Join Eric Kussin and Evan Whitehead as they kick off their new series "Hear Us Out". This series will air weekly on Belouga, with Eric and Evan discussing social justice, mental health and culture within the United States. 

"Hear Us Out" is an unscripted conversation between two friends from different backgrounds and communities, all with the goal of listening, learning and understanding on another, regardless of race, religion or ideology.

Peace justice

Peace, Justice and strong institutions

Inequality

Reduced inequalities

Analyze how racism and discriminatory practices have led to oppression in Nevada.

MC.SS.4.15

Evaluate the impact of individuals and reform movements on the struggle for greater civil rights and liberties throughout early U.S. history.

MC.SS.6-8.EUSH.25

Analyze the complex relationship between dominant cultures and minority groups throughout world history, including but not limited to: causes of (race, ethnicity, gender, nationality, class and/or religion), reactions, and long-term effects of oppression.

MC.SS.9-12.WH.23

Examine the impact of individuals and reform movements in the fight for greater civil rights and liberties across the world.

MC.SS.9-12.WH.24

Examine social tensions in the post-World War I era, i.e., radical politics, immigration restrictions, internal migration, religious fundamentalism, and racism.

SOC.9-12.H3.[9-12].6

explain instances of institutional racism in American society.

SOC.9-12.SOC.11.E

describe attitudes towards as well as discrimination against and other significant actions affecting non-Indigenous ethnocultural groups in Canada during this period (e.g., with reference to racism and antisemitism, segregation, discrimination in jobs and housing, restrictions imposed by the Chinese Immigration Act of 1923, groups helping new immigrants), and explain their impact

B2.6 Communities, Conflict, and
Cooperation

describe some civic issues of local, national, and/or global significance (e.g., bullying in schools; violence in local communities; accessibility of buildings in the local community for people with disabilities; availability of recreational facilities in the local community; casino development; voter turnout; issues related to freedom of information, taxation, water quality; Aboriginal treaty rights; the impact of consumer choices; human rights issues related to racism, child labour, the rights of girls or women, homophobia, or classism; intervention in foreign conflict), and compare the perspectives of different groups on selected issues

B1.1 Civic Issues, Democratic Values

describe some ways in which social factors in their countries of origin influenced people’s decisions to emigrate (e.g., with reference to overpopulation; urbanization; systemic racism; enslavement; lack of access to education; societal values and attitudes towards women, children, LGBT communities; rigid class or caste systems), and analyse the experience of the selected ethnic group to determine the extent to which it was influenced by these factors

C1.1 Social, Economic, and Political Factors

assess the effects of stereotypes and assumptions regarding gender roles and expectations, sexual orientation, race, ethnicity, culture, mental health, and abilities on an individual’s self-concept, social inclusion, and relationships with others, and propose appropriate ways of responding to and changing harmful assumptions and stereotypes that can lead to destructive social attitudes including homophobia and racism

Grade 6.D3.3

demonstrate an understanding of theoretical and research approaches associated with the study of equity and social justice issues (e.g., postmodernism, anti-oppression theory, feminist analysis, critical race theory, critical disability theory, postcolonial theory, indigenous knowledge approach)

Grade 12 Approaches and Perspectives  B1.1

demonstrate an understanding of various types of discrimination (e.g., racism, homophobia, ageism, sexism, hate crimes, individual discrimination, systemic discrimination, genocide) and their impact on individuals and groups

Grade 12 Global Inequalities D1.2

  Growing Up

education

Quality education

SOC.4.10.2

Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights

SOC.4.14.4

Explaining the black codes and the Jim Crow laws

SOC.5.12.3

Explaining the impact of the Jim Crow laws and Plessey versus Ferguson on the social and political structure of the New South after Reconstruction

SOC.10.15.6

Analyzing the black codes, the Jim Crow laws, and the Selma-to-Montgomery March for their impact on the passage of the Voting Rights Act of 1965

SOC.12.6.2

Understand the effects of Reconstruction, including: Freedman’s Bureau, Jim Crow laws, rise of the Ku Klux Klan and addition of the 13th, 14th and 15th amendments to the Constitution.

