1968 - PART 3: ECONOMICS AND SOCIOECONOMICS Detroit's black middle class emerged from 1968's upheaval John Gallagher, USA TODAY NETWORK – Detroit Before 1968, America’s small African-American middle class operated mostly in a segregated world. Black-owned funeral homes, pharmacies, restaurants and clubs served a mostly black clientele in neighborhoods like Detroit’s Black Bottom, soon to be razed for "urban renewal" — decimated like many others by new freeways. Many college-educated blacks were able find jobs only in a few places open to them, such as the post office. When Ford Motor Co. was asked in 1963 to list its white-collar occupations open to African- Americans, it had to include service jobs such as valets, porters, messengers and mail clerks just to have any at all. Blacks then at Ford were relegated mostly to the worst dead-end jobs in assembly plants. But after the murder of Dr. Martin Luther King Jr. in April 1968 and the report of the Kerner Commission on urban unrest, America began, slowly and painfully, to offer more opportunities to people of color. Yet, a white backlash grew along with the greater opportunities for African-Americans. In another momentous change wrought by 1968, the white working class began to drift to the right politically, with enormous implications for the nation's political scene that resonate today. No place did the struggle for opportunity and the backlash against it play out more dramatically than in Detroit. Among those who witnessed it all was the Rev. Doug Fitch, a black Methodist pastor from Los Angeles known for his ministry to the Black Panthers. He was recruited in 1968 to help run the Detroit Industrial Mission, a task force designed to open up auto industry jobs to African-Americans. “Often, those who were poor were relegated to the very dirty jobs,” Fitch, now 81, said recently. “They were on the assembly line, but they were not in the organization as managers." Industry responds to Kerner report During that dramatic year, some of Detroit's corporate elite, including Henry Ford II and financier Max Fisher, mandated more opportunities for blacks in industry, including Detroit's many auto plants. Some civic leaders sincerely believed change was needed, while others cynically referred to such affirmative action programs as "buying riot insurance" in hopes it would tamp down black resentment. Not everything changed, by any means. Schools and housing patterns in Detroit would remain segregated for decades. But over time, Fitch said, more economic opportunities opened up for African-Americans, from the factory floor to professional offices. "What happened is that corporations began to think seriously about new employees coming into their business that would change the face of that corporation," Fitch said. The face of work began to “look a lot like us.” Statistics bear out that a new black middle class was emerging. Historian Thomas.

1. 1968 - PART 3: ECONOMICS AND SOCIOECONOMICS
Detroit's black middle class emerged from 1968's upheaval
John Gallagher, USA TODAY NETWORK – Detroit
Before 1968, America’s small African-American middle class
operated mostly in a segregated world.
Black-owned funeral homes, pharmacies, restaurants and clubs
served a mostly black clientele in
neighborhoods like Detroit’s Black Bottom, soon to be razed for
"urban renewal" — decimated like many
others by new freeways.
Many college-educated blacks were able find jobs only in a few
places open to them, such as the post
office. When Ford Motor Co. was asked in 1963 to list its
white-collar occupations open to African-
Americans, it had to include service jobs such as valets, porters,
messengers and mail clerks just to have
any at all. Blacks then at Ford were relegated mostly to the
worst dead-end jobs in assembly plants.
But after the murder of Dr. Martin Luther King Jr. in April 1968
and the report of the Kerner Commission on

2. urban unrest, America began, slowly and painfully, to offer
more opportunities to people of color.
Yet, a white backlash grew along with the greater opportunities
for African-Americans. In another
momentous change wrought by 1968, the white working class
began to drift to the right politically, with
enormous implications for the nation's political scene that
resonate today.
No place did the struggle for opportunity and the backlash
against it play out more dramatically than in
Detroit.
Among those who witnessed it all was the Rev. Doug Fitch, a
black Methodist pastor from Los Angeles
known for his ministry to the Black Panthers. He was recruited
in 1968 to help run the Detroit Industrial
Mission, a task force designed to open up auto industry jobs to
African-Americans.
“Often, those who were poor were relegated to the very dirty
jobs,” Fitch, now 81, said recently. “They
were on the assembly line, but they were not in the organization
as managers."
Industry responds to Kerner report
During that dramatic year, some of Detroit's corporate elite,

3. including Henry Ford II and financier Max
Fisher, mandated more opportunities for blacks in industry,
including Detroit's many auto plants. Some
civic leaders sincerely believed change was needed, while
others cynically referred to such affirmative
action programs as "buying riot insurance" in hopes it would
tamp down black resentment.
Not everything changed, by any means. Schools and housing
patterns in Detroit would remain segregated
for decades. But over time, Fitch said, more economic
opportunities opened up for African-Americans,
from the factory floor to professional offices.
"What happened is that corporations began to think seriously
about new employees coming into their
business that would change the face of that corporation," Fitch
said. The face of work began to “look a lot
like us.”
Statistics bear out that a new black middle class was emerging.
Historian Thomas Sugrue notes in his
book Sweet Land of Liberty: The Forgotten Struggle for Civil
Rights in the North that in 1960 the entire
state of Michigan had just 324 black doctors, 142 black lawyers,
201 black engineers and 95 black college

4. teachers. Those numbers rose dramatically in the years after
1968. By 1990, black doctors in Michigan
numbered 1,076; lawyers, 1,178; engineers, 2,658; and
professors, 1,509.
Yet it remained a tense time. Rod Gillum, later a vice president
and senior member of General
Motors' legal staff and chair of the commission that built the
Dr. Martin Luther King Jr. Memorial in
Washington, grew up in northwest Detroit in the 1960s at a time
when a distinguished legal career for an
African-American youth remained unusual at best.
Gillum remembers vividly how it felt to grow up black in
Detroit in 1968. At the time, he had a job at the
Northland Mall in suburban Detroit, where as a black youth, he
stood out among the mostly white clientele.
“You would pause a little bit, look over your shoulder, because
you’d have some concern,” he said. “That
was just the reality, that was your normal. You always
wondered how others kind of viewed you at that
time; and then with the death of Dr. King, whether they viewed
you with some trepidation or they viewed
you with more of a welcome. But that was your normal as a
teenager.”

5. During the civil disturbances of 1967, which in Detroit left 43
people dead, President Lyndon B. Johnson
named Illinois Gov. Otto Kerner to head a 12-member advisory
panel on civil disorders. The famous
Kerner Report, issued on Feb. 29, 1968, found that black
resentment of white racism fueled the unrest.
In its most famous passage, it warned: "Our nation is moving
toward two societies, one black, one white —
separate and unequal."
Gary Gilson, a broadcast journalist, documented black
resentment during the five months he spent in
Detroit in late 1968 and early ’69 filming Do You Think a Job
Is the Answer? His documentary was about
efforts by Detroit industry to integrate more African-Americans
into the workforce. It ran on public
television in March 1969.
Driving around Detroit, Gilson saw long lines of blacks lined up
outside a movie theater. Puzzled, he
stopped to look into it. They were there to see The Battle of
Algiers, a film about Algerians rebelling
against French colonial rule by organizing themselves into
secret cells to defeat the occupying French
authorities.

