Thursday, March 23, 2006

HAPPY 207th BIRTHDAY ! - Capt. Jonathan Walker

We were very happy with the participation and support from Harwich High School students, who read, along with their teacher, Mr. Richard Houston from HHS, from books on Jonathan Walker's life.

Claire Bangert, representing Harwich Middle School, read from "The Man with the Branded Hand" written by Mabel Weeks of the Harwich High School Class of 1902. Mrs. Trudie Cutler, representing the Harwich Historical Society, read passages from A PICTURE OF SLAVERY, FOR YOUTH by Jonathan Walker, a 161 year old booklet published in 1845, and given to Mrs. Cutler by her long time friend, Emma Augustus Rogers, the great grandniece of Jonathan Walker.

Our surprise guest was Mr. John Walker, the great, great nephew of Jonathan Walker, who read a personal letter written by Jonathan Walker to his wife and family from prison in Florida. At a reception after the read-a-thon, the tall, stately Mr. Walker engaged students with stories of his grandfather, Henry Marshall Walker, who sat in Jonathan Walker's lap as a boy and touched the outline of the raised red scar tissue of the SS branded on his hand while listening to stories from faraway lands.

Harwich Celebrates Capt. Jonathan Walker'’s
207th Birthday
Wednesday, March 22nd, 2006 Read-A-Thon 3:00 - 4:30 PM Brooks Free Library

Reflection and Readings from the selected writings of Capt. Jonathan Walker and the poem by John Greenleaf Whittier, as well as selections from Elmer R. Koppelmann'’s book, Branded Hand: The Struggles Of An Abolitionist, and Alvin F. Oickle'’s book, Jonathan Walker the Man with the Branded Hand. At the Brooks Free Library Wednesday, March 22nd 3:00- 4:30PM!

Capt. Jonathan Walker and many other (“come outers)” of the 19th century were Harwich abolitionists and would have been on the No Place for Hate Committee of their day!

A Branded Hand Experience !
We invite all Harwich residents to “"brand"(in non-toxic ink) one of your own hands with two initials, signifying your most important current human rights issue. As you meet others during the day, discuss the two letters on your "“branded hand"” and share your ideas for a more just world!

What issues are important to you? Perhaps you are a children'’s advocate (CA), or a friend of animals (FA), or an earth steward (ES), No Bullying! (NB)

Within Evergreen Cemetery, in Muskogee, Michigan, a pair of monuments mark the grave of Capt. Jonathan Walker, a Harwich born sea captain and abolitionist. Capt. Walker was arrested off the coast of Florida in 1844 while trying to deliver seven escaped
" “slaves "” to freedom. After being convicted in federal court, Walker's right hand was branded with the letters SS for slave stealer. He is the only man in U.S. history to have been branded by order of a federal court. He died in 1878.

Read-A-Thon: Wed. March 22nd 3 - 4:30pm
Celebrate Captain Jonathan Walker Day with a Read-a-thon at Brooks Free Library from 3:00 to 4:30 p.m. Read or listen to the words of Captain Walker and the story of his life.

Harwich Students are invited to visit the library after school and are welcome to participate in the read-a-thon. A Jonathan Walker birthday cake will be served!
Call us 508-432-9256 or (508) 432-4757

Tuesday, March 21, 2006

Beloved Community by Richard Flyer

Richard Flyer Action Call for March!

Dr. Martin Luther King challenged us-to go beyond our limited vision to work toward the "Beloved Community." This was the central theme of his teachings. What is this community, what keeps us from realizing it, and how can we work towards this community in our lives?

In this community he said "our loyalties must transcend our race, our tribe, our class, and our nation..."

This would be a community where love and justice prevailed. Love here is not sentimental affection, but the binding power that holds the universe together. In this community we would know that "we are tied together in the single garment of destiny, caught in an inescapable network of mutuality."

The ideal for the Beloved Community is not new. People from every culture and time throughout history have dreamed of this nonviolent and cooperative society. It has been called by many names.

Why haven't we developed the Beloved Community?

Our communities are divided by violence to the body, mind, and spirit. Each day we hear the same news about violence and other problems. Alone, these problems are immense. Together, they seem overwhelming.. Many feel powerless and numb.

Current approaches to solving community problems are not working. The reason: we are all divided into special interest groups, the new Tower of Babel.

These include racial, ethnic, religious, political, economic, civic, peace, social justice, and environmental groups, etc.

In the long run, the special interest approach can't be effective. All social problems are connected and have a common basis.

For example, look at how we deal with gang violence. We are kidding ourselves if we think brute force by the police or mainstreaming gang members will solve the problem. Dealing with gang violence in isolation from its interconnected root causes makes no sense. Why does a gang form?

Our society has not provided many youth with fellowship, love, a sense of purpose, relevant education or employment. A gang is an alternative society, a reaction and an indictment against the present one.

The way we have solved problems in the past, then, is like putting out small fires here and there, while the main fire rages out of control.

What is this raging fire?

Conflicts in communities are a mirrored reflection of the battles inside ourselves. As Pogo said, "We have met the enemy, and it is us."

Our little egos have gotten out of control, always grasping, "me, me, mine." Our own fears, insecurities, self-centeredness, and self-righteousness blinds us. Each day we harm ourselves and others. We are just too busy to notice . Ego-centered behavior becomes fossilized in social institutions. Greed and narrow self-interest have become the lubrication for our political and economic machinery.

Daily, we conform with these values, unquestioning, even though they are self-destructive. Look what we've become. We sing the virtues of materialism, consumerism, while hoarding greater profits, as the gap between the rich and poor increases. Then, we say we must use brute force, it's an "eye for an eye" trying to defend our way of life."

Think about the results of this way of life. We are destroying our life support system - Mother Earth -while poverty, hunger, wars, racism, and for many, hopelessness continues unabated.

Where do we go from here?

We must see that the raging fire is our ego-centered attitude and selfish lifestyle. This is the root cause of social conflict. Admitting this deep problem is a first step toward health and sanity.

There are many pioneers who taught us the way of going beyond self-interest. They taught practical means to help make our personal interest one with the common interest of all life. Dr. King is the most recent example. Great teachers of humanity such as Jesus, Buddha, Lao-Tse, Mahatma Gandhi and others were all saying the same thing.

Dr. King was killed because he was a non-violent revolutionary. He challenged us to be honest with ourselves. He saw that a radical change in our values, way of life, and institutions was necessary for there to be peace. He saw that in order to conquer the "giant triplets of racism, materialism, and militarism... we must rapidly begin the shift from a 'thing'-oriented society to a 'person'-oriented society. "

We have no choice today, but to follow on the same path. There is no time left for just talking about spirituality in the clouds, in the churches or in the ivory towers. We must live and practice it.

Now is the time to consciously develop a new society from the old, a Beloved Community based on love, justice, and fellowship. Begin with an inner attitude change. Dr. King spoke of an "inner spiritual transformation" that would give us strength to fight social injustice and lead us to "personal and social transformation."

The power to change our lives comes from within us and not outside. And, we don't have to wait for anyone else. We can start right where we live. Each day presents opportunities to practice love in action.

We can work locally, knowing that we are part of a larger global awakening. Humanity is leaving its childhood behind and is growing up.

We are witnessing the birth of a new world civilization. The truth is that we are one Spirit, one Earth, one Life, and one People. Every loving act that we perform, no matter how small fosters the awakening of ourselves, our families, then cities, nations, the world, and finally, the entire cosmos.

Working together and sharing ourselves, we can build a Beloved Community inside ourselves, with our families, anywhere we live. The dreamer may have given his life, but the dream lives on. The new dreamers are here, ready to carry the torch.

All contents copyright (c)1991 by Richard Flyer

Please send comments to

Monday, March 20, 2006

NPFH Monthly Meeting Tuesday, March 21, 2006 7-9pm

No Place for Hate Monthly Meeting

Brooks Free Library
Tuesday, March 21, 2006

Hi Friends,
Looking forward to seeing you all on Tuesday night at 7 pm. This is the
agenda as it now stands; please note a few changes. Thank you all who sent
me in additions or made suggestions. If there are any other inclusions,
there is no problem adding them in on Tuesday evening. See you soon; and
remember to bring a friend to the meeting!

Peace, Chuck Micciche

Harwich No Place for Hate Meeting Agenda
Tuesday, March 21st, 2006, 7 pm.
Brooks Free Library, lower level meeting room..

Welcome to All

Members Present: Ask all to sign in on clipboard; if new, invite them to add
contact info (email, tel, address)

Announcement of next meeting scheduled for Tuesday, April 18th, at 7 pm. at
Brooks Free Library, lower level meeting room.

Setting of Agenda: Review agenda items received; call for any other items to
be added for discussion. Set agreed time limit for discussion for each
item (I'd recommend a goal of 10 minutes per item for old bus/ 15 minutes
per item for new bus. if we hope to conclude by 8:30 pm). Review of minute
tracking system (numbered items) and 4 R's (Resolve, Refer, Revisit, Retire)

Old Business:

10306: Update on NPFH endorsements

20306: Report on HNPFH Night at Harwich Junior Theater Production of "Our
Town" (3/18)

30306: Chase and Sanborn Coffee Can Collection Update

40306: Capt. Jonathan Walker Day Festivities (3/22) Update

50306: Human Rights Commission Meeting (3/23) Update

60306: MLK Society Meeting (3/15) Report

New Business:

70306: HNPFH Table at the Harwich Civic Spirit Day (3/25)

80306: NPFH "Guidelines for Respectful Dialogue" flyer and hospitality table
at Town Meeting (5/?)

Other Business:

Announcements: Activities of other groups of interest

Reading of minutes

Call for corrections and approval of minutes

Sunday, March 19, 2006

The Man with a Branded Hand!

