Rescue personnel help injured people after a car ran into counterprotesters after an white nationalist rally in Charlottesville on Saturday. (Steve Helber/AP)

(Update: Adding more information)







Teachers and others are already posting material on Twitter:


Responding to Hate at School 2017[1] on Scribd


The lesson:

Activities meet the following objectives:

  • understand the definition of “hate” and be able to use alternate words
  • discover and understand how national laws are made
  • apply that understanding to the concept of government protection

Essential questions

  • What is the nature of hate?
  • What is the statistical picture of hate crimes in America?
  • How does the Matthew Shepard and James Byrd Jr. Hate Crimes Prevention Act expand protections against hate crimes?
  • Who were Matthew Shepard and James Byrd Jr.?


Pencil and paper
Internet access


hate |hāt|
(noun) A strong feeling of dislike.
(verb) To strongly dislike.

crime |krīm|

law |lô|

legislation |ˌlejəˈslā sh ən|


Reading/Language Arts/ELL

  1. Now, make a list of the things you “hate.” (Examples might include things like broccoli, homework, rainy days or getting up early.) Does your list include any people? What’s the difference between hating a thing and hating a person?
  2. As a class, discuss the definition of the word “hate.” (The word refers to a feeling of strong dislike — a feeling that demands action.) What can happen when somebody acts on their feelings of hate? Discuss how those actions might impact your classroom, your school and your community.
  3. Partner with another student or a small group of students. Take turns rephrasing your “I hate …” sentences so that they include more specific information. For instance: Instead of saying “I hate broccoli,” consider saying, “Broccoli doesn’t taste good to me” or “I like carrots better than broccoli.” If your list includes people, consider saying, “I wish my sister shared her toys” rather than “I hate my sister.” Why do you think these sentences are better choices? Share some examples of your new sentences with the rest of the class.
  4. As a class, agree that you will keep checking your use of the word “hate.” Every time you hear it or read it, stop and think about it. If possible, discuss it with a classmate or friend. How would you rephrase the sentence?

Social Studies

  1. At the national level, Congress has the power to make laws. Congress represents the legislative branch of the U.S. government.  Divide the class into three groups. Within your group, use the Internet to access the federal Ben’s Guide to U.S. Government for Kids.
  2. Each group will have responsibility for researching and sharing information about one of the following:
  • What Is a Law?
  • Who Makes Laws?
  • How Laws Are Made?


  1. Present your information to the entire class. After all groups have presented, review the process from the time a bill is introduced to the time it is signed by the president.
  2. President Barack Obama signed a law that would help protect Americans against hate crimes. (Note: You may want to explain a bit about this law.) A hate crime is an attack against somebody because of their differences, such as skin color, religion or disability. The law is called the Hate Crimes Prevention Act. Together, brainstorm ways this law might affect the everyday lives of people in your community. Using it as an example, evaluate the reasons that we have laws. Why are they important?






External Links

Preventing Youth Hate Crime: A Manual for Schools and Communities

Related Resources


Critiquing Hate Crimes Legislation
