Racial Justice Program
NFTY Veida 2016
Lexi Chavin
Touchstone Text: “Love thy neighbor as yourself You said.”
Goals:
Goal: (affect) We want PPs to think about what makes their heartbreak over racial injustice
(Behavior) We want PPs to start thinking about how this plays out programmatically/within their
regions/communities.
(Cognitive) We want PPs to know that racial injustice exists in our country.
We want PPs to know that there is a new campaign from Just Congregations partnering with
NFTY to start thinking about racial injustice.
We want PPs to know this campaign will officially kickoff in the next 6 months-1 year.
We want PPs to acknowledge that campaigns are concurrent and the structure of a racial justice
campaign can be similar to GVP.
Have PPs build relationships around this issue.
Objectives:
-PPs will go through a racial injustice simulation
-PPs will talk about what makes their heartbreak about racial injustice
Materials:
-AV equipment
-print outs of headlines (Appendix A)
-150 life journey sheets (Appendix B)
-Appendix D printed
-Appendix E printed
-150 pens
-30 temporary tattoos
-1 container of water
-1 roll of paper towels
-2 rolls of scotch tape
-10 purple patches
-50 blue patches
-30 quart sized ziploc bags
-3 rolls of masking tape
-150 notecards
-Large sheet of butcher paper
-fat sharpie marker
-Scissors
People:
1 PL
5GL
NFTY Veida PPs
RAC LA
Space Needed:
-One Large Room (rotunda?!?!)
Time Table:
00:00-00:05 Entrance
00:05-00:15 Division into groups
00:15-01:05 The Game of Life
01:05-01:25 Reflection and Discussion
01:25-01:40 Video, Keynote, and Kickoff of Campaign
01:40-01:45 What makes your heart break about racial injustice?
Detailed Procedure:
00:00-00:05 Entrance
Before the program, the PPs will be held either outside of the space or in the lobby area. Two
GLs will be stationed by the door and as PPs enter, the GL will instruct them to silently walk
around the room. Once all of the PPs have entered, the PL will announce over the microphone
that the PPs should look around at the headlines for the next few minutes. When they find a
headline that resonates with them, sticks out to them, etc. they should select it. In the space the
lights will be turned down (if possible) and there will be somber music playing in the
background. Headlines found in Appendix A
00:05-00:15 Division into Groups
Following the selection of a headline, the PL will instruct all of the PPs that there is a group
number written on the back of their headline. There will be four groups. Group 1 will represent
white people who have white privilege--this will be the largest group. Group 2 will represent
white people who have slipped through the cracks--this will be a small group. Group 3 will
represent minority people who have broken through the racial barriers--this will be a small
group. Group 4 will represent minority people who are victims to systemic racism and the effects
of white privilege. The PL will then instruct all of the PPs to go to an assigned location for their
group. The PL will remind all of the PPs not to lose their headline. Once the PPs transition to
their group location, they will be distributed some supplies. In group 1, each PP will be given the
life journey sheet (Appendix B) and a pen. The group leader will then encourage them to relax,
get to know each other and share their headlines if they want. In group 2, each PP will be
instructed to put a temporary tattoo on their right hand. They will then each be given a life
journey sheet (Appendix B) and a pen. In group 3, the PPs will each be given a purple patch.
The PPs will be instructed to tape their patch over their heart. They will then each be given a
journey sheet and a pen. In group 4, the PPs will each be given a blue patch. They will be
instructed to tape their patch over their heart. They will then each be given a journey sheet and
a pen. After all materials have been distributed the GL will ask PPs to intermingle and take a
seat.
