Welcome to Ethnic Studies

Let’s get to know each other!

Find a partner from another grade and ask them….

-How was your spring break?

- What was one fun thing you did?

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Let’s get to know each other!

Find a partner you haven’t talked to today and ask...

- If you didn’t have to sleep, what would you do with the extra time?

- If you could turn any activity into an Olympic sport, what would you have a good chance at winning medal for?

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Let’s get to know each other!

Find someone who has been in Ethnic Studies before and ask them…..

-Where’s the farthest you’ve ever been from home?

-What is your favorite ES memory

or

-What do you hope to get out of Ethnic Studies?

Journal: What does this quote mean to you?

“A people without the knowledge of their history, origin and culture is like a tree without roots.”

-Marcus Garvey

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Welcome to Ethnic Studiezzzs (no “z”s, get woke)

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What is Ethnic Studies? - Intro + Q&A

“Who controls the past, controls the future.”

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Ana, Iza, & Luz

What does Ethnic Studies at HTHCV look like?

Our Syllabus! What do you think?

-What topics that you are interested is missing from our schedule?

-What is one idea/activity/resource that you could share with us about our these topics?

• The Untold History of The Civil War
• Institutional Racism
• Black Panther Party
• Japanese Internment and WWII
• Environmental Racism
• Art in Historical Movements
• Pop-Up History Book Making

Let’s Play Taboo!

Welcome to Ethnic Studies

Game set-up!

• Grab a partner
• Sit facing each other
• One person should be looking at the screen and one with their back turned

Get your partner to guess these words without seeing them!

Solidarity

History

Culture

Indigenous

Liberation

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Share out!

• Which word was easiest to explain/guess?
• Which was hardest explain/guess?
• Share out: what do all of these words mean?

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Norms: The Revolutionary Mindset

“It is our duty to fight for our freedom.

It is our duty to win.

We must love each other and support each other.

We have nothing to lose but our chains.”

• Assata Shakur

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Courage Empowerment Solidarity Action

Funday Mondayyyy

Identity Caucus

Identity

What do you feel are defining factors that have made you the person you are. This can be an experience, values, your ethnicity, etc.

Which identity are you most aware of on a daily basis?

Which identifier has most affected your work with your classmates?

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Which identifier has most affected your work with your teachers?

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Which identifier has most affected your work with your friends?

• Why is this identifier such a prominent part of your identity?

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Which identity is most misunderstood?

Which identity did you wish you knew more about?

Debrief

• Was there anything you found surprising?
• Were you able to find something you had in common with another person?
• Did you learn anything new about yourself/others?

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Privilege Walk

Discuss…

WHAT IS PRIVILEGE?

WHAT IS OPPRESSION?

And

Definition (google)

PRIVILEGE

“a special right, advantage, or immunity granted or available only to a particular person or group.”

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OPPRESSION

“prolonged cruel or unjust treatment or control.”

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LET’S GO OUTSIDE!!

Debrief

Take time to journal and think about how you felt. We will then share out and debrief what we wrote.

• What did you feel like being in the front of the group? In the back? In the middle?
• What do you wish people knew about one of the identities, situations, or disadvantages that caused you to take a step back?
• How can your understanding of your privileges improve your existing relationships with yourself and others?
• If you broke contact with the person beside you, how did you feel in that moment?

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ETHNIC STUDIES:

What the HECK are you guys saying

Why Expanding Our Vocabulary is Important

• As leaders, we sometimes use words that the whole class may not fully understand and forget to define them (*face-palm*). We want you to understand what we’re saying

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• In this political climate it is crucial that young people understand and can use words like colonialism, imperialism, capitalism, etc.

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• You will be able to tackle more complicated to understand texts and be interested in books like the Autobiography of Malcolm X, the Motorcycle Diaries, the communist manifesto, etc

Vocabulary Activity

• Each group will receive two words
• Each group is responsible of defining both their words and being prepared to define the words to the class
• Ask for leader support! Use computers!

How to Define Our Words

Vocabulary Activity

• Each group will receive two words
• Each group is responsible of defining both their words and being prepared to define the words to the class
• Ask for leader support! Use computers!

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Capitalism Chican@x Equity

Socialism Afrolatin@x Equality

Communism Militarization Assimilation

Colonialism Revolutionary Intersectionality

Imperialism Pedagogy Liberation

Presentations!!

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Capitalism Chican@x Equity

Socialism Afrolatin@x Equality

Communism Militarization Assimilation

Colonialism Revolutionary Intersectionality

Imperialism Pedagogy Liberation

ETHNIC STUDIES:

A MOVEMENT

Partner Up: Newcomer with Ethnic Studies Returner!

• What do you think Ethnic Studies is?
• Why is Ethnic Studies important?

TODAY’S GOAL:

Where did Ethnic Studies come from?

How are we a part of the ES legacy?

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Returners: help me out!

1968 - San Francisco State College

Who was the Third World Liberation Front?

• Black Student Union, Latin American Students Organization, Asian American Political Alliance
• Held the longest campus protest in U.S. history
• Created ES as the academic subject we study today

Before the Third World Liberation Front….

• New wave of students of color

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Before the Third World Liberation Front….

• New wave of students of color
• White Institution
• White admin and teachers
• Made to serve white students

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Before the Third World Liberation Front….

• New majority of students of color
• White Institution
• White admin and teachers
• Made to serve white students
• Eurocentric Curriculum

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Eurocentric: focusing on European culture or history to the exclusion of a wider view of the world; implicitly regarding European culture as preeminent.

5 Demands

1. That a School of Ethnic Studies for the ethnic groups involved in the Third World be set up with the students in each particular ethnic organization having the authority and control of the hiring and retention of any faculty member, director, or administrator, as well as the curriculum in a specific area study.

2. That 50 faculty positions be appropriated to the School of Ethnic Studies, 20 of which would be for the Black Studies program.

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Where does SFSC fall on the pyramid?

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Where does HTHCV fall on the pyramid?

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Where do we see our country on the pyramid?

Partner Up: Newcomer with Ethnic Studies Returner!

• Big takeaways?
• Why is it important that we continue this legacy?

ETHNIC STUDIES:

A MOVEMENT

With a group...

• Read the quotes
• In 5mins brainstorm; where could this quote come from?
• Shout out ideas

“Public school pupils should be taught to treat and value each other as individuals and not be taught to resent or hate other races or classes of people…”

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“(Schools should not) promote the overthrow of the United States Government”

“(Schools should not have classes) designed primarily for pupils of a particular ethnic group”

“(Schools should not) advocate ethnic solidarity instead of the treatment of pupils as individuals”

Welcome!

