To Be Free (Eric Jolly) For each chapter, you will be expected to provide key points of the chapter, a list

of ideas (take aways) that you will work to implement, and any follow-up questions you may have. You can use bulleted lists for this professional reading reflection.

Chapter __1_____ Key Points: The reason for race is adaptation to geographical conditions, in social studies we call it the Out of Africa Theory Race today is more of an explanation of ethnicity, even though we are all related In determining superiority, it is based on ethnocentric belief one owns superiority over other different cultures Rascist view is based on physical traits, mental capacities and abilities, and ability to achieve high levels of civilization Take Aways: Racism shows in different ways, unintentional racism, institutional racism, overt racism, and internalized racsism Activities on the beginning of discussing racism, in the student can interview a family member about their own family, physical and cultural characteristics. Follow-up Questions:

Chapter ___2____ Key Points: Between the ages of three to seven we as humans form a racial identity, which includes who we are and the value we place on it. People of multi-racial backgrounds face difficulties when discussing race, in which single racial background due not.

Take Aways: I do I identify myself exercise which includes your interests, beliefs, hobbies, talents, and aspirations (Who am I?) Follow-up Questions:

Chapter ___3____ Key Points: Racism has been in North America since 1492 to present day. It started with the genocide of the Native American peoples, slavery, Japanese Internment, and lynchings in Duluth in the 1920s. Take Aways: Write a story or narrative about being a from a perspective of travelling aboard a slave ship, young Japanese internee, or a Native American being removed from their homelands. Follow-up Questions:

Chapter ___4____ Key Points: Most of our understanding of our information about other peoples race, religion, and socioeconomic comes from second hand information our own race, not first hand experiences. White privilege is built into the institutions of America Take Aways:

 Research and discussion activity about race and the English only debate. Activity of unconscious and unintentional racism as an embedded part of American culture like as a part of ethnic jokes. Follow-up Questions: How do I incorporate White privilege discussion in a small town mostly white like Byron

Chapter ___5____ Key Points: Must be aware of institutional racism of schools, museums, governments and hospitals. Be aware of other ethnicities in lessons. Be aware of possible cultural differences in order for classroom rules and traditions can fit all students in the classroom Take Aways: Like the activity of the first day at school and what cultural conflict the student may experience and what can the school do to help you feel more confortable. The activity of from ones own perspective address why race is so hard to talk about and are there ways to make it easier. Follow-up Questions:

Chapter ___6____ Key Points:

 Need to face overt racism of profiling, overt racism, and ethnic jokes upfront as known and remind students these things are not appropriate in the school. These forms of racism can do long term damage to individuals it is promoted against. Take Aways: The activity in which the student is involved in a local airport and profiling by TSA of what kinds of people and why they are being profiled. Follow-up Questions:

Chapter ___7____ Key Points: Internalized oppression can come in multiple ways with the key term is white is right. Forms of internalized oppression are fear of freedom, denying self or part of self, crab bucket, and self-oppression. Take Aways: In groups of three to four, brainstorm how to get out of a well they all have fallen into at the same time. All must get out, leaving no one behind. (Crab bucket scenario) Follow-up Questions: How can I use thinking of use of what are some cool things about being Dakota in MN history?

Chapter ___8____ Key Points: Racism begins with the teacher and students through talking about racism and taking action against it. Need to celebrate other ethnic cultures and the differences Need discuss genocides both in the past and current.

Take Aways: Do a self-assessment of personal beliefs on racism to see where you stand on your beliefs and what needs to be worked on.

Follow-up Questions: