No Place for Hate News for September 2018

No Place for Hate News for September 2018

Welcome Back!

Save the Date for the ADL's 12th Annual Youth Leadership

Conference: Exploring Diversity, Challenging Hate!

Please save the date for ADL's 12th annual Youth Leadership Conference: Exploring Diversity,

Challenging Hate, which will be held on December 4, 2018 at the Pennsylvania Convention

Center. The conference is free-of-charge, and offers an unparalleled opportunity for eight 10th and

11th grade students and two teachers from your high school to learn about issues of diversity

and discrimination.

Look for more information, including the registration form, in the next few weeks. See you at the

Convention Center!

New Forms and Information for the 2018-2019 School Year

Approval and Fulfillment Forms

The links to the online Project Approval and Fulfillment forms remain the same, and are below. If

you would like Word version of the forms, please contact Lindsay or Lisa.

Request for Project Approval Form

Project Fulfillment Form

*We had a few issues with our online forms submitting properly last year. If your form is

submitted properly, you will receive an automatic email confirmation within a few

minutes. Please save the confirmation email for your records. If you do not receive a

confirmation email, please email us to ensure we received the form.*

As a friendly reminder, all 3 projects must be spread throughout the school year. Project

Approval forms should be submitted at least 2 weeks before the project date. Fulfillment forms

should be submitted within 1 month of the project's completion.

Project Guidelines & Checklist

Not sure if your potential project meets No Place for Hate criteria? The Project Guidelines

document outlines what an approved No Place for Hate project should and should not include and

the Project Checklist will help you plan, implement and wrap up your project while ensuring that

it remains consistent with all program requirements. These documents may be found on our

website.

As a reminder, No Place for Hate projects must meet all of the following guidelines to be

approved:

__ Addresses school-based issues

__ Has a school-wide impact

__ Focuses on inclusivity and community

__ Promotes respect for individual and group differences

__ Involves students in the planning and implementation

__ Involves ACTIVE learning

__ Involves discussion

If you are finding it a challenge to meet all of the guidelines for a specific project, please feel free

to contact Lisa or Lindsay for ideas and suggestions.

No Place for Hate Committee

Each school should have a No Place for Hate Committee (consisting of the principal and other

administrators, guidance counselors, teachers from different areas of the school, student leaders,

community members, and some non-instructional staff such as cafeteria employees and security

guards, if possible) to oversee and coordinate implementation of the No Place for Hate initiative.

The committee can set the overall themes and goals for the year and is responsible for planning

the projects. The Committee can be part of an already existing committee that deals with school

climate, if one exists. Unlike an extracurricular club, this group should be integrated into schoolwide planning. Student leadership is a critical part of a successful No Place for Hate initiative, so

be sure to reach out to a cross-section of students for ongoing participation and ideas.

Safe and Inclusive Schools for All

Safe and Inclusive Schools for All is a new resource

that provides tips, strategies and suggestions for how to

help all students thrive in school - socially, emotionally

and academically. The resource provides information for

how to promote true representation of all identity groups

(in the curriculum and throughout the school) and the

active prevention of identity-based bullying and

harassment. These factors contribute to schools and

classrooms that are safe, respectful and inclusive for

students.

Click here for Safe and Inclusive Schools for All

Oneday Against Hate

As an ADL partner in fighting hate for good, we invite you to join us on October 1st, 2018 to

celebrate Oneday Against Hate - a national day of action where people from all walks of life will

come together to engage in conversations to deepen understanding of those who are different

from us. Several organizations and community partners have come together to establish Oneday

Against Hate, and we want ADL's No Place For Hate schools to be a part of the movement!

As you know, discussion and conversation are integral parts of any successful No Place for Hate

activity. That's why we think your school's participation in Oneday Against Hate is a perfect fit

with helping achieve your No Place for Hate designation!

Go to to download a toolkit for schools that provides activity ideas to

spark conversations in your school. Simply register your school here and be sure to fill out a

separate No Place for Hate activity form with the details of the Oneday Against Hate activity you

choose to implement so you can get credit for the activity. We also encourage you to share your

Oneday Against Hate involvement by using the hashtag #WeAreOneday on your school's social

media.