Nothing: white privilege (60 people)
Tattoo: white people who have slipped through the cracks (concealable) (30 people)
Purple patch: minority people who have broken through racial barriers (10 people)
Blue patch: minority people victim to white privilege (50 people)
Materials:
-150 life journey sheets (Appendix B)
-150 pens
-30 temporary tattoos
-1 container of water
-1 roll of paper towels
-2 rolls of scotch tape
-10 purple patches
-50 blue patches
00:15-00:55 The Game of Life
After the PPs have intermingled, the PL will begin the “Game of Life.” The NFTY board will read
the following quotes about life and life cycle:
Following the quotes, the PL will explain that the PPs are going to have the opportunity to travel
through “life” They will be going through 6 different stages of their lives. At each stage they will
be given a variety of options to choose from regarding how they want to live their life. On the
floor there will be five different segments marked by masking tape to indicate the varying
options. See Appendix C for the floor set up. The PPs will be told to proceed to one side of the
tape in between each stage of life before they enter the option they want to choose. There will
be a group leader stationed at each of the options. Depending on the option and the type of
person each PP represents, the GL can stop people before they enter, and go into the option
and tell people they have to leave. For each stage of life, depending on the option there will be a
variety of facts taped to giving statistics related to racial injustice. The additional facts are in
Appendix D. The PL will explain that when each person enters the stage of life, they should look
at the facts that are on the ground and take a sheet. The PL will then explain that this is where
the life journey sheet comes into play. After each stage, the PPs should write a story of sorts of
how they got to this point in their life and what circumstances took place. PPs are encourage to
be creative yet realistic when writing about their life journeys.
Stage One:
-Born into a rich family, living in a nice area of town in a large house. (nothing or tattoo)
-Born into a middle class family, living comfortably (nothing or tattoo)
-Born into a lower class family working hard to make ends meet (nothing, tattoo, purple patch)
-Born into a lower class family barely making ends meet (nothing, tattoo, purple patch, blue
patch)
-Born into a homeless family (nothing, tattoo, purple patch, blue patch)
Stage Two: Primary Schooling
-Goes to private school (nothing or tattoo)
-Goes to a public school (nothing or tattoo)
-Goes to a magnet or advanced education school (nothing, tattoo, purple patch)
-Goes to a failing school (nothing, tattoo, purple patch, blue patch)
-Was recently expelled from school and looking for a new one (nothing, tattoo, purple patch,
blue patch)
Stage Three: Neighborhood Life
-Lives in the same gated community as all of your friends (nothing)
-Lives in a suburban neighborhood with a friendly community (nothing, purple patch)
-Lives on an average city street (nothing, tattoo, purple patch)
-Lives in a dangerous neighborhood characterized by gun violence, drug abuse, and domestic
violence (nothing, tattoo, purple patch, blue patch)
-Moves around a lot, so lack of a community (nothing, tattoo, purple patch, blue patch)
Stage Four: Secondary Education
-Attends university (nothing, purple patch)
-Attends technical college (nothing, purple patch)
-Attends vocational school (nothing, tattoo, purple patch, blue patch)
-Chose to work (nothing, tattoo, purple patch, blue patch)
-Dropped out of highschool (nothing, tattoo, purple patch, blue patch)
Stage Five: Professional Life
-Steady high income job (nothing, purple patch)
-Steady moderate income job (nothing, purple patch)
-Works several part-time jobs (nothing, tattoo, purple patch, blue patch)
-Unemployed (nothing, tattoo, purple patch, blue patch)
-Does not work (nothing, tattoo, purple patch, blue patch)
Stage Six
-Income of $250,000
-Income of $90,000
-Income of $50,000
-Income of $20,000
-Income of $10,000
The PPs will go through all six stages of life, following the same instructions,
Materials:
-Quart sized bags
-Appendix D
-Appendix E
-Scissors
-Masking Tape
00:55-01:20 Reflection and Discussion
Following the sixth stage of life, the PL will a
sk the NAB to spread around the room and then ask the PPs to divide themselves into groups of
roughly 25. Once the PPs have divided themselves the GL will lead a discussion.
Outline for Discussion/Reflection:
I.
Reactions (do a whip around or something of that sort)
II.
