GOAL: To have a brief understanding of the term antiracism/antiracist and its concepts.

Engage

• Watch How To Be An Antiracist by Ibram X. Kendi (1:50 min)

Reflect

• What does it mean to be an antiracist? How is this different from being “not racist?” 
• Is it possible to be antiracist in one moment and racist in the next? Explain the importance of recognizing this concept.

Additional Learning (Not required)

• Watch 5 Tips for Being an Ally by Franchesca Ramsey (3:44 min)

GOAL: To introduce and start to understand the healing work BIPOCs need to undertake in the antiracist movement.

Engage

• Watch Shawn Ginwright, Ph.D., and Radical Healing (5:46)
• Read Coping with racial trauma: How people of color can heal from racism by Brit Moorer (~3 min. NOTE: Read the article. Do not watch the video.)

Reflect

• What is Racial Trauma?
• How has it shown up in your life? Physically? Mentally? Spiritually?
• How can you mitigate the trauma?
• What are some things you can do to heal from the trauma?

Additional Learning (Not required)

• Read Racial Trauma, Management, and Self-care Workshop: Module One by Grand Valley State University (10:00 min.) *See Module Two on Self care at the bottom
• Listen to How to heal from racial trauma with Thema Bryant-Davis, PhD (41:37)
• Read This Is What Racial Trauma Does To The Body And Brain by Jillian Wilson (~5 Min.)

GOAL: To introduce and start to understand the healing work BIPOCs need to undertake in the antiracist movement.

Engage

• Read Self-Care for BIPOC: Black, Indigenous, and People of Color & Tips for Allies by Natalie Rice-Thorp, Ph.D. (3 min.) Note: If a Facebook login window pops up, close it and the video will play as normal.
  
• Watch/Read 7 self-care tips for BIPOC employees (:51 min.)

Reflect

• How has your self-care changed over time?
• How do you feel when you take care of yourself?
• What have you learned about yourself from your self-care journey so far?
• Is there anything that your self-care practice has helped you overcome?
• What does it look like—and how does it feel—when you feel cared for by yourself or your community?

Additional Learning (Not required)

• Read How You Can Honor the Radical History of Self-Care by Martha Tesema (4 min.)

• Reimagining Self-Care for Black Folks by Kelechi Ubozoh (Article, 5 min)

GOAL: To introduce and start to understand the work BIPOCs need to undertake in the antiracist movement.

Engage

• Read The Battle to be Me: How Internalized Racism Impacts People of Color in America (8 min.)
• Watch The Cost of Code Switching by Chandra Arthur – TEDxOrlando (10:44 min.)

Native American

1. Read The impact of historical trauma on American Indian health equity
2. Read Mental Health Effects of Racism on Indigenous Communities
3. Read How Trauma Gets Passed Down Through Generations
4. Watch Historical trauma continues to plague Native communities (3:09)

Asian 

1. Read In ‘Minor Feelings,’ Asian American Racial Trauma Is Laid Bare
2. Read Anti-Asian Racism Takes Devastating Toll on Community
3. Watch UN – Normalized Racism Towards Asian Americans | Sophia Nguyen (7:57)

LatinX

1. The Mental Effects of Racism on the Latinx Community
2. Watch What’s the Deal with Latinos NOT Talking About MENTAL HEALTH? (8:30)

Reflect

• How do you relate to these notions of internalized racial inferiority and superiority? Is either one familiar to you? If so, how do they show up in your life?
• How do they show up in your workplace, school, place of worship, or community?
• How do they interact with feelings associated with other aspects of your identity like gender, age, ethnicity, class status, etc.? Explore your answer by drawing, singing, or dancing your reactions.

Additional Learning (Not required)

• Watch People of Color discuss the impact of Colorism by Good Morning America (6:38 min.)
• Watch Black Self / White World — lessons on internalized racism by Jabari Lyles (9:12 min.) 

GOAL: To introduce and start to understand the work BIPOCs need to undertake in the antiracist movement.

Engage

• Watch Intersectionality TED talk by Kimberlé Crenshaw (2:42 min.) 
• Watch Intersectionality 101 by about Teaching Tolerance (3:03 min)
• Review the Wheel of Power and Privilege 

Reflect

• How do you identify? Racially? Gender? Sexuality? Other?
• In what ways might your identities intersect?
• What moments in your life when experiencing discrimination did intersectionality come into play? 

Additional Learning (Not required)

• Watch The urgency of intersectionality Kimberlé Crenshaw (18:49 min.)
• Read Ten Tips for Putting Intersectionality into Practice by The Opportunity Agenda 

GOAL: To introduce and start to understand the healing work BIPOCs need to undertake in the antiracist movement.

Instructions: Choose to watch/read the resources (up to 3, ideally) with which you identify or have a connection with. 

Engage

• Read Stay Proud: Being Asian American Is a Good Thing by Alicia del Prado Ph.D. (4 min.)
• Read 14 Reasons To Be Proud To Be Latino By Tanisha Love Ramirez (4 min.)
• Watch 5 Girls on Why They’re Proud to Be Native American by Teen Vogue (1:37 min.)
• Read 10 Ways to Show Your Native Pride by Indian Country Today (4 min.)
• Read Attributes of Our Arab Culture, Making Us Proud By Shayma Amour (4 min.)
• Watch Multiracial American Voices: Identity – by Pew Research Center (3:14 min)
• Watch What is ‘black joy’ and why do we need it in our lives? (4:27 min.)
• Read Celebrating Black Joy as an Alternative Form of Resistance and Reclaiming of Humanity by Kim Pham (4 min.)

