Ethnic Studies 101
Day 1: Divide & Conquer
Participants will understand what Ethnic Studies is and why it is important to learn Ethnic Studies.
WORKSHOP GOALS:

Explore how “divide and conquer” has been and is currently used to keep communities of color
from uniting

Understand that learning about one’s own ethnic history as well as others’ history is the
foundation of perceiving common struggles and interests amongst communities of color
WORKSHOP AGENDA:
Check In - What is divide and conquer? (10 min)
500 Years of Divide and Conquer & Flipping the Script (45 min)
Closing (5 min.)
SUPPLIES NEEDED:
Marking Pens
Butcher Paper
500 Years of Divide and Conquer handouts
Flipping the Script handouts
VISUALS NEEDED:
Workshop goals
Workshop agenda
Divide and Conquer & Flipping the Script Gallery Walk Photos
1: WHAT IS DIVIDE AND CONQUER?
10 MINUTES
a. Do Now.

When people say “divide and conquer”, what do they mean?

Have you seen this strategy used before? When? Have you used this strategy before? When?

Have students read” The Willie Lynch Letter” Review the key points of divide and conquer
according to Willie Lynch. Ask students if this mentally still continues today? How? Ask for
examples.

Divide and Conquer is not just a simply letter, Divide and Conquer has been used throughout
history to control people and to keep all races from unifying to create change.
2: 500 YEARS OF DIVIDE AND CONQUER & FLIPPING THE SCRIPT
45 MINUTES
Note to Facilitator
Prepare the Gallery Walk by putting the pictures on the wall, spaced out so students have to move to see
the different pictures. Cover the pictures until the Gallery Walk portion of the agenda. When running
one gallery walk, leave the other gallery walk covered.
Option – you can put each gallery walk piece onto a butcher paper so there is space for students to write
in responses to the photo or quote on the butcher paper. Each station could have several markers placed
by it.
Step by Step
a. Divide and Conquer Gallery Walk. Explain that divide and conquer has been used for
hundreds of years by oppressors (who are in the minority) to keep the oppressed (who are in
the majority) down.

Ask students to circulate around the room, look at the Divide and Conquer Gallery Walk photos
and quotes. If you have put the pieces on butcher paper, ask students to write their responses
or reactions on the butcher paper.

Ask students to stand next to the photo or quote that made them the most angry or sad. Invite
each group to read out several reactions that were written down or just share verbally about
their reaction to the photo or quote.

Ask students, how is divide and conquer used? What are some strategies and tools of divide and
conquer? Review the two tools under the Tools of the Trade handout: (1) giving one group a
little more than the other and (2) mis-education of groups about each other.

Whose interests are served in the divide and conquer examples we’ve seen? Who gains the most
from divide and conquer strategies?

Do you see these divide and conquer strategies being used today? How?
b. Flipping the Script Gallery Walk. Now do the Flipping the Script Gallery Walk in the same
manner.

After letting the group mill around observing the photos, ask them to stand next to the image
that they liked the most or made the most impact on them. Take several volunteers to share
which picture they stood next to and why they chose that picture. OR, if the pieces were posted
on butcher paper, have students share several written responses on the butcher paper.

Ask students, who’s interests are served through uniting across racial and ethnic groups?
c. Connect Learning’s to Ethnic Studies

Close the Gallery Walk by re-stating that our history, just as its filled with as much resistance as
oppression (or else we wouldn’t be here!), is filled with as much unity between our people as
there was manufactured conflict.

Part of us re-educating ourselves is about learning our own groups ethnic studies as well as other
people of color histories so we can draw out the commonalities and history of alliances.

Ask students, why do they think it is so hard to find ethnic studies information in the schools or in
the media (our main sources of information)? Whose interest does it serve to keep that
information from us?
Sources
Gallery Walk sources, Tools of the Trade Example Sources: African American Migration
www.nebraskastudies.org, Ronald Takaki quoted in opmanong.ssc.hawaii.edu/filipino/plantation.html,
ethnicstudies.berkeley.edu/chronology/
3: CLOSING
5 MINUTES
a. Combating Divide and Conquer