Mexican American Studies

• Mexican American Department at Tuscan High School offered classes like literature and history but incorporated Mexican American curriculum. They were offered to every grade and were considered a requirement.

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• All classes had common components. Influences of identity, community activism, and all introduced indigenous focused teachings(maize based teachings).

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• In lak’ech, 4 Tezcatlipoca

Discuss...

• Why would people in power want to ban ethnic studies/Mexican American Studies Program?

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• What was their reasoning in the Bill for banning the program?

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• Is this surprising? How does this make you feel?

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Resistance & Protection of The Program

https://www.youtube.com/watch?v=tPZxCDMbZec

• Inlakech
• Pedagogy of The Oppressed
• Student Movement
• UNIDOS - Together to this day
• Prayer Run(Tucson to Phoenix)

The Ban & Its Effects

• The Bill was passed and Ethnic Studies was passed in 2010 and stayed banned for 7 years before it was repealed in 2017.

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• Although it was repealed, the teachers that fought for it had already been let go and ethnic studies classes in Tuscan were not the same.

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• It personally impacted people who were involved in the movement.

ETHNIC STUDIES:

A MOVEMENT

Let’s watch

Precious Knowledge!!

Today...

What are the similarities between the Third World Liberation Front and the Arizona Ethnic Studies Ban?

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What made their program a target?

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What makes our program a target?

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In lak’ech Poem

In Lak’ech

Tú eres mi otro yo.

You are my other me.

Si te hago daño a ti,

If I do harm to you,

Me hago daño a mi mismo.

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I do harm to myself.

Si te amo y respeto,

If I love and respect you,

Me amo y respeto yo.

I love and respect myself.

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Precious Knowledge Group Discussion

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• What was your favorite part of the film?
• Who was your favorite student, teacher, or leader of the movie?
• Were you able to connect to any of the students stories or emotions? Why or why not?
• Why did the students feel so strongly about defending their classrooms?

Chicano Studies

IN LAK’ECH

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The meaning of the phrase is affiliated with the Mayan definition of the human being, which they called “huinik’lil” or “vibrant being.” In this regard, we are all

part of the same universal vibration.

Tú eres mi otro yo.

You are my other me.

Si te hago daño a ti,

If I do harm to you,

Me hago daño a mi mismo.

I do harm to myself.

Si te amo y respeto,

If I love and respect you,

Me amo y respeto yo.

I love and respect myself.

Quienes Somos

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Draw!

• What does your family look like?
• Who are your ancestors? Who are your parents?
• Where is your land?
• Where is your home?
• Who are the people you love?

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What do we notice?

What are some similarities between our stories?

Why are these similarities important?

Identity in the Chican@/x Movement

(Selfhood, individuality, distinctiveness)

Aztlan

• Share with the people around you
• What makes you feel at home?
• Is it a location? A person?
• What makes a place feel like home to someone?

What defines a home?

Aztlan

• Nahuatl, Azteca meaning “people from Aztlan”
• Originates in Chicomoztoc, the place of the seven caves where the Xochimilca, Tlahuica, Acolhua, Tlaxcateca, Tepaneca, Chalca, and Mexica tribes were born
• Before the United States took the land, Mexico stretched as far as California, Texas, Utah, Nevada, and Arizona

Colonialism Against Our Ancestors

• War tactics
• Culture: Music, religion, cultural practices
• Rape
• Sickness
• Slavery

El Plan Espiritual de Aztlan

http://www.cwu.edu/~mecha/documents/plan_de_aztlan.pdf

• Alurista was well-known for his support of the Chicano Movement through his literature and poetry
• He was one of the first poets to establish the concept of Aztlan in his writings

Los Mexicanos en Aztlan

American Intervention in Mexico: 1846-1848

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Treaty of Guadalupe Hidalgo

“...war officially ended with the February 2, 1848, signing in Mexico of the Treaty of Guadalupe Hidalgo. The treaty added an additional 525,000 square miles to United States territory, including the land that makes up all or parts of present-day Arizona, California, Colorado, Nevada, New Mexico, Utah and Wyoming. Mexico also gave up all claims to Texas and recognized the Rio Grande as America’s southern boundary. In return, the United States paid Mexico $15 million and agreed to settle all claims of U.S. citizens against Mexico.”

Mexicanos in the United States

• Mexicans in annexed areas had the choice of relocating to within Mexico's new boundaries or receiving American citizenship with full civil rights
• Mexicans in the states were seen as foreigners and therefore were subject to various taxes and regulations

Mexicanos in the States

• Large-scale new migration augmented their numbers during the 1910s, as Mexico was torn by a high-casualty civil war
• Until the 1960s, most lived within a few hundred miles of the border
• Some resettled along the Southwest to the Midwest
• Current population: 57.5 million

Chican@Xs

Chicano or Chicana is a chosen identity of some Mexican Americans in the United States... both names are chosen identities within the Mexican-American community in the United States; however, these terms have a wide range of meanings in various parts of the Southwest. The term became widely used during the Chicano Movement by Mexican Americans to express pride in a shared cultural, ethnic and community identity.

The United Farm Workers Movement

• Essential to the state’s biggest industry, but only so long as they remained exploited and submissive
• Grape pickers in 1965 were making an average of $.90/hour, plus ten cents per basket picked
• Workers’ temporary housing was strictly segregated by race
• They paid two dollars or more per day for unheated metal shacks-often infested with mosquitoes-with no indoor plumbing or cooking facilities
• Child labor was rampant
• Many workers were injured or died in easily preventable accidents
• The average life expectancy of a farmworker was 49 years.
• These factors led to The Farm Workers Movement, a struggle for self determination that led to strikes, boycotts, pilgrimages, and fasts

El Movimiento Estudiantil

The Chicano/a/x Student Movement

• Group/Pair Activity
• Analyze the text you are given
• Within your group/partnership ask:
• Can we summarize the implications of this law?
• What did this law mean for the Chicana/o/xs?
• What group within the Chicana/o/x community did this law affect?

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Be ready to share with the class!

https://ballotpedia.org/Arizona_SB_1070

https://ballotpedia.org/California_Proposition_227,_the_%22English_in_Public_Schools%22_Initiative_(1998)

http://www.ncsl.org/research/immigration/summary-of-the-sensenbrenner-immigration-bill.aspx

https://www.azleg.gov/legtext/49leg/2r/bills/hb2281s.pdf

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Activity Summary

• How did these actions directly affect the Chicana/o/x community?
• How did these actions connect to Precious Knowledge?
• How may have these actions affected students?

