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 * “Revolutionary spirit, hard work, personal sacrifice, and the willingness to subordinate individual interests to the political tasks at hand are all crucial qualities for a successful radical movement. So too is the commitment to sink roots among the exploited and oppressed and to struggle within the movement over inequalities of class, race, and gender. And--whether or not they are now in fashion--so are organizations capable of functioning on the basis of well-worked out strategies, unity in action, and a measure of collective discipline.” - Max Elbaum, Revolution in the Air

 * [“DSA Convention Primer: 2021 Edition” by Andrew Sernatinger](https://newpol.org/dsa-convention-primer-2021-edition/?fbclid=IwAR2iJ3hK27gCtu8kcjoEu6TEXzPCqN4I1Lnoe667Y6f557URr_8vFW2J7cM), *New Politics* -- I think this may actually be helpful, as it references slates, caucusing, etc.
 * [“DSA Convention Primer: 2021 Edition” by Andrew Sernatinger](https://newpol.org/dsa-convention-primer-2021-edition/), *New Politics* -- I think this may actually be helpful, as it references slates, caucusing, etc.

 ## Breakouts

 * Scenarios! Big group, smaller group, individual, something that should go to Harassment and Grievance Officers
 Scenarios! Big group, smaller group, individual, something that should go to Harassment and Grievance Officers

  * Interpersonal #1 - Asma (she/her) and Grace (she/her) are posting on Slack about a bylaws amendment that will be voted on in the next general meeting. Asma is in favor, while Grace is against the change. As they debate the amendment, others begin to react with emojis in support of some of their points and even chime in to underscore each one’s points. It seems that more involved in the debate are in favor than against, and Grace feels outnumbered. Grace’s friend Oscar (he/him) then makes a post questioning whether Asma could even care about this amendment, since she hasn’t bothered to show up to the last three general meetings or recent meetings of their weekly mutual aid group. If you were Asma, how would you handle Oscar’s response? How would you hope Grace, or even Oscar himself would respond to this contentious episode?
 * Interpersonal #1 - Asma (she/her) and Grace (she/her) are posting on Slack about a bylaws amendment that will be voted on in the next general meeting. Asma is in favor, while Grace is against the change. As they debate the amendment, others begin to react with emojis in support of some of their points and even chime in to underscore each one’s points. It seems that more involved in the debate are in favor than against, and Grace feels outnumbered. Grace’s friend Oscar (he/him) then makes a post questioning whether Asma could even care about this amendment, since she hasn’t bothered to show up to the last three general meetings or recent meetings of their weekly mutual aid group. If you were Asma, how would you handle Oscar’s response? How would you hope Grace, or even Oscar himself would respond to this contentious episode?

  * Interpersonal #2 - Miles (they/them), a mobilizer, and Toya (she/her), a new member, are getting a coffee for a first meeting. Miles asks Toya what prompted her move to town--work, maybe her partner’s work? Toya says no, she’s here for grad school. “No partner, then?” Miles asks, smiling. Toya laughs off the comment; “not at the moment, no.” She changes the subject. As they leave, Miles confirms her phone number. Then they ask if they can use it to give her a call sometime--maybe get together again for some less political talk? Toya responds that she’d like to keep their conversations DSA-related and friendly, and Miles seems disappointed. Over the next week, Miles reaches out by text and email several times to see if Toya wants to get a drink at a new bar in town or catch a movie. Toya doesn’t respond, but when she posts in a thread about a meetup on Slack, Miles DMs her right away and asks why she hasn’t gotten back to them. Toya is upset by this and asks them to please stop contacting them, but Miles is persistent, making risque comments about their outfit the day they met up. How does this differ from other types of interpersonal conflict? How can Toya and/or Miles work to resolve this situation?
 * Interpersonal #2 - Miles (they/them), a mobilizer, and Toya (she/her), a new member, are getting a coffee for a first meeting. Miles asks Toya what prompted her move to town--work, maybe her partner’s work? Toya says no, she’s here for grad school. “No partner, then?” Miles asks, smiling. Toya laughs off the comment; “not at the moment, no.” She changes the subject. As they leave, Miles confirms her phone number. Then they ask if they can use it to give her a call sometime--maybe get together again for some less political talk? Toya responds that she’d like to keep their conversations DSA-related and friendly, and Miles seems disappointed. Over the next week, Miles reaches out by text and email several times to see if Toya wants to get a drink at a new bar in town or catch a movie. Toya doesn’t respond, but when she posts in a thread about a meetup on Slack, Miles DMs her right away and asks why she hasn’t gotten back to them. Toya is upset by this and asks them to please stop contacting them, but Miles is persistent, making risque comments about their outfit the day they met up. How does this differ from other types of interpersonal conflict? How can Toya and/or Miles work to resolve this situation?
 	