Have students share one way that they would like to combat divide and conquer mentality in
their own lives and communities.
Handout
Willie Lynch letter: The Making of a Slave
By FinalCall.com News
Updated Aug 22, 2005, 01:05 am
This speech was delivered by Willie Lynch on the bank of the James River in the colony of Virginia in
1712. Lynch was a British slave owner in the West Indies. He was invited to the colony of Virginia in
1712 to teach his methods to slave owners there. The term “lynching” is derived from his last name.
[beginning of the Willie Lynch Letter]
Greetings,
Gentlemen. I greet you here on the bank of the James River in the year of our Lord one thousand seven
hundred and twelve. First, I shall thank you, the gentlemen of the Colony of Virginia, for bringing me
here. I am here to help you solve some of your problems with slaves. Your invitation reached me on my
modest plantation in the West Indies, where I have experimented with some of the newest, and still the
oldest, methods for control of slaves. Ancient Rome would envy us if my program is implemented.
As our boat sailed south on the James River, named for our illustrious King, whose version of the Bible
we cherish, I saw enough to know that your problem is not unique. While Rome used cords of wood as
crosses for standing human bodies along its highways in great numbers, you are here using the tree and
the rope on occasions. I caught the whiff of a dead slave hanging from a tree, a couple miles back. You
are not only losing valuable stock by hangings, you are having uprisings, slaves are running away, your
crops are sometimes left in the fields too long for maximum profit, you suffer occasional fires, your
animals are killed. Gentlemen, you know what your problems are; I do not need to elaborate. I am not
here to enumerate your problems, I am here to introduce you to a method of solving them. In my bag
here, I HAVE A FULL PROOF METHOD FOR CONTROLLING YOUR BLACK SLAVES. I guarantee every one
of you that, if installed correctly, IT WILL CONTROL THE SLAVES FOR AT LEAST 300 HUNDREDS YEARS.
My method is simple. Any member of your family or your overseer can use it. I HAVE OUTLINED A
NUMBER OF DIFFERENCES AMONG THE SLAVES; AND I TAKE THESE DIFFERENCES AND MAKE THEM
BIGGER. I USE FEAR, DISTRUST AND ENVY FOR CONTROL PURPOSES.
These methods have worked on my modest plantation in the West Indies and it will work throughout the
South. Take this simple little list of differences and think about them. On top of my list is “AGE,” but it’s
there only because it starts with an “a.” The second is “COLOR” or shade. There is INTELLIGENCE, SIZE,
SEX, SIZES OF PLANTATIONS, STATUS on plantations, ATTITUDE of owners, whether the slaves live in
the valley, on a hill, East, West, North, South, have fine hair, course hair, or is tall or short.
Now that you have a list of differences, I shall give you an outline of action, but before that, I shall
assure you that DISTRUST IS STRONGER THAN TRUST AND ENVY STRONGER THAN ADULATION,
RESPECT OR ADMIRATION. The Black slaves after receiving this indoctrination shall carry on and will
become self-refueling and self-generating for HUNDREDS of years, maybe THOUSANDS. Don’t forget,
you must pitch the OLD black male vs. the YOUNG black male, and the YOUNG black male against the
OLD black male. You must use the DARK skin slaves vs. the LIGHT skin slaves, and the LIGHT skin slaves
vs. the DARK skin slaves. You must use the FEMALE vs. the MALE, and the MALE vs. the FEMALE. You
must also have white servants and overseers [who] distrust all Blacks. But it is NECESSARY THAT YOUR
SLAVES TRUST AND DEPEND ON US. THEY MUST LOVE, RESPECT AND TRUST ONLY US. Gentlemen,
these kits are your keys to control. Use them. Have your wives and children use them, never miss an
opportunity. IF USED INTENSELY FOR ONE YEAR, THE SLAVES THEMSELVES WILL REMAIN
PERPETUALLY DISTRUSTFUL. Thank you gentlemen.”
Handout
500 Years of Divide & Conquer – Tools of the Trade
From Back In the Day Until Now – How We’ve Been Pitted & Used Against Each Other 1
1

In the 1600 and 1700’s European slave traders paid some African tribes money to capture other
tribes and enslave them.

In the 1920’s when many African Americans migrated from the agricultural South to the industrial
North, African Americans found it hard to get hired in factory jobs. However, when working class
Whites went on strike, factory owners hired African Americans at lower cost to break the strikes.
This fueled racial tensions even when the working class whites had more in interests in common
with African American workers than the white factory owners.

