pecial thanks to Sara Miller McCune and Julianna Friedman for their

pecial thanks to
Sara Miller McCune
and
Julianna Friedman
for their generous support
in making this resource guide possible
and imagining a future
without hate and prejudice.
Table of Contents
About this Guide ...................................................................................................... 3
SCHOOLS:
How Can My School Become Designated No Place for Hate®? . ........................... 4
What Teachers and Administrators Can Do ............................................................ 6
Checklist: Creating an Anti-Bias Learning Environment ......................................... 8
Responding to Bullying in School ........................................................................... 9
Sample No Place for Hate® Projects for Schools ................................................. 10
COMMUNITY:
How Can My Community Become Designated No Place for Hate®?.................... 14
What the Community Can Do . .............................................................................. 16
Lo Que la Comunidad Puede Hacer ...................................................................... 17
Action Planning Activity Worksheet ...................................................................... 18
El Plan de Ejercicio del Plan de Acción . ................................................................ 19
Responding to Jokes and Slurs ............................................................................ 20
Como Responder a las Bromas Ofensivas y a las Calumnias .............................. 21
Sample No Place for Hate® Projects for the Community ..................................... 22
Resolution of Respect ........................................................................................... 26
Resolución de Respeto .......................................................................................... 27
Developing a Common Language ......................................................................... 28
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N
Lista De Definiciones ............................................................................................. 29
Calendar of Observances 2007 - 2009 . ................................................................ 30
A World of Difference® Institute Programs ................................................. 42
l
Judy Meise
r Hate Chair
No Place fo
Reid
Jacqueline
inator
r Hate Coord
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ce
la
P
o
N
100 Hat Club Members . ........................................................................................ 43
Anti-Defamation League Information .................................................................... 44
Joni Meisel
Board Chair
Julie Saltoun or
ct
Regional Dire
How Can My
School
Become Designated
No Place for Hate®?
1. Form a committee to oversee anti-bias activities in your school.
Suggested committee members include: school faculty
and staff members, administrators, students, parents,
community leaders and youth organization leaders.
Reach out to student groups for ideas and involvement.
2. Sign the “Resolution of Respect.”
Organize a presentation of the Resolution of Respect to begin
the program. This can be done as part of a larger celebration of
diversity, during a school assembly or pep rally or through individual
classroom projects. Sign the Resolution of Respect in this guide
and display it in your school.
“
3. Choose and complete, within the year, three or more activities that celebrate diversity and promote respect.
T
he University of
California, Santa
Barbara is proud to be
an institution that has
No Place for Hate®.
We appreciate the
educational programs
that the Anti-Defamation
League has sponsored
in our residence halls
and elsewhere around
campus.”
Chancellor Henry Yang
University of California,
Santa Barbara
Projects should expose young
people to other cultures, celebrate
diversity and promote respect for
differences. Ideally, projects will help
young people put current events
into historical context, challenge
them to think critically and evoke a
sense of “community.” Projects can
be tailored to the specific needs
of each school and may include
programming by ADL’s awardwinning A WORLD OF
DIFFERENCE® Institute.
Choose from the projects listed in this guide
or be creative and design your own projects
consistent with the program’s theme.
Contact ADL for a School Request for Project Approval and the
School Project Fulfillment forms. First send the School Request
for Project Approval to ADL. When the project is complete, collect
supplemental materials (press releases, articles, photos, videos, etc.).
Return the School Project Fulfillment form along with the supplemental
materials to ADL. Upon completion of all three projects, the school
will be designated a No Place for Hate® community.
You will have the opportunity to complete another three activities
the following year for recertification.
What
Teachers and
Administrators
Can Do
Examine your own cultural biases and assumptions. Explore your
perceptions and understanding of situations by developing an
awareness of your cultural “filters.”
Integrate culturally diverse information and perspectives when
working with young people. Relegating equity issues to a special or
“multicultural” time sends a message to children that such issues are
unimportant relative to other activities in which you and the children are
involved. Explore diversity issues and incorporate multiple perspectives
on a regular basis.
Allow time for the process to develop. Introduce less complex topics
first and create time to establish trust. Develop ground rules for
discussion that allow for honest dialogue within a respectful context.
Recognize that the long history of mistrust between people in different
groups will not dissipate quickly.
Establish an environment that allows for mistakes. Since most of us
have unconsciously acquired prejudice and stereotypical thinking, we
may not be aware that certain attitudes are harmful to ourselves and to
others. Acknowledge that intolerant thinking will surface from time to
time in ourselves and in others. Model non-defensive responses when
told that something you said or did
was offensive to someone. Assume
“ anta Barbara County
goodwill and make that assumption a
common practice within your groups.
Schools takes great
Intervene. Be prepared to respond
pride in its long-standing
to purposefully directed acts of bias.
tradition of recognizing
Children will carefully observe how
and celebrating diversity.
you intervene when someone is the
ADL deserves an target of discriminatory and hateenormous amount of
based behavior. Your silence in the
credit for making face of injustice conveys the mescommunities aware of
sage that you condone the behavior
the prejudices that we
or consider it not worthy of attenare all facing.”
tion. Your appropriate and timely
intervention is critical in establishing
Bill Cirone
an environment where all children
Santa Barbara County
feel valued and respected.
S
Keep learning. Keep abreast of current issues and discuss them with
children. Clip articles from newspapers and magazines and post them
in the classroom. Let children know that you consider yourself a learner
in these issues.
Avoid preaching to children about how they should behave. Research
indicates that exhortation is the least effective method for changing
prejudiced attitudes; in fact, it often produces a result opposite from
the desired effect. Encourage children to resolve conflicts, solve
problems, work in diverse teams, and learn new information about
themselves and others through interactive experiences.
Encourage empathy. Encourage children to share life experiences
and choose literature that will help them develop empathy. Make
your school or center a place where children’s experiences are not
marginalized, trivialized, or invalidated. It is not fruitful to engage in a
debate over who has suffered the most. Oppression is harmful to all
people in all of its forms.
Review resources. Review material so that displays and bulletin
boards are inclusive of all people. Ensure that books and videos you
use do not reinforce existing stereotypes. When you encounter such
examples, point them out to children and encourage a discussion
about them.
Make home-school-community connections. Involve parents, caregivers,
family members, and other members of the community in the learning
process. Understand that families and other community members
provide the context in which children learn and are
motivated to learn. Examine how you can connect
home, school, and community
with one another and the
larger world.
From Hate Hurts: How Children Learn
and Unlearn Prejudice by Caryl SternLaRosa and Ellen Hofheimer Bettmann,
©2000 Anti-Defamation League.
All rights reserved. Reprinted
with permission. Published by
Scholastic, Inc.
Superintendent of
Schools
CHECKLIST:
Creating an Anti-Bias Learning Environment
Use this list to identify strengths and areas in need of improvement.
Images
Does the physical environment contain images of
people from diverse backgrounds (for example,
diverse cultures and religions, and people of different ages)?
o We do this well o Needs improvement
Does the physical environment include images that
counter existing stereotypes (for example, a Mexican physician instead of a Mexican in a sombrero
taking a siesta)?
o We do this well o Needs improvement
Do textbooks and other curricular resources
include content and illustrations that reflect the
experience of people from diverse backgrounds?
o We do this well o Needs improvement
Does the school provide opportunities for all
students and staff to participate in anti-bias education programs that promote awareness of personal
biases and provide opportunities to develop skills to
challenge bias?
o We do this well o Needs improvement
Does the physical environment include images of
diverse people engaged in everyday dress and activities, as opposed to ancient or ceremonial dress
(for example, a Native American in Western dress
working at a computer, rather than in ceremonial
feathers)?
o We do this well o Needs improvement
Does the curriculum promote understanding of
diverse perspectives, including the values, attitudes
and behaviors that support cultural pluralism?
o We do this well o Needs improvement
Does the physical environment include images of
people with a range of different abilities and body
types engaged in a variety of activities?
o We do this well o Needs improvement
Does the school staff provide equal opportunities
and maintain high expectations for all students?
o We do this well o Needs improvement
Does the physical environment include images of
many different kinds of family compositions and
socioeconomic groups?
o We do this well o Needs improvement
Does the physical environment include images
that demonstrate the geographic diversity of family
dwellings, neighborhoods, and communities (for
example, urban, rural, suburban)?
o We do this well o Needs improvement
Does the physical environment include images that
counter gender stereotypes (for example, women
demonstrating physical strength and men performing domestic tasks or caring for children)?
o We do this well o Needs improvement
Does the physical environment include images of
people from diverse backgrounds interacting with
one another?
o We do this well o Needs improvement
Experiences
Do the teaching strategies reflect a variety of
learning styles?
o We do this well o Needs improvement
Do school policies and procedures foster positive
interactions among staff, students and students’
families?
o We do this well o Needs improvement
Does the school foster students’ learning of other
languages, including sign language, as a legitimate
means of communication?
o We do this well o Needs improvement
Responding to Bullying in School
What is the definition of bullying?
Bullying is aggressive behavior that is intentional, repeated over time, and involves an
imbalance of power or strength. A child who is being bullied has a hard time defending
himself or herself.
Bullying can take many forms such as:
Physical bullying, such as hitting or punching;
Verbal bullying, such as teasing or name-calling;
Nonverbal or emotional bullying, such as intimidating someone through gestures or
social exclusion; and
Children and youth also may be involved in cyberbullying, which occurs when
children or teens bully each other using the Internet, mobile phone or other cyber
technology. This can include:
• Sending mean text, e-mail, or instant messages;
• Posting nasty pictures or messages about others in blogs or on Web sites;
• Using someone else’s user name to spread rumors or lies about someone.