6. “There’s no way that the cops can crack that secrecy,” Gilson
said recently. “Well, all these people were
lining up to learn this! It was a symptom of what was the mood
of the town. Resentment that so many
black people felt toward the police was one of the major issues
in town.”
President Johnson's administration rejected the Kerner Report
when first issued. But when King was
murdered just weeks later in Memphis, at least some white
Americans began to take the concerns of black
America more seriously.
Sugrue, a professor at New York University, said the dramatic
events of the year demonstrated the need
for real change.
The streets of Detroit during the 1967 riot.
TONY SPINA, DETROIT FREE PRESS
“The long hot summers and the 1960s all
the way up through the riots that
accompanied the assassination of Martin
Luther King Jr. in April 1968 sent a very

7. strong signal to government and to civic
elites, particularly in riot-affected cities, that
they needed to address the grievances and
concerns of African Americans,” he said.
But as more opportunities began to open
up for African Americans, the white
backlash grew, too.
Backlash, then flight
In the presidential race that year, the winner, Republican
Richard Nixon, running on his law-and-order
message, and independent George Wallace, the segregationist
governor of Alabama, together garnered
57% of the national popular vote, while liberal Democrat Hubert
Humphrey took just 43%.
Holding Michigan for Humphrey that year became a major goal
for Detroit union leader Walter Reuther,
president of the powerful United Auto Workers and a national
leader of progressive liberalism.
In 1968, Reuther faced criticism from within his own union,
both from angry African-American members

8. who had formed the Dodge Revolutionary Union Movement to
demand greater opportunities for blacks,
and from resentful white autoworkers resisting black progress.
As Reuther biographer Nelson Lichtenstein writes in his book
The Most Dangerous Man in Detroit,
Reuther confronted that growing opposition during one visit to a
UAW town hall meeting featuring a
Wallace-friendly crowd. Attempting to respond to a white
woman's question, Reuther addressed her in
union vernacular. "If the sister will sit down, I'll explain that,"
and the woman shot back, "Don't you call me
a sister!"
For the legendary Reuther, who had led sit-down strikes in the
1930s, survived beatings and
assassination attempts, and negotiated landmark contracts for
his members after World War II, the rebuke
from his own ranks was stunning.
Sensing his UAW members drifting toward Wallace with his
angry anti-Washington message, Reuther
poured huge resources into saving Michigan for Humphrey. As a
result, Humphrey carried Michigan that
year and Nixon and Wallace did several percentage points
poorer than their nationwide averages.

9. But the writing was on the wall. "It was the last heyday of labor
liberalism," said Lichtenstein, a professor of
history at the University of California, Santa Barbara. "It sent
this jolt across the liberal labor leadership
that this whole world was turning against them. They saved the
day (in Michigan), but it was an auger for
what would happen in the future."
Many whites already believed that the equal
opportunity movement was pushing too
aggressively for change. White flight to Detroit's
suburbs became a flood, ultimately costing the
city of Detroit more than half its population. White
discontent fueled calls for more law and order
and more aggressive policing in cities in
particular.
Within a few years after 1968, the rightward shift
of working-class whites was obvious. A key
moment came in 1970, when hard-hat
construction workers attacked anti-war

10. demonstrators in New York City. In January
1971, producer Norman Lear launched his iconic All In the
Family TV show with Archie Bunker as the
stereotypical working-class bigot. Labor and liberalism were no
longer synonymous.
Historian Sugrue notes, "urban unrest in the 1960s was decisive
in pulling working- and middle-class
whites rightward politically. … Recall that even Martin Luther
King Jr. didn’t have the support of a majority
of whites north or south by the time he was assassinated in
1968."
The rightward shift of white workers has been evident since,
with the importance of "Reagan Democrats,"
epitomized by suburban Detroit's Macomb County, key to the
1980 presidential election — and the same
cohort helping Donald Trump win the state in 2016.
The opening of more opportunities for African-Americans and
the white backlash against it were only two
of the ways the year 1968 changed the American economic
scene.
Years of debt-fueled government spending on both the Vietnam
War and Johnson's Great Society

11. programs started inflation bubbling by 1968.
From a modest 2.8% inflation in 1967, overall prices jumped
4.3% in 1968 and 5.5% the following year. In
a few short years, that inflation would soar all but out of
control, hitting 11.1% in 1974, worsened by the
OPEC oil embargo of the mid-'70s.
In the years that followed, recession marked by waves of
corporate and personal defaults and
bankruptcies shattered the American sense of economic
security.
It was the twin threads of black opportunity and white backlash
that most dramatically changed America in
1968. It's those threads that still underlie much of the unrest and
culture wars in America today.
MHR 4020 – Section 5
Project Proposal
Generational Differences in Motivation & Empowerment
By: The A Team

12. Alondra Limon-Soto
Nolberto Aguirre
Herbert Escobar
Audrey Chan
Xue Yu
Oscar Fregoso
Introduction: Comment by Audrey Chan: Alondra
Recent studies have shown that keeping crewmembers happy
has been a struggle for many organizations, especially when
dealing with generational differences. Since each generation has
different upbringings due to major events and changes, the
factors to keep each group motivated and empowered vary. Due
to this multigenerational workplace, managers are faced with
the challenge of improving teamwork and employee morale
across generations. Identifying what motivates and empowers
each generation will help managers create an individualized
approach to aid motivation, recruitment, and retention (Vuokko
2).
The three generations that are currently in the workplace
include Baby Boomers, Generation X, and Millenials. For the
purposes of this paper, Baby Boomers were born between 1946-
1964, Generation X were born between 1965-1980, and
Generation Y or Millennials, were born between 1981-2000
(Vuokko 1). Generation Z, people born between 2000-2012, are
not yet in the workplace so they are not included in this
analysis. All age ranges mentioned above are approximate, and
individuals on the cusps of these ranges may identify
themselves with the former or latter generation depending on
their upbringing. However, most working individuals can be
categorized into one of these groups based on their behavior,
work ethic, and views about the workplace.
Problem Statement:

13. This paper will summarize, analyze, and discuss what motivates
and empowers each generation and what managers can do to
keep their multigenerational workforce happy.
Research Questions:
1. What motivates and empowers the Baby Boomer generation?
2. What motivates and empowers Generation X?
3. What motivates and empowers Millennials?
Methodology: Comment by Audrey Chan: Alondra
We answered our research questions by reviewing and
researching peer reviewed journals on Google Scholar and our
school’s library database.
Findings:
1. What motivates & empowers the Baby Boomers generation?
Comment by Audrey Chan: Oscar and Herbert Comment by
Herbert Escobar: Some of Oscar's paragraph talks about my
stuff as well, mostly my first paragraph. I think it is best to
combine both of our paragraphs since it elaborates the same
points. I think both could be cut down to avoid saying the same
thingComment by Audrey Chan: I kinda changed some of the
wording and re-ordered the stuff so its a little shorter and less
repetitive so I think we should be good.
The Baby Boomer generation has spent several decades in the
workforce and has seen various events in the world unfold.
They witnessed the Vietnam War, The Civil Rights Movement,
and the assassination of President Kennedy. For the most Part
Baby Boomers were raised by two-parent families with a stay-
at-home mother. These world events and familial upbringings
could have had an adverse effect on what they value over the
years as illustrated in what they value in the workforce.
Baby Boomers have stated that they desire and expect long-term
employment, even during a poor economy as they are not fond
of the prospect of a job hunt as they will sacrifice family and
free time to secure stable and lasting work (Seipert & Baghurst,

14. 2014). Given the numerous events and rapid change the world
has seen over the past decades, it makes overt sense that Baby
Boomers are motivated by work that has some semblance of
long-term job security. This theme of job security translates to
making sure that they hold tenured positions. Baby Boomers
also display an emphasis in long-term benefits whereas their
other generational cohorts focus on a much shorter period of
time (Seipert & Baghurts, 2014). Baby Boomers are motivated
by a career where they can move up the ladder, they also want
to be trusted and be given responsibilities. Baby Boomers strive
to be successful so some become workaholics fully submerging
themselves in their job (Tolbize 2008). This generation’s values
mainly consist of stability, job security, and an unwillingness to
settle for anything that is short-term focused. Comment by
Audrey Chan: This should be the page number where you found
it in the article and needs to be added to references page
Comment by Audrey Chan: page number and need to add
to references Comment by Audrey Chan: page number and
need to add to references
These motivational factors can explain even more on how to
cater to Baby Boomers needs in the workspace. Given that it has
been established that Baby Boomers have regularly sided with
work stability, job security, and tenured positions, the
motivational factors that are at play during their work may or
may not come to a surprise to some. When discussing what
criteria pushes Boomers to work hard and work well, Boomers
previously stated that freedom from supervision contributes to
work motivation as further explained by the fact that they are
described to be independent and anti-authoritarian (Yang &
Guy, 2014). These factors provide an insight for employers on
what to expect and could even give suggestions on how to
handle Baby Boomers in the workplace. Comment by Audrey
Chan: page number
2. What motivates and empowers Generation X? Comment by
Audrey Chan: Audrey

