First up, a 15-week Trump Syllabus 2.0, assembled in response to the Trump Syllabus initially posted by the Chronicle of Higher Education.
This course, assembled by historians N. D. B. Connolly and Keisha N. Blain, includes suggested readings and other resources from more than one hundred scholars in a variety of disciplines. The course explores Donald Trump’s rise as a product of the American lineage of racism, sexism, nativism, and imperialism. It offers an introduction to the deep currents of American political culture that produced what many simply call “Trumpism”: personal and political gain marred by intolerance, derived from wealth, and rooted in the history of segregation, sexism, and exploitation.
The Trump Syllabus 2.0 explores Donald Trump’s rise as a product of the American lineage of racism, sexism, nativism, and imperialism.
If you don’t have time over the next few days to digest an entire course’s worth of material (though we highly recommend at least a skim!), here’s a slightly more manageable reading list: curated by Milena Popova, a “Welcome to Fascism” reading list.
Both contain excellent content resources most appropriate for college students or adult learners, but in the right setting and with appropriate scaffolding, much of the material could also be used with younger students.
One place to begin there might be the link Popova includes of the NYT comprehensive exit data.
For older kids and adult students, The Atlantic‘s City Lab has a six-step guide for standing up to a bigoted attack. This article dates from 11/15/16; it’s written with an eye to recent events and increases in harassment and hate attacks.
Notable here is step 4, detailing why it won’t always be the right strategy to contact authorities.
Doug Meyer, a gender studies scholar at the University of Virginia and the author of Violence Against Queer People: Race, Class, Gender, and the Persistence of Anti-LGBT Discrimination, says that if you witness a verbal or physical assault on a person of color and/or a LGBTQ individual—identities which are obviously not mutually exclusive—it’s crucial to tread carefully before getting an authority figure on the scene. “They might have had negative experiences in the past and don’t want it reported to the police,” he says. In any circumstance, make sure that the victim is safe before doing anything else—and then check to see what they’re most comfortable with.
United for Intercultural Action, a “European network against nationalism, racism, fascism, and in support of migrants and refugees,” has a guide/lesson plan for practicing some of these interventions. Scenarios include addressing racist attacks on the bus and in the pub , and the guide does a good job of breaking down the preparation, scene, and analysis steps to successfully conducting the exercises.
Often civil courage is associated with bravery, valor and heroism. But acting courageously often begins in everyday situations. Civil courage is not about playing the hero. It means listening to your inner voice telling you that something has happened which is not right and that you should do something against it.
This leaflet is about the need to “do something”. It shows why civil courage is needed and how it can be trained.
The resource also has a ten-step summary of what people can do in these situations. They also nod to Theater of the Oppressed and the way that theater games can provide a safe space for rehearsing these kinds of situations before they occur.
Next up, how Theater of the Oppressed can be especially useful today.
Reports of hate crimes and harassment have increased since the election. Several places are tracking these reports; a great place to get a current picture is the Southern Poverty Law Center’s Hate Watch. (To note, as expected, this link does contain offensive language and racial slurs.)
How do we prepare students to resist this kind of social situation? One way is by teaching about the bystander effect. This is the first in a short series of posts about ways to model and rehearse effective intervention with students, hopefully before they are in a situation where they need to act.
First up is an article from The Greater Good that includes both notes on research, observations on how the bystander effect plays out across developmental stages in young children, and some tips on teaching kids to move into action.
Research points to a number of ways we can do this:
- Explicit teaching. “It might be a good idea to teach children about the bystander effect and its consequences, and responsibility in helping situations, from early in development,” says Plötner. Other research suggests that explicitly communicating responsibility and singling out children individually (“I will be counting on you”) increases their helping.
- Modeling. Preschoolers are more helpful and sympathetic to children who hurt themselves if their own caregivers display kindness and compassion. “It could be helpful if authorities model helping in bystander situations, so that children learn about the positive consequences of such actions,” adds Plötner.
- Environmental cues. In one study, simply exposing children to a subtle image of two dolls facing each other was enough to increase helping in 18-month-olds. Schools could use that kind of imagery, along with slogans like “It’s my job to help,” to create a kinder environment.
And from Quartz, here’s a basic step-by-step procedure appropriate for older students about how to intervene safely in a racist attack. This article is short and includes some great concrete tips that high schoolers in particular might find helpful.
