansion exemplifies  the legacy of violence as does the forceful removal and subsequent placement of children in cages while tearing them away from their  undocumented families.

Facilitation Notes & Considerations: None

Recommended Materials/Readings for Participants:

Adams, M., Blumenfeld, W. J., J., C. D. C., DeJong, K. "S., Hackman, H., Hopkins, L. E., Love, B. J., Peters, M. L., Shlasko, D., Zúñiga Ximena, & Young, I. (2018). Five Faces of Oppression. In Readings for diversity and social justice. essay, Routledge, Taylor & Francis Group.

Recommended Supplementary Materials Readings for Participants:

Adams, M., Blumenfeld, W. J., J., C. D. C., DeJong, K. "S., Hackman, H., Hopkins, L. E., Love, B. J., Peters, M. L., Shlasko, D., Zúñiga Ximena, & Young, I. (2018). Five Faces of Oppression. In Readings for diversity and social justice. essay, Routledge, Taylor & Francis Group.

Name to credit for this activity: Mike Funk

Option A: Journal Reflection and Sharing

Name of Activity: Journal Reflection and Sharing

Instructional Purpose Category: summarizing learnings about  institutional, cultural and individual racism (#4)

Instructional Purpose: The purpose of this activity is to have participants reflect in writing and then share what they have learned about  racism at various levels

Learning Outcomes: Participants will be able to summarize and share what they have learned with one other person

Time Needed: 5-10 minutes

Materials Needed: None

Degree of Risk: Varies depending on session and group

Procedure: Give participants 5-7 minutes to jot down key learnings about racism and note any questions or confusions from the material presented thus far. Then pair up with another person and take turns sharing what you have written.

Ask each pair to jot down a key question they still have on a notecard and hand these to the facilitator.

Facilitation Notes & Considerations: The facilitator should note key questions from the notecards to discuss at the next session, to reinforce learnings and clear up any confusion or further questions.

Recommended Materials/Readings for Students: None

Recommended Supplementary Materials/Readings for the Facilitator:

Name(s) to credit for this activity: Lee Bell, Mike Funk

Option B: Closing Circle

Name of Activity: Closing Circle

Instructional Purpose Category: summarizing learnings about  institutional, cultural and individual racism (#4)

Instructional Purpose: The purpose of this activity is to have participants share what they have learned about  racism at various levels

Learning Outcomes: Participants will be able to summarize what they have learned

Time Needed: 5-10 minutes

Materials Needed: None

Degree of Risk: Varies depending on session and group

Procedure1: Thank the participants for their engagement, participation, risk-taking, and sharing during the session or activity. Explain that the group will be doing a brief closing round where everyone is invited to share one thing they learned about institutional racism. Use one of the following prompts or create your own:

• Share one feeling or thought about what you have learned about racism.
• Pose one question about racism you will continue to think about.
• Name one thing you learned about racism that really touched you or made you think.
• Say one thing you appreciate about the group today.

Prompt the participants to share in round-robin style or by going around the circle in order. The participants may “pass” until the rest of the group has shared if they need more time to think. The facilitator should also participate in the closing round and may role model by sharing first if there are no volunteers.

Facilitation Notes & Considerations: Due to time limitations, the group may not have time to process or debrief what is shared. The facilitator should use any information, questions or reflections from the closing round to frame the next activity or session.

Recommended Materials/Readings for Students: None

Recommended Supplementary Materials/Readings for the Facilitator:

Name(s) to credit for this activity: Lee Bell, Mike Funk

Name of Activity: Spheres of Influence for addressing Racism

Instructional Category: Liberation and Social Change, Developing Action Plans (#9, #10)

Instructional purpose of the activity: This activity is intended to help participants understand that each individual can take actions against racism in different parts of their life given the different spheres in which they have influence; and identify where in their own spheres of influence they can take action.