15. Baby Boomers in the upper bracket of the generation gave
birth to Generation X. The major historical events that affect
the mindset of Gen Xers include the widespread use of
computers, the collapse of the Soviet Union, and the downsizing
of corporate America through legislation and layoffs (Glazer et.
al 3). Gen Xers witnessed their Baby Boomers parents
experience mass layoffs growing up, so they kept this
expectation when they entered the workforce and are focused on
their careers and marketability. However, the longer a Gen Xer
stays with an organization, the higher the likelihood they will
stay due to job security and long-term benefits, resembling
Baby Boomer behavior (Glazer et. al 10). This generation also
witnessed a sharp increase in higher education, so they find
opportunities for career development appealing. These
environmental factors led this generation to value employee
development, work-life balance, and individual work
contributions.
3. What motivates and empowers Millennials? Comment by
Audrey Chan: Xue Yu
Conclusion:
In a workplace setting it is critical to analyze how to best
improve employee performance based on their preferences to
certain stimulants. Just how no two people are alike no two
employee motivations are similar such is the case with Baby
Boomers, Generation X, and Millennials. Each individual group
has certain stimulants that drastically affect employee
motivation, and empowerment and as such make it challenging
to motivate each group uniformly. Because each generation
grew up during different periods of history each was affected
differently by major historical events causing differences in
motivation and empowerment typically what works for one
generation may not work for another. Through our research we
found that it is better to motivate each group differently based

16. on their preferred stimulus in order to achieve the best possible
outcome per individual generation. When each employee is
happy with the work environment the overall workspace will
improve drastically, because a good employee is one that is
highly motivated and empowered resulting in a productive and
stable work environment. In order to empower employees we
need to cater to their personal motivations to bring about the
best possible result, this varies from generation to generation as
no two are alike in terms of motivational factors. Each
generation learned and adapted from the previous resulting in a
wide array of motivational factors which employers need to
analyze and adjust per individual. Comment by Nolberto
Aguirre: Audrey what do you think of the conclusion for far?
Weak? needs more info? Is it okay? Comment by Audrey Chan:
I think it might be fine, but you might want to wait before you
get too far so you can kinda summarize what we said in the
research question sections. We don't need the conclusion for
tomorrow anyways so you didn't have to write it right away.
Comment by Nolberto Aguirre: Yeah I was having a hard
time writing since some areas were not here yet. Oh okay I
thought that the 3 questions plus intro and conclusion were due
well then I guess I can adjust the conclusion after all the parts
are there Comment by Audrey Chan: Yeah the only parts that
tomorrow is the beginning to Question 3, you're good for now.
References:
Glazer, S., Mahoney, A. C., & Randall, Y. (2019). Employee
development’s role in
organizational commitment: a preliminary investigation
comparing generation X and millennial employees. Industrial
and Commercial Training, 51(1), 1–12. doi: 10.1108/ict-07-
2018-0061
Jurkiewicz, C., & Brown, R. (1998). GenXers vs. Boomers vs.
Matures. Review o f Public
Personnel Administration, 18(4), 18-37.
Vuokko, E. (2016). Understanding Motivational Factors in

17. Business Environment: Difference
Between Baby Boomers, Generation X, and Y. Retrieved from
https://core.ac.uk/download/pdf/45601047.pdf
Yang, S.-B., & Guy, M. E. (2006). GENXERS VERSUS
BOOMERS: Work Motivators and
Management Implications. Public Performance & Management
Review, 29(3), 267–284. doi: 10.2753/pmr1530-9576290302
NOTES: Comment by Audrey Chan: We'll delete this part
before we submit it
Focus: Boomers, Millennials & Gen Z
https://www.forbes.com/sites/christinecomaford/2018/01/20/wh
y-leaders-need-to-embrace-employee-motivation/
· Traits of the millennial generation: Motivation and leadership
https://aaltodoc.aalto.fi/bitstream/handle/123456789/21484/hse_
ethesis_14662.pdf?sequence=1&isAllowed=y
· Understanding Millennial, Generation X, and Baby Boomer
Preferred Leadership Characteristics: Informing Today’s
Leaders and Followers
https://digitalcommons.brandman.edu/cgi/viewcontent.cgi?articl
e=1045&context=edd_dissertations
· https://core.ac.uk/download/pdf/45601047.pdf
· https://www-tandfonline-
com.proxy.library.cpp.edu/doi/pdf/10.2753/PMR1530-
9576290302
T r i b e s C r e a t e T h e i r O w n F o o d L a w s t o St o
p U S D A Fr o m K i l l i n g N a t i v e F o o d E c o n o m

18. i e s
Jacob Butler checks on grapes in the Salt River Pima-Maricopa
Indian
Community garden. YES! photo by Tristan Ahtone.
From blue corn to bison, narrow federal food-
safety codes impact tribal food systems. But
advocates are writing their own food laws to
preserve Native food sovereignty.
BY TRISTAN AHTONE
MAY 24, 2016
SALT RIVER PIMA-MARICOPA INDIAN COMMUNITY,
Ariz. – Jacob Butler eyed a lemon tree—its
bright yellow fruit nestled among thick green leaves and set
against the blue Arizona sky—then
checked on the tiny pomegranates and grapes in the garden as a
black-striped lizard darted into the
shade of a mesquite tree. In the distance, downtown Phoenix
glittered under the rising sun.
”Our garden is a platform to perpetuate our culture.“
“We try to grow what’s been here for hundreds, if not

19. thousands, of years,” says Butler, the Salt River
Pima-Maricopa Indian Community garden coordinator, as he
surveyed the land and the plants
growing on it. “For the past 13 years we’ve been doing this, so
it’s in the minds of the people now.”
Traditionally, Pima and Maricopa tribal members grew lima
beans, squash, corn, and other
vegetables; used mesquite trees for food, medicine, and other
practical purposes; and relied on wild
game for food. Today, about 12,000 acres of their reservation
are used for industrial farming—cotton,
alfalfa, potatoes, and other commercial crops—but, in the
garden where Butler works, agriculture isn’t
a financial boon: It’s a way to strengthen and cultivate culture.
“What are the stories that go along with this tree? What’s the
story we tell that says when squash
came to the people or corn came to the people? What are the
songs that go with those things?” says
Butler. “That’s what we incorporate here: Our garden is a
platform to perpetuate our culture.”
https://www.yesmagazine.org/authors/tristan-ahtone/
According to Butler, tribal members once cultivated myriad
varieties of beans, squash, and melons.

20. Now, many of those crops have become extinct and their stories
lost, and losing other heirloom foods
would have irreversible effects on cultural practices.
Indigenous communities have been sustained by thousands of
years of food knowledge. But recent
federal food safety rules could cripple those traditional systems
and prevent the growth of agricultural
economies in Indian Country, according to advocates and
attorneys. Of the 567 tribal nations in the
United States, only a handful have adopted laws that address
food production and processing.
Without functioning laws around food, tribes engaged in
anything from farming to food handling and
animal health are ceding power to state and federal authorities.
To protect tribal food systems, those advocates and attorneys
are taking the law into their own hands,
literally, by writing comprehensive food codes that can be
adopted by tribes and used to effectively
circumvent federal food safety codes. Because tribes retain
sovereignty—complicated and
sometimes limited though it may be—they can assert an equal
right with the federal government to
establish regulations for food handling.

21. Recent federal food safety rules could cripple those traditional
systems.
“Tribal sovereignty is food sovereignty, and how do you assert
food sovereignty?” says A-dae
Romero-Briones, a consultant with the First Nations
Development Institute, an economic
development organization. “You do that through a tribal code.”
Food codes and laws are basic legislation governing agriculture
and food processing. Food codes are
good things: They are designed to protect consumers from
products that could make them sick or
even kill them, as with a national salmonella outbreak linked to
peanut butter in 2008, and, more
recently, E. Coli outbreaks at Chipotle restaurants in 11 states.
Since 2011, food laws have become tougher, thanks to the Food
Safety Modernization Act (FSMA),
the first major rewrite of U.S. food-safety laws in more than 50
years. Under FSMA, producers must
take into account everything from the packaging and
refrigeration of products to how crops are grown,
all in the name of safety. These safety controls raise interesting
questions in Indian Country.