  * Small Group #1 - The Committee meets every two weeks and there are often certain tasks committee members need to complete between meetings. One week, the group discusses their next project, which is a blog post. Terrence (he/him) leaves the meeting thinking that everyone has assigned tasks to complete before the next meeting. Terrence researches his topic and writes up some notes and an outline of his topic. At the meeting, everyone else is ready to discuss the broad idea for the blog post and assign specific tasks. Terrence is slightly frustrated because he thought they had already done that and he hoped to move forward with writing the blog post. Instead, everyone agrees to complete their tasks for the next meeting. Two weeks later, the Committee meeting begins and Aubrey (she/her) shares that she was unable to complete her task before the meeting. Josh (they/them) joins in to say that they forgot about their task until earlier that day and have only just begun. Terrence is now really annoyed that the writing will be further delayed. What are some different ways that Terrence can share his frustrations with the group? What ways might Terrence share that feedback that would help the group to move forward productively?
 * Small Group #1 - The Committee meets every two weeks and there are often certain tasks committee members need to complete between meetings. One week, the group discusses their next project, which is a blog post. Terrence (he/him) leaves the meeting thinking that everyone has assigned tasks to complete before the next meeting. Terrence researches his topic and writes up some notes and an outline of his topic. At the meeting, everyone else is ready to discuss the broad idea for the blog post and assign specific tasks. Terrence is slightly frustrated because he thought they had already done that and he hoped to move forward with writing the blog post. Instead, everyone agrees to complete their tasks for the next meeting. Two weeks later, the Committee meeting begins and Aubrey (she/her) shares that she was unable to complete her task before the meeting. Josh (they/them) joins in to say that they forgot about their task until earlier that day and have only just begun. Terrence is now really annoyed that the writing will be further delayed. What are some different ways that Terrence can share his frustrations with the group? What ways might Terrence share that feedback that would help the group to move forward productively?

  * Large Group #1- At this month’s general body meeting, the chapter is discussing chapter priorities for the next year. Roger (he/him), a member of Tom Cat Caucus shares that it is crucial that the chapter puts its resources and energy behind local elections, and getting socialists elected. Wendy (she/her) and Marcus (he/him), also Tom Cat Caucus members, second Roger’s sentiments. Lola (she/her), a member of Jerry Mouse Caucus pushes back, saying that the chapter had previously surveyed members, and the results showed that members wanted to prioritize issues most affected by COVID, like housing and healthcare. Wendy says that Lola only objects because the Jerry Mouse Caucus has a problem with Tom Cat Caucus and is trying to block their proposal because of it. Roger agrees, adding that Lola hasn’t been at all involved with organizing around housing or healthcare thus far, and isn’t sure why she’s choosing to speak up now. Lola, feeling targeted, responds that Roger, Wendy, and Marcus only want to prioritize electoral work because it's a priority of their caucus, and that they are disregarding the needs and desires of the chapter. Tensions rapidly rise in the meeting, with members of the Tom Cat and Jerry Mouse caucuses arguing and becoming more focused on personal attacks than the democratic process. How can the parties involved de-escalate the situation and sort out how they can work together on chapter priorities?
 * Large Group #1- At this month’s general body meeting, the chapter is discussing chapter priorities for the next year. Roger (he/him), a member of Tom Cat Caucus shares that it is crucial that the chapter puts its resources and energy behind local elections, and getting socialists elected. Wendy (she/her) and Marcus (he/him), also Tom Cat Caucus members, second Roger’s sentiments. Lola (she/her), a member of Jerry Mouse Caucus pushes back, saying that the chapter had previously surveyed members, and the results showed that members wanted to prioritize issues most affected by COVID, like housing and healthcare. Wendy says that Lola only objects because the Jerry Mouse Caucus has a problem with Tom Cat Caucus and is trying to block their proposal because of it. Roger agrees, adding that Lola hasn’t been at all involved with organizing around housing or healthcare thus far, and isn’t sure why she’s choosing to speak up now. Lola, feeling targeted, responds that Roger, Wendy, and Marcus only want to prioritize electoral work because it's a priority of their caucus, and that they are disregarding the needs and desires of the chapter. Tensions rapidly rise in the meeting, with members of the Tom Cat and Jerry Mouse caucuses arguing and becoming more focused on personal attacks than the democratic process. How can the parties involved de-escalate the situation and sort out how they can work together on chapter priorities?