Learning Outcomes:

• Identify personal spheres of influence in which one can take action against racism
• Explore challenges faced in implementing action strategies in personal spheres of influences

Time Needed: 15 minutes

Materials Needed: Spheres of Influence Handout

Degree of Risk (low, medium, high): Low

Procedure:

1. Present the Spheres of Influence (see Appendix XX) and ask participants to brainstorm strategies for combating racism in each sphere.  For example, in the sphere of the self, a person could read a book, explore the concept of White privilege/advantage or internalized domination, or attend a cultural or educational event that will push his or her learning edge a little further. In the sphere of work, a person could examine the environment and culture of his/her workplace to see how inclusive it is of the values, contributions, and experiences of People of Color.
2. During this activity, discuss how each action carries a level of risk that may vary in light of each person’s circumstances. Interrupting a racist joke may seem easier with friends, but riskier with parents or a boss.
3. Record ideas generated by the group on newsprint and post them on the walls so that they can be used as references during the next activity.

Facilitation Notes and Considerations:

Recommended Readings/materials for Students:

Recommended Supplementary Materials/Readings for the Instructor or Facilitator:

Names of those to credit for this activity: TDSJ2 and TDSJ 3

Name of Activity: Cycle of Liberation

Instructional Category: Liberation and Social Action, Developing Action Plans (#9, #10)

Instructional purpose of the activity:

This activity is intended to give participants the opportunity to become familiar with the cycle of liberation and to identify their current location in the cycle of liberation. The cycle of liberation helps participants be systematic and thoughtful in their approach to creating change.

Learning Outcomes: Participants will be able to identify areas in their life where they have some power and influence to make change, Participants will develop commitments to take action in those areas.

Time Needed: (30 to 45 min)

Materials Needed: Newsprint, or laptop with screen and projector

Degree of Risk (low, medium, high): Low

Procedure:
Post and distribute copies of the “Cycle of Liberation” (use Appendix XX). Briefly go over the Cycle of Liberation. Spend 15 minutes asking participants for specific examples for each part of the Cycle of Liberation, and write the examples on the posted cycle. Emphasize the many opportunities that the cycle of liberation works to transform “business as usual” to create a more racially inclusive environment.
To end the activity, have participants go around and share where in the cycle they are located, acknowledge how our experiences may be at various parts of the cycle.
 
Facilitation Notes and Considerations:

Recommended Readings/materials for Students:

1. Harro, The Cycle of Liberation, Readings for Diversity and Social Justice (3rd)

Recommended Supplementary Materials/Readings for the Instructor or Facilitator:

Names of those to credit for this activity.
TDSJ2 and TDSJ3
Bobbie Harro

Cycle of Liberation Handout (PDF 92KB)

Name of Activity: Racial Justice Scenarios

Instructional Purpose Category: Developing Action Plans to Address Racism #10

Instructional Purpose of the Activity: Scenarios provide participants with the opportunity to analyze how racism occurs individually and institutionally in everyday life. The activity seeks to develop the appropriate skills to disrupt racist attitudes and behaviors and foster the confidence to act.       

Learning Outcomes:

1. Participants will develop skills to name and notice racial behaviors and attitudes.
2. Participants will gain confidence in developing interventions to interrupt racial oppression

Time Needed: 60-minutes

Materials Needed:

Degree of Risk: Medium

Procedure: For each scenario, tell the participants they are bystanders witnessing the incidents that occur in each scenario. The scenarios represent examples of how racism may play out interpersonally or institutionally on a daily basis. Have participants break into small groups of 3-6 to analyze the scenario  and potential interventions as bystanders.  Encourage participants to apply appropriate terms listed in the definitions section where appropriate.

1. Identify and describe the issue in the scenario?
2. As a potential advocate in this situation, discuss what is or gets in the way of addressing the issue?
3. What are possible strategies that you could put in place to resolve the issue?
4. What are some of the consequences of addressing or not addressing this particular issue?
5. Further questions about this topic?

Scenario #1:

Ngyuen Tran, a 22 year old Vietnamese-American, just recently started his first job working as a psychologist at a mid-size private college.  All through college, he had allowed various people to call him Tony because they had trouble pronouncing his name.  Nguyen looked forward to the opportunity to share his birth name with his new colleagues. On his first day of work, his supervisor inquires, “Do you go by another name that is easier to pronounce and remember?” Nguyen does not know how to respond to his supervisor; he does not want to rock the boat on his first day.

Scenario #2

Jenny has been working as part of the agency for the past several years. The organization has been committed to creating a diverse staff in terms of age, class, sexuality and race/ethnicity.  At the staff meeting, Keli, an African American staff member, shares her concerns about the agency. She reports that she and other colleagues of color believe that White women in the agency are informally mentored and given more leadership opportunities.  Jenny is confused and triggered by Keli’s comments and says, “What are you talking about…this agency bends backwards for you people!” The room immediately goes quiet.