In the early 1900’s when sugar cane workers struck in Hawaii, farm owners successively brought
in another ethnicity to break the strike. In 1909, when Japanese workers struck for higher
wages, the farm owners brought in new immigrant Pilipino workers to break the strike. Owners
kept different ethnicities from uniting by paying each ethnicity a little differently. It wasn’t until
the 1920’s when the ethnicity-based unions decided to form a coalition based on class that the
Japanese and Pilipino sugar cane workers united and won an end to pay differences, increased
wages, and several other important demands.

In the early 1970’s during the beginning phases of creating the Ethnic Studies Department at the
University of California at Berkeley, the Third World Liberation Front initially forwarded a proposal
for a Third World College with four programs: Afro-American Studies, Chicano Studies, Asian
American Studies, and Native American Studies. However the University refused to negotiate
with the Ethnic Studies Department as a whole and instead dealt with each program separately.
As a result of this separate negotiation process, the Afro-American Studies program selected to
move to the College of Letters and Sciences and got status as a full fledged department whereas
the other ethnic studies programs remain under the Ethnic Studies Department all the way until
today.

Cops have been known to instigate gang conflict by picking up a member of one set and
dropping them off in another set’s territory.

During the L.A. riots, the City of Los Angeles made a concerted plan to protect the (mostly white)
wealthy areas while leaving the ghettos un-patrolled and unprotected. Korean vs. African
American conflict was allowed to happen and it was in fact high lighted in order to take attention
off of the police brutality that led to the riots in the first place.

Workers born in America are often told that immigrants are taking away their jobs. In this way,
working class African Americans and whites are kept from uniting with Asian, Raza, and African
immigrants.
Sources: African American Migration www.nebraskastudies.org, Ronald Takaki quoted in
opmanong.ssc.hawaii.edu/filipino/plantation.html, ethnicstudies.berkeley.edu/chronology/
Tools of the Trade – So How Do “They” Get Us to Hate Each Other
Even When It’s Against Our Personal Interest?
Giving one group a few more crumbs. Remember the pieces of the pie and how we get more desperate
the more oppressed we are – we’re hungry! We lack resources! So, it’s no surprise that giving some
groups a LITTLE bit more resources will start the whole crabs in a bucket effect of infighting. This
happens in the form of better pay, more jobs, more access to educational success or other kinds of
success or supports.
Mis-education and brainwashing. In this country, we hardly know about ourselves and our own histories.
We are fed misrepresentations and stereotypes about our people. Well, that’s exactly how other ethnic
groups are learning about your ethnic group: through the same crazy inaccurate stereotypes put out
there about you in the media, school systems, and other outlets. We are systematically not taught (or
taught misinformation) about the histories of different people of color in this country. If we were taught
our histories – it would become SO CLEAR that each of us have so much more in common than we think
in terms of our experience with struggling and resisting oppression. Also, we would learn about how our
people’s have worked together in the past. This information is perhaps the most threatening to the
powers that be.
Flipping the Script: The People United!
Our history is full of examples when people of different ethnic backgrounds acted in solidarity and
support of each other. Here are just a few examples…

Frederick Douglass expressed support for Chinese immigrants and spoke out against Anti-Chinese
Exclusion in the 1860’s. At that time, the Chinese were considered the “Niggers of the West.”

Native Americans regularly assisted and provided a home for escaped slaves. In the South,
descendants of escaped slaves living with Native Americans were most common among the
Seminoles who were aided in their war against the United States by Black generals and soldiers.

Japanese and Pilipino sugar cane workers united to form a cane worker’s union in the 1920’s in
Hawaii.

Third World Strike in the late 1960’s in Berkeley, California where students from African
American, Asian, Chicano, and Native American groups united to fight for the creation of Ethnic
Studies.

Vietnamese and African American community organizations in New Orleans have teamed up to
fight for the right to return and rebuild New Orleans. Recently, Citizens for A Stronger New
Orleans East, a coalition made up of Vietnamese and African American-led organizations won the
closure of a toxic landfill for Katrina debris in their neighborhood.