 * Questions for general discussion
 Questions for general discussion

  * How to Argue With Your Comrades - Jacobin
 * How to Argue With Your Comrades - Jacobin
    
    1. About the Hadas Thier piece... Discussion Question Idea: Something based on this quote, “favoring one (sharp debates) at the expense of the other (respect) creates bitterness that can fester for years, leaving long-term damage on individuals and organizations alike.” 
  1. About the Hadas Thier piece... Discussion Question Idea: Something based on this quote, “favoring one (sharp debates) at the expense of the other (respect) creates bitterness that can fester for years, leaving long-term damage on individuals and organizations alike.” 

    2. What examples can you think of where you’ve blamed an individual (or yourself) for something that was more likely caused by the structures of capitalism?
  2. What examples can you think of where you’ve blamed an individual (or yourself) for something that was more likely caused by the structures of capitalism?

    3. How do we distinguish respectful debate from “just trying to win a line or points”?
  3. How do we distinguish respectful debate from “just trying to win a line or points”?

  * Rebel Steps “Talk It Out” Episode
 * Rebel Steps “Talk It Out” Episode

    1. What kind of differences among members of a political organization can lead to conflict? What kind of similarities might lead to conflict? 
  1. What kind of differences among members of a political organization can lead to conflict? What kind of similarities might lead to conflict? 

    2. How can conflict be productive or “good”?
  2. How can conflict be productive or “good”?

    3. What are the benefits of checking in with yourself, prior to talking to others to resolve a conflict?
  3. What are the benefits of checking in with yourself, prior to talking to others to resolve a conflict?

--- a/markdown/module-2-socialism-101.md
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 # Socialism 101

 **Objective:** To define the parameters of socialism--what is socialism, and what is not socialism?--and define some commonly-heard and commonly-misused terms new socialists will encounter. To distinguish between neoliberal progressivism, social democracy, “compassionate capitalism” and socialism. 

 **Lead Facilitator:** Claire and Jessica

 **Facilitators:**

 **Agenda:**

 * Intros and icebreaker

 * Breakout Groups:

  * Surprises from the terms/definitions

  * Last Week Tonight discussion

 * Share the Last Week Tonight takeaways

 * Discussion on questions related to specific readings

 **Homework:** Have one group watch one of these LWT videos

  * Group A: [Last Week Tonight: Evictions](https://www.youtube.com/watch?v=R652nwUcJRA&t=279s)

  * Group B: [Last Week Tonight: Meatpacking](https://www.youtube.com/watch?v=IhO1FcjDMV4)

 ## Study Materials

 * ["Democratic Socialism Isn't Social Democracy" by Michael A. McCarthy](https://jacobinmag.com/2018/08/democratic-socialism-social-democracy-nordic-countries), *Jacobin*

 * ["How Capitalism Exploits You" by Richard Wolff](https://www.youtube.com/watch?v=2mI_RMQEulw), Gravel Institute

 * ["The Difference Between Socialism, Communism, and Marxism Explained by a Marxist"](https://www.youtube.com/watch?v=vyl2DeKT-Vs) by AzureScapegoat

 * ["Workshop Talks"](https://www.marxists.org/archive/connolly/1909/talks/shoptlks.htm) by James Connolly

 ## Breakouts

 Discuss how the issue presented in your group’s LWT video could look different in a Socialist society and where this progressive liberal analysis falls short.

 ## Questions

 * How do we make the transition from capitalism to socialism? What would it require? Are there pit stops along the way?

 * What are the dangers of capitalism to a socialist society, both externally and internally? Can socialism be maintained when Capitalism still exists elsewhere?

 * Can you think of an example of material conditions bringing about change, from history or modern times?

 * In what ways does John Oliver correctly depict the issue in the video and potential causes and solutions? In what ways does he (and progressivism) fall short?

--- a/markdown/module-3-working-class.md
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 # Why the Working Class?

 **Objective:** Building off of our definitions of socialism, this class seeks to explain the centrality of labor and class in the majority of socialist theories of change. To explain what (who) the working class is, and distinctions made by theorists that go deeper than working vs owner class, or between the proletariat and the bourgeoisie.