We hope you will join us during the week of October 1st, 2018 in inspiring deeper connection

within our communities through 1 million conversations of understanding.

Perfect Your Project

Current Events Classroom: Why Are Families Being

Separated and Detained at the Border?

The Trump administration recently announced a

new, expanded "zero-tolerance policy" in which all

migrants seeking to cross the border without

documentation would be referred to the DOJ for

prosecution of a crime, rendering their children

unaccompanied minors. Children accompanying

adults would be separated from their parents and

held at juvenile shelters with the adults at adult

detention facilities. Because of the public outcry

about the policy, President Trump later signed an

Executive Order which claimed to end family

separations at the border. However, it did not

guarantee that families wouldn't be separated; it

allowed for children and families to be detained indefinitely and it did not specify a plan to reunite

the thousands of children who have already been separated from their parents. A federal judge in

California ordered an end to family separations at the border and the reunification of all families

that had been separated. However, as of the July 26 reunification deadline, hundreds of families

remained separated, with the government claiming almost 800 parents not "eligible" for

reunification, including hundreds of parents having been already deported without their children.

This high school lesson provides an opportunity for students to understand what is happening

with family separations and detentions at the border, reflect on quotes about the current

situation, learn more about asylum and consider their own opinions through the writing of a

persuasive letter.

Click here for Why Are Families Being Separated and Detained at the Border?

This Lesson Plan pairs with ADL's Table Talk: Family Separations and Detentions at the Border

Table Talk:

Family Separations and Detentions at the Border

In the past several years, migrants from Central America have been increasingly seeking refuge

and protection in the United States from three countries known as the "Northern Triangle" Honduras, Guatemala and El Salvador. In large part, they are seeking asylum. In 2014, there was

a surge of unaccompanied minors attempting to come to the U.S., primarily children traveling

without parents or family members who were detained on the southern border. Since October

2017, studies revealed that more than 700 children were removed from adults they were

accompanying at the border. In May 2018, however, U.S. Attorney General Jeff Sessions

announced the new official policy of the government, an expanded "zero-tolerance policy" for

migrant families seeking to cross the border. This policy announcement indicated that all

migrants seeking to cross the border without documentation would be referred to the Department

of Justice (DOJ) for prosecution of a crime, rendering their children unaccompanied minors.

Children accompanying adults would, therefore, be deliberately separated from their parents to be

held at juvenile shelters with the adults at adult detention facilities.

This Table Talk includes a summary with background information, discussion questions, ideas for

taking action and additional resources, including links to our Civil Rights department's related

resources on this topic.

Click here for Family Separations and Detentions at the Border

This Table Talk pairs with ADL's Lesson Plan: Why Are Families Being Separated and Detained

at the Border?

Current Events Classroom: Everyday Bias

It seems like we are seeing more and more news and

social media stories about people experiencing bias as

they go about their daily lives - riding the subway,

shopping in a store, dining in a restaurant and hanging

out with friends. Indeed, the surge of such stories

makes it seem like racism, sexism and other forms of

bias and discrimination are becoming more pervasive.

Over the past few months, we saw someone call the

police because five African-American women were

playing golf too slowly. We read about a man who

attacked a group of five young men with a knife while

asking them, "Are you American boys?" And a candidate for the U.S. Congress reportedly

barged into a bathroom stall of a transgender woman and exclaimed, "There's a man here saying

that he's a lady."

In the wake of the April 2018 Starbucks incident (a white employee called the police about two

African-American men who were waiting for a colleague and had asked to use the bathroom

without making a purchase), are bias incidents like these on the rise, or are we just hearing more

about them? Are there more stories coming out because there is greater public consciousness

about bias or because people are using their smartphones to record these incidents?

In this high school lesson, students explore implicit and explicit bias, learn about recent

incidents of everyday bias and self-reflect about situations in which they have experienced or

encountered everyday type of bias.

Click here for Everyday Bias

This Lesson Plan pairs with ADL's Table Talk: What is Everyday Bias? Table Talk helps families

understand the historical context of discrimination in public spaces and implicit versus explicit

bias. As always, the Table Talk includes a topic summary, discussion questions, ideas for taking

action and additional resources.

