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Common Ground Conversations on Race in America

CORVALLIS | MAY 15, 2021

COMMONGROUNDCONVERSATIONS.COM

Prepared for … MAY 15, 2021 Influencing societal change through common ground conversations

MADISON

JOSIAH

MIKE EMILY CALEB

CommonGroundConversations.com Art designed By SJliuxingjie from pngtree.com FACILITATORS

Influencing societal change through common ground conversations

MIKE GREEN EMILY GREEN

I'm a cultural economist, I'm a homeschooling mom with a consultant, speaker and degree in social work and experience Chief Strategist at the in working with distressed families in National Institute for communities of color. I lead & mentor Inclusive Competitiveness womens groups

We equip and empower people to be informed empathetic societal change agents through the power of common ground knowledge, understanding and conversations. Morning Session PROBLEM We don't know who we are Conversations Journey We don't know how we got here Establish a Common Frame of Reference We don't know our own story Make the complicated simple We were never taught our true history We don't know the truth about us Tell the Truthful Story of Ourselves in America We cannot teach what we don't know Learn Lessons from the Greatest Era in US history IMPACT Learn and Accept the Outcomes of the Revolutionary Eras Define Our Era, Our Responsibility, Our Opportunity Systemic biases in policies & practices Rampant racism, societal oppression Summarize and Synthesize; Q&A along the way Heightened sensitivities, confusion Distrust, ignorance, anger and hostility Ambivalence, apathy, anxiety Valuing and devaluing of humans by race

OUR APPROACH Afternoon Session Truthful Storytelling & Conversations Exploratory Practices BENEFITS

Paradigm-shifting knowledge

Well-researched credible resources

Practical tools for learning at all age levels

Improve cultural competence, confidence and understanding

Improve capability to interpret societal discourse around race

Introduce process and framework to support racial equity goals

Improve capacity to teach and equip youth to become empathetic societal change agents BE CURIOUS | BE CONSIDERATE

Safe Trusted Space We establish a common ground for curiosity wherein all participants engage on a journey together to gain greater awareness, build trust, recognize common values, experience epiphanies and discover common ideals. Unconscious Bias We help people learn to navigate unfamiliar environments with greater cultural awareness, competence, confidence and comfort. Millions of children grow up in isolated bubbles in which they're never taught the truth about various people, places and cultures outside their sanctuary. When people work in a multicultural workforce, sometimes they need help in adjusting to a new environmental paradigm. Blind Spots We guide people through a journey of discovery and enlightenment that opens new doors of knowledge and understanding, thereby expanding their societal vision. No one drives a vehicle with a blindfold on, but many of us navigate society with blinders established throughout our "(in)formative years" when much of the information we learned was limited to what we were taught and personally experienced.

Belonging We empower people with unique insights and understanding that leads to genuine empathy, consideration and embracing of others as part of one family. Environmental hostility, microaggressions and systemic race/cultural insensitivity sends a message that some people do not belong in the corporate workplace. Such hostilities, even unwitting, contributes to costly attrition of quality talent among people of color. BENEFITS

Facilitation 10-Module Journey CGC on Race CGC on Race A complete contextual understanding of the current events unfolding in our nation today plus: Introduction to historical insights and enlightenment that lead toward • Practical tools • contextual understanding of current Embodied practices • Actionable steps events unfolding in our nation today. to become empathetic societal change agents affecting transformation in our local communities. 10 CGC JOURNEY MODULES

• How Shall We Live? Reconciling with Human Value • Birth of a (White) Nation • The Great White Struggle with Racial Hierarchy • U.S. Civil War and the Value of Black Lives • The Greatest Era in U.S. History (7 years of progress) • The Revolutionary Era (Part 1) • Rise of Black Prosperity Amid White Terrorism • The Revolutionary Era (Part 2) • Decades of Dissonance • Our Era, Our Time, Our Responsibility FACILITATION Culturally Insightful | Informative | Interactive | Energizing | Empowering | Transformative

JOURNEY’S 10 MODULES are compressed into 3 SESSIONS WHAT DO YOU THINK? SELF-ASSESSMENT (no right or wrong answers)

Take our mini survey. Combine YOUR TOTAL score based on scores from each response. Completely Agree Somewhat Agree Don’t Know / Neutral Somewhat Disagree Completely Disagree 1 2 3 4 5 Racism isn’t a widespread problem today Systemic racism doesn’t exist Systemic racism is not a problem in the Christian church The “Civil Rights Movement” achieved its goals in a definitive way through legislative policies Segregation in the U.S. today is different than it was during the era of Dr. Martin Luther King Jr Belief in white supremacy and racial hierarchy are marginalized, fringe ideologies (not mainstream) Hard, honest work universally yields opportunity and prosperity in the U.S. today regardless of race Critical Race Theory ideology and Black Lives Matter campaigns are attacks on whiteness in America

TOTAL Q: What is the difference between the Civil Rights Movement and the “Negro Revolution”? We all started our lives in the middle of a chapter of U.S. history.

To better understand the society we were Influencing societal change through common ground conversations born into, we must know its true history … from the beginning. COMMON FRAME OF REFERENCE

What foundational ideas, knowledge and principles can we all agree on? COMMON FRAME OF REFERENCE

We live on ONE WE ARE ONE HUMAN FAMILY planetary HOME

Our environment was designed Can we all agree that we are one family of humans to sustain us if we work to living together on one planetary environment that sustain our environment we all consider our home? COMMON FRAME OF REFERENCE

OUR ONE HUMAN FAMILY COMES IN MANY DIFFERENT SHAPES AND SIZES

Just like all of nature, all families are comprised of a rich diversity of humans COMMON FRAME OF REFERENCE

HUMANS HAVE EQUAL VALUE Children See EQUAL Children clearly see the HUMAN differences that make up VALUE the diversity of humanity. Data shows that infants have the ability to visually discriminate based on race, beginning as early as 3 – 6 months old.

Between 6 – 8 years old, children can (and do) sort others into racial groups. COMMON FRAME OF REFERENCE COMMON FRAME OF REFERENCE

ARE HUMANS VALUED EQUALLY IN THE UNITED STATES?

Adults established biased SYSTEMS of public policies and private sector practices based on varying values of humans by race. COMMON FRAME OF REFERENCE RACE IS A MYTH | A LIE | A SOCIETAL CONSTRUCT

“RACE CATEGORIZES PEOPLE based on the presumption of shared physical and biological characteristics. We created categories and put people in those categories in relation to power. Racial distinctions are highly problematic, because race is not biological." Dr. Lucretia Berry

“RACE IS A MODERN IDEA. Ancient societies did not divide people according to their physical differences, but according to religion, status, class, even language. Race is not biological." PBS Library | What is Race? COMMON FRAME OF REFERENCE WHEN & WHY DID EUROPEANS BECOME WHITE?

"Somewhere in the journey, Europeans became something they had never been or needed to be before. They went from being Czech or Hungarian or Polish to white, a political designation that only has meaning when set against something not white. It was in becoming American that they became white."