22. Traditionally Pima and Maricopa tribal members grew
lima beans squash corn and other vegetables. Today
about 12000 acres of their reservation are used for
industrial farming. YES! photo by Tristan Ahtone.
In many Native communities, for example, access to
certified kitchens and state-of-the-art facilities is slim
to nonexistent. That means producers often must rely
on traditional knowledge to make foods that are safe
for consumption. One example, says Romero-Briones, is blue
corn products.
“That’s an industry that has existed for generations,” she says.
“But if you want to produce it or
process it in traditional fashions, you’re probably not going to
be able to do that because you’re going
to have to do it in a certified kitchen.”
Under FSMA, tribal food economies face two options:
Assimilate by complying with federal law or
keep tribal food products confined to the reservation.
“It’s one thing to say that we have to develop food and process
food in certain ways, but it’s another
thing to recognize that tribes have their own versions of food

23. safety,” says Romero-Briones. “Tribes
have been developing food economies for thousands of years.”
Another example of how traditional foods are impacted is
buffalo slaughter. Dozens of tribes from the
Dakotas to Oklahoma are engaged in buffalo management and
harvesting. But those hoping to get
buffalo products into markets outside of tribal communities
often face big hurdles.
”Tribes have been developing food economies for thousands of
years.“
Buffalo, for example, is considered an exotic animal under
federal guidelines, says Dan Cornelius,
with the Intertribal Agriculture Council. And that has
repercussions when it comes to what the federal
government will support.
“For domestic animals, USDA will pay for the cost of that
inspector. For exotics, they don’t,” Cornelius
says.
Inspections can run as high as $70 an animal, and all buffalo
products must be processed in an FDA-
approved facility. By implementing food codes, tribes could
find alternative ways to getting buffalo
meat inspected and processed. Cornelius says building an
infrastructure that lowers costs would

24. allow buffalo meat to get to market faster.
“Ultimately, is it a safe process? If it is, then how can you
develop a tribally specific provision that still
is ensuring a safe and healthy food but is addressing that barrier
where there is a conflict?” he says.
So how do 567 different tribes with 567 different traditions,
needs, and goals go about writing food
codes specific to their cultural heritages? They call a lawyer.
Specifically, Janie Hipp, director of the
Indigenous Food and Agriculture Initiative, a legal think tank at
the University of Arkansas.
Hipp, a former senior advisor for tribal relations at the U.S.
Department of Agriculture, says her office
has already received dozens of calls from tribal governments
about food inspection and how to get
tribal products off reservation and into other markets.
One area of concern has been general food safety. With the
passage of FSMA, laws governing how
food is grown, processed, and handled are changing rapidly.
According to Hipp, tribal governments need to respond, not
only to protect their own producers, but

25. also to protect their own existing food production systems.
Jacob Butler in the seed bank. YES! photo
by Tristan Ahtone.
Intellectual property is another priority. Many
tribes have specific, traditional uses for seeds,
crops, and livestock, and, without laws to
protect a tribe’s unique use of a particular plant
or animal, a corporation could trademark and
commercialize that product—anything from
Wojapi, a Lakota dessert made from berries, to
Piki, a traditional Hopi bread made from cornmeal.
“Having nothing on the books is not an option anymore,” says
Hipp. “Regardless of whether it’s a
commercialized product or a traditional and very sheltered and
protected product, the law needs to be
robust in that area.”
The development of tribal food codes isn’t a copy-and-paste
job, though. It’s more of a choose-your-
own-adventure situation where newly written laws can be
adopted, then tweaked to an individual
tribe’s needs. As portions of the code are written, they’re made

26. public so tribal governments can start
adapting them. So far, Hipp says the Indigenous Food and
Agriculture Initiative has had more than a
dozen meetings with tribes.
”Are we putting our seeds at risk?”
“I don’t think it does anybody any good for us to just sit and
bake it up for three years,” said Hipp. “We
would prefer to roll things out, get in touch, modify, have it be
a more organic process than to just
have everybody sitting outside the room waiting for the
release.”
Back at the Salt River Pima-Maricopa Indian Community
garden, Jacob Butler pulled a brown paper
bag off a shelf. He dipped his hand into the bag and produced a
fistful of white pea seeds.
Most of the seeds in the seed bank are
heirlooms with genealogies stretching back
hundreds of years. YES! photo by Tristan
Ahtone.
“My generation and generations before me, we
all went to school outside of the community,”

27. says Butler. “None of us really got taught our
culture directly at home because our parents
were taught that it was a detriment to our
success.”
The seed bank is currently housed in a janitor’s closet with
brown paper bags, plastic bottles, and
glass containers full of pinto-striped runner beans, amaranth,
basil, luffa, corn, and dozens of other
seeds. But Butler says he has concerns for their future.
“For me, it’s cross-contamination with [genetically modified]
seeds,” he says. “If this was to become a
bigger enterprise, where we were growing traditional foods for
sale, then are we putting our seeds at
risk?”
Most of the seeds are heirlooms with genealogies stretching
back hundreds of years, and Butler says
one of his next projects is to meticulously catalogue every item
in the bank for future Pima and
Maricopa farmers.
“There are kids that have grown up being a part of this program
that know right off the bat, ‘Oh hey,

28. that’s a Keli Baasho or a muskmelon,’” Butler says as he looked
around the shelves. “That word Keli
Baasho means ‘old man’s chest,’ so they’re associating that
melon with language.”
With food and culture so intimately intertwined and vital to the
survival of Salt River, the tribe has
some big ideas to consider when it comes to the future of
agriculture: Will it be commercial or
traditional? What constitutes organic? How will the few
remaining heirloom crops be protected from
GMO contamination? Will Pima and Maricopa crops be sold,
and, if so, how will they be kept safe for
consumers? Salt River has yet to decide on those issues, and
Butler says adopting a comprehensive
food code would start the process of strengthening the tribe’s
future: Native people growing native
foods, protected and guided by native laws.
“It’s a conversation we should be having,” says Butler. “People
are wanting to see change.”
TRISTAN AHTONE is an award-winning reporter and a
member of the Kiowa Tribe. He serves as associate editor for
tribal affairs at High Country News and is president of the
Native American Journalists Association.

29. https://www.yesmagazine.org/authors/tristan-ahtone/
https://www.yesmagazine.org/authors/tristan-ahtone/
https://www.cnbc.com/2019/11/04/we-should-all-be-concerned-
about-the-student-debt-crisis.html
We should all be concerned about the student debt crisis
PUBLISHED MON, NOV 4 2019 8:00 AM ESTUPDATED
MON, NOV 4 201910:01 AM EST
Patrick B. Healey, founder and president of Caliber Financial
Partners
Alys Tomlinson | Cultura |
Getty Images
Many Americans are still
recovering from the 2008
financial crisis. Almost
everyone knows someone
who lost a job, their
retirement savings or even
a home in its aftermath.

