Guidance for Grown-Ups
August 2007
Reading Racism and Taking Action

The Reality of Racism: Six Teens Fight for Their Rights
(link back to feature)

This Discussion Guide contains the following Activity Sections:

1. The Answers to Your Questions



2. Problem Solving: Exploring Options, Giving Advice



3. Make a Historical and Global Connection: Changing Options

I. The Answers to Your Questions

The purpose of this activity is to learn about the accused teens in Louisiana, called the "Jena 6," from multiple points of view.

1. The Teen Voices article, "The Reality of Racism: Six Teens Fight for Their Rights," provides an overview of events related to the Jena 6, from September 2006 — August 2007. Ask the teens to read the article carefully.



2. Next, in a group discussion format, ask the teens to consider how the "Jena 6" events became known to those who were not immediately involved. Ask them to think through the sequence of events, who was present, who those present told (and perhaps why), and how the events became public. If the teens in your group wanted more details about the unfolding of these events, where would they turn? Aside from conducting one-on-one interviews with witnesses, the students may realize that second hand reporting is one of the only ways to learn about news in other communities. Ask the teens to draft a list of at least five places they would look to find additional information about the Jena 6. What do they notice about their list? Did they list news sources (like major papers) or organizations? Did they think about visiting the school district's website, for example?



3. Using the lists drafted above, give the teens time to conduct research on press and related coverage about the Jena 6. Ask that they find (and read!) at least five different articles, all from different sources or points of view.



4. As a bonus activity, ask the teens to find at least three news stories that report on the same event. Ask the teens to read each closely for similarities and differences, for biases and intended audience, and to present their findings to the group.

Resources
Here is a list of example coverage, for your reference:


• "Calm marks first day at Jena High," by Mandy M. Goodnight, The Town Talk, August 18, 2007. —thetowntalk.com


• "Charge reduced in 'Jena 6' case: Change made on day jury was to be picked," by Howard Witt, Chicago Tribune, June 26, 2007. —chicagotribune.com.


• "6: Six Black Men Face Up to 100 Years Prison Time: White Students Hang Three Nooses from a Whites Only Tree," by Shamontiel, Associated Content, August 5, 2007. —associatedcontent.com.


• "'Noose tree' cut down at Jena High School" by Abbey Brown, The Shreveport Times, July 31, 2007. —shreveporttimes.com


• "Searching for Justice in Jena 6 Case," interview by Farai Chideya, NPR's News and Notes, July 5, 2007. —npr.org


• "'Stealth racism' stalks deep South" by Tom Mangold, BBC's This World, May 24, 2007. —katc.com


• LaSalle Parish School District — lasallepsb.com

II. Problem Solving: Exploring Options, Giving Advice

The purpose of this activity is to revisit the concept of Jim Crow laws and consider situations of current day segregation.

1. The Teen Voices' article about the Jena 6 refers to "Jim Crow laws" and the Civil Rights Movement. Review the following definition from the article with the teens: "Jim Crow laws — laws that were established in southern states to maintain segregated schools, transportation, and other public accommodations based on race." Laws like these may no longer be on the books but teens have likely experienced racial segregation nonetheless. Ask the teens to free write for 10 minutes about a public place that feels segregated by race. What happens in that place? What is the racial or ethnic background of most of the people present? How would someone of a race different from the majority feel visiting that place?



2. Ask the teens to think specifically about their experience at school. Are there spaces at school that seem segregated by race? Are there spaces at school that are segregated in other ways? By economic background? By gender? By whether teens smoke or not? By whether teens have tattoos or not? Ask the teens to imagine that they are a member of the school board with the task of full school integration (in all and more ways than listed above). What kinds of action would they advise for making all students feel comfortable and safe in all parts of the school? They can discuss these questions as a large group or in smaller groups. Did the teens come up with any ideas that could be brought to their actual school board members?

Resources

• For further reading on Jim Crow laws: jimcrowhistory.org

III. Make a Historical and Global Connection: Changing Options

The purpose of this activity is to take action on behalf of the Jena 6.

1. Sign the ColorOfChange.org petition, calling on the local DA to drop all charges at colorofchange.org.



2. Even if you are not a resident of Louisiana, you can still express how you feel to its elected officials. Contact Governor Kathleen Blanco to intervene on behalf of the Jena 6 by visiting gov.state.la.us.



3. You can raise money and donate it to the legal defense of the Jena 6. The official Jena 6 website is updated regularly with resources and information about the case FreetheJena6.org.



4. Show your support of both the Jena 6 and the NAACP by taking action through their site — naacp.org.



5. Can the teens come up with any other ideas for working toward justice for the Jena 6?

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