- Speak only from your own perspective. Too often people start speaking for the person who is being attacked. This stops the victim from speaking up, who is likely to do so if he or she finds support from bystanders. For instance, if a person is being abused for wearing a hijab, don’t say that the victim does so because of her religion. Instead, speak about how people have the freedom to choose how they dress.
- Ask others to help. In most situations, you are likely to outnumber the attacker.
- Use your camera. Racial attacks are a criminal offense in most countries. If you don’t feel comfortable engaging directly, you can record the event on your phone. This could be vital evidence to punish the perpetrator in the future.
More to come!
The Mercury News is reporting a resolution to the suspension of Frank Navarro, a teacher at Mountain View High School in Mountain View, CA.
While Navarro is happy to be back in the classroom–and his students are happy to have him back–there’s some discrepancy about why he was removed in the first place.
As The Mercury News reports,
In a letter to parents sent Monday, [Principle] Harding stated that “freedom of expression and academic discourse are the cornerstones of our schools” and also said that “the teacher’s paid leave was not for teaching a lesson comparing Trump to Hitler.” The letter said the district received a complaint and needed to investigate “to ensure the emotional safety of all of our students.”
But Navarro said that last week Principal Dave Grissom and Associate Superintendent Eric Goddard said they were placing him on leave for discussing the election. Only on Monday, Navarro said, did Harding tell him the issue was “maintaining a safe environment for kids.”
“It’s really curious they didn’t discuss a safe environment on Thursday,” Navarro said, when he was ordered to remain off campus until Wednesday while the district conducted an investigation.
It seems clear that outside pressure had an impact. Harding seems taken aback at how quickly the story, and pushback, went global. We here are encouraged, especially given that coverage began with the school’s student newspaper.
Here are a few existing resources to help students deal with the period of Japanese internment in the United States during World War II.
Resource ♣ “Amendment Violation: Japanese American Internment and the United States Constitution”
From the National World War II Museum, this is a 9-12 grade curriculum that includes readings on the Bill of Rights and Japanese internment camps in order to help students analyze how and why internment was a violation of multiple Constitutional Amendments. The curriculum also contains some detailed enrichment activities as possible extensions.
The curriculum is available as a PDF.
Resource ♣ “Japanese American Internment: Fear Itself”
The Library of Congress created this 5-8th grade curriculum. It is spread across multiple links and includes primary sources, such as photographs and online exhibits. Some of the student primary source framing material is basic, but it can be applied to a variety of documents. The writing that students are asked to do is varied, including creating a two-voice poem and newspaper article.
The curriculum is available via a series of links. Notable is the tool that allows teachers to search Common Core and other state education standards to check alignment.
Resource ♣ Allegiance, the musical: Educational Resources
While the educators’ material isn’t ready yet, I’m posting this in hopes that it will be soon! This is actor George Takei’s passion project, a musical based on his family’s experience in internment camps during World War II.
Contacting Your Representatives
A sample lesson plan for middle school through community college students
- Students will work together to communicate their opinion on an important issue with their senators and congressperson.
- Students will think and talk about congressional districts and how they come to exist.
- House of Representatives
- If students will not have access to research tools, ID local and state representatives and have their contact information ready to share.
- Using the US Census site, prepare to display your state or regions’ map of congressional districting lines.
- Decide how best to group students—preselected groups, self-chosen groups, etc. You might also choose to group students whom you know live in the same area (i.e., will have the same representatives).
- ID the roles that you’ll use with your students. Be mindful that students’ citizenship or immigration statuses could impact how comfortable they are taking certain roles or giving their names to representatives.
- Decide whether students will be contacting their representatives about issues of their own or whether the class will focus on one or two issues in particular.
- Come up with a method for calling or writing representatives that will work with your students. You might have them make calls during class time using a school phone, for example, or they may be responsible for emailing representatives out of class.
Continue reading “small stones Lesson Plan: Contacting Your Representatives”
Good news! There’s something really easy that you can do, that we can all do: call your two Senators and your Representative’s offices and tell them to publicly and vigorously oppose the appointment. Don’t email. Don’t tweet. Don’t fill out the online form. Call. Calling works best. Especially if a lot of us do it.
Gabriel Stein has written a quick, easy guide to calling your representatives. Students can do it too! Congresspeople and senators are constitutionally mandated to represent the people in their district, not just eligible voters.
Next post, an example lesson plan for one way to integrate this kind of outreach into a classroom.