30. While the effects of the
Great Recession were felt
throughout the economy, its main cause can be traced back to
subprime lending in the mortgage
industry.
In the early to mid-2000s, lenders introduced risky products
such as zero-down home loans and
payment-option adjustable-rate mortgages, which enabled
borrowers to take on more debt than they
could afford. Lax lending practices led to increased demand and
skyrocketing home prices.
When the housing bubble burst and sent home prices
plummeting, it set off a chain of defaults that
snowballed into a recession. This cautionary tale of risky
lending, ballooning debt and market
speculation should be a clear warning of looming perils in the
student loan industry.
Higher education is increasingly considered a necessity, and
today’s young people are often encouraged
to borrow to cover the costs. With approximately $1.4 trillion of
outstanding debt, student loans are
now the second-largest category of household debt in the U.S.,
trailing only home loans. Many of these

31. loans are guaranteed by the federal government, the largest
student lender in the U.S., so all American
taxpayers have a stake in this issue.
As tuition and fees continue to increase at both public and
private institutions, students’ debt loads are
rising along with them. Over the past 20 years, college costs
have grown at over three times the rate of
inflation. The result: 70% of college graduates have student
debt, with the average borrower owing
more than $37,000 at graduation.
https://www.cnbc.com/2019/11/04/we-should-all-be-concerned-
about-the-student-debt-crisis.html
https://www.investopedia.com/articles/economics/09/subprime-
market-2008.asp
https://www.investopedia.com/articles/economics/09/subprime-
market-2008.asp
https://www.newyorkfed.org/microeconomics/hhdc.html
https://www.usatoday.com/story/money/personalfinance/2015/1
2/21/uncle-sam-student-college-loans-federal-
government/77510578/
https://www.usnews.com/education/best-colleges/paying-for-
college/articles/2017-09-20/see-20-years-of-tuition-growth-at-
national-universities
https://www.usnews.com/education/best-colleges/paying-for-
college/articles/2017-09-20/see-20-years-of-tuition-growth-at-
national-universities
https://www.cnbc.com/2018/02/15/heres-how-much-the-
average-student-loan-borrower-owes-when-they-graduate.html

32. WATCH NOW
VIDEO01:42
This college student had to choose: Go to class, or go to work
so she can afford to eat
Unfortunately, many students take out student loans without a
clear understanding of the
consequences. Choosing a college is a major decision, and some
parents encourage their children to
attend the best school they can, regardless of cost.
Many students aren’t worried about taking on debt, reasoning
that they’ll be able to easily pay it back
after they graduate. With readily available student and parent
loans, obtaining financing is as easy as
filling out a few financial aid forms.
Much like the mortgage industry before the housing crisis,
lenders are extending credit to students
without fully weighing their ability to repay the debt. This is
particularly true with federally-guaranteed
Stafford loans.
While some students choose majors that make it more difficult
to pay back their loans, others leave

33. school without completing a degree. In fact, approximately 40%
of students who pursue a bachelor’s
degree do not graduate in six years. That percentage is much
higher among those who attend private
for-profit schools.
Experts believe that student loan defaults have the potential to
adversely impact the U.S. economy,
which could trigger another recession.
Patrick Healey
FOUNDER AND PRESIDENT OF CALIBER FINANCIAL
PARTNERS
Both nonprofit and for-profit institutions are eager to enroll
students, but many borrowers, especially
those who leave school without a degree, struggle to find well-
paying jobs to pay back their loans.
Recent graduates who are unable to obtain work in their fields
often enroll in graduate programs,
further increasing their debt loads.
The financial impacts last long after students leave school.
Many borrowers don’t pay off their student
loans until they are in their 40s or older, and a significant
number never finish paying them off at all. The
https://nces.ed.gov/fastfacts/display.asp?id=40

34. https://www.cnbc.com/2017/07/03/this-is-the-age-most-
americans-pay-off-their-student-loans.html
Brookings Institute estimates that nearly 40% of borrowers who
entered college in 2004 may default on
their student loans by 2023.
High student debt burdens and defaults on loans affect students’
credit scores, thereby making it more
difficult to buy a home or get ahead in life. I often use the
analogy of having a mortgage without the
house.
Andy Sacks | Stone | Getty Images
There’s more at risk than just the borrowers’ futures. As with
home loans before the housing crisis, Wall
Street has been speculating on student debt as collateralized
loan obligations. Though student loans
typically can’t be discharged in bankruptcy, betting on any
unsecured debt can be a risky investment.
Experts believe that student loan defaults have the potential to
adversely impact the U.S. economy,
which could trigger another recession.
Finding solutions to the imminent student debt crisis requires a
multi-faceted approach.

35. Research supports tightening regulations on for-profit
institutions, focusing on degree attainment and
promoting income-based repayment options. Colleges and
universities can better control tuition costs
by taking steps to increase their efficiency, such as embracing
shared services.
While governments and institutions need to do their part,
students and families should carefully
consider their college funding options and weigh the pros and
cons of different programs and schools
before taking out loans.
— By Patrick Healey, founder and president of Caliber
Financial Partners.
Disclosure: NBCUniversal and Comcast Ventures are investors
in Acorns.
http://www.abc.net.au/news/2017-10-06/how-us-student-loans-
could-cause-the-next-share-market-crash/9019818
https://www.brookings.edu/research/the-looming-student-loan-
default-crisis-is-worse-than-we-thought/
https://www.chronicle.com/article/How-Colleges-Cut-Costs-
by/239580
https://www.investopedia.com/advisor-network/articles/how-
fund-college-education/
https://www.acorns.com/?s1=cnbc_invest_in_you

36. HTTPS://WWW.NPR.ORG/SECTIONS/THETWO-
WAY/2018/03/12/592982327/NATIONAL-GEOGRAPHIC-
RECKONS-WITH-
ITS-PAST-FOR-DECADES-OUR-COVERAGE-WAS-RACIST
'National Geographic' Reckons With Its Past: 'For Decades, Our
Coverage Was Racist'
March 12, 20187:40 PM ET
LAUREL WAMSLEY
In a full-issue article on Australia that ran in National
Geographic in 1916, aboriginal Australians were called
"savages" who "rank lowest in intelligence of all
human beings." The magazine examines its history of
racist coverage in its April issue.
C.P. Scott (L) and H.E. Gregory (R)/National
Geographic
If National Geographic's April issue was going to be entirely
devoted to the subject of race, the
magazine decided it had better take a good hard look at its own
history.
Editor in Chief Susan Goldberg asked John Edwin Mason, a
professor of African history and the
history of photography at the University of Virginia, to dive
into the magazine's nearly 130-year
archive and report back.

37. What Mason found was a long tradition of racism in the
magazine's coverage: in its text, its choice of
subjects, and in its famed photography.
The April issue of National Geographic is all about race.
National Geographic
"[U]ntil the 1970s National Geographic all but ignored
people of color who lived in the United States, rarely
acknowledging them beyond laborers or domestic
workers," writes Goldberg in the issue's editor letter, where
she discusses Mason's findings. "Meanwhile it pictured
'natives' elsewhere as exotics, famously and frequently
unclothed, happy hunters, noble savages—every type of
cliché."
https://www.npr.org/sections/thetwo-
way/2018/03/12/592982327/national-geographic-reckons-with-
its-past-for-decades-our-coverage-was-racist
https://www.npr.org/sections/thetwo-
way/2018/03/12/592982327/national-geographic-reckons-with-
its-past-for-decades-our-coverage-was-racist
https://www.npr.org/people/463234136/laurel-wamsley

38. http://natgeo.com/TheRaceIssue
http://history.as.virginia.edu/people/jem3a
https://www.nationalgeographic.com/magazine/2018/04/from-
the-editor-race-racism-history/
Unlike magazines such as Life, "National Geographicdid little
to push its readers beyond the
stereotypes ingrained in white American culture," Goldberg
says, noting that she is the first woman
and first Jewish person to helm the magazine – "two groups that
also once faced discrimination here."
To assess the magazine's coverage historically, Mason delved
into old issues and read a couple of
key critical studies. He also pored over photographers' contact
sheets, giving him a view of not just
the photos that made it into print, but also the decisions that
photographers and editors made.
He saw a number of problematic themes emerge.
"The photography, like the articles, didn't simply emphasize
difference, but made difference ... very
exotic, very strange, and put difference into a hierarchy,"
Mason tells NPR. "And that hierarchy was
very clear: that the West, and especially the English-speaking
world, was at the top of the hierarchy.
And black and brown people were somewhere underneath."
For much of its history, the pages of National Geographic
depicted the Western world as dynamic,
forward-moving and very rational. Meanwhile, Mason says, "the
black and brown world was primitive
and backwards and generally unchanging."

