Breaking Down Hate Speech
Digital Literacy and citizenship
Breaking Down Hate Speech
Pre-Reflection (5 minutes)
Part 1 Recognize Hate Speech (10 minutes)
Students to read the following excerpt on their own . The excerpt comes from the story “Hate Speech Corrodes Online Games” by Associated Press writer Nicholas K. Geraniols.
It’s not just cyberbullets that are exchanged during firefights on the XBox Live version of “Call of Duty.” Many gamers also exchange hate speech over their headsets as they stalk each other across the virtual battlefields. Players trade racist, homophobic and anti-Semitic insults so frequently that game makers
are taking steps to tone down the rhetoric. The comments would shock parents who may not realize their children are constantly exposed to language that might make a sailor blush. Most parental concerns have focused on violence, not language. One gamer told an opponent he presumed to be Jewish that he wished Hitler