John Bangert outside the old Abolitionist Hall on the corner of Bank and Miles streets. (Staff photo by Merrily Lunsford)

Man with a branded hand

By Douglas Karlson
Wednesday, March 15, 2006

John Bangert had lived in Harwich for 35 years and never heard of Jonathan Walker. But since launching No Place For Hate in Harwich, a group dedicated to fighting prejudice, Bangert has become fascinated by the famous Harwich abolitionist, so much so he’s throwing Walker a birthday party of sorts (his 207th). The whole town’s invited.
Better known as the man with the branded hand, Walker is, to Bangert, a kindred spirit and source of inspiration. If Walker were alive today, he’d probably be on the No Place for Hate committee, said Bangert.

Walker was a whaling captain who was born in East Harwich and lived in New Bedford.
He was arrested in Florida for attempting to smuggle slaves to freedom. As a punishment, his hand was branded with the letters "S.S." for slave stealer. Walker re-interpreted the initials to stand for "slave savior." He became an instant celebrity among abolitionists.
According to Bangert, Walker’s message of equality and brotherhood still resonates today. "It’s a teachable moment," he explained.
No Place for Hate will celebrate the anniversary of Walker’s birth with a read-a-thon on Wednesday, March 22 from 3 to 4:30 p.m. at Brooks Free Library. The event will be a time of reflection, and there will be readings from Captain Walker’s writings, as well as a reading a John Whittier poem about Walker. Cake will be served.
Also, selections will be read from Alvin Oickle’s biography, "Jonathan Walker: The Man with the Branded Hand," and Elmer Kopelmann’s "Branded Hand: The Struggles of an Abolitionist."
Following Walker’s example, at the read-a-thon, No Place for Hate is inviting Harwich residents to use non-toxic ink to "brand" their own hands with the initials of the human rights issue most important to them.

Chuck Micciche is considering "N.T." for "no torture. Bangert has decided on "N.D." or "non-denomenational." It’s a message that ties in with his goal to break down barriers by visiting every house of worship on Cape Cod, an undertaking he estimates will take two years Harwich Youth Counselor Shiela House, thinks the event is a good idea. She’s concerned that students are becoming increasingly intolerant of one another. At the same time, she said many of her students recognize and are frustrated by the problem. They want to do something about it, she said.
Having time off from their busy school schedules to associate with one another and reflect in ideas is important, said House, who plans to mark her hand "T.H.F." for "teenagers have feelings." The Walker event, she said, is an ideal opportunity to create a moment of dialogue and awareness.

Over the past several months, Bangert has been busy researching the life of Walker. The more he’s learned, the more interested he has become. His exploration has also led to an interest in the abolitionist movement in Harwich.
Bangert has been delving into the underground railway, and was excited to learn about that the apartment house on the corner of Bank and Miles Street was once a meeting place for abolitionists, and was known as Unity Hall or Abolitionist Hall.

"Racism and abolitionism was the big issue" is Harwich in the mid 19th century, he explained. Harwich, he said, has a tradition of challenging hate and injustice.
Not that it was easy. Abolitionists were not accepted in some churches, said Micciche. He theorized that may be the reason for Abolitionst Hall. Church congregations, he said, were divided on the issue, so some ministers avoided the topic altogether. Bangert said he hopes to sponsor a tour of Harwich’s underground railway when his research is completed. If anyone has information about Harwich’s Underground Railway, they can contact No Place for Hate at 508-432-9256.

If you go...
What: Capt. Jonathan Walker’s 207 birthday
When: Wednesday, March 22, 3 - 4:30 p.m.
Where: Brooks Free Library
Cake will be served.
Also, the Harwich Junior Theatre will dedicate a performance of Thornton Wilder’s "Our Town" to "No Place for Hate Night," Saturday, March 18th.
A special discount price of $12 is available with the code "NPFH"

Jonathan Walker on Jonathan Walker!

“ I do not appeal to the laboring classes simply because they are the only productive people, but there are other considerations.

You, my working friends, are under obligations which none others can discharge, and owe an imperious duty to the country, to the slave, to your children, to yourselves, to humanity, and to God.

No longer attempt to shield yourselves behind an organized government. The government rests upon your shoulders. So long as you uphold the present government, you uphold slavery and endanger your own liberties! In fact, you cannot be free with this mountain of iniquity and its increasing expense resting upon you.

It is by your aid and support that there are now three millions of human beings in your country chattelized.

It is by your aid and support that more than 200 newborn infants in your country, daily, have their humanity wrung out and are hurled down and classed among marketable wares and commodities.

It is by your aid and support that a disgraceful, barbarous and uncalled for war is now waged and carried on at the expense of a half million dollars a day, for the sole object of extending slavery and slave power and it is you that have to fight the battles and foot the bills in the bargain.

Have you thought of that fact? ” Captain Jonathan Walker
Born - Harwich, Massachusetts, March 22, 1799
Died Age 79 years at Muskegon, Michigan April 30, 1878


Saturday, February 25, 2006

Why Girls Hit! - Sugar and Spice and No Longer Nice!

No Place for Hate Committee in cooperation with the Harwich Youth Commission, Sheila House, Youth Counselor and other caring church groups and educators would like to sponsor a book discussion in April or May! In an ongoing campaign to help our town deal with issues of race and hate, we must also see what going on in our daily lives which needs to be examined carefully. Childhood Bullying, Teasing, and Violence: What school personnel, professionals, and parents , and peers can do and must do.
Books will be for sale. Do you want to help. Please call John at (508) 432-9256 or Sheila House (508) 430-7836

Book #1
James Garbarino, Ph.D., See Jane Hit! Why girls are growing more voilent and what can be done about it!

Book #2
James Gabarino, Ph. D. and Ellern de Lara, Ph.D.
And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence

Book #3
Sugar and Spice and No Longer Nice!Sugar and Spice and No Longer Nice: How We Can Stop Girls' Violence
Deborah Prothrow-Stith, Howard R. Spivak
ISBN: 0-7879-7571-0
208 pages
May 2005

Michelle joined a gang because she felt she really had no choice. Unlike her sister, Michelle chose to take the same initiation as the boys (jumping in), rather than getting rolled in (having sex with all the male members of her gang's brother gang). She chose to rob a liquor store. She carried a gun to make it easy. The person behind the counter didn't cooperate, things got out of hand, and she did shoot.

Getting out of Ohio had always been her dream. Now she'll probably be old and gray by the time she's finished spending a life sentence here. Michelle's story evokes a disturbing trend documented in a new book, Sugar & Spice and No Longer Nice: How We Can Stop Girls' Violence (Jossey-Bass, 2005). Girls and young women are increasingly turning to physical violence to solve their problems and to gain social acceptance.

"In the past, girls who were feeling angry, hurt, or depressed tended to turn those feelings inward," explains Deborah Prothrow-Stith, associate dean for faculty development at HSPH and professor of public health practice. "Now, we are seeing a pattern where they are more likely to act out aggressively. There is an attitude among them that they need to be like boys-you need to give it and take it just like the boys-when the reality is that violence is a poor choice for either gender."

A violence prevention expert, Prothrow-Stith co-authored the book with Howard Spivak, chief of the Division of General Pediatrics and Adolescent Medicine at the New England Medical Center in Boston. Last year, the two penned Murder Is No Accident: Understanding and Preventing Youth Violence in America.

Anyone who watched the popular movie Mean Girls last year may be inclined to assume that girls' aggression is largely limited to bullying, name-calling, and social isolation. While these are serious problems in their own right, the pattern identified by Prothrow-Stith and Spivak is even more disconcerting. Arrest rates for girls for aggravated assault went up 57 percent from 1990 to 1999. Weapons possession arrest rates for girls jumped 44 percent during the same time period.

According to the book:

1900: 1 in 50 juveniles arrested for ALL crimes was a girl.

1975: 1 in 5 juveniles arrested for ALL crimes was a girl.

2000: 1 in 4 juveniles arrested for VIOLENT crimes only was a girl.

2003: 1 in 3 juveniles arrested for VIOLENT crimes only was a girl.

To help explain the trend in part, Prothrow-Stith and Spivak point to what they call the feminization of the superhero. Movies, comic books, video games, television shows, and web sites have all shown an uptick in the presentation of female characters who rely as much-if not more so-on their own brawn or on weapons as they do on their brains. Not meaningfully depicted are the more practical implications of such violence: debilitating injuries and loss of lives. The result is that girls are becoming socialized similarly to boys in messages that confuse violence with empowerment, say the authors.

There are other major risk factors, the same for boys and girls: gun availability, poverty, alcohol and drug use, biological factors, witnessing violence and victimization, and social and cultural influences.

To help parents steer children away from violence, Prothrow-Stith and Spivak have developed a model they call the ART of parenting:

A: Act as a role model-do rather than tell; demonstrate rather than dictate

R: Reach out to others-build a community of caring adults around your child

T: Talk and listen-communicate, communicate, and then communicate some more

"All of our children-boys and girls-deserve a chance to learn how to be assertive and successful without resorting to violence or aggression and without fear of becoming victims themselves," said Prothrow-Stith. "If learned, those lessons will hold true from the time they are kids on the playground to the time they are adults, raising children of their own."

Wednesday, February 22, 2006

Massachusetts Hate Crime Forms or Websites

If this form is not available at your local police department!

Massachusetts Hate Crime Forms
cut and paste this address
download> hc pdf

On-Line Forms


A Manual For Schools And Communities


The term "hate crime" is defined by various federal and state laws. In its broadest sense, the term refers to an attack on an individual or his or her property (e.g., vandalism, arson, assault, murder) in which the victim is intentionally selected because of his or her race, color, religion, national origin, gender, disability, or sexual orientation.

Every year, thousands of Americans are victims of such hate crimes. Each one of these crimes has a ripple effect in our communities. The pain and injustice of such crimes tear at the fabric of our democratic society, creating fear and tensions that ultimately affect us all.

Schools are not immune from such intolerance and violence. Teenagers and young adults account for a significant proportion of the country's hate crimes-both as perpetrators and as victims. Hate-motivated behavior, whether in the form of ethnic conflict, harassment, intimidation, or graffiti, is often apparent on school grounds. Hate violence is also perpetrated by hate groups, which actively work to recruit young people to their ranks.

