While often intended to provide concrete “proof” of racial injustice, these videos also desensitize viewers to racial violence and are quickly co-opted to justify the assault on black bodies.1 Considering this current state of affairs, how can instructors put reluctant white students at ease so that they feel comfortable engaging with issues of race and social justice, yet also use race-based stress to challenge dangerous ideologies and behaviors? I taught the survey course at the University of Oregon, a historically white university and college (HWCU), during this firestorm of racial tension.2 The term HWCU refers to “an institution of higher education whose histories, traditions, symbols, stories, icons, curriculum, and processes were all designed by whites, for whites, to reproduce whiteness via a white experience at the exclusion of others who, since the 1950s and 1960s, have been allowed in such spaces” (Brunsma et al. 719).According to them, many students who attend HWCUs maintain such walls through little-to-no significant contact with nonwhites at home, school, or within their communities (722)....it is that behavior we must become aware of and work to change” (2003, 37).White Americans then combined their prejudices with the application of brutal force and the police power of the states to subordinate African Americans, as the behavior of the law enforcers toward Sue Jones and her family demonstrates....stripped of their civil and political rights, black men and women were flogged, dismembered, tortured with hot irons, and put to death by rope, flame, water, gunshot, and burning oil, at the whim of whites.