What works in bullying prevention?
There are a number of school-based bullying prevention programs. Although they
vary in size and scope, the most promising programs incorporate the following
characteristics:
• A focus on creating a school-wide environment, or climate, that discourages
bullying;
• Surveys students to assess the nature and extent of bullying behavior and attitudes
toward bullying;
• Training to prepare staff to recognize and respond to bullying;
• Development of consistent rules against bullying;
• Review and enhancement of the school’s disciplinary code related to bullying
behavior;
• Classroom activities to discuss issues related to bullying;
• Integration of bullying prevention themes across the curriculum;
• Individual and/or group work with children who have been bullied;
• Individual work with children who have bullied peers;
• Involvement of parents in bullying prevention and/or intervention activities; and
• Use of teacher or staff groups to increase staff knowledge and motivation
related to bullying.
From Take a Stand, Lend a Hand, Stop Bullying Now! A project of the Health, Resources
and Services Administration of the U.S. Department of Health and Human Services at
http://www.stopbullyingnow.org. Reprinted with permission.
Sample No Place for Hate®
PROJECTS
For Schools
A WORLD OF DIFFERENCE® Institute
Provide educators, administrators and staff with ADL’s anti-bias
education and anti-bullying programs or implement the anti-bias
Peer Training Program for students in your school.
COALITION PARTNERS
Contact our Coalition Partners for more anti-bias activity ideas.
CULTURAL DIVERISTY & MEDIA ETHICS
Construct a multimedia display that examines how today’s media
perpetuates stereotypes. Consider current films, television shows,
music and advertising campaigns, in addition to newspapers,
magazines and books.
“CULTURAL PURSUIT”
Turn a school assembly into a game show for students of all grades
called “Cultural Pursuit.” Ask teachers to develop questions covering
every discipline and hold “culture bees” in their classrooms to
determine assembly contestants.
CURRICULUM CONNECTIONS
Integrate multicultural, anti-bias, and social justice themes into your
school’s curricula. ADL’s Curriculum Connections offers a collection of
original lesson plans and resources free to K-12 educators.
Visit: www.adl.org/education/curriculum_connections/
DANCE FOR DIVERSITY
Plan a school dance around a theme such as
“Celebrating Our Diversity” or “Stomping Out Hate.”
Create unifying posters and have a resource table with
helpful anti-bias materials.
DIVERSITY LOGO
Hold a flag or poster contest to determine your
school’s diversity, unity or anti-bullying logo. Put
it on posters, t-shirts or bumper stickers and
display it at games, assemblies and school
events. This can be a fundraising event for
anti-bias activities at your school.
10
DIVERSITY QUILT
Have art classes or all students create a paper patch depicting their
individual heritage and combine them all to create a diversity quilt to be
displayed in your school.
DRAMATIC REPRESENTATION
Look for examples of youth who have struggled to overcome
oppression throughout history and create an original dramatic
performance based on their experiences.
ECHOES AND REFLECTIONS
Teach students the lessons of the Holocaust. Echoes and Reflections
– A Multimedia Curriculum on the Holocaust – was developed by ADL,
the USC Shoah Foundation Institute and Yad Vashem. Through the
study of the Holocaust, the curriculum helps students connect history
with contempory issues and inspires them to confront the racism and
discrimination they face in their own lives.
Visit: www.echoesandreflections.org
ESSAY CONTEST
Organize an essay contest with a theme that is either a personal
experience with prejudice or a success story in the fight against it.
Suggest that winning entries be published in your school newspaper,
featured in your town newspaper and/or highlighted on a local cable
program.
MARATHON
Organize a dance-a-thon, walk-a-thon, bike-a-thon, car wash
or battle-of-the-bands and donate the proceeds from ticket
sales to underwrite diversity training and other programs
for the school.
MOCK SUMMIT
Research peace negotiations going on around the
world regarding ethnic or racial conflict. Then stage a
mock summit in which students take on the roles of
international leaders and try to resolve these crises.
“MIX IT UP!”
Organize a Mix It Up at Lunch Day.
Visit: www.mixitup.org
11
“
MULTICULTURAL GAMES AND ACTIVITIES
Incorporate children’s games and activities of a variety of cultures
during physical education class, recess and regular class times.
“NO NAME-CALLING WEEK”
Organize No Name-Calling Week in your school.
Visit: www.nonamecallingweek.org
NO PLACE FOR HATE® INFOMERCIAL
Have students write essays on what diversity means to them.
Videotape students reading excerpts from their essays. This can be the
basis for an infomercial for No Place for Hate® to explain the program
to students, parents and communites.
NO PLACE FOR HATE® MONTH
Devote a month to No Place for Hate® and diversity in the school
library. Include a display of books about different cultures, faiths and
abilities. Offer a suggested book list to students and parents.
NO PLACE FOR HATE® MURAL
Designate a wall in your school where a mural with a harmonious
and unifying message can be created. Have students participate in
designing and painting the mural.
ORGANIZE A CAMPAIGN
Organize a poster campaign that encourages people to intervene when
confronted with instances of prejudice.
ORIENTATION
Create a new student orientation program
that addresses the needs of students from
all backgrounds, so they feel welcome
when joining the student body.
POETRY SLAM
Host a Poetry Slam in which students read
aloud original poems and raps that break
down stereotypes and promote respect for
diversity. Invite participants to present their work
at PTA meetings, Chamber of Commerce events,
the No Place for Hate® reception or
other community group events.
PRODUCE A PLAY
Produce a school play that is
sensitive to multiculturalism and
incorporate a variety of roles and
perspectives representing a diverse
cast, audience and story.
READ AND DISCUSS
Read an age-appropriate book or
story about bullying. Discuss the
book and define terms such as
“bullying,” “exclusion” and “gossip.”
Let students share their thoughts and
experiences.
E
very student has the
right to a safe learning
environment and No
Place for Hate® and other
ADL education programs
encourage dialogue and
activities important to
building safe schools and
safe communities.”
J. Brian Sarvis, Ed. D.
Superintendent of the Santa
Barbara School Districts
SCHOOL EXCHANGE
Establish an ongoing relationship that connects students from your
school and another school to bring together students from different
backgrounds.
SPEAKERS BUREAU
Create a student-run Speakers Bureau where students from different
backgrounds speak about their heritage. Identify local community
leaders, civil rights veterans, Holocaust survivors and others to partner
with students in this effort.
STEROTYPES
Assign a project to learn about stereotypes and prejudice. Define terms
and have students discuss stereotypes they have learned from friends,
TV and movies. Students can bring in examples of stereotypes from
books, movies, TV or newspapers.
WEB SITE OR PAGE
Research pro-diversity Web sites. Then build a Web page for your
school and link it to other sites on the Internet, such as www.adl.org.
List your school’s multicultural events.
Visit: www.adl.org/education/ for more resources and activities.
12
13
How Can My
Community
Become Designated
No Place for Hate®?
1. Establish a No Place for Hate® Committee to oversee and
assess the needs of your institution.
Each No Place for Hate® committee provides a useful foundation
for developing infrastructures that are better equipped to handle
conflict and concerns. The community may be local government,
business, law enforcement, religious institutions or any other
community organizations.
2. Have members of your community sign and display ADL’s “Resolution of Respect.”
3. Choose and complete, within the year, three or more No Place for Hate® projects that promote respect and
understanding in your community.
Choose from the projects listed in this guide
or be creative and design your own projects
consistent with the program’s theme.
Contact ADL for the Community Request for Project Approval and
the Community Project Fulfillment forms. First send the Community
Request for Project Approval to ADL. When the project is complete,
submit the Community Project Fulfillment form to ADL.
Upon completion of all three projects, the community can
be designated a No Place for Hate® community. You will have
the opportunity to complete another three activities the following
year for recertification.
“
I
believe that No Place for Hate® has made
us more aware of the
diversity in our community
and how important it is
to provide resources like
those offered by the ADL,
which teach us to respect
each other’s differences.”
Michael Towbes
Businessman/
Community Leader
14
15
What the
COMMUNITY
Can Do
Lo Que la
COMUNIDAD
Puede Hacer
1. CHALLENGE DISCRIMINATORY ATTITUDES AND BEHAVIOR! Ignoring
the issues will not make them go away, and silence can send
the message that you are in agreement with such attitudes and
behaviors. Make it clear that you will not tolerate racial, ethnic,
religious or sexual jokes or slurs, or any actions that demean any
person or group. Your intervention may not always take place at the
exact time or place of the incident if to do so would jeopardize your
own or others’ safety, but it must be addressed promptly.
1. ¡LUCHE CONTRA TODA ACTITUD Y COMPORTAMIENTO DISCRIMINATIVO! El ignorar un asunto no lo hace desaparecer y mantener silencio puede mandar un mensaje de que usted está de acuerdo con dichos
comportamientos y actitudes. Haga claro el hecho de que usted
no tolerará chistes ni vocabulario racista, étnico, religioso, sexual ni
ninguna acción que degrade a cualquier persona ni grupo de personas. Su intervención puede que no ocurra en el preciso momento
en que esa acción tomó lugar si intervenir va a comprometer su
seguridad o la seguridad de otras personas alrededor. De ser así
asegúrese de confrontar la acción lo más pronto posible.
2. EXPECT TENSION OR CONFLICT AND LEARN TO MANAGE IT. Sensitive
and deep-seated issues are unlikely to change without some
struggle and in many situations, conflict is unavoidable. Face your
fears and discomforts and remember that tension and conflict can
be positive forces that foster growth.
