Americans Who Tell the Truth

 

 

Definition:

The terms hate violence and hate crimes first appeared in the Final Report of the Attorney General's Commission on Racial, Ethnic, Religious and Minority Violence issued in April, 1986. It defined hate violence to be: 

Any act of intimidation, harassment, physical force or threat of physical force directed against any person, or gamely, or their property or advocate, motivated either in whole or in part by hostility to their real or perceived race, ethnic background, religious belief, sex, age, disability, or sexual orientation, with the intention of causing fear or intimidation, or to deter the free exercise or enjoyment of any rights or privileges secured by the Constitution or the laws of the United State of California whether or not performed under color of law. 

When hate violence is punishable under a criminal statute it is a hate crime. It should be noted that civil statutes (as opposed to criminal statutes) may provide relief for some types of hate violence.

Source: California Association of Human Relations Organizations

To read more: cahro.org

 

 

Out beyond all notions of wrongdoing and right doing, there is a field.

Ill meet you there.  

 

           Rumi

 

 

 There is no future without forgiveness.  

 

          Desmond Tutu

 

 

 

We have spent too much time in thinking , supposing that if we weigh in advance the possibilities of any action, it will happen automatically. We have learnt, rather too late, that action comes not from thought, but from a readiness for responsibility.

 

         Dietrich Bonhoeffer, written in prison while for resisting the Nazis

 

 Cowardice asks, Is it safe? Expediency asks the question, Is it politic? And vanity comes along and asks the question, Is it popular? But Conscience asks the question, Is it right?

And there comes a time when one must take a position that is neither safe, nor politic, nor popular , but one must do it because Conscience tells him it is right.

           

        MLKing , Jr.

 

 

 

During my second year of nursing school, our professor gave us a quiz. I breezed through the questions until I read the last one: What is the first name of the woman who cleans the school? Surely it was a joke. I had seen the cleaning woman several times, but how would I know her name? I handed in my paper leaving the last question blank. Before the class ended , one student asked if the last question would count toward our grade. Absolutely, the professor said. In your careers, you will meet many people. All are significant. They deserve your attention and care, even if all you ever do is smile and say hello.  I vet never forgotten that lesson. I learned her name was Dorothy.

 

      Joann C. Jones

Suggestion: 

 

Have students make a list of the invisible  people in their schools and communities. Invisible people are often those on whom we project our worst fears , bias and prejudices. It is important for students to learn to demystify  people in their lives, in order  not to make a habit of doing so.  Interview them and portray them artistically, with their permission, and honor them with an exhibit that is ongoing. For more of this type of wonderful way of transforming the way we see one another see the biography and work of Tilly Woodward on americanswhotellthetruth.org.

 

 

 

Recommended for high school/ excerpts appropriate for middle school:

 

 

Curriculums are included on the sites.

 

 

A film that examines the hate crimes and violence that erupted in California that asks us to examine our own myths and bias. Powerful footage of artistic work related to the issues. pbs.org

A film in several parts that examines the evolution of Chinese Americans and their place in our history. A detailed look at the way stereotypes about Asian Americans in general and the mistreatment of laborers and immigrants in general. 

A study that is not often taken up but one worth taking the time to share with students, particularly given the changing, emerging role of China in this century.

pbs.org

 

A comprehensive , inclusive study of the varied groups of Native Americans and what emerged upon their relationship with the Europeans who competed for and won their homelands and its resources by violent and unjust means. A stunning and beautiful representation about what was lost in the genocide of the Native American peoples. Suggestion: Studies of hate violence must include a close study of what was destroyed via those crimes. Every study of the destructive results of hate violence ought to include a very intimate look at what was lost.

http://www.500nations.tv/home.htm

 

 

Strongly recommended:

 

Race: The Power of An Illusion is a transformative piece that allows us to understand the deeper nature of how our ideas about one another are formed and thus, acted upon. It also clearly illustrates how racism becomes institutionalized and supports a larger system . 

 

As with the other films, a curriculum is provided on the pbs.org site.

Strongly recommend that these be used and followed as the activities for students are engaging and transformative.

Note:

*At the California Reel website, the teacher can download the text of the film, Race: The Power of an Illusion. There are several good quotes from the film that can be used for discussion and writing work. Click on the link available at the pbs.org site.

 

 

 

 

The Vernon Jordan Story and Cry The Beloved Country

 

Both films tell the story of a minister whose child is impacted by civil rights and issues of racism. One, here in the United States, the other, in South Africa.

Comparisons between the two are  recommended to deepen a students understanding of the role of generations and relationships in the struggle for civil rights.

Also , of value, are the different responses on the part of the two children in the stories.

Included in both are indications of the legalities and judicial systems and their responses to the community of color whose stories are being portrayed in each film.

Powerful and oddly enough, James Earl Jones acts the part of both ministers in the films.

 

 

Anti Deffamation League adl.org

Southern Poverty Law  Teaching Tolerance- splcenter.org

Teaching For Change- teaching for change.org

Facing History and Our selves- facinghistory.org

Color of Change- colorofchange.org

Democracy Now - democracynow.org

Dare Not Walk Alone- darenotwalkalone.blogspot.com

Human Rights Watch- hrw.org

 

Understanding Prejudice 

Extraordinary website with great resources for students to test themselves, test their knowledge and become more aware of their own bias.

Highly recommended because it includes prejudice related to weight, sexual preference and other less recognized areas of stereotyping among students.

EXCEPTIONAL resource!

 

Operation Breaking Stereotypes

Make sure you and your students see this incredible program! Lots of good ideas and information on this website.

