Prison Industrial Complex (PIC)

Topics & Concepts: PIC, Mass incarceration, War on Drugs, Prison, Jail, Minimum/Medium/High Security, Institutional Oppression, Prison Abolition, Retribution, Incapacitation, Deterrence, Rehabilitation, Mandatory Minimum Sentencing, Solitary Confinement, Felon, Ban the Box/Fair Chance Legislation, City Council

Guiding Questions:

• Do prisons benefit or harm society?

• What is the purpose of prisons?

• Are prisons necessary?

• How do systems of oppression contribute to the PIC?

• Is it possible to reform the PIC?

• What opportunities or limitations should formerly incarcerated people face?

Unit Sequence:

• The first week of the unit is an introduction to the prison industrial complex through short animated videos about mass incarceration, a close read of Angela Davis' article "Reflections on the PIC," a PIC history lecture and vocabulary building about types of prisons & institutional oppression.

• In Week 2, students watch "The 13th" (available on Netflix) and discuss the thesis of the film that prisons are an extension of slavery.

• In Week 3, students explore how prisons and prisoners are portrayed in the media, and analyze the how competing philosophies about the purpose of prisons (retribution, incapacitation, deterrence, rehabilitation) show up in the prison system.

• In Week 4, students learn about the following human rights issues in prisons and explore whether it is possible to reform prisons to address these problems more humanely: Loss of rights for convicted felons, mandatory minimum sentencing, solitary confinement and access to healthcare.

• In Week 5, students write an essay in response to the question: "Are prisons harmful or beneficial to society?"

• In Week 6, students prepare and participate in a City Council hearing role play to address the policy question: "In order to promote equal rights and economic opportunity, should the City of Oakland pass a “Ban the Box” law to make it illegal for private employers to require jobseekers to share criminal backgrounds on initial applications for employment?"

Notes on Materials Included:

• There are two folders for this unit, titled "Unit 5 - PIC" and "Unit 5 - PIC materials from Dropbox," housing different sets of materials. Included in the folders are slides for most days of instruction and readings and worksheets for all lessons.

• The "Unit Ideas" file gives a brief overview of the unit and includes links to additional resources, including videos links for the first day of the unit. Slides for Week 2 are missing.

• Two notes about the conclusion of the unit:

  • • In September 2017, the State of California passed a "Ban the Box" law. This update is probably best shared with students after they complete the role play.

    • When Emily Macy taught this unit, she concluded with guest speakers from Critical Resistance, a local organization that promotes prison abolition, and All of Us for None, an organization of formally incarcerated people that have spearheaded "Ban the Box" legislation in California and nationally. Teachers interested in doing this can contact Young Whan Choi to be connected with possible speakers.