2016.2017 Austin Guide Print p5

2016-2017 No Place for Hate® Resource Guide |
®
SCHOOLS
ARE A
PLACE
FOR ...
®
Anti-Defamation League’s
No Place for Hate Resource Guide
respect
inclusion
diversity
community
acceptance

2 | 2016-2017 No Place for Hate® Resource Guide
About the ADL
The Anti-Defamation League (ADL) was founded in 1913 “to stop the defamation of the Jewish people
and to secure justice and fair treatment to all.” Now the nation’s premier civil rights and human
relations agency fighting anti-Semitism and all forms of bigotry, ADL defends democratic ideals and
protects civil rights for all. A leader in the development of materials, programs and services, ADL builds
bridges of communication, understanding and respect among diverse groups, carrying out its mission
through a network of 27 Regional Offices in the United States and abroad.
About ADL’s No Place for Hate® Initiative
ADL’s No Place for Hate initiative provides schools and communities with an organizing framework for
combating bias, bullying and hatred, leading to long-term solutions for creating and maintaining a
positive climate. No Place for Hate schools receive their designation by:
 Building inclusive and safe communities in which respect is the goal, and all students can thrive.
 Empowering students, faculty, administration and family members to take a stand against hate and
bullying by incorporating new and existing programs under one powerful message.
 Sending a clear, unified message that all students have a place to belong.
The No Place for Hate registered trademark is the sole property of the Anti-Defamation League and
at all times must be used only with the permission of ADL and in the manner consistent with the
goals of this initiative. Please consult your local ADL before using the logo in your school’s program
and materials.

2016-2017 No Place for Hate® Resource Guide | 3
Welcome ……………………………………….………………………………………………………...……….…. 4
No Place for Hate Spotlight …………………………………………………………………………………... 5
Getting Started
5 Steps to Becoming No Place for Hate …………………………………………………………………. 6
Resolution of Respect/No Place for Hate Promise (English/Spanish)..……………….….. 8
Assessing Yourself & Your School …………………………………………………………………...……. 10
Activity Planning Recommendations
Activity Guidelines ……………………………………………………………………………………………….. 12
The Need for Discussion……………………………………………………………………………………..… 13
Sample Activities …………………….. ……………………………………………………………………….… 14
2016-2017 Featured Activity……………………………………………………………………………..….. 18
Current Events Classroom Lessons ……………………………………………………………………….. 19
Pyramid of Hate Lesson. …………………………………………………………………………………………22
Books Matter ….. …………………………………………………………………………………………………… 25
Resources
Developing a Common Language ………………………………………………………………………... 26
Focusing on Behavior, Not Individuals……………………………………………………………..….. 28
Bias & Bullying Prevention and Intervention Tips for Schools ………………………..……. 29
Expanding the Impact through ADL’s A WORLD OF DIFFERENCE Institute …...………. 32
Creating an Anti-Bias Learning Environment …………………………………………………...…… 33
Holiday Activities Guidelines ………………………………………………………………………...……… 34
What’s Inside

ADL believes that schools are a place for respect, community, inclusion and acceptance. Unfortunately,
the most current numbers show that 22% of students age 12-18 still report being bullied*. The good
news: these numbers have inspired all fifty states to enact laws that require schools to address
issues of bullying and harassment. The bad news: educators often find themselves scrambling to meet
the requirements of legislation that lacks the financial and administrative support to guarantee
successful implementation.
For over fifteen years, the Anti-Defamation League’s (ADL) No Place for Hate® initiative has been
providing that support, challenging individuals to examine their personal biases in an effort to create
safer learning environments that promote unity and respect, and reduce bullying, name-calling and
other expressions of bias.
This year, our focus will be on creating sustainable change through student engagement and the
development of measurable goals. Inside, you will find new resources that offer innovative approaches
to inspiring student leadership while building inclusive learning environments.
Join the movement that has inspired over 2,000 schools nationwide to combat bias and increase the
appreciation for the richness that diversity brings. Together we can make the places in which we live
and learn No Place for Hate.
Renee Lafair Gary Zausmer
ADL Austin Regional Director ADL Austin Board Chair
Dear Friends
* www.stopbullying.gov

No Place for Hate®
Spotlight
Angela Ward
Austin ISD, Cultural Proficiency & Inclusiveness
What do you think the biggest
challenge is in making schools No
Place for Hate in Texas and how have
you overcome that challenge?
In Texas, we have a strong focus on accountability
and testing. Schools that are not as successful on
standardized tests find it difficult to engage in the
No Place for Hate activities. In an effort to assist
schools, we created a brief online tool to assist the
No Place for Hate sponsors in the brainstorming of
practical No Place for Hate activities. We also
launched #studentvoicematters to highlight the No
Place for Hate Campaign's requirement for a
student coalition. Our most successful schools and
the best No Place for Hate activities are developed
collaboratively with students where their voice is
the main sound. When students are given a voice
they are excited about the Campaign and in
turn invite their peers to help out and promote the
safe, welcoming and inclusive campus No Place for
Hate champions.
How has No Place for Hate had an
impact on you and/or your school?
The No Place for Hate Campaign has provided a
space and place for the adults and students in our
school district to dialogue about difference. No
Place for Hate activities go beyond character
education and community building, they force us
to sit with difficult issues and work together to
create a safe, welcoming and inclusive learning and
working environment. The Central Office staff have
used norms, tools and protocols that support our
dialogue about race, gender identity, sexual
orientation, class, religion, national origin and the
list of difference goes on and on. Through No Place
for Hate our district has enhanced policy to include
gender identity and gender expression. Also
through No Place for Hate activities we have
used tools to assist in the difficult conversation
focused on disproportionality and disparities in
discipline and special education.
What piece of advice would you give to
someone who is considering joining
the No Place for Hate movement?
Invite a partner and a team of adults to work with
you and the student coalition. No Place for Hate is
only as successful as the planning team. Make No
Place for Hate a part of the normal operation of
your campus community. No Place for Hate should
not be treated as a checklist. If it is an integral part
of your work, you will see transformative change
among adults, the community and students.
Austin ISD is the largest Urban No Place for Hate® district in the nation! AISD focuses on No Place for
Hate at the Central Office level as well as each campus. No Place for Hate assists Austin ISD in
providing an education that focuses on the Whole Child and includes Every Child in their school
system. Angela Ward shares why No Place for Hate works for Austin ISD.