 **Lead Facilitator:** Dan

 **Facilitators:**

 **Agenda:**

 * Review the basic definition of the working class (wage laborers) and the role workers play in capitalism

 * The difference between gradational and relational descriptions of class (and why socialists use the relational)

 * The difference between exploitation and oppression

 * The existence of intermediate class positions (professionals, managers, etc.) and their relationships to capital and labor

 * Class and culture: “working class” is not a culture, but class can create cultural differences

 * What can an organization like the DSA do to reach more working-class people?

 **Homework:**

 ## Study materials

 * [“Why the Working Class?”](https://www.jacobinmag.com/2016/03/working-class-capitalism-socialists-strike-power/) by Vivek Chibber

 * [*Alternative Foundations of Class Analysis*, Chapter 1](https://www.ssc.wisc.edu/~wright/found-c1.PDF), by Erik Olin Wright

 * Optional video: [“Who Counts as Working Class?”](https://www.youtube.com/watch?v=12AHhpFCDVo) (starting at 40:20)

 ## Additional materials

 Class contradiction/breakdown excerpt from [*LeftRoots Vol. 1: Out to Win!*](https://journal.leftroots.net/downloads/out-to-win_eng_fin.pdf) (pp 30-33)

 ## Breakouts

 A check-in (maybe use “What can an organization like the DSA do to reach more working-class people?”)

 ## Questions

 * Why do socialists talk so much about labor and the working class?

 * How does a socialist concept of class differ from other definitions you’ve heard?

 * Are there intermediate classes between worker and capitalist? Who really “counts” as working class, and when is it useful to make distinctions?

 * What is the difference between exploitation and oppression? What power can an exploited class hold over its exploiters?

 * Is there any relationship between class and culture? How do you see class dynamics affect organizations like the DSA?

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 # Exploitation and Oppression

 **Objective:** Now that we understand the importance of class when discussing socialism, and how economic exploitation functions, this module turns its attention to the ways that exploitation intersects with identity-based. We examine the intersection through the lens of race, looking at one important theory linking racism and capitalism, while acknowledging that others exist in the socialist milieu, and that a discussion of race both expands beyond what can be covered in one module, and is necessarily different than discussions about other marginalized identities, be they based on gender, ability, sexual orientation, religion, or other matters.

 **Lead Facilitator:** Camille and Ben

 **Facilitators:**

 **Agenda:** 5 min for people to file in, Recap articles (w/ stack to add things) - 10 min, Breakouts w/ pre-offered questions - 15 min, Report backs (focused on 1-2 qs) - 10 min, Group discussion - 15 min, Eval time w/ further readings added in chat - 5 min

 **Homework:** N/A

 ## Study Materials

 * [What's New About Woke Racial Capitalism (and What Isn't): "Wokewashing" and the Limits of Representation](https://spectrejournal.com/whats-new-about-woke-racial-capitalism-and-what-isnt/), Enzo Rossi & Olúfémi O. Táíwò, *Spectre* - est’d 17 min read

 * [Marxism and Intersectionality: An Interview with Ashley Bohrer](https://salvage.zone/online-exclusive/marxism-and-intersectionality-an-interview-with-ashley-bohrer/), George Souvlis & Ashley Bohrer, *Salvage* - est’d 19 min read

 * [Fuck Mindfulness Workshops](https://spectrejournal.com/fuck-mindfulness-workshops/?), Tithi Bhattacharya, *Spectre* - est’d 7 min read **OR** [@wokescientist's Insta Story](https://docs.google.com/document/d/1Y3Ut9XaUeE4whaPcafIQ78m8mzdPyo_38Ikf2MF56u8/edit?usp=sharing)

 * [Geographies of Racial Capitalism with Ruth Wilson Gilmore – An Antipode Foundation film](https://www.youtube.com/watch?v=2CS627aKrJI), Ruth Wilson Gilmore, 16 mins total (up to 05:56 most important for discussion)

 * [What is Racial Capitalism and Why Does It Matter?](https://www.youtube.com/watch?v=--gim7W_jQQ) Robin D.G. Kelley, 10:19-23:00 (~13 min)

 ## Alternate Materials

 * On Racial Capitalism

  * [What Did Cedric Robinson Mean by Racial Capitalism?](http://bostonreview.net/race/robin-d-g-kelley-what-did-cedric-robinson-mean-racial-capitalism) by Robin D.G. Kelley - estimated 6 min read