El Movimiento Estudiantil 1968

• Thousands of Chicano students at Los Angeles high schools walked out of classes to protest inequity and prejudice in the education system
• The East L.A. Walkouts, or Blowouts, began on Los Angeles’ Eastside, but they spread to other high schools across the city and included students of different races and ethnicities
• The L.A. school districts largely ignored Mexican American history, and 
Chicano students were forbidden from speaking Spanish and often steered toward vocational careers instead of college
• These student activists were demanding social justice, greater educational opportunities and an end to the war in Vietnam.
• Walkouts were a part of a larger political and cultural awakening of Mexican Americans and served as a contribution to the Chican@x Civil Rights movement

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The Role of Youth in Struggle, “Where did this sense of entitlement come from?”

“Our youth must always be free, discussing and exchanging ideas concerned with what is happening throughout the entire world.”

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Chunky Sanchez y Los Alacranes

In the year 1970, in the city of San Diego

Under The Coronado Bridge lied a little piece of land,

a little piece of land of The Chicano Community of Logan Heights Wanted to make into a park.

A park where all the chavalitos could play in

So they wouldn't have to play in the street

And get run over by a car.

A park, where all the viejitos could come en la tarde

And just sit down and watch the sun go down.

A park where all the familias could come,

And just get together on a Sunday afternoon

And celebrate the spirit of life itself.

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But the city of San Diego said,

“Chale. We’re going to make a highway patrol substation here”

So on April 22nd, 1970,

La raza of Logan Heights and other Chicano communities of

San Diego got together,m(And they organized)

And they walked on the land,

And they took it over with their picks and their shovels,

And they began to build their park.

And today,I was 20 years later,that little piece of land under the Coronado Bridge in San Diego

Is known to people everywhere as Chicano Park.

¡Órale Raza, Vamos al Parque!

El Movimiento Estudiantil

Los Chican@xs

• Why did students resort to political activism when they wanted to change the status quo?
• What were the things that they wanted to change?
• Do you think their actions were justified?

Los Chican@xs Now

What do Chican@xs communities need from their youth?

What do Chican@xs communities need from their youth?

What do Chican@xs communities need from their youth?

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Lesson Debrief

• How did these videos make you feel?
• What is your relationship to activism?
• What do you believe is your generations relationship to activism?
• What should today’s Chican@x activists do in response to the violence against their communities and families?
• What will you do in response to this lesson?

ETHNIC STUDIES:

INSTITUTIONALIZED RACISM

What is racism?

When and where did you learn about its existence?

Have you ever experienced racism?

Essential Question: Does racism still exist in America?

Jeff Robinson - ACLU Deputy Legal Director

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• Director of ACLU Trone Center for Justice and Equality

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• Harvard Law Graduate, class of ‘81

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• Has tried over 200 criminal cases to verdict

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• Has tried more than a dozen civil cases representing plaintiffs suing corporate/government entities

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• Worked on the behalf of one of five men charged with carrying out the 9/11 attacks

ETHNIC STUDIES:

INSTITUTIONALIZED RACISM

Journal: Jeff Robinson

• What was shocking about what you learned
• What were the main ideas? Why did he tell us about this history
• How is this still impacting our society

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Get in groups!! Discuss!!!

• What was shocking about what you learned
• What were the main ideas? Why did he tell us about this history
• How is this still impacting our society

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Free time/Letters!!

Either hang out with people (get to know each other)

OR WRITE SOME AMAZING THANK YOU LETTERS TO JEFF FOR TEACHING US SOOOOO MUCH!!

ETHNIC STUDIES:

INSTITUTIONALIZED RACISM

Article Jigsaw

• Remember your number!
• Group 1: Mass Incarceration
• Group 2: Police Brutality
• Group 3: Segregation Today
• Group 4: Environmental Racism
• Group 5: Voting Rights 1 2

Article Jigsaw

• Read your article with your group
• Ask questions and annotate as you go
• Discuss your takeaways
• Create a group summary to share with your peers
• Make bullet points, don’t write word for word

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Article Jigsaw

• Make new groups with 1 person from each article
• Share what you learned

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Discuss!

• 3 biggest takeaways
• What makes each issue institutionalized racism?
• How is each issue connected to the others?
• Where does each issue fall on the pyramid of white supremacy?

Now pick your favorite topic and let’s make our presentation groups woohoo

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ETHNIC STUDIES:

INSTITUTIONALIZED RACISM

Research Groups

Luz - Mass Incarceration

Katherine - Police Brutality

Ana - Segregation in Schools/Neighborhoods

Elena - Environmental Racism

Iza - Voting Rights

Why Presentations?

• To learn through discovery
• To cover big topics in little time
• To teach each other and learn from each other
• To take Ethnic Studies with you
• To learn your strength and intelligence

Presentation Guidelines

• Must be 15-20 min
• Must include a thorough explanation of your issue
• Must include 1-2 slides giving historical context and comparison
• Mass Incarceration → Slavery to Imprisonment
• Police Brutality → Police force origins, law enforcement kkk involvement, police brutality general
• Modern Segregation →Jim Crow vs now
• Environmental Racism → Connect to Industrial Revolution?
• Voting Rights → Slavery, Jim Crow, now

How to Make an Ethnic Studies Lesson

• Day 1: Preliminary Research
• Define your term
• Find the major subtopics
• Create your presentation and title your slides (remember historical context slide)
• Split up slides
• Day 2/3: Research
• Dig deeper on your individual topic
• Choose photos for your slides
• Create detailed talking points for each slide
• Day 4: Critique and Practice

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How to Make an Ethnic Studies Lesson

• Day 1: Preliminary Research
• Define your term
• Find the major subtopics
• Create your presentation and title your slides (remember historical context slide)
• Split up slides
• Day 2/3: Research
• Dig deeper on your individual topic
• Choose photos for your slides
• Create detailed talking points for each slide
• Day 4: Critique and Practice

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How to Make an Ethnic Studies Lesson

• Day 1: Preliminary Research
• Define your term
• Find the major subtopics
• Create your presentation and title your slides (remember historical context slide)
• Split up slides
• Day 2/3: Research
• Dig deeper on your individual topic
• Choose photos for your slides
• Create detailed talking points for each slide
• Day 4: Critique and Practice

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Speedround Research

• Tips
• Annotating
• Having multiple sources
• Writing it down, visual brain dump
• Rewording things, paraphrasing in google
• Finding buzzwords
• Use context to specify searches
• Find quantitative data
• Split up roles, share out, group work

Preliminary Research!

