This is a six module lesson plan aimed at expanding the student's understanding of the concepts systemic racism, implicit bias, intersectionality, privilege and oppression through self examination and collaboration.
Systemic Racism, Oppression, Implicit Bias, Intersectionality, Privilege
The Social Work profession has long held the ideal of upholding social justice. However, as social work educators, this has been difficult to implement through traditional classroom teaching. We know that knowledge itself is not enough to disrupt discriminatory attitudes that have been passed down from generation to generation by families and the larger culture.
"Changing students attitudes is a very difficult task as it relies on more than providing information, but rather on getting students to relate to these concepts and restructure their worldviews." (Avant, Bracy 2013)
In Jane Elliott's famous "Blue-Eyed, Brown-Eyed" exercise with 3rd graders immediately following Martin Luther King Jr.'s assassination, she used an experiential design of dividing the class between groups she labeled as blue-eyed and brown-eyed students. On the first day, the "brown-eyed" students were favorited, receiving all the privileges and positive regard. On the second day, the groups switched in that the blue-eyed students were favorited. It is important to note that the disfavored group was considered "stupid" and was last to get privileges like being called on in class, get a drink of water after recess, receive lunch, line up for the end of the day etc. In the 30-year follow-up meeting, the painful lessons learned on those two days have stayed with them. This would be my ideal way of teaching the impact of racism on the marginalized in our country and the world. However, this experiential design isn't possible on such a large scale and oppression, discrimination and privilege have so many different variables. We are biased on the basis of socio-economic status, gender, sexual identity, political party, religion, skin color, obesity, language, occupation to name just a few. (PBS Frontline (2019, January 18) A Class Divided (full film). YouTube https://www.youtube.com/watch?v=1mcCLm_LwpE)
Offering these six modules in CGcholar allows each student to immerse themselves in learning more about implict bias, systemic racism, oppression, privilege, intersectionality and becoming anti-racist. At the end of each module, students respond with an update which can include media, graphics and text to answer the prompts. Units #4, #5 and #6 have longer length responses required. To generate a discourse, students are also required to comment on three other students' work in each unit.
As a basis of these modules is an assignment on decolonizing dominant discourses which was done in a virtual classroom and used with permission. In a virtual classroom, students write a reflective paper and then share it in small breakout groups. This was done for both their personal views and then about the social work profession itself. Transforming this to the CGScholar platform requires students to write these two papers as part of the update. To generate a learning discourse, students then read and comment on other student's work using prescribed supportive prompts.
Welcome to the Decolonizing Dominant Discourse Training. This program is designed as a required course for Masters of Social Work students to meet the requirements of Competency #2 from the Council on Social Work Education and to enhance your personal, and professional understanding of concepts like diversity, racism, intersectionality, oppression, and privilege. Competency #2 asks social workers to "engage in diversity and difference in practice”. To meet this competency, self-reflection, education, and collaboration are required. Throughout the six units, you will find videos to view, readings, and activities, including a written prompt at the end of each unit. Because you will be taking this course along with many other MSW students, you will have an opportunity to get feedback from them about your posts and give feedback to others as well. We have designed this course as an active learning community. Here is Competency #2, taken from the 2015 Council on Social Work Education accreditation standards:
Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity.
The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status.
Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim.
Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power.
Social workers:
*apply and communicate an understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;
*present themselves as learners and engage clients and constituencies as experts of their own experiences; and
*apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.
Developed by the Council on Social Work Education (CSWE) Commission on Educational Policy and the CSWE Commission on Accreditation; Educational Policy approved by the CSWE Board of Directors on March 20, 2015; Accreditation Standards approved by the CSWE Commission on Accreditation on June 11, 2015.
The objectives of these modules are:
1. Examine the concept of implicit bias and how it impacts you and others.
2. Expand your knowledge of systemic racism, oppression, privilege.
3. Understand the concept of intersectionality.
4. Explore your own stories to become aware of the dominant discourse or world views that shaped the story/identity of you and your clients.
5. Critically examine the profession of social work through a privilege/oppression lens.
6. Explore opportunities to develop cultural humility and the process of becoming anti-racist.
Students are expected to complete one module per week for a total of six (6) weeks.
The goal of this unit is to examine the concept of implicit bias and how it impacts you and others.