Scenario #3:

Irma is a 24 year old extern at a large public institution. The clinic is located in a small Northeast city in a largely urban neighborhood.  A majority of the staff at the clinic are English speaking and identify as White.  Irma identifies as Dominican and is bilingual, speaking both English and Spanish.  During supervision, Irma notes that she feels that her caseload is “too homogenous.” While discussing her concerns, Irma shares with you that she feels that she is only being assigned Latino/a/x/e clients or Spanish-speaking clients because she identifies as Dominican. She states that she would like a more diverse caseload.

Scenario #4:

Jenny Park is a 21-year old student who is a Junior at a large co-ed college in the Midwest.  Recently she broke up with her girlfriend of 3 years and is struggling with her decision. Through the suggestion of her friend, she decided to make an appointment at the campus counseling center.  She meets with a social worker who does the intake to get more information about her and her presenting concerns.  Throughout the session, the therapist reports not knowing much about Korean culture and asks Jenny many questions about her culture and customs. Jenny leaves the appointment feeling like she spent more time talking about her Korean identity than her presenting concerns.

Scenario #5:

You are walking into the summer camp cafeteria when you overhear a group of White and Black youth calling each other the “n” word in a heated exchange.  You are uncomfortable by their use of the word but don’t respond immediately. Later, you run into Julie, one of the White youth at the table and share your reaction with her.  She responds by saying, “What’s the big deal; all the black girls say it all the time?!”

Scenario# 6:

You are working with a group of campers in the art room on a project when Ricky, one of a few Latinos at camp, enters the room. Cindy, another camper, looks up and says, “Hi Carlos!” Rick responds by saying, “What?… Do you think that all Latinos look alike??? I am Rick!”  Cindy doesn’t respond initially but then retorts, “Come on…why do people always have to make it about race, I am tired of the race card….my bad…it was an honest mistake!” The room is immediately quiet.

Scenario # 7

You are an Assistant Direct in Campus Life and  have acquired a positive reputation for your student-centered approach during the first year in your position. You have gained students’ trust and admiration based on well documented advocacy. Toward the end of the semester, you learn that a number of your students are mobilizing to protest at the Provost’s office due to a lack of tangible accountability surrounding institutional progress toward racial justice on campus. For instance, the Provost failed to send a campus wide letter acknowledging high profile cases of police violence against a number of unarmed Black men and women and they remained silent about a controversial speaker that was invited to campus to speak about why All Lives and Blue Lives Matter. The students hand you a Black Lives Matter sign and invite you to walk with them to the Provost’s office as a sign of solidarity.

Scenario # 8

Kamil is one of your strongest students in your International Relations course. You have gained an appreciation for his honest sharing about Islam and how it has positively shaped his world-view. Several weeks into the semester, Kamil begins to miss a number of classes. You pull him aside after class one day to discuss what is going on. Kamil explains that he feels a bit overwhelmed with everything he is balancing in his life. He attends several protests on a weekly basis, provides emotional support for his family at home, and is feeling like he can no longer stay abreast of current news without it consuming too much of his time and energy.

Scenario # 9

A student meets you during office hours for the first time for her Leadership class with you.  She seems sheepish, which is unusual based on what you observed from her presence in class. She explains that she wanted to ask  why you only named White males when referencing leaders and leadership styles. She points out there are no readings by women on leadership or authors of color.

Scenario # 10

In talking about the current political climate in class, one of your students discloses that her family voted for Trump stating that "They are in no way racist" and "We are ALL privileged to have this conversation." “Plus we are all privileged here at this prestigious University where everyone is equal.” Immediately the room becomes tense, with students rolling their eyes, shifting uncomfortably in their chairs and one student of color retorting in frustration, "Come on...seriously?!"

Facilitation Notes & Considerations: As you may have noted, each scenario provides a specific context that would help you determine how you might intervene in the scenario. The scenarios are largely centered around K-16 and non-profit organizations. Feel free to modify the context of each scenario as it is appropriate for your audience.