The following provides an overview of the steps to becoming a No Place for Hate® school. As a
participating school, please contact your local ADL No Place for Hate Coordinator for in-depth details
and required forms.
1. Contact ADL.
If you are interested in participating in No Place for Hate in the Austin region, contact ADL at
(512) 249-7960 to learn how your school can integrate No Place for Hate into your existing efforts.
ADL will work with your school to establish initial goals and a plan to achieve them through select
school-wide projects.
2. Form a No Place for Hate Committee.
The No Place for Hate Committee, Club or Coalition can be a newly established group at your school,
or can become part of an existing Student/Faculty organizing body. This group will lead your No
Place for Hate efforts throughout the year to promote respect, understanding and inclusion for all.
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. Other suggested members include:
faculty and staff members, administrators, family members and community leaders.
3. Sign the “Resolution of Respect” or “No Place for Hate®
Promise.”
The “Resolution” and “Promise” are designed to encourage each member of your school community
to do their part to make your school No Place for Hate. Organize an official presentation of the
Resolution of Respect (for middle and high schools) or No Place for Hate Promise (for elementary
schools) to introduce the initiative at your school. This can be done as part of a school-wide
assembly or pep rally or through individual classroom projects. Display the “Resolution” or
“Promise” prominently for all to see. Consider sending a copy home to parents and adult family
members with an explanation of the initiative and encourage families to sign copies as well!
5 Steps to Becoming
No Place for Hate®

4. Choose and complete, within the school year, three or more activities that
recognize differences and promote respect through active learning.
Projects should enhance students’ understanding of diversity, bias and inclusion and foster harmony
in your community. Ideally, projects will challenge young people to think critically and evoke a sense
of community. Projects should be introduced throughout the year to build momentum, be tailored
to the specific needs of your school and have school-wide impact. ADL’s award-winning A WORLD
OF DIFFERENCE® Institute anti-bias and bullying prevention programs are recommended as ideal
projects to support your school’s No Place for Hate goals.
Choose from the projects listed in this guide or be creative and contact ADL to discuss designing
your own projects consistent with the No Place for Hate theme.
Fill out a Project Approval Form before the implementation of each project. ADL staff will review
and get back to you promptly. When a project is complete, collect supplemental materials (press
releases, articles, photos, videos, etc.). Fill out the Fulfillment Form and send it along with the
supplemental materials to ADL.
Please see page 10 for No Place for Hate® Activity Guidelines.
5. CONGRATULATIONS! Once you have completed all activities, your school can be
officially designated as a No Place for Hate®
school for the year.
You will be contacted by ADL to set up your designation as No Place for Hate. In an assembly or
other school function, your school will publicly be declared No Place for Hate for the year and will
be awarded a banner to commemorate this milestone. Banners should be displayed prominently in
your school to demonstrate your commitment to being No Place for Hate.
You also have the opportunity to continue the process in the following years for re-designation.
Creating more inclusive learning environments is a process over time. As a result, schools earn a
designation for one school year at a time and are encouraged to earn the No Place for Hate
designation on an annual basis by signing the Resolution and completing three new projects each
year. You must renew your designation on an annual basis to remain a current No Place for Hate
school.
All participating No Place for Hate schools are expected to:
 Address bigotry, bullying, hate crimes and civil rights violations, if and when they occur, and
work with ADL and other qualified organizations, when appropriate, to promptly address
these incidents.
 Keep ADL regularly apprised of the progress of the initiative in your school community so ADL
can recognize your work on our social media channels throughout the year.

The No Place for Hate®
Resolution of Respect
(Middle & High School)
 I will seek to gain understanding of those who are different from me.
 I will speak out against prejudice and discrimination.
 I will reach out to support those who are targets of hate.
 I will promote respect for people and help foster a prejudice-free school.
 I believe that one person can make a difference—no person can be an “innocent” bystander
when it comes to opposing hate.
 I recognize that respecting individual dignity and promoting intergroup harmony
are the responsibilities of all students.
The No Place for Hate®
Promise
(Elementary School)
 I promise to do my best to treat everyone fairly.
 I promise to do my best to be kind to everyone—even if they are not like me.
 If I see someone being hurt or bullied, I will tell a teacher.
 I will help others to feel safe and happy at school.
 I will be part of making my school No Place for Hate®.
Pledges

La Resolución de Respeto de No Place for Hate®
(Escuela Secundaria y Preparatoria)
 Buscaré comprender a quienes son diferentes de mí.
 Me expresaré en contra del prejuicio y la discriminación.
 Tenderé mi mano y apoyaré a quienes son blanco de odio.
 Promoveré el respeto hacia las personas y ayudaré a fomentar una escuela libre de prejuicio.
 Yo creo que una persona puede hacer la diferencia – ninguna persona puede ser un espectador
“inocente” cuando se trata de oponerse al odio.
 Reconozco que respetar la dignidad individual y promover la armonía entre los grupos es re-
sponsabilidad de todos los estudiantes.
La Promesa No Place for Hate®
(Escuela Primaria)
 Prometo hacer todo lo que este a mi alcance para tratar a todos de forma justa.
 Prometo hacer todo lo que este a mi alcance para ser amable con todos – incluyendo con aquellos
a quien no les caigo bien.
 Si veo que alguien esta siendo herido u hostigado/intimidado, se lo comentaré a un maestro.
 Ayudaré para que los demás se sientan seguros y felices en la escuela.
 Contribuiré para que en mi escuela no haya lugar para el odio / No Place for Hate®.

How effective are you in promoting a bias-free educational environment?
I haven’t
thought
about this.
I need to do
this better.
I do this
well.
1. Have you recently read any books or articles, or watched any
documentaries to increase your understanding of the particular
hopes, needs and concerns of students and families from the
different cultures that make up your school community and beyond?
2. Have you participated in professional development opportunities to
enhance your understanding of the complex characteristics of racial,
ethnic and cultural groups in the U.S.?
3. Do you try to listen with an open mind to all students and
colleagues, even when you don’t understand their perspectives or
agree with what they’re saying?
4. Have you taken specific actions to dispel misconceptions,
stereotypes or prejudices that members of one group have about
members of another group at your school?
5. Do you strive to avoid actions that might be offensive to members of
other groups?
6. Do you discourage patterns of informal discrimination, segregation
or exclusion of members of particular groups from school clubs,
communities and other school activities?
7. Do the curricular content and wall displays in your classroom reflect
the experiences and perspectives of the cultural groups that make
up the school and its surrounding community?
8. Have you evaluated classroom materials and textbooks to ensure
they do not reinforce stereotypes and that they provide fair and
appropriate treatment of all groups?
9. Do you use classroom methods, such as cooperative learning, role-
playing and small group discussions to meet the needs of students’
different learning styles?
10. Do students have opportunities to engage in problem-solving groups
that address real issues with immediate relevance to their lives?
11. Do you use a range of strategies, in addition to traditional testing
methods, to assess student learning?
Part I. Assessing Yourself
Assessing Yourself & Your School Checklist