Current Events Classroom:

Using Art to Explore Injustice and Social Justice

A painting called The City is currently on display at

The Blanton Museum of Art in Austin, Texas. The

painting by Vincent Valdez is a four-part canvas that

portrays a group in Ku Klux Klan robes and hoods on

a hill overlooking a city. The black-and-white palette

recalls the look of historical photographs and old

movies, but details such as an iPhone, a can of

Budweiser beer and a new Chevrolet truck place it

firmly in present day. Beginning in the fall of 2015two years before Charlottesville happened-Valdez

started working on The City. He said: "This could be

any city in America. These individuals could be any Americans. There is a false sense that these

threats were, or are, contained at the peripheries of society and in small rural communities..."

Throughout history, art has served both as a reflection of society and as a tool to foster social

justice. This important artwork provides an opportunity to discuss with students how art can

reflect and critique the injustice in the world and can also illustrate how we wish the world to be

by promoting social justice. Art, in its various forms, can indeed be an act of social justice in and

of itself. This lesson and additional activities helps students analyze The City and other works of

art, understand its historical context and significance and reflect on the purpose of art and how it

can be used to convey important messages and principles.

Click here for Using Art to Explore Injustice and Social Justice

September's Book of the Month

September's Book of the Month is Alma and How She Got Her

Name. A picture book for 4-8 year olds, this book tells the story

of a young girl named Alma Sofia Esperanza Jos¨¦ Pura Candela

who thinks she has way too many names. She turns to her

Daddy to understand more about her name and learns of Sofia,

the grandmother who loved books and flowers; Esperanza, the

great-grandmother who longed to travel; Jos¨¦, the grandfather

who was an artist; and other namesakes, too. As she hears the

story of her name, Alma starts to think it might be a perfect fit

after all.

As always, the Book of the Month comes with two discussion

guides: one for teachers and one for parents/family members.

Click here for the Educator Discussion Guide

Click here for the Parent/Family Discussion Guide

Resources and Reminders

One Year After Charlottesville, How Should We Talk With

Our Students About Hate?

Jinnie Spiegler, ADL's Director of Curriculum, has a new

guest blog in Education Week, One Year after

Charlottesville: How Do We Continue to Talk with Young

People?, that provides a thoughtful retrospective of the

events and their aftermath, highlighting how individuals and

groups such as ADL stepped forward to support

educators, families and children.

This blog also looks forward to the new school year,

providing guidance to educators looking for ways to

continue classroom discussions that foster understanding

and respect.

ADL Education also has a webpage with several relevant lessons, Table Talks and anti-bias

teaching tools for educators and families seeking additional resources: After Charlottesville:

Teaching about Racism, Anti-Semitism and White Supremacy.

Education Week Article: M ove On From Kindness. Schools

Need to Foster Social Justice.

We know kindness when we see it: someone performs a generous deed, listens with a

sympathetic ear, offers a heartfelt compliment to a friend, family member or even a stranger. We

see kindness promoted visibly through public awareness campaigns like Random Acts of

Kindness, The Great Kindness Challenge and Choose Kind, linked to the popular children's book

Wonder.

Conversations about kindness abound in schools and can be part of character education

instruction and social and emotional learning skill development. The acts of kindness that take

place in schools (e.g., holding the water fountain for someone, reading a book to a younger

student, bringing a treat to someone, asking the teacher if they need help) are regularly

encouraged, affirmed and applauded. Many parents feel it is their obligation to instill this trait in

their children from a young age. Indeed, kindness is something our whole society can get behind-it is a worthy aspiration to raise children who are helpful, generous and caring.

Sometimes in schools and in society at large, kindness and social action get conflated. They are

not the same. It is important to make the distinction because many schools hope to engage

young people in social action work, yet mistakenly focus on kindness because they think it will

lead to social justice outcomes.

Click here to read more from Jinnie Spiegler, ADL's Director of Curriculum: Move On From

Kindness. Schools Need to Foster Social Justice.

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