Reflect

• Describe 10 things about your culture that brings you joy.
• Name three things you can do this week to celebrate your joy.
• What new thing can you try from your culture that you haven’t ever tried?
• How can you celebrate other cultures?
• Name 5 things you admire about other cultures.

GOAL: To introduce you to some tools that can be used to assist unpredictable situations.  

Engage

• Read CPI’s Top 10 De-Escalation Tips (6:30 min)

Reflect

• What are some common signs of conflict escalation/agitation in an individual? 
• Why is your voice such an important tool for conflict de-escalation? Give specific examples. 
• What is the role of active listening in the conflict de-escalation process?
• What are some things that you should NOT do when interacting with someone in crisis? 

Additional Learning (Not required)

• Read The Art of De-escalation and Conflict Resolution by Jeremy Romo (5 min)
• Read Conflict De-Escalation Techniques  by Vivid Learning Systems (Article, 4 min)
• Watch Calming and De-escalation Techniques by Dartmouth Trauma Interventions Research Center (4:22 min)

GOAL: To introduce you to some tools that can be used to help activate your voice in uncomfortable situations

Engage

• Teaching Tolerance: Speak Up! Pocket Guide and Handout by Lake Oswego School District (Article, 3 min)
• Watch Don’t be a Bystander: 6 Tips for Responding to Racist Attacks by by Lewis Wallace and Hope Dector, Narrated by Aaryn Lang (3:52 min)
• Watch How to intervene if someone is being harassed by American Friends Service Committee (0:42 min)

Reflect

• What can you do to create a safe space for someone experiencing racist harassment?
• How can you avoid further agitating an aggressor? 
• What does it mean to take cues from an individual being harassed? Give specific examples. 
• Why is it extremely important to avoid calling the police in situations involving BIPOC? 

Additional Learning (Not required)

• Read BYSTANDER ACTION by RacismNoWay (Article, 1:20 min)
• Read What To Do If You Witness a Bias Attack by Nicole Levy (6 min)
• Read the comic, What to do if you are witnessing Islamophobic Harassment by Maeril (Comic, 1 min) 

GOAL: To give you an overview of past and current racism in the Theatre industry which may assist in dismantling them.

Engage

• View the two charts below from Actors’ Equity Association on 1. AEA’S National Racial/Ethnic Distribution and 2. Average Contractual Salaries for AEA members by Racial/Ethnic Group (~1 min)
  
  
• Read Cooper Howell speaks out about racism at Frozen: Live at Hyperion by Marshall Mabry IV (Article, ~7 min) 
• Read the official Statement from We See You, White American Theatre (Document, ~2 min)

Reflect

• Considering the statistics from Actors’ Equity Association, why is it essential that theatre companies create standards for minimum BIPOC representation? 
• Does hiring BIPOC artists automatically mean that a theatre company is antiracist? What can happen when companies use diversity as a means of getting good publicity? 
• If you wanted to promote an anti-racist rehearsal environment, what are some of the issues that you would consider? Use Cooper Howell’s respective rehearsal experiences to create your list. 
• Based on the professional consequences incurred by Cooper Howell, why do you think that so many racist incidents in the theatre industry go unreported and/or unpunished?
• In what ways will the dismantling of white supremacy in the theatre industry require sacrifice from white leaders?

Additional Learning (Not required)

• Read BIPOC Demands for White American Theatre in their entirety (Document, ~45 min)
• Read Why I Am Fed Up With Performative Activism From White And Black Theater Makers by Tonya Pinkins (Article, ~32 min)
• Use: Resources for Racial Diversity, Equity and Inclusion | League of Resident Theatres (lort.org)
• Read: Let’s be Real: These programs won’t end racism at your theatre by Michael J. Bobbitt from American Theatre Magazine.

GOAL: To give some contextual concepts to dealing with racism in the youth arts and education work.

Engage

• Read Why Are There No Great Kids of Color in the Performing Arts? by Ilasiea Gray (Howlround)
• Read: How to use the arts to tackle racism in schools by TES Magazine *NOTE: Do not include the various additional content linked in the article (i.e.: videos and other articles.) 

Reflect

• What does it mean to be student-centered?
• What are two ways you can be an antiracist Educator?
• How can your curriculum be improved in your teaching?
• What ways can you make your teaching spaces safer?  Get to know the students more?

Additional Learning (Not required)

• Read: Talking to your kids about racism by UNICEF
• Watch: This is Equity by Californians Dedicated to Education Foundation (6:45 min)
• Watch: Ensuring Educational Equity for All Students by The Leadership Conference (1:55min)

Optional Unit: Whiteness

GOAL: To have an overview of concepts associated with “whiteness” and some knowledge about the emotions connected.

Engage

• Watch Why Does Privilege Make People So Angry? by Franchesca Ramsey (4:51min)
• Watch How ‘white fragility’ reinforces racism by the Guardian (5:16 min) 

Reflect

• What privileges do you feel white people benefit from? Why is it so important to recognize these privileges? 
• What is white fragility? How does this mentality protect the racial hierarchy in America?  
• What is white supremacy? What are some of the ways we experience white supremacy in our everyday lives? 
• What are microaggressions? How are they a form of racism? What effect do microaggressions have on BIPOC as they navigate their everyday lives?

Additional Learning (Not required)

• Read Examples of Verbal and NonVerbal Microaggressions from the City of Cambridge (Chart, ~4 min)