The good news is that children are not born with such attitudes; they are learned. It is possible for schools, families, law enforcement, and communities to work together to prevent the development of the prejudiced attitudes and violent behavior that lead to hate crimes. Prejudice and the resulting violence can be reduced or even eliminated by instilling in children an appreciation and respect for each other's differences, and by helping them to develop empathy, conflict resolution, and critical thinking skills. By teaching children that even subtle forms of hate are inherently wrong, we can hope to prevent more extreme acts of hate in the future.

Educators have a tremendous opportunity to reduce or eliminate hate-motivated crime and violence. A number of school districts and individual schools have already taken action to create comprehensive anti-hate policies and programs that involve every facet of the school community, students, parents, teachers, staff, and administrators. These schools have worked to create a school climate where hateful acts are not tolerated, and to provide an equitable, supportive, and safe environment for all students.

Preventing Youth Hate Crime: A Manual for Schools and Communities is intended to assist more schools and communities to confront and eliminate harassing, intimidating, violent, and other hate-motivated behavior among young people. It is intended to promote discussion, planning, immediate action, and long-term responses to hate crime. By understanding what hate-motivated behavior is and how best to respond to it, schools can become a powerful force in bringing such incidents to an end.

How big a problem is hate crime?

The FBI reports that approximately 10,700 hate crimes were reported in the United States in 1996-approximately 29 such incidents per day. (Since many hate crimes are never reported to police, it is likely that the actual number of hate crimes significantly exceeds this number.) About 70 percent of all reported hate crimes were crimes against a person; about 30 percent were property crimes. Research indicates that a substantial number of these crimes were committed by males under age 20.

America's students are increasingly diverse.

School enrollment in 1997 has risen to a record 52.2 million students. Over the course of the next ten years, public high school enrollment is expected to increase by 13 percent. Many of these students will be enrolled in schools with increasing numbers of students from different races, ethnic backgrounds, and cultures. By the year 2007, Hispanic students will outnumber African American students by 2.5 percent. The numbers of Asian and Native American students are also expected to increase dramatically. The percentage of Caucasian students is expected to decline from 66 percent in 1997 to 61 percent in 2007. Within 25 years, 50 percent of all students will belong to a minority group.




A comprehensive hate prevention program will involve all school personnel in creating a school climate in which prejudice and hate-motivated behavior are not acceptable, but which also permits the expression of diverse viewpoints. Hate prevention, as used in this manual, means prevention of hate-motivated behavior and crimes.

1. Provide hate prevention training to all staff, including teachers, administrators, school security personnel, and support staff. All school employees, including teachers, administrators, support staff, bus drivers, and security staff, should be aware of the various manifestations of hate and be competent to address hate incidents. Training should include anti-bias and conflict resolution methods; procedures for identifying and reporting incidents of racial, religious, and sexual harassment, discrimination, and hate crime; strategies for preventing such incidents from occurring; and resources available to assist in dealing with these incidents.

2. Ensure that all students receive hate prevention training through age-appropriate classroom activities, assemblies, and other school-related activities. Prejudice and discrimination are learned attitudes and behaviors. Neither is uncontrollable or inevitable. Teaching children that even subtle forms of hate-such as ethnic slurs or epithets, negative or offensive name-calling, stereotyping, and exclusion-are hurtful and inherently wrong can help to prevent more extreme, violent manifestations of hate. Through structured classroom activities and programs, children can begin to develop empathy, while practicing the critical thinking and conflict resolution skills needed to recognize and respond to various manifestations of hate behavior.

3. Develop partnerships with families, community organizations, and law enforcement agencies. Hate crime prevention cannot be accomplished by schools alone. School districts are encouraged to develop partnerships with parent groups, youth serving organizations, criminal justice agencies, victim assistance organizations, businesses, advocacy groups, and religious organizations. These partnerships can help identify resources available to school personnel to address hate incidents, raise community awareness of the issue,ensure appropriate responses to hate incidents, and ensure that youth receive a consistent message that hate-motivated behavior will not be tolerated.

4. Develop a hate prevention policy to distribute to every student, every student's family, and every employee of the school district. An effective hate prevention policy will promote a school climate in which racial, religious, ethnic, gender and other differences, as well as freedom of thought and expression, are respected and appreciated. The policy should be developed with the input of parents, students, teachers, community members, and school administrators. It should include a description of the types of behavior prohibited under the policy; the roles and responsibilities of students and staff in preventing and reporting hate incidents or crimes; the range of possible consequences for engaging in this type of behavior; and locations of resources in the school and community where students can go for help. It should respect diverse viewpoints, freedom of thought, and freedom of expression. Every student should be informed of the contents of the school district's policy on hate crime on an annual basis. School districts are advised to consult with an attorney in the course of developing such a policy.

5. Develop a range of corrective actions for those who violate school hate-prevention policies. School districts are encouraged to take a firm position against all injurious manifestations of hate, from ethnic slurs, racial epithets, and taunts, to graffiti, vandalism, discrimination, harassment, intimidation, and violence. School districts can develop a wide range of non-disciplinary corrective actions to respond to incidents, including counseling, parent conferences, community service, awareness training, or completion of a research paper on an issue related to hate, as well as disciplinary actions such as in-school suspension or expulsion. School officials should be prepared to contact local, state or federal civil rights officials to respond to more serious incidents and, in cases involving criminal activity or threat of criminal activity, should call the police.

6. Collect and use data to focus district-wide hate prevention efforts. Collection of data on the occurrence of school-based hate incidents or crimes will assist administrators and teachers to identify patterns and to more effectively implement hate prevention policies and programs. To obtain such data, school districts may include questions regarding hate crime on surveys they
conduct related to school crime and discipline, as well as collect and analyze incident-based data on specific hate incidents and crimes. In the latter case, school districts are encouraged to work closely with local law enforcement personnel to collect uniform and consistent data on hate crime.

7. Provide structured opportunities for integration. Young people can begin to interact across racial and ethnic lines through school- supported organizations and activities. Multi-ethnic teams of students can work together on community service projects, to organize extracurricular events, or to complete class projects. High school students can participate in service- learning projects in which they tutor, coach, or otherwise assist younger students from diverse backgrounds.

Which hate crime and civil rights laws apply?

A number of federal and state laws prohibit acts or threats of violence, as well as harassment and discrimination, based on race, color, religion, national origin, sexual orientation, gender and/or disability. It is important to check with an attorney to ascertain the extent to which federal and state hate crime and civil rights laws may also apply in the school context. The applicable federal laws include the following:

18 U.S.C. Section 245. Section 245, the principal federal hate crime statute, prohibits intentional use of force or threat of force against a person because of his or her race, color, religion, or national origin, and because he or she was engaged in a "federally protected activity," such as enrolling in or attending any public school or college. Legislation has been introduced which would amend Section 245 to include crimes committed because of the victim's sexual orientation, gender or disability, and to eliminate the "federally protected activity" requirement.

Title VI of the Civil Rights Act of 1964. Title VI and regulations promulgated under Title VI prohibit discrimination by institutions that receive federal funding, including harassment, on the basis of race, color, and national origin.

Title IX of the Education Amendments of 1972. Title IX and regulations promulgated under Title IX prohibit discrimination by institutions that receive federal funding, including harassment, based on sex.

Section 504 of the Rehabilitation Act of 1973. Section 504 and regulations promulgated under Section 504 prohibit discrimination by institutions that receive federal funding, including harassment, based on disability.


The following hate prevention programs are examples of the measures that educators can take to address hatemotivated behavior in their schools and communities. These examples are not exhaustive, but are intended to assist educators in determining which programs might work best in their own schools and communities. For additional information, please contact the individuals listed.

The programs, activities, organizations, curricula, books, web sites, videos and other resources listed in this Manual are not exhaustive, nor is their inclusion intended as an endorsement by the Department of Justice or the Department of Education. Rather, these listings are intended to assist educators in determining which programs, activities, organizations, or instructional materials might be most suitable for their own classrooms, schools, and communities.

New Jersey Department of Education:

Project PRIDE

In 1995, 885 bias incidents against African Americans, Hispanics, and Jews were reported in New Jersey. In response, the State Department of Education's (NJDOE) Office of Bilingual and Equity Issues, in conjunction with the Holocaust Education Commission, the NAACP, the National Conference, the Anti-Defamation League, and county Human Relations Commissions, developed Project PRIDE (Peace, Respect, Inclusion, Diversity and Equity).

PRIDE's goal is to eliminate bias incidents from public schools. PRIDE trains parents, students, and teachers to understand the dynamics of institutional racism, discrimination, bias crime, and hate-motivated conflict. Key aspects of the Project include conflict resolution training for teachers and other school staff anti-bias and conflict resolution training for students; and school-wide support for principles of non-violence.

PRIDE is currently being used in 122 New Jersey school districts. NJDOE hopes to implement PRIDE statewide in coming years.


Iliana Okum, Project Director. 609/292-8777.

Los Angeles, California:

Educating for Diversity

In 1992, the Los Angeles Unified School District (LAUSD) approved a plan to address diversity and cultural issues in its schools. The Board of Education's action plan, Educating for Diversity: A Framework for Multicultural and Human Relations Education, was implemented in 1994 and includes guidelines, strategies, and resources for addressing these issues in the district's instructional program.

The LAUSD plan consists of a multi-prong approach that addresses the needs of teachers, administrators, students, and the community. Teams of teachers from each school site receive training on district data collection procedures. School counselors receive additional training on working with victims of hate crimes, and parents are offered a one-day orientation on family and human relations issues.

Two classroom curricula have been implemented to improve students' understanding of and respect for diversity. Sixth and ninth graders receive a 10-20 week curriculum entitled Healthy Relations, which emphasizes multicultural and human relations sensitivity, gender relations, conflict

resolution, peer mediation, and media literacy. Different and the Same, a video series on diversity and inclusion, has been provided as a teaching tool in the elementary school grades.


Evangelina Stockwell, Assistant Superintendent, Office of Intergroup Relations. 213/625-6579.

Oakland, Richmond, and Berkeley, California: Youth Together Project

The Youth Together Project was developed by a coalition of human rights groups, teachers, school administrators, parents, and students, in response to reports of increasing racial and ethnic tensions among youth in the Oakland, Richmond, and Berkeley schools.