  * [Identity Politics & Class Struggle](https://libcom.org/library/identity-politics-class-struggle) by Robin D. G. Kelley - est’d 36 min read 

  * [Toward a Socialist Theory of Racism](https://www.dsausa.org/files/2018/07/Toward_a_Socialist_Theory_of_Racism.pdf) by Cornel West, YDSA - est’d 25 min read 

  * [Millenials Are Killing Capitalism: Cedric Robinson, the Black Radical Tradition and Racial Regimes with Joshua Myers](https://millennialsarekillingcapitalism.libsyn.com/cedric-robinson-the-black-radical-tradition-and-racial-regimes-with-joshua-myers) - Podcast episode, 1hr 11 mins 

  * [Racial Capitalism and Crisis](https://www.youtube.com/watch?v=L0sAiaJf-A8) (Socialism 2020) - YouTube, Robin D.G. Kelley, 1:01:17-1:05:46 (4 min 30 sec)

  * [Unapologetic: A Black, Queer, and Feminist Mandate for Radical Movements](https://www.kobo.com/us/en/ebook/unapologetic-ebk) by Charlene Carruthers 

 * Intersectionality and Identity Politics

  * [Identity Politics & Class Struggle](https://libcom.org/library/identity-politics-class-struggle) by Robin D. G. Kelley - est’d 36 min read 

  * [Marxism and Intersectionality: An Interview with Ashley Bohrer](https://salvage.zone/online-exclusive/marxism-and-intersectionality-an-interview-with-ashley-bohrer/), George Souvlis & Ashley Bohrer - est’d 19 min read 

  * [A Marxist Case for Intersectionality](https://socialistworker.org/2017/08/01/a-marxist-case-for-intersectionality), Sharon Smith - est’d 17 min read

  * [Asad Haider - Mistaken Identity: Race and Class in the Age of Trump](https://www.youtube.com/6vaZGh5CIPY) - YouTube, speech lasts until 20:30.

  * [Marxism and White Privilege](https://docs.google.com/document/d/1prfwivhRFu1twcafsJw4oK2X5TctHoOkrB0WTjNjnUI/edit?usp=sharing), Vanessa Wills, *Spectre* - est’d 27 min read

 * Neoliberalism and Oppression

  * [Capitalism's Crisis of Care](https://www.dissentmagazine.org/article/nancy-fraser-interview-capitalism-crisis-of-care), Sarah Leonard and Nancy Fraser - est’d 15 min read 

  * Part 2 of [Developing Militants: the Left’s Minstrel Show and How College Educated Revolutionaries of all Colors Keep the Working Class Shucking and Jiving](https://eastcoastrenegades.wordpress.com/2013/02/20/part-2-of-developing-militants-the-lefts-minstrel-show-and-how-college-educated-revolutionaries-of-all-colors-keep-the-working-class-shucking-and-jiving/), FNT Member Will - est’d 36 min read

  * [Why Diversity Training Isn't Enough](https://newrepublic.com/article/156032/diversity-training-isnt-enough-pamela-newkirk-robin-diangelo-books-reviews), J.C. Pan - est’d 13 min read

 * Disability Justice

  * Care Work: Dreaming Disability Justice by Leah Lakshmi Piepzna-Samarasinha (Book, 6-7 hrs est’d)

  * [Crippled: Austerity and the Demonization of Disabled People](https://www.versobooks.com/books/3625-crippled) by Frances Ryan (Book) 

 * The LGBTQ+ Community and Socialism

  * Our Work Is Everywhere: An Illustrated Oral History of Queer and Trans Resistance, by [Syan Rose](https://www.kobo.com/us/en/author/syan-rose)

  * [Transgender Marxism](https://www.plutobooks.com/9780745341668/transgender-marxism/), Edited by Jules Joanne Gleeson and Elle O'Rourke

 * Anti-Fatness and Capitalism

  * [Fat People Must Become a Priority to the Left](https://dashaunharrison.com/fat-people-must-become-a-priority-to-the-left/) by Da’Shaun Harrison

  * [On Health, Anti-Fatness and Capitalism](https://redfightback.org/health-antifatness-capitalism/) by Red Fightback

 ## Breakout Questions

 Discuss the questions below.

 * What are the differences and similarities between “oppression” and “exploitation,” as these concepts are referenced in these pieces?

 * How are class and identities like race linked, according to these writers?

