Combating Hate

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  • 11

  • 10

  • 9

  • 6

  • 7

  • 8

Objective: Students will be able to recognize hate and generate ideas of how to combat it.

Combating Hate

  • 12

  • 11

  • 10

  • 9

  • 6

  • 7

  • 8

Objective: Students will be able to recognize hate and generate ideas of how to combat it.

Activity:

Activity #1

Ask students to come up with a definition of hate and one for intolerance. (Use think, pair, share)

Hate: intense hostility and aversion usually deriving from fear, anger, or sense of injury  

Intolerance:unwillingness to accept views, beliefs, or behavior that differ from one's own.

Have students do a Quick Write using a Moment of Silence about a time they have seen or experienced hate or intolerance.

Next use the protocol Watch, Think, Write as you watch the video, Not in our Town Billings Montana. Stop it at 2.06 when the police chief states, “If the community doesn’t respond, then the community accepts”.

Have students take a moment to process that statement and then talk in their groups. Allow three minutes for conversation and then have them write in silence for two minutes. Use a timer for precise timing. 

Finish the video and have students discuss their thoughts. Have them add on new thoughts or information to their quick write independently after the group discussion finishes. 
 

Activity #2:

Review what they learned the day before about hate and intolerance from the video, Not in My Town, Billings Montana
Using the protocol One, Three, Six  have students think about how hate and intolerance has shown up in your school.  

Create a list to use for the next day’s activity. Sometimes hate and intolerance do not show up in big acts that startle us. Sometimes they show up in subtle ways like attitudes about other students or families or groups.


Activity #3:

At the end of the video 4.56 the commentator says, “America is a place where ordinary citizens put themselves on the front lines to fight the everyday battle against intolerance”.  What does this mean?

Play this again for the students. What does he mean? Who are the ordinary citizens in your school? What does that mean for you? 

Using the protocol Three Step Interview, students will discuss the question: What could you do to take a stand against hate and intolerance in our school?

At the end, create a working list of ways you as a class can interrupt hate and intolerance in your school. 

Activity #4:

Have students create positively worded posters to take action.  Have them post them in areas throughout the building where the message is especially relevant.  (Ex: In the cafeteria a poster that encourages inclusivity)
 

Common Core Standards:

  • 6.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. )

  • 6.SL.1.b ( Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. )

  • 6.SL.1.c ( Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. )

  • 6.SL.1.d ( Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. )

  • 7.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. )

  • 7.SL.1.c ( Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. )

  • 7.SL.1.d ( Acknowledge new information expressed by others and, when warranted, modify their own views. )

  • 8.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. )

  • 8.SL.1.b ( Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. )

  • 8.SL.1.c ( Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. )

  • 8.SL.1.d ( Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. )