DOCUMENT RESUME ED 472 107 SO 034 496 Fostering Diversity. Reflecting on September 11. TITLE INSTITUTION Constitutional Rights Foundation, Los Angeles, CA. 2002-00-00 PUB DATE NOTE 16p.; For another teacher guide in this series, see SO 034 497. AVAILABLE FROM Constitutional Rights Foundation, 601 South Kingsley Drive, Los Angeles, CA 90005. Tel: 213-487-5590; Fax: 213-386-0459. For full text: http://www.crfusa.org/Sept11/Septll_home#foundations. Classroom PUB TYPE Guides Teacher (052) EDRS PRICE EDRS Price MF01/PC01 Plus Postage. DESCRIPTORS Class Activities; *Cultural Pluralism; Government. Role; *Hate Crime; Law Related Education; *Role Playing; Secondary Education; *State Legislation; *Student Projects; *Terrorism IDENTIFIERS September 11 Terrorist Attacks 2001 ABSTRACT In this lesson, students examine issues surrounding hate crimes. Students read and discuss an article on hate crimes. In small groups, students role play state legislators and supporters and opponents of hate- crime legislation who must discuss and vote on a bill designed to increase sentences for hate crimes. Following an overview, the lesson plan details a procedure for classroom implementation, including a focus discussion, reading, "Outlawing Hate," discussion of the reading, and a five step small group activity. The aim of the lesson is to address diversity issues arising from the events of September 11, 2001. The lesson includes a handout, "Making an Action Plan" and 20 additional project suggestions. (BT) Reproductions supplied by EDRS are the best that can be made from the on final document. 0\ - Constitutional Rights Foundation Reflecting on September 11 Fostering Diversity Constitutional Rights Foundation 601 South Kinglsey Drive Los Angeles, CA 90005 (213) 487-5590 Fax (213) 386-0459 http://www.crf-usa.org/Sept11/Sept1l_home#foundations 2002 EST COPY AVAILABLE U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY AThis document has been reproduced as received from the person or organization originating it. Ikl_t_ero_614 0 Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent official OERI position or policy. 1 Reflecting on September 11 Fostering Diversity Table of Contents 2 Outlawing Hate Taking Action 6 Additional Project Suggestions 13 © 2002, Constitutional Rights Foundation, 601 South Kingisey Drive, Los Angeles, CA 90005, (213) 487-5590 Fax (213) 386-0459 1 Reflecting on September 11 Fostering Diversity Outlawing Hate Overview In this lesson, students examine issues surrounding hate crimes. First, students read and discuss an article on hate crimes. Then in small groups, students role play state legislators and supporters and opponents of hate-crime legislation who must discuss and vote on a bill designed to increase sentences for hate crimes. Procedure Focus Discussion Ask students: "If a person murders another person because of his race, culture, religion, or sexual orientation, do you think the person should be punished more severely than other murderers?" Hold a brief discussion. Reading and Discussion Read Outlawing Hate below. 1. Hold a brief discussion using the following questions: 2. What are hate crimes? How serious do you think the problem of hate crimes is in the United States? Explain. Do you think states and the federal government should pass hate-crime legislation? Explain. Small-Group Activity--Considering a Hate-Crime Bill Step 1. Remind students that many states are considering adopting hate-crime legislation. Tell students they are going to role play a legislative session on a proposed hate-crime law. Write the following proposed law on the board: Anyone who intentionally selected the victim of the crime because of the victim's race, religion, color, disability, sexual orientation, national origin, or ancestry shall have his or her sentence increased by 30 percent over the normal sentence. Step 2. Divide the class into groups of three. Assign each student in each triad one of these three roles: state legislator, supporter of the bill, opponent of the bill. 2 4 Step 3. Have all the legislators, supporters, and opponents meet separately to prepare for the role play. Tell the supporters and opponents to think up their best arguments and tell the legislators to think of questions to ask each side. Tell everyone to refer to the reading. Step 4. Regroup into triads and begin the role play. The legislator should let the supporter speak first and then have the opponent speak. The legislator should ask questions of both. After both sides present, have the legislators move to the front of the room, discuss the proposed law, and vote. Each legislator should individually state his or her opinion on the bill. Step 5. Debrief by asking what were the strongest arguments on each side. 3 5 Reading--Outlawing Hate In 1998, three white men murdered a black man named James Byrd Jr. by dragging him for three miles behind a truck until his body was literally torn apart. The men, all sworn racists, targeted Byrd because he was black. In 1998, a young, gay college student, Matthew Shepard, was brutally beaten and left to die entangled in a fence. His murderers chose their victim because of his sexual orientation. In 2001, terrorist hijackers believed to be Islamic fundamentalists crashed three passenger planes into the World Trade Center and the Pentagon, killing thousands. Immediately afterward, attacks on Arab Americans, Sikhs, and others of Middle Eastern and Arab descent increased dramatically. In 2002, the Los Angeles County Human Relations Commission released a report titled " The Other Victims of September 11." [http://humanrelations.co.la.ca.us/ Our_publications/pdf/2001HCR.pdf] The report recorded 1,031 alleged hate