Before we begin, please take a brief two-question survey about your awareness of implicit bias. This will be done at the end of the unit also. Here's the survey:
https://www.surveymonkey.com/r/Z5W3QVN
We begin the course by examining the black/white racial divide in the United States. Enslaving black people from Africa as laborers in the US officially began in 1619, but as the article below indicates, it was much earlier:
As the civil rights movement in the 1960s, the US made some inroads into the illegality of explicit bias, but implicit bias and systemic racism continue. Implicit bias contributes to poverty, police shootings, unequal opportunities for advancement, poorer education and health outcomes, and premature death.
In the following video, implicit bias is defined as the negative stereotypes and associations embedded in our brains combined with the cultural hierarchy of race, gender, or sexual orientation:
National Association of Independent Schools (2015, December 30) Defining Implicit Bias and Racial Anxiety, YouTube https://www.youtube.com/watch?v=msscegmQpW0
Identifying and challenging implicit bias is difficult. These are sometimes referred to as microaggressions because they are out of our awareness. This video offers a biological explanation for implicit bias and concrete examples of how to challenge this.
TEDx Pasadena (October 22, 2018) How to Outsmart Your Own Unconscious Bias, https://www.youtube.com/watch?v=GP-cqFLS8Q4
As the video above discusses, we are not aware of our own biases until we have to stop and think through our interactions and assumptions. Harvard University has developed the Project Implicit which is described as follows from their website: https://implicit.harvard.edu/implicit/aboutus.html
Project Implicit is a non-profit organization and international collaboration between researchers who are interested in implicit social cognition - thoughts and feelings outside of conscious awareness and control. The goal of the organization is to educate the public about hidden biases and to provide a “virtual laboratory” for collecting data on the Internet.
Project Implicit was founded in 1998 by three scientists – Tony Greenwald (University of Washington), Mahzarin Banaji (Harvard University), and Brian Nosek (University of Virginia). Project Implicit Mental Health launched in 2011, led by Bethany Teachman (University of Virginia) and Matt Nock (Harvard University). Project Implicit also provides consulting services, lectures, and workshops on implicit bias, diversity and inclusion, leadership, applying science to practice, and innovation. If you are interested in finding out more about these services, visit https://www.projectimplicit.net.
In an effort to expand your self-knowledge, please use the link below to select at least one test to determine the presence of implicit bias. Keep track of your selections and outcome. https://implicit.harvard.edu/implicit/selectatest.html
Once you have completed this unit, please take the following post test: https://www.surveymonkey.com/r/5KYTZGH
Feedback: Please write 150 words plus media (if you choose) about the outcome of the implicit bias test(s) you completed and your thoughts after watching these videos using the following prompts:
1. What was the outcome of the implicit bias test (s)? How did this outcome compare to what you had thought?
2. What made you select this particular implicit bias test? Why did you not select other populations?
3. Discuss a time that you have been subject to biased responses?
4. Discuss a time that you have responded to others via implicit bias.
5. What was the difference between your pre-post survey results?
6. What is one "take away" from this unit?
Finally, please post a comment on at least three (3) other students' work by using @their name.
You will be evaluated on your completeness of responding to these prompts and the number of posts you make on other's works. (See Rubric)
The goal of this unit is for students to explore the concept of implicit bias for themselves and the impact of this as part of systemic racism.
We have embedded a pre-lesson rating scale for students which will be followed by a post-lesson scale with opportunities fo students to compare these measures.
It can be helpful to acknowledge that we all have implicit bias. Students who complete the implicit bias measures from the Harvard study may be surprised at their results. Because there are multiple measures to choose from, we suggest each student take at least one "test" and reflect upon the results. The specific prompts are in the student side of the assignment.
The objective of this unit is for you to expand your knowledge base on how oppression, privilege, and racism are impacting marginalized groups in the U.S. through systemic racism.
Before you begin, please complete this pre-unit survey: https://www.surveymonkey.com/r/KDBTG8L
The recent COVID-19 pandemic which began late 2019 has revealed how racial disparities cost lives. According to Liu & Modir, (2020):
"COVID-19 is having a disproportionate negative impact on communities of color across the nation (U.S). Asian communities have experienced a marked increase in discrimination as a direct result of the outbreak originating in China. Black American's have a higher COVID-19 mortality rate than any other racial group in the U.S. with early data reporting that Black people make up 33% of all deaths (and only 13% of the population).