Recommended Readings/materials for Participants:

Recommended Supplementary Materials/Readings for the Instructor or Facilitator:

Names of those to credit for this activity. Mike Funk and Rani Varghese

does each group analyze all the scenarios or are the scenarios divided among groups so each analyzes one?

Instructional Category Purpose: Liberation and Social Action

Instructional Purpose of the Activity: This exercise helps  participants understand the value of forming racial coalitions through social movements and/or everyday acts of liberation from allies and advocates. Participants will learn more about factual events or coalitions that promoted racial  justice with minoritized groups that have worked with privileged groups, White allies, Participants will also learn about coalitions across race and ethnicity of various minoritized groups.
Learning Outcomes:

1. Participants will gain insight to the various liberatory actions that have taken place across racial groups and intersecting identities.
2. Participants will learn more about the necessity of considering intersectional approaches when acting to end racial oppression.

Time Needed: 15-20 minutes

Materials Needed:  Paper, Pen, and scissors.

Degree of Risk (low, medium, high): Low

Procedure:

In her book The Sum of US: What Racism Costs Everyone and How We can Prosper Together (2021), Heather McGhee urges us to replace zero-sum ideologies that view the advance, achievement, or success of people of color as coming at a negative cost to Whites. She argues for replacing zero-sum thinking with the “Solidarity Dividend.” The solidarity dividend reimagines a win-win scenario backed with evidence that diverse work environments and communities are more innovative, hard-working, democratic and overall more efficient. The US is at a critical moment where we need one another to move forward as a civil and productive society. It is critical we understand how racial oppression toward one group minimizes the quality of life for all groups. This activity expands on McGhee’s concept of a solidarity dividend and invites participants to also explore the value of coalition building with not only Whites and People of Color, but also the benefits of mobilizing groups among various racialized groups of color and intersecting identities.  As Martin Luther King Jr. profoundly states, “In a real sense all life is interrelated. All men (sic) are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly.”

This activity will help participants recognize the value of working for racial justice in multiracial alliances as well as the value of intersectional approaches.

1. Anonymously and evenly distribute the persons or groups listed below to half of the participants then distribute the actions made by the people or groups to the other half of the participants. If there is an odd number of participants, either have a facilitator stand in or ask one participant to take on two terms or definitions (this part of the activity should be silent).
2. Ask participants to find the person in the room who has the match to their actor or group with those holding the actions. Once they find their match, ask them to share with each other the actor (s) or group (organization) along with the action. The facilitator should assist the participants where needed.
3. You can develop your own individuals and/or solidarity groups, or you can choose from the list below.

Freedom Riders- were a group of cross-racial civil rights activists that organized in the early 60s to infiltrate and ride segregated buses in the south. Their commitment to ride segregated interstate buses that were in violation of the constitution, drew national attention to the violence and unlawful practices in southern states. Their collective organizing and implementation of action played a pivotal role in the early stages of the civil rights movement.

Student Nonviolent Coordinating Committee (SNCC)-one of the principal cross-racial organizations during the early stages of the Civil Rights Movement in the 1960s. SNCC played a major role in the sit-ins and freedom rides, a leading role in the 1963 March on Washington, Mississippi Freedom Summer, and the Mississippi Freedom Democratic Party. The collective work was major contribution was in its field work, organizing voter registration drives throughout the South. In its final stages members opted to prohibit White members from participating and revisited their non-violence values.
Kool Herc, Africa Bambaattaa, Rocky Steady and TAKI 183
These  pioneers, though not necessarily always in agreement, are credited with shaping current Hip Hop culture that is grounded in 9 essential elements including: Emceeing, Break Dance, DJing,  Graffiti Art, Beat Boxing, Street Knowledge, Street Entrepreneurism, Street  Fashion, and Street Language. The context of this creative movement was a backdrop filled with gang violence and state-sanctioned environmental racism. The pioneers of these Hip Hop elements represented a range of racial and ethnic identities including: African American, West Indian, Puerto Rican, and White.
Yuri Kochiyama
 Yuri Kochiyam was a Japanese-Americangrassroots civil rights activist who has involved herself in a wide range of issues from international political prisoner rights, nuclear disarmament, and Japanese redress for World War II internment. She saw many similarities between how the Japanese had been treated in the camps and how many marginalized groups, especially blacks, were treated in the U.S. at the time. While residing in Harlem she became a member of the Parents Committee organizing protests for more street lights in her neighborhood, and in 1977 she and 29 others from the Puerto Rican group the Young Lords stormed the Statue of Liberty to bring attention to the issue of Puerto Rican independence. She is also well known for her close friendship with Malcolm X, where she was seen holding him and being at his side at his assassination in 1965.