 * Have you experienced contradictions within a class based on different manifestations of oppression, or differing outlooks on economic inequality within marginalized communities? How might socialists seek to overcome these conflicts and build solidarity?

 * How does a socialist understanding of anti-racism differ from a liberal understanding of non-racism? What might be helpful about employers addressing discrimination based on identity with their employees? What might be problematic?

--- a/markdown/module-5-imperialism.md
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 # Imperialism and Colonialism 

 **Objective:** We have set ground rules and acknowledged that conflict is inevitable in our struggle. We’ve defined, broadly, what we are struggling for, as well as what we are struggling against, and we’ve highlighted both economic exploitation in a discussion of class, and identity-based oppression through a discussion of race. We’ve largely encouraged attendees to think about these topics in the realm of the personal, and their local community. But what happens when capitalism goes global, as it did over the course of the 20th century? The answer, as Lenin discovered in 1916, was colonialism and imperialism.

 **Lead Facilitator:** TBD - ask Nico? Samy? Joel?

 **Facilitators:**

 **Agenda:**

 **Homework:** N/A

 ## Study Materials

 * Excerpt from [*The Wretched of the Earth*](https://drive.google.com/file/d/1i7q9RliFdfo4ikm-ex_6boDOAZqkSbaU/view?usp=sharing) by Frantz Fanon (pp 1-36, 44-52)

 * Excerpt from [*As We Have Always Done*](https://drive.google.com/file/d/1i7q9RliFdfo4ikm-ex_6boDOAZqkSbaU/view?usp=sharing) by Leanne Betasamosake Simpson (pp 71-83)

 * Excerpt from [*The Red Deal*](https://docs.google.com/document/d/1iVIJ6h1-ch4-iE4jHmCM6TRze9PEm1Auv70n-zI_6hs/edit?usp=sharing) by The Red Nation

 * [“What is Imperialism?”](https://vimeo.com/545460278) (pw = password) / [Spotify w/ Charisse Burden-Stelly](https://open.spotify.com/episode/2bSBLJ7bOpBxfZbCbXAQgl?si=S61qoS7TQwe5zVlJhpQz-g&dl_branch=1) and Nick Estes on *Red Nation* Starting at 15:18 / 14:45 or 26:55 / 26:18.

 ## Alternate Materials

 * ["The New Imperialist Structure"](https://monthlyreview.org/2019/07/01/the-new-imperialist-structure/) by Samir Amin, *Monthly Review*

 * Excerpt from [*Imperialism*](https://www.marxists.org/archive/lenin/works/1916/imp-hsc/ch07.htm) by Vladimir I. Lenin (chapter 7, paragraphs 2-5)

 ## Breakouts

 * [*Battle of Algiers*](https://en.wikipedia.org/wiki/The_Battle_of_Algiers)

 * [*Nausicaä Valley of the Wind*](https://en.wikipedia.org/wiki/Nausica%C3%A4_of_the_Valley_of_the_Wind_(film))

 * [*Salt of the Earth*](https://en.wikipedia.org/wiki/Salt_of_the_Earth_(1954_film\))

 * [*The Wind That Shakes the Barley*](https://en.wikipedia.org/wiki/The_Wind_That_Shakes_the_Barley_(film\)) - [Excerpts](https://drive.google.com/file/d/1WO-N6BFkwotZk3DBywI_x1iQyyVxE0xR/view?usp=sharing)

 * [*Tambien La Lluvia*](https://www.imdb.com/title/tt1422032/)

 ## Questions

 * “What is Imperialism?” on Red Nation

  * How does Professor Estes dispel the claim that Indigenous nations like the Lakota were engaged in “imperialism” when in conflict with other tribes? (Answer may include: accumulation of capital was not the origin of conflict)

  * What are some reasons identified by Professors Estes and Burden-Stelly (that they either argue for or against) for imperialism’s growth out of the capitalist mode of production? (Answer may include: new markets, prevention of rivals accessing new markets, accumulation of capital generally)

  * How does Prof Nick Estes link the use of militarized boarding schools for Indigenous children to the genocide of enslaved African people brought to North America? (Answer may include: settlers determining that the divestment of African people from their family was one of their primary methods of genocide and enacting it upon the Indigenous population)

  * How does Professor Burden-Stelly’s discussions on the origins of race generally, and whiteness specifically match up or contradict the discussion of racial capitalism we saw going on between Ruth Wilson Gilmore and Robin D.G. Kelley (Answer may include: she doesn’t care quite as much to engage on the question of “which came first,” but doesn’t necessarily see the “racialized” projects within europe as such, but instead as ethno-nationalism, linking racial capitalism or capitalist racism instead to the construction of whiteness as a shared fulcrum for imperialism among otherwise disparate groups.

