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Tips for Parents/Schools for September 11, 2001 (teach about american intolerance! NEA crap)
jfku and NEA ^

Posted on 08/12/2002 1:17:29 AM PDT by chance33_98

10. Discuss historical instances of American intolerance. Internment of Japanese Americans after Pearl Harbor and the backlash against Arab Americans during the Gulf War are obvious examples. Teachers can do lessons in class, but parents can also discuss the consequences of these events and encourage their children to suggest better choices that Americans can make this time.

Tips for Parents and Schools Regarding the Anniversary of September 11, 2001

by Brian Lippincott, PhD

Key Messages

1. Violence and hate are never solutions to anger. The terrorists caused tremendous harm because they acted violently against innocent people out of blind hate. We must not act like them by lashing out at innocent people around us, or "hating" them because of their origins.

2. Groups of people should not be judged by the actions of a few. It is wrong to condemn an entire group of people by association of religion, race, homeland, or even proximity. No one likes to be blamed or threatened for the actions of others.

3. America is strong because of our diversity. Known as the great "melting-pot" of the world. American democracy is founded on respect for individual differences. Those differences in culture, religion, ideas, and ethnicity have contributed to the strength and richness of our country.

4. All people deserve to be treated with fairness, respect and dignity. Certainly individuals that are proven to be guilty of a crime should be punished. No matter how angry we are over these terrible crimes, our Constitution ensures fair and equitable treatment under the law for all Americans.

5. Vengeance and justice are not necessarily the same. Everyone wants the terrorists punished. Our government is working to identify who they are and how we will bring them to justice. Justice means punishing the real perpetrators, not innocent people. Hurting our classmates and neighbors will not make us safer, stop the real terrorists, or help punish them. It will only add to the hate and anger, increasing the risk of further violence.

6. We are in this together. People of all ethnicities were hurt by these attacks and all Americans are saddened by the senseless violence. We need to support each other , comfort each other, and work together to help those most in need during this difficult time.

7. History shows us that intolerance only causes harm. Some of our country's darkest moments resulted from prejudice and intolerance for our own people because Americans acted out of fear. We must not repeat terrible mistakes such as our treatment of Japanese Americans and Arab Americans during times of war.

8. We need to work for peace in our communities and around the world. The best way that we can stand up for our country at this point is to unite behind the principles that make us strong. By reaching out to our classmates, friends and neighbors of all ethnicities, we can help heal the wounds from these events, build stronger, more resilient communities at home, and show the world that American values will endure now and forever.

9. Tolerance is a lifelong endeavor. Protecting against harassment of our Arab American classmates and neighbors is most critical right now. But the issues of tolerance and inclusion go beyond this period in out national life together. We must embrace these values towards all Americans for all time. This includes race, religions, ethnicity, sexual orientation, and those with special needs.

Tips for Parents and Teachers

1. Model tolerance and compassion. Children take their emotional cues from the significant adults in their lives. Avoid making negative statements about any racial, ethnic, or religious group at these very tense and troubling times in our children's lives. Reach out to your neighbors and colleagues who might feel at risk right now because of their ethnicity.

2. Provide useful information. Accurate information about the people, events, reactions and feelings is empowering. Use language that is developmentally appropriate for children. Make sure that all information is factually true. This is especially important when news reports have negative statements about Arab-Americans or any other ethnic group.

3. Avoid stereotyping people or countries that might be home to the terrorists. Children can easily generalize negative statements to students in their classes and community. Focusing on the nationality of the terrorists can create prejudice, anger and mistrust for their group members. Be clear about your statements and biases, and help children understand their own prejudices.

4. Address the issue of blame factually. Explore who and what may be to blame for this event. Use non-speculative terms. Do not suggest any group is responsible. Do not repeat the speculations of others, including newscasters. Do not encourage or allow random blaming; but understand that self-blame may be a way for students to fell "in control" (something different they "could have done" or "could do" in the future). Be careful to ensure students (e.g., Arab-American students,) do not assume blame in order to make classmates feel better. Blaming is especially difficult in terrorist situations because someone is at fault. However, explain that all Arab-Americans are not guilty by association or racial membership. Help kids resist the tendency to want to "pin the blame" on someone close by. In this country, we still believe that all people are innocent until solid, reliable evidence from our legal authorities proves otherwise. Further, we have no reason to believe that the attacks on our country were part of an organized plan of any other country. The terrorists acted independently without the sanctions of any nation.