Marlon Brando and Sacheen Littlefeather- In 1973 Marlon Brando won an Oscar Award for the Godfather yet refused the award an enabled Sacheen Littlefeather who at the time was the President National Native American Affirmative League utilize the time to make a prepared speech about the stereotypical and one-dimensional depictions of  Native American and Indigenous People in the film industry. The ceremony served as the inaugural satellite broadcast which amplified Littlefeather’s message to a world audience.
Unfortunately, she was “red listed” from Hollywood and ceased to work again in the industry. https://www.onebowlproductions.com/sacheen
United We Dream (UWD)
Representing the largest immigrant and non-immigrant youth-led cross-racial organization in the country, UWD empowers people to develop their leadership, their organizing skills, and their own campaigns to fight for justice and dignity for immigrants and all people. This is achieved through immigrant youth-led campaigns at the local, state, and federal level.
https://unitedwedream.org/

National Queer and Trans Therapists of Color Network
A consortium of therapists, healers, and clinicians committed to serving QTPOC individuals, partners, and families. Collectively they work at the intersection of social justice and mental health.
https://nqttcn.com/en/

Sarah and Ken Burns and the Central Park Five
Her final thesis at Yale University focused on representations of race in the mediat in New York in the 80’s. During this process she learned of racial injustices and subsequently led her that led to her to write the book The Central Park Five about five Black and Latino men (Kevin Richardson, Antron McCray, Raymond Santana, Korey Wise, and Yusef Salaam) that were wrongly accused and incarcerated as teenagers. Inspired by his daughters work, Ken and Sarah worked together to create the undocumentary, The Central Park Five where they interviewed and collaborated with the five men. The documentary exposed the miscarriage of justice they were vicitimized by and evoked a revisiting of the case. The men were exonerated after facing 5-12 years in prison for simply being innocent.

Black Lives Matter-is an ideological and political intervention in a world where Black lives are systematically and intentionally targeted for demise. It is an affirmation of Black folks’ humanity, our contributions to this society, and our resilience in the face of deadly oppression.

founded in 2013 following the murder of of Trayvon Martin’s BLM has evolved into aGlobal Network Foundation, Inc. With a scope of support spanning from multiple racial and ethnic identities the primary mission of the organization is to eradicate white supremacy, empower Black community members and uplift Black joy .

Third World Women’s Alliance- anchored by the civil rights movement, in 1970 this national group of women of color from various professional backgrounds and social roles coalesced to advocate for women of color with the aim of eradicating the “triple jeopardy” they faced from the intersecting oppressions of racism, sexism,and classism. While representing various perspectives on the political spectrum, this decade-long organization of women shared the aim of creating a revolutionary movement that fostered empowerment and equitable policies and practices for women of color.

William Barber II
Pastor of Greenleaf Christian Church, Disciples of Christ in Goldsboro, North Carolina and President and Senior Lecturer of Repairers of the Breach, he served as the visionary for the Forward Together Moral Movement that established Moral Monday protests at the North Carolina General Assembly. In his home state North Carolina and in Washington DC, he has mobilized thousands to protest inequitable health care policies, voting rights, and economic injustices. In 2017, he created the Poor People Campaign. He has been jailed on several for civil disobedience and for leading numerous peaceful demonstations.In 2018 Barber was named a MacArthur Fellow for orchestrating broad-based coalitions of people across race as part of a moral movement to confront racial and economic inequality

Standing Rock Sioux Tribe Dakota Access Pipeline Protest.
The gathering of an unprecedented number of over 300 recognized Native Nations gathering together in a concerted effort to oppose the construction of the Dakota Access Pipeline and the enabling  of Energy Transfer Partners to drill under Lake Oahe, in direct violation of the Fort Laramie Treaty, that protects undisturbed use and occupations of reservation land surrounding the pipeline.