The Outbreak That Was Always Here: Racial Trauma in the Context of COVID-19 and Implications for Mental Health Providers
As the article above indicates, there has been long-standing systemic racism that has contributed to the COVID-19 outcomes. This is just the most recent example. To understand systemic racism in more detail, consider the term "hegemony" which is a system where oppressive forces act to preserve power for the powerful and deny power to the dis-empowered.
Now that you have had a chance to consider your implicit bias, the aggregate of this is systemic racism. The following video describes the differences in access to education, homeownership, wealth building, college attendance, and employment opportunities for people of color compared to white people.
1. Systemic Racism
act.tv (2019, April 16) Systemic Racism Explained. YouTube https://www.youtube.com/watch?v=YrHIQIO_bdQ
What does oppression mean? What are the impacts of long standing oppression where a minority culture is excluded from opportunities.
Reel Works Teen Filmmaking (2015) A Girl Like Me. YouTube https://www.youtube.com/watch?v=17fEy0q6yqc&feature=youtu.be
3. Privilege
Please read the two articles below that offer an opportunity to expand your understanding of white privilege.
Case Study: A 45-year-old divorced female enters the ER complaining of having a rapid heartbeat and shortness of breath at 11 pm. This is her 3rd visit for similar complaints. The ER is packed with trauma cases and crying children.
Task: Please write at least 150 words about the various aspects of this case using the lens of systemic racism. What are the possible outcomes of this visit, depending on how the patient is viewed through a lens of privilege and oppression? Aspects of this story are purposely vague and you are free to add in detail. Please comment on at least three (3) other student's updates by using @name.
Please complete this post-unit survey: http://https://www.surveymonkey.com/r/KYNHT3B
Creating space for students to talk about racism, oppression and privilege can be challenging. Students may have experienced the negative impact of structural racism and other students are feeling increasingly uncomfortable with their privilege, as they strive to develop cultural humility. As instructors, we are on the same path as the students. There is a parallel process so we encourage you to take this opportunity to learn and express your evolving understanding as part of the dialogue.
In the following video:
Dr. Tricia Rose suggests that there is still work to be done in thinking about questions of community, equality and justice. Her focus is not on the issues of structural oppression, but on the difficulty in creating an honest conversation about these issues. Tricia Rose graduated from Yale University where she received a BA in Sociology and then received her Ph.D. from Brown University in American Studies. She has taught at NYU, UC Santa Cruz and is now Professor of Africana Studies at Brown University. Her book, Black Noise: Rap Music and Black Culture in Contemporary America is considered foundational text for the study of hip hop, one that has defined what is now an entire field of study. See her full bio and learn more about this event at the TEDxBrownUniversity website (http://brown.edu/web/tedx/).
TEDxBrownUniversity (2011, July 26) Tricia Rose - Creating Conversations on Justice. YouTube https://www.youtube.com/watch?v=cmoiH1PkHGQ
Note to instructor: Please consider the dept of the responses to the case study. Students are free to make up whatever details they like to demonstrate their understanding of systemic racism, privilege, and oppression impact the patient's treatment outcome. (See Rubric)
The objective of this unit is to understand the concept of intersectionality and how that relates to your life and those of your clients.
In the diagram below, classifications such as gender, race, and class, etc. cannot be viewed separately from one another. Intersectionality requires analyzing systemic power, oppression, and privilege together to understand our multiple identities. This complexity is present in all institutions and therapeutic practices.
ADP (2020, February 5) What is Intersectionality and Why is it Important? YouTube https://www.youtube.com/watch?v=3qhadch9oDo
In the video below, the speaker demonstrates how people of color have been plagued by police shootings which are largely unknown. This video was recorded in 2016.
TED, (2016, December 7) The urgency of intersectionality. YouTube https://www.youtube.com/watch?v=akOe5-UsQ2o
The highly-publicized deaths of George Floyd and Brionna Taylor in 2020 have raised the consciousness of Americans across age, race, and political spectrums, giving voice to the Black Lives Matter and #SayHerName movements.
