To the teacher:
This lesson invites students to consider what “white supremacy” means, what groups in society have supremacy, and their own place in this relationship to it. Then, after watching a short video about the origins of white supremacy, they reflect on their own thoughts and feelings and brainstorm possible actions they could take as individuals or in community to help end white supremacy.
Before you begin, consider how your class will respond to the discussion, and which video would work best for your class. It may also be helpful to read these guidelines on Teaching about Controversial or Difficult Issues.
Introduction
Start by checking in with your students or having them check in with each other in a pair share or triad.
Review the class’s community guidelines.
Ask students:
- Why are so many unarmed Black men being killed by the police? Why are Black men 2.5 times more likely than white men to be killed by police?
- Why do white families have nearly ten times more household wealth than that Black families?
- What is the root of the problem?
Elicit or explain that racial injustice is an outcome of “white supremacy.” Ask students:
- What is “white supremacy”?
Scholars and racial justice advocates have offered a range of definitions for this term. According to Merriam Webster, it is:
1: the belief that the white race is inherently superior to other races and that white people should have control over people of other races
2: the social, economic, and political systems that collectively enable white people to maintain power over people of other races
Next, tell students that today we’ll explore this question of white supremacy, and consider what it has to do with us. We’ll watch a short video about the origins of white supremacy, and consider what can be done to eradicate it and make our country a more equitable place.
Writing & Reflection: Who Am I?
- Ask students to write, on paper, their response to this question: Who am I? Give them 60 seconds to write down as many words as they can to describe themselves.
- Next, ask students to think about which group in America has the most power: Who is on top? Which group has “supremacy”? What does this group have in common? Give students 2-3 minutes to jot down their thoughts and responses.
- Invite students to share out their responses if they choose.
- Next, ask students to consider who in our society has “supremacy” when it comes to each of the following categories. Invite students to record their responses as you ask them about each category:
- Who has supremacy in terms of race?
- gender?
- religion?
- economic status?
- body type?
- sexual orientation?
- ability or disability?
Invite discussion on each of these questions, encouraging students to share their responses and provide evidence or arguments for them. Work toward consensus.
Then, compare students’ responses to the sociologically accurate descriptors, which are: white, male, Christian (Protestant), rich, thin, heterosexual, and able-bodied.
- Invite students to return to their own list of self-descriptors. In which categories are they themselves in the “power group” (the group with supremacy)? When are they not in the power group? Ask students to reflect on this with questions such as:
- How do you feel about the number of power groups you are in?
- Consider some of the ways your position in each of these groups has affected your life.
- How do you feel about not being in any particular group (for instance, not being male or rich)?
Give students three minutes to journal about how they feel about themselves in comparison to the power group.
Watch & Discuss
Next, have students view and discuss one of the following 3-minute animated videos.
Option 1: The History of White Supremacy produced by The Labyrinth Theatre Company. https://www.youtube.com/watch?v=8B-cqrLnxi4
This video traces the early origins of white supremacy in the U.S. and maintains that the dividing of Blacks and whites and the ideology of white supremacy serves to benefit the rich and powerful. Note: You may want to stop the video at about 3 minutes, when it begins focusing on partisan issues. A transcript of the video is here.
After watching the video, engage students in discussing one or more of the following questions:
- What are your thoughts and feelings about white supremacy after watching this video?
- Was anything surprising to you?
- Do you have any insights on how you feel about your own relationship to white supremacy?
- How do you think white supremacy is impacting your community?
- Has white supremacy ever affected you personally?
- What is the role of the police in the system of white supremacy?
- What can one person do to stand up against white supremacy?
- What can a group of people do to stand up against white supremacy?
Option 2: Understanding White Supremacy (And How to Defeat it) by Act.TV, a progressive media company. https://www.youtube.com/watch?v=0gqQzbp5wk4
This video touches on the history of white supremacist ideas, including “racial biology,” as well as why white supremacy continues today, and what can be done about it.
After watching the video, engage students in discussing one or more of the following questions:
- What are your thoughts and feelings about white supremacy after watching this video?
- Was anything surprising to you?
- Why are some white people threatened by diversity?
- Has white supremacy ever affected you personally?
- Can people of color end white supremacy?
- What do white people need to do to end white supremacy?
- Do you think this is possible?
- Do you see signs in the world of it already happening?
- How do you feel about your own power and status or lack thereof after having watched this video?
- Can you turn this feeling into action? What might that look like?
Closing Activity
What is one thing that you will take away from today’s lesson?