The Project aims to foster cross-cultural understanding between different ethnic groups; establish preventive programs designed by and for youth; and influence hate crime policy within participating school districts. Students are grouped into multicultural teams to examine individual stereotypes and prejudices through group discussions and cooperative learning activities. This approach is based upon the theories that the keys to resolving ethnic tensions among students is to understand student perspectives on race, power, and privilege, and to address the institutional roots of racial violence in the schools. Teams work together to implement hate and violence prevention programs, such as a peer education program.

During its first year, the Project recruited and trained 75 students from five high schools (15 students from each school) to serve on the multicultural teams. Over a one-year period, the teams developed, conducted, and analyzed a survey of 2,500 Bay Area students' views on violence and racial tension in their schools. The team members then published educational materials on issues of race, equity, and school violence. These materials are available upon request.


Margaretta Lin, Project Director. 510/834-9455.

Omaha, Staten Island, San Diego, and Los Angeles: Stop the Hate

A WORLD OF DIFFERENCE Institute's Stop the Hate program, developed by the Anti-Defamation League, is being pilot tested in one high school and several feeder schools in Omaha, Staten Island, San Diego, and Los Angeles.

Stop the Hate is designed to combat hate-related incidents by altering how schools respond to inter-group tensions. The program is based on the premise that the first step that schools must take to stop hate violence is to acknowledge the reality of hate crimes. Schools then develop a voluntary "code of conduct" that clearly communicates that acts of hate will not be tolerated by the school community.

Stop the Hate provides comprehensive, anti-bias, and conflict resolution training for high school students, teachers, administrators, parents, and community members. A key component of the program is prevention training for all stakeholders-including development of the necessary skills to identify, understand, and effectively prevent hate crimes. Youth are directly involved in the program as trainers and peer leaders.


Lucia Rodriguez, Project Director. 212/885-7818.

Los Angeles, Revere, Memphis, New York: Facing History and Ourselves (FHAO)

For more than 20 years, FHAO has been working with middle and secondary school educators to assist them in examining issues of hate, intolerance, compassion, courage, and individual responsibility in the classroom. FHAO annually reaches more than 900,000 students in urban, suburban, and rural communities across the United States.

* In California, students in 50 of the middle and secondary schools within the Los Angeles Unified School District examine prejudice, discrimination, and related issues through an FHAO course integrated into the American and world history, literature, and arts curricula, as well as through service learning.

* In Revere, Massachusetts, an urban area outside Boston, teachers worked with FHAO to develop an interdisciplinary English and social studies program aimed at increasing student awareness about diversity and reducing prejudice. Every ninth grade student participates in this program.

* In Memphis, Tennessee, high school students at White Station High School coordinated discussion sessions with teachers, community leaders, and parents about confronting social isolation and building community. FHAO has provided in-service training for teachers to infuse citizenship training into the high school's curriculum and improve cultural understanding.

* At the International High Schools within New York's Public School System, all new students receive an in depth FHAO course as a foundation for learning about citizenship and building interpersonal skills. This course is integrated into the literature and history curriculum.


Margot Strom, Executive Director. 617/232-1595.

Tucson, Arizona: El Hogar de la Paz (The Home of Peace)

In 1996, the Tucson Unified School District, in collaboration with five other school districts, developed a comprehensive program to address escalating ethnic and racial conflict in Tuscon and Pima Counties. Funded by a grant from the U.S. Department of Education's Safe and Drug Free Schools Program, the program provides a range of services to all schools throughout the county, as well as specialized programs tailored to the unique needs of particular schools and classrooms. The program provides:

* One- and two-day coalition-building seminars for teachers and students, designed to help them lead and facilitate group discussions on racial and ethnic issues, and address intergroup conflict;

* A cadre of certified trainers within each district who are available to conduct anti-bias, peer mediation, and conflict resolution training for teachers and students in their district's schools;

* One- and two-day workshops for students on diversity issues and cross-cultural relations;

* Quarterly newsletters, distributed to all teachers in the county, with information on diversity and conflict resolution activities for the classroom, responding to bias incidents, and related issues;

* An anti-hate web site, developed by students (; and

* Training and written materials for law enforcement, local government agencies, and community organizations to increase awareness about identifying, reporting, and responding to hate crime, and assisting victims.

In the two years since its inception, more than 750 students, 700 school staff, 200 law enforcement personnel, and 150 local government and community staff have participated in workshops organized by El Hogar de la Paz.


Dennis W. Noonan, Project Coordinator. 520/512-3084.

Orange County, California:

Bridges of Understanding

The Orange County Human Relations Council is a nonprofit organization which counts among its members corporations, cities, foundations, the county, schools, and the courts. For over ten years, the Council has worked with schools at all levels to help build inter-ethnic communication, cohesion, a sense of community, and a safe, inclusive climate throughout the County's schools.

To accomplish these goals in a sustainable manner, the Council works collaboratively with each school on an individual basis for a minimum of three years. A leadership team works with the school community to assess that school's needs and to create a school human relations task force. In conjunction with the task force, the Council then provides training sessions for parents, students, administrators, school staff, and teachers. The Council also works with the task force to design student retreats and schoolwide projects.

These programs are supported by a county-wide summer youth leadership institute; annual middle and high school student symposia on inter-cultural cooperation; a school inter-ethnic relations round table; and a parent leadership institute designed to build the skills of non-English speaking parents so that they can be more effectively involved in their children's schools.

The Council currently provides comprehensive school inter-ethnic relations and violence prevention programs in 41 Orange County schools, and reaches over 21,000 students and teachers each year. Building Bridges of Understanding, the Council's school inter-ethnic relations program, is funded by corporate and private contributions totaling $500,000 annually.


Rusty Kennedy, Executive Director. 714/567-7470.



The following activities illustrate the sort of classroom projects that can help students develop empathy, critical thinking skills, and an awareness and appreciation for diversity. A number of anti-bias curricula have been developed by various organizations which contain additional activities; these curricula are listed in the Bibliography at the end of this Manual.

In order to be most effective, such classroom activities should be part of a comprehensive hate prevention strategy that involves all members of the school communityincluding the student body, parents, school administration, law enforcement, and community organizations. Issues such as prejudice, discrimination, and hate crime cannot be effectively addressed in the classroom alone. Rather, classroom lessons must be reinforced by the school community, and beyond.

It can sometimes be difficult for teachers and students to discuss issues such as prejudice and discrimination, particularly in a multicultural setting. Therefore, prior to engaging in these or other anti-bias teaching activities, teachers may wish to receive diversity or conflict resolution training.

Elementary School Activities

* Reading books aloud is an excellent way to prompt classroom discussions about the diversity of cultures, traditions, and lifestyles in our society. Books also help children to develop empathy by helping them to understand the points of view of other people.

An annotated bibliography of multicultural children's literature is available from A WORLD OF DIFFERENCE Institute, Anti-Defamation League, 823 United Nations Plaza, New York, NY, 10017. 212/885-7800; or 800/343-5540.

* Encouraging children's critical thinking ability may be one of the best antidotes to prejudice. Help children recognize instances of prejudice, discrimination, and stereotyping, and discuss appropriate responses to such attitudes and behaviors when they encounter them. Newspapers, magazines, movies, and television news and entertainment shows can provide opportunities for classroom discussion.

A web site that introduces children to concepts of prejudice and discrimination in an interactive, age-appro

priate format, Hateful Acts Hurt Kids, can be found at This web site helps children learn empathy, an appreciation for diversity, and coping skills should they become victims of prejudice.

A free pamphlet on talking to young children about prejudice and discrimination is available from the National PTA, 300 North Wabash Avenue, Suite 2100, Chicago, IL, 60611. 312/670-6782.

* Young children can work together to create positive change through community-oriented projects. Class projects such as painting over graffiti, or working together to develop a classroom code of conduct (e.g., "No child shall be teased or excluded because of his or her race, religion, accent, ethnicity, disability, gender, or appearance."), all affirm children's ability to take a stand against prejudiced thinking.

Additional hate prevention activities for elementary grades can be found in "Teacher They Called Me A _______!", available for $12.50 from the Anti-Defamation League, 22D Hollywood Avenue, Hohokus, NJ, 07423. 800/343-5540, or 212/885-7951; Starting Small: Teaching Tolerance in Preschool and the Early Grades, available free of charge from Teaching Tolerance, 400 Washington Avenue, Montgomery, AL, 36104. 334/264-0286; and Actions Speak Louder Than Words, available free of charge from the National Conference, 71 Fifth Avenue, New York, NY, 10003. 800/352-6225.

Middle and Secondary School Activities

* By learning what youth and communities can do to reduce or prevent hate violence, students learn that their choices and actions can have an impact. People working together to stop hate violence across the nation have made a big difference. The movement against hate groups and hate violence includes hundreds of national, regional, and local organizations. In particular, young people can bring to a community an increased awareness of the problems of prejudice.

To convey the power of community mobilization against hate crime, you might show the award-winning video Not In Our Town, which documents community resistance to anti-Semitic and other hate crimes in Billings, Montana. You may wish to ask questions such as: Who are the victims, bystanders, and perpetrators in this film? What form of resistance did the community initiate? How did the organized hate group members react to the union of Jews and non-Jews in the commu-

nity? Do you think it is true that the community "found a weapon more powerful than [the KKK's]?" What was that weapon, and what made it more powerful? Has this, or another, type of bigotry ever occurred in your community? What, if any, forms of community action were used to combat it?

Not In Our Town is available with a teaching guide from The Working Group, 510/268-9675, ext. 317. More on community mobilization projects can be found in Teaching Tolerance Magazine, a free semiannual magazine providing educators with resources for promoting interracial and intercultural understanding. Teachers and other educators can subscribe free of charge using official school letterhead. Teaching Tolerance, 400 Washington Avenue, Montgomery, AL, 36104. 334/264-0286. Fax: 334/264-7310.