39. One trope that he noticed time and again was photographs
showing native people apparently
fascinated by Westerners' technology."It's not simply that
cameras and jeeps and airplanes are
present," he says. "It's the people of color looking at this
technology in amusement or bewilderment."
The implication was that Western readers would find humor in
such fascination with their everyday
goods.
Then there's how the magazine chose its subject matter. Mason
explains that National
Geographic had an explicit editorial policy of "nothing
unpleasant," so readers rarely saw war, famine
or civic conflict.
He points to an article on South Africa from the early 1960s
that barely mentions the Sharpeville
Massacre, in which 69 black South Africans were killed by
police.
South African gold miners were "entranced by thundering
drums" during "vigorous tribal dances," a 1962 issue reported.
Kip Ross/National Geographic Creative

40. http://www.sahistory.org.za/topic/sharpeville-massacre-21-
march-1960
http://www.sahistory.org.za/topic/sharpeville-massacre-21-
march-1960
"There are no voices of black South Africans," Mason told
Goldberg. "That absence is as important as
what is in there. The only black people are doing exotic dances
... servants or workers. It's bizarre,
actually, to consider what the editors, writers, and
photographers had to consciously not see."
Then there's the way women of color were often depicted in the
magazine: topless.
"Teenage boys could always rely, in the '50s and '60s, on
National Geographic to show them bare-
breasted women as long as the women had brown or black skin,"
Mason says. "I think the editors
understood this was frankly a selling point to its male readers.
Some of the bare-breasted young
women are shot in a way that almost resembles glamour shots."
Mason says the magazine has been dealing with its history
implicitly for the last two or three decades,
but what made this project different is that Goldberg wanted to
make reckoning explicit —
"That National Geographic should not do an issue on race
without understanding its own complicity in
shaping understandings of race and racial hierarchy."

41. Although slave labor was used to build homes featured in a
1956
article, the writer contended that they "stand for a chapter of
this
country's history every American is proud to remember."
Robert F. Sisson and Donald McBain/National Geographic
For those of us who have spent long afternoons thumbing old
issues of the magazine and dreaming
of far-off lands, Mason wants to make clear that looking at
foreign people and places isn't a bad thing.
"We're all curious and we all want to see. I'm not criticizing the
idea of being curious about the world.
It's just the other messages that are sent—that it's not just
difference, but inferiority and superiority."
So where does the storied publication go from here?
One good step would be to invite the diverse contributors to the
April issue to become part of the
magazine's regular pool of writers and photographers, Mason
suggests.
"Still it's too often a Westerner who is telling us about Africa or
Asia or Latin America," he says.
"There are astonishing photographers from all over the world

42. who have unique visions – not just of
their own country, but who could bring a unique vision to
photographing Cincinnati, Ohio, if it came to
that."
He notes that the magazine's images have so often captivated,
even when they were stereotypical or
skewed. Mason says a number of African photographers have
told him that it was magazines
like National Geographic and Life that turned them onto
photography in the first place.
"They knew that there were problems with the way that they and
their people were being
represented," he says. "And yet the photography was often
spectacularly good, it was really inviting,
and it carried this power. And as young people, these men and
women said, I want to do that. I want
to make pictures like that."
http://timashby.com/the-german-general-who-told-hitler-to-go-
screw-himself/
The German General Who Told Hitler to Go
Screw Himself
July 23, 2012 By Timothy Ashby 8 Comments
I am fascinated by colorful historical characters,
especially military or naval figures. Very few of
these people could be considered truly

43. heroic. One of the rare exceptions is Paul Emil
von Lettow-Vorbeck, commander of a small
German army – largely composed of black
troops – that fought the British Empire in East
Africa during World War I – The German General.
A master of guerrilla warfare, General von Lettow-Vorbeck
lived by a
warrior’s code of chivalry embodying honor, respect for one’s
enemies, and
humanitarian treatment of his men as well as civilians. During
a world war in
which the U.S. Army actively discriminated against black
soldiers, von Lettow-
Vorbeck treated his African Askaris no differently from white
Germans under
his command. His fluency in the Swahililanguage earned the
respect and
admiration of his African soldiers; he appointed black officers
and “said – and
believed – [that] ‘we are all Africans here’.” In one historian’s
estimation, “It is
probable that no white commander of the era had so keen an
appreciation of
the African’s worth not only as a fighting man but as a man.”
General von Lettow-Vorbeck was never defeated in battle,
and only surrendered after learning about the Armistice in
November 1918. The British repatriated the white German
soldiers but confined the Askaris in squalid
camps. General von Lettow-Vorbeck refusedto leave until
he had won promises of decent treatment and early
release for his black troops.
.Returning to Germany as a national hero, von Lettow-

44. Vorbeck became active in politics and tried to establish a
conservative opposition to the Nazis. He was able to bring
some of his black officers with him to serve in the
German Freikorps. When Hitler offered him the
ambassadorship to the Court of St. James’s in 1935, he
“told Hitler to go fuck himself.” Although repeatedly
harassed by the Nazis, he survived their regime due to his
popularity as a genuine hero of the old school.
The old general never forgot his Askaris, and he returned to
East Africa in 1953 where he was
tearfully welcomed by his surviving soldiers. Upon returning to
Europe, he campaigned to
provide for their welfare. When von Lettow-Vorbeck died at
the age of 93 in 1964, the West
German government and the Bundeswehr flew in two former
Askaris as state guests so that
http://timashby.com/the-german-general-who-told-hitler-to-go-
screw-himself/
http://timashby.com/author/timothy-ashby/
http://timashby.com/the-german-general-who-told-hitler-to-go-
screw-himself/#comments
http://en.wikipedia.org/wiki/Swahili_language
http://en.wikipedia.org/wiki/Court_of_St._James%27s
http://en.wikipedia.org/wiki/Fuck
http://en.wikipedia.org/wiki/Bundeswehr
http://timashby.com/wp-content/uploads/2012/07/von-
Lettow2.jpg
http://timashby.com/wp-content/uploads/2012/07/Askari.jpg
http://timashby.com/wp-content/uploads/2012/07/Askari-on-
March.jpg
they could attend the funeral of “their” general. A few months
later, the

45. old warrior’s fondest wish became reality when the West
German Bundestag voted to deliver back pay to the 350
surviving
Askaris in Africa.
A fitting way to say “f*ck you” to Hitler and Germany’s racist
past.
http://en.wikipedia.org/wiki/Bundestag
http://timashby.com/wp-content/uploads/2012/07/Askari-in-
car1.jpg
Koreans Slap Bill Gates for ‘Rude’
Handshake
By Joohee Cho
@jooheecho
Follow on Twitter
Apr 23, 2013 7:35am
Credit: Yonhap/EPA
SEOUL, South Korea – The buzz in town today is this
photograph of Microsoft founder Bill Gates’
shaking hands with South Korea President Park Geun-hye.
Gates, 57, might have not realized it Monday, but a one-hand
shake in Korean culture – and also in

46. Asia – is notably casual, done only when the other party is a
good friend, of the same or younger age.
http://abcnews.go.com/author/joohee_cho
http://twitter.com/jooheecho
http://twitter.com/jooheecho
http://abcnews.go.com/author/joohee_cho
Using one hand with the other tucked in the pants pocket is
considered rude here, done when one is
expressing superiority to the other.
“Perhaps it was his all-American style but an open jacket with
hand in pocket? That was way too
casual. It was very regretful,” said Chung Jin-suk, secretary
general at the Korean National
Assembly.
President Park’s office has said nothing publicly about the
incident and a spokesperson for Gates
declined to comment.
But Internet chat rooms and social network sites are filled with
views debating cultural differences
and analyses of Gates’ laid-back style.
“I don’t know if that was ignorance or just plain disrespect,”
Cho Park, a Korean student studying in
New York, said. “It was pretty rude of him. The thing is I’m not

47. sure if it is rude in Western culture.”
The controversy doesn’t end there. Gates had met with two
other previous South Korean presidents:
Kim Dae-jung and Lee Myung-Bak. He apparently gave the
proper handshake with both hands to the
late Kim in 2002 but was spotted giving an improper shake to
President Lee in 2008. That also
became a subject of debate.
Some South Korean media have been speculating that perhaps it
was intentional, showing his
political preference; respect for the opposition leader Kim but
disrespect for the ruling party leaders
Lee and Park, 61.
“Cultural difference or bad manners?” the Joongang Ilbo
newspaper wrote.
“A disrespectful handshake or a casual friendly handshake?”
DongAh Ilbo newspaper said in its
photo caption.
“It’s a head of state we’re talking about,” said Rick Yoon, a
brand retailer in Seoul. “And she’s a lady.
This is not just a Korean thing. It’s an international protocol.
“Maybe it was intentional. Otherwise, he has a very strange
habit.”