(Quote from “Caste: The Origins of Our Discontents” by Isabel Wilkerson p 49) COMMON FRAME OF REFERENCE WHEN & WHY DID EUROPEANS BECOME WHITE? COMMON FRAME OF REFERENCE WHEN & WHY DID EUROPEANS BECOME WHITE?

7 MINS 8 SECS VIDEO – TIMESTAMP (1:47 – 8:55) COMMON FRAME OF REFERENCE CHECK-IN

How does this information make you feel? COMMON FRAME OF REFERENCE

CONSIDERATION COMMON FRAME OF REFERENCE CONSIDERATION

KIND GENEROUS SHARING STORY OF OURSELVES IN AMERICA

WHAT HAPPENS WHEN HUMANS DISCOVER OTHER HUMANS?

We've all heard some version of the story of America and how this country was born. Think about the story you've been told and how that has shaped your perspective of who we are as a nation and who you are as an American citizen.

WHAT'S THE REAL STORY OF AMERICA? STORY OF OURSELVES IN AMERICA WHAT HAPPENS WHEN HUMANS DISCOVER OTHER HUMANS?

Our story begins when the home team of humans who had lived on the northeast coast of this continent for many generations wakes up one day to discover the arrival of a visiting team of humans.

Imagine their surprise to see a team of White men. They had lived on this continent for millennia and had no reason to fear the visiting White men. What do you think was their natural inclination? They greeted them with consideration. STORY OF OURSELVES IN AMERICA WHAT HAPPENS WHEN HUMANS DISCOVER OTHER HUMANS?

The visiting team of humans were just as surprised to arrive on a continent already occupied.

But what surprised them the most was that no one claimed OWNERSHIP of the land and resources.

So, they made a decision that it would be theirs.

Was that decision considerate of the home team of humans? STORY OF OURSELVES IN AMERICA IDEOLOGY OF OWNERSHIP CLASHES WITH SHARING LAND & RESOURCES

In this early arrival of White humans to the home of Brown humans, two core ideals came into conflict: Individual OWNERSHIP of land and resources versus a social contract of SHARING land and resources.

The white visitors viewed individual OWNERSHIP as a pathway to personal wealth. (We still do. And we’re no longer visitors.) STORY OF OURSELVES IN AMERICA The Native peoples didn't like the BATTLE OVER HOMELAND idea of the new visitors taking so much of the land and resources. Yet, their warnings were ignored. So, they formed a confederacy of IT’S MINE! 30 tribes and fought to defend their homeland. The visitors were determined to OWN the land (which wasn't theirs) because OWNERSHIP represented to them an opportunity to build personal wealth. Wars erupted. Note: Wars against Native Americans continued for nearly 300 years. STORY OF OURSELVES IN AMERICA

INDIVIDUALISM VS COLLECTIVISM CULTURE CLASH INDIVIDUALISM • Values personal independence • People see themselves as separate from others • Defined by their own personal traits • Defined by their sense of self • Defined by who they are on the inside • Communication style tends to be direct • European and "Western" cultures tend to be individualistic • Needs of the individual prioritized; i.e. growing personal wealth and generational family prosperity • Uniqueness is prized • Pull yourself up by your own bootstraps is revered tenet • Depending on others is considered shameful/embarrassing Personal Ownership Values: • Individual rights are high priority Hierarchal Power • People are considered "good" if they are perceived as strong, self-reliant, assertive and independent STORY OF OURSELVES IN AMERICA

INDIVIDUALISM VS COLLECTIVISM CULTURE CLASH

COLLECTIVISM • Values Interdependence • People see themselves as connected to others • People define themselves in terms of relationship to others • Sense of self worth and value defined by who they are with other people, and membership in a group • Getting along with others and maintaining harmony are priorities • Communication tends to be indirect - Examples: Asian and African cultures • Needs of groups prioritized • Sacrifices one's own comfort for greater good of group • Shares the burden of care Egalitarian Values: • More likely to turn to friends and family for support during difficult times Equal Power • Characteristics: self-sacrificing, dependable, generous and helpful to others are of greater importance STORY OF OURSELVES IN AMERICA CHECK-IN

Where do you see yourself on a scale of individualism to collectivism?

1 2 3 4 5 6 7 8 9 10 Individualism Collectivism

Values personal independence Values personal interdependence STORY OF OURSELVES IN AMERICA

THE VALUE OF OWNERSHIP: • LAND • RESOURCES • HUMANS STORY OF OURSELVES IN AMERICA THE NEED FOR MORE LABOR

As word spread throughout the European homeland of the White visitors that there was free land for the taking in the "New World," more White visitors continued to arrive and take more land from the Natives. Note: The lands were taken through violence With so much more land, the White humans needed help to create more wealth. Since the Natives weren't cooperating and indentured servants had contracts that could expire, White people imported Black people That is NOT considerate! from Africa and enslaved them. STORY OF OURSELVES IN AMERICA RACIAL HIERARCHY | VALUING/DEVALUING OF PEOPLE BY RACE

We should note that all White people in America were not valued the same either. Wealthy landowners were valued the highest and poor White people and indentured servants valued lowest. But even the lowest of White people were still valued higher in White society than Native and Black peoples, with enslaved Black people valued lowest.

Image: dismantlingracism.org STORY OF OURSELVES IN AMERICA DEVALUING BLACK HUMANS

The first shipment of Black Africans arrived at Point Comfort near Jamestown, Virginia in 1619. White slaveowners did not consider them fully human, but rather commodities to be bought and sold like animals and forced to work on lands taken by White settlers through war with Natives. It should also be noted that 600+ nations of tens of millions of Native peoples living on their own lands were regarded by White immigrants as though their homes and lands were available to be taken by force. Note: This was not considerate. STORY OF OURSELVES IN AMERICA (DE)VALUING HUMANS

The value of Black humans was not considered equal to the value of White humans in the White colonies. Even those Whites who did NOT OWN slaves still did not consider the human value of Black people equal to themselves. Why? This devaluing of Black people included children born to Black people...and even children born of illicit relations between Black

OWNERSHIP OF PEOPLE translated into and White people. cheap/free labor, resulting in greater wealth for white settlers who owned Black people STORY OF OURSELVES IN AMERICA

WHO’S CRAZY IDEA WAS THAT? STORY OF OURSELVES IN AMERICA FORMATION OF A (WHITE) NATION In 1775, the settlers declared war on their own homeland of England. They weren't fighting for freedom. They already had the freedom to take lands by force and build their own towns and with systems of governance and commerce. They were actually fighting for power, 1776 sovereignty and full OWNERSHIP over the lands DECLARATION OF upon which they had built cities, institutions, systems of governance, laws, education and INDEPENDENCE commerce…most with slave labor. Independence for who? The new nation would be a white nation with a whites-only national citizenry. STORY OF OURSELVES IN AMERICA

Who among us would design a nation for the exclusive benefit of White people?

Why did the Founding Fathers create a whites-only nation?

