No Place for Hate News for September 2018 - ADL
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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 school-
wide 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 www.WeAreOneday.org 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 2015-
two 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 José 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; José, 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.
September 15 - October 15 is National Hispanic Heritage
Month
National Hispanic Heritage Month, which began in
1968, is a time for people to celebrate the
achievements, contributions, culture and history of
Hispanic and Latino-Americans. It begins on
September 15 in commemoration of the anniversary
of independence for five countries in Latin America:
Costa Rica, El Salvador, Guatemala, Honduras and
Nicaragua. In addition, Mexico and Chile celebrate
their independence days on September 16 and
September 18.
In schools and classrooms, National Hispanic
Heritage Month is an excellent time to explore the rich history and culture of Latino people, the
bias and discrimination faced by them and the ways they have addressed societal injustice. As
with other similarly themed months, it is important not to isolate exploration of Latino history and
culture into one month during the year. Latino history is American history and should be
integrated into the curriculum throughout the school year.
Click here for a list of PreK-12 curriculum and other resources to bring the themes of Hispanic
Heritage Month to your classrooms.
We have two new Rosalind's Classroom Conversations:
Telling an Adult Isn't So Easy
In this essay, Rosalind explores the complex dynamics of student reporting of bias, bullying and
other incidents. For one, there is tremendous pressure on students from their peers not to report.
In addition, the context of the people involved and situation are always important factors. And she
addresses the two justice systems that unfold when an incident happens: the school and the
students. Rosalind also provides some guidance in talking with young people about reporting in
order to help them reflect and make better decisions when the situation arises. Click here
for Telling an Adult Isn't So Easy.
Caught! How to Reach Out to the Student in Trouble
As a follow up to her previous piece on the complicated nature of student reporting, in this essay
Rosalind explores how to reach out and help the young person who made a mistake and is "in
trouble." She does this by encouraging empathy about how it feels to be "in trouble" and also
support the student to reflect upon what happened, why and what they can do differently in the
future. Click here for Caught! How to Reach Out to the Student in Trouble.
September 2018 Calendar of Observances
September 2
KRISHNA JANMASHTAMI (Also known as JAYANTI) * Hindu
Celebrates Krishna's birthday, Vishnu's eighth incarnation on earth.
September 3
LABOR DAY
Celebrated the first Monday in September in recognition of U.S. workers.
September 8
INTERNATIONAL LITERACY DAY
Call to action for universal literacy.
September 10-11
ROSH HASHANAH * Jewish
Beginning of the Jewish New Year and first of the High Holy Days, which marks the beginning of
a ten-day period of penitence and spiritual renewal.
September 12
MUHARRAM * Islamic
The month of Muharram marks the beginning of the Islamic liturgical year. The first day of the
month, al-Hijra, remembers the migration of Muhammad and his followers from Mecca to Medina
in 622 CE. It also marks the beginning of the ten-day Shi'ite Remembrance of Muharram, a
period of intense grief and mourning of the martyrdom of Hussein, the son of Ali and grandson of
Muhammad.
September 13
GANESH CHATURTHI * Hindu
Celebrates the birthday of Ganesha, the elephant-deity.
September 15-October 15
Full Month
NATIONAL HISPANIC HERITAGE MONTH
Celebrates the contributions, heritage and culture of Hispanic and Latino Americans.
September 17
CONSTITUTION DAY AND CITIZENSHIP DAY
Commemorates the ratification of the United States Constitution in 1787. Also honors all who
have become U.S. citizens.
September 19
YOM KIPPUR * Jewish
The "Day of Atonement" marks the end of the Ten Days of Penitence that begin with Rosh
Hashanah.
September 21
ASHURA * Islamic
A day of fasting observed on the 10th day of the month of Muharram to celebrate Moses' exodus
from Egypt. For Shi'a Muslims, it also marks the climax of the ten-day Remembrance of
Muharram, which mourns the martyrdom of Hussein at the Battle of Kerbala in 680 CE.
September 22
AUTUMNAL EQUINOX
The date when night and day are nearly of the same length. It marks the first day of fall.
September 23
BI VISIBILITY DAY
Seeks to draw attention to public policy concerns and foster respect for bi+ individuals and
communities.
September 24-30
SUKKOT * Jewish
The week-long "Feast of Booths" commemorates the 40-year wandering of the Israelites in the
desert on the way to the Promised Land.
2018 Calendar of Observances
2019 Calendar of Observances
Thank you to our sponsors:
Carole Landis Foundation
Elias Family Charitable Trust
Erie Insurance
Horace W. Goldsmith Foundation
Nancy Garber Memorial Fund of the Jewish Community Foundation, Inc.
Anonymous
Lisa Friedlander, Education Director, No Place for Hate
Lindsay Shafer, Associate Education Director
215-568-2223
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