48. Gates was in South Korea on a three-day visit to promote his
start-up TerraPower, which is
developing next-generation nuclear reactors.
ABC News’ Joanne Kim contributed to this report.
https://www.theguardian.com/us-news/2015/dec/21/anti-
muslim-harassment-american-
classrooms-student-bullying
How anti-Muslim sentiment plays out in classrooms across the
US
Words are the most common weapon of bullies, but in the past
month harassment in schools is
increasingly manifesting in physical attacks and incidents are
taking a psychological toll on some
students
Ghazala Irshad
Monday 21 December 2015 07.00 ESTLast modified on Tuesday
5 January 2016 07.27 EST
While watching a TV news report on the Paris attacks with her
seventh-grade class, Farah
Darvesh became acutely aware that she was suddenly the center
of her classmates’ attention.

49. “When they said Muslim terrorists did it, everyone’s heads
turned and all eyes in the room
were on me,” says 12-year-old Farah, one of only three Muslims
at her middle school in
Columbus, Georgia.
A few weeks later, a classmate asked Farah point blank: “Why
did your people kill those people
in Paris and San Bernardino?”
Farah, a highly confident and self-described popular girl among
her peers and teachers, had
“gotten used to people joking” that she was a terrorist. But even
so, she said: “Before the
attacks I was mostly treated like everyone else. But now I’m
having to answer questions about
my religion and the actions of people I don’t even know. It’s a
lot of pressure. I mean, I’m only
12.”
She waited for her anger to cool down before retorting to her
classmate: “Don’t ask me, ask
them. Do I ask you why your people are shooting up schools?”
“That shut him up,” Farah said. She concedes that she may not
have the best answer, but
she’s doing her best considering the circumstances. “I’m feeling
the same way everybody else is
– I’m mad at Isis too. They’re killing innocent Muslims
everywhere too. The shooting in San
Bernardino happened 9 miles from my cousin’s school. It’s very
scary that she was so close to
danger. But exactly because I’m a good Muslim, I’m not going
to take my anger out on
anyone.”

50. Muslim American students, many of whom weren’t even born
until after September 11, are
coming of age in an era of a protracted “war on terror” abroad,
and broad surveillance and
profiling of their community at home. In the month since
attacks in Paris and San Bernardino
have spurred escalating rhetoric from Donald Trump and other
politicians, the long-
simmering Islamophobia in America has reached a boiling point
with a litany of threats,
vandalism, and violence against Muslims.
Versions of this anti-Muslim sentiment have also been playing
out in the classroom setting.
https://www.theguardian.com/us-news/2015/dec/21/anti-
muslim-harassment-american-classrooms-student-bullying
https://www.theguardian.com/us-news/2015/dec/21/anti-
muslim-harassment-american-classrooms-student-bullying
http://www.cnn.com/2015/12/10/living/mosques-attack-study-
2015/
https://www.theguardian.com/us-news/2015/dec/21/anti-
muslim-harassment-american-classrooms-student-bullying#img-
1
https://www.theguardian.com/us-news/2015/dec/21/anti-
muslim-harassment-american-classrooms-student-bullying#img-
1
https://www.theguardian.com/us-news/2015/dec/21/anti-
muslim-harassment-american-classrooms-student-bullying#img-
1
Muhammad Rahman, a 15-year-old at a Chicago high school,
says he gets asked “Is that a
clock or a bomb?” at least once a day since the international
outcry over the arrest of 14-year-

51. old Ahmed Mohamed. That the uproar was over teachers and
police wrongfully assuming
Ahmed’s homemade clock to be a bomb – when in fact it was a
clock – doesn’t matter to
Muhammad’s bullies.
Muhammad Rahman is a 15-year-old Chicago high school
student. Photograph: Ghazala Irshad
“Even the nicest people, who you wouldn’t expect to be mean,
say stuff,” Muhammad says. “I
know my friends aren’t racist of course, but the jokes aren’t
funny when they’re disrespectful.
“Every day, they make sure to let me know that I’m different
from everyone else.”
In Georgia, a school principal apologized last week after a
teacher asked a Muslim student if
she had a bomb in her backpack.
Words are the most common weapon of school bullies, but in
the past month, anti-Muslim
sentiment in schools is increasingly manifesting in physical
attacks, particularly against girls who
wear the hijab. On 19 November, three boys allegedly beat up a
sixth-grade girl wearing a
hijab, calling her “Isis”. A 2014 study by Council on American
Islamic Relations (CAIR) study
found 29% of students who wore hijab experienced offensive
touching or pulling of their
scarves.
Fear of ‘being judged as either oppressed or radicalized’

52. Lana Alshahrour is a blonde-haired, blue-eyed 12-year-old
Syrian Muslim at a Chicago middle
school. Because she does not wear the hijab and has Caucasian
features, when Lana was a new
student she was privy to Islamophobic gossip about a classmate
who wore the hijab.
Lana risked her social standing to defend the girl. “Instead of
making fun of her, why don’t you
get to know her?” she told the bullies. “But that’s what
terrorists wear,” they replied. “No, that’s
what Muslims wear. It’s just a piece of cloth,” Lana countered.
Lana appears to be clearing the path for her own future, too –
she is conflicted by her desire to
wear the hijab out of devotion to God, her fear of “being judged
as either oppressed or
radicalized,” and the “pressure to represent the hijab for all
Muslims without letting it define
me”.
Fifty-five percent of Muslim students surveyed by the Council
on American Islamic Relations
(CAIR) last year reported that they were bullied at school in
some form because of their Islamic
faith. That’s twice the national percentage of bullying reported
by all students, regardless of
their religion. According to the CAIR survey, verbal harassment
is the most common, with non-
Muslims calling Muslim students terrorists or referencing
bombs. But physical assaults also
occur.
These incidents are taking a psychological toll on Muslim
youth. “At a crucial time in their
identity development, they’re suffering from chronic trauma,”

53. says Dr Halim Naeem, a
https://www.theguardian.com/us-news/2015/dec/12/muslim-
teen-upset-georgia-teacher-question-backpack
http://news.yahoo.com/muslim-sixth-grader-allegedly-attacked-
165100570.html
http://news.yahoo.com/muslim-sixth-grader-allegedly-attacked-
165100570.html
https://ca.cair.com/sfba/wp-content/uploads/2015/10/CAIR-CA-
2015-Bullying-Report-Web.pdf
https://ca.cair.com/sfba/wp-content/uploads/2015/10/CAIR-CA-
2015-Bullying-Report-Web.pdf
https://ca.cair.com/sfba/wp-content/uploads/2015/10/CAIR-CA-
2015-Bullying-Report-Web.pdf
psychotherapist and president of The Institute of Muslim Mental
Health. Dr Naeem says that in
the past few months alone, he has seen increased cases of
depression, anxiety, image issues,
paranoia, and substance abuse among Muslim American youth.
In the short term, the constant
stress wreaks havoc on students’ immune systems and destroys
their focus, disrupting learning
ability.
The role of teachers
Most kids don’t report any Islamophobic harassment to their
teachers. “I don’t think they’d do
anything that would make a difference, because they probably
wouldn’t take it seriously,” says
Farah. Her fear may not be unfounded, as she reports that even
some of her teachers recently
asked her questions about Islam“in a way that wasn’t just
curious.”