WHO ENFORCED THE LAWS OF SEGREGATION? STORY OF OURSELVES IN AMERICA RACIAL HIERARCHY Rather than consider all humans with equal value, White settlers subscribed to the belief of racial hierarchy, which is a ladder of VALUE placed on humans based on the artificial categories of skin color and lineage. White settlers considered themselves SUPERIOR to all others so they were valued the most. Many considered Black people to be commodities like animals and therefore least valued as humans.

8 MINS 58 SECS VIDEO – TIMESTAMP END (8:58) BURKE’S 3 CHARACTERISTICS OF AMERICA’S FOUNDING FATHERS • English Anglo Saxons • Catholic & Protestant Christians • Liberty-loving White Supremacists

…the people of the colonies are descendants of Englishmen.

England…is a nation which still respects, and formerly adored, her freedom.

The colonists emigrated from you when this part of your character was most predominant; and they took this bias and direction the moment they parted from your hands. They are therefore not only devoted to liberty (for Anglo Saxons) but to liberty according to English ideas, and on English principles. EDMUND BURKE DESCRIPTION 1. English Anglo Saxons The people are Protestants… 2. Catholics & Protestants This religion, under a variety of denominations agreeing 3. Freedom-lovers in nothing but in the communion of the spirit of liberty, is predominant in most of the northern provinces. Catholicism…

… in the southern colonies the Church of England forms a large body, and has a regular establishment. … in Virginia and the Carolinas they have a vast multitude of slaves. Where this is the case in any part of the world, those who are free “Those who are free…” are by far the most proud and jealous of their Note: The colonists freedom. Freedom is to them not only an were free people enjoyment, but a kind of rank and privilege. These European immigrants established ownership of an occupied continent This scene is taking place on a continent predominantly occupied by more than 600 nations of indigenous peoples. These immigrants are vastly outnumbered by the population of tens of millions of Native peoples. WHITE PRIVILEGE U.S. POLITICAL POWER By whose authority do these men declare • White 1787 – NO FEDERAL VOTING LAWS themselves sovereign • Male powers and owners States decided who could vote: • Land Owner of this continent? • Christian WHITE MALE LANDOWNERS STORY OF OURSELVES IN AMERICA

The 1780 Constitution of 1780 Massachusetts Constitution the Commonwealth of Article I. Any person chosen governor, lieutenant Massachusetts, drafted by governor, councillor, senator or representative, John Adams, is the world's oldest functioning and accepting the trust, shall before he proceed written constitution. to execute the duties of his place or office, make and subscribe the following declaration: It served as a model for the United States Constitution, which was "I, [name], do declare, that I believe written in 1787 and the Christian religion, and have a became effective in 1789. firm persuasion of its truth; and that I am seised and possessed, in my own right, of the property required by the constitution as one qualification for the office or place to which I am elected."

Source: https://malegislature.gov/laws/constitution “The United States and Great Britain agreed in 1818 to occupy the Oregon Territory jointly until the two nations could decide how to divide the area.

“In 1840, the number of whites living in Oregon … was only two hundred. As the 1840s proceeded, however, that situation changed rapidly.” “In fact, the great spur to the settlement of Oregon Q: Wasn’t the region called the Oregon Territory already settled came from the American for millennia long before White missionaries to the Indians.” missionaries settled here? DISPUTED TERRITORY Europeans found the fur trade in the Pacific NW very lucrative. Great Britain and the U.S. both based their claims to the land on explorations (Lewis and Clark, for the U.S.) – Neither nation were considerate of the Native peoples who already lived here nor valued the Native Americans’ claims to their own homelands.

Oregon Territory originally extended from Pacific Ocean to the Rocky Mountains, encompassing present- "Manifest Destiny" ideology propelled expansion across the day Oregon, North American continent Washington and most of British Columbia TRUE HISTORY MATTERS

1818: Great Britain and U.S. agreed to a "joint occupation" of the Oregon Territory

1830s: White U.S. Protestant missionaries settled in the Willamette Valley and spread word about the fertile soil

1846: OREGON TREATY - A northern boundary at the 49th parallel was established in a compromise with Great Britain

"Manifest Destiny" ideology 1859: OREGON JOINS THE UNION and becomes a propelled expansion across the North American continent state (February 4). Established as a “White Utopia” society free of Black people, including slaves STORY OF OURSELVES IN AMERICA

White Utopia

“Oregon is a useful case study for the rest of the nation because the only thing unique about Oregon is it was bold enough to write it down.

“The same policies, practices and ideologies that shaped Oregon, shaped the nation as a whole.”

Walida Imarisha Educator, Activist, Writer Author, “Angels with Dirty Faces”

When we avoid talking about RACE … we’re really avoiding the issue of INHERITING a white supremacist society and debating the idea of HUMANS HAVING EQUAL VALUE in America When we avoid talking about RACIAL HIERARCHY… we’re really avoiding the issue of WHITE SUPREMACY and the LESSER VALUE ascribed to nonwhite peoples in American society in our local, state and federal POLICIES & SYSTEMS We have the power to change the society we inherited if we embrace the truth and decide to change the inheritance we were given, to give a better society to future generations If we don't talk about RACIAL HIERARCHY and SYSTEMIC RACISM …or just pretend it just doesn't exist… will it magically go away?

Our kids see the effects of segregationist policies and practices throughout our society, even if adults pretend we don't. White supremacy is rooted in belief of RACIAL HIERARCHY, which values White people the most and devalues all others, with Black people at the bottom. STORY OF OURSELVES IN AMERICA White Supremacy, rooted in the ideology of racial hierarchy, is NOT a marginalized fringe ideology. It is the bedrock foundation upon which the U.S. was born and all of its SYSTEMS of governance were developed. It SERIOUSLY? remains ingrained in systems and policies to this very day. Q: How do you feel when you hear the term, “white supremacy?” What stood out in this session for you?

How can we adopt "consideration" as a basic philosophy within our families, and teach others to consider all people as part of our human family?

END OF SESSION 1 In your personal capacity, which of these two systems do you most identify with? In your family dynamics, what system is most prevalent? Can people value both systems of individualism and collectivism equally?

INDIVIDUALISM COLLECTIVISM FORMATION OF A NATION FORMATION OF A NATION

WHAT ARE WE GOING TO DO WITH BLACK PEOPLE?