* By understanding the various manifestations of hate throughout our nation's history, students learn to recognize it in contemporary society. Members of racial or religious groups, immigrants, women, the disabled, and gays and lesbians have been the targets of bigotry at various times in our country's history. Regardless of the specific identity or characteristics of the victims or perpetrators, however, there are elements common to all forms of intolerance and persecution.

You might have students research historical incidents of bigotry against particular groups, and present their reports to the class. Students can discuss what these reports show about why some people do not accept individuals who are different than themselves, and what individuals, groups, and our Nation have done to respond to acts of intolerance (e.g., civil rights laws, hate crime laws, the United Nations Manifesto on Human Rights).

Additional activities on the historical role of hate are suggested in Free At Last: A History of the Civil Rights Movement and Those Who Died in the Struggle, available free of charge from Teaching Tolerance, 400 Washington Avenue, Montgomery, AL, 36104. 334/264-0286; and in Facing History and Ourselves, from Facing History and Ourselves National Foundation, Inc., 16 Hurd Road, Brookline, MA, 02146. 617/232-1595.

* Students can learn critical thinking skills to identify stereotyping that they encounter in their own lives, as well as in the media, literature, music, movies, and elsewhere.

More hate prevention activities for middle school students can be found in the award-winning Healing the Hate: A National Bias Crime Prevention Curriculum for Middle Schools, available for $26.00 from the Department of Justice's Office of Juvenile Justice and Delinquency Prevention, 800/638-8736; and in The Prejudice Book, available for $18.00 from the AntiDefamation League, Hohokus, NJ. 800/343-5540.


Anti-Defamation League (ADL). The ADL is a human relations organization with 31 regional offices across the country. ADL is dedicated to promoting intergroup cooperation and interfaith understanding. ADL's WORLD OF DIFFERENCE Institute has developed several K-12 curricula, fact sheets, and research materials, and has worked with numerous schools across the country to design comprehensive, school-wide policies to foster cultural awareness and increased appreciation for diversity. Over 300,000 children have participated in ADL and WORLD OF DIFFERENCE programs. Materials may be purchased from ADL's Anti-Bias/Diversity Catalog for Classroom and Community. 823 United Nations Plaza, New York, NY, 100 17. 212/490-2525; or, to order materials, 800/343-5540.

Center for Democratic Renewal (CDR). CDR is a national clearinghouse of information on the white supremacist movement, and provides training to schools, churches, community organizations, and law enforcement agencies. Over 40 publications are available, including the resource manual, When Hate Groups Come To Town, and the bimonthly newsletter, The Monitor. P.O. Box 50469, Atlanta, GA, 30302. 404/221-0025.

U.S. Department of Education. The Office for Civil Rights (OCR) provides legal guidance, technical assistance, and materials on racial and sexual harassment in school settings. The Office of Elementary and Secondary Education's Safe and Drug-Free Schools Program (SDFSP) provides discretionary and formula grant funding to state and local education agencies, governors' offices, and public and private nonprofit organizations for a wide range of school- and community-based drug and violence prevention efforts. 600 Independence Avenue, SW, Washington, D.C., 20202. OCR800/421-3481; SDFSP-202/260-3954.

U.S. Department of Justice. The Community Relations Service (CRS), a unique component of the Department of Justice, was established by the Civil Rights Act of 1964 to pre-

vent or resolve community conflicts arising from actions or policies perceived to be discriminatory on the basis of race, color, or national origin. CRS provides a variety of services to schools and other community organizations, including conflict resolution, conciliation, and mediation training for students, teachers, and school administrators. 600 E Street NW, Suite 2000, Washington, D.C., 20530. 202/305-2935.

Educators For Social Responsibility (ESR). ESR creates and disseminates publications and programs for teachers and students emphasizing dialogue, critical thinking skills, nonviolent conflict resolution, social responsibility, and cooperation. ESR provides resources addressing intergroup relations, violence prevention, and character education. Teachers guides, textbooks, and videos are available. 23 Garden Street, Cambridge, MA, 02138. 800/370-2515.

Facing History and Ourselves (FHAO). For over twenty years, FHAO has used the lessons of history to teach young people the skills and attitudes necessary to be responsible and involved citizens and to preserve freedom. From its regional offices in Chicago, Memphis, Boston, New York, and Los Angeles, FHAO has developed programs for numerous schools across the country. FHAO provides schools with programs, resources, and speakers that relate history to contemporary issues. In addition, FHAO provides one- and two-day workshops, as well as week-long institutes, for educators; assists teachers to design their own course or plan lessons to enhance courses they are already teaching; and publishes a variety of curricula and other materials. 16 Hurd Road, Brookline, MA, 02146. 617/232-1595.

Green Circle Program. Green Circle develops programs to promote awareness, understanding, and appreciation of diversity in schools and other settings across the country. These programs encourage young people ages 12 to 18 to explore the dynamics of difference and discrimination, language, stereotypes, and the impact of historical and current events. 1300 Spruce Street, Philadelphia, PA. 215/893-8400.

National Association for the Advancement of Colored People (NAACP). The NAACP has over 2,200 chapters nationwide. Its principal objective is to ensure the educational, political, social, and economic equality of minority group citizens of the United States. The NAACP is committed to achieving these goals through non-violence. 4805 Mount Hope Drive, Baltimore, MD, 21215. 410/359-8900.

National Conference (NC). Formerly known as the National Conference of Christians and Jews, the NC was

founded in 1927 to combat racism and religious bigotry, and to improve communications between different American communities. Its publication, Actions Speak Louder Than Words: A Skills-Based Curriculum for Building Inclusivity, available free of charge, is designed for use in elementary and middle schools. 71 Fifth Avenue, New York, NY, 10003. 212/807-8440, or 800/352-6225.

National Education Association (NEA). The NEA:s Human and Civil Rights Division (HCR) has primary responsibility for the Association's Safe Schools Program. An important component of the program is preventing and responding to hate-motivated incidents in schools. In addressing school safety in general, and hate-motivated behavior in particular, HCR provides training, technical assistance, and information to Association members and the public. 1201 16th Street, NW, Washington, D.C., 20036-3290. 202/822-7453.

National Hate Crime Prevention Project. The Project is funded jointly by the U.S. Department of Justice's Office of Juvenile Justice and Delinquency Prevention and the U.S. Department of Education's Safe and Drug Free Schools Program. The Project has developed Preventing Hate Crime: A Multidisciplinary Approach, which brings together educators, law enforcement and victim assistance professionals, policymakers, members of the religious community, and youth to develop strategies to prevent hate crime in their communities. The Project has also worked with the Congress of National Black Churches to respond to the arsons of African American churches, formed a Hate Crime Prevention Information Sharing Network, and developed Healing the Hate: A National Bias Crime Curriculum for Middle Schools. Educational Development Center, 55 Chapel Street, Newton, MA, 02158-1060. 800/225-4276; 617/969-7 100, x. 2534.

National Youth Advocacy Coalition (NYAC). NYAC, established in 1993, seeks to end discrimination against young people who are gay, lesbian, bisexual, or transgender. Among other activities, NYAC works with schools to address anti-gay behavior on campus, and provides hotline, resource, and referral information to students. 1711 Connecticut Avenue, NW, Suite 206, Washington, D.C., 20009. 202/319-7596,

Parents, Families and Friends of Lesbians and Gays (PFLAG). PFLAG recognizes that sexual minority youth often feel unsafe in their school or community because they are targets of anti-gay attitudes. PFLAG aims to give these young people safe places to learn and grow, and mentoring relationships with caring adults. PFLAG is organized in over 400 communities in every state. Local volunteers offer peer support for gay. lesbian, bisexual, and transgender youth,

their parents, family members and friends, and work with school and community leaders to address the needs of families with gay or lesbian members. 1011 14th Street, NW, Suite 1030, Washington, D.C., 20005. 202/638-4200.

Study Circles Resource Center (SCRC). SCRC helps communities use study circles-small, democratic, highly participatory discussions-to discuss and engage in problem solving on issues such as race, crime, education, youth issues, and American diversity. SCRC is currently working with over 50 communities nationwide to plan and implement study circle programs on race relations. Several SCRC materials are available free of charge for use in middle and upper grades: Can't We All Just Get Along?; Youth Issues, Youth Voices; and Towards a More Perfect Union. P.O. Box 203, Pomfret, CT, 06258. 860/928-2616.

Teaching Tolerance. Teaching Tolerance is a national education project dedicated to helping teachers foster equity, respect, and understanding in the classroom and beyond. A project of the Southern Poverty Law Center, Teaching Tolerance offers free or low-cost resources to educators at all levels, including the free video-and-text teaching kits, America s Civil Rights Movement and The Shadow o Hate, and Starting Small, a teacher-training kit for early childhood educators. The organization also publishes the free, semi-annual magazine Teaching Tolerance, which addresses classroom themes of tolerance, respect, and community-building and is distributed to more than one-half million educators throughout the U.S. and in 70 other countries. 400 Washington Avenue, Montgomery, AL, 36104. 334/264-0286. Fax: 334/264-7310.


Government Sites

U.S. Department of Education: Office for Civil Rights

Office of Elementary and Secondary Education, Safe and Drug-Free Schools Program

U.S. Department of justice:

"Hateful Acts Hurt Kids"

Federal Bureau of Investigation Hate Crimes Report

Montgomery County, Maryland,

Committee on Hate Violence

Washington State Safe Schools Coalition

Non-Profit and Educational Sites

Anti-Defamation League

Facing History and Ourselves National Foundation

Improving America's Schools Education Reform

Institute: Creating A Better School Environment

Institute on Race and Poverty: Center on Speech, Equity and Harm

Not in Our Town

Teaching Tolerance


Curricula and Instructional Materials

"1997 Hate Crimes Laws." Anti-Defamation League (1997). 800/343-5540; 212/885-7591.

A Policymaker's Guide to Hate Crimes. Bureau of Justice Assistance, U.S. Department of Justice, Washington D.C. (March, 1997). 800/688-4252.

An American Testament: Letters to the Burned Churches. Includes discussion guide with activities suitable for elementary and secondary school students. Anti-Defamation League (1996). 800/343-5540; 212/885-7591.