54. Lana Alshahrour worries that if she wears her hijab, she’ll be
“judged as either oppressed or
radicalized”. Photograph: Ghazala Irshad
The CAIR survey found that the sentiment that teachers don’t
take Islamophobia seriously is
shared by a majority of Muslim American students, and it goes
beyond the typical adolescent
fear of being labeled a tattle-tale. “I was afraid they [teachers
and administration] would have
their own opinions and give priority to the others,” reported one
California student when asked
about reporting Islamophobic bullying to teachers.
One in five Muslim students reported being discriminated
against by school staff. Recently,
a California teacher asked her class “Who thinks Muslims
should die?” and called a Muslim
student in class a terrorist. The school board disciplined the
teacher, but he is still teaching.
Students discriminated against by teachers often transfer classes
or schools in order to feel
more comfortable, as Ahmed Mohamed ended up doing.
How parents respond
Muslim parents are grappling with how to respond appropriately
to protect their children while
maintaining a sense of normalcy. Some have reluctantly kept
their children home from school,
fearing reprisals after the Paris and California attacks.
Many are sitting down to give them “The Talk,” much like
African American parents do with
their children, about how to avoid raising suspicion and avoid

55. physical harm or arrest. “I told
Farah that it’s not wrong to be Muslim, but it might not be a
good idea to be vocal about it right
now,” says Mrs Darvesh. “It’s sad because I want my kids to be
proud of who they are, and
that’s what this country is about.”
Others, such as St Louis Post-Dispatch columnist Aisha Sultan,
call for engaging kids instead.
“Part of raising your child when you’re a minority is showing
them and modeling through your
own confidence and advocating for them non-confrontationally
without shame, and without
fear.”
Experts say addressing the problem requires the cooperation of
non-Muslim parents and
teachers to educate their kids.
http://www.muslimmentalhealth.com/
https://www.theguardian.com/world/islam
http://ktla.com/2015/11/11/muslim-advocacy-group-files-
complaint-after-teacher-makes-offensive-comments-to-student/
http://ktla.com/2015/11/11/muslim-advocacy-group-files-
complaint-after-teacher-makes-offensive-comments-to-student/
https://www.theguardian.com/us-news/2015/oct/21/ahmed-
mohamed-clock-texas-scholarship-qatar
http://www.stltoday.com/users/profile/asultan/
“This is where teachers and parents of all faiths need to come
up with a plan together to talk to
kids about Islam and current events both at home and at
school,” says Naeem, the
psychotherapist. “When you teach racism and incite hatred in a
developing brain, you actually

56. alter its structure.”
Shaheen Pasha, a professor of journalism at the University of
Massachusetts-Amherst and
mother of two, says that she sees too many students come into
her classroom unaware of
what’s going on in the world. “Non-Muslim student awareness
and allyship can play a big part in
resolving this issue.”
Islam in the curriculum
On Friday, tensions boiled over in Augusta County, Virginia,
when schools were closed after a
lesson in Arabic calligraphy elicited an uproar from the
community. Students in the world
geography class were presented with an Islamic Statement of
faith written in Arabic to
demonstrate the artistry of the calligraphy, but a community
forum that night blasted it as an
“indoctrination” of faith.
The incident sparked a fiery social media debate that reinforced
the fears many students have
about expressing their religion at school.
But while Lana ponders the consequences of appearing visibly
Muslim through the hijab, she
can’t help herself from using her own background for reference
when the subjects of Islam,
terrorism, and Arab refugees come up in her eighth-grade
classes. In a recent debate about
refugees, her classmates argued that Middle Eastern refugees
should not be allowed into the
US “because they could be Isis”.

57. Lana laughs. “They think if we don’t let anyone in here, then
the terrorism stays overseas. But
Isis doesn’t need to send fighters to America – they can recruit
from the internet. Besides, Isis
is not the root of the refugee problem.”
When someone suggested bombing the entire country of Syria to
eliminate all threat of terror,
Lana realized that her classmates didn’t see them as individual
humans. “They think all Muslims
and Arabs are scary. So I shared my family’s story: My uncle
was a student in Syria but he is
now a refugee living with us in Chicago after he had to escape
being captured by Bashar al-
Assad’s forces. The root of the problem is Assad, not Isis.”
https://twitter.com/NBC29/status/677621100361175040
possible concepts for extra credit
— the following concepts are from
chapters 1 and 2 of the text book.
They are in no particular order. There
could still be some concepts in
chapters 1 and 2. There are most
definitely more concepts in the rest of
the book. This list is meant only as a

58. suggestion.
- socioeconomic status (SES)
- inequality
- definition of minority group
- definition of majority group
- characteristics of a minority group
- racial minority group
- ethnic minority group
- race
- ethnicity
- race as a social construction
- markers of group membership
- stratification
- theories of Karl Marx (proletariat,
bourgeoisie, means of production,
importance of the economy, conflict
as good

59. - living wage
- theoretical perspective proposed by
Weber
- theoretical perspective proposed by
Lenski
- subsistence technology (foraging,
agriculture, industrial, post-industrial)
- intersectionality (Patricia Hill Collins);
matrix of domination
- relationship between power,
competition, conflict
- evolution
- prejudice
- stereotypes
- gender
- discrimination

60. - ideological racism
- institutional discrimination
- miscegenation
- assimilation
- pluralism
- Anglo conformity
- social structure
- human capital theory
- multi-culturalism
- ethnic enclaves
- separatism, forced migration,
genocide, revolution
- industrial revolution
- any of the different immigrant groups
discussed in class
- chains of immigration
- anti-Catholicism

61. - anti-Semitism
- pogrom
- push factors; pull factors
- three generation model
- quota system
- ethnic succession
- labor unions
- structural mobility
- degree of similarity
- ethclass
- sojourners
- ethnic revival
YOUR POINTS WILL BE TAKEN AWAY IF IT IS LATER
FOUND THAT SOMEONE COPIED YOUR PAPER
Extra credit paper directions:
- Each paper is potentially worth 2 points extra credit which is
added on to your midterm or final exam score.
- Papers are due the Saturday after finals – Saturday, March 21.
- Papers are submitted through Blackboard. No e-mail or hard
copy papers accepted. Instructions for this are on a separate
instruction sheet.

62. - You write the paper only on the articles that are on
Blackboard for this class.
- If you write more than one paper, you cannot reuse any
concepts from prior paper/s.
Technical expectations:
- 300 – 350 words
- double spaced
- in a 12 point non serif font (Arial, Tahoma, Calibri, Candara,
Verdana are some examples)
Paper expectations:
This paper is not a formal essay or term paper. This paper is not
a summary, an opinion or a simple response. The objective of
this paper is to allow students to show they have an
understanding of course concepts and can apply them to current
social conditions. It will include the following conditions:
- After reading one of the articles on Blackboard, students will
consider 2 concepts from this course that can be applied to the
article. These concepts will be defined according to the
definitions in this class. No dictionary, encyclopedia or other
source definitions are acceptable.
- Papers will NOT have:
— introduction
— opinion
— citations
— references
- Each paper must include 3 quotes from the article.
- Your paper will be written on a computer, saved to a computer
or portable device such as a flash drive, then up-loaded to
Blackboard. The title of each paper MUST include some aspect
of the title given on Blackboard (example: for a paper on an

63. article about Rosa Parks, the title of the paper might be
‘RosaParksExtraCredit.’)
-The format described below must be followed. Do NOT show
references as I’m already very familiar with the course concepts
and articles. Do not follow APA, MLA or another academic
format.
- Students may write up to 7 extra credit papers for a total of 14
extra credit points
- PAPERS MUST BE SAVED AS doc, docx, or pdf. NO
EXCEPTIONS
Format of the paper:
- Paragraph 1: Identify and define the first of the two concepts
you will be applying.
— note: The definitions MUST come from either our textbook
or class notes. Papers using dictionary, Wikipedia, etc
definitions will not be read.
- Paragraph 2: Identify and define the second of the two
concepts you will be applying.
— note: The definitions MUST come from either our textbook
or class notes. Papers using dictionary, Wikipedia, etc
definitions will not be read.
- Paragraphs 3 and 4: Show how each of these concepts can be
applied to the article you’ve read.