THE BIG WHITE QUESTION White Americans formed their own nation and agreed on the question of removing Natives from their homes or removing them from their home planet. But they struggled with the question of Black people because slaves held value as free labor for farmers in the south. The northern Whites did not agree that Black people should be enslaved, although they DID agree that Black people should not be equal citizens to Whites across the United States. Starting Point FORMATION OF A NATION

COMMON FRAME

OF REFERENCE CHECK-IN

What are your thoughts about the fact that the U.S. was established as a Whites-Only citizenry with more slave states than free states? 11 yrs Later 21 yrs Later 16 yrs Later 9 yrs Later FORMATION OF A NATION

1846: a northern boundary at the 49th parallel was established in a compromise with Great Britain called the Oregon Treaty FORMATION OF A NATION OREGON EXCLUSION LAWS 1844 – In June, 1844, the Provisional Government of Oregon enacted its first laws regarding the status of slaves, and therefore blacks, in the Oregon Country. Slavery was declared to be illegal, and settlers who currently owned slaves were required to free them within three years. Any free blacks age 18 or older had to leave the area, men within two years and women within three. The original exclusion law was the infamous “Lash Law” which subjected blacks found guilty of violating the law to whippings — no less than 20 and no more than 39 strokes of the lash — every six months “until he or she shall quit the territory.” Q: 1844 – In December, a new version replaced the whippings with forced labor. If a black person was tried and found guilty of being in the Oregon Country illegally, he What to or she was to be hired out publicly to whomever would employ them for the do with shortest amount of time. After the period of forced labor expired, the “employer” had six months to get the black individual out of Oregon. Failure to do so was Black punishable by a fine of $1000. people? 1849 – Another exclusion law was passed in September, 1849, which simply forbade blacks from settling in the newly-declared Oregon Territory. Any already in residence Source: HistoricOregonCity.org were permitted to stay. 1850 Fugitive Slave Law HISTORY OF POLICING IN AMERICA

April 24, 1851

You are hereby respectfully CAUTIONED and advised, to avoid conversing with the Watchmen and Police Officers of Boston. For since the recent order of the MAYOR & ALDERMEN, they are empowered to act as KIDNAPPERS and SLAVE CATCHERS 12 yrs Later February, 1859, Oregon became the only state admitted to the Union with an exclusion law in its constitution.

Oregon ratified its state constitution in November, 1857. On the popular ballot for the constitution, there were also two other referendum issues on which citizens were asked to vote. Oregonians rejected slavery but approved adding a new exclusion law to the constitution. This law became part of Oregon’s original Bill of Rights.

After several unsuccessful attempts, the Oregon constitution was finally amended in 1926 to remove the exclusion law from the state Bill of Rights. FORMATION OF A NATION

COMMON FRAME OF REFERENCE

CHECK-IN How does this information make you feel? FORMATION OF A NATION

RADICAL FRIENDS Both of these men played pivotal roles in dramatically changing a whites-only nation, giving voice to the value of Black lives and extending beyond the Abolitionist movement, to risk their lives for the economic and political JOHN FREDERICK empowerment of Black people. BROWN DOUGLASS

John Brown was a charismatic Christian Abolitionist & friend of Frederick Douglass & Harriet Tubman. His radical belief was beyond abolishing slavery. Brown sought to empower Black people with equality to White Americans, including ownership of land and political power in Kansas and New York. Brown strongly believed slavery would only be ended by force. His infamous raid on Harper's Ferry, VA in 1859 was in hope of sparking a slave rebellion. It actually led to both the election of Abraham Lincoln and the U.S. Civil War. FORMATION OF A NATION WHITE RADICAL VOICES

Thaddeus Stevens was a famous attorney in Lancaster, PA elected to the House of Representatives. He became an advisor to Abraham Lincoln. He was well-known for his open contempt and biting wit toward pro-slavery political opponents. Stevens would anger his political foes THADDEUS to the point at which they would threaten him with violence. STEVENS Charles Sumner was another radical voice in the Senate. In 1856, while John Brown was physically fighting pro-slavery antagonists in Kansas, Senator Sumner was angering pro-slavery political leaders with his speech titled, "Crime Against Kansas" during a debate over whether Kansas should be admitted as a slave or slave-free state. He targeted Andrew Butler of South Carolina due to his advocacy of Kansas as a slave state. Sumner's seething cynicism drew a violent response from CHARLES Butler's cousin, Rep. Preston Brooks, who beat him on the Senate floor, SUMNER leaving Sumner barely alive. FORMATION OF A NATION FORMATION OF A NATION

After the Civil War, 4 million newly freed Black people with no homeland found themselves at the top of the priority list in Congress.

The states did not have a solution to the systemic problem that engulfed the entire country.

The White Radicals in Congress offered a solution that the nation continues to struggle with today: systemic change. BLACK FREEDOM Although President Abraham Lincoln issued an Emancipation moral question Proclamation on January 1, 1863, no one had cell phones, so it took What will White a while for the army to travel to America do with 4 all the southern states and notify MILLION newly both White people and enslaved freed penniless & Black people that Black freedom powerless Black had arrived. people who White people have The message reached the last systemically abused enslaved Black people on for 246 years? Galveston, Island near Houston, Texas on June 19, 1865.

Cynthia Erivo as Harriet Tubman in the movie, "Harriet." FORMATION OF A NATION JUNETEENTH

IN AMERICA JUNE 19, 1865 White Americans fought each other in a Civil War over the fate of Black people. That war between White people, with the aid of Black people, resulted in the freedom of Black people in America.

An iconic memorial was gifted to the US from France to commemorate the freedom of Black people in America and the death of chattel slavery. This global icon, representing the freedom of Black Americans, stands today in New York Harbor with broken shackles around her feet and a museum nearby telling the true story of the statue's history and Opening Day commemoration Iconic Symbol of in 1886, six years before Ellis Island opened. Black Freedom in America THE STATUE OF (BLACK AMERICAN) LIBERTY • Death of chattel slavery • Freedom of Black people in America • Empowerment of Black people in America

On October 28, 1886, the Statue of Liberty opened with great fanfare.

France gifted America the iconic statue as a gesture of friendship following the Civil War, the freedom of Black people and the death of chattel slavery. Her original name is The broken shackles at Lady "Lady Liberty Enlightening the World." Liberty's feet represent the Her original color was the hue of a freedom of enslaved black brown copper penny but oxidation people after the Civil War. has since turned her green. WHY? Every July 4, the nation celebrates “Independence Day” but only a few pockets of the nation celebrate “Freedom Day” on June 19. FORMATION OF A NEW NATION

WHEN WAS AMERICA’S GREATEST ERA? (1865-1872)

Do Black Lives Matter today?

They did in 1865.

THE STRUGGLE TO RECONSTRUCT WHITE AMERICA INTO AN INCLUSIVE AMERICA THE GREATEST ERA IN US HISTORY began on the day the last enslaved people were declared free. The start of this era would focus primarily on the future fate of Black people in a White nation. And for seven years White "Radicals" fought white supremacists to empower Black people with equal standing to White people. White Radicals and Supremacists struggled over the soul of America. RE-FORMATION OF A NEW NATION

Lincoln freed Black people from chattel slavery, but thankfully there were White Radicals to lead the way toward systemic change that Lincoln would not have endured. Lincoln was a moderate white supremacist, not an extreme white supremacist. He didn’t like slavery but he did enjoy white privilege. 7 YEARS OF RADICALS

WHAT MADE THE “RADICAL” ERA GREAT? UNPRECEDENTED STRUCTURAL CHANGE REVOLUTIONARY RADICAL ACHIEVEMENTS: Rep. Thaddeus Frederick Douglass Stevens Freedmen's Bank • 13th Amendment • Freedmen's Bureau & Bank • Black Political and Economic Empowerment • First Civil Rights Act (1866) • First Impeachment of POTUS • 14th amendment (citizenship) • 15th amendment (voting rights) • Accelerated building of HBCUs Hiram Rhodes Revels Sen. Charles • Land and homeownership (Homestead Act) - (R-MS) Sumner FORMATION OF A NEW NATION

OWNERSHIP OF LAND & HOUSING ECONOMIC EMPOWERMENT POLITICAL EMPOWERMENT JOB TRAINING EDUCATION TROOP PROTECTION

WHITE RADICALS - BLACK EMPOWERMENT JURISPRUDENCE FEDERAL INTERVENTION BANKING & FINANCE FEDERAL FUNDING WHERE ARE THE WHITE RADICALS TODAY? What was the difference between the White "radical" co-founders Q: who sought to redesign and reconstruct an Inclusive America following the Civil War compared to the original founders who established a whites-only citizenry?

