| Have students role-play a situation in which they are victims of, or witness to, stereotyping or discrimination of an immigrant or group of immigrants at home, at school or in the community. Then have students take turns responding to a bias incident. Prepare students by creating a list of positive language that will be helpful in diffusing an uncomfortable situation. For example, try using “I statements”. By saying “I feel bad when you call me/call my friend _____” instead of “You are wrong. I am not a ____”. By using “I statements” in the role-plays students will eliminate casting blame and begin to take ownership of their own feelings, which will lead to building empathy for others. Next, have students read Handout 11.3: Case Study on Bias Post-September 11. Students may either work in pairs, small groups or individually for this part of the activity. Questions: - What should Lori do? What should she say to Jennifer and Michael when they see her? Would/should Lori’s reaction be different if children were not involved or if the man was by himself?
- Are all groups equally subject to stereotyping? What if the September 11 terrorists had been of a different race or religion? Have you or has someone you know ever been the victim of stereotyping or discrimination? How did it make you feel? What did you do?
- What is a hate crime? How is it different from other crimes?
- What can we do to confront bias? If you knew a student who was being targeted or subjected to hateful words, what could you do? What types of action can be taken within the student body to prevent bias incidents from occurring at your school?
Next, ask students to read Handout 11.4: Case Study on Democratic Citizenship Post-September 11. Questions: - What should Amjad do? Are his fears founded? What does he want to achieve? Are some options safer or more effective than others?
- How do we determine the appropriate balance between protecting the human right to life and security with the constitutional right to freedom of speech and association? Are some rights more important than others? Should individual freedom include freedom from unreasonable searches, legal representation, and access to speedy and public trials? How do we decide which is more important? (To further explore international standards related to civil and political rights, see the text of the International Covenant on Civil & Political Rights).
3. Is there an element of bias in the government legislation passed in the aftermath of September 11? What relationship, if any, does this case have to Japanese internment during WWII or investigations of individuals during the McCarthy era? Are these comparisons fair or accurate? |