After viewing the above videos and considering the intersectionality diagram, please complete this survey that checks for understanding: https://www.surveymonkey.com/r/KQKGC5B
Protesters hold up a lighted sign reading "#sayhername" during a July 2015 vigil for Sandra Bland in Chicago. Bland died in a Texas jail after a traffic stop escalated into a physical confrontation. Authorities said Bland hanged herself, a finding her family disputed. Christian K. Lee/AP
Please write 200 words below using APA style with at least two references using the following prompts:
1. How can the social work profession address issues of intersectionality?
2. How can the social work profession participate in the Black Lives Matter and #SayHerName movements?
Please comment on at least three (3) of other students' updates by using @name.
Your students may be at very different levels as they approach this unit. It is important to recognize their process and efforts at connecting with their peers.
Understanding our own intersectionality is vital for our continued work as social workers and educators. Practicing cultural humility, that is, we are learners and we are educators sets the stage for an open discourse between you and your students. Here are two articles that may be helpful in your journey:
The objective of this unit is to explore your own stories to become aware of the dominant discourse or world views that shaped the story/identity of you and your clients.
Part 1 - Your Own Story
In this session, students will treat each other's intersecting identities as areas of resilience, strength and vulnerability. Rather than seeing yourselves and your clients as solitary individuals, we are challenging you to go beyond the boundaries of the individual, static diagnosis or adapt to the social pathologies and systems that keep us oppressed. We must first recognize the colonization of our own upbringing and education.
Please consider many aspects of your converging identity through the framework below:
1. Age and generational influence:
2. Developmental disabilities
3. Disabilities later acquired
4. Religion and spiritual orientation
5. Ethnic and racial identity
6. Socioeconomic status (SES)
7. Sexual orientation/identity
8. Indigenous heritage
9. National origin
10. Gender identity
Some questions to consider about yourself:
- What part(s) of your identity do you think people first notice about you?
- What part(s) of your identity are you most comfortable sharing with other people?
- What part(s) of your identity are you least comfortable sharing with other people?
- What part(s) of your identity are you most proud of?
- What part(s) of your identity did you struggle the most growing up?
- What part(s) of your identity are the most important to you?
- What part(s) of your identity are least important to you?
- What part(s) of your identity do you feel you receiving privilege for most often?
- What part(s) of your identity do you think most as a social worker?
- Are there parts of your identity that you hesitate bringing forward as a social worker with your clients? As an intern with your supervisor(s)? As a colleague or with your peers?
- In what ways does your identity have an impact on your interactions with your clients? With your supervisor(s)? With your colleagues or with your peers?
Source: School of Social Work, Decolonizing Dominant Discourses -
Activity: Write a 250-page self-reflection by selecting 2-3 categories in the above framework and questions as a guide.
Read and comment on at least three (3) other peers work by reflecting the following:
- What did you appreciate about what was shared?
- What parts moved you?
- What strengths did you see?
- How did it make you feel?
- What could you relate to?
Source: School of Social Work, Decolonizing Dominant Discourses
According to Cayirdog and Bailey (2012) "Multicultural counseling courses mostly aim for their students to become culturally competent and culturally sensitive." The authors go on to say, "three-dimensional framework of multicultural competence, a culturally competent counselor must have three attributes: awareness, knowledge, and skills." In addition, authors Kumagai and Lypson (2009),argue that It must involve the fostering of a critical awareness—a critical consciousness—of the self, others, and the world and a commitment to addressing issues of societal relevance in health care. The goal of this assignment is to raise such critical consciousness.
Hull House: An American Institution Image Source: Chicago History Museum External Link
The Objective of this unit is to critically examine the profession of social work through a privilege/oppression lens.
These are some of the early social work pioneers. On the left is Jane Addams, founder of Chicago's Hull House and on the right is Ellen Gates Star, the co-founder. They began their work in the late 19th century.
Can you imagine what kind of people they were?
What are some of the stereotypes you have in mind as you become a social worker?
What are some of the comments you have received from others about the profession?
How did you feel about the stereotypes others have told you about the social work profession?
School of Social Work, Deconstructing Dominant Discourse
Instruction: Students begin to decolonize the pedagogy and practice of social work by paying critical attention to the “tensions and contradictions” in our profession, field education experience, supervisory relationship, and academic setting.
Each student will write a 250-word journal reflection using the questions below as prompts – or add other categories or issues (gender, race, class, etc.) that confront social works attempt to maintain power over others or have become silent on important issues in our community.