The United Farm Workers Union formed in 1966 from two unions: one that was primarily Raza
centered founded by Dolores Huerta and Cesar Chavez and another that was primarily Pilipino
centered founded by Philip Vera Cruz and Larry Iltliong. When the two unions realized they had
common interests, they united and launched a 5-year boycott of table grapes that won a contract
with the grape growers of California.
How We’ve Been Pitted & Used Against Each Other
Gallery Walk
In the 1600 and 1700’s
European slave traders paid
some African tribes money to
capture other tribes and
enslave them
http:/
/z.ab
out.c
om/d/
africa
nhisto
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lavers
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In the 1920’s when many African Americans migrated
from the agricultural South to the industrial North, African
Americans found it hard to get hired in factory jobs.
However, when working class Whites went on strike,
factory owners hired African Americans at a lower cost to
break the strikes. This fueled racial tensions even when
the working class whites had more interests in common
with African American workers that the white factory
owners.
conte
nt.cdli
b.org/
.../ft4
779n
9pn_
0007
1.jpg
In the early 1900’s when sugar cane workers struck in Hawaii,
farm owners successively brought in another ethnicity to break
the strike. In 1909, when Japanese workers struck for higher
wages, the farm owners brought in new immigrant Pilipino
workers to break the strike. Owners kept different ethnicities
from uniting by paying each ethnicity a little differently. It wasn’t
until the 1920’s when the ethnicity-based unions decided to form
a coalition based on class that the Japanese and Pilipino sugar
cane workers united and won an end to pay differences,
increased wages, and several other important demands.
www.travelwithachallenge.com/Images/Travel_Ar...
In the early 1970’s during the beginning phases of creating the Ethnic Studies Department at the
University of California at Berkeley, the Third World Liberation Front initially forwarded a proposal for a
Third World College with four programs: Afro-American Studies, Chicano Studies, Chicano Studies, Asian
American Studies. However the University refused to negotiate with the Ethnic Studies Department as a
whole and instead dealt with each program separately. As a result of the separate negotiations process,
the Afro-American Studies program selected to move to the College of Letters and Sciences and got
status as a full fledged department whereas the other ethnic studies programs remain under the Ethnic
Studies Department all the way until today.
http://www.lib.berkeley.edu/give/bene70/3rdworld.jpg
Third World Liberation Front strike, 1969. Manuel Delgado (center) was a leader in the Mexican American
Students Confederation, one of the four groups that banded together to form the Third World Liberation
Front. Their demands for an autonomous Third World (Ethnic Studies) College resulted in the formation
of the Ethnic Studies Department.
Cops have been known to instigate gang conflict by picking up a
member of one set and dropping them off on another set’s
territory.
Another
example:
when
Crips
leader
Dewayne
Holmes
successfully organized a truce between Los Angeles gangs in
1992, he was soon after arrested for allegedly stealing ten
dollars, given an incompetent public attorney and an unfair trial,
and sentenced to eight years imprisonment. The LAPD also
undermined the gang truce by breaking up the gang peace
meetings that were taking place throughout the city in the wake
of the LA riots.
http://mylazycells.files.wordpress.com/2007/11/police-brutality.jpg
During the L.A. riots, the City of Los
Angeles made a concrete plan to
protect the (mostly white) wealthy
areas while leaving the ghettos unpatrolled and unprotected.
Korean vs. African American conflict
was allowed to happen and it was in
fact high lighted by the media in
order to take attention off of the
police brutality that led to the riots in
the first place.
www.liu.edu/.../african/2000/1992_00b.jpg
Images from the LA Riots and the after math.
Workers born in America are often
told that immigrants are taking away
their jobs. In this way working class
African Americans and whites are
kept from uniting with Asian, Raza,
and African immigrants.
Flipping the Script
Gallery Walk
Our histories have been full of examples when people of different ethnic backgrounds
acted in solidarity and support of each other. Here are just a few examples…