3. BE AWARE OF YOUR OWN ATTITUDES, STEREOTYPES, AND
EXPECTATIONS. Be open to discovering the limitations they place
on your perspectives. We have all been socialized to believe many
myths and misconceptions, and none of us remain untouched
by the discriminatory messages in our society. Be honest with
yourself about your own prejudices and biases. If you do not know
something, or are not sure how to handle a situation, say so, and
seek the information or help that you need. Practice not getting
defensive when discriminatory attitudes or behaviors are pointed
out to you.
4. WORK COLLECTIVELY WITH OTHERS,
ORGANIZE AND SUPPORT EFFORTS that
combat prejudice and oppression
in all its forms. Social change is a
long-term struggle and it’s easy to
get discouraged, but together we
have the strength and vision to
make a difference.
Excerpted from “Guidelines for
Challenging Racism and Other Forms of
Oppression.” Reprinted with permission
from Patti DeRosa, Cross-Cultural
Consultation, 28 S. Main Street
#113, Randolph, MA 02368, ©1994
16
2. ESPERE TENSIÓN O CONFLICTO Y APRENDA A MANEJARLO. Asuntos
sensibles y profundamente arraigados generalmente no cambian
sin un gran esfuerzo o lucha, y en muchas situaciones el conflicto
es inevitable. Enfrente su temor e incomodidad y recuerde que la
tensión y el conflicto pueden ser fuerzas positivas para fomentar el
crecimiento.
3. ESTE ALERTA DE SUS PROPIAS ACTITUDES, ESTEREOTIPOS Y EXPECTATIVAS. Esté abierto a descubrir la influencia y limitaciones que dichas
actitudes, estereotipos y expectativas tienen en su perspectiva.
Todos nosotros hemos sido socializados para creer en muchos mitos y conceptos errados y nadie permanece sin ser influenciado por
los mensajes de discriminación en nuestra sociedad. Sea honesto
con sigo mismo en cuanto a sus propios prejuicios y tendencias. Si
usted no sabe algo o no sabe cómo manejar una situación, dígalo y
busque la información y la ayuda necesaria. Trate de no ponerse a
la defensiva cuando alguien le señala a usted sus propios comportamientos y actitudes de discriminación.
4. TRABAJE EN EQUIPO, ORGANICE Y APOYE ESFUERZOS que luchen
contra el prejuicio y la opresión de cualquier tipo. El cambio social
es una lucha constante y larga y es fácil desanimarse. Juntos
tenemos la fuerza y la visión para hacer la diferencia.
Excerpted from “Guidelines for Challenging Racism and Other Forms of Oppression.” Reprinted with
permission from Patti DeRosa, Cross-Cultural Consultation, 28 S. Main Street #113, Randolph, MA
02368, ©1994
17
Action Planning
18
El Plan de Ejercicio del
Activity Worksheet
PLAN DE ACCIoN
What do you need to do to create an environment which fosters
positive inter-group understanding and equity?
Qué necesitan hacer para crear un ambiente que fomente positivamente el
entendimiento y equidad dentro del grupo? ¿Qué necessities hacer la institución?
Stop
Doing
YOU
YOUR INSTITUTION
Dejar de
Hacer
TU
TU INSTITUCIÓN
Start
Doing
YOU
YOUR INSTITUTION
Empezar a
Hacer
TU
TU INSTITUCIÓN
Do
Differently
YOU
YOUR INSTITUTION
Hacer
Diferente
TU
TU INSTITUCIÓN
19
Responding to
Jokes and Slurs
W hen confronting offensive humor or slurs, the A WORLD OF
DIFFERENCE® Institute’s philosophy incorporates a process that helps
people to take control of a situation. This process has proven helpful
for many people, from elementary school children to adults.
1. BEGIN THE PROCESS BY CLARIFYING FOR YOURSELF WHAT YOU WANT
TO GET OUT OF THE INTERACTION. If venting your anger is your primary
goal, you may be unlikely to have a successful interaction with the
other person. Similarly, making an equally offensive remark or publicly
embarrassing the person who told the joke is not the most productive
response.
2. TRY TO ASSUME GOOD WILL. Many people who make offensive
remarks do so out of ignorance. Because they do not intend harm,
they often assume no harm is done.
3. TALK TO THE PERSON PRIVATELY. By speaking to the offender one-onone, you remove the necessity for him or her to “save face” publicly or
to defend his or her actions in front of the group.
4. START THE CONVERSATION BY “VESTING YOUR RELATIONSHIP.” People
listen better when they know they matter to the person who is
speaking. For example, start the conversation by saying something
like, “I wanted to talk with you, Mary, because your friendship is very
important to me.”
5. OWN YOUR FEELINGS. Use “I” statements, not “you” statements.
The point of this conversation is to let the “offender” know how
you feel about what was said. The
conversation will be less successful
if it focuses on what the other
person did “wrong.” Choosing
words accordingly will help
eliminate the “offender’s” need
to defend his or her actions.
KEEPING DOORS TO
COMMUNICATION
OPEN IS MORE
PRODUCTIVE THAN
SLAMMING DOORS
Como Responder a las
Bromas Ofensivas
y A LAS Calumnias
P ara confrontar el humor ofensivo y las calumnias, El Instituto A
WORLD OF DIFFERENCE® usa una filosofía que incorpora un proceso
para ayudar a las personas a tomar control de la situación. Ha sido
comprobado que este proceso es efectivo para personas desde niños
en la escuela elemental hasta adultos.
1. EMPIECE EL PROCESO CLARIFICÁNDOSE PARA USTED MISMO, QUÉ ES
EL RESULTADO QUE DESEA DE ESTA INTERACCIÓN. Si su meta principal
es la de desahogar su enojo, probablemente usted no tendrá una
interacción exitosa con la otra persona. De la misma forma, el hacer
un comentario igualmente ofensivo a la persona que dijo la broma o
ridiculizarla en público no es la respuesta más productiva
2. TRATE DE ASUMIR BUENA INTENCIÓN. Muchas personas que hacen
comentarios ofensivos los hacen por ignorancia. Ya que ellos no tienen
la intención de hacer daño, ellos asumen que daño no ocurrirá.
3. HABLE CON LA PERSONA EN PRIVADO. Al usted hablar con la persona
que lo/la ofendió en privado, usted está eliminando la necesidad que
esa persona pueda tener de mantener su apariencia o posición en
público o de tener que justificar sus acciones frente a otros.
4. EMPIECE SU CONVERSACION INDICANDO EL VALOR QUE REPRESENTA
ESTA RELACIÓN. Las personas tienden a escuchar mejor cuando saben
que ellos son importantes para la persona que está hablando. Por
ejemplo, empiece la conversación diciendo algo como, “Yo quiero hablar
con usted María, porque su amistad es muy importante para mi.”
5. MANTENGASE DUEÑO/A DE SUS PROPIOS SENTIMIENTOS. Use “Yo”
en sus comentarios en lugar de “Usted”. La razón de tener esta
conversación es la hacerle saber a la otra persona cómo usted se
siente con respecto a lo que el/ella dijo. La conversación no será tan
exitosa si usted enfoca en lo que la otra persona hizo mal. Escogiendo
las palabras apropiadas ayudará a eliminar la necesidad del ofensor
tener que defender sus acciones.
MANTENIENDO LAS PUERTAS DE
COMUNICACIÓN ABIERTAS
ES MUCHO MÁS PRODUCTIVO
© 2001 Comstock, Inc.
20
21
Sample No Place for Hate®
Projects
for the Community
ANTI-BIAS WORKSHOPS
Take advantage of diversity consultants and training programs such
as the A WORLD OF DIFERENCE® Institute’s A COMMUNITY OF
DIFFERENCE™ program to assist you with ongoing diversity
training needs.
ASK THE MAYOR
Ask the mayor to choose a book that discusses bias, hate or a
person’s/city’s struggle to overcome prejudice and discrimination,
which can then be used to sponsor different contests, round-table
discussions and guest speakers for community-wide events.
BROWN BAG LUNCH
Sponsor a lunchtime “brown-bag” series that features speakers
on diversity topics.
COLLABORATE
Collaborate with another faith community to do a service project.
COMMUNITY LIBRARIANS
Meet with school and community librarians and local bookstores
to discuss ways to highlight different types of literature that is
representative of all cultural groups.
I
“ n establishing the No
Place for Hate® program,
ADL recognized that peace
begins in the human heart.
Every person has the
chance to make the world a
peaceful place by placing
peace in their own heart.
We can change the world
one heart at a time.”
CONTACT ELECTED OFFICIALS
Contact your local elected officials,
such as council members, state
legislators, and U.S. representatives,
through letter writing or phone call
campaigns to support and promote
anti-prejudice and pro-diversity
themes in public policies.
CREATE AN EXHIBIT
Research your town/community’s
involvement in struggles for civil and
human rights throughout history
(e.g., abolition, the civil rights
movement, the women’s rights and gay rights movements, etc.) and
create an exhibit for the local library/town hall.
CREATE A NO PLACE FOR HATE® DISPLAY
Create a display area that has information about the No Place for
Hate® campaign, ADL’s anti-bias programming, and how people can
get involved. Include the signed “Resolution of Respect.” Post notices
about different cultures and faiths.
CULTURAL AND RELIGIOUS OBSERVANCES
Encourage your homeowner’s association to consult the list of Cultural
and Religious Observances Calendar before scheduling meetings that
might conflict with religious or cultural holidays and to be inclusive in
holiday celebrations and decorations.
DESIGN A WEB SITE
Research pro-diversity Web sites. Then design a Web page devoted
to diversity issues and link it to ADL’s Web site. List your community’s
multicultural events.