5. Discuss how it would feel to be blamed unfairly by association. Ask children if they have ever gotten in trouble for something a sibling or friend did and how they felt. Would they like it if their entire class were punished for the actions of one student and if they think this would be fair? Older children might want to consider what would have happened if all white American males had been condemned for the Oklahoma City bombing.

6. Explore children's fears. Even children who can describe what happened may not be able to express fears, questions or describe assumptions or conclusions they may have made. Use activities, role-playing, and discussions to explore their fears about the events and their feelings about various ethnic groups.

7. Emphasize positive, familiar images of diverse ethnic groups. Identify people of diverse ethnicities that your children know and who have a positive place in their lives. These could be neighbors, friends, school personnel, health care professionals, members of their faith community, or local merchants. Discuss the many characteristics, values, and experiences the children have in common with these people.

8. Identify "heroes" of varying backgrounds involved in response to the attacks. These include fire fighters, police officers, rescue workers, military personnel, public officials, medical workers, construction crews, engineers, and regular citizens who are volunteering their time, perhaps even risking their lives, to help victims of the attacks and restore the country to normalcy.

9. Undertake projects to help those in need with people from diverse backgrounds. Helping others is part of the healing process. Working with classmates or members of the community who come from different backgrounds not only enables children to feel that they are making a positive contribution, it also reinforces their sense of commonality with diverse people.

10. Discuss historical instances of American intolerance. Internment of Japanese Americans after Pearl Harbor and the backlash against Arab Americans during the Gulf War are obvious examples. Teachers can do lessons in class, but parents can also discuss the consequences of these events and encourage their children to suggest better choices that Americans can make this time.

11. Learn about the diverse communities and faiths represented in your area. Knowledge debunks myths about other people and can humanize other cultures. In school, have children share information about their family or cultural customs to reinforce the notion that all people have special beliefs and rituals.

12. Read books with your children that address prejudice, tolerance, and hate. There are many, many stories appropriate for varying age groups that can help children think about and define their feelings regarding these issues. The school or local librarian can make recommendations.

Additional Tips for Schools

1. Provide parents with information. Send home materials on class lessons, book titles, resources for further information, and opportunities to help. Enlist support from parents to prevent "teasing, bullying or abuse" of any students.

2. Train all school personnel. Every school professional should be trained to model tolerance and intervene immediately if a child is being bullied. This includes bus drivers, lunchroom and playground monitors, after school program leaders, coaches and extracurricular activities directors.

3. Share information with community groups. Provide talking points, information, and intervention strategies to local community organizations dealing with children. This can include local libraries, youth programs, recreational facilities, and the media.


TOPICS: Culture/Society; Front Page News
KEYWORDS: educationnews
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To: weegee
**Ignoring the terrorists (a word that the AP has refused to use for the 9/11 hijackers)**

I hadn't noticed. What do they call them?? (almost scared to ask.)

21 posted on 08/12/2002 3:14:52 AM PDT by TxBec
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To: chance33_98
3. America is strong because of our diversity. Known as the great "melting-pot" of the world. American democracy is founded on respect for individual differences. Those differences in culture, religion, ideas, and ethnicity have contributed to the strength and richness of our country.

Yes. America is a "melting-pot". But some groups don't want to "melt" anymore. They want the nation to change to accomidate them.

- They shouldn't have to learn English to take a driver's test. They shouldn't have to learn English to vote, etc.

- Muslim women are refusing to remove their burkas for driver's license photos...

Without assimilation (and with hyphenation) are they truly Americans?

Ask the Imam (Is it allowed to obtain United States Citizenship so that travelling for deen becomes easier? )says that the loyalty oath is in violation of Islam and so is not to followed (take the oath but ignore it).

22 posted on 08/12/2002 3:15:07 AM PDT by weegee
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To: weegee
oh nevermind, "hijackers", right? :: going for more coffee ::
23 posted on 08/12/2002 3:16:23 AM PDT by TxBec
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To: chance33_98
4. All people deserve to be treated with fairness, respect and dignity. Certainly individuals that are proven to be guilty of a crime should be punished. No matter how angry we are over these terrible crimes, our Constitution ensures fair and equitable treatment under the law for all Americans.

Remember this the next time the left goes on tv crying for tougher gun laws after some criminal shoots up innocent people. The Columbine kids broke countless laws and yet still law abiding citizens were punished with threats of more restrictions on gun ownership.

24 posted on 08/12/2002 3:17:48 AM PDT by weegee
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To: chance33_98
Sickening? I think so, since these handy tips have nothing at all to do with any educational discipline known to man. It was so thoughful of the NEA to include it as a resource for teachers, don't you think?