What was the political, economic and social conditions for Black people in Oregon in the aftermath of the Civil War?

END OF SESSION 2 What has inspired or challenged you? REVOLUTIONARY ERAS

The introduction of new Black citizens into a A CENTURY OF WAR: 1868 - 1968 White America began with the impeachment of a white supremacist president in 1868 followed immediately by the passage of a 14th amendment that three-fourths of the 37 states supported reluctantly.

The White Radicals in Congress did not compromise with the southern states. They could either ratify the 14th amendment or remain under martial law.

The states agreed to amend the Constitution while complaining that the federal government was intruding in on states’ rights. Black people became Black Americans in 1868 under strained political circumstances.

White Radicals amended the Constitution again in 1870 to provide Black men the right to vote under a 15th amendment. REVOLUTIONARY ERAS HOMESTEAD ACT | LAND OWNERSHIP

The Homestead Act, enacted during the Civil War in 246 million acres of land equal to 1862, provided that any adult citizen, or intended Florida, Georgia, South Carolina, North citizen, who had never borne arms against the U.S. Carolina and Virginia combined. government could claim 160 acres of surveyed government land. Gifts of Southern Homestead Lands were made to 1.6 million White The Homestead Act was officially repealed by the families 1976 Federal Land Policy and Management Act.

A 10-year extension allowed homesteading in Alaska Ownership is key to accumulating personal until 1986. In all, the government distributed over wealth. Black people were promised "40 acres and a mule" when notified of their freedom. That 270 million acres of land in 30 states under promise was broken by white supremacists. the Homestead Act. REVOLUTIONARY ERAS

THE NEGRO & ECONOMIC RADICALISM

"Radicals are not lawless. They are not such ungodly human beings. They merely have the courage of their convictions, seeking ever not only to point out social wrongs, but also to indicate the cause and provide a remedy. They are seekers after truth. As the word implies, they want get at the roots of our social problems."

A. Philip Randolph

Who are the White Radicals today? REVOLUTIONARY ERAS REIGN OF WHITE TERRORISM (1868 – 1968)

1872 Amnesty Act – White supremacists resumed political power - Freedmen's Bureau defunded; bank assets looted 1877 Great Compromise – Whites in north and south secretly reconciled disagreements resulting in removal of troops from the southern states 1896 Supreme Court – ruled the US was officially a black and white nation. One White, wealthy and powerful, the other, Black, poor and powerless. REVOLUTIONARY ERAS REIGN OF WHITE TERRORISM (1868 – 1968)

We want our country back! By 1895, 53,000 black Americans were slaughtered. A Great Migration of Black people fled north and west for more than 70 years. Recommended reading:

From Here to Equality: Reparations for Black Americans in the Twenty-First Century

By William A. Darity and A. Kirsten Mullen REVOLUTIONARY ERAS

THE STORY OF WILMINGTON, NC (1898)

WHEN WHITE SUPREMACISTS OVERTHREW A DEMOCRATIC GOVERNMENT IN THE US

12 MINS 21 SECS VIDEO REVOLUTIONARY ERAS

THE WARS AGAINST HUMANITY WAGED BY WHITE SUPREMACISTS (in America) REVOLUTIONARY ERAS WHITE SUPREMACISTS WARS AGAINST NATIVE AMERICANS In 1871, the US government officially stopped recognizing individual Native NATIONS.

From the Powhatan conflict, which began in 1622, to the Trail of Tears (1838-39) to the massacre of Lakota Sioux Indians at Wounded Knee Creek by the US Army in 1890, up to the last known battles with Apache and Yaqui Indians in 1900, the ongoing war between white Americans and Native Americans totaled at least 278 years.

Native American history records wars between white Americans and Natives from 1622 to 1918. That’s nearly 300 years of continual conflict across America! REVOLUTIONARY ERAS WHITE SUPREMACISTS WARS AGAINST CHINESE

Immigrants from China began arriving in the United In 1882, Congress passed the States during the 1850s. They were recruited as much-needed laborers for gold mining, railroad- Chinese Exclusion Act, an overt building, factory work, farming and fishing. racist legislative policy targeting Chinese people in America. Following the Civil War, with hostile white attitudes toward nonwhites fueling surface tensions against By 1887, the Chinese population in black and Native Americans, Chinese laborers were the US had dwindled from 39,500 targeted as well. to become virtually extinct, with a Although they represented a tiny fraction of the reported count of only 10 population, there was widespread belief that the Chinese were taking jobs from white Americans. WHITE SUPREMACISTS WAR AGAINST ALL ASIAN GROUPS Chinese, Japanese, Koreans, Filipinos, et al

In the midst of a massive outflow of Chinese, the US experienced an inflow of Japanese, Koreans, Indians and others from Asian regions flocking to America to fill the needs of the labor market. By the early 1900s, white hostility turned toward the Japanese and resulted in severe immigration restrictions.

Koreans were particularly impacted due to being victimized twice over by racist white Americans in the US and Japanese colonizers who ruled their Korean homeland, forcing many to flee as refugees.

The white backlash to Asians in America was so severe that by 1924, nearly all Asians were excluded from access to citizenship and naturalization, owning US land, and even marrying white American women. The only exceptions were Filipinos.

Naturally, citizens of the Philippine Islands began migrating to the US in ever-increasing numbers to fill the void in the labor market as other Asians were pushed out. This led to white hostility toward Filipinos and congressional legislation in 1935 that placed an immigration limit of 50 Filipinos per year. REVOLUTIONARY ERAS ONGOING WHITE SUPREMACISTS WARS AGAINST BLACK AMERICANS

In 1896, the Supreme Court ruled that segregation of the races was legal, upholding longstanding practices across the nation that was challenged in the courts. This ruling officially established two separate and unequal Americas, one white, wealthy and privileged, the other black, poor and oppressed.