DISTRIBUTE RESOURCE GUIDES
Distribute the No Place for Hate® Resource Guides in your
neighborhood or to your homeowner’s association.
DIVERSITY AS A BUSINESS GOAL
Form a committee to assess the community’s needs and secure
a commitment from all the employees to have
diversity as a key business goal.
EMPLOYEE MANUAL
Make respect for diversity a core value
in your organization and articulate
it as such in your handbook/
employee manual.
Denise de Bellefeuille
Honorable Judge
of the Superior Court
22
23
I
“ would like to thank the
Anti-Defamation League
for recognizing the
efforts that the Veterans
Health Administration
has employed to make
our workplace more
tolerant and diverse. The
Santa Barbara Community
Based Outpatient Clinic
appreciates the work of the
ADL and its support for No
Place for Hate®.”
Dr. Robert Gaines
Site Manager of Santa
Barbara CBOC and Lead
Clinician for the Northern
Community Based Out
Patient Clinics
ESSAY CONTEST
Organize a community-wide essay
contest with themes focused on the
participants’ personal experience with
prejudice or a success story in the
fight against it. The winning entries
may be published in the community
newspaper or highlighted on a local
cable program.
LOCAL DIVERSITY COMMITTEE
Organize a local diversity committee that serves as an umbrella
organization for groups which raise awareness about prejudice and
provide support for cultural events, holiday programs, or community
efforts that promote intergroup harmony.
FESTIVALS
Reach out to diverse religious
communities to co-sponsor
festivals and holiday observances
and highlight and celebrate our
common humanity.
NO PLACE FOR HATE® FORUM
Ask the local elected officials, school superintendents and principals to
have a forum to discuss ways to incorporate No Place for Hate® in the
community and schools as a joint effort.
INTERFAITH DISCUSSIONS
Invite representatives of various
faiths to participate in services
and deliver a presentation about
their religion.
INTERFAITH RETREAT
Organize an interfaith retreat for young people to increase
understanding of each other’s beliefs and build lasting friendships.
LAW ENFORCEMENT
Provide law enforcement officials with Anti-bias, Extremism and Hate
Crimes Training. Contact the local ADL office for more information.
LEARN ABOUT BIGOTRY
Start a group at your house of worship to learn more about bigotry
and how to combat it. Ally yourself with similar groups, including ADL.
LOCAL GOVERNMENT
Encourage local and state governments to sign the “Resolution of
Respect” and become designated as a No Place for Hate® community.
PLAN A “WALK/RUN FOR RESPECT”
Organize participants to raise funds, through sponsorship, that is
then donated to an anti-bias or human rights organization or activity
within the community.
SPEAK OUT
If a co-worker makes an insensitive racial, ethnic
or religious comment, respond appropriately
by respectfully pointing out that he or
she made a remark that perpetuates
stereotypes.
YOUR LOCAL NEWSPAPER
Suggest to your local newspaper that
it devote a corner of the editorial page
each month to at least one opinion
piece relating to anti-prejudice and
pro-diversity themes. They can
contact ADL for help with
this project.
© 2001 Comstock, Inc.
24
25
Resolution of Respect
Resolución de Respeto
Y
I
pledge from this day forward to do my best to
combat prejudice and to stop those who, because
of hate or ignorance, would hurt people or violate
their civil rights. I will try at all times to be aware of my
own biases and seek to gain understanding of those I
perceive as being different from myself. I will speak out
against all forms of prejudice and discrimination. I will
reach out to support those who are targets of hate. I
will think about specific ways my community members
can promote respect for people and create a prejudicefree zone. I firmly believe that one person can make
a difference and that no person can be an “innocent”
bystander when it comes to opposing hate. I recognize
that respecting individual dignity, achieving equality and
promoting intergroup harmony are the responsibilities
of all people. By signing this pledge, I commit myself to
making a positive impact in my community.
26
o comprometo desde hoy en adelante, hacer
todo lo posible para combatir el prejuicio y
detener a aquellos que por razones de odio o ignorancia, le hagan daño o niegen los derechos civiles a
alguien. Yo trataré en todo momento estar consciente
de mis propios prejuicios. Además, trataré de entender
aquellas personas a la cuales yo percibo son diferentes
a mí. Yo trataré de enfrentar todo tipo de prejuicio y discriminación. Yo trataré de alcanzar y respaldar a aquellas personas que son víctimas del odio. Yo consideré
maneras especificas en que mi comunidad pueda
promover el respeto mutual y crear una zona libre de
prejuicio. Yo creo firmamente que una persona puede
hacer la diferencia y que nadie debe ser un testigo
espectador cuando se trata de oponerse al odio. Yo
reconozco que el respetar la dignidad individual, alcanzar igualdad y promover la armonía entre los diferentes
grupos es la responsabilidad de todos. Al firmar esta
promesa, yo me comprometo a tener un impacto positivo en mi comunidad.
— ———————————————————————
My Signature
— ———————————————————————
—————————————————————————————
Firma del Testigo
—————————————————————————————
Fecha
Mi Firma
—————————————————————————————
Witness Signature
—————————————————————————————
Date
27
Developing a
Common Language
ABLEISM is a form of discriminatory behavior,
either personal or institutional, against persons
with mental or physical disabilities.
DIVERSITY means different or varied. The
population of the United States is made up of
people from diverse races, cultures and places.
AGEISM is prejudice and/or discrimination,
either personal or institutional, against people
because of their real or perceived age.
HETEROSEXISM is prejudice and/or
discrimination, either personal or institutional,
against people who are or who are perceived
to be gay, lesbian, bisexual or transgender.
ANTI-BIAS is a term used to describe
active commitment to challenging prejudice,
stereotyping and all forms of discrimination.
ANTI-SEMITISM is prejudice and/or
discrimination, either personal or institutional,
against Jews. Anti-Semitism can be based on
hatred against Jews because of their religious
beliefs, their group membership (ethnicity) and
sometimes on the erroneous belief that Jews
are a “race.”
BIAS is an inclination or preference either for
or against an individual or group that interferes
with impartial judgment.
BIGOTRY is an unreasonable or irrational
attachment to negative stereotypes and
prejudices.
CLASSISM is prejudice and/or discrimination,
either personal or institutional, against people
because of their real or perceived economic
class.
CULTURE is the patterns of daily life learned
consciously and unconsciously by a group of
people. These patterns can be seen in language,
governing practices, arts, customs, holiday
celebrations, food, religion, dating rituals, and
clothing, to name a few examples.
DISCRIMINATION is the denial of justice
and fair treatment by both individuals
and institutions in many arenas, including
employment, education, housing and political
rights. Discrimination is an action that can
follow prejudiced thinking.
HOMOPHOBIA is the irrational fear of people
who are believed to be lesbian, gay, bisexual
or transgender.
PREJUDICE is pre-judging, making a decision
about a person or group of people without sufficient knowledge. Prejudicial thinking is based
on stereotypes. Prejudice is a feeling or attitude.
RACISM is prejudice and/or discrimination,
either personal or institutional, based on the
social construction of “race.” Differences in
physical characteristics (e.g., skin color, hair
texture, eye shape) are used to support a
system of inequities.
SCAPEGOATING is the action of blaming
an individual or group for something when,
in reality, there is no one person or group
responsible for the problem. It means blaming
another person or group for problems in
society because of that person’s group identity.
Prejudicial thinking and discriminatory acts can
lead to scapegoating. Members of the disliked
group are denied employment, housing, political
rights, social privileges or a combination of
these. Scapegoating can lead to verbal and
physical violence, including death.
SEXISM is prejudice and/or discrimination,
either personal or institutional, based on gender.
STEREOTYPE is an oversimplified
generalization about a person or an entire
group of people without regard for individual
differences. Even seemingly positive stereotypes
that link a person or group to a specific positive
trait can have negative consequences.
Lista de
Definiciones
ABLEISM* es cualquier forma de
comportamiento discriminatorio, ya sea
personal o institucional, contra personas con
una discapacidad mental o física”
DIVERSIDAD Significa diferente o variado.
La población de los Estados Unidos está
compuesta de personas de diversas razas,
culturas y procedentes de diversos lugares.
AGEISM* Prejuicio y/o discriminación contra las
personas a causa de su edad.
ESTEREOTIPO Es una generalización
exageradamente simplificada acerca de
una persona o grupo sin atender a las
diferencias individuales. Hasta los estereotipos
aparentemente positivos que vinculan una
persona o grupo a una tendencia positiva
pueden tener consecuencias negativas.
ANTI-SESGO Es un compromiso activo de
enfrentar el prejuicio, los estereotipos y todas
las formas de discriminación.
ANTISEMITISMO Prejuicio y/o discriminación
contra los Judíos. El antisemitismo puede
apoyarse en el odio hacia los judíos motivado
por sus credos religiosos, sus características
étnicas, y algunas veces por la creencia errónea
que los judíos constituyen una “raza.”
CHIVO EXPIATORIO Es culpar a un individuo o
a un grupo de algo que se basa en la identidad
de esa persona o grupo cuando en realidad, ni
la persona ni el grupo es responsable. El pensamiento prejuicioso y los actos discriminatorios
pueden llevar a este tipo de conductas.
CLASISMO Es un prejuicio y/o discriminación
contra las personas a causa de su posición
económica real o percibida.
CULTURA Son los modelos de vida cotidiana
aprendidos consciente e inconscientemente por
un grupo de personas. Estos modelos pueden
verse en el lenguaje, artes, costumbres, fechas
conmemorativas, alimentación, religión, ropas,
para dar algunos ejemplos.