What this fine bit of vague, generalized pablum illustrates is the left's committment to specific kind of moral education. A different kind of moral education, certainly, but a moral education nonetheless.

And what is the content of this so-called moral education? Vague concepts, pallid "values" - all based upon radical socialist equality. The NEA, you see, is interested in creating the democratic personality, the New Man of our collective socialist future.

25 posted on 08/12/2002 3:18:58 AM PDT by Reactionary
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To: chance33_98
5. Vengeance and justice are not necessarily the same. Everyone wants the terrorists punished. Our government is working to identify who they are and how we will bring them to justice. Justice means punishing the real perpetrators, not innocent people. Hurting our classmates and neighbors will not make us safer, stop the real terrorists, or help punish them. It will only add to the hate and anger, increasing the risk of further violence.

New rules for war. Don't kill any civilians. Trials with an ACLU approved attorney are required before shooting at any "suspected" member of the enemy on the battlefield.

The terrorists responsible for killing the flight crew and crashing the planes into the buildings are dead. There is nothing we can do to the "real perpetrators". We can go after their support team and those who choose to side with them. Or do thes NEA-Rats think that not all NAZIs were bad? This is not to say that all muslims are bad but radical islam has more than just 20 followers.

26 posted on 08/12/2002 3:23:51 AM PDT by weegee
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To: chance33_98
7. History shows us that intolerance only causes harm. Some of our country's darkest moments resulted from prejudice and intolerance for our own people because Americans acted out of fear. We must not repeat terrible mistakes such as our treatment of Japanese Americans and Arab Americans during times of war.

Ever vigilant. This is not to condone any actions against anyone in this country but an open eye and some skepticism are not negative things.

Maybe if our coverage of WWII history included accounts of sabotage and submarines off the coasts people wouldn't feel that we were so isolated from all threats. We weren't the first front in WWII. We are the primary target now.

27 posted on 08/12/2002 3:27:32 AM PDT by weegee
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Comment #28 Removed by Moderator

To: chance33_98
2. Provide useful information. Accurate information about the people, events, reactions and feelings is empowering. Use language that is developmentally appropriate for children. Make sure that all information is factually true. This is especially important when news reports have negative statements about Arab-Americans or any other ethnic group.

Can I get my "accurate" information about muslim/Islam from Ask The Imam?

Is it permissible to wage (Physical War) Jihad against Israel, U.S. and India (for there role in Gujrat Muslims Carnage)?

recently I've been talkin' to ‘jihadis’, who say if Islam brings me peace, I have chosen the wrong religion, they say blood of kafir is halal, it is permissible to kill any nonmuslim

If it is haraam to commit suicide bombings?

many muslims priase Hitler for killing jews, shoud they or are they wrong.

29 posted on 08/12/2002 3:35:07 AM PDT by weegee
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To: chance33_98
4. Address the issue of blame factually. Explore who and what may be to blame for this event. Use non-speculative terms. Do not suggest any group is responsible. Do not repeat the speculations of others, including newscasters. Do not encourage or allow random blaming; but understand that self-blame may be a way for students to fell "in control" (something different they "could have done" or "could do" in the future). Be careful to ensure students (e.g., Arab-American students,) do not assume blame in order to make classmates feel better. Blaming is especially difficult in terrorist situations because someone is at fault. However, explain that all Arab-Americans are not guilty by association or racial membership. Help kids resist the tendency to want to "pin the blame" on someone close by. In this country, we still believe that all people are innocent until solid, reliable evidence from our legal authorities proves otherwise. Further, we have no reason to believe that the attacks on our country were part of an organized plan of any other country. The terrorists acted independently without the sanctions of any nation.

In the words of Vanilla Sky, "Open your eyes!"

30 posted on 08/12/2002 3:37:43 AM PDT by weegee
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To: 2Jedismom; homeschool mama; BallandPowder; ffrancone; WhyisaTexasgirlinPA; WIMom; OldFriend; ...
ping.
31 posted on 08/12/2002 3:40:52 AM PDT by TxBec
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To: chance33_98
Number three is very interesting: diversity = melting pot.

I note here,and elsewhere,that "they" are conscripting the traditional conservative lexicon to confuse the connotations, disarm the opposition, and hobble clear thought in forming intellects.

Right outta da book.