Frederick Douglass expressed support for Chinese immigrants and spoke out against
Anti-Chinese Exclusion in the 1860’s. At that time, the Chinese were considered the
“N*gg**” of the West.”
www.pbs.org
1883 Chinese labor is reduced because of the Chinese Exclusion Act, and railroad companies search for
alternative sources of cheap labor. Mexican workers are increasingly recruited.
Frederick Douglass
In an 1869 speech in Boston, Frederick Douglass challenged most social observers and
politicians (including most African Americans) by advocating the acceptance of Chinese
immigration.
“ The apprehension that we shall be swamped or swallowed up by Mongolian civilization; that
the Caucasian race may not be able to hold their own against that vast incoming population,
does not seem entitled to much respect. Though they come as the waves come, we shall be
stronger if we receive them as friends and give them a reason for loving our country and our
institutions. Contact with these yellow children of The Celestial Empire would convince us that
the points of human difference, great as they, upon first sight, seem, are as nothing compared
with the points of human agreement. Such contact would remove mountains of prejudice.
It is said that it is not good for man to be alone. This is true not only in the sense in which our
woman’s rights friends so zealously and wisely teach, but it is true as to nations.
During the era of slavery, Native Americans regularly
assisted and provided a home for escaped slaves. In
the South, descendents of escaped slaves living with
Native Americans were most common among the
Seminoles who were aided in their war against the
United States by Black generals and soldiers.
During the 1800s, it is estimated that more than 100,000 enslaved people
sought freedom through the Underground Railroad. The Underground
Railroad is the symbolic term given to the routes enslaved Black Americans
took to gain their freedom as they traveled, often as far as Canada and
Mexico. Whites, free blacks, native Americans and other slaves acted as
conductors by aiding fugitive slaves to their freedom. This 19th century
freedom movement challenged the way Americans viewed slavery and
freedom
http:/
/www
.quinn
ipiac.
edu/o
ther/a
bl/ete
xt/ugrr/p124i.jpg
Japanese and Pilipino sugar cane workers united to form a
cane worker’s union in the 1920’s in Hawaii.
starb
ulletin
.com/
98/06
/22/e
ditori
al/spe
cial.ht
ml
Stri
kin
g
Jap
ane
se and Filipino sugar workers carried a
placard with Abraham Lincoln's image as a symbol of unity
and equality at a mass meeting at Aala Park in 1920. Their
strike was unsuccessful, but it was a clear demonstration of
solidarity between different ethnic groups in Hawaii.
Third World Strike in the late 1960’s in Berkeley,
California where students from African American,
Asian, Chicano, and Native American groups united
to fight for the creation of Ethnic Studies.
instruct1.cit.cornell.edu/courses/dsoc375/stu...
Sticker developed for the 2nd Annual Ethnic Studies Conference in San Francisco, 2004
Vietnamese and African American community
organizations in New Orleans have teamed up to
fight for the right to return and rebuild New Orleans.
Recently, Citizens for A Stronger New Orleans East,
a coalition made up of Vietnamese and African
American-led organizations won the closure of a
toxic landfill for Katrina debris in their neighborhood.
http://www.csnoe.org/
video available at
http://post-katrinapopulistfunk.blogspot.com/2006/05/no-landfill-new-orleans-beginsdumping.html
The United Farm Workers Union formed in 1966 from two unions: one that
was primarily Raza centered founded by Dolores Huerta and Cesar Chavez
and another that was primarily Pilipino centered founded by Philip Vera
Cruz and Larry Iltliong. When the two unions realized they had common
interests, they united and launched a 5-year boycott of the table grapes
that won a contract with the grape growers of California.
The UFW Executive Board in 1973 included veteran farmworker organizers and
activists:
(l-r) Dolores Huerta, Mack Lyons, Richard Chavez, Cesar Chavez, Eliseo Medina,
Philip Veracruz, Gilbert Padilla, Marshall Ganz and Pete Velasco.
www.pbs.org/itvs/fightfields/film2.html
UAW President Walter Reuther, Cesar Chavez, Larry Itliong (at left) in Delano, 1965.
Photo by George Ballis.
From
home.earthlink.net/~almas2/MARCHCOMP.JPG
Ethnic Studies 101
Day 2: Jeopardy
Students will learn what Ethnic Studies is and why it is important to learn Ethnic Studies.
LESSON GOALS:

To explore and share the class’ current level of knowledge about leaders of various ethnic
heritages

To explore why knowledge of ethnic leaders and history is usually low

To learn some basic events in history that demonstrate solidarity between different ethnicities
LESSON AGENDA:
Do Now - Name 5 Activities (10 min)
Ethnic Studies Jeopardy and Debrief (35 min)
Closing (5 min)
SUPPLIES NEEDED:
Jeopardy game related supplies – prizes optional
Ethnic Studies Questions
VISUALS NEEDED:
Jeopardy Game – grid on the board
SOURCES:
Youth Together Ethnic Studies curriculum
1: DO NOW — NAME 5
10 MINUTES
The purpose of this activity is to see how much we know about our own history. This activity is based on
what names of people come to your mind!
a. Have students get out a piece of paper and they will have 1 minute to write down 5 names
according to each of the 6 categories that I will use.
b. Remind students that this is a silent activity and do not share their answers with other
students
c. The categories are:
(1) Americans
(3) African Americans
(5) Raza
(2) Asian women
(4) Native Americans
(6) SWANA
d. Discussion:
Who filled in all the categories?
What category was the easiest? Why?
Which one is the hardest? Why?
2: ETHNIC STUDIES JEOPARDY GAME
35 MINUTES
a. Divide into two groups (X’s and O’s)
b. Introduce to student how Jeopardy is played: Answer question rightget points, wrong answer
opposing group gets to “steal” points by answering the question.
c.
Introduce the categories: Warriors, Injustice, Alliance/Resistance, Who said it?
d. Explain that each group will get one minute to answer the question. Each group gets one minute
to answer the questions. Group must pick a representative to speak for the group and rotate
representatives after each question.
e. The role of the host is to facilitate the game; keep order of contestants, ask questions, flip the
answer cards, read the answers and Keep track of points.
f.
Debrief the jeopardy game.

Did you already know this information? If, yes why? If not, why not?

Why don’t we know a lot of this ethnic history information?

What is the impact of not knowing this information?

