Community Walk

TEACHER GUIDE
CONTENT / DIRECTIONS
TIME ALLOCATION
GOAL
A culminating exercise for students to realize how all the aspects of our identities affect and/or relate to power and privilege in society.

[NOTE: This workshop is to take place after all the human relations pieces. After identity, immigration, classcsm, gender, homophobia/heterosexism, etc. We envision this piece as the one piece that ties all the issues together and will allow for transition from human relations to leadership (round table and action plans).]

ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:

1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:

1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:

1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:

1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning

PROCEDURES FOR COM-
MUNITY WALK
1.Direct the comunidad members to line up at the center of the field, all facing the same direction shoulder-to-shoulder.

2.Faculty/Administration should begin transitioning to the Community Walk by reiterating the complexity of the issue of community identity and how the way you may define community identity depends on one’s personal life experiences like where you come from and live, where you grew up, your gender, social class status, residency status, language, sexual orientation, etc.

Facilitators should remind the students of all the issues we have been addressing these past TWO SEMESTERS and how these issues do not exist in a vacuum. They live and breathe in all of us. They affect how we see and treat ourselves, how we see and treat others and how our community sees and treats us. These issues often times reflect the various disparities in our communities, some students of our communities have more barriers to access and power than others based on the social identities we’ve been examining this weekend. We will be examining the different parts of our identities and how they relate to our community as a whole.

REFLECTION Faculty/staff/teachers/administration have the comunidad reflect on the following questions in SILENCE:
1. When you hear “African American Black” or “Latina/o” who do you think of? Who do you envision?
2. How do you, as an individual, fit into your “African American Black “ or “Latina/o” community?
3. What are the issues affecting you as an African American Black Latina/o leader?


Community Walk Instructions:
Facilitators/Faculty/Staff/Teachers/Administration read the following instructions:

This is a SILENT exercise.
- You will be asked to answer statements by taking steps FORWARD or steps BACK.
- Be sure to take a large step FORWARD or BACK.
- Only move when the statement directly relates to your personal experience.
- When you hear the statement please define the statement for yourself.
- There are no right or wrong answers to any of the statements you will hear.
- Base your answer to the statement on your personal life experience.

NOTE: Facilitators/teachers/staff/administrators stand at the front of the Community Walk area where everyone can see you. Begin the walk by stating the following: ”We are going to take a Community Walk. Where we stand is the finish line. The finish line represents success, opportunity, access and power. Let us begin!”

-







#
COMMUNITY WALK STATEMENTS
1
Immigration – If you and/or your family left their native country because of economic, social or political hardship. TAKE ONE STEP BACK.
2
If you were born in the U.S. TAKE TWO STEPS FORWARD
3
Class – If you were ever embarrassed or ashamed of your clothes, your house or your family, car when growing up, TAKE ONE STEP BACK.
REFLECTION: How are you feeling? What issues are coming up for you as you step forward or back? Look up and notice who is ahead of you, who is next to you and who is behind you.

4
If you grew up middle or upper class, TAKE TWO STEPS FORWARD
5
If you ever feared “la migra” growing up, TAKE TWO STEPS BACK.
6
If you grew up in a neighborhood where illegal business was conducted such as drug dealing, prostitution, or gang organization, TAKE ONE STEP BACK.
7
If you ever had to translate for your parents from their native tongue to English in school settings, stores, hospitals, restaurants, or any other public services place, TAKE ONE STEP BACK.
8
If you consistently fear for your physical safety because of your gender, TAKE ONE STEP BACK
REFLECTION: Look up and notice where you are in the line in relations to your colleagues. Look to see who is ahead of you…, who is at your side… and who is behind you.... How are you feeling? How does where you are standing relate to how you answered the questions earlier about community identity?