32 posted on 08/12/2002 3:41:05 AM PDT by dasboot
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To: chance33_98
5. Discuss how it would feel to be blamed unfairly by association. Ask children if they have ever gotten in trouble for something a sibling or friend did and how they felt. Would they like it if their entire class were punished for the actions of one student and if they think this would be fair? Older children might want to consider what would have happened if all white American males had been condemned for the Oklahoma City bombing.

That's right. It wasn't all White American Males that were condemned for OKC, just those on the right side of the political stripe. Those who listen to "right wing talk radio". The "extremists" who feel that they need a gun for more than just hunting squirrels. Those who as one journalist put it "threw a temper tantrum" and elected a Republican Congress in 1994.

33 posted on 08/12/2002 3:41:08 AM PDT by weegee
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To: weegee
Do not encourage or allow random blaming; but understand that self-blame may be a way for students to fell "in control" (something different they "could have done" or "could do" in the future). Be careful to ensure students (e.g., Arab-American students,) do not assume blame in order to make classmates feel better

These are amazing sentences. Some might suggest that they were worded badly but I suspect they said exactly what they meant to say. In other words, self-blame allows students to "feel in control" but ensure that the only students who do not assume that self-blame are the Arab-American students. If the other kids are self criticizing that's just fine. This is just another reiteration of the "we deserved it" claptrap.

34 posted on 08/12/2002 3:46:43 AM PDT by johniegrad
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To: chance33_98
6. Explore children's fears. Even children who can describe what happened may not be able to express fears, questions or describe assumptions or conclusions they may have made. Use activities, role-playing, and discussions to explore their fears about the events and their feelings about various ethnic groups.

What ever you do, don't tell them that adults have fears. That might make them concerned about the safety of their future.

I have fears. I fear for what happened to those people who fell out of the windows. We saw photos and video of such attrocities but never saw any bodies. Don't Americans bleed? When Palestinians blow up Israeli families, there are images. When we hit civlians with an errant missle, there are images. Our deaths were kept to a dwindling statistic.

If is considered to be in "bad taste" or overly "graphic" to show them such imagery (even just the collapsing buildings and screaming people) then why do they still show images of victims of the Holocaust 50 years later? Aren't the stories and that statistic of 6million enough to convey the severity of what happened?

35 posted on 08/12/2002 3:47:09 AM PDT by weegee
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To: chance33_98
The terrorists acted independently without the sanctions of any nation.

Un bloye pijanes fliegen aroys fun mayn tuchis.

36 posted on 08/12/2002 3:52:29 AM PDT by Alouette
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To: chance33_98
1. Provide parents with information. Send home materials on class lessons, book titles, resources for further information, and opportunities to help. Enlist support from parents to prevent "teasing, bullying or abuse" of any students.

Does this mean just harassment of minority students (or those who've proclaimed a sexual persona before they've even been with a member of the opposite sex)?

I've never seen any effort by schools to stamp out "teasing, bullying, or abuse" of the nerdy student, the geek, the fat kid, the unpopular students...

Sort of like how prisons permit and use inmate rape and violence as a way of appeasing the tougher inmates and keeping the rest of them in line.

37 posted on 08/12/2002 3:53:12 AM PDT by weegee
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To: chance33_98
A bio from the jfku site. I can only begin to imagine his approach to "baseball performance".

Brian Lippincott, PhD
Associate professor. BA, St. Mary's College (1978); MA, John F. Kennedy University (1981); PhD, Pacifica Graduate Institute. His teaching interests include Jungian psychology, professional identity development, theories of family therapy, and child abuse treatment. Dr. Lippincott's research interests include biological rhythms and hypnosis, and sport psychology and baseball performance in youth. Dr. Lippincott is the Outcome Research Team Coordinator for the JFKU Community Counseling Center, as well as a supervisor for both the JFKU Community Counseling Center and the Family Service Agency of Monterey County. He is also a sports psychologist with the Aldrete Baseball Academy at California State University, Monterey Bay and maintains a private practice in Hollister, California

38 posted on 08/12/2002 3:54:34 AM PDT by Cagey
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To: TxBec
It wasn't just that AP decided not to call them terrorists, AP publicly stated such. They said that since they lost some staff in the attacks, that they could not call the attackers "terrorists" if they were to remain impartial.
39 posted on 08/12/2002 4:10:31 AM PDT by weegee
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To: chance33_98
Parents who do not question the schools about these “Leftist Indoctrination Sessions” are probably the same ones who wonder why “Johnnie can’t read.”
40 posted on 08/12/2002 4:15:17 AM PDT by bimbo
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