DISCRIMINACIÓN Es la negación de la justicia
y tratamiento equitativo por los individuos e
instituciones en muchas áreas, incluidos el
empleo, educación, vivienda, operaciones bancarias y derechos políticos. La discriminación
es una acción que puede ir a continuación del
pensamiento sesgado por el prejuicio.
HETEROSEXISMO Prejuicio y/o discriminación
contra las personas que son o se perciben
como lesbianas, homosexuales o bisexuales.
Homofobia es el temor irracional de las
personas lesbianas, homosexuales o bisexuales.
HOMOPHOBIA es un temor irracional hacia
personas que son o se creen ser lesbianas,
homosexuales, bisexuales o personas con
identidades sexuales intercambiantes entre
ambos sexos.
INTOLERANCIA Es un apego irracional a
estereotipos y prejuicios negativos.
PREJUICIO Es prejuzgar o tomar una
decisión respecto a una persona o grupo de
personas sin tener el conocimiento suficiente.
Frecuentemente el pensamiento sesgado por el
prejuicio se basa en estereotipos.
RACISMO Prejuicio y/o discriminación que se
apoya en la construcción social de “raza.” Las
diferencias en las características biológicas (por
ejemplo, color de piel, textura del cabello, forma
de los ojos) se utilizan como respaldo de un
sistema de inequidades.
SESGO Es una inclinación o preferencia a
favor o en contra de un individuo o grupo que
interfiere el criterio imparcial.
SEXISMO Prejuicio y/o discriminación basados
en el género.
* Sin equivalente en español
28
29
About the
Calendar
of Observances
T he increasingly pluralistic population of the United States creates
diverse communities, student bodies and employees. To enhance
mutual understanding and respect among the various religious, ethnic
and cultural groups, the Anti-Defamation League offers this Calendar
of Observances as a tool to increase awareness and sensitivity about
religious obligations as well as ethnic and cultural festivities that may
affect students, colleagues and neighbors.
The calendar includes significant multi-faith religious observances of
the major faiths represented in the United States. Thus, it can be used
as a resource when planning school exam timetables and school activities, or when scheduling workplace festivities and community events. In
addition, the calendar notes U.S. holidays that are either legal holidays
or observed in various states and communities throughout the country.
A third component is the inclusion of important national and international social justice events that may be commemorated in the U.S.
The dates of social justice events and U.S. holidays are based on the
Gregorian calendar, which is commonly used for civil dating purposes.
Many religions and cultures follow various traditional calendar systems that are often based on the phases of the moon with occasional
adjustments for the solar cycle. Therefore, specific Gregorian calendar
dates for these observances will differ from year to year. In addition,
calculation of specific dates may vary by geographical location and according to different sects within a given religion.
Jewish and Islamic holidays begin at sundown the previous day and
end at sundown on the date listed.
December January February
NEW YEAR’S DAY
The first day of the year in the Gregorian
calendar, commonly used for civil dating
purposes.
1/1/2007
1/1/2008
1/1/2009
TEMPLE DAY • Buddhist
Many Buddhists of all traditions pay their
respects and pray for good fortune for the new
year at the temple.
1/1/2007
1/1/2008
1/1/2009
MAHAYANA NEW YEAR • Buddhist
In Mahayana countries the New Year starts on
the first full moon day in January.
1/3/2007
1/22/2008 1/11/2009
EPIPHANY • Christian
Known as Theophany in Eastern Christianity,
it celebrates the manifestation of Jesus as
Christ. In addition, the Western Church associates Epiphany with the journey of the Magi
to the infant Jesus, and the Eastern Church
with the baptism of Jesus by John.
1/6/2007
1/6/2008
1/6/2009
CHRISTMAS • Armenian Orthodox
Christian
Armenian Christians celebrate the birth of Jesus on Epiphany, except for Armenians living
in Israel, who celebrate Christmas on 1/19th.
1/6/2007
1/6/2008
1/6/2009
CHRISTMAS • Eastern Christian
Most Orthodox churches celebrate Christmas
13 days later than other Christian churches
based on their use of the Julian rather than the
Gregorian version of the Western calendar.
1/7/2007
1/7/2008
1/7/2009
MAKAR SANKRANTI • Hindu
Seasonal celebration recognizing the increasing length of days.
1/14/2007 1/14/2008 1/14/2009
30
DR. MARTIN LUTHER KING JR.’S
BIRTHDAY
The birthday of civil rights activist Dr. Martin
Luther King Jr. is celebrated on the third
Monday in January.
1/15/2007 1/21/2008 1/19/2009
MUHARRAM • Islamic
The month of Muharram marks the beginning
of the Islamic liturgical year. The first day of
the month, al-Hijra, remembers the migration of Muhammad and his followers from
Mecca to Medina in 622 CE. It also marks the
beginning of the ten-day Shi’ite Remembrance
of Muharram, a period of intense grief and
mourning of the martyrdom of Hussein, the
son of Ali and grandson of Muhammad.
1/20/2007 1/10/2008 12/29/2008
12/18/2009
NO NAME-CALLING WEEK
Annual week of educational activities aimed at
ending name-calling and bullying of all kinds.
1/22-26/2007 1/21-25/2008 1/19-23/2009
UN HOLOCAUST MEMORIAL DAY
Annual International Day of Commemoration
in memory of the victims of the Holocaust
coinciding with the anniversary of the liberation of the Auschwitz death camp in 1945.
1/27/2007 1/27/2008 1/27/2009
ASHURA • Islamic
A day of fasting observed on the 10th day of
the month of Muharram to celebrate Moses’
exodus from Egypt. For Shi’a Muslims, it also
marks the climax of the ten-day Remembrance
of Muharram, which mourns the martyrdom of
Hussein at the Battle of Kerbala in 680 CE.
1/29/2007 1/19/2008 1/7/2009
12/27/2009
31
January February March
BLACK HISTORY MONTH
Celebrates Black History and African-American culture in the United States.
February/2007 February/2008
February/2009
NATIONAL FREEDOM DAY
Commemorates the signing of the 13th
Amendment, which abolished slavery in 1865.
2/1/2007
2/1/2008
2/1/2009
TU B’SHVAT • Jewish
New Year’s Day for Trees, and traditionally the
first of the year for tithing fruit of trees. Now a
day for environmental awareness and action,
such as tree planting.
2/3/2007
1/22/2008 2/9/2009
RACE RELATIONS SUNDAY
Created in 1922 by the National Council of
Churches in recognition of the importance of
interracial relations and learning.
2/11/2007 2/10/2008 2/8/2009
VALENTINE’S DAY
Celebrates the idea of romantic love.
2/14/2007 2/14/2008 2/14/2009
SUSAN B. ANTHONY DAY
Birthday of Susan B. Anthony (1820-1906), a
pioneer in the Women’s Rights Movement.
2/15/2007 2/15/2008 2/15/2009
NIRVANA DAY • Buddhist
Celebrates the day when the historical Buddha
achieved Parinirvana, or complete Nirvana,
upon the death of his physical body. Sometimes celebrated on 2/8.
2/15/2007 2/15/2008 2/15/2009
32
February March April
MAHASHIVARATRI • Hindu
Also called Shiva Ratri, it is the Great Festival
of Shiva.
2/16/2007 3/6/2008
2/23/2009
NATIONAL WOMEN’S HISTORY MONTH
Honors women as significant agents of historical change.
March/2007 March/2008 March/2009
BROTHERHOOD/SISTERHOOD WEEK
Designated by the National Conference of
Community and Justice to emphasize the
importance of brotherhood and sisterhood.
2/18-24/2007 2/17-23/2008 2/15-21/2009
HOLI • Hindu
Also called Holaka or Phagwa, this festival
celebrates spring and commemorates various
events in Hindu mythology.
3/3/2007
3/21/2008 3/11/2009
LUNAR NEW YEAR
On this day Chinese, Korean and Vietnamese
New Year are celebrated.
2/18/2007 2/7/2008
1/26/2009
MAGHA PUJA • Buddhist
Also known as Sangha Day, it commemorates
the spontaneous assembly of 1,250 arahants,
completely enlightened monks, in the historical Buddha’s presence.
3/3/2007
3/21/2008 3/11/2009
PRESIDENTS’ DAY
Honors all past presidents of the United States
of America.
2/19/2007 2/18/2008 2/16/2009
CLEAN MONDAY • Eastern Christian
The beginning of Great Lent for Eastern Christian churches, which starts 40 days before
Orthodox Easter (Pascha), counting Sundays.
2/19/2007 3/10/2008 3/2/2009
SHROVE TUESDAY • Western Christian
A day of penitence as well as the last chance
to feast before Lent begins. Also known as
Mardi Gras.
2/20/2007 2/5/2008
2/24/2009
ASH WEDNESDAY • Western Christian
The first day of Lent for Western Christian
churches, a 40-day period of spiritual preparation for Easter, not counting Sundays.
2/21/2007 2/6/2008
2/25/2009
PURIM • Jewish
The “Feast of Lots” marks the salvation of the
Jews of ancient Persia from extermination.
3/4/2007
3/21/2008 3/10/2009
INTERNATIONAL WOMEN’S DAY
Celebration of the economic, political and
social achievements of women worldwide.
3/8/2007
3/8/2008
3/8/2009
INTERNATIONAL DAY FOR
THE ELIMINATION OF RACIAL
DISCRIMINATION
Call to action to eliminate all forms of racial
discrimination worldwide.
3/21/2007 3/21/2008 3/21/2009
RAMA NAVAMI • Hindu
Celebrates the birthday of Rama, king of
ancient India, hero of the epic Ramayana, and
seventh incarnation of Vishnu.