ISSUES • Black Codes (criminalizing being Black in America) • Convict Leasing (prison economy) • Domestic Terrorism (KKK) / Police brutality • Public lynchings / murders • Systemic Denial of Rights • Segregationist Laws, Policies and Practices (continuing today) REVOLUTIONARY ERAS 20TH CENTURY WHITE RIOTS & TERRORISM

• 1882 - 1968 4,743 Documented lynchings (72% Black, 27.3% White) • 1906 - Atlanta Riot • 1917 East St. Louis Riot • 1919 Red Summer - Whites rampaged in race riots across 36 cities as far west as Omaha Nebraska • 1919 Elaine, Arkansas Massacre; Uprising again Blacks forming a union • 1921 Tulsa, Oklahoma Massacre; Destroyed Black Wall Street

This is a small sample of hundreds of riots by white supremacists throughout the 20th century. In our CGC on Race Journey, we dive deeper into the history of White riots. SIX MILLION BLACK AMERICANS FLEE SOUTHERN STATES GREAT BLACK MIGRATION White violence was a daily threat to the lives of Black Americans anywhere in the nation. But it was particularly egregious in the southern states, where White grievances over anything could lead to kidnappings, rapes, torture and murders of Black people indiscriminately. Those who could leave fled north and west to escape The Great Migration was the relocation of millions of African Americans from the rural the trauma of living in fear. South to the cities of the North, Midwest and West from the early 1900s to 1970. REVOLUTIONARY ERAS 20TH CENTURY WHITE RIOTS & TERRORISM

There was nowhere to run, hide or find refuge from White hostilities targeting Black Americans. By the 1950s, Black people had grown tired of running, hiding and living in a cesspool of humiliation, mockery and daily fear for their lives due to mainstream white supremacy. REVOLUTIONARY ERAS 20TH CENTURY WHITE RIOTS & TERRORISM Policing in America is steeped in a history of white supremacy. Born out of slave patrols, Convict Leasing and enforcing Black Codes, Sundown Towns, Pig Laws, and other White society laws, policies and practices that criminalized being Black in America, police departments have a long history and culture of anti-Blackness. Facing up to that history to help change the future is the great challenge of this generation. REVOLUTIONARY ERAS

REMINDER CHECK-IN

How does this information make you feel? REVOLUTIONARY ERAS THE RISE OF BLACK AMERICAN PROSPERITY

During the era of the White Radicals in Congress, when federal funding of the Freedmen’s Bureau and land grants fostered conditions for Black people to gain equitable access to resources and opportunities, the building of Historically Black Colleges and Universities (HBCU) became one of the hallmark achievements of Black America. From 1865 to 1965, more than 100 HBCUs were established, creating a legacy landscape that cultivated the inherent talent, both workforce and entrepreneurs, from among America’s most vulnerable populations. Today, HBCUs remain extraordinarily valuable assets in the education and economic sectors. In 2020, four HBCUs in Maryland won a landmark lawsuit When Bill Gates stepped down as against the state of Maryland for its role in conspiring with predominantly White chairman of the board of his own universities to undermine the capacity of the HBCUs to provide a quality education. company, Microsoft, it was John Thompson, an HBCU alum, who replaced him. REVOLUTIONARY ERAS THE RISE OF BLACK AMERICAN PROSPERITY In the first 20 years following the Civil War, Black Americans built 200 towns. However, few survived the violent backlash of white supremacists. Yet, in the midst of a national landscape of widespread hatred, some Black communities prospered. These communities were known as BLACK WALL STREET. Here’s a short list: • Greenville Community - Tulsa, OK • Boley, OK • Hayti Community - Durham, NC • Jackson Ward - Richmond, VA • Fourth Ave District - Birmingham, AL • Harlem, NY REVOLUTIONARY ERAS PUBLIC AND PRIVATE SECTOR DESTRUCTIVE POLICIES

After WWII, the federal government invested heavily in building freeways. By 1956, the government had increased its investment in new freeways from 50 to 90 percent. So if you’re a city planner in the 1950s, Public policies of urban planning, zoning, economic development and you can put in roads and freeways from construction of highways razed Black your city to the fast-growing middle-class communities and displaced hundreds White suburbs for almost no cost at all. of thousands of Black families. REVOLUTIONARY ERAS

VIDEO 6 MINS 48 SECS | MAPPING SEGREGATION, DECADE BY DECADE Of course, there were people who couldn’t move to the suburbs. Black Americans were denied home loans by the federal government in many areas, a practice called redlining. Restrictive covenants also prevented homeowners from selling to Black Americans, who were also denied jobs, loans and other opportunities that would have allowed them to afford to buy a home in the first place. “UNETHICAL” IN OREGON TO SELL HOMES TO BLACK OR CHINESE

(4) … no person of African, Asiatic or Mongolian descent shall be allowed to purchase, own or lease said premises or any part thereof.

In 1919, the Portland Realty Board adopted a rule declaring it unethical to sell a home in a white neighborhood to an African American or Chinese person.

The rules stayed in place until 1956.

In 1924, Portland voters approved the city’s first zoning policies. More than a dozen upscale neighborhoods were zoned for single-family homes.

The policy, pushed by homeowners under the guise of protecting their property values, kept apartment buildings and multi-family homes, housing options more attainable for low-income residents, in less- desirable areas. Excerpt from 1924 racial covenant City mayors across the REDLINING country are beginning Federal & local governments conspire with private sector real estate & finance companies to educate their Detroit Mayor business communities, Mike Duggan police departments, gave a seminal investors and speech in 2017 policymakers about that every mayor should the segregationist emulate. society they all CLICK HERE inherited, and the public policies and private sector practices that continue to perpetuate and sustain systemic racism today. REVOLUTIONARY ERAS PUBLIC AND PRIVATE SECTOR DESTRUCTIVE POLICIES REDLINING

Redlining in Oregon: lines drawn on maps to limit where blacks could live, buy property, or secure a bank loan. Result in Portland: Black Americans were relegated to live in small community called “Albina.” Before WWII: Fewer than 3,000 blacks lived in Portland – those that did were limited to work as domestics or on the railroad.

This is a small sample of redlining practices in Oregon through the 20th century. In our CGC on Race Journey, we dive deeper into this history. Learn how to identify racial covenants in your local region in less than 15 minutes

TUTORIAL WHO FRAMES OUR KNOWLEDGE OF OUR NATION?

All schools in the US were established on a foundation of white supremacy.

Textbooks have promoted white supremacist ideology for generations.

Adults today were conditioned by K-12 and higher education to perceive American society through a lens of white supremacy.

