Close the Gap: An Educator Guide

1. What did Robin have to say about services and opportunities for young people today? Why do you think that is the case?
2. How does the mass media influence young African American women's self-esteem?
3. What does Robin describe as "the heart of the matter" when working with young women?
4. Based on what you saw in the video, what is Sharon Flake's book The Skin I'm In, about?
5. What did Kiri Davis discover when she redid Kenneth Clark's doll test?
6. How does lack of racial justice impact all Minnesotans?
7. What is the "Lovin' the Skin I'm In" movement? What are its goals?
8. How can you help the movement to promote racial justice?

Who would you fly with?

1. Introduce the activity. Explain that in this activity students will embark on an imaginary airplane trip. Hand out an airplane manifest, a list of passengers traveling by plane. Ask the students to rank the passengers from 1 to 16 (1-would most like to travel with, 16-would least like to travel with). Make sure students understand the passenger descriptions. If asked to clarify, provide neutral descriptions and avoid value judgments. Allow 10-15 minutes for individual ranking.
   


2. Divide students into groups of 5-7. Ask students to discuss their choices and as a group come up with 3 most favorite and 3 least favorite passengers. Allow 25-30 minutes for group deliberation.
   


3. Invite groups to share their results with the rest of the class. Compare different group results to start the discussion.
   


4. Debriefing questions:
   
   • Which passengers caused the most disagreement? Why?
   • Was it easier to choose your most favorite or least favorite passengers? Why?
   • What are the reasons behind your individual ranking? Was your decision based on your personal experiences or stories you heard?
   • How did the mass media contribute to your perceptions of the passengers?
   • How did your individual ranking differ from your group ranking?
   • Was your group able to reach an agreement? Why? Why not?
   • Which stereotypes did the list elicit from you personally and later from your group?
   • Where do you think these stereotypes are coming from?
   • How would it feel if you were the least favorite passenger? What kind of impact would it have on your self-esteem?
   • Why is self-esteem important?
   
   

1. Human Rights Framework

   Bringing CERD home
   
   This activity aims to familiarize students with the International Convention on the Elimination of All Forms of Racial Discrimination (ICERD) and identify local issues of racial discrimination in light of the Convention's protections.
   
   
   1. Introduce the International Convention on the Elimination of All Forms of Racial Discrimination at http://www1.umn.edu/humanrts/instree/d1cerd.htm
   
   Explain:
   CERD is an international, legally-binding treaty aimed at eliminating all forms of racial discrimination. CERD was ratified by the United States in 1994. The Convention defines racial discrimination as "any distinction, exclusion, restriction or preference based on race, color, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life." [2]
   
   Discuss:
   Based on the definition above, what examples of racial discrimination can you give? Have you, your family, or friends experienced racial discrimination?
   
   
   2. Pass around Part I (Articles 1-7) of the Convention and divide students into groups of 3-5. Have the students read and discuss the articles in small groups. Depending on the time available provide groups with some or all of the group discussion questions below. Allow plenty of time for group discussion.
      
      Group Discussion Questions:
      
      1. What does the phrase "equal footing" in article 1 refer to? How can racial discrimination prevent people from enjoying or exercising their human rights and fundamental freedoms in the political, economic, social, cultural, and other fields of public life? Discuss examples.
      2. Why do you think the Convention does not apply to "distinctions, exclusions, restrictions or preferences made by a State Party to this Convention between citizens and non-citizens" (See Article 1.2)? Do you agree or disagree with this limitation?
      3. What is the name for "special measures taken for the sole purpose of securing adequate advancement of certain racial or ethnic groups"? What article of the Convention refers to "affirmative action"? How do affirmative action measures help to advance people of color? Is it fair?
      4. What can the government do to condemn racial discrimination? What does the Convention say about government's responsibility in relation to racial discrimination committed by persons, groups, or organizations?
      5. What is "apartheid"? Which article refers to it? What apartheid practices can you think of?
      6. Why is it important that the state condemns all propaganda and all organizations which are based on ideas or theories of superiority of one race or group of persons of one color or ethnic origin? Can you think of historic examples of propaganda of racial hatred?
      7. Do you think the U.S. is fulfilling its obligations under the Convention in prohibiting public authorities or public institutions from promoting or inciting racial discrimination? Why do you think that is? What does free speech have to do with it?
      8. What article talks about "equality before the law"? Which rights does the article protect specifically?
      9. Which article provides for effective protection and remedies against acts of racial discrimination? Which national tribunals and other government institutions do you know that provide such protection?
      10. What do the governments do to educate the public with a view of combating prejudices which lead to racial discrimination? Which article makes such education a requirement?
          
          
   3. Invite groups back into the plenary. Ask each group to briefly share: 1) up to three new things they have learned; 2) up to three things they are surprised about; 3) up to three questions they still have;
      4) one thing they are inspired to do as a result. Record findings on a flipchart. Discuss 1, 2, and 4 above. Be prepared to address questions, or assign research as homework. Discuss question 3 and explore ways to have students continue to learn more both individually and as a group or class (e.g., inviting a speaker, identifying different media sources, reading a book, and field visits.



Handouts
Handout 2

2. Localizing statistics

   Students can also review the Periodic Report of the U.S. to the UN Committee on the Elimination of Racial Discrimination concerning the International Convention on the Elimination of All Forms of Racial Discrimination at http://www.state.gov/g/drl/rls/cerd_report/83404.htm. Discuss the reporting process under CERD and "shadow reports" submitted by non-governmental organizations (NGOs) or non-profit organizations. Shadow Reports supplement, or "shadow," governments' reports on human rights issues by focusing on issues the government did not address or did not sufficiently address. For review and comparison, students can also examine a coordinated U.S. NGO response to the International Committee on the Elimination of All Forms of Racial Discrimination at http://www.ushrnetwork.org/files/ushrn/images/2008_shadow_report/Shadow_Report_2008_web.pdf
   
   Other useful sites:
   
   1. Twin Cities Compass www.tccompass.org
   2. Mind the Gap Report http://www.brookings.edu/~/media/Files/rc/reports/2005/10cities_sohmer/20051027_mindthegap.pdf