3/27/2007 4/14/2008 4/3/2009
MILAD AL-NABI • Islamic
Celebrates the birthday of the Prophet Muhammad, founder of Islam. Shi’a Muslims celebrate it five days later than Sunni Muslims.
3/31/2007 3/20/2008 3/9/2009
CESAR CHAVEZ DAY
Honors Mexican American farm worker, labor
leader and activist Cesar Chavez (1927–1993)
who was a nationally respected voice for
social justice.
3/31/2007 3/31/2008 3/31/2009
ST. PATRICK’S DAY • Christian
Feast day of the patron saint of Ireland. In the
U.S., a secular version is celebrated by people
of all faiths through appreciation of all things
Irish.
3/17/2007 3/17/2008 3/17/2009
VERNAL EQUINOX
The date when night and day are nearly the
same length. It marks the first day of the
season of spring.
3/21/2007 3/20/2008 3/20/2009
33
March April May
PALM SUNDAY • Western Christian
Observed the Sunday before Easter to
commemorate the entry of Jesus into
Jerusalem.
4/1/2007
3/16/2008 4/5/2009
HOLY FRIDAY • Eastern Christian
Observed the Friday before Pascha, it commemorates the Crucifixion of Jesus. Known as
Good Friday in Western Christianity.
4/6/2007
4/25/2008 4/17/2009
PALM SUNDAY • Eastern Christian
Observed the Sunday before Pascha to
commemorate the entry of Jesus into
Jerusalem.
4/1/2007
4/20/2008 4/12/2009
EASTER • Western Christian
Celebrates the resurrection of Jesus. Known
as Pascha in Eastern Christianity.
4/8/2007
3/23/2008 4/12/2009
THERAVADA NEW YEAR • Buddhist
In Theravada countries the New Year is
celebrated on the first full moon day in April.
4/2/2007
4/20/2008 4/9/2009
PASSOVER/PESACH • Jewish
The eight-day “Feast of Unleavened Bread”
celebrates Israel’s deliverance from Egyptian
bondage.
4/3-10/2007 4/20-27/2008 4/9-16/2009
HOLY THURSDAY • Western Christian
Also known as Maundy Thursday, it is
celebrated on the Thursday before Easter
commemorating the Last Supper, at which
Jesus and the Apostles were together for the
last time before the Crucifixion.
4/5/2007
3/20/2008 4/9/2009
HOLY THURSDAY • Eastern Christian
Celebrated on the Thursday before Pascha
commemorating the Last Supper, at which
Jesus and the Apostles were together for the
last time before the Crucifixion
4/5/2007
4/24/2008 4/16/2009
GOOD FRIDAY • Western Christian
Observed the Friday before Easter, it
commemorates the Crucifixion of Jesus.
Known as Holy Friday in Eastern Christianity.
4/6/2007
3/21/2008 4/10/2009
34
April May June
ASIAN PACIFIC AMERICAN HERITAGE
MONTH
Recognizes the contributions and celebrates
the culture of Asians and Pacific Islanders in
the United States.
May/2007
May/2008
May/2009
PASCHA • Eastern Christian
Celebrates the resurrection of Jesus. Known
as Easter in Western Christianity.
4/8/2007
4/27/2008 4/19/2009
INTERNATIONAL WORKER’S DAY
Also known as 5/Day, it celebrates the social
and economic achievements of workers worldwide. The day commemorates the Haymarket
Riot of 1886 in Chicago, in which police and
protesters clashed following a workers’ strike
for an eight-hour work day.
5/1/2007
5/1/2008
5/1/2009
YOM HASHOAH • Jewish
“Holocaust Remembrance Day” memorializes
the heroic martyrdom of six million Jews who
perished in the Nazi Holocaust.
4/15/2007 5/2/2008
4/21/2009
BUDDHA DAY • Buddhist
Also known as Vesak or Visakha Puja, it marks
the occasion of the birth, spiritual awakening
and death of the historical Buddha.
5/2/2007
6/18/2008 5/9/2009
DAY OF SILENCE
Students take a day-long vow of silence to
protest the actual silencing of lesbian, gay,
bisexual and transgender (LGBT) students
and their straight allies due to bias and
harassment.
4/18/2007 4/16/2008 4/15/2009
YOM HAATZMA’UT • Jewish
“Israel Independence Day” celebrates the
establishment of the State of Israel on 5/14,
1948. It is fixed as the fifth day of the Hebrew
month of Iyar.
4/23/2007 5/8/2008
5/8/2009
WORLD PRESS FREEDOM DAY
Serves as an occasion to inform the public of
violations of the right to freedom of expression and as a reminder that many journalists
brave death or jail to bring people their daily
news. 5/3/2007
5/3/2008
5/3/2009
ARMENIAN MARTYRS’ DAY
Memorializes the extermination of some 1.5
million Armenians between 1915 and 1923
in Turkey.
4/24/2007 4/24/2008 4/24/2009
CINCO DE MAYO
In 1862 Mexican forces defeated French occupational forces in the Battle of Puebla.
5/5/2007
5/5/2008
5/5/2009
LAG B’OMER • Jewish
Celebrates the end of a divine-sent plague
and/or Roman occupation during Rabbi
Akiva’s lifetime (died c. 135 CE).
5/6/2007
5/23/2008 5/12/2009
MOTHER’S DAY
Children of all ages show appreciation for
their mothers.
5/13/2007 5/11/2008 5/10/2009
ASCENSION DAY • Western Christian
Celebrated 40 days after Easter, it commemorates the ascension of Jesus into Heaven.
5/17/2007 5/1/2008
5/21/2009
ASCENSION DAY • Eastern Christian
Celebrated 40 days after Pascha, it commemorates the ascension of Jesus into Heaven.
5/17/2007 6/5/2008
5/28/2009
WORLD DAY FOR CULTURAL DIVERSITY
FOR DIALOGUE AND DEVELOPMENT
Recognizes cultural diversity as a source of
innovation, exchange and creativity, as well as
the obligation to create a more peaceful and
equitable society based on mutual respect.
5/21/2007 5/21/2008 5/21/2009
SHAVUOT • Jewish
The “Feast of Weeks” celebrates the covenant
established at Sinai between God and Israel,
and the revelation of the Ten Commandments.
5/23-24/2007 6/9-10/2008 5/29-30/2009
PENTECOST • Western Christian
Also known as Whitsunday, the seventh Sunday after Easter commemorates the descent of
the Holy Spirit upon the Apostles and women
followers of Jesus. Marks the birth of the
Christian Church.
5/27/2007 5/11/2008 5/31/2009
PENTECOST • Eastern Christian
The seventh Sunday after Pascha commemorates the descent of the Holy Spirit upon the
Apostles and women followers of Jesus.
Marks the birth of the Christian Church.
5/27/2007 6/15/2008 6/7/2009
MEMORIAL DAY
Initiated originally to honor the dead of the
Civil War, this observance now pays homage
to the dead of all U.S. wars.
5/28/2007 5/26/2008 5/25/2009
35
May June July
LGBT PRIDE MONTH
Commemorates the anniversary of the 6/28,
1969 Stonewall riot in New York City, the
incident that initiated the modern gay rights
movement in the United States. LGBT (lesbian, gay, bisexual and transgender) Pride Day
is the last Sunday in June.
June/2007 June/2008 June/2009
ALL SAINTS DAY • Eastern Christian
In Orthodox churches observed on the first
Sunday after Pentecost, it commemorates all
known and unknown Christian saints.
6/3/2007
6/22/2008 6/14/2009
ANNE FRANK DAY
Birthday of young Jewish girl whose diary
describes her family’s experiences hiding
from the Nazis through assistance of gentile
friends.
6/12/2007 6/12/2008 6/12/2009
LOVING DAY
Observes the anniversary of the 1967 United
States Supreme Court decision Loving v.
Virginia which struck down the miscegenation
laws remaining in 16 states barring interracial
marriage.
6/12/2007 6/12/2008 6/12/2009
FLAG DAY
Anniversary of the adoption of the Unites
States flag by Congress in 1777.
6/14/2007 6/14/2008 6/14/2009
FATHER’S DAY
Children of all ages show appreciation for
their fathers.
6/17/2007 6/15/2008 6/21/2009
JUNETEENTH
Originally commemorating the announcement
of the abolition of slavery in Texas in 1865,
it is now celebrated throughout the U.S. to
honor African-American freedom and achievement.
6/19/2007 6/19/2008 6/19/2009
WORLD REFUGEE DAY
Raises awareness about the plight of refugees
and displaced persons.
6/20/2007 6/20/2008 6/20/2009
SUMMER SOLSTICE
In the northern hemisphere, the longest day
of the year. It marks the first day of the season
of summer.
6/21/2007 6/20/2008 6/21/2009
DHARMA DAY • Buddhist
Also known as Asala Puja, it commemorates
the historical Buddha’s first discourse following his spiritual awakening.
6/30/2007 7/18/2008 7/7/2009
36
June July August
INDEPENDENCE DAY
Anniversary of the United States Declaration
of Independence in 1776.
7/4/2007
7/4/2008
7/4/2009
TISHA B’AV • Jewish
Mourning of the destruction of the First and
Second Temples in Jerusalem in 586 BCE and
70 CE.
7/24/2007 8/10/2008 7/30/2009
July
ADA (AMERICANS WITH DISABILITIES
ACT) DAY
Commemorates the 1990 signing of the
Americans with Disabilities Act, which
guarantees equal opportunity for people with
disabilities.
7/26/2007 7/26/2008 7/26/2009
August September
INTERNATIONAL DAY OF THE WORLD’S
INDIGENOUS PEOPLES
Celebrates the richness of indigenous cultures
and recognizes the challenges indigenous
peoples face today, ranging from poverty and
disease to dispossession, discrimination and
denial of basic human rights.
