The  Trump Programs

So, Donald Trump is the President-Elect. Some people are excited and others are distraught. Below are a few  programs that can help us move forward in addressing some of the concerns people have been having. There are a mulitude of ways to either protest the results or celebrate them. Here are some programs that are aimed to open up the dialogue and help us all do the work to start moving in positive directions.

Walls and Bridges

Image result for trump wall meme

Trump Quote:
“I will build a great wall — and nobody builds walls better than me, believe me –and
I’ll build them very inexpensively. I will build a great, great wall on our southern border, and I will make Mexico pay for that wall. Mark my words.”

Description
Donald Trump talked about building walls between Mexico and America very early on in his campaign. This activity will seek ways on how to build bridges between various communities instead of building walls between them.

Activity
Part 1: On pieces of paper cut in the shape of bricks (or post its), students are to write reasons as to why walls are up between particular communities. Students then tape the brick pieces on the wall forming a wall.
IE: “ignorance” “hate” “not working with another” “we bash the Trans community.” “police brutality” “I don’t think black men support black women’s struggle” “People who say All Lives Matter don’t get it”

Part 2: Move students to the other side of the room. Individually each student grabs a “brick” and discusses how they can turn that brick wall piece into a piece of a bridge. Using the phrase they can state: “We can turn this wall piece into a bridge by…” Students can create a response as individuals but then it should be discussed by the group. The wall piece only turns into a bridge piece if a majority of the group decides. Use a table or chairs or people to physically represent a bridge from one side of the room to the other

Additional Questions
-Why do you think Donald Trump wants to build a wall?
-Are they are advantages to addressing immigration by discussing a wall being built?
-How do we as a society build a bridge between supporters of Trump and supporters of Clinton?
-What’s the importance building bridges between two communities?

Learning Outcomes
-Applies awareness, understanding, and appreciation of cultural and human differences to personal and professional situations
-Creates and fosters inclusive communities

Locker Room Talk

Image result for trump locker room talk

Trump Quote: “This was locker room talk. I am not proud of it. I apologized to my family and the American people”

Activity
Part one: Students discuss sexist phrases and terms they have heard that are sexist towards women and men.
Example: I’ve heard someone say “grab them by the pu**y” “on a bus” this is offensive because…”rape based and sexual assault driven language is very dangerous.”
I’ve heard someone say “I just don’t a woman could run the country” “in the cafeteria” this offends women because it states that a woman is incapable simply because of her gender.
(Facilitator, should consider inviting a Women’s’ Center representative or counselor to assist with specific questions that may arise)

Students then create new phrases that should be determined as “New Locker Room Talk”
The phrase should be positive, non sexist and affirming language about women.

Additional Questions
-Why is it important to discus gender equality?
-Is this type of sexist language more common than not?
-How does this type of language effect day to day behavior?

Learning outcomes
Exhibits sensitivity and understanding of others’ perspectives in a respectful manner
Challenges oppressive language and behaviors and works to create change

A Nation of Immigrants

Image result for trump mexico

Trump Quote
When Mexico sends its people, they’re not sending their best. They’re not sending you. They’re not sending you. They’re sending people that have lots of problems, and they’re bringing those problems with us. They’re bringing drugs. They’re bringing crime. They’re rapists. And some, I assume, are good people.”

Description
This activity will directly speak to the presence of immigrants in the country.

Activity
Split the room up into at least 2 teams. Using a board or giant piece of paper, students are to race to write one positive things that immigrants have contributed to the students’ personal lives, the university or country. Students have 15-30 seconds (facilitator’s choice) to write their answers. They can use their phones or google to find answers as well. If a player can’t come up with an answer within the 15-30 seconds then they are eliminated. Create a time limit or play until a team runs out of players.
You can have several rounds with various categories relating to how immigrants have positively contributed to (Education, sports, politics, science, entertainment etc)

An additional way to play is to give teams 10 minutes to come up with as many contributions as possible. Each team gets a point for every answer that is not repeated by another team

Additional Questions
-How did these negative stereotypes about Mexicans come about?
-How can we as a country continue to build relationships and not negativity?
-What are your thoughts on illegal immigrants and their positions in America?

Learning Outcomes
-Demonstrates the ability to work with people of different genders, sexual orientations, races/ethnicities, nations, religions, socioeconomic statuses
-Exhibits the ability to connect with others across communities
-Applies awareness, understanding, and appreciation of cultural and human differences to personal and professional situations

 

Tell Em Why You Mad

Image result for trump and hillary angry

Description
There has been much back and forth in regards to the campaigns and election results. People are genuinely hurt and angry on both sides. People have exhibited frustration as well as joy. This exercise will help people hear aloud the anger in the room without pinpointing specific people

Activity
Part 1: Students will place reasons for their angst inside of a bag or or container. “I’m mad that racism is normalized.” “I’m mad that Hillary supporters can’t see our side of the story.” Facilitator will collect the reasons and shake up the up container to mix up the submitted reasons.
Part 2: Individually each participant goes to the front the room and randomly selects one of the submitted reasons. Student is to then yell aloud the reason they pulled from the container.
Part 3: Facilitator asks “Tell em why they mad.” Then the audience discusses why people are mad or could be mad at the particular issue.

Additional Questions
-Why are people so emotionally charged in response to this election?
-How can we turn anger into positive progress?

Learning Outcomes
-Seeks and considers feedback from others
-Exhibits sensitivity and understanding of others’ perspectives in a respectful manner
-Recognizes how one’s personal actions affect other people and communities

 

IMG_4902MrJeffDess is a writer, professor, public speaker and emcee of Haitian descent. He is an author of 5 books of poetry, including his latest, Trill Motivation With over ten years of performing and student affairs experience under his belt MrJeffDess continues to strive towards helping students reach their highest potential. For booking information, contact MrJeffDess at mrjeffdess@gmail.com