Students will also comment on at least three (3) other students work by using these supportive prompts as a guide:
Please have a discussion with a colleague about the field of social work as it relates to privilege, oppression and racism.
The goals of this unit are to explore opportunities to develop cultural humility and the process of becoming anti-racist.
The diagram below shows the stages of becoming an anti-racist. Read these and consider where you are and what growth areas you have:
Baratunde Thurston explores the phenomenon of white Americans calling the police on black Americans who have committed the crimes of ... eating, walking or generally "living while black." In this profound, thought-provoking and often hilarious talk, he reveals the power of language to change stories of trauma into stories of healing -- while challenging us all to level up. TED (2019)
TED 2019, How to deconstruct racism, one headline at a time, Retrieved from https://www.ted.com/talks/baratunde_thurston_how_to_deconstruct_racism_one_headline_at_a_time?language=en
Baratunde Thurston explores the phenomenon of white Americans calling the police on black Americans who have committed the crimes of ... eating, walking or generally "living while black." In this profound, thought-provoking and often hilarious talk, he reveals the power of language to change stories of trauma into stories of healing -- while challenging us all to level up. (Ted 2019)
Jane Elliott, the famous 3rd grade teacher discussed her efforts to change racism in the U.S. She reveals how difficult it was for her after the "blue-eyed, brown-eyed" exercise for both her and her family.
NBC BLK | NBC News (2017, September 29) There’s Only One Race. The Human Race. YouTube https://www.youtube.com/watch?v=eFQkLp5u-No
Above The Noise (2020, July 1), What Does It Mean to be Anti-Racist? YouTube
https://www.youtube.com/watch?v=OwjuL4jNTNg
This video describes a three step process to becoming anti-racist. It is a continuous work in progress but here are the steps mentioned:
1. Challenge your own bias or prejudices
2. Educate yourself about how acism is systemic.
3. Take action
Activity: As a result of this course, write 250 words with graphics or multimedia to illustrate what you have learned and how you are working toward becoming anti-racist. Please comment on three (3) other students work by @name.
Please complete this final survey: https://www.surveymonkey.com/r/727QVN5
Solving this problem is complicated. As an educator, here is one view:
TEDxRainier, (2016, Mar 21) Let's get to the root of racial injustice YouTube https://www.youtube.com/watch?v=-aCn72iXO9s
In this inspiring and powerful talk, Megan Francis traces the root causes of our current racial climate to their core causes, debunking common misconceptions and calling out "fix-all" cures to a complex social problem Megan Ming Francis is an Assistant Professor in the Department of Political Science at the University of Washington where she specializes in the study of American politics, race, and the development of constitutional law. She is particularly interested in the construction of rights and citizenship, black political activism, and the post-civil war South. Born and raised in Seattle, WA, she was educated at Garfield High School, Rice University in Houston, and Princeton University where she received her M.A. and her Ph.D. in Politics. In her award winning book, Civil Rights and the Making of the Modern American State, shows that the battle against lynching and mob violence in the first quarter of the 20th century were pivotal to the development of civil rights and the growth of federal court power. She is inspired by people who fight for justice–even when the end appears nowhere in sight. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedxTEDxRainier, (2016, Mar 21) Let's get to the root of racial injustice YouTube https://www.youtube.com/watch?v=-aCn72iXO9s
The Late Show with Stephen Colbert (2020, Jun 26) Creating A More Equitable Society Is In White Americans' Self Interest. YouTube https://www.youtube.com/watch?v=dCUOX3NMd4U
As you review your student's work, please take some time to reflect on how this series of modules have benefited your students and yourself.
Printed Material:
Avant, D. W., & Bracy, W. (2015). Teaching Note—Using Problem-Based Learning to Illustrate the Concepts of Privilege and Oppression. Journal of Social Work Education, 51(3), 604–614. https://doi-org.proxy2.library.illinois.edu/10.1080/10437797.2015.1043207
Margolin, L. (2015). Unpacking the invisible knapsack: The invention of white privilege pedagogy. Cogent Social Sciences, 1(1). https://doi.org/10.1080/23311886.2015.1053183
Hall, E., & Jones, N. (2019). A Deeper Analysis of Culturally Competent Practice: Delving Beneath White Privilege. Journal of Ethnic & Cultural Diversity in Social Work, 28(3), 282–296. https://doi.org/10.1080/15313204.2017.1344949
Abrams, L. S., & Gibson, P. (2007). Reframing multicultural education: teaching white privilege in the social work curriculum. Journal of Social Work Education, 43(1), 147+. https://link-gale-com.libproxy1.usc.edu/apps/doc/A160420766/AONE?u=usocal_main&sid=AONE&xid=c3718d16
Dyche, L., & Zayas, L. H. (1995). The Value of Curiosity and Naiveté for the Cross-Cultural Psychotherapist. Family Process, 34(4), 389.