8/9/2007
8/9/2008
8/9/2009
INTERNATIONAL YOUTH DAY
Celebrates young people and the integral role
they play in helping to create a world fit for
children.
8/12/2007 8/12/2008 8/12/2009
INTERNATIONAL DAY FOR THE
REMEMBRANCE OF THE SLAVE TRADE
AND ITS ABOLITION
Memorializes the tragedy of the transatlantic
slave trade, coinciding with the anniversary
of the uprising in Santo Domingo (today Haiti
and the Dominican Republic) that initiated its
abolition.
8/23/2007 8/23/2008 8/23/2009
ULAMBANA • Buddhist
Buddhist Ghost Festival. The unsettled spirits
of dead ancestors are calmed with chanting
and offerings to enable them to pass peacefully into the next world.
8/27/2007 8/15/2008 9/3/2009
RAKSHA BANDHAN • Hindu
Also called Rakhi, this festival celebrates the
protective relationship between brothers and
their sisters.
8/28/2007 8/16/2008 8/5/2009
NISF SHABAAN • Islamic
“Night of Repentance” in preparation for the
fast of Ramadan. Fixed as the 15th day or
middle (nisf) of the eighth month of Shabaan
in the Islamic calendar.
8/29/2007 8/17/2008 8/7/2009
37
August September October
LABOR DAY
Celebrated the first Monday in September in
recognition of U.S. workers.
9/3/2007
9/1/2008
9/7/2009
KRISHNA JAYANTI • Hindu
Celebrates Krishna’s birthday, Vishnu’s eighth
incarnation on earth.
9/4/2007
8/24/2008 8/14/2009
INTERNATIONAL LITERACY DAY
Call to action for universal literacy.
9/8/2007
9/8/2008
9/8/2009
ROSH HASHANAH • Jewish
Beginning of the Jewish New Year and first of
the High Holy Days, which marks the beginning of a ten-day period of penitence and
spiritual renewal.
9/13-14/2007
9/30- 10/1/2008
9/19-20/2009
RAMADAN • Islamic
A month of strict fasting from dawn until dusk
in honor of the first revelations of the Qur’an
to the Prophet Muhammad.
9/13-10/12/2007 9/2- 10/1/2008
8/22- 9/20/2009
NATIONAL HISPANIC HERITAGE MONTH
Celebrates the contributions, heritage and
culture of Hispanic and Latino Americans.
9/15-10/15/2007 9/15-10/15/2008
9/15- 10/15/2009
GANESH CHATURTHI • Hindu
Celebrates the birthday of Ganesha, the
elephant-deity.
9/15/2007 9/3/2008
8/23/2009
LGBT HISTORY MONTH
Marks and celebrates the lives and achievements of lesbian, gay bisexual and transgender people in the United States.
October/2007 October/2008 October/2009
NATIONAL DISABILITY EMPLOYMENT
AWARENESS MONTH
Recognizes the contributions of workers with
disabilities.
October/2007 October/2008 October/2009
SHEMINI ATZERET • Jewish
“The Eighth (Day) of Assembly” is observed
on the day immediately following the last day
of Sukkot.
10/4/2007 10/21/2008 10/10/2009
CONSTITUTION DAY AND CITIZENSHIP DAY
Commemorates the ratification of the United
States Constitution in 1787. Also honors all
who have become U.S. citizens.
9/17/2007 9/17/2008 9/17/2009
YOM KIPPUR • Jewish
The “Day of Atonement” marks the end of the
Ten Days of Penitence that begin with Rosh
HaShanah.
9/22/2007 10/9/2008 9/28/2009
SIMCHAT TORAH • Jewish
“Rejoicing in the Torah” celebrates the conclusion of the public reading of the Pentateuch
and its beginning anew.
10/5/2007 10/22/2008 10/11/2009
AUTUMNAL EQUINOX
The date when night and day are nearly of the
same length. It marks the first day of fall.
9/23/2007 9/22/2008 9/22/2009
LAILA AL-QADR • Islamic
“The Night of Power” marks the night in which
God first revealed the Qur’an to the Prophet
Muhammad. Often fixed as the 27th day of the
Islamic month of Ramadan, Sunnis may also
observe it on the 21th, 23rd, 25th or 29th.
Shi’ites observe it on the 19th, 21st or 23rd of
Ramadan.
10/9/2007 9/28/2008 9/17/2009
SUKKOT • Jewish
The week-long “Feast of Booths” commemorates the 40-year wandering of the Israelites in
the desert on the way to the Promised Land.
9/27- 10/3/2007 10/14-20/2008
10/3-9/2009
NATIVE AMERICAN DAY
Celebrates Native American history and
culture. 9/28/2007 9/28/2008 9/28/2009
38
September October November
COLUMBUS DAY
Marks Christopher Columbus’s landing at San
Salvador on 10/12, 1492. Known as Día de la
Raza, “Day of the Race”, in Spanish-speaking
countries and communities.
10/8/2007 10/13/2008 10/12/2009
COMING OUT DAY
Encourages honesty and openness about
being lesbian, gay, bisexual or transgender.
Commemorates 10/11, 1987, when 500,000
people marched on Washington, DC, for gay
and lesbian equality.
10/11/2007 10/11/2008 10/11/2009
NAVARATRI • Hindu
Nine-day festival celebrating the triumph of
good over evil. It worships God in the form
of the universal mother commonly referred to
as Durga, Devi or Shakti, and marks the start
of fall.
10/11/2007 9/30/2008 9/19/2009
EID AL-FITR • Islamic
The “Feast of the Breaking of the Fast” marks
the end of Ramadan, the holy month of fasting
from dawn until dusk.
10/13/2007 10/2/2008 9/21/2009
INTERNATIONAL DAY FOR THE
ERADICATION OF POVERTY
Call to action for the eradication of poverty
and destitution worldwide.
10/17/2007 10/17/2008 10/17/2009
DASSERA • Hindu
Anniversary of the day when Rama killed the
evil demon Ravana. Also known as Durga
Puja, which celebrates the goddess Durga.
10/21/2007 10/9/2008 9/28/2009
UNITED NATIONS DAY
Commemorates the founding of the world
organization in 1945.
10/24/2007 10/24/2008 10/24/2009
REFORMATION DAY • Christian
Commemorates the beginning of the Protestant Reformation in 1517.
10/31/2007 10/31/2008 10/31/2009
HALLOWEEN
The eve of All Saints’ Day.
10/31/2007 10/31/2008
10/31/2009
39
October November December
NATIONAL AMERICAN INDIAN HERITAGE MONTH
Celebrates and honors the history and culture
of Native Americans in the United States.
November/2007
November/2008
November/2009
ALL SAINTS’ DAY • Western Christian
Commemorates all known and unknown
Christian saints. Eastern Christianity observes
it on the first Sunday after Pentecost.
11/1/2007 11/1/2008 11/1/2009
ALL SOULS’ DAY • Christian
Commemoration of all faithful Christians who
are now dead. In Mexican tradition it is celebrated as Dia de los Muertos between 10/31
and 11/2, and is an occasion to remember
dead ancestors and celebrate the continuity
of life.
11/2/2007 11/2/2008 11/2/2009
ELECTION DAY
A day set by U.S. law for the election of public
officials.
11/6/2007 11/4/2008 11/3/2009
KRISTALLNACHT
Commemorates the 1938 pogrom against
Jews throughout Germany and Vienna.
11/9/2007 11/9/2008 11/9/2009
DIWALI • Hindu
Also called Deepavali, “Festival of Lights”, it
celebrates the victory of good over evil, light
over darkness, and knowledge over ignorance.
11/9/2007 10/28/2008 10/17/2009
VETERANS’ DAY
Honors the U. S. Armed Services and commemorates the war dead.
11/11/2007 11/11/2008 11/11/2009
AMERICAN EDUCATION WEEK
Celebrates public education and honors
individuals who are making a difference in
ensuring every child in the U. S. receives a
quality education.
11/12-18/2007
11/17-23/2008
11/16-22/2009
INTERNATIONAL DAY FOR TOLERANCE
Emphasizes the dangers of intolerance and is
a call to action for the advancement of human
welfare, freedom and progress everywhere, as
well as a day to encourage tolerance, respect,
dialogue and cooperation among different
cultures and peoples.
11/16/2007 11/16/2008 11/16/2009
TRANSGENDER DAY OF REMEMBRANCE
Memorializes those who were killed due to
anti-transgender hatred or prejudice.
11/20/2007 11/20/2008 11/20/2009
THANKSGIVING DAY
Following a 19th century tradition, it commemorates the Pilgrims’ harvest feast in the
autumn of 1621.
11/22/2007 11/27/2008 11/26/2009
40
November December January
WORLD AIDS DAY
International day of action on HIV and AIDS.
12/1/2007 12/1/2008 12/1/2009
ADVENT • Christian
Advent is a season of spiritual preparation in
observance of the birth of Jesus. In Western
Christianity, it starts on the fourth Sunday
before Christmas. In Eastern Christianity, the
season is longer and begins in the middle of
November.
12/2/2007 11/30/2008 11/29/2009
INTERNATIONAL DAY OF DISABLED
PERSONS
Raises awareness about persons with disabilities in order to improve their lives and provide
them with equal opportunity.
12/3/2007 12/3/2008 12/3/2009
CHANUKAH • Jewish
Eight-day “Festival of Lights”, celebrating the
rededication of the Temple to the service of
God in 164 BCE. Commemorates the victory of the Maccabees over the Greek King,
Antiochus, who sought to suppress freedom
of worship.