The movement was later amplified by the number of non-Native allies, Kinship alliances, politicians and celebrities joining the movement at the Sacred Stone Camp on Standing Rock Reservation. The number of gatherers defending the DALP was estimated to be as much as 4,000 on a daily basis with an increase of support on the weekend. In solidarity and under the guidance of the Standing Rock Sioux tribe, protesters incorporated strategic tactics such as marches, horseback rides, and runs to gain national attention to the environmental injustice caused by the DAPL project.
https://americanindian.si.edu/nk360/plains-treaties/dapl

Facilitation Notes: None

Recommended Readings/materials for Students:

McGhee, H. (2022). Sum of us: What racism costs everyone and how we can prosper together. Profile Books LTD.

Recommended Supplementary Materials/Readings for the Instructor or Facilitator:
MCGHEE, H. E. A. T. H. E. R. (2022). Sum of us: What racism costs everyone and how we can prosper together. PROFILE BOOKS LTD.

Ian Haney Lopez, Merge Left

Names of those to credit for this activity:  Mike Funk

Name of Activity: Declaration of Commitment to Racial Justice

Instructional Category Purpose: Liberation and Social Action (#9), Developing Action Plans (#10)

Instructional Purpose of this activity:This activity aims to cultivate ongoing reflection on learnings about racism from Chapter 5

Learning Outcomes: 
Participant vocalize a commitment to action with their liberation buddies, classmates, or community-based partners

Time Needed: Ranges based on number of participants (5-minutes-60-minutes)

Materials Needed: Pen, blank index cards, computer

Degree of Risk (low, medium, high): Medium

Procedure: 

• Invite members of the group to reflect on key takeaways and new learnings that they learned from the Racism, White Supremacy and Finding Justice for All Chapter.
• Once participants have shared some new learnings give them time to either A) journal or B) pair share with another about what next steps they might take to address some of the racial inequities they learned about.
• After they journal or share, invite each participant to share with the larger group what tangible commitment they will make moving ahead in solidarity with racial justice.
• Applaud the participants as they share and, if possible, create a liberation buddy for each participant so they can create accountability partnerships as outlined in Quadrant 4 Option B: Liberation Pairs and Accountability Buddies.

Facilitation Notes:

• Recommend that the facilitator introduce a key concept that was obtained from the readings and provide a tangible example of how the facilitator would take action given what they learned.

Recommended Readings/materials for Students: Teaching for Diversity and Social Justice, 4th edition--Chapter 5

Recommended Supplementary Materials/Readings for the Instructor or Facilitator:

Names of those to credit for this activity:Mike Funk

Name of Activity: 4B: Racial Justice Liberation Buddies Wrap Up

Instructional Category: Exploring liberation and social action (#9); Developing action plans (#10)

Instructional purpose of the activity: This activity is designed to build on the support from class to add a support system for participants outside of the specified learning community. It encourages participants to be accountable to one another as each works to transform the various levels and types of racism in their daily lives. This provides a vehicle for long-term accountability outside of the learning community when participants agree to continue their liberatory partnership beyond the class, workshop, or training.

Learning Outcomes: Liberation Buddies are pairs or groups intentionally designed to support participants as they work toward developing an anti-racism stance. Similar to a buddy-system, the group can foster the development of authentic relationships among individuals invested in being change agents with regard to racism.

Time Needed: 15-20 minutes

Materials Needed: none

Degree of Risk (low, medium, high): Low

Procedure: The following may be used as guidelines to frame the responsibility Liberation Buddies have for one another and as a mechanism to provide accountability for taking action beyond the class or workshop:

1. Develop an anti-racism/liberation project together or share individual action plans
2. Share resources with one another
3. Schedule regular times to check in with each other to assess progress, share resources, problem-solve around ongoing plans for taking action
4. Plan to attend anti-racist/liberation events together   
5. Check in if struggling with putting plans into action and to celebrate successful steps taken

Facilitation Notes: Encourage participants to develop networks of support outside of the class and discuss how peer accountability can help participants sustain their commitments beyond the course.

Recommended Readings/materials for Students:
Liberation Buddies could develop a reading list together to read and discuss beyond the class or workshop.

Recommended Supplementary Materials/Readings for the Instructor or Facilitator:

Love, B. J. (2013). Developing a liberatory consciousness. In Readings for Diversity and Social Justice, third edition.

Names of those to credit for this activity: Barbara Love, modified by Mike Funk