Explanation: explain that the PPs just were a part of a simulation. They represented the
newspaper headline that they selected. Explain that the PPs representing people of
minority races, they wore patches as something public that differentiates them, similar to
how skin color is something you cannot hide. Four “types of people” were selected as
vast generalizations for the sake of the simulation. The people with blue patches are
those who were victim to systemic racism and experience the effects of white privilege.
At times they had their opportunities stifled and were not given the same breadth of
choice in their life. The people with the purple patch, of whom there were very few,
represented instances in which people fought for racial equality or were able to break
through racial barriers. This is a big generalization but stands to represent how progress
towards racial justice has slowly been made, but there is still more work to be done. The
people with no marking are white people, often times, whether consciously or not,
exhibiting white privilege. Finally, the people with the tattoos are those who are white
who “slipped through the cracks.” If you look at a white person who did not make it far in
life, you wouldn't know just by looking at them. That is why the tattoo was selected--it is
something that is concealable.
III.
After explaining what the simulation represented and having time for any questions give
each PP in your group a notecard. Explain that the final part of their life journey is to take
the information they now know and reflect on their “life.” They should think about how the
simulation made them feel, how they would feel if they really lived the life of that person,
and what they think the end of their story would be. Give the PPs a few minutes to write
their obituary. Once everyone is finished have some people share.
IV.
Discussion: Following sharing the obituaries, engage in the following discussion:
1. What did we just do? Why did we just do it?
2. What stuck out in the program?
a. how did they feel
b. what felt significant
3. How would you define white privilege?
White privilege is a set of advantages and/or immunities that white people benefit
from on a daily basis beyond those common to all others. White privilege can exist
without white people's conscious knowledge of its presence and it helps to maintain the
racial hierarchy in this country.
White privilege, without it acknowledgement and action taken against it is thought of to
be “passive racism”
4. Why is it important to talk about white privilege?
5. How is white privilege relevant in our home communities; in our school life, temple
life, NFTY, etc.
6. How can we interpret white privilege and racial injustice in a Jewish context?
7. For this portion, ask the PPs to think about how white privilege is applicable and
relevant in their lives. Have the PPs pair with someone they are sitting next to and share
stories and experiences with one another. After they have share in a paired setting, if
anyone would like to share with the whole group let them.
Talk about privilege, how do we discuss our privilege, how does this reflect in our NFTY
community,
Materials:
-150 notecards
-Pens
01:20-01:40 Wrap Up
Put this part in the context of the movement
For the conclusion of this program there will be a focus on initiating further conversations about
racial injustice and how people can begin to take action. To begin this “wrap up” a RAC LA will
give about 5 minutes of content about why racial injustice is important. This will be connected to
Jewish Values etc. Finally, the PL will introduce the concept of “Courageous Conversations” and
that as NFTYites and Reform Jews, it is our responsibility to begin these courageous
conversations. The PL will then encourage PPs to get into groups with the people around them,
think about the activity, why it is important and how it can be shared. Maybe they want to share
their experience over social media with #NFTYcares, maybe they have someone to begin a
courageous conversation with, and most importantly maybe they will realize “What makes their
heart break about Racial Injustice?”
BUILD ON PEOPLE’S STORIES FOR ACTION
https://www.youtube.com/watch?v=KRZkCpUfEQY
01:40-01:45 ​What makes your heart break about racial injustice?
To close the program there will be a large sheet of butcher paper with “what makes your heart
break about racial injustice” written across the center. The PPs will be asked to reflect on the
program, think about the upcoming campaign, and let us know what makes their heart break
about racial injustice.
Materials:
-Large sheet of butcher paper
-Assorted markers
Appendix A (headlines)
See other google document
Appendix B
Appendix C (room layout)
Appendix D (Facts and Statistics)
Stage One:
In 2014, 46.7 million people in the United States lived in poverty which is 14.8 percent of the US
population (US census).
In 2014, 26.2% of the Black United States Population lived below the poverty line (US census)
In 2011, 12.9% of the Canadian population was considered “low income” (Canada census).
In 2010, in Canada, the “Total-Low-income geographic concentration” of Black people was
945,665 (Canada census).