• 3 article scan
• Identify 3 themes/subtopics
• Look for subtitles
• Read for main ideas
• Buzzwords
• Make sure these are consistent within multiple articles

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How to Make an Ethnic Studies Lesson

• Day 1: Preliminary Research
• Define your term
• Find the major subtopics
• Create your presentation and title your slides (remember historical context slide)
• Split up slides
• Day 2/3: Research
• Dig deeper on your individual topic
• Choose photos for your slides
• Create detailed talking points for each slide
• Day 4: Critique and Practice

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10 min - Build your Skeleton

• Discuss!
• Share with your group to solidify common/important subtopics
• Which ones keep coming up?
• Which ones make the group go, “Hmmmm?”
• Design!
• Create a list on the whiteboard of your topics
• Split up who will research what
• Organize the order and title your slides

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ETHNIC STUDIES:

INSTITUTIONALIZED RACISM

How to Make an Ethnic Studies Lesson

• Day 1: Preliminary Research
• Define your term
• Find the major subtopics
• Create your presentation and title your slides (remember historical context slide)
• Split up slides
• Day 2/3: Research
• Dig deeper on your individual topic
• Choose photos for your slides
• Create detailed talking points for each slide
• Day 4: Critique and Practice

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Individual Research - Explanation

• Read an article
• Take summarizing notes in a google doc (copy paste quotes/data/photos)
• Repeat
• Organize your notes
• Make it one cohesive story
• Share your story out loud
• What should you keep, cut, or add?
• Is there anything you said that was not written down? Maybe make a note.
• Do you need to do some more research?
• Get critique - make sure they get what we wanted them to get
• Practice, practice, practice

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Example Slides: Chinese Exclusion Act - 1882

• Chinese railroad workers once welcomed, (about 50% of male laborers were Chinese in 1870)
• All immigration from China banned for over 50 years
• All Chinese Americans not allowed to naturalize as citizens, always at risk of deportation
• Separated families in China and U.S.
• Immigration Act 1924: widened ban to all Asians
• Path to citizenship lost, property rights lost, hard to find work, lots of racism, no government representation.
• Anti-Asian sentiment: “yellow peril”, Japanese Int.

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Example Slides: Asiatic Barred Zone:

Example Slides: Mexican Revolution

Individual Research - GO

• Read an article
• Take summarizing notes
• Repeat
• Organize your notes
• Make it one cohesive story
• Share your story out loud
• What should you keep, cut, or add
• Is there anything you said that was not written down? Maybe make a note.
• Do you need to do some more research?
• Get critique - make sure they get what we wanted them to get
• Practice, practice, practice

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ETHNIC STUDIES:

INSTITUTIONALIZED RACISM

Individual Research - GO

• Read an article
• Take summarizing notes
• Repeat
• Organize your notes
• Make it one cohesive story
• Share your story out loud
• What should you keep, cut, or add
• Is there anything you said that was not written down? Maybe make a note.
• Do you need to do some more research?
• Get critique - make sure they get what we wanted them to get
• Practice, practice, practice

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How to Make an Ethnic Studies Lesson

• Day 1: Preliminary Research
• Define your term
• Find the major subtopics
• Create your presentation and title your slides (remember historical context slide)
• Split up slides
• Day 2/3: Research
• Dig deeper on your individual topic
• Choose photos for your slides
• Create detailed talking points for each slide
• Day 4: Critique and Practice

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Now what?

Practice!

Practice!

Practice!

• What was the most interesting piece of information that you learned??
• Did learning about your topic change your perspective on racism today?
• How do you feel about what you learned? Explain
• Should this continue?
• What should we do to change it?

Ethnic Studies:

Black Power Struggle

Introduction to the Black Liberation Struggle: Assata Shakur

• Assata Shakur is a former member of the Black Liberation Army
• Black Liberation Army: Black Power organization that operated in the US from 1970 to 1981. The organization was composed entirely of Black Panthers and fought for the liberation and self determination of black people in the US.
• Assata was convicted of the first degree murder of a state trooper during a shootout on the NJ Turnpike in 1973
• Assata was a target of COINTELPRO, a counter intelligence program directed toward Black Liberation groups
• While serving a life sentence in the US, Assata escaped from prison in 1979 and later surfaced in Cuba in 1984
• Assata continues to live in Cuba, despite US government efforts to have her returned

To my people, by Assata Shakur

• Let’s read this together!
• Get in a circle, everyone will speak

Ethnic Studies:

Black Power Movement

What have you learned in school about the

Civil Rights Movement?

• Prominent figure of Civil Rights Movement
• Nation of Islam
• Black Separatism
• “Opposite of MLK”
• “By any means necessary”

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Malcolm X

Quick Re-Cap

Turn to a partner:

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• What did Malcolm X believe?
• Why was he different from MLK?

Origins of the Black Panther Party

• Inspired after the death of Malcolm X
• Founded in 1966 by Huey P. Newton and Bobby Seale
• BPP for Self Defense
• Protection from police brutality for Black community

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• Ten-Point Program

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https://www.efootage.com/stock-footage/86249/Black_Panthers_March_On_California_State_Capitol_-_HD/

• May 2nd, 1967
• State Capitol
• Read their constitutional right to bear arms
• Media frenzy

Support

• Black Panther Party grew
• Chapters in 48 states
• support groups in Japan, China, France, England, Germany, Sweden, Mozambique, South Africa, Zimbabwe, Uruguay, and elsewhere.
• 60% of members were female

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Community programs

• Police Brutality Defense
• The Black Panther Newspaper (national)
• The Breakfast Program
• 20,000 students receive free breakfast
• People’s Free Medical Centers
• testing for high blood pressure and diabetes; cancer detection screenings; treatments for colds and flu; and immunizations
• The Intercommunal Youth Institute
• Seniors Against a Fearful Environment
• People’s Free Ambulance Service
• Free Food Program

-Highlight inadequate social services and fulfill the needs of the Black community

Backlash

• J. Edgar Hoover had labeled BPP a “hate group” and by 1968 was convinced that they represented “ without question…the greatest threat to internal security of the country.”
• Police ambush by BPP members

Backlash

• J. Edgar Hoover had labeled BPP a “hate group” and by 1968 was convinced that they represented “ without question…the greatest threat to internal security of the country.”
• Police ambush by BPP members
• End of Capitalism (Marxist ideology)
• Overthrow the US government

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Do you think these claims were founded? Was the US right to be fearful?

