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Resources
Our textbook has an excellent Glossary at the
back of the book.
http://ethnicstudiesweekoctober1-7.org/index.html
Diversity Events for November
Uncompromising or Uncompromised? A Look at the Intellectual
Conversations of an Indigenous Mind
Dr. Joseph Brewer (Oglala/Cherokee)
November 2, 2010 @ 6:00pm
Whitewater Room, Commons
The exploration of conflict often times resonates in the tangible
differences between two or more parties of people representing a core
philosophical ideology. Indigenous peoples of the United States are often
subject to the role of compromise, which tends to, at times put the Indigenous
person at odds with their community values, beliefs, and morals. Whether the
comprise is identified within a conflicting land ethic, language barrier,
educational setting, historical context, or disregard for Indigenous models of
citizenry. To frame what is being given up by the Indigenous people who
compromise can be a lesson or moral code, which can benefit not only Indigenous
people but the very systems that consciously of unconsciously demand
compromise.
Tribal Foods Day
November 10, 2010 @ 6pm
St. Augustine’s Center
Taste and enjoy different tribal foods prepared by our Native
American students and staff.
American Indian Health Professions and Health Research: The
Issue of Trust and Building the Pipeline for American Indian Students
Darryl Monteau, MS (Kiowa)
November 11, 2010 @ 12:00pm
Horizon Room, Commons
American Indians continue to have the lowest number of students
matriculating in graduate school. The numbers are even lower for students
going in to health professions and health research. In addition, current
health studies report American Indian people suffer from high rates of diseases
compared to other ethnic minority populations in the U.S. This
presentation focuses on the intersection of three issues: the reasons for
American Indian health disparities and the impact that can be made in addressing
these disparities, the relationships of trust among Native communities and
health professionals and researchers, and the need for more American Indian
students choosing health careers.
Film: Naturally Native
November 12, 2010 @ 12:00pm
OMA Diversity Center
Naturally Native follows the live, loves, pain, joy and relationships of
three sisters as they attempt to start their own business. Dedicated to
starting a cosmetic business, they attempt to overcome obstacles in the business
world and in the home.
Identity Politics
Tana Atchley, MA (Modoc/Paiute/Karuk)
November 16, 2010 @ 6pm
Whitewater Room, Commons
This presentation will cover the politics that are
involved with identifying oneself as a Native American. The presenter will
cover what this means at a Federal, Tribal, and personal level. The
importance of finding a connection to one's Tribal community, blood quantum, and
who decides who is Native will be discussed.
Without Sanctuary: a short
film on the "culture" of lynching
pbs.org/race
I. What is Race?
Ten Things Everyone Should Know About Race
The PBS film series,
Race: The Power of an Illusi
Episode 1 - The Difference Between Us
Before viewing:
1. How would you define race? What does it mean to you?
2. How many races do you think there are? What are they? How do you decide
which race someone belongs to?
3. Look around the room or around your community. Who do you think is
likely to be most similar to you, biologically or genetically? Why?
View Episode 1: The Difference Between Us
Group 1 leads discussion
Comprehension Questions
Discussion Questions
Take the Genetic
Diversity Quiz and bring your results to class.
Writing Assignment #1: Read the "Ten Things Everyone Should
Know About Race." Which things in the list
challenge your responses to the pre-viewing questions, or your understanding of
race and race relations?
Readings: Go to
http://www.pbs.org/race/001_WhatIsRace/001_00-home.htm; at the bottom of
that page click on "Background Readings"; click on "History" and read the 12
short readings there.
Before viewing:
> How long do you think the idea of race has been around? Where did it
come from?
> Do you think Africans were enslaved in the Americas because they were
deemed inferior, or where they deemed inferior because they were enslaved?
Prior to viewing episode ll, try this activity:
Define what it means to
be "civilized." Make a list of what characteristics a civilized person
possesses. After viewing, re-examine your list. How does your list compare to
18th & 19th century policies on American Indians, slaves, colonizing the
Philippines, annexing Mexican land, etc? How to beliefs about race influence
beliefs about what it mans to be civilized?
Video screening:
Race: The Power of an Illusion,
Episode ll - The Story We Tell
Group 2 leads discussion of Episode 2
Comprehension and Discussion Questions
“Race was never just a matter of
how you look, it’s about how people assign meaning to how you look.”
—
Robin D. G.
Kelley, historian
Your discussion questions
-- Regarding identity, what does it mean to say I'm 25% this ethnicity and
75% this ethnicity or race? What does it mean to identify yourself through blood
quantum? Who is currently defining themselves through blood quantum and why?
-- What is a stereotype? What are some common stereotypes about race and
ethnicity?
-- What constitutes racism? How does it differ from stereotyping?
-- Why do humans (especially Americans) tend to try to classify people? What
are some of the effects of classifying people?
-- People often think that racism and discrimination happened in the past and
that the past is not affecting the present. Can you think of examples that
disprove this belief?
-- How should our society try to create justice for the disadvantages and harm
caused certain groups due to racist policies of the past? What is the present
generation's role in this?
-- What are the effects, or likely effects, of our country becoming
increasingly ethnically heterogeneous and less ethnically homogenized?
Readings:
Do the "Me, My Race, and I" Activities here:
http://www.pbs.org/race/005_MeMyRaceAndI/005_00-home.htm
Click on "SOCIETY" link and complete the readings there:
http://www.pbs.org/race/000_About/002_04-background.htm
Reading Quiz
1. 42% of the net worth (assets) of all American households is where/in
what?
OR what is most Americans' single largest asset?
2. What is the difference between income and net worth, particularly in how
they relate to "life chances" or opportunities?
3. In 1995 the median white family had ____ times the net worth of the
median black family? _____x the net worth of the median Latino family?
4. Provide the following percentages for homeownership in the US:
_____ % of whites are homeowners
_____ % of blacks are homeowners
_____ % of Latinos are homeowners
_____ % of Asians are homeowners
5. What racial group has the largest suburban (vs.) urban population?
6. What happens to urban, inner cities when those with the highest net
worth move to the suburbs?
7. Give at least 4 examples of government programs and policies that
have channeled wealth and opportunities to white people at the expense of other
groups.
8. 80% of our lifetime accumulated wealth comes from where?
9. Give at least one example of an opportunity that results from the
above source.
Before Viewing
> Does race affect your life? Why or why not? If so, in what ways?
> Forty years ago, the Civil Rights At declared that forced racial
segregation was illegal. In light of this, why do you think some neighborhoods,
schools and workplaces are still segregated?
> Do you think people today should be held accountable for past
discrimination? Why or why not?
View:
Episode lll - The House We Live In
Group 3 leads discussion:
Comprehension and Discussion Questions
“The slick thing about whiteness is that you can reap
the benefits of a racist society without personally being racist.”
—
john a.
powell, legal scholar
Discuss Powell's idea that in a racist system, privilege is often conveyed,
not earned:
"Most of the benefits can be obtained without ever doing anything personally.
For whites, they are getting the spoils of a racist system, even if they are not
personally racist."
What is the difference between personal racism, where the beliefs and/or
actions of an individual reflect prejudice or result in discrimination and
institutional racism, where people benefit or are disadvantaged without
necessarily doing anything themselves. How might people address the
institutional racism they identify?
Peggy McIntosh,
"Unpacking the Knapsack of White Privilege"
Take the quiz, with Yes/No answers. How many "No's" did you have?
What did you learn from taking the quiz?
Kendall, Understanding White Privilege
lecture notes:
Chapters 4, 5, 6, 7 and 8
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