Facing History and Ourselves. Suitable for grades 7-12. Facing History and Ourselves National Foundation, Inc., Brookline, MA (1995). 617/232-1595.

Flirting or Hurting? A Teacher's Guide on Student-to-Student Sexual Harassment. Suitable for grades 6-12. Wellesley College Center for Women, Wellesley, MA (1994). 617/283-2510.

Hands Across Campus. Suitable for grades 6-12. American Jewish Committee, Washington DC (1996). 202/785-4200.

Hate Crime: A Sourcebook for Schools Confronting Bigotry, Harassment, Vandalism, and Violence. Bodingerdelbriarte, Christina and Sancho, Anthony. Philadelphia: Research for Better Schools (1992). Southwest Regional Laboratory. 562/598-7661.

Hate Crime: The Violence of Intolerance. U.S. Department of Justice, Community Relations Service, Washington, D.C. (1997). 202/305-2935.

Healing the Hate: A National Bias Crime Prevention Curriculum for Middle Schools. Suitable for grades 7-12. Office of Juvenile Justice and Delinquency Prevention, Washington D.C. (January, 1997). 800/638-8736.

PEARLS (People Empowered to Address Real Life Situations): Violence Prevention and Victim Assistance for Adolescents. Suitable for grades 8-12. Victim Services, New York, NY (1992). 718/624-2066.

Prejudice Reduction and Hate Crimes Prevention: An Annotated Bibliography of Resources for Teachers and School Administrators. New Jersey Department of Education, Division of Student Services, Office of Bilingual Education and Equity Issues. (August, 1997). 609/292-8777.

Pride in Who We Are: Compendium of Model Programs. New Jersey Department of Education, Division of Student Services, Office of Bilingual Education and Equity Issues (1997). 609/373-4089.

Project TEAMWORK-Athletes Against Violence Initiative: Empowering Students to More Effectively Deal with Racism, Prejudice, Bias and Conflict. Suitable for grades 6-12. Northeastern University's Center for the Study of Sport in Society, Boston, MA. 617/373-4025/4566.

Starting Small: Teaching Tolerance in Preschool and the Early Grades. Teaching Tolerance, Montgomery, AL. 334/264-7310.

Stop the Hate: A Community Brochure. El Hogar de la Paz. Tucson Police Dept., Pima County/Tucson AntiHate Crimes Task Force, Tucson Unified School District (1997). 520/791-4444.

Talking to Our Children About Racism, Prejudice, and Diversity. Suitable for grades K-3. Leadership Conference Education Fund, 1629 K Street, NW, Suite 1010, Washington D.C., 20006. 202/466-3434.

"Teacher They Called Me A ______!" Suitable for

grades K-6. Anti-Defamation League, Hohokus, NJ.


Teaching Tolerance Magazine. Free semiannual magazine. Teachers and other educators can subscribe free of charge using official school letterhead. Teaching Tolerance, Montgomery, AL. 334/264-7310.

The Prejudice Book. Suitable for grades K-6. AntiDefamation League, Hohokus, NJ. 800/343-5540.

Tolerance for Diversity of Beliefs: A Secondary Curriculum Unit. Social Science Education Consortium, Boulder, CO. Suitable for grades 8-12. 303/492-8154.

WE: Lessons on Equal Worth and Dignity, the United Nations and Human Rights. Elliott, RoAnne and Simon, Ken. United Nations Association of the United States, Minneapolis, MN (1992). Suitable for grades 4-9.612/473-7813.


Ethnic Conflicts in Schools. Banfield, S. Springfield, NJ: Enslow Books (1995).

Facing Racial and Cultural Conflicts: Tools For Rebuilding Community. Washington D.C.: Program for Community Problems (1992).

Hate Crimes: The Rising Tide of Bigotry and Bloodshed. Levin, J., and McDevitt, J. New York: Plenum Press (1993).

It's Our World, Too: Stories of Young People Who Are Making A Difference. Hoose, Phillip. New York: Little, Brown and Co. (1993).

Multicultural Education in a Pluralistic Society. Gollnick, D.M., and Chinn, P.C. Columbus, OH: Merrill (1990).

Multiethnic Education: Theory and Practice. Banks, J.A. Needham Heights, MA: Allyn & Bacon (1988)

Perpetrators, Victims, Bystanders. Hilberg, Raul. Harper Collins (1992).

Preventing Prejudice: A Guide for Counselors and Educators. Ponterotto, G.J. and Pederson, B.P. Newbury Park, CA: Sage Publications (1993).

The Hate Crime. Karas, P. New York: Avon Books (1995).

The White Power Movement: America's Racist Hate Groups. Landau, E. Brookfield, CT: Millbrook Press.


Suitable for elementary school:

Starting Small. A video-and-text teacher training kit including exemplary tolerance education programs for use by early childhood educators. Free, one per school upon written request on letterhead from an elementary principal, day care director, or teacher education department chairperson. 58 Minutes. Teaching Tolerance, 400 Washington Avenue, Montgomery, AL, 36104. 334/264-0286. Fax: 334/264-7310.

Suitable for middle school and high school:

Babakiueria. A satire in which the roles of blacks and whites are reversed. A fleet of black settlers arrive to colonize an area inhabited by white natives. Designed to foster empathy. International. 30 Minutes. Landmark Films, Inc., 3450 Slade Run Drive, Falls Church, VA, 22042. 800/342-4336.

Names Can Really Hurt Us. A series of vignettes in which high school students describe hurtful incidents of prejudice and discrimination. Anti-Defamation League Materials Library, 22-D Hollywood Ave., Hohokus, NJ, 07423. 800/343-5540.

Not in Our Town. Award-winning PBS documentary showing how the town of Billings, Montana responded to

an anti-Semitic hate incident with a community-wide show of support for the intended victims. The Working Group, 5867 Ocean View Drive, Oakland, CA, 94618. 510/268-9675, ext. 317.

The Shadow of Hate. A video-and-classroom guide for secondary students. This Academy Award-nominated documentary traces the history of violence and prejudice in U.S. history against various racial and ethnic groups and women. Free, one per school upon written request on letterhead from a principal, university department, or community organization. 40 Minutes. Teaching Tolerance, 400 Washington Avenue, Montgomery, AL, 36104. 334/264-7310.

Skin. A dramatization of real life incidents, showing the problems minority teenagers encounter in their relationships with teachers, other students, and employers, because of their race or ethnicity. Landmark Films, Inc., 3450 Slade Run Drive, Falls Church, VA, 22042. 800/342-4336.

Skin Deep. Chronicles the experiences of a diverse and divided group of college freshmen as they explore their prejudices and try to understand each other's racial attitudes. California Newsreel, 149 Ninth Street, #420, San Francisco, CA, 94103. 415/621-6196.

Suspect. An African American businessman's encounter with a Latino cab driver who is reluctant to take him to his home in Harlem reveals prejudice and perceptions between minorities. Landmark Films, Inc., 3450 Slade Run Drive, Falls Church, VA, 22042. 800/342-4336.

A Time for Justice. An Academy Award winning documentary that surveys the civil rights movement through historical footage. Video and classroom guide. 38 Minutes. Direct Cinema Limited, P.O. Box 10003, Santa Monica, CA, 90410-10003. 310/636-8200. Fax: 310/636-8228.

Trouble Behind. Addresses the underlying causes and persistence of racism in an American town. Free facilitator's guide available. 56 Minutes. California Newsreel, 149 Ninth Street, #420, San Francisco, CA. 94103. 415/621-6196.

The full text of this public domain publication is available at the U.S. Department of Education's Safe and Drug-Free Schools Program home page at, and at the U.S. Department of Justice's home page at]. The text is also available in alternate formats upon request. For more information, please contact us at:

U.S. Department of Education

Office of Elementary and Secondary Education Safe and Drug-Free Schools Program

600 Independence Avenue, SW

Washington, D.C. 20202-6123


Telephone: (202) 260-3954

TDD: 1-800-877-8339, 8 a.m. - 8 p.m., ET, M-F

Harwich No Place for Hate Committee is seeking your personal or groups endorsement of this community supported action.

Harwich No Place for Hate Committee in cooperation with the ADL and MMA is seeking your personal or groups endorsement of this community supported action.

Wording of petition which was signed on MLK day on the steps of town hall by three selectmen, and until recently, was in the Harwich Community Center with over 250 signatures affixed upon it. We now we ask to have your own family members, co-workers, association, businesses, companies, citizens organizations, churchs and or social concerns committees sign and support this effort to lend it's leadership to this noble cause.

Whereas: We recognize issues of diversity and encourage our residents to foster a spirit of understanding and respect for all peoples, and

Whereas: The safety, well-being and respect for all of our citizens are essential in our growing community.

Whereas: We invite full participation in all our community affairs and respect, support, and encourage people of every race, ethnicity, class, gender, sexual orientation, age and physical and mental ability to join with us in building a community of respect.

Now, therefore the Town of Harwich
joins with other Massachusetts communities in declaring itself a community of respect for all people, and, as part of the Anti-Defamation League / Massachusetts Municipal Association / No Place for Hate Program, commits itself to actively foster respect for all people.

Proclaimed this date, Monday, January 16, 2006
, in celebration and recognition of Martin Luther King's birthday, in the Town of Harwich, Massachusetts.

Tuesday, February 21, 2006

No Places for Hate Harwich & New Bedford

No Place for Hate Harwich members Chuck Micciche, and John Bangert, attend the Frederick Douglass 7th Annunal Read-A-Thon along with New Bedford's new Mayor, Honorable Scott L. Lang on Sunday at the New Bedford Friends Meetinghouse,

City of New Bedford
Office of the Mayor
Contact: Elizabeth Treadup (508) 979-1410


.....The attack on the patrons at Puzzles Lounge early Thursday morning was an attack on our entire community. The events that transpired in that barroom are not an accurate representation of the people of New Bedford. I consider New Bedford's diversity to be one of its finest characteristics and want to remind everyone that a community cannot be judged by the acts of one individual. The vigil held on Thursday night demonstrated our community's solidarity and made a strong statement to the rest of the country that we will not accept violent criminal behavior in the place we call home.