COINTELPRO

• Informants from general public
• Infiltration
• Circulated negative media about the party
• Framing members for crimes
• Threats
• Raids of BPP offices and homes
• Creating party rifts

Fred Hampton - Deputy Chairman of BPP

• Chicago, Illinois
• Non Aggression Pact
• Empowered multiracial, support for the BPP by including other races living in poverty
• Powerful Leader
• Inspiring communicator
• Target of the FBI

The measures employed by the FBI were so extreme that, years later when they were revealed, the director of the agency publicly apologized for “wrongful uses of power.”

The Black Panther Party Now...

“The Black Panther Party (BPP) is a black extremist organization founded in Oakland, California in 1966. It advocated the use of violence and guerilla tactics to overthrow the U.S. government. ”

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Lets Talk!

• Why do you believe this is still the sentiment of the BPP today?
• What do you think about the way the FBI addressed the Black Panther Party?
• Do you think militant activism is relevant now?
• What other groups are seen as threatening today?
• Why don’t we learn about BPP as part of the civil rights movement?

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Ethnic Studies:

The Civil Rights Movement

What have you learned in school about the

Civil Rights Movement?

• Prominent figure of Civil Rights Movement
• Nation of Islam
• Black Separatism

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Malcolm X

Malcolm X

Discuss:

• Why might he be considered the “Opposite of MLK” ?
• What does he mean in fighting for liberation “By any means necessary” ?
• Why isn’t he often taught as part of the civil rights movement?

Origins of the Black Panther Party

• Inspired after the death of Malcolm X
• Founded in 1966 by Huey P. Newton and Bobby Seale
• BPP for Self Defense
• Protection from police brutality for Black community

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• Ten-Point Program

The Ten-Point Program

Read the point from The Ten-Point Program you are assigned

Identify:

• What is this point demanding?

Examine:

• What was going on in their community that caused them to demand this? Why were they demanding it?

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https://www.efootage.com/stock-footage/86249/Black_Panthers_March_On_California_State_Capitol_-_HD/

• May 2nd, 1967
• State Capitol
• Read their constitutional right to bear arms
• Media frenzy

Support

• Black Panther Party grew
• Chapters in 48 states
• support groups in Japan, China, France, England, Germany, Sweden, Mozambique, South Africa, Zimbabwe, Uruguay, and elsewhere.
• 60% of members were female

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Community programs

• Police Brutality Defense
• The Black Panther Newspaper (national)
• The Breakfast Program
• 20,000 students receive free breakfast
• People’s Free Medical Centers
• testing for high blood pressure and diabetes; cancer detection screenings; treatments for colds and flu; and immunizations
• The Intercommunal Youth Institute
• Seniors Against a Fearful Environment
• People’s Free Ambulance Service
• Free Food Program

-Highlight inadequate social services and fulfill the needs of the Black community

Backlash

• J. Edgar Hoover had labeled BPP a “hate group” and by 1968 was convinced that they represented “ without question…the greatest threat to internal security of the country.”

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Why was the US so fearful of the BPP?

Backlash

• J. Edgar Hoover had labeled BPP a “hate group” and by 1968 was convinced that they represented “ without question…the greatest threat to internal security of the country.”
• Police ambush by BPP members
• End of Capitalism (Marxist ideology)
• Overthrow the US government

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What impact do you think J. Edgar Hoover’s statement had on the country?

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COINTELPRO

• Informants from general public
• Infiltration
• Circulated negative media about the party
• Framing members for crimes
• Threats
• Raids of BPP offices and homes
• Creating party rifts

Fred Hampton - Deputy Chairman of BPP

• Chicago, Illinois
• Non Aggression Pact
• Empowered multiracial, support for the BPP by including other races living in poverty
• Powerful Leader
• Inspiring communicator
• Target of the FBI

The measures employed by the FBI were so extreme that, years later when they were revealed, the director of the agency publicly apologized for “wrongful uses of power.”

Lets Talk!

• Why do you believe this is still the sentiment of the BPP today?

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• Why don’t we learn about BPP as part of the civil rights movement?

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• Why is is important that we learn about their history?

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• Are the issues the BPP advocated against still relevant today? What can we do to continue advocating for equality?

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Exit Card!

• What was one thing you learned that you didn't know before?
• What were the different demographics of people you saw represented in this lesson?
• How do you feel this lesson connects to the real world?
• How has this lesson changed your perspective?

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Discussion Questions

• What was the difference between Malcolm X and MLK Jr?
• How were they portrayed to society?
• How is not teaching this in school damaging to the empowerment to black students?
• How should we approach injustice?
• How did racism change after the civil rights movement?
• What do you think about the BPP now?

Black Panther Party:

Identity, Community, Power

Community Affirmation

We love you.

We see you.

We know who you are.

You emanate power, intellect, justice, joy and light

The ancestors are with you.

We are with you.

We appreciate you and we thank the universe for you.

Ashe (ah-shay) (Yoruba for "let it have power!")

Ashe (ah-shay) (Yoruba for "let it have power!")

Ashe (ah-shay) (Yoruba for "let it have power!")

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What do the words IDENTITY and POWER mean to you?

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Grab a whiteboard marker!!!

• Find an empty spot on the whiteboard
• Draw a doodle of yourself

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Listen to your peers

As you write, either draw the line going toward you or away from you

• Towards: This part of me is powerful
• This part of me feels distant or not powerful

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Working class

Chicana

What do the words COMMUNITY & SOLIDARITY mean to you?

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Solidarity walk

• Circle around the room counter-clockwise (left)
• Look at what we wrote
• Write your name next to the identity words that you share with each person

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Journal → Circle Share & Quote Recording!

How did this activity make you feel?

Why did you draw each line connected (makes you feel powerful) or disconnected (not powerful) from your heart?

Where does power come from?

Can you be powerful without identity, solidarity, and community? How are these connected?

How do you think the concepts of identity, community, and power are related to the Black Panthers?

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Partner discussion & Quote Recording!

• How are you like a Black Panther?
• What issues that the BPP were facing do we still see today?
• What can we, as a community, do about this?

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Finale

• Choose your partner’s most powerful quote
• Write it above their identity map

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Finale

• Choose your partner’s most powerful quote
• Write it above their identity map

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• Stand next to your quote

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Community Affirmation

We are love.

We are seen.

We know who we are.

We emanate power, intellect, justice, joy and light

Our ancestors are with us.

We are with us.

We appreciate us and we thank the universe for us.

Ashe (ah-shay) (Yoruba for "let it have power!")

Ashe (ah-shay) (Yoruba for "let it have power!")

Ashe (ah-shay) (Yoruba for "let it have power!")

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Community Affirmation

It is our duty to fight for our freedom.