Developed by the Council on Social Work Education (CSWE) Commission on Educational Policy and the CSWE Commission on Accreditation; Educational Policy approved by the CSWE Board of Directors on March 20, 2015; Accreditation Standards approved by the CSWE Commission on Accreditation on June 11, 2015.
Decolonizing Dominant Discourse Assignment, Fall 2020 used by permission.
*Liu, S. R., & Modir, S. (2020). The outbreak that was always here: Racial trauma in the context of COVID-19 and implications for mental health providers. Psychological Trauma: Theory, Research, Practice, and Policy, 12(5), 439-442. doi:http://dx.doi.org.proxy2.library.illinois.edu/10.1037/tra0000784
*Cayirdag, N., & Bailey, D. F. (2012). Evaluation of a multicultural counseling course doi:http://dx.doi.org.proxy2.library.illinois.edu/10.1037/e646892012-001
*Locke, D. C., & Kiselica, M. S. (1999). Pedagogy of Possibilities: Teaching About Racism in Multicultural Counseling Courses. Journal of Counseling & Development, 77(1), 80. https://doi-org.proxy2.library.illinois.edu/10.1002/j.1556-6676.1999.tb02424.x
*Kumagai, A. K., & Lypson, M. L. (2009). Beyond cultural competence: Critical consciousness, social justice, and multicultural education. Academic Medicine, 84(6), 782-787. doi:http://dx.doi.org.proxy2.library.illinois.edu/10.1097/ACM.0b013e3181a42398
Videos:
PBS Frontline (2019, January 18) A Class Divided (full film). YouTube https://www.youtube.com/watch?v=1mcCLm_LwpE
National Association of Independent Schools (2015, December 30) Defining Implicit Bias and Racial Anxiety, YouTube https://www.youtube.com/watch?v=msscegmQpW0
*TEDx Pasadena (October 22, 2018) How to Outsmart Your Own Unconscious Bias, https://www.youtube.com/watch?v=GP-cqFLS8Q4
act.tv (2019, April 16) Systemic Racism Explained. YouTube https://www.youtube.com/watch?v=YrHIQIO_bdQ
Reel Works Teen Filmmaking (2015) A Girl Like Me. YouTube https://www.youtube.com/watch?v=17fEy0q6yqc&feature=youtu.be
TEDxBrownUniversity (2011, July 26) Tricia Rose - Creating Conversations on Justice. YouTube https://www.youtube.com/watch?v=cmoiH1PkHGQ
ADP (2020, February 5) What is Intersectionality and Why is it Important? YouTube https://www.youtube.com/watch?v=3qhadch9oDo
TED, (2016, December 7) The urgency of intersectionality. YouTube https://www.youtube.com/watch?v=akOe5-UsQ2o
Smith College School for Social Work, (2017, Jul 19) A Historical Perspective of Social Work, YouTube https://www.youtube.com/watch?v=kDtrlwaQyW4
TED, (2019, June 26), How to deconstruct racism, one headline at a time. YouTube https://www.youtube.com/watch?v=RZgkjEdMbSw
NBC BLK | NBC News (2017, September 29) There’s Only One Race. The Human Race. YouTube https://www.youtube.com/watch?v=eFQkLp5u-No
Above The Noise (2020, July 1), What Does It Mean to be Anti-Racist? YouTube
https://www.youtube.com/watch?v=OwjuL4jNTNg
TEDxRainier, (2016, Mar 21) Let's get to the root of racial injustice YouTube https://www.youtube.com/watch?v=-aCn72iXO9s
The Late Show with Stephen Colbert (2020, Jun 26) Creating A More Equitable Society Is In White Americans' Self Interest. YouTube https://www.youtube.com/watch?v=dCUOX3NMd4U
Please refer to this rubric for the unit and course expectations.