.....For the past five years, through the Anti-Defamation League, New Bedford has been a "No Place for Hate" community, and has implemented programs and offered services that counteract hatred, prejudice, and bigotry. The City of New Bedford accepts and welcomes persons of every race, religion, and sexual orientation.

.....New Bedford will not tolerate any act of violence against its people. I want to commend the police and the emergency teams for their quick response and continued efforts. The entire City's thoughts and prayers are with the victims and their families. I urge anyone with information on the suspect or his whereabouts to contact the authorities and I encourage the citizens of New Bedford to stand united against violence of any kind in our community.

Thursday, February 16, 2006

Barnstable County Human Rights Commission to hold public forums

The Barnstable County Human Rights Commission, as part of its mandate to do community education, is holding a series of public forums in the Cape's towns to introduce the Commission to the public and to hear concerns. These are the dates, so far:

1) Thursday, Feb.16 Provinctown -- 7:PM
2) Tuesday, Feb. 28 Wellfleet -- 7:PM
3) Sunday, March 5 Yarmouth -- 2:PM
4) Monday, March 6 Barnstable -- 7:PM
5) Friday, March 10 Mashpee -- 2:30PM
6) Thursday March 16 Orleans -- 7:PM
7) Thursday, March 23 Harwich/Chatham -- 7:PM Harwich Community Center

Contact: Ernest C. Hadley, Esq, (508) 349-2660

Contact: No Place for Hate Harwich (508) 432-9256

Contact: Cape Codder's for Human Rights

Wednesday, February 15, 2006

PTA May be Forming in Harwich Again! Why was it disbanded?

Why Join PTA

Enjoy the Benefits

The number-one reason to join the Parent Teacher Association is to benefit your child. In doing so, you also help your school. But there are many more advantages. Here are just a few:

Get Connected. There’s no better way to know what’s happening in your school.

Discover Great Resources. The PTA offers a variety of programs designed for parents as well as students.

Tap into a Network. Parenting is not easy—it helps to share ideas, concerns and experiences with other parents and educators in the community. PTA functions are opportunities to meet other parents and teachers, building rapport and discussing issues that are on your mind.

Watch Yourself Grow. By volunteering with your PTA, you gain valuable experiences. It’s an opportunity to put your skills and hobbies to good use for a good cause—your child and all children in the community.

Speak Up. Because the PTA is a forum for exchanging ideas, you are encouraged to make suggestions. PTA can be a way for you to more effectively suggest change at your child’s school.

Witness Improvement. By getting involved at your child’s school you’ll be part of the solution, helping make positive changes. Local PTAs play an important role in fundraising to provide building improvements, curriculum-based programs, and social events—all vital to a school’s success.

Be a Role Model. By becoming a PTA member, you’ll be demonstrating to your child the importance you place on education.

Learn more about the Benefits of Joining PTA.

Join Us Today!

For less than 3 cents a day, you can become a PTA member, joining nearly 6 million other people who share your interest in issues affecting children. Everyone—parents, educators, students and other citizens active in their schools and communities—are invited to join our not-for-profit organization.

Discussing Hate and Violence with Children
10 Things You Can Do to Prevent Violence in Your School Community
Understanding Bullying

Children are aware of what is happening in the world around them. Parents and educators cannot assume that children are unaffected by global events. When frightening and violent incidents occur, such as the attacks of September 11, both children and adults may experience a range of emotions including fear, confusion, sadness and anger.

To counteract fear and give reassurance, parents, teachers and day care providers can provide opportunities for children to express how they feel and channel their feelings into positive actions.

Discussions between adults and children in difficult situations can be an opening for reinforcing family and community values, beliefs and traditions. To learn more, take a look at the following advice that was developed by National PTA and the Anti-Defamation League.

In order to provide the reassurance and guidance children need, adults should first come to terms with their own feelings. Explore and discuss with other adults your own feelings and perceptions. Recognize that your past experiences may influence how you look at current situations.

Be Alert
Be alert to signs of upset in children. These signs may include withdrawal, lack of interest, acting out, fear of school or other activities, or anything that deviates from the child’s norm.


* Listen carefully in order to learn what children know and are thinking.
* Treat all children’s questions with respect and seriousness; do not “shush,” ignore or dismiss children.
* Clarify children’s questions so that you can understand what is being asked, what has led to the question and how much information a child wants. A child who asks: “Why was the World Trade Center attacked?” could be curious about the political issues of the attacks, or may be asking, “Could I or someone I love be hurt in an attack?” A good way to clarify what a child wants to know is to repeat the question to the child; for example, “You’ve been thinking about the attacks on the World Trade Center and are wondering why they happened.” In this way a child can say, “Yes, that is what I’ve been thinking,” or can correct what you said in order to redirect the conversation to something he or she wants to discuss.
* Sometimes, without repeating the exact words, it is helpful to reflect what you think a child is feeling, as a way of giving a child the opportunity to confirm that you have understood, or to clarify. For example, you can say: “It sounds as if you’re afraid that something like this might happen again.”


* Review the facts of what actually happened.
* Reassure children in age-appropriate ways that they are safe. When talking to toddlers, responses can be simple and direct: “I love you and I will always do everything I can to make you safe.”
* Let children know that many people and organizations are working to make us safe, for example, police, rescue workers, and government and private agencies, such as ADL.
* Reassure children that while there are people who do things that are hard to understand, we live in a wonderful country and, for the vast majority of the time, we are safe.

Be Honest

* Answer questions as clearly and honestly as you can, using developmentally appropriate language and definitions. If you don’t know the answer to a child’s question, say so and make a plan to try to find out.
* Correct yourself if you give incomplete or inaccurate information. Don’t be afraid of making a mistake; when we admit our mistakes, adults model for children how to admit their own mistakes. Be direct about acknowledging mistakes and avoid defensiveness; say, “I made a mistake.”
* Acknowledge that there are people who hate other people, and that hateful actions can be threatening.

Share Your Perceptions

* Share your perceptions and feelings but try to avoid conveying hopelessness. Without diminishing the seriousness of a situation, it is important to keep perspective and convey it to children.
* Avoid giving young children more specific detail than necessary. Be careful not to frighten children. Limit children’s exposure to media coverage of violent events.

Take Action

* Children need to know that people are not powerless in the face of hate; there are many things children and adults can do.
* Have regular discussions about ways people can address hate. Brainstorm ways to address these concerns at home, in school and in the community. Examples include speaking out against name-calling, making friends with people who are different from you, learning about many cultural groups and exploring ways to increase intergroup understanding. Discuss specific steps to make these things happen.
* Help children understand that if hateful words go unchallenged, they can escalate to acts of physical violence. Discuss how hate behaviors usually begin with unkind words. Discuss and practice ways children can challenge name-calling and bullying. Even preschool children can learn to say, “Don’t call him that; that’s not his name!” or “Don’t call her that; she doesn’t like that!” or “Don’t call me that; it’s not fair!”
* Help children understand that sometimes it might not be safe for them to intervene; teach children to seek adult assistance when someone is being harassed or bullied.
* Help your children feel good about themselves so that they learn to see themselves as people who can contribute to creating a better world.

A Guide to Your Civil Rights

Erasing Hate
A Guide to Your Civil Rights in School: Your Right to be Free From Discrimination, Harassment, and Hate-Motivated Violence

Attorney General Tom Reilly
One Ashburton Place
Boston, MA 02108

By joining together, we can erase hatred in our schools. I believe that all of us -- students, teachers, school administrators, and law enforcement officials -- share the responsibility to create a safe, diverse, and positive learning environment that prepares young people for the world of the 21st century. We must celebrate our differences and applaud our diversity.

You have the right to learn in an environment that is free from hate-motivated violence, harassment, and discrimination based on race, color, religion, national origin, ethnic background, gender, sexual orientation, or disability. This guide is designed to inform you of the laws protecting you against hate-based crimes, as well as the resources available for reporting bias-motivated harassment, discrimination, or violence.

I am confident that, working together, we can ensure that all students in Massachusetts have access to an educational experience free from harassment and victimization by hate crimes.

Tom Reilly


You have the right to attend school without being the victim of physical violence, threats of harm, intimidation or damage to your personal property. A hate crime occurs when you or a fellow student is targeted for physical assault, threat of bodily harm or intimidation, at least in part because you are a member of a different race, color, religion, ethnic background, national origin, gender or sexual orientation from the offender or because you have a disability.

Certain types of language or conduct may indicate that a hate crime has occurred. Some indicators that a crime was hate-motivated include:

* Use of racial, ethnic, religious, sexual or anti-gay slurs;
* Use of symbols of hate, such as a swastika or a burning cross;
* Similar behavior by the wrongdoer towards other students from the same racial, ethnic or religious group or against students of the same sexual orientation or gender; and
* The incident occurs while the victim was participating in an activity promoting a racial, religious, ethnic/national origin, disability, gender or sexual orientation group, such as attending a meeting of the National Association for the Advancement of Colored People (NAACP), a students' gay rights alliance, or a disability rights demonstration.

Hate crimes most frequently occur in the following ways:

* A physical attack or a threat of bodily harm, on the basis of a student's race, color, religion, national origin, ethnic background, gender, sexual orientation or disability;
* Intimidating or threatening language based on a student's race, color, religion, national origin, ethnic background, gender, sexual orientation or disability; or
* Damage to a student's personal property or belongings because of the student's race, color, religion, national origin, ethnic background, gender, sexual orientation or disability.


Harassment in school occurs when a student or adult's behavior or inappropriate language creates a hostile, offensive or intimidating school environment. A single incident, depending on its severity, may constitute illegal harassment.

A hostile, offensive or intimidating school environment may be created by behaviors such as the following:

* Degrading, demeaning, insulting or abusive verbal statements or writings of a sexual or racial nature or related to a student's race, color, religion, national origin, ethnic background, gender, sexual orientation or disability;
* Graffiti, slogans or other visual displays (such as swastikas and burning crosses) which contain racial, ethnic, religious slurs or insults based on the student's gender, sexual orientation or disability;
* Treatment of a student in a more or less favorable way because the student submitted to or rejected sexual advances or requests for a social relationship; and
* Unwelcome sexual advances, including same-gender harassment.