It is our duty to win.

We must love each other and support each other.

We have nothing to lose but our chains.

• Assata Shakur

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Ethnic Studies:

Native Solidarity

Article Activity

Anthropology: the study of human societies and cultures and their development

• Read the article
• Share what you notice from the article
• What do you think about the native population?
• What do you think the author thinks about the native people?

Article Activity

Eurocentric: focusing on European culture or history to the exclusion of a wider view of the world; implicitly regarding European culture as preeminent.

• What do you think the author was trying to communicate by writing this was about the United States?
• What does this say about the way we are biased toward non-western cultures?
• What can we learn from this as we go into our Native American Solidarity Unit?

Ethnic Studies:

Native Solidarity

Disclaimer… this man is not Lakota… or even Native American.

Ted Talk Review

1851: First Treaty of Fort Laramie

1862: Homestead Act

1863: Uprising of Sioux men in Minnesota

38 men killed in mass execution

1866: Transcontinental Railroad

1868: Second Treaty of Fort Laramie + Black Hills

Ted Talk Review

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1869: Railroad was completed

1871: Indian Appropriation Act

1874: Gold was found in Black Hills

1875: Lakota War

1877: Crazy Horse surrenders

1877: “Sell or Starve”

Ted Talk Review

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1887: Land was divided

1890: Wounded Knee Massacre killing 300 people

1900: Population decreased to >250,000

1980: Sioux Nation v. United States

2010’s: Unemployment Rate 85-90%

1 out of 4 Native Americans live in poverty

“The last chapter in any successful genocide, is the one in which the oppressor can remove their hands and say, “My God, what are these people doing to themselves? They are killing each other. They are killing themselves.””

YOUR Discussion Questions

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ETHNIC STUDIES:

NATIVE SOLIDARITY

The following slides were created by one of our leaders in training, Naja. Unfortunately, Naja had to move away and this was her only lesson taught in our class. Nevertheless, we’d like to include and celebrate all of the hours of love, determination, and power she put into our class (slides 232-239). We love you and miss you Naja!!!

Residential Schools

Two primary objectives of the residential school system:

• To remove and isolate children from the influence of their homes, families, traditions and cultures
• To assimilate them into the dominant culture.

These objectives were based on the assumption Aboriginal cultures and spiritual beliefs were inferior and unequal.

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Tom Torlino before & after residential school

Chiricahua Apache transformation after a 4 months since arriving at Carlisle residential school

Transgenerational Trauma

Trauma that is transferred from the first generation of trauma survivors to the second and further generations of offspring of the survivors via complex post-traumatic stress disorder mechanisms.

“The child speaks what their parent could not. He or she recognizes how their own experience has been authored, how one has been authorized, if unconsciously, to carry their parents’ injury into the future. In rising above the remnants of one's ancestors' trauma, one helps to heal future generations.”

Paper Genocide

Paper Genocide:Paper Genocide is the deliberate and systematic destruction of Native American Indian culture, language, and identity as a unique racial group by way of the illegal and oppressive race reclassification imposed on Native American Indians or "Blood Indians" to the Non-Indian races of Black/African American, White, or Latino/Hispanic.

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Blood Quantum

A person's blood quantum is defined as the percentage of their ancestors, out of their total ancestors, who are documented as full-blood Native Americans.

Ethnic Studies:

Native Solidarity

The following slides were created by one of our leaders in training, Elena. At 15 years old, she lead the class in one of her family’s cherished Lakota practices. Elena identifies as Indigena and Chicana. She brought in items for an alter and lead us in a 4 directions ceremony. We’d like to include and celebrate all of the hours of love, determination, and power she put into the following lesson (slides 241-246). We love you Elena!!!

Culture Talk

Mexicas - Nahuatl Speaking Indigenous People of the Valley of Mexico, Aztecas.

Lakota - The Lakota are a Native American tribe. Also known as the Teton Sioux, they are one of the three Sioux tribes of Plains. Their current lands are in North and South Dakota. They speak Lakȟótiyapi—the Lakota language, the westernmost of three closely related languages that belong to the Siouan language family.

Mexikota - Mixture of both

Make A Circle!

• Altar!

Let Us Go Outside!

• 4/7 Directions Ceremony Outside

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• Gratitude Ceremony

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• Songs!

Discussion

• Introduce Yourself

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• Where are you from?

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• What is your story?

Traditions

• Danza Azteca
• Temezcal - Sweat Purification
• Vision Quest
• Sun Dance
• TeePee Meetings

The following slides were created by our youngest leader in training, Katherine. At 14 years old, she wanted to take on an entire unit of teaching Filipino history, her history. We mentored her closely, but this work is her creation. We’d like to include and celebrate all of the hours of love, determination, and power she put into the following lessons (slides 230-267). We love you Katherine!!!

Why Filipino History?

Filipino-Americans

~4 Million in the US

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~Makes up 19.7% of Asian American/Pacific Islanders

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~1.6 Million in California

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~Third largest Asian-American/Pacific Islander Subgroup

The Timeline 1521-1872

Ferdinand Magellan Arrived in the Philippines

Later died by poisoned arrow from Lapu Lapu

Manila founded

Philippines Colonized

Jose Burgos wrote “To the Spanish People”

Later executed in 1872

1521

1565

1571

1871

The Propaganda Movement

• A movement focused on Spanish Reform, not Filipino Independence
• Peaceful movement
• One of the most prominent faces of the movement include Jose Rizal

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Dr. Jose Rizal

• Dr. Jose Rizal: official start of the propaganda movement
• A graduate of the University of Madrid
• Author
• Scientist
• Activist

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His Involvement

• La Solidaridad Organization/Newspaper
• Educating Spanish people

• La Liga Filipina
• Mobilizing Filipinos for reform

His Involvement pt. 2

The Social Cancer (Touch Me Not) The Reign of Greed

“To my fatherland” Rizal’s Dedication in The Social Cancer

• Get into three groups
• Take out a pen/pencil/highlighter
• Circle words and define them (if you don’t know what it means)
• Ask questions if you have any

Jose Rizal

Final Words: “Consummatum est”

“It is finished”

On the board: Jose Rizal Quotes

“He who does not know how to look back at where he came from will never get to his destination.”

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“To foretell the destiny of a nation, it is necessary to open the book that tells of her past.”

“While a people preserves its language; it preserves the marks of liberty.”

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What does this quote mean?

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How does it connect to the propaganda movement?

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How does it connect to your own life?

Revolutionary Movement (Katipunan) + Filipino-American War

Let’s Talk!