How effective is your school in promoting a bias-free
educational environment?
We haven’t
thought
about this.
We need to
do this
better.
We do this
well.
1. Does the school’s mission statement communicate values of
respect, equity and inclusion?
2. Do students typically interact with one another in positive,
respectful ways?
3. Do the school’s symbols, signs, mascots and insignias reflect respect
for diversity?
4. Do celebrations, festivals and special events reflect a variety of
cultural groups and holidays?
5. Is the school staff (administrative, instructional, counseling and
supportive) representative of the racial, ethnic and cultural groups
that comprise the surrounding community?
6. Are staff or volunteers available who are fluent in the languages of
families in the school community?
7. Do students, families and staff share in the decision-making process
for the school?
8. Has the school community collaboratively developed written policies
and procedures to address harassment and bullying?
9. Are consequences associated with harassment and bullying policy
violations enforced equitably and consistently?
10. Do the instructional materials used in the classroom and available in
the school library, including text books, supplementary books and
multimedia resources, reflect the experiences and perspectives of
people of diverse backgrounds?
11. Are equitable opportunities for participation in extra-and co-curricular
activities made available to students of all gender, ability, and
socioeconomic groups?
12. Do faculty and staff have opportunities for systematic, comprehensive
and continuing professional development designed to increase cultural
understanding and promote student safety?
13. Does the school conduct ongoing evaluations of the goals, methods
and instructional materials used in teaching to ensure they reflect the
histories, contributions and perspectives of diverse groups?
Part II. Assessing Your School

How can we be sure our project is considered a No Place for Hate®
activity?
All qualifying activities must be consistent with the No Place for Hate mission by challenging bigotry,
bias and bullying; exposing young people to diverse identities, backgrounds and points of view;
promoting respect for individual and group differences; and providing opportunities for community-
building within the school. Ideally, each project will challenge all students to think critically, instill a
sense of empathy and empower students to become allies for one another.
Additionally, No Place for Hate activities should:
 Address school-based issues
 Have a school-wide impact
 Take place throughout the school year, with the three or more activities spread out over time
 Focus on inclusivity and community
 Involve students in the planning and implementation
 Involve all students in active learning
 Involve all students in discussion and/or debriefing of activities
No Place for Hate activities should NOT include:
 Signing the Resolution of Respect, which does not count as an activity, as it is a separate step in
earning your school’s No Place for Hate designation
 Activities done by only one classroom or small group unless that group then does a project
impacting the greater school
 Activities that do not incorporate discussion with students
 Activities that do not require ACTION from the students (use only passive learning)
 Activities that all take place in one week
Activity Guidelines

No Place for Hate looks to ensure that members of school communities have a central voice in
creating a plan that will lead to lasting change. The foundation for creating that change is a strong
coalition of school leaders—students, educators, and family members—who have a stake in the
outcomes of that plan.
There is no more obvious stakeholder than a student. Too often, adults assume they know what is
needed to support youth, but without engaging students in the process, change can be elusive. One
way to ensure engagement is through dialogue. That is why it is essential for No Place for Hate
Committees to create activities that amplify students’ voices and give them an opportunity to
participate in active discussion.
Here are a few generic prompts to help start the conversation:
 What is one word to describe how you feel?
 What’s one thing you learned today that you didn’t know before?
 Do you think students will take what they learned seriously? If not, why?
 What’s one thing you will do differently based on what you learned today?
 How will what you learned affect how you treat others moving forward?
Facilitating a dialogue around topics of bias and bullying may seem daunting to some. Just remember,
it’s okay if you don’t have all of the answers. All you need to do is provide a space where students feel
their voices are respected and valued. Only then will real change begin to take shape.
For more ways to engage students, please visit www.adl.org/education-outreach.
The Need for Discussion

Grades K-5
One School, One Book
Choose a theme of bullying, bias or cross-
cultural understanding and then select age
appropriate books that address these themes
so the whole school can engage in discussion
and extension activities. Consider selections
from ADL’s Books Matter, a bibliography of
recommended books for youth, and its Book of
the Month listing which includes accompanying
discussion guides. Visit www. adl.org/education
-outreach/books-matter.
Thumb Prints
Use 3” x 5” index cards and ink to let students
make their thumb prints. Let them examine
their own and others’ thumb prints with a
magnifying glass. Use this as a catalyst for
discussing difference, how everyone is unique
and how they are similar. Have students
decorate and create a display for the school.
“I am unique…”
Lead a discussion with students about what
makes people unique and what makes them the
same. Talk about the importance of respecting
people’s differences. As a follow up to the
discussion, give the students a piece of paper
and ask them to draw a picture of themselves
showing how they are unique and special. All of
the self-portraits can then be collected and put
together to make one giant portrait for the
hall. This portrait can be a representation of
each individual coming together to make
something larger.
Hug Our School
Lead a discussion in each class about what
respect is and what a respectful school looks like.
Students can then write one thing they commit
to do to making their school a more respectful
environment and post those commitments in the
classroom. As a closing piece, have all students
and staff go outside to join hands around your
school—figuratively hugging the school— to
create a physical sense of community, respect
and kindness. Invite adult family members to
participate as well. Because it takes many hands
joined together to make it around an entire
building, creating this human chain around your
school is a powerful and highly memorable
symbol of inclusivity and connectedness.
Ally Puzzle
Lead a discussion in each class about bullying.
Explore what it means to be an ally. What are the
challenges? Why might someone not want to be
an ally? What are ways that people can be an
ally? As a follow up to this conversation, have
each student draw on a piece of paper one thing
they commit to doing to being an ally moving
forward. Have each student present their
drawing to the rest of the class and add it to the
other drawings with tape so students can
Here are a few sample project ideas categorized by recommended grade level. Please remember that your
school is responsible for tailoring each activity to meet the No Place for Hate Activity Guidelines found on
page 12, making sure that students are able to participate in discussion and active learning around the
chosen theme/topic.
Updated
Sample Activities
Updated
New

see the importance of being interconnected
with their peers. Then combine each classes’
puzzle to create one large “Ally Puzzle” that can
be featured in a prominent place in the school.
Tree of Respect
Lead a discussion around the topic of kindness.
What does it mean to be kind? Follow this up
with a conversation about respect. What is it?
How is it different from kindness? Is it possible
to be kind to someone without respecting them?
Do you have to like someone to respect them?
Once students have a clear sense of the
importance of respect, brainstorm ways that
people can show respect to one another. Once
you have a comprehensive list, give each student
a piece of construction paper to trace their hand
and cut out the hand outline. Once cut out, have
them write one thing they commit to doing to
demonstrate respect for others in their school.
Collect the “hands” and place them like leaves
on a tree in a prominent location in the school.
Use the tree as a visual reminder of each
students commitment to respecting others.
Grades 6-12
Poetry Slam
Lead a discussion around the topics of
stereotypes and diversity. What are they? How
do they impact school culture? Based on that
discussion, have every student create original
poems and raps that break down stereotypes
and promote respect for diversity. Each class can
then pick their favorite poem/rap which will be
featured at a school wide Poetry Slam. Invite
participants to present their work at PTO
meetings, school board meetings or other school
community events.
Listening Journal
Have students keep a listening journal for one
week. As they listen to the people in their lives
and to the media, they will record in their
journal examples of prejudice, bias and bullying.
Lead a discussion about their observations and
the impact on their school culture. In response,
have students create a Positive Message Board
to share and display messages of inclusion and
respect, counteracting messages of hate, bias
and bullying that they witnessed.
Oral History Interview
In each Social Studies class, teach students how
to conduct an oral history interview. Then have
students interview an older adult in their family
or in the community to learn about their
experience with bigotry, discrimination or
injustice. Display the written interviews and
publish the best ones in a school or community
newspaper. Invite the students and their families
to a public program at which some interview
reports are read aloud and then discussed.
Updated
New