SOC.8.16.8.26

Understand the experiences of African Americans in the North and South in the late 19th century (e.g., the rise of the Ku Klux Klan and development of Jim Crow laws after Reconstruction; the impact of Jim Crow laws on rights and freedom).

SOC.8.16.8.31

Understand the domestic policies of post-World War II presidential administrations through the 1950s (e.g., Truman’s labor policy and congressional reaction to it; the elements of Truman’s Fair Deal; Truman’s decision to end segregation in the armed forces; the expansion of social security, and the Federal Highway Act of 1956 under the Eisenhower administration).

SOC.11.16.11.45

Understands events and influential individuals of the civil rights movement [e.g., the role of civil rights advocates, including Martin Luther King Jr., Malcolm X, Rosa Parks, and Cesar Chavez; the significance of Martin Luther King Jr.’s “Letter from a Birmingham Jail” and “I Have a Dream Speech;” events such as segregation, desegregation, the Bus Boycott, Selma March, the Freedom Riders, and Central High School in Little Rock; the role of African American political groups, including the National Association for the Advancement of Colored Persons (NAACP), Congress of Racial Equality (CORE), the Southern Christian Leadership Conference (SCLC), and Student Nonviolent Coordinating Committee (SNCC); the assassination of Martin Luther King Jr. and the Watts Riots].

SOC.11.16.11.47

Identify the Black Codes and Jim Crow Laws and explain how they reflected attitudes about race.

SOC.6-8.H3.[6-8].10

Compare and contrast racial segregation in the United States with other racial and social policies, i.e., apartheid in South Africa.

SOC.9-12.H3.[9-12].14

SOC.9-12.3.I.C.2.b

Segregation in public transportation ruled unconstitutional

SOC.9-12.7.II.C.2.c3

SOC.9-12.7.III.B.3.b4

Students will investigate the ways individuals, groups, and government institutions limited the rights of African Americans, including the use of Black Codes, the passage of Jim Crow laws, the Ku Klux Klan, restrictions on voting rights, and Supreme Court cases including the Civil Rights Cases (1883) and Plessy v. Ferguson (1896).

SOC.11.4a.2

explain how Jim Crow laws and the Ku Klux Klan created obstacles to civil rights for minorities such as the suppression of voting;

SOC.9.USH.9.B

SOC.9.1.9.B

use dance as a language to communicate messages about themes of social justice and/or environmental health (e.g., possible solutions to bullying, poverty, racism, pollution, land claims, homelessness, war, deforestation, oppression, colonization)

Grade 8. A1.2

describe key political events and/or developments related to domestic policy in the United States during this period, and analyse some of their causes as well as their consequences for various groups (e.g., with reference to the Pendleton Act, the Dawes Act, Jim Crow laws, the Progressive Party, the extension of the vote to women, prohibition, the establishment of the Federal Bureau of Investigation, the creation of a permanent income tax system, the Selective Service Act, the Indian Reorganization Act, the New Deal, Franklin D. Roosevelt’s fourth term)

D1.3 Social, Economic, and Political Context

analyse some of the challenges facing various communities in Canada during this period and how different communities responded to them (e.g., with reference to disease, including cholera among recent immigrants, malaria among canal workers, and/or small pox among First Nations; isolation facing pioneers and homesteaders; decreasing availability of land in some regions; the impact of absentee landowners in Prince Edward Island or of the Clergy Reserves; increasing displacement of First Nations; racism and discrimination; challenges associated with transportation; entrenched political elites; poverty; pollution from industry)

C2.1 Interactions and Interdependence

analyse the impact of exploration and colonization on colonizers and indigenous peoples during this period (e.g., the economic, social, and environmental impact of the exploitation of colonial resources; the threat of assimilation and loss of traditional culture; economic partnerships; loss of land and/or economic control among colonized people; conversion and loss of traditional religious/spiritual practices; resistance to colonial incursions; war, including civil war; death from new diseases; the impact of racism and discrimination)

C2.5 Communities, Conflict, and Cooperation

formulate questions to guide investigations into some of the major challenges facing different groups and communities in Canada from around 1780 to 1850 (e.g., isolation; climate; lack of access to doctors, law enforcement, or manufactured goods in isolated communities; encroachment of European settlers on traditional First Nations territory; racism facing First Nations peoples and Black Loyalists) and measures taken to address these challenges