• What is oppression?
• What are some ways people are oppressed?
• How are you oppressed in your own life?

Review + Discussion

Talk to the person next to you!

• What were Filipinos fighting for during the propaganda movement?
• How did they fight for that?
• How do you think the Filipinos reacted after Jose Rizal’s death?

Kataastaasang Kagalanggalangang Katipunan ng mga Anak ng Bayan

• Secret Revolutionary Society
• Founded on July 7, 1892
• Founded by Andres Bonifacio + others
• Main goal: Free Philippines from Spain

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(Supreme and Venerable Society of the Children of the Nation)

First Battle against Spain

• Cry of Pugad Lawin
• Initially looked to take control of Manila
• Mariano Gil Betrayed Katipunan
• Discovered by Spanish in August 19, 1896
• August 23, 1896 they tore their Spanish IDs
• August 29,1896 they started attacking spanish

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What was the symbolism behind them ripping their ID’s?

New Revolutionary Government

• Pact of Biak-na-Bato (December 14, 1897)
• A truce between the Spanish and Philippines
• Treaty of Paris was signed on Dec. 10, 1898
• Spain sold the Philippines for 20 Million dollars

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Emilio Aguinaldo

<<<

Philippine-American War/Philippine Insurrection

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• Malolos Republic
• American Sentry killed Filipino soldiers
• Marked the start of the Philippine-American War
• Aguinaldo got captured in 1901
• 200,000 Filipino civilians died from violence, famine, and disease

1899-1902

Independence (at last!)

• July 4, 1946
• Philippine Independence Act (Tydings–McDuffie Act)
• Gave them 10 years
• Under commonwealth government

The Effects of America buying the Philippines

• Americanization of the Philippines
• English
• 2nd national language
• Clothes
• Trade Increased
• Education system
• Beauty Standards

Let’s Discuss

• Why would America want the Philippines?
• What benefits would they have?
• How would you connect the “Americanization of Filipinos” and what America could have wanted (and still might) from the Philippines?

(Some) Reasons America Bought the Philippines

“The facts developed show the pitiful straits to which the Filipinos were reduced, their childlike confidence In the justice of their cause and their innocent belief that if they could be heard in this country their cry for mercy and justice would be heeded.” -San Francisco Call 1899

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• They were unfit for self-government
• “Educate” the Filipinos
• Uplift and civilize them
• Christianize them

Martial Laws in The Philippines

Ferdinand Marcos

• Elected in 1965
• Technical Assistant to the first president (Manuel Roxas)
• Studied Law in University of the Philippines
• Tried and found guilty of assassination in 1939
• Imposed Martial Law in 1972

What is Martial Law?

• Discuss with a partner
• Break down the word

What is Martial Law?

“Military government, involving the suspension of ordinary law.”

-Google

Let’s Read!: What happened & Why

Discuss

• What happened when martial law was passed?
• Why was it passed?
• Summarize in two-four sentences the above two questions.

Reading, continued...

• What happened when martial law was passed? (What was the law going to enforce)
• Why was it passed?
• Summarize in two-four sentences the above two questions.

Sentence starter: He passed this law because *reason* and *this is what happened because of that*.

Martial Laws in The Philippines

Communist Party of the Philippines

• CPP founded in 1968
• NPA (New People’s Army) founded a year after
• The CPP’s armed wing
• Established by Jose Maria Sison
• Wanted to overthrow the government in favor of a new state under communism

CPP’s Actions in the Philippines/Their Beliefs

• Have peasants as the main revolutionaries instead of the working class
• One of the biggest components of winning a revolution would be through armed struggle/guerilla warfare.

• Get rid of American Influence/Imperialism
• Teach the working class/peasants about their national and democratic rights

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Compare and contrast these beliefs and President Marcos’s beliefs.

How is the “Domino Theory” connected to American Imperialism in the Philippines?

How were the people affected?

During martial law (estimated):

• 70,000 imprisoned
• 34,000 tortured
• Electric Shock
• “Truth Serum”
• Sexual Abuse
• Etc.
• 3,240 killed

People were imprisoned without trial if they spoke out against the government and if they were or were suspected to be communist or involved with guerilla war tactics against the government.

The BPP and CPP

• How do you think the BPP and CPP are related?
• How did the government treat them (what were the similarities)?
• What were their motives?

US Presidents and Marcos Interactions

• Former President Ronald Reagan supported President Marcos and everything he did from the start.
• “Shultz read a message from Bosworth: ‘Marcos will not draw the conclusion that he must leave unless President Reagan puts it to him directly.’”

“Ninoy” Aquino

• Defied Marcos’ dictatorship
• Was sent to prison and eventually exiled
• His love and passion for the Philippines drove him to go back to the Philippines

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The Yellow Revolution Feb 22 - Feb 25, 1986

• Sparked a flame after Ninoy Aquino was assassinated (1983)
• People opposed to Marcos’ victory protested for four days straight
• Filipinos protested against anything pro-Marcos
• Withdrew money from banks with a relationship/connection to Marcos.
• Schools were shut down
• People stopped paying their bills.
• They also held a strike
• Feb 25 Marcos stepped down, ending the dictatorship

Ninoy Quotes

“What can one man do if the Filipino people love their slavery, if the Filipino people have lost their voice and would not say no to a tyrant, what can one man do. I have not army, I have no following, I have no money, and I only have my indomitable spirit.”

“I have weighed all the virtues and faults of the Filipinos, and I have come to the conclusion that the Filipino is worth dying for.”

“A time comes in a man’s life when he must prefer a meaningful death to a meaningless life.”

“We must not only preserve yesterday’s heritage fight for today’s ephemeral interests, but die if need be, for tomorrow’s hopes.”

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• What does this quote mean?
• What can you take away from this quote?
• How does relate relate to your own life?
• How does this connect with the Yellow Revolution?

Intersectionality: Bachata!

What is intersectionality?

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What is intersectionality?

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the interconnected nature of social categorizations such as race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage.

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What does intersectionality have to do with dance?

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A little about Bachata

• Originated in the Dominican Republic
• African, European, and Indigenous musical elements

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• Bachata Original
• Bachata Moderna
• Bachata Sensual

Your Identity.

©️ Mary Jhun

IG: @maryjhundandan

©️ Fifi Martinez

IG: @baby_misery

©️ vivi

IG: @venusinvivi

©️ Liam

IG: @times.new.romance

LGBTQ+

People Of Color

Solidarity Week

Intersectionality: LGBT+ POC

Solidarity Week: LGBTQ+ POC

Intersectionality, what is it?