How can we learn more about leaders and history of our own ethnic heritages and our
relationships to other ethnic heritages?
3: CLOSING
a. What is one thing you learned today?
5 MINUTES
Ethnic Studies Jeopardy Game
Make a grid on the board or butcher paper that looks like:
Leaders
100
200
300
400
Injustice
100
200
300
400
Alliances/Resistance Who Said It?
Double
Jeopardy
100
100
200
200
300
300
400
400
As students choose categories and points, use the below handout to ask the questions.
There is one “Final Round” tie breaker question at the end.
LEADERS
100 The actions of this woman initiated the Montgomery Bus boycott. Who is she?
Rosa Park. Her actions were part of an organized plan to stop the racist laws in busses,
but also the racist’s laws in society.
200 What famous rapper was named after an Inca warrior?
Tupac Amaru was an Inca Warrior in the 16th century that fought against European
invaders. Incas were Natives of South America
300 Who is this woman? (see end of the hand out for photo – show students the photo)
Yuri Kochiyama. She and her family were sent to the internment (imprisonment) camps
during World War II for being Japanese. Later on, she saw how internment was similar
to how many other people of color, especially Black people, were being treated
unfairly in the United States.
In the 1960s she was a member of the Harlem Parents Committee organizing protests for
more street lights in her neighborhood. For many years afterward, she was involved in
Civil Rights work to gain equality and fighting for freedom for political prisoners. She was
a close friend of Malcolm X.
400 This woman was a prominent member of the Black Panther Party that worked to
end racism and injustice in the Black community and in society in general. After being
suspected of being part of a failed jail break of fellow Black Panther Party members,
she went underground and was on the FBI’s Ten Most Wanted list. She was eventually
brought to trial and acquitted. She is now a sought after speaker and professor at the
University of Santa Cruz.
Who is this woman? (see end of the handout to see the photo: show students the photo)
Angela Davis
INJUSTICE
100 In 2000, voters passed prop. 21 which resulted in more youth serving time in adult
prisons. How old could you be to be sent to jail w/ adults?
14 years old. Youth are 7 times more likely to be sexually violated in prison.
Prop. 21 new definition of gang; automatic felony; vandalism; register when move
200 What does California rank in educational spending out of all states?
California is currently ranked 49th out of 50 states. In 1960 California ranked 5th
300In the United States, what ethnic group was put in concentration camps during
WW2 and why?
Japanese Americans.
They were accused of being a threat. Even though some were born in US and had
never been to Japan No one was ever found guilty of crimes the government accused
them of. Plus, Germany & Italian Americans were not treated the same despite being
“enemies”
400 Name two or more ethnic groups that were forced to go to segregated schools in
California?
1) African Americans  Under segregation and Jim Crow laws across America, Black
students were not allowed to go to the same schools, drink from the same water
fountains, or take part in many aspects of civic life alongside Whites.
2) Mexicans were forced to go to Mexicans schools where youth were taught their
culture was inferior. Teachers would give parents a list of food they should and shouldn’t
give their kids. Anglo teachers believed that Tortillas/corn (which was Indian/Mexican
food) made Mexicans dumb.
3) Native Americans were removed/kidnapped from their homes and they were put
in Boarding schools. They were kept there for years. Before they saw their parents. Some
were adopted by white families for house work. “Kill the Indian, save the man”
4) Chinese Americans were prohibited from becoming US citizens under the Chinese
Exclusion Act of 1882. By law, Chinese people could not attend the same schools,
testify in court, own land, or marry Caucasian people.
ALLIANCE/RESISTANCE
100 What group was started in Oakland and became internationally known for their
efforts to improve and protect the African American Community?
TheBlack Panthers: they monitored police harassment and violence against community
members, started a free breakfast program for children (that eventually became the
national model), started their own schools, newspaper, etc.
200 What organization was created by Phillip Veracruz, Cesar Chavez, and Dolores
Huerta?
United Farm workers (UFW). Two unions, one primarily of Filipinos and another of
primarily of Raza/Latino folks, joined together to create the UFW because they saw that
they needed to work together to fight for better working conditions.
300 This group took over Alcatraz in 1969 and sought to reclaimed federal land in the
name of Native Nations?
American Indian Movement started in 1968 as a defensive plan against policy brutality
in Minnesota. They established their own schools, newspapers, hospitals etc. AIM also
had a 20 point program which focused on reclaiming land.
400 What East Coast organization is known for placing a Puerto Rican Flag over the
face of the statue of liberty?
The young lords of were a group of youth from the barrios/ghettos of Chicago and New
York. Similar to the Black Panthers, they Monitored police, started free breakfast
programs, started their own schools, did community clean ups, had a newspaper, etc.
The Young Lords are known for being an organization composed of Puerto Rican street
youth, yet they were also proud of their African and Indigenous (taino/arawak) roots!!
Who Said it? Double Jeopardy
*** marks the correct answers
200 “If we want to change society we must begin in transforming ourselves. Learning
from one another about one another’s history culture, dreams, hopes, personal
experiences. We must become one for the future of humanity.”
Who said it?
A>Yuri Kochiyama***
B>Mac Dre
C>Martin Luther King
D>Malcolm X
400 “The most potent weapon in the hands of the oppressor is the mind of the
oppressed…”
Who said it?
A> Che Guevarra
B> Tupac Shakur
C> Steve Biko *** Fought against apartheid in South Africa. Author, Incarcerated and
died in Prison
D> Amy Tan
600 “We women re the victims of a lack of education of not having jobs, of daily
violence, of ever worsening health situations. This is why we struggle for autonomy of the
Indian pueblos—to take into our hands the control of our lives”
Who said it?
A>Little Kim
B>Comandante Ramona **** Main head of the Zapatistas freedom fighters (Chiapas).
It is not SUBComandante Marcos he takes orders from her!
C>2-short
D>Dolores Huerta
800 “Who planted terrorism in our area? Someone came and took our land, forced us
to leave. Forced us to live in camps. I think this is terrorism. Using means to resist this
terrorism and stop its effects . This is called STRUGGLE”
Who said it?
A> Hopi Elder
B> Fred Korematsu
C> Huey Newton
D> Leilah Khaled**** Palestian Liberation fighter
Final Round:
Facilitator:
a) Add up each of the groups points
b) Explain that each group will get a chance to waged or gamble a portion or all of
their points. Correct answers: you get to add points, wrong answer you lose
points!
c) Groups get 1 minute to wage points on piece of paper. No going back to
change points. You will ask them the final question and they have 1 minute to
write down the answer on their piece of paper. Have both groups reveal their
waged points and answers. After both teams reveal their answers! Say who got it
right or wrong.
Final Question: What college/university in the Bay Area did Ethnic Studies begin?
San Francisco State University
Who is she? Category: Warriors400
Who is she? Category: Warriors300