How can we disrupt this obsolete systemic conditioning of our youth in K-12 schools? REVOLUTIONARY ERAS

REMINDER CHECK-IN

How does this information make you feel? INEQUITY RACIAL INEQUITIES - RACIAL INEQUITIES - RACIAL INEQUITIES - RACIAL INEQUITIES - RACIAL INEQUITIES - RACIAL INEQUITIES

2020

JOE BIDEN elected POTUS

Declaration of Independence ONGOING POLICIES/PRACTICES REVOLUTIONARY ERAS RISE OF CIVIL RIGHTS MOVEMENT AND NEGRO REVOLUTION

1968 2020 REVOLUTIONARY ERAS RISE OF CIVIL RIGHTS MOVEMENT AND NEGRO REVOLUTION 1955 1955-57 1963 A White store clerk told her husband A middle-age Black woman sitting on On the centennial anniversary of the that a young Black teen had flirted a bus in Montgomery, Alabama after a Emancipation Proclamation, The with her during her shift at the store. long hard day’s work was told she “Negro Revolution” rose up as a Her husband and his brother needed to concede her seat to a nonviolent direct action protest in kidnapped the youth. His name was White passenger. She refused. nearly 1,000 cities. It surprised White America, which had become Emmett Till. They dragged young Rosa Parks was arrested on that cold accustomed to a compliant class of Emmett his uncles home and took him day in December. But by the time she Negro citizenry. The Negro Revolution into a remote area where they beat was released, a young Black preacher was different than the Civil Rights him beyond recognition, shot him and named Martin Luther King Jr had been Movement. It called for systemic dumped his body in the river. elected to lead the Montgomery Bus change in three specific areas of Boycott. His grief-stricken mother held an open society that were core to overcoming casket, determined to show the world The boycott lasted a full year, from their oppression. It rose up suddenly what white supremacists had done to 1955-56. The courts would weigh in in 1963 across America against a her child. (again) on the issue of segregation. backdrop of systemic segregationist The White woman later recanted her Dr. King would be invited to speak in policies and practices dating back to story and admitted her lie. DC by A. Philip Randolph in 1957. the Civil War. 1963 Washington DC “100 years later, the Negro is sadly crippled by the manacles of segregation and the chains of discrimination.

So, we’ve come here today to dramatize a shameful condition!” REVOLUTIONARY ERAS RISE OF CIVIL RIGHTS MOVEMENT AND NEGRO REVOLUTION 1960s in bullets • 1960 JFK defeats Nixon by less than 1% due to Black voters • 1963 Negro Revolution - Black Americans orchestrated a nonviolent direct action protest in nearly 1,000 cities, JFK assassinated • 1964 Civil Rights Act passed by Congress • 1965 Voting Rights Act passed by Congress • 1965 Malcolm X killed. Police attack peaceful protesters in Selma, Alabama. LA Watts riots. • 1967 Long Hot Summer. 164 cities erupt in racial violence in 34 states. • 1968 Martin Luther King assassinated (and Bobby Kennedy), sparking more riots. • 1968 Nixon elected on "law and order“ campaign REVOLUTIONARY ERAS THE NEGRO REVOLUTION Dr. King wrote in eloquent detail about the Negro Revolution in his 1964 book, “Why We Can’t Wait.” The first chapter is titled, “The Negro Revolution: Why 1963?” The Department of Labor published a seminal research report in 1965. the first chapter is titled, “The Negro American Revolution.” It regards the Negro Revolution as the most important movement in American history. Yet, no schools teach this important history. Why? REVOLUTIONARY ERAS THE NEGRO REVOLUTION

1963 TIMELINE “Summer came, and the weather was beautiful. But the climate, the social Spring 1963 climate of American life, erupted into Letter from a Birmingham Jail lightning flashes, trembled with thunder and vibrated to the relentless, growing rain Summer 1963 of protest come to life throughout the land. NEGRO REVOLUTION ERUPTS Explosively, America’s third revolution – MLK’s Anti-Segregation Speech the Negro Revolution – had begun. MLK’s “I Have a Dream” Speech “For the first time in the long and turbulent history of the nation, almost one thousand Fall 1963 cities were engulfed in civil turmoil, with JFK Assassination violence trembling just below the surface."

Martin Luther King Jr, "Why We Can't Wait" REVOLUTIONARY ERAS THE NEGRO REVOLUTION

Chapter 1: The Negro Revolution: Why 1963?

“The Negro also had to realize that one hundred years after the Emancipation Proclamation … Negroes are still at the bottom of the economic ladder. “They live within two concentric circles of segregation. One imprisons them on the basis 3 DEMANDS of color, while the other confines them within a separate culture of poverty.” 1. End segregation in schools 2. End discrimination in housing 3. End discrimination in Q: Did either the Civil Rights Act of 1964 and/or the Voting Rights Act banking and access to capital of 1965 address and satisfy the demands of the Negro Revolution? “I am convinced that “There can be no gainsaying of the there is nothing fact that a revolution has taken place in the world and in our more tragic than to nation and is sweeping away an sleep through a old unjust order and bringing into revolution!” being a new creative order. The great challenge facing every man and every woman today is to remain awake through this great social revolution.”

“Remaining Awake through a Great Revolution!” Dr. Martin Luther King Jr. Speech at California Western College (Now PLNU) Spring 1964 How does it make you feel to learn about such evil happening in our Q: nation for so long? How would you describe the Negro American Revolution?

What is the difference between the goals of the Civil Rights Movement you were taught and the goals of the Negro American Revolution you learned about today? END OF SESSION 3 What has inspired or challenged you? OUR ERA, OUR RESPONSIBILITY

1968 - PRESENT DAY

WE INHERITED A SEGREGATIONIST SOCIETY

Together, we can decide whether to build an Inclusive America or maintain the status quo of 20th century segregationist policies and practices

White Radicals & MLK showed us the way. OUR ERA, OUR RESPONSIBILITY

SHARING THOUGHTS AND IDEAS ACTIVE LISTENING EXERCISE Think of an issue or experience or idea about which you have strong feelings.

Think about how to condense your thoughts into a 1-minute summary. Imagine you’re expressing this thought to someone in an elevator and you have 60 seconds to deliver it succinctly.

ACTIVELY LISTENING TO UNDERSTAND

Consider yourself a court stenographer. Your job is to fully absorb and understand the information presented.

Your job is NOT to dispute, debate or diminish in any way the information presented; just understand it.

You may ask clarifying questions to gain a better understanding.

You may inquire about motivation behind the points presented.

You must then respond by restating the information you heard in such a way that the sharer confirms you have a full understanding. OUR ERA, OUR RESPONSIBILITY

SOME ISSUES FOR ACTIVE LISTENING EXERCISE CONSIDERATION COVID-19 impact on parenting Black Lives Matter protests and messaging campaigns Rioting in America SB683 mandating history of race in America taught in schools Policing in America Racial Equity Religious Rights OUR ERA, OUR RESPONSIBILITY DATA: PRESENT DAY

The most vulnerable populations (MVP) in our nation are suffering.

In the aftermath of the Civil War, the MVP in America were suffering from systemic oppression, lack of access to resources, poor quality education, systemic poverty, lack of ownership of valued assets like land and homes and businesses that could create jobs and generate wealth.

Today, the MVP are suffering from the same systemic problems. When we tell ourselves the truth about the history of our nation we discover the cries of the MVP haven’t just been ignored, they’ve been met with hostility in each generation.

The question we must consider today is how will WE respond to the outcries of the most vulnerable populations (MVP) in today’s generations?

Will WE prioritize the educational, economic and political empowerment of America’s MVP, as the White Radicals did during the 7 years of radical revolutionary achievements by Congress following the Civil War?

Or will we sustain the status quo systems passed down to us by 20th century white supremacists?