As of 2015, in the United States the poverty line for 1 person is $11,770.
The poverty line is defined as, “the estimated minimum level of income needed to
secure the necessities of life.”
Stage Two:
“Black students are, on average, in schools that are 48 percent Back, whereas White
students are, on average, in schools that are 9 percent Black” (NCES).
“Schools in the highest Black student density...are mostly located in the South with very
few in the West” (NCES).
“Schools with higher Black student density also have higher percentages of students
with low socioeconomic status” (NCES).
There is a Black-White achievement gap that can be attributed to a variety of in school
and beyond school differences. These differences begin at birth for many Black
students and can hinder their educational performance from the beginning.
(the diagram)
Stage Three:
Persons in poor households at or below the Federal Poverty Level (FPL) (39.8 per 1,000) had more than
double the rate of violent victimization as persons in high-income households (16.9 per 1,000)
Persons in poor households had a higher rate of violence involving a firearm (3.5 per 1,000) compared to
persons above the FPL (0.8–2.5 per 1,000)
The "National Youth Gang Survey Analysis" (2011) state that of gang members, 46% are Hispanic/Latino,
35% are black, 11.5% are white, and 7% are other race/ethnicity
According to the FBI Uniform Crime Reports, in the year 2008 black youths, who make up 16% of the youth
population, accounted for 52% of juvenile violent crime arrests, including 58.5% of youth arrests for homicide
and 67% for robbery. Black youths were overrepresented in all offense categories except DUI, liquor laws and
drunkenness
Stage Four:
Blacks earned 14 percent and Hispanics earned 13 percent of all associate's degrees awarded in 2009–10
In 2013, about 40 percent of whites between the ages of 25 and 29 had a
bachelor’s degree or more, compared to about 20 percent of blacks
About ​82 percent of high school graduates​ from high-income families enroll in
college, compared to 52 percent of graduates from low-income families
62 percent of whites got a degree within six years, versus 40 percent of blacks
and 51 percent of Hispanics in 2005
Among students at four-year schools, 19 percent of whites were enrolled at
elite research universities,​5​ compared to 9 percent of blacks
In 2011, 34% of whites completed a four-year college degree, whereas just 20% of
blacks and 13% of Hispanics did
Stage Five:
Jobless rates varied considerably by race and ethnicity in 2014: Blacks (11.3
percent), American Indians and Alaska Natives (11.3 percent) had higher
unemployment rates than Asians (5.0 percent), Whites (5.3 percent)
Among the largest race and ethnicity groups, the jobless rates in 2014 for adult
Black men and women (age 20 and older) were 11.3 percent and 9.8 percent,
respectively
The median usual weekly earnings of full-time wage and salary workers in
2014 were $594 for Hispanics and $639 for Blacks, compared with $816 for
Whites and $953 for Asians
Among adult men (age 20 and older) in the largest race and ethnicity groups,
Blacks (59.7 percent) had the lowest employment–population ratio,
continuing a longstanding pattern
For those age 25 and older, median earnings for all major race and ethnicity
groups increased with educational attainment. However, Blacks and Hispanics
generally had lower earnings than Whites and Asians at nearly all educational
attainment levels
Stage Six:
The wealth of white households was 13 times the median wealth of black households in
2013, compared with eight times the wealth in 2010
homeownership rate for non-Hispanic white households fell from 75.3% in 2010 to
73.9% in 2013, a percentage drop of 2%. Meanwhile, the homeownership rate among
minority households decreased from 50.6% in 2010 to 47.4% in 2013, a slippage of 6.5%
The median white household had $111,146 in wealth holdings in 2011, compared
to $7,113 for the median black household
Seventy-three percent of whites own a home, compared to 47% of Latinos and
45% of blacks.
The median white homeowner’s house is worth $85,800 compared to $50,000
for black homeowners and $48,000 for Latino homeowners
A white family at the median sees a return of $55,869 from completing a
four-year degree. A black family sees $4,846 and an Hispanic family $4,191