 * *As We Have Always Done*

  * How are Simpson’s descriptions of extraction and assimilation in conversation with Naomi Klein related to the neoliberal vision of America as a “melting pot” of culture? What does this say about the American project and its origins? (Answer may include: discussion of appropriation of Indigenous technology to serve extractive purposes, the attempt to divest Native people of their culture. This counters the “melting pot” narrative and reveals its contribution to the capitalist project.)
 Why would Indigenous cultures be naturally disposed to the fight against capitalism, according to Simpson? (AMI: These people lived successfully without capitalism, and capitalist encroachment has devastated both their physical beings, the earth and their culture generally)

  * Describe how the Nishnaabeg have recognized what is essentially a “relational” analysis of class within human society with their traditional practices. (Gift-giving and redistribution of wealth were already a practice, and hoarding was seen as an insult to the community because it was recognized that one could not hoard without depriving a fellow community member)
 Why does Simpson warn against fighting settler colonialism through treaties, courts, etc.?

 * The Wretched of the Earth

  * Fanon says that “violence can be understood as the perfect mediation” in a colonial setting. (perhaps put the quote at the end of chapter 2 as well). Based on the reading, do you think Fanon wanted to limit this statement to colonialism? If not, to what extent is this true in our current society?

  * What role does morality, logic, or eurocentric ideology play in colonial society? What is its relation to violence? Think psychologically, politically, and historically.
 How does violence affect the sense of self for colonized peoples?

  * Fanon believes that newly decolonized nations are owed reparations in order to start their economies again. How should we look at this from a socialist point of view? Can decolonized nations ever fully escape from capitalist imperialism?
 Think about the ways in which the colonized forms or fabricates the colonizer and vice versa.

 * The Red Deal

  * “The issue is that accumulation-based societies don’t like the answers we come up with because they are not quick technological fixes, they are not easy.” Michi Saagiig Nichnaabeg scholar Leanne Betasamosake Simpson has said. 

  * The Red Deal itself asks: “Why is it easier for some to imagine the end of fossil fuels than settler colonialism?” How can we begin to answer this question as socialists? 

  * “Why is it easier to imagine the end of the world—a zombie apocalypse—than the end of capitalism?” How can we move outside of our comfort zones as socialists to address these difficult, not-quick fixes? What can wins/successes look like for this? Failures? 

  * As socialists, how can we help to dismantle imperialistic/colonialistic actions and thought in our communities without perpetuating this further? What can this look like on a micro level, while accessing people power? (i.e. Nationalize Grid working group, base building with tenant networks)

 * También La Lluvia (movie):

  * Scene at 33:54 - 37:09: Daniel goes with his daughter to see the set for the film about Columbus where Daniel is playing a native. The filmmaker (Costa) is there and he talks with Daniel a little bit before receiving a phone call. Costa speaks English on the phone. Listen carefully to what he says and pay attention to Daniel’s expressions. Pay attention to Costa’s expression when he speaks with Daniel after getting off the phone. Finally, pay attention to the expression of Belen, Daniel’s daughter, at the end of the scene. Discuss what you observe and keep in mind what it means to be recognized in political, racial, and human terms.

  * Scene at 1:01:19 - 1:03:24: The filmmakers need Daniel to finish their film about Christopher Columbus, but Daniel has been thrown in jail for participating in riots regarding the natives’ access to drinking water. Listen to how the filmmakers (colonizers?) talk about him, and listen to what Daniel says as he is released. Discuss.

 * Battle of Algiers:

  * 31:36 - 34:38: A youth assassinates a police officer and runs away. The police are in pursuit, but guided by the crowd’s shouting from the balconies, they apprehend the wrong criminal. What do you think Fanon would have to say about this scene? Is violence justified in the decolonial endeavor even if innocent, colonized subjects are hurt in the process?

  * 36:00 - 40:00: The police plant a bomb in the colonized part of Algiers. Watch the scene and think about colonizer vs colonized violence and the reactions to both of them. It is also worth it to think about what Fanon has to say about the Manichean world in which the colonized live. What is the “correct,” if we can use that word at all, response to this atrocity?