These systemic problems didn’t dissipate when we stopped teaching them in schools or discussing them in policymaking strategies and electoral campaigns. They simply were out of sight and out of mind … just like the Native Americans whose lands we now occupy.

Today, we have learned a lot. The question WE will now have to answer is what will WE do with our new knowledge? Build on it, act on it … or forget it? OUR ERA, OUR RESPONSIBILITY

We all inherited a segregationist society. The question we must ask ourselves is what kind of society will we pass on to future generations?

Priorities of the Negro American Revolution

End segregation in schools End discrimination in housing End discrimination in banking For we have come to see that segregation is not only sociologically untenable, it is not only politically unsound, it is morally wrong and MLK in sinful. DETROIT Segregation is a cancer in the body politic, which must be removed before our democratic health can be realized. [Applause] 1963 Segregation is wrong because it is nothing but a new form of slavery covered up with certain niceties of complexity. [Applause] Segregation is wrong because it is a system of adultery perpetuated by an illicit intercourse between injustice and immorality. [Applause] And in Birmingham, Alabama, and all over the South and all over the nation, we are simply saying that we will no longer sell our birthright of freedom for a mess of segregated pottage. [Applause] (All right) In a real sense, we are through with segregation now, henceforth, and forevermore! 1968 Detroit – Cobo Hall Same venue as MLK in 1963 “Segregation today, segregation tomorrow, segregation forever!” Nixon elected Alabama Governor George Wallace POTUS “White society,” the presidentially appointed panel reported, “is deeply Bad policing practices, a flawed justice system, unscrupulous implicated in the ghetto. consumer credit practices, poor or inadequate housing, high unemployment, voter suppression, and other culturally embedded White institutions created it, forms of racial discrimination all converged to propel violent upheaval on the streets of African-American neighborhoods in white institutions maintain American cities, north and south, east and west. As black unrest arose, inadequately trained police officers and it, and white society National Guard troops entered affected neighborhoods, worsening condones it.” the violence. SEGREGATED COMMUNITIES PLANNED SEGREGATION IN HOUSING AND FINANCING

The root cause of systemic VIDEO 8 MINS 35 SECS racism in American society (not interpersonal prejudices) is white supremacy. The public tool or policy that was developed to ensure the generational inheritance of white power, wealth and influence is segregation. White supremacists established public policies and private sector practices of segregation, which protects white supremacy to Listen to Richard Rothstein, America’s foremost authority on systemic racism this very day across America. in public sector policies and private sector housing and financing. HISTORICAL CONTEXT? We’re repeating the same narrative we were told We can’t teach what we don’t know.

Each generation passes on what they were taught 132,853 Schools in the United States TEACHERS 3.2 million STUDENTS 50.8 million Shifting racial demographics requires a paradigm shift in teaching students TEACHERS (3.2 million) STUDENTS (51 million) 80.1% WHITE 48.2% 8.8% Hispanic 26.4% 6.7% Black 15.3% 2.3% Asian 5.1% 1.4% 2+ races 3.6% 0.4% American Indian/Alaska Native 1.0% National Center for 0.2% Native Hawaiian/ Pacific Islander 0.4% Education Statistics SEGREGATED SCHOOLS

Six decades of “separate but equal” as the law of the land have now been followed by six decades of “separate is inherently unequal” as our basic law. The Brown decision set large changes and political conflicts in motion and those struggles continue today. SEGREGATED SCHOOLS

A half century of research shows that many forms of unequal opportunity are linked to segregation. Further, research also finds that desegregated education has substantial benefits for educational and later life outcomes for students from all backgrounds At the time of Brown v Board and for years afterwards, extremely little attention was given to Latino segregation. It was literally impossible to measure until 1968, because in many areas Latinos were not counted. 1 In the late 1960s, the federal government, implementing the 1964 Civil Rights Act, required school districts to count and report Latino enrollments. Not until 1980 did the U.S. Census collect systematic national population statistics on Latinos. The Supreme Court did not settle the issue of Latinos’ rights to desegregation and treatment as a group separate from blacks and whites until the 1973 Keyes decision, which was never seriously enforced in most 2 of the country.

Almost all of the early desegregation plans … never had any provisions for desegregating Latinos, so those rights were ignored... With the vast increase of the Latino population, the school segregation of Latinos became much more severe, as areas of segregated housing spread, and the white population dropped. Mexican Americans account for about two-thirds of the Latino enrollment in the U.S., and they have 3 experienced the most dramatic increases in segregation in recent decades. The changes are particularly dramatic in the West, where segregation has soared. A clear pattern is developing of black and Latino students sharing the same schools; it deserves serious attention from educators and policymakers. Data today reveals a clear pattern of exclusively grouping black and Latino students in the same schools. The UCLA report “Brown at 60” declares that this shameful practice “deserves serious attention from educators and policymakers.” School segregation has been intrinsically tied to the 4 racial gaps in housing and income. Economic segregation, which disproportionately affects black and Latino students, is increasing, says Gary Orfield, lead author of the UCLA Civil Rights Project report. He noted that in California, Asian and white students are 10 times more likely to go to a high-quality school than Latinos and therefore dramatically more likely to attend college. SEGREGATED SCHOOLS SCHOOL BOARD POLICY PLAY Divide the room into 2 sections.

One section is Community A.

One section is Community B.

Communities A & B each select members to serve on the school board.

The school board will then make decisions based on input from their respective communities. SEGREGATED POLICIES ECONOMIC STRATEGIES | STRATEGIC PRIORITIES

PRIORITIES • Sector diversification • Infrastructure resilience • Workforce support • Rural vitality

QUESTION Do the priorities of the Corvallis region match the identified weaknesses and opportunities in the SWOT? OPPORTUNITIES

• ECONOMIC RESILIENCE

• CONNECTIONS TO EXISTING RESOURCES

• EQUITY

• NEW AND EXPANDING REGIONAL INDUSTRIES

WEAKNESSES

• INFRASTRUCTURE CONNECTIVITY NORTH-SOUTH

• INFRASTRUCTURE QUALITY & AVAILABILITY

• CHANGING DEMOGRAPHICS

• INSTITUTIONAL BARRIERS PRIORITIES OPPORTUNITIES • Sector diversification

• ECONOMIC RESILIENCE • Infrastructure resilience • Workforce support • CONNECTIONS TO EXISTING RESOURCES • Rural vitality • EQUITY

• NEW AND EXPANDING REGIONAL INDUSTRIES QUESTION WEAKNESSES Do the priorities of the Corvallis region match the identified weaknesses and • INFRASTRUCTURE CONNECTIVITY NORTH-SOUTH opportunities in the SWOT? • INFRASTRUCTURE QUALITY & AVAILABILITY

• CHANGING DEMOGRAPHICS What priorities would you change?

• INSTITUTIONAL BARRIERS SELF-ASSESSMENT (no right or wrong answers)

TOTAL Q: What is the difference between the Civil Rights Movement and the “Negro Revolution”? Please take a moment to let us know your thoughts about this experience by filling out our feedback cards and leaving them in the designated area before you leave. Thank you!

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CORVALLIS | MAY 15, 2021