12/5-12/2007
12/22-29/2008
12/12-19/2009
BODHI DAY • Buddhist
Also known as Rohatsu, it observes the
spiritual awakening (bodhi) of founder Siddharta Gautama, the Buddha, ca. 596 BCE.
Celebrated on the eigth day either of 12/or the
12th month of the lunar calendar.
12/8/2007 12/8/2008 12/8/2009
HUMAN RIGHTS DAY
On this day in 1948 the United Nations General Assembly adopted the Universal Declaration of Human Rights.
12/10/2007
12/10/2008
12/10/2009
OUR LADY OF GUADALUPE • Christian
Celebrates the apparition of the Blessed Virgin
Mary (by her title, Our Lady of Guadalupe, the
Patroness of Mexico and the Americas) before
Juan Diego, an indigenous convert to Roman
Catholicism, on the Mexican hill of Tepeyac
in 1531.
12/12/2007 12/12/2008 12/12/2009
BILL OF RIGHTS DAY
Commemorates the signing into law of the
ten original amendments of the United States
Constitution in 1791.
12/15/2007 12/15/2008 12/15/2009
EID AL-ADHA • Islamic
The “Feast of Sacrifice” concludes the Hajj
(pilgrimage to Mecca), and is a three-day
festival recalling Ibrahim’s willingness to
sacrifice his son in obedience to God.
12/20/2007 12/8/2008 11/28/2009
WINTER SOLSTICE
In the northern hemisphere, the shortest day
of the year. It marks the first day of the season
of winter.
12/22/2007 12/21/2008 12/21/2009
CHRISTMAS • Western Christian
Commemorates the birth of Jesus.
12/25/2007 12/25/2008 12/25/2009
KWANZAA
A seven-day celebration honoring AfricanAmerican heritage and its continued vitality.
“Kwanzaa” means “first fruits (of the harvest)”
in Swahili.
12/26- 1/1/2008
12/26- 1/1/2009
12/26- 1/1/2010
WOUNDED KNEE DAY
On 12/29, 1890 more than 200 Lakota Sioux
were massacred by U.S. troops at Wounded
Knee in South Dakota.
12/29/2007 12/29/2008 12/29/2009
41
T he Anti-Defamation League’s
A World of Difference ® Institute
Programs
The Anti-Defamation League’s A WORLD OF DIFFERENCE® Institute is a market
leader in the development and delivery of anti-bias and diversity training and
resources. Human relations and education professionals design training modules and produce curricula that provide the necessary skills, knowledge and
awareness to promote and sustain inclusive and respectful school, work and
home environments. Customized to meet the changing needs of a wide range
of audiences, programs are available to schools, universities, corporations and
community-based organizations throughout the United States and abroad.
ADL has been delivering A WORLD OF DIFFERENCE® Institute programs and
resources in the Santa Barbara/Tri-Counties Region since 1989.
Through the development and delivery of its programs and resources, the
Institute seeks to help participants: recognize bias and the harm it inflicts on
individuals and society; explore the value of diversity; improve intergroup relations; and combat racism, anti-Semitism and all forms of prejudice and bigotry.
A CLASSROOM OF DIFFERENCE™ is at the heart of the Institute, developed
to address diversity in the pre-kindergarten through 12th grade school
communities. Programs are offered to teachers, classified staff, administrators,
students and family members.
A CLASSROOM OF DIFFERENCE™ programs include:
• Teacher Training programs offer elementary and secondary school educators
effective strategies to confront prejudice and discrimination in their classrooms and provide them with anti-bias curricular materials (Anti-Bias Study
Guides).
• The Miller Early Childhood Initiative of A WORLD OF DIFFERENCE® Institute
offers anti-bias training and resources to the early childhood community to
aid in creating and sustaining bias-free environments that encourage children
to appreciate diversity at an age when prejudice can begin to take root.
• The Peer Training Program equips students with the knowledge and skills to
become leaders in combating prejudice in their schools and communities.
Peer Trainers lead anti-bias workshops for peers and younger students in
their schools to motivate them to take a stand against intolerance.
A CAMPUS OF DIFFERENCE™ offers anti-bias and diversity training programs and
services to colleges and universities. It includes student leadership and orientation programs and staff development workshops.
A COMMUNITY OF DIFFERENCE™ offers anti-bias and diversity training programs
to non-profit organizations, social service workers, volunteers and staff of community organizations as well as municipal staff and civic leaders.
A WORKPLACE OF DIFFERENCE™ provides diversity training programs and
services to corporations and businesses.
42
One Hundred
HAT CLUB
Members
Marshall & Marion Abrams
Roger Aceves
Dr. Marc. L. Alexander
Carolyn Allgeier
Louise Andrae
Bruce and Judy Anticouni
Sally Warner Arnett
Michael & Carolyn Balaban
Michael Banister
Richard Barre & Susan
Raffee
Sara Baum
Jan & Ralph Baxter
Helene & Jerry Beaver
Barry Berkus
Steve & Lori Berman
Keith C. Berry
Chuck Blitz
Marty & Joseph Blum
Ambassador Barbara
Bodine
Eric Boehm
Henry Bongiovi
Joan Bowman
Toby Bradley
Beverly Brier
Maryanne Brillhart
Lucy Brown Design
Bob & Patty Bryant
Kirk Butler
Jack & Karen Byers
Jo Cahow
Lois Capps
Tom & Karen Carey
Trudi Carey
Edward Cella
Cantor Mark Childs
Wilma Chortkoff
Bob Cibull
Rabbi Steve & Marian
Cohen
Joan Crawford
Steve & Sheila Cushman
Tom Dain
Judy Dean
John & Carol Dell
Judy & Seldon Edner
Jonah Egenolf
Cristi Egenolf & Graham
Dell
George Eskin
Rick & Sasa Feldman
Charlotte French
Julianna Friedman
Joanne Funari
Bob & Andee Gaines
Allyn Gaynes
Kenneth Gaynes
Allan Ghitterman
Marilyn Gilbert & Nathan
Rundlett
Ghita Ginberg
Patricia Goss
John Gough
Laurie Greene
Rabbi Arthur Gross
Schaefer
Frances Halpern
Jerry Harter
Jim Herman
Judith Hopkinson
Shirley Ann Hurley
Carol & Norris Hundley
Lisa Iscovich
Judi Jacobs
Kenneth & Jenna James
Gerd & Pete Jordano
Jim Kahan
Gil & Lois Kaplan
Al & Anne Lise Keys
Tybie Kirtman
Koppelman Family
Neal & Allison Lambert
Elinor & James Langer
Martie Levy
Debbie Lewis
Deborah Linden
Charles & Candy Logue
Linda Lorenzen
Loren Loverde
Steve Lyons
Sherry & Craig Madsen
Sara Miller McCune
Judy & Fred Meisel
Dr. Harris & Fredda Meisel
Peter & Laini Melnick
Harriet Miller
Nancy & Kerry Mormann
Mrs. Raymond K. Myerson
Steven & Martina
Nalevansky
Joanne & Alden Orput
Eloy Ortega
Lorie Porter
Leon & Blanca Presser
Kay Robinson
John Romo
Susan Rose
Adele Rosen
Sybil Rosen
Rev. Lloyd & Martha
Saatjian
Maxwell & Beverly Sanders
Joan & Sanford Schatz
Mark Scher
Michael Seabaugh
Patricia Selbert
Doug & Mila Shaw
Carol Lee Skinner
Hugh and Barbara Smith
Arnold Spechler
Peter & Lynne Sprecher
Morrie Squire
Jack Stapleman
Abe & Minna Stone
Sissy & Bernie Taran
Brenda & Bruce Tarr
Bob Temkin
Angela Torin
Anne Smith Towbes
Michael Towbes
Marc & Susan Trubitz
Dianne Vapnek
Nick & Sue Vincent
Harry & Judi Weisbart
Ron Werft
Mike Wish & Mary
Ferbason
Arline Young
Jeff & Jana Young
T hank You for Your Support in
Making Santa Barbara No Place for Hate®!
43
Anti-Defamation League
Glen Lewy, National Chair
Abraham H. Foxman, National Director
Kenneth Jacobson, Deputy National Director
Marshall S. Levin, Senior Associate National Director/
Director, National Development
Michael Salberg, Associate National Director/
Director, International Affairs
Bob Wolfson, Associate National Director of Regional Operations
Karla Bonné, Director, Regional Operations
Gary M. Bretton-Granatoor, Director, Education
ADL Santa Barbara/Tri-Counties Region
Joni Meisel, Regional Board Chair
Steve Lyons, Immediate Past Chair
Shirley Ann Hurley, Vice Chair
Leah Temkin, Vice Chair
Bob Zucherman, Vice Chair
Judy Meisel, No Place for Hate® Chair
STAFF
Julie Saltoun, Regional Director
Jacqueline Reid, No Place for Hate® Coordinator
Jennifer Gimblin, Office Manager
ADL Santa Barbara/Tri-Counties Regional Office
E-Mail: [email protected]
Phone: 805.564.6670
Fax: 805.564.6680
www.adl.org
This resource guide was prepared by the Anti-Defamation League’s Santa Barbara/
Tri-Counties Regional Office in conjunction with ADL’s National Education Division.
© 2006 Anti-Defamation League
605 Third Street
New York, NY 10158-3560
Phone: 212.885.7700
Fax: 212.867.0779
www.adl.org
Special thanks to Scott F. Reid & Associates for the design of this guide.
No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by an information storage
and retrieval system, without permission in writing from the publisher.
Printed in the United States of America. All rights reserved.
44