Every student is entitled to equal educational opportunities. A student may not be subjected to discipline or more severe punishment for wrongdoing nor denied the same rights as other students because of his or her race, color, religion, national origin, ethnic background, gender, sexual orientation or disability, including in:

* Course Registration
* Guidance Counseling and Course Instruction
* Extra-Curricular Activities and Athletic Programs

Students with Disabilities are protected under federal and state law from discrimination. Such students are entitled to: (1) have their programs and activities in a physically accessible location; (2) be ensured "effective communication," including, where necessary, the provision of additional aids and services; and (3) reasonable modification of a school's policies and practices, where necessary, to receive an equal opportunity education. Students with special educational needs may be entitled to an individualized educational program.


If you have been physically attacked, threatened with physical harm or discriminated against while in school or while participating in a school-related activity, because of your race, color, religion, national origin, ethnic background, gender, sexual orientation or disability, or if you witness these acts against another student:

Notify your local police in an emergency or if your or another student's personal safety is in danger.

In all circumstances where you are the subject of any incident of harassment or any incident involving intimidation, threat of violence or physical attack, you should notify a school official.

If your physical safety is not in danger, you may want to try to speak with the person you feel has harassed you or discriminated against you -- for example, the teacher, coach, other student or administrator -- to request that the offensive conduct stop. Only do this if you feel safe and are comfortable doing so. If you do not feel safe or comfortable doing this alone, ask someone you trust -- such as a parent, a good friend, a family member, the school nurse, a teacher or your guidance counselor -- to accompany you.

* Talk about the situation with your parents, your guardian or another adult whom you trust.
* If there is still a problem, make an appointment with your school principal to explain why you believe your rights have been violated.
* If your principal feels that your rights are not being violated or if, for some reason, you are not able to meet with him or her, talk with your school superintendent.
* If you still feel that your concerns are not being appropriately addressed, you may file a formal complaint with your school superintendent and the school committee. Your school committee must respond to you in writing within 30 days of your filing a complaint.
* You may also request an investigation of your complaint by contacting your school district's Office of Equity or the person designated to coordinate or handle harassment and discrimination complaints in your school district.


Your school should take appropriate action to protect you from physical harm and to stop hate-motivated harassment or intimidation and prevent it from happening again. If it does not, you should report the incident to one or more of the agencies listed below.

Massachusetts Department of Education (DOE)
350 Main Street
Malden, MA 02148
(617) 388-3000
The state DOE's Problem Resolution System allows you, your parents and others to file a complaint if you believe you have been harassed or discriminated against.

Massachusetts Office of the Attorney General, Civil Rights Division
One Ashburton Place
Boston, MA 02108
(617) 727-2200
The Attorney General's Civil Rights Division reviews complaints of harassment, intimidation and discrimination in schools and determines appropriate legal action, including obtaining a restraining order.

United States Department of Education, Office for Civil Rights
John W. McCormack Building
Post Office and Court House, Room 701
Boston, MA 02109
(617) 223-9662
The Office for Civil Rights receives and investigates complaints of discrimination and harassment.

Massachusetts Commission Against Discrimination (MCAD)
One Ashburton Place
Boston, MA 02108
(617) 727-3990 or (413) 739-2145
The MCAD investigates complaints about discrimination in any public school program or course of study. Filing must occur within 6 months of the alleged discriminatory educational practice or harassment incident.

Massachusetts Department of Social Services (DSS)
1-800-KIDS-508: State-wide Child Abuse/Neglect Reporting Line
1-800-792-5200: Child at Risk Hotline/evenings, nights and weekends
DSS investigates reports involving a student under 18 years old who suffers physical or emotional injury from abuse (including sexual abuse) or severe neglect (including malnutrition).

United States Department of Justice
Community Relations Service (CRS)
99 Summer Street, Suite 1820
Boston, MA 02110
(617) 424-5715
CRS is a specialized federal conciliation service that assists school districts to manage and prevent racial and ethnic conflicts and disruptions in schools.


American Civil Liberties Union (ACLU) of Massachusetts
(617) 482-3170

The ACLU provides free legal advice and advocacy to students and educates students on issues of discrimination, harassment, civil rights and civil liberties.

Anti-Defamation League (ADL)
(617) 457-8800

The ADL provides advocacy, support and legal referral services to victims of hate crimes, harassment and discrimination. The ADL's "World of Difference" Program works with schools to fight anti-Semitism, prejudice, bigotry and racism.

Asian American Resource Workshop: SafetyNet Hate Violence Prevention Project
(617) 426-5313

SafetyNet assists Asian Americans in reporting hate crimes and obtaining access to police, prosecutors and the court system, and provides free and confidential support and referral services. Interpretive services are available.

Boston Alliance of Gay & Lesbian Youth (BAGLY)
1-800-42-BAGLY or (617) 227-4313 (Main Office)

BAGLY is a youth-run, adult-advised social support group to discuss issues of concern to gay, lesbian, bisexual and transgender (GLBT) youth. BAGLY also offers a peer counseling program and referrals to professional services.

Boston Asian: Youth Essential Services (YES)
(617) 482-4243

Boston Asian YES provides violence prevention, counseling, crisis intervention, gang prevention and substance abuse services for Asian youth in the Greater Boston area.

Boston Gay and Lesbian Adolescent Social Services (GLASS)
(617) 266-3349

Boston GLASS provides social services, peer support, educational opportunities and health promotion activities for GLBT and questioning young adults ages 25 and under.

Childhelp USA National Child Abuse Hotline

The Child Abuse Hotline provides crisis counseling and referral to any caller in an abuse-related situation.

Children's Law Center of Massachusetts
(781) 581-1977

The Children. s Law Center represents students and provides advocacy and training on issues affecting the civil and legal rights of students and their education.

Coalition for Asian Pacific American Youth (CAPAY)
(617) 287-5689

CAPAY is a youth-run organization that focuses on improving race relations, providing peer support and developing leadership skills for Asian Pacific-American youth.

Domestic Violence Ended (DOVE) Youth Hotline
(617) 773-HURT or (617) 471-1235

DOVE's Youth Hotline provides a safe, confidential and anonymous place for young adults to talk about domestic violence issues and receive support and referral services.

Fenway Community Health Center
(617) 267-2535 (Gay and Lesbian Peer Listening Line)
(617) 267-0900, ext. 6250 (Violence Recovery Program)

The Peer Listening Line is staffed by volunteers who provide support to callers with questions regarding their sexual orientation and access to community services. The Violence Recovery Program provides support and referral services to victims of hate crimes and harassment.

Gang Peace
(617) 989-1285

Gang Peace provides peer-based education and training to youth ages 9 through 25, with an emphasis on rehabilitating gang members and youth at risk, providing programs in violence prevention and intervention, crisis management, mediation and HIV education.

Gay & Lesbian Advocates & Defenders (GLAD)
1-800-455-GLAD or (617) 426-1350

GLAD provides legal information, referrals and may provide direct legal representation to students and their families to assist students who have been harassed or discriminated against on the basis of sexual orientation and/or HIV status.

Governor's Commission on Gay and Lesbian Youth
(617) 727-7200, ext. 312

The Commission provides information about how to start a Gay/Straight Alliance (GSA) and how to find out about existing GSAs and other GLBT support services.

Governor's Task Force on Hate Crimes,
Student Civil Rights Project of the Governor's Task Force on Hate Crimes
(617) 727-6300, ext.25339 Web site:

The Student Civil Rights Project receives reports of hate incidents and provides assistance and referrals for civil rights issues in schools.

La Alianza Hispana - Youth Outreach Program
(617) 427-7175

La Alianza Hispana provides programs and services to the Latino community of Greater Boston, including intervention and referral services to victims of violence and harassment.

Lawyers' Committee for Civil Rights - Project to Combat Racial Hate
(617) 482-1145

The Lawyers' Committee provides free legal services to children and their families who have been harassed or discriminated against on the basis of race or national origin.

Massachusetts Advocacy Center
(617) 357-8431

The Advocacy Center provides legal representation to income-eligible youth with special needs or disabilities and who face suspension or expulsion from school due to disciplinary concerns.

Massachusetts Office on Disability (MOD)
1-800-322-2020 or (617) 727-7440 (Voice and TDD)

MOD sponsors recreational and educational programs for youth with disabilities to share concerns about day-to-day issues and coping strategies, independence and self-care.

National Association for the Advancement of Colored People (NAACP)
Boston (617) 427-9494
New Bedford (508) 991-4416
Springfield (413) 734-2765
South Middlesex (508) 879-7612
Merrimack Valley (978) 975-5177
Cambridge (617) 661-9223

The NAACP provides counseling and legal referral services to African-American youth and empowers youth to resolve problems relating to violence, harassment and discrimination.

National Coalition of Advocates for Students (NCAS)
(617) 357-8507

NCAS seeks equal access to quality public education for children of vulnerable groups, including children of color, children recently immigrated to the United States and children with disabilities.

National Conference for Community and Justice
(617) 451-5010

The National Conference trains youth from diverse racial, ethnic and religious groups to develop leadership skills to address prejudice and intolerance and develop strategies for inclusion.

No Place for Hate Harwich
P.O. Box 200
Harwich, MA 02645-0200
(508) 432-9256


Samariteens provides a free and confidential service staffed by teenage volunteers dedicated to assisting teenagers in need and also provides suicide prevention and intervention strategies.

Sociedad Latina
(617) 442-4299

Sociedad Latina offers treatment and counseling services to Latino youth and programs designed to prevent HIV/AIDS transmission, substance abuse, teen pregnancy and domestic violence.

Urban League
Eastern Massachusetts Office (617) 442-4519
Springfield Office (413) 739-7211

The Urban League provides services and advocacy programs relating to education for people of color, with a focus on poor and low income urban areas.