“Humans of …”
Instagram Campaign
Inspired by the “Humans of New York”
campaign, lead a discussion with students
around culture, diversity and inclusion. What is
it? What does it look like in their school? Have
them reflect on their own culture and think
about one thing they are proud of and one thing
that is challenging when identifying with that
culture. Then, create a student-led team that
will interview students about their culture and
post one interview, with an accompanying
picture, on your school’s Instagram account
daily. Interviewers should encourage people to
share something about what makes them
unique, and include a variety of native
languages represented at your school. Be sure
to monitor the Instagram account to respond to
any negative feedback.
Intentional Acts of Respect
Lead a discussion around the topic of respect.
What is it? What does it look like? What does is
feel like? Follow this discussion with an
opportunity for students to rate how respectful
their school is by standing on an imaginary
continuum between the words “Disrespectul”
and “Respectful.” Allow students along the
continuum to share their experience and why
they chose to stand where they are standing.
Continue the conversation by asking students to
brainstorm ways that people can show respect
at their school. As a follow up piece, provide one
card to each student and explain that for one
week, they will have an opportunity to recognize
one student or faculty member for committing
an Intentional Act of Respect. Collect the cards in
drop-boxes throughout the school, and post
them on a featured wall for all to see.
Going Below the Waterline
Ask students what they can tell about someone
they don’t know just by looking at them (e.g.
skin color, physical appearance, some physical
disabilities). Chart their responses on the top
quarter of a piece of chart paper. Next, ask
them what they can sometimes tell about
someone based on something that person
might be wearing (e.g. religion, relationship
status, employment). Chart these responses on
the top second quarter of the chart paper.
Lastly, ask them what they can’t tell about
someone just by looking at a person (e.g.
hobbies, politics, race, socio-economic status,
education, ethnicity, sexual orientation, values,
personality, immigration status, family history,
etc.) Fill in the bottom half of the chart paper
with these responses. Caution: be careful with
“gender”, “sexual orientation” and “race.”
Make sure to challenge the assumption that
you can see these aspects of identity just by
looking at someone. Next, draw a large triangle
on the paper to represent an iceberg and draw
a “waterline” that goes through the second
group of words (religion, relationship status,
etc.). Make the case that, like an iceberg, we
only see about 10% of who someone is, and like
the Titanic, relationships sink when we don’t
see what is below the waterline. Discuss the
benefit of “going below the waterline,” (e.g.
challenging stereotypes, finding commonalities,
developing deeper relationships). As a final
piece, pass out a white index card to each
student and have them anonymously write one
aspect of their identity that people can’t see by
just looking at them. Collect the cards and
create one large iceberg with a waterline in a
prominent place to reflect the diversity in the
school and remind everyone how important it is
to “go below the waterline.”
New
New
New
Sample Activities (cont.)

Grades K-12
A WORLD OF DIFFERENCE®
Institute
(Staff/Students)
ADL’s anti-bias and bullying prevention
programs are a great way to train a group of
educators and/or student leaders to create No
Place for Hate activities that impact the wider
school community. Learn more about ADL’s
programs on page 32.
No Place for Hate®
Mural
Designate a wall in your school where a mural
with a harmonious and unifying message can be
created. Engage all students in the selection of a
theme that focuses on inclusion and diversity,
providing an opportunity for students to be a
part of the design and execution of the mural.
Invite families to come to a mural unveiling
event, and have student representatives speak
about what they drew and what it means to be
No Place for Hate.
Curriculum Resources
Integrate anti-bias and social justice themes into
your school’s curricula. ADL’s curriculum
resources offer a collection of original lesson
plans and resources free to K-12 educators.
Visit www.adl.org/education-outreach/
curriculum-resources.
No Place for Hate®
March
Lead a discussion about bullying, what it looks
like at your school, and the impact it has on the
school culture. Have students create their own
signs that represent ways they can address the
issue of bullying and how to be an ally. Plan a
march around your campus or community
where students can carry their signs and
declare their commitment to making your
school No Place for Hate. This is also an
opportunity to invite local leaders and press
to experience the work first hand and spread
the word.
Speakers Bureau
Create a student-run Speakers Bureau where
students of different backgrounds speak about
their heritage or identity. Identify local
community leaders, civil rights veterans,
Holocaust survivors and others to partner with
students in this effort. Students can share their
stories with peers as well as with younger
grades and the community. Include a No Place
for Hate call-to-action for audience members.
Field Trip
Visit important landmarks in your area
associated with the struggle for human and
civil rights such as museums, public libraries
and historical sites. Pick a different trip for
each grade level, to impact the whole school,
and have each student reflect on their
experience through writing, art or video,
selections of which can be shared with the
school community.
No Place for Hate®
Day
Suspend regular classes for a day and
invite community leaders to speak about and
explore issues of diversity and civil rights with
students. Consult with ADL to plan this
program to help students breakdown bias,
bullying and bigotry. Invite families to
participate in the day, or host a special
evening program for the community.
Updated
Updated

Be Creative! We encourage schools to develop their own projects as well!
Be sure to contact ADL first, to make sure your activity fits the No Place for Hate guidelines.
Visit www.adl.org/education-outreach for more
resources and activities.
This year’s featured activity takes a current event and uses it to engage students in active learning,
discussion and action that will directly impact their school. This activity uses an ADL Current Events
Classroom found at www.adl.org/lesson-plans.
Activity Title: Welcoming Strangers
How will the activity engage all students in active learning?
Each Social Studies class will use ADL’s lesson plan “Refugee Crisis in Europe: How Should the
World Respond?” to explore the issues surrounding the crisis and gain a better understanding of the
world’s response.
How will students connect what they learn to their school experience?
Once students have had an opportunity to complete the lesson, they should reflect on how what they
learned can impact their behavior at their school. Questions could include: What feelings might
refugees and new students share (e.g. hope, fear, desire to be accepted, etc.)? Why are some people
reluctant to accept strangers? Has there ever been a time when you were a stranger in a new
situation? How did you feel? What can you do to ensure that new students feel welcomed at
our school?
What action will the students take?
After reflection, students can volunteer to be part of a newly formed, student-led welcoming
committee. This committee will be responsible for making sure that each new student feels they are
part of their school community.
Featured Activity