9
If you are a man, TAKE TWO STEPS FORWARD.
10
If you are heterosexual, TAKE TWO STEPS FORWARD.
******(Facilitator’s remind students that there may be people in our community that are not heterosexual and may be responding to the statement because they do not feel safe to come out.) ******

11
If you are married or would marry and your marriage is/would be legally recognized by all the states in the, US. TAKE TWO STEPS FORWARD.
12
If you ever feared that someone in your family would not come home because they were undocumented, TAKE ONE STEP BACK.
13
If you are able bodied, TAKE TWO STEPS FORWARD.
14
If you grew up with a mental or physical disability, TAKE ONE STEP BACK.
15
If you grew up in a Christian or Catholic household, TAKE ONE STEP FORWARD.
16
If people have assumed that you are of Mexican ancestry and decent and you are not of Mexican ancestry/decent (i.e. Salvadorian, South American, Guatemalan, Colombian, etc.) TAKE ONE STEP BACK.
17
If you were ever referred to as the dark one, as morenita/o, negrita/o, or India/o in order to make you feel inferior, TAKE ONE STEP BACK.
18
If you grew up in a single parent household, TAKE ONE STEP BACK.
19
If you have ever been made fun of or ridiculed because of the way you speak English, TAKE ONE STEP BACK.
20
If you are a single parent, TAKE ONE STEP BACK.
REFLECTION: How are you feeling? How does your identity or how you define yourself, relate to where you step and where you are in the line?

Look up and notice who is ahead of you…, who is next to you… and who is behind you…

21
If you or if you have immediate family members who are doctors, lawyers, or high-end professionals, TAKE ONE STEP FORWARD.
22
If you can show public affection to your boyfriend or girlfriend without fear of verbal or physical abuse, TAKE ONE STEPS BACK.
23
If you were ever referred to as the light one, blanca/o, guerita/o, and it was meant as a compliment, TAKE ON STEP FORWARD.
24
If you are enrolled in a four-year university, TAKE ONE STEP FORWARD.
25
If you or your parent’s own a home, TAKE ONE STEP FORWARD.
26
If you are the first person in your family to enter college, TAKE ONE STEP BACK.
27
If you and/or your family came to this country with a VISA or by any other legal means, TAKE ONE STEP FORWARD.
28
If you are between the ages of 22 and 60, TAKE TWO STEPS FORWARD.
29
If everyone in your immediate family is a US citizen or naturalized citizen, TAKE TWO STEPS FORWARD.
30
If English is your second language, TAKE ONE STEP BACK.
31
If your parents or any other family member pays or paid for any part of your college tuition, TAKE TWO STEPS FORWARD.
32
If you are a person of Color or a Racial/Ethnic minority at your campus, TAKE ONE STEP BACK
33
If are currently enrolled in college, TAKE ONE STEP FORWARD.





Community Walk - Comunidad Debrief
TEACHER GUIDE
CONTENT / DIRECTIONS
TIME ALLOCATION
COMMUNITY DEBRIEF
Facilitators open up debrief by having students reflect on the journey they have taken these past days. Reflecting and connecting all the different aspects of their identity, i.e. race/ethnicity, gender, immigration, class, sexual orientation and how all these different parts of “who they are” also relates to how power and privilege are distributed in society – “who has power and privilege and who does not.”

REFLECTION QUESTIONS
Facilitators have the students reflect on the following questions:
□ Think about the experiences that shaped who you are.
□ How did thinking about these experiences make you feel?
□ Were you in the back of the line, middle or front?

FACILITY COMMUNITY QUESTIONS
Facilitators direct the following questions to the community:
How are you feeling?
(Facilitators direct this question to people in the BACK OF THE LINE):
How did it feel to be in the BACK OF THE LINE?
(BACK OF LINE):
Do people’s perceptions affect you? How so? What do you want people in comunidad to know/hear about your experience?
(FRONT OF LINE):
What did you hear from the people in THE BACK OF THE LINE?
Considering the differences in our final positions within the community walk how can we work together?
Where do we go from here as a comunidad?

GROUP DEBRIEF QUESTIONS
Where were you in the line: front, middle, back? How does that make you feel?
1. Were there any statements that stood out for you? Why?
2. What was the most difficult thing you realized in doing this community walk?
3. Is it easy/difficult to recognize power and privilege? What makes it easy/difficult?
4. What did you learn about yourself during this exercise?
5. How does this community walk affect African American Black Latina/o leadership?
6. Considering the differences in our final positions within the community walk how can we work together?

Transition to the Art Project in Student Groups.