Background
This is a group activity for students in an introductory course on race, gender, sexuality, disability, class stratification, and various intersecting identity categories. In this activity, students work in small groups to break down different aspects of systems of oppression related to the listed identity categories, like racism and/or heteropatriarchy. The activity pairs well with a number of readings, but here are some helpful suggestions: The New Jim Crow by Michelle Alexander, “Five Faces of Oppression” by Iris Marion Young, “Full-Frontal Morality: The Naked Truth About Gender” by Talia Mae Bettcher, and “Rape, Racism, and the Myth of the Black Rapist” by Angela Y. Davis. The following instructions are for a tree activity about The New Jim Crow. Note: the activity should be done after lecture and discussion on the book.
Implementation
- Put students in groups of four or five
- Alternate assigning groups ‘Jim Crow’ and ‘Prison Industrial Complex’
- Ask each group to draw a tree with roots, a thick trunk, branches, and many leaves
- Ask each group to use references from the text to identify different ‘roots’, ‘tree trunks’, ‘branches’, and ‘leaves’ of Jim Crow or the Prison Industrial Complex.
- Provide examples of each part of the tree to get them started, e.g. a leaf of Jim Crow may be poll taxes, while a root may be racism and white economic anxiety.
- Allow 30-35min. Walk around and check in with groups about their trees asking why one thing is a leaf instead of a branch, weaving in relevant points from the previous discussion of the text, etc.
- Reassure students that each tree will likely be different and that is wonderful.
- Ask groups to present their trees and the rationale for each piece.
- Tape the trees to a central wall/board separating ‘Jim Crow’ trees and ‘Prison Industrial Complex’ tress.
- Ask students if they see similarities and/or differences between the two types of trees.
- Prompt discussion about the relationship between the two types of trees according to Alexander.
- Congratulate and thank students for their hard work.
- Ask students to reflect on what systems may look like if at their root were good things like ‘justice,’ ‘healing,’ ‘equity,’ etc.