ADL’s Current Events Classroom is a collection of timely and relevant lesson plans that assist K-12
educators in teaching news topics and other issues of the day. The lessons are a perfect fit for No Place
for Hate schools looking to provide discussion opportunities for students that include action items that
will impact the whole campus. The following are a few sample lessons. For additional lessons, please
visit www.adl.org/current-events-classroom.
Identity-Based Bullying
Bullying is a major problem in our schools. When it targets aspects of a person’s identity, it is called
identity-based bullying, and may include bias about appearance, race, culture, gender and gender
expression, language, religion, socioeconomic status, disability and sexual orientation. This elementary
lesson will help students define and understand identity-based bullying, reflect on experiences they
have had and analyze scenarios and come up with potential solutions.
Grade Level: grades 2–5
Learning Objectives:
· Students will identify important aspects of identity.
· Students will be able to define bullying and identity-based bullying.
· Students will understand the connection between identity and bullying.
· Students will share examples of identity-based bullying.
· Students will explore how to deal with identity-based bullying by reading, writing and
discussing scenarios. community.
Vocabulary: Aggressor, Identity, Religion, Ally, Name-calling, Stereotype, Bullying, Nationality, Target,
Bystander, Prejudice, Gender, Race
For the full lesson, please visit www.adl.org/identity-based-bullying.
Current Events Classroom

Stereotypes of Girls and Women in the Media
Images of girls and women in the media are filled with stereotypes about who women are and what
their roles should be in society. These stereotypes can be negative, limiting and degrading and impact
both how women perceive themselves and how others see them as well.
This lesson provides an opportunity for students to critically examine certain media forms and their
portrayals of women and girls. Students will consider how media shapes public perception and can
perpetuate bias. This is a two-part lesson that requires the students to conduct investigative work in
between the two sessions.
Grade Level: grades 6–12
 Students will deepen their understanding of stereotypes in general and about girls and
women in particular.
 Students will examine different forms of media in order to analyze stereotypes of girls and
women.
 Students will reflect on the impact gender stereotypes have on individuals and society.
 Students will identify actions they can take to effect change in the gender stereotyping that
occurs in the media.
Vocabulary: Audience, Depiction, Appealing, Gender, Narrowcasting, Stereotypes, Audience,
Audience, Marketing, Misleading, Sexism, Perpetuate, Subconsciously, Bias, Media,
Portray, Visual
For the full lesson, please visit www.adl.org/stereotypes-of-girls-and-women-in-the-media.
Current Events Classroom (cont.)

What is Weight Bias?
Bias, discrimination, harassment and bullying based on weight and size are prevalent in our schools,
yet rarely discussed. According to the Centers for Disease Control, approximately one in three
overweight females and one in four overweight males report being teased by peers at school, and
peers regard obese children as undesirable playmates who are “lazy, stupid, ugly, mean and
unhappy.” Studies also show that a young person’s appearance, including weight bias, is the number
one identity category for bullying.
This lesson will provide an opportunity for students to discuss and define weight bias, identify
stereotypes about overweight and obese people and explore what can be done about weight bias in
their classroom, school and society at large.
Grade Level: grades 6-8
 Students will be able to define stereotype, bias and discrimination and understand the
distinction between them.
 Students will identify stereotypes about overweight and obese people that they see in
society, including media stereotypes.
 Students will define weight bias and discuss where they have observed it in their lives.
 Students will explore some of the myths and facts related to obesity and weight bias.
 Students will reflect on what can be done about weight bias as individuals, in their classroom,
school and society at large.
Vocabulary: Bias, Intolerance, Prejudice, Target, Befriend, Media, Self-Esteem, Teasing, Bullying,
Myth, Stereotype, Torment, Harassment, Obesity, Stigma
For the full lesson, please visit www.adl.org/what-is-weight-bias.

The Pyramid of Hate is a useful tool to help understand how words, jokes and stereotypes can escalate
to hate and how prejudice and hate can escalate when no one speaks up or takes a stand. This activity
provides an opportunity for students to reflect on personal biases and how they can step up to
interrupt the escalation of hate in their school and community.
Requirements
Materials: Pyramid of Hate Handout (found on page 24), one for each per person; chart paper and
markers; masking tape
Time: 30 minutes
Space: open area with room to move into small groups
Participants: middle school to high school student
Directions
1. Distribute a copy of the Pyramid of Hate handout to each person. Briefly review the different levels
of bias in this diagram and share the following information with participants:
The Pyramid shows biased behaviors, growing in complexity from the bottom to the top. Although
the behaviors at each level negatively impact individuals and groups, as one moves up the Pyramid,
the behaviors have more life-threatening consequences. Like a pyramid, the upper levels are
supported by the lower levels. If people treat behaviors on the lower levels as being acceptable or
“normal,” it results in the behaviors at the next level becoming more accepted.
2. Divide the group into five groups and assign each group one level of the pyramid. Ask groups to
discuss some of their experiences with prejudice at the level they are assigned, whether witnessed,
directly involved, heard about or read about. Ask them to consider experiences specific to their
school where appropriate and let them know that they will be reporting out to the rest of the
groups. Allow 5–10 minutes for this discussion.
3. Reconvene the whole group and have each group share one or two of the examples they discussed
in their small group, starting with the bottom of the pyramid. Because of the emotional impact of
the level 5: Genocide, end this portion of the activity by reading the following quote:
“I am only one, but I am one. I cannot do everything, but I can do something. And I will
not let what I cannot do interfere with what I can do.” - Edward Everett Hale
4. Lead a brief discussion, using some or all of the following discussion questions.
The Pyramid of Hate Activity

Discussion Questions
a. What is the value of the Pyramid of Hate when learning about bias and prejudice?
b. When behaviors on the bottom levels of the Pyramid are unchecked, what are the possible
consequences to the overall climate of the school?
c. In reflecting on the escalation of hate when it is unchecked, what would you recommend as the best
time to challenge biased attitudes and behaviors?
d. What, if any, are the challenges of being an ally?
e. What are some actions you could take every day to interrupt the escalation of hate outlined in
Pyramid of Hate?
f. In what ways might you behave differently after going through this activity?
Caution: The Pyramid of Hate is not designed to suggest a ranking in terms of how serious each level of
thinking and/or behavior is. Rather, it demonstrates that when people accept one level of behavior, it
becomes easier to accept behaviors on the level above as being “normal.” This normalization process
has the potential to continue up the pyramid, and in fact, the most violent and horrific manifestations
of prejudice at the top of the pyramid had their beginnings in the thinking described at the lower
levels. A primary function of the Pyramid of Hate is to provide impetus for challenging all
manifestations of prejudice and discrimination by motivating action in response to behaviors many see
as subtle or insignificant.
© 2016 Anti-Defamation League