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Intro: White Mainstreaming in the LGBTQ Community

Consumerism and the Elite LGBTQ+

• White, cis, upper or middle class mainstream
• More than marriage equality is needed
• The first pride was a riot - Marsha P. Johnson, Sylvia Rivera, now?
• Layered oppression
• Being forced to choose one identity
• 40% of homeless youth are LGBT
• 58% of queer homeless youth have been sexually assaulted
• 64% of trans people make less than $25,000 per year
• 41% of trans people and 62% of queer youth have attempted suicide
• African American gay/bi men most at risk for HIV and AIDS
• Health care and job insecurity

The Truth About Stonewall

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Article Jigsaw

• Read the article & with your group
• Discuss
• What was this article about?
• What questions do you still have?
• Where else have you seen “layered oppression”?
• How can you start looking at issues through an intersectional lense?

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Group Share

• Most Interesting thing you…
• Heard
• Said
• Read
• Where else have you seen “layered oppression”?
• How can you start looking at issues through an intersectional lense?

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Healthy Food = ?

Intersectionality: Food Justice

The following slides were created by one of our leaders in training, Elena. At 14 years old, she took on the challenge of teaching about intersectional issues through food justice. We mentored her closely, but this work is her creation. We’d like to include and celebrate all of the hours of love, determination, and power she put into the following lessons (slides 279-290). We love you Elena!!!

What happens when you don’t have healthy food = ?

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What images come to mind when we think about healthy living and eating?

https://www.huffpost.com/entry/white-people-food_n_5b75c270e4b0df9b093dadbb

Discussion Question: If we have established that healthy food = freedom, then is food access a tool to enslave, oppress, and control?

How do we rewrite the narrative?

Any ideas about how you can actualize this work in our own life?

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The Food Justice Movement

Environmental Justice

Warren County, NC- 1978

• Robert Burns. His trucking company was hired in 1978 by Ward Transformer Company, located in Raleigh, to dispose of PCB-laden transformer fluid(toxic chemical waste), the transformer fluid should have been brought to a special facility, but Burns decided to illegally dump the waste.
• For around three weeks, he drove along NC highways at night, spraying the 31,000 gallons of transformer fluid onto the soil alongside the roadway.
• 60,000 tons of earth along 240 miles of highway were contaminated
• Polychlorinated biphenyls (PCBs) are a group of man made chemicals that are carcinogenic, and can cause birth defects, skin and liver problems.

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Warren County, NC

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• Governor Jim Hunt announced that the state would be placing a landfill for contaminated waste/soil in Warren County
• Warren County
• 65% were black residents
• Lowest income per capita
• 1979: 800 protesters against the dumping site
• Organizations and leaders, including the NAACP and a black Baptist church, mounted a lawsuit against the landfill, which they argued chose Warren County because its residents were “few, black, and poor.
• The EPA (United States Environmental Protection Agency) was working with state officials to loosen requirements about a landfill’s proximity to groundwater to continue the dump’s construction

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Warren County, NC- 1982

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Environmental Racism: the disproportionate impact of environmental hazards on people of color

Environmental Justice: ”Environmental justice is the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies.”

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Delegates to the First National People of Color Environmental Leadership Summit held on October 24-27, 1991, in Washington DC, drafted and adopted 17 principles of Environmental Justice.

PREAMBLE

WE, THE PEOPLE OF COLOR, gathered together at this multinational People of Color Environmental Leadership Summit, to begin to build a national and international movement of all peoples of color to fight the destruction and taking of our lands and communities, do hereby re-establish our spiritual interdependence to the sacredness of our Mother Earth; to respect and celebrate each of our cultures, languages and beliefs about the natural world and our roles in healing ourselves; to ensure environmental justice; to promote economic alternatives which would contribute to the development of environmentally safe livelihoods; and, to secure our political, economic and cultural liberation that has been denied for over 500 years of colonization and oppression, resulting in the poisoning of our communities and land and the genocide of our peoples, do affirm and adopt these Principles of Environmental Justice:

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Environmental Justice

Part 2

Dakota Access Pipeline

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• Pipeline built by Texas-based Energy Transfer Partners and is designed to transport as many as 570,000 barrels of crude oil daily from North Dakota to Illinois
• Nearly $4 billion project was first proposed in 2014
• The pipeline would travel underneath the Missouri River, the primary drinking water source for the Standing Rock Sioux, a tribe of around 10,000 with a reservation in the central part of North and South Dakota.

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Dakota Access Pipeline

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• The Pipeline and Hazardous Materials Safety Administration (PHMSA) has reported more than 3,300 incidents of leaks and ruptures at oil and gas pipelines since 2010.
• “The pipeline would travel underneath the Missouri River, the primary drinking water source for the Standing Rock Sioux, a tribe of around 10,000 with a reservation in the central part of North and South Dakota.”
• The Standing Rock Sioux also argue that the pipeline traverses a sacred burial ground.

Dakota Access Pipeline

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• Protest to slow down construction
• Police have used pepper spray, rubber bullets and concussion cannons and other tactics

https://www.nytimes.com/video/us/100000004736396/arrests-and-violence-at-dakota-pipeline.html

Flint, Michigan

• In 2014, the city turned to the Flint River as a water source.
• After the switch, residents said the water started to look, smell and taste odd
• Tests in 2015 by the EPA indicated dangerous levels of lead in the water at residents' homes
• 57% of residents are black, and 42% of residents live below the poverty line

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Flint, Michigan

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• Flint is back to the Detroit Water Authority but the damage continues
• Cost $55 million to fix all the contaminated pipes

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Environmental Racism: the disproportionate impact of environmental hazards on people of color

Environmental Justice: ”Environmental justice is the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies.”

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Barrio Logan

Environmental Racism:

“Policies and activities of governments, corporations, educational institutions or other large organizations with the power to influence many people that, either intentionally or unintentionally, result in people of color and/or low income people being exposed to greater environmental hazards.”

“Barrio Logan, as having an asthma hospitalization rate higher than 92.9 percent of zip codes across California, with about 81 visits per every 10,000 people. The asthma hospitalization rate is around 2.5 times that of the national average according to a joint investigation by the EPA and the Environmental Health Coalition.”

Ethnic Studies: Final Week...

Journal: What does this quote mean to you now?

“A people without the knowledge of their history, origin and culture is like a tree without roots.”

-Marcus Garvey

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POTLUCK!!!!

Share out

• Favorite funny memory from E.S. this semester
• Favorite academic moment: what impacted you
• What issues that we learned about you care about the most? How will you take action?
• How are you going to push the E.S. movement forward?

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