Objectives
Activities meet the
following objectives:
Materials
Pencil and paper
Internet access
Essential Questions
GLOSSARY
hate
|hāt|
(noun) A
strong feeling of dislike.
(verb) To
strongly dislike.
crime |krīm|
(noun) An act or behavior that breaks a law.
A crime is usually punished by a fine or prison time.
law
|lô|
(noun) A
rule that helps keep order within a society.
legislation |ˌlejəˈslā sh ən|
(noun) A
law or laws passed by a government body.
ACTIVITIES
Reading/Language
Arts/ELL
1. The
word “hate” is a strong one. But we often use it in a casual way. Think about
the times you have used it to describe your reaction to something.
2. Now, make a list of the things you “hate.” (Examples might include things like broccoli, homework, rainy days or getting up early.) Does your list include any people? What’s the difference between hating a thing and hating a person?
3. As a class, discuss the definition of the word “hate.” (The word refers to a feeling of strong dislike – a feeling that demands action.) What can happen when somebody acts on their feelings of hate? Discuss how those actions might impact your classroom, your school and your community.
4. Partner with another student or a small group of students. Take turns rephrasing your “I hate…” sentences so that they include more specific information. For instance: Instead of saying “I hate broccoli,” consider saying, “Broccoli doesn’t taste good to me” or “I like carrots better than broccoli.” If your list includes people, consider saying, “I wish my sister shared her toys” rather than “I hate my sister.” Why do you think these sentences are better choices? Share some examples of your new sentences with the rest of the class.
5. As a class, agree that you will keep checking your use of the word “hate.” Every time you hear it or read it, stop and think about it. If possible, discuss it with a classmate or friend. How would you rephrase the sentence?
Social
Studies
1. As
a class, brainstorm examples of rules that you live by every day – at home,
school and in your community. Discuss some reasons for these rules or laws. (Examples might be traffic laws intended to
keep drivers safe, school rules that help keep students and teachers focused on
learning, or laws in your community that protect its citizens from others who
might harm them.)
2. At the national level, Congress has the power to make laws. Congress represents the legislative branch of the U.S. government. Divide the class into three groups. Within your group, use the Internet to access the federal Ben’s Guide to U.S. Government for Kids [1]. Choose grades 3-5, and then choose “How Laws Are Made.”
3. Each group will have responsibility for researching and sharing information about one of the following:
Within each group, take notes on the information needed for your group’s presentation.
4. Present your information to the entire class. After all groups have presented, review the process from the time a bill is introduced to the time it is signed by the president.
5. President Barack Obama recently signed a law that would help protect Americans against hate crimes. (Note: You may want to explain a bit about this law.) A hate crime is an attack against somebody because of their differences, such as skin color, religion or disability. The law is called the Hate Crimes Prevention Act. Together, brainstorm ways this law might affect the everyday lives of people in your community. Using it as an example, evaluate the reasons that we have laws. Why are they important?
POLITICAL CARTOON
Reprinted with permission. Teachers may purchase individual cartoons for lesson plans at PoliticalCartoons.com [2].
In this editorial cartoon, artist Daryl Cagle depicts a group of students expressing “hate” for an undisclosed group of people. In pairs or small groups, discuss:
Links:
[1] http://bensguide.gpo.gov/index.html
[2] http://www.politicalcartoons.com/