crimes, compared with 933 in 2000. According to the Los Angeles Times , "the total is the highest recorded since the county began keeping statistics 21 years ago." Of the suspected Los Angeles-based hate crimes, 188 were committed against individuals or groups because of a belief that they were Muslims or of Middle Eastern descent. Currently 45 states have hate-crime laws. These laws have involved controversy and even court challenges. The Supreme Court has upheld the constitutionality of hate crime laws for sentencing. These laws add extra penalties for any crime committed out of hate. Some of these laws define a hate crime as any crime committed against a person or a person's property motivated because of the person's race, religion, nationality, or ethnicity. Others also include bias against gender, sexual orientation, and disability. Hate Crimes Laws Pro and Con Since September 11, more states and the federal government are considering adopting hate crime laws. Supporters see these laws as extremely important in our diverse society. They believe hate crimes deeply hurt all levels of the communityindividuals, families, groups, and society at large. Hate crimes intentionally send a message that minorities are unwelcome and unsafe. Supporters argue that hate-crime laws will help prevent violence and convey our society's intolerance for these crimes. Opponents view hate-crime legislation as well-meaning but unnecessary and even counterproductive. They argue that anyone who commits a serious crime is already punishable under current laws. These laws protect everyone equally. They see no reason to pass laws that set up special classes of victims. In addition, they see no need for federal intervention into an area of law that states have traditionally handled. Further, they contend that hate-crime laws will primarily affect those who commit lesser crimes. They believe that sending someone into our overburdened and racist-filled prison system is likely to make them more racist. Thus the law may actually increase hate crimes. 4 Outlawing Hate Discussion Questions What are hate crimes? How serious do you think the problem of hate crimes is in the United States? Explain. Do you think the problem of hate crimes has gotten worse since September 11? Why or why not? Do you think states and the federal government should pass hate-crime legislation? Explain. 7 5 Reflecting on September 11 Fostering Diversity Taking Action Overview Taking Action gives students a step-by-step framework to plan and implement a civic- participation project in response to the events of September 11. First, students read a story about a group of high school students and teachers who planned and implemented a Middle East teach-in. Second, they brainstorm project ideas and choose a project to work on. Third, they work in small groups to create project plans, their compare plans and combine best elements to make a master plan. Finally, they put master plan to work and evaluate their progress. Materials & Preparation Reading: Planning a Teach-In 1 copy for each participant Making an Action Plan 1 copy for each group end of lessons Additional Project Ideas Brainstorm Tips Procedure A. Focus Discussion Hold a brief discussion by asking "What positive activities did Americans engage in as a response to the events of September 11?" B. ReadingPlanning a Teach in 1. Have students read Planning a Teach-In (see below). 2. Hold a brief discussion using the following questions: What was the problem? What was the goal? How did their goal address the events of September 11? How did they set about achieving their goal? Why did they assign tasks? How did they include the community in their project? 6 C. Classroom Activity--Project Brainstorm Tell students that--like the students who planned the Middle East Teach-In--they 1. are going to plan a project to address issues arising out of September 11. Conduct a brief discussion by asking: 2. What is the problem you wish to address? What is your goal? Will your goal help you reflect on the events of September 11 Use Brainstorm Tips to brainstorm a project list by asking "How do you want to 3. reflect on the events of September 11?" Make a list of project ideas students think are important. 4. Choose a project idea for students to implement with an action plan. 5. See Additional Project Ideas to help students create their own project plans. D. Small-Group ActivityMaking an Action Plan Divide into small groups. Give a copy of Making an Action Plan to each group. 1. 2. Working in small groups, discuss the questions on the action plan. Write down your answers and be prepared to present your version of the action plan to the other groups. Present your action plan to the others. Discuss which action plans you like best. 3. Combine the best ideas from each group to make a master plan for a civic participation project. Important! This is a critical moment. Tell students they will probably want to get busy, get out there, and make some waves. But if you don't know where you are going, it will be pretty tough to get there. So, before you put it in gear and spin your wheels, construct a strong, workable plan of action. E. Action ProjectMake It Happen! Have students put their master plan to work. F. EvaluationStop and Think You are now in the process of making your action project happen. How is it going? Take a minute to write or talk as a group about the following questions: 7 1. Does your plan work? Are action steps and tasks being accomplished? Is too much time being spent on some things? Too little time on others? 2. What obstacles have you encountered? How are you solving them? What have you learned as an individual? 3 1 0 8