The Pyramid of Hate demonstrates the way that hateful attitudes and behaviors can escalate if they are
unchecked. Many people describe the behaviors at the bottom level of the pyramid as “no big deal.” Like
a pyramid, however, the top levels build on the levels below. If people or institutions treat behaviors on
the lower level as acceptable or “normal,” it may not be long before the behaviors at the next level are
more accepted. The Pyramid of Hate is a useful tool to help understand how words, jokes and
stereotypes can escalate to hate.
Stop It Where It Starts

Books have the potential to create lasting impressions.
When books describe experiences and include characters to which children can relate, they foster
children’s positive self-concept and respect for diversity.
For No Place for Hate Committees looking to engage students in grades K-5, reading books from ADL’s
Books Matter resource is an excellent way to talk about concepts of bias, bullying, respect for diversity,
and social action.
To help you expand upon children’s learning from books and meet the needs of the No Place for Hate
Activity Guidelines, Books Matter features a Book of the Month with a Book Discussion Guide which
includes key vocabulary, discussion questions, three extension activities and links to additional ADL
resources.
The recommended book below is only one of many selections to choose from the Books Matter
collection. Visit www.adl.org/books-matter for more titles.
Title: Confessions of a Former Bully
Author: Trudy Ludwig
Illustrator: Beth Adams
Age Group: 8-12
Publisher: Dragonfly Books
Publication Date: 2012
After Katie gets caught teasing a schoolmate, she's told
to meet with Mrs. Petrowski, the school counselor, so
she can make right her wrong and learn to be a better
friend. Bothered at first, it doesn't take long before
Katie realizes that bullying has hurt not only the people
around her, but her as well. Told from the unusual
point of view of the child engaging in the bullying
rather than the target, the book provides children with
real life tools they can use to understand, identify and
do something about bullying.
For access to the discussion guide for this book, please visit:
www.adl.org/education-outreach/books-matter/books/confessions-of-a-former-bully.html
Books Matter

Anti-bias
Anti-bias is an active commitment to challenging
prejudice, stereotyping and all forms of
discrimination.
Bias
Bias is an inclination or preference either for or
against an individual or group that interferes
with impartial judgment.
Bigotry
Bigotry is an unreasonable or irrational
attachment to negative stereotypes and
prejudices.
Culture
Culture is the patterns of daily life learned
consciously and unconsciously by a group of
people. These patterns can be seen in language,
governing practices, arts, customs, holiday
celebrations, food, religion, dating rituals and
clothing, to name a few.
Discrimination
Discrimination is the denial of justice and fair
treatment by both individuals and institutions in
many arenas, including employment, education,
housing, banking and political rights.
Discrimination is an action that can follow
prejudicial thinking.
Diversity
Diversity means different or varied. The
population of the United States is made up of
people from diverse racial and cultural groups.
Multicultural
Multicultural means many or multiple cultures.
The United States is multicultural because its
population consists of people from many different
cultures.
Prejudice
Prejudice is prejudging or making a decision about
a person or group of people without sufficient
knowledge. Prejudicial thinking is frequently based
on stereotypes.
Scapegoating
Scapegoating is blaming an individual or group for
something based on that person or group’s
identity when, in reality, the person or group is not
responsible. Prejudicial thinking and
discriminatory acts can lead to scapegoating.
Stereotype
A stereotype is an oversimplified generalization
about a person or group of people without regard
for individual differences. Even seemingly positive
stereotypes that link a person or group to a
specific positive trait can have negative
consequences.
Part I. General Terms
Developing a Common
Language
(Appropriate for Middle & High School)

Part II. Manifestations of Prejudice and Discrimination
The following are specific manifestations of prejudice and discrimination, all of which are based on
stereotypes and/or negative attitudes toward members of a particular group. All forms of discrimination
can be both personal (an individual act of meanness or exclusion) or institutional (supported and
sanctioned by power and authority that benefits some and disadvantages others).
Ableism
Ableism is prejudice and/or discrimination
against people with mental and/or physical
disabilities.
Ageism
Ageism is prejudice and/or discrimination against
people because of their real or perceived age.
Although ageism is often assumed to be bias
against older people, members of other groups,
such as teens, are also targets of prejudice and/
or discrimination based on their age.
Anti-Semitism
Anti-Semitism is prejudice and/or discrimination
that is directed towards Jews. Anti-Semitism is
based on stereotypes and myths that target Jews
as a people, their religious practices and beliefs
and the Jewish State of Israel.
Classism
Classism is prejudice and/or discrimination
against people because of their real or perceived
economic status.
Heterosexism
Based on the thinking that all people are straight
(that all boys date only girls, and all girls date
only boys).
Homophobia
Homophobia is an irrational fear of or aversion
to lesbian, gay, and bisexual people.
Islamophobia
Islamophobia is prejudice and/or discrimination
against people who are or who are perceived to
be Muslim or of Arab descent, and a fear or
dislike of Islamic culture.
Racism
Racism is prejudice and/or discrimination against
people based on the social construction of
“race.” Differences in physical characteristics
(e.g. skin color, hair texture, eye shape) are used
to support a system of inequities.
Religious bigotry
Religious bigotry is prejudice and discrimination
against people based on their religious beliefs
and/or practices.
Sexism
Sexism is prejudice and/or discrimination against
people based on their real or perceived sex.
Sexism is based on belief (conscious or
unconscious) that there is a natural order based
on sex.
Transphobia
Fear or hatred of transgender people; transphobia
is manifested in a number of ways, including
violence, harassment and discrimination.
Weightism
Weightism is prejudice and/or discrimination
against overweight and obese people.
Xenophobia
Xenophobia is prejudice and/or discrimination
against anyone or anything that is perceived to be
foreign or outside one’s own group, nation or
culture. Xenophobia is commonly used to describe
negative attitudes toward foreigners and
immigrants.

Part III: Terms Specific to Name-Calling and Bullying
Bullying
Intentional repeated actions or threats of
action directed toward a person by one or
more people who have (or are perceived to
have) more power or status than their target
in order to cause fear, distress or harm.
Behavior is not considered bullying if it occurs
once with no intention of gaining power (e.g.
bumping into someone, telling a joke once,
not playing with someone, etc.) With that
said, it is important that all mean behavior is
addressed in a timely and appropriate way.
Cyberbullying
The intentional and repeated mistreatment of
others through the use of technology, such as
computers, cell phones and other electronic
devices.
Name-calling
The use of language to defame, demean or
degrade individuals or groups.
Bullying is a behavior. Because of this, ADL encourages educators to use language that describes
students’ behavior rather than the student themselves (e.g. “the student who bullied,” rather than
“the bully,” or “the student who was bullied” rather than “the victim”). By focusing on behavior, we
avoid sending the message that a student's behavior cannot change; we acknowledge that one person
can exhibit multiple behaviors in different bullying situations; and we are able to acknowledge factors
like peer influence and school climate when addressing particular incidents of bullying. Below are the
behaviors individuals may exhibit in incidents of bullying.
Part IV: Focusing on Behavior, Not Individuals
Bullying
Bullying can be verbal, physical or social
and can be done in person or online.
Instigating
Instigating is the act of creating drama or
chaos in hopes that others will engage in
mean and abusive behavior.
Collaborating
Collaborating gives the person who
is bullying an audience, often through
laughter and other forms of support.
This collaboration reinforces the
bullying behavior.
Passively Observing
Many students passively observe bullying
behavior out of fear of being bullied themselves
or not knowing how to support the one who is
being bullied.
Confronting
People who confront speak out when an
incident of bias or bullying takes place. The
person who is being bullied or someone
outside of the incident can confront.
Supporting
To support someone who is bullied, a student
can choose not to participate in the behavior;
they can tell the one who is bullying to stop;
they can tell a trusted adult; or they can ask
the one who was bullied if they are okay.

Assess Bias & Bullying at
Your Institution
Administer anonymous surveys among youth,
families and staff/faculty in order to gather
information about the nature and extent of bias
& bullying in your community as well as
perceptions about climate and safety. Use this
information to inform your No Place for Hate
goals and activities, focusing your intervention
strategies and measuring progress over time.
Use Your No Place for Hate Committee
Charge your committee with oversight of
bias & bullying related matters. The committee
should keep informed about current policies,
practices and trends; implement surveys and
evaluations; help to establish and educate staff
about protocols for responding to reports of
bias & bullying; plan three school-wide events;
and build relationships with local law
enforcement and other key community
members who may need to be involved in
response to serious incidents.
Educate the Community
Provide ongoing professional development and
family education for adults on bullying prevention
and anti-bias education. Implement curricula and
programming that address social and emotional
learning, including ethical standards for on and
offline communication and interpersonal behavior.
Teach youth that all forms of bias & bullying are
unacceptable and help them identify strategies for
responding to social aggression and acting as allies
to targets.
Establish Policies
Have your committee evaluate your school’s anti-
bullying, harassment and non-discrimination
policies to make sure they are current, reflect
district and state guidelines and include clear
definitions and consequences. Establish technology
use guidelines and have students/families sign
acceptable use agreements along with the
Resolution of Respect/Promise. Publicize policies
and guidelines in multiple ways.
Prevention
Bias & Bullying
Prevention and
Intervention Tips

Monitor “Hot Spots”
Ensure that typically unsupervised/unstructured
areas (e.g., cafeteria, hallways, locker room, bus,
school yard, etc.) are adequately monitored and
that students are aware of behavioral
expectations in these locations. Provide training
to aides and support staff who oversee these
areas so that they can respond effectively when
bias & bullying occur.
Promote Online Safety
Increase awareness of Internet safety strategies
among youth and their families by sending home
resources and sponsoring community programs
that provide practical information about how to
respond to cyberbullying. Institute supervision
and monitoring practices that keep relevant staff
up-to-date and utilize appropriate blocking and
filtering software.
Encourage Reporting
Establish safe and confidential reporting
mechanisms for bias & bullying incidents and
clear procedures for investigation and response.
Make youth aware of these procedures and
encourage them to tell a trusted adult about
threatening or harassing behavior that they
experience or observe. Reinforce the difference
between “tattling” and responsible reporting, and
impress upon youth the destructive
consequences of keeping silent about bias &
bullying.
Set an Example
Model appropriate conduct on and offline by
treating all people with respect; engaging in
culturally responsive behavior; avoiding
disciplinary responses that humiliate or denigrate
youth; using technology in safe and appropriate
ways; and intervening in incidents of name-calling
and bullying consistently.
Be Vigilant
Look for warning signs that a young person in
your care might be the aggressor or target of
bullying. If you observe social withdrawal,
truancy, depression, obsessive technology use,
fear or avoidance of technology or other
behaviors that concern you, talk with your
supervisor or a mental health expert at your
institution about how to intervene.

Investigate and Respond
Interview the individuals involved in the incident
as well as bystanders who may be able to
provide information regarding the history and
context related to the negative behavior. If the
incident involves electronic communication,
gather relevant evidence, including emails, texts,
screen shots and images (but do not take
possession of sexually explicit photos or videos).
Determine appropriate consequences for the
aggressors in accordance with your institution’s
policies and the seriousness of the infraction. If
relevant, work with Internet service providers to
remove offensive content.
Consult Law Enforcement
If the incident involves harassment, stalking,
physical or sexual assault, threats of violence,
distribution of pornography or other behaviors
that may amount to a criminal offense, contact
your district counsel, school resource officer
and/ or local law enforcement liaison. If the
incident took place away from school grounds,
check with legal counsel regarding permissible
disciplinary interventions.
Follow Up with the Aggressor’s Family
Discuss the incident with the aggressor’s parents
or guardians to establish ongoing communication
and consistent expectations between home and
your institution. Provide information and
education as appropriate so that the aggressor’s
family understands how best to address the
negative behavior and monitor their child’s
conduct moving forward.
Provide Support
Assist the target and the target’s family in coping
with the impact of the bullying and building skills
for dealing with such problems in the future.
Make sure not to inadvertently make the target
feel responsible for the bullying in any way, or to
unintentionally punish the target by limiting
access to activities or technology. If necessary,
protect targets from further online victimization
by helping them to block offenders, change phone
numbers/ email addresses/screen names, and file
complaints with social networking/media sites and
service providers.
Educate
Discuss strategies for responding to bias &
bullying and being an ally with all youth. Social
cruelty and aggression affect the entire
community, not just those who are directly
involved in an incident. Broad-based education
about responsible behavior and technology use
can contribute to a climate that is welcoming and
inclusive for all members of your institution.
Reach Out
Work with local schools, youth groups and
community organizations to share information
about ongoing problems with bias & bullying
(making sure to maintain confidentiality where
necessary). Communicating with the different
youth-oriented institutions can help to establish
consistency with regard to the messages, support
and consequences they receive.
Intervention

ADL provides high-quality educational programs and resources to assist school communities in
combating bias, bullying and bigotry. Using its expertise in anti-bias education and civil rights, ADL
offers training programs and classroom resources for educators, administrators, students and family
members that can expand schools’ efforts to create learning environments that are No Place for
Hate®.
A WORLD OF DIFFERENCE®
Institute
Provides K-12 educators, students and family members with the skills, knowledge and resources to
create safe, respectful and inclusive school environments through the following anti-bias training
programs. Please contact Jillian Bontke to schedule any of the following programs:
General Anti-Bias Programs address name-calling and other bias-motivated behaviors and inspire
personal action to respond effectively and appropriately to these incidents.
Bullying/Cyberbullying Prevention Programs provide innovative skills and strategies to help
schools prevent and intervene against name-calling, bullying and cyberbullying as part of a
broader strategy to create safe schools for all students.
Peer Education Programs equip students to become leaders and change agents in their schools
and communities.
Student Assembly Programs help schools develop a comprehensive approach to preventing and
intervening against name-calling, bullying and cyberbullying as part of a broader strategy to
create safe schools for all students.
Words to Action
Helps Jewish youth to develop the essential skills needed to confront anti-Semitic comments
and behaviors. Visit www.adl.org/education-outreach/confronting-anti-semitism/.
Echoes and Reflections
A multimedia program that provides secondary educators with professional development and print
and online resources to teach about the Holocaust in the classroom.
Visit www.echoesandreflections.org.
Expanding the Impact

Talking with students about diversity and bias
It is important for teachers to think about how they can most effectively raise the complex issues of
hate, bias, scapegoating and exclusion with their students. To prepare for successfully raising issues of
diversity and bias in the classroom, teachers should attempt to integrate the following practices into
your classroom curricula.
Self-Exploration: Provide students with
opportunities for the examination of personal
cultural biases and assumptions.
Comprehensive Integration: Integrate culturally
diverse information/perspectives into all aspects
of teaching.
Time and Maturation: Allow time for a process to
develop. Introduce less complex topics at first,
and create time to establish trust.
Accepting Environment: Establish an environment
that allows for mistakes. Assume good will and
make that assumption a common practice in the
classroom.
Intervention: Be prepared to respond to
intentional acts of bias. Silence in the face of
injustice conveys the impression that prejudicial
behavior is condoned or not worthy of attention.
Life-long Learning: Keep abreast of current anti-
bias education issues and discuss them with
students.
Discovery Learning: Avoid “preaching” to
students about how they should behave. Provide
opportunities for students to resolve conflicts,
solve problems, work in diverse teams and think
critically about information.
Life Experiences: Provide opportunities
for students to share life experiences;
choose literature that will help students
develop empathy.
Resources Review: Review materials so that
classroom displays and bulletin boards are
inclusive of all people.
Home-School-Community Connection: Involve
parents, other family members and other
community members in the learning process.
Examine the Classroom Environment: What is
present and absent in the school classroom
provides children with important information
about who and what is important.
Creating a Bias Free
Learning Environment

Every December, and throughout the year, public school students, families, teachers and administrators
face the difficult task of acknowledging the various religious and secular holiday traditions celebrated at
various times of the year. These guidelines are designed to inform members of the public school
community about the current state of the law regarding constitutionally permissible religious holiday
observance in the public schools.
While there are appropriate educational benefits to teaching about the diverse religious traditions and
cultures of our country, school officials must be sure they do not give students the impression that one
set of holidays or beliefs is more important or more acceptable than others.
Be Accurate and Sensitive
Religious holidays offer excellent opportunities throughout the year for teaching about religion and its
historical importance. However, in order to avoid student embarrassment, don’t ask children to explain
their own religious practices or observances or to bring religious objects to class as a basis of discussion.
Be aware that some religions teach that celebrating holidays—or birthdays—is wrong. Children should
always be permitted not to participate and should have the opportunity to engage in optional,
enjoyable activities. Remember that writing a letter to Santa may be uncomfortable for children whose
families do not recognize or observe the Christmas holiday. An option that is true to the spirit of the
winter holidays might be encouraging children to write to merchants, or other children, seeking
donations for children who lack any toys.
Plan Ahead: Be Inclusive
ADL offers an online Calendar & Glossary of Observances at www.adl.org/calendar-of-observances. As
you are planning your school calendar and No Place for Hate activities for the year, consult this
calendar in order to be as sensitive as possible to students’ observances. This tool is also useful for
learning about various practices and holidays.
Avoid Stereotyping
Not all members of the same religious group observe a holiday in the same way. Make sure that you do
not treat some holidays as regular and others as “exotic,” or that you introduce an ethnic group only in
terms of its holiday observances. Multicultural activities that focus only on foods and holidays have
been justifiably labeled the “tourist approach.”* Better to share the holiday’s name, when it occurs,
who participates and how this holiday reveals the historical experiences and culture of its
Holiday Activity Guidelines

followers. Because some holiday customs incorporate stereotypes, help children, for example, to
identify stereotypes of Native Americans on Thanksgiving cards and decorations, and to understand
why Thanksgiving can be a reminder of promises broken and dispossession for some, while it
represents togetherness and thanks for others. Spend time creating new cards and decorations that
celebrate the holiday with respect for all.
Be Constitutionally Appropriate
Religious holiday observances, if held under public school auspices, violate the First Amendment’s
separation-of-church-and-state mandate. Joint celebrations (Christmas-Chanukah, for example) do not
solve the problem, as they only serve to introduce religious observances into the schools. They also
tend to pit holidays in competition with each other and distort the significance of each. While
recognizing a diverse group of holidays validates children and their families, bringing religious leaders
into a public setting is not appropriate. The use of religious symbols such as a cross, menorah,
crescent, Star of David, crèche, symbols of Native American religions, the Buddha, among others, that
are part of a religious tradition is permitted as a teaching aid, provided such symbols are displayed
only as an educational example of the culture and religious heritage of the holiday and are temporary
in nature. They may not be used as decorations.
Use holiday activities as a way of enhancing respect for religions and traditions different from one’s
own, but stress common themes, as well. Many religions focus on festivals of light, including
Christmas, Chanukah, Kwanzaa, Santa Lucia Day and Diwali. Liberation is the theme of such holidays as
the Fourth of July, Passover, Cinco de Mayo, Juneteenth and Martin Luther King Jr.’s Birthday.** By
connecting holiday themes, you communicate that holidays are a valid expression of cultural and
religious pride. You also convey that it’s okay to be different.
_____________
* Derman-Sparks Louise. Anti-Bias Curriculum: Tools For Empowering Young Children. Washington, DC, NAEYC, 1989.
** Bisson, Julie. Celebrate! An Anti-Bias Guide to Enjoying Holidays in Early Childhood Programs. St. Paul, MN. Readleaf Press, 1997.
Calendar of Observances
www.adl.org/calendar-of-observances

No Place for Hate®
is made possible by genorous support from:
Dr. Steven Ungerleider & Ms. Joanna Rice
ADL NATIONAL LEADERS
Marvin Nathan National Chair
Jonathan Greenblatt National Director, CEO
Kenneth Jacobson Deputy National Director
Esta Epstein Chair, Regional Operations
Miriam Weisman Chair, Education Committee
David S. Waren Vice President, Education
Lorraine Tiven Associate Director, Education /
Director, Education Programs
Jason Sirois Director, No Place for Hate
ADL AUSTIN REGION
Gary Zausmer, Chair
Robyn Sperling, Co-Chair, Education Committee
Andre Suissa, Co-Chair, Education Committee
Renee Lafair, Regional Director
Lisa Humphrey, Assistant Regional Director
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2016.2017 Austin Guide Print p5

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