From their website:

750 kids see a different world

 

    * 1 didnt know what the heck dew was, now he does.

    * 40 had never spent the night in Brooklyn, now they have.

    * 125 had never started their school day walking through a metal detector, now they have.

    * 249 never knew that you could know the names of every kid in your high school, now they do.

    * 250 had never been to the Bronx, now they have.

    * 270 never thought of going to college, now they do.

    * 307 never knew that Maine stars could be so bright, now they do.

    * 318 had never had a friend of a different ethnicity, now they do.

    * 578 thought they didnt have any stereotypes, now they know better.

    * 612 had never appreciated their communities, now they want them to thrive.

    * 750 feared differences, now they embrace them.

    * 750 kids see a different world.

 

 

Regarding hate violence..

 

What has been your personal experience with hate violence?  

 

What is your understanding of the laws and legal practices of your communitys relationship to hate violence? Research those. Know the rights of others and your own.

 

What institutions and organizations exist in your community that work with hate violence? For ex: are there Fairness Campaign organizations? Interfaith groups that promote interfaith dialogues? Groups that explore diversity in the workplace? 

 

 

 

What is your schools policy on hate violence? Is it enforced? Is it clearly articulated and expressed?  Are there classes and workshops for you that you might explore your own relationship to hate? Is there a go to person in the school if there is an issue between students / teachers in the school? 

 

 

Do you see diversity divisions in your teachers at your school and is it reflected in how they treat students or one another? How does your school work with this?

 

How does a person come to hate another and act upon that feeling in a violent manner?

 

Using the information above, create a directory and informational booklet for the students and families in your community.

      

Personal reflections/Writing prompts.

 

Do you think that you have ever felt hate? 

If so, toward whom and why? 

What did you do about it?

Whom did you speak to about it?

 

What is your familys relationship to hate violence? Are there any groups you feel you have learned to hate due to the attitude or spoken opinion about it in your home?

 

If you feel you are part of a group that hates and has been violent or destructive toward another, please complete the following sentence, addressing the individual or group that you hate:If you really knew me, you would know that I:___________________.

 

Do you think that you are part of a cultural group that is hated? If so, what is it? How do you know you are hated? What have you done about that? Whats happening for you about that in your home, school?

 

If you feel part of a group that is hated, complete this sentence . Consider that you are addressing those individuals and groups that hate you.

If you really knew me, you would know that I______________________________.

 

Re: forgiveness for hate violence 

Are you part of a cultural group that needs to be forgiven?

From whom would you like forgiveness as a cultural group? Write them a letter of apology. Include what you willing to do to ensure increased trust. Be specific.

 

Are you part of a cultural group that needs to forgive? Write a letter of response to a an apology that includes: how you feel, the conditions of change which need to occur ( be specific- know your facts!) and what your willingness is to trust and move forward?

 

 

What role do fears play in feelings and acts of hate violence?

 

What role does inaccuracy and ignorance in terms of information about specific groups play? Do exercises that dispel  myths help those? If so, why would they? If not, why not?

 

Mary Lincolns Dressmaker: Elizabeth Keckleys Remarkable Rise from Slave to White House Confidante

By Becky Rutberg

 

A powerful story which clearly illustrates the moral puzzle of slavery that existed for all. Students can study the nature of the relationship between Mrs. Lincoln and Elizabeth Keckley which ended in bitterness. Ms. Keckley published letters about her mistreatment and misgivings about the relationship and slavery in general. She was outspoken and courageous. The complexity of being the professed best friend and confidante of the presidents wife and being the property of that same individual makes for  a rich examination of the times.  

 

Suggested project for follow up:

 

Discuss the question:

Were Elizabeth Keckley and Mary Todd Lincoln friends?

Debate the point thoroughly. Given specific accurate facts to defend your point of view.

 

Have students choose scenes from the story and create dialogue for them for use in a reenactment. This is a very useful enlivening of the story and its message.

 

Have students write a thesis on the meaning of the story that exists for our times.

 

 

Poetry shared from Twilight: Los Angeles, a play about hate violence. It  ends with the words of Twilight Bey, a young activist.  This is an excellent piece to use for dramatization and inspiration.

 

But I think that if I were

a person already you know a teenager

sort of a youngster

20 or something

And I felt that I were being heard for the first time

It would not be singing as we know it

 

It would be a roar.

Oh I think it would be a roar

Oh it would come

Oh it would come from the bottom of my feet

It would be

I really think

It would be like a lion

just roaring

it wouldnt be words

it would just be

like the earths first utterance.

I really do feel so.

 

Another poem from the same drama, 

Suggestion:  Ask students to respond to the piece, dramatize it or create their own poem entitled  To Be A True Human Being.

 

 

 T O   B E  A  T R U E   H U M A N  B E I N G 

 

So a lot of times when Ive brought up ideas to my homeboys

they say Twilight

thats before your time

thats something you cant do now

when I talked about the truce back in 1988

that was something they considered before its time

yet in 1992

we made it

realistic

so to me its like Im stuck in limbo

like the sun is stuck between night and day

in the twilight hours

you know

 

Im in an area not many people exist

 

Night time to me

is like a lack of sun

and I dont affiliate

darkness with anything negative

I affiliate

darkness of what was first

because it was first

and then relative to my complexion

I am a dark individual

and with me stuck in limbo

I see darkness as myself

 

I see the light as knowledge and the wisdom of the world and

understanding others

and in order for me to be a true human being

I cant forever dwell in darkness

I cant forever dwell in the idea

just identifying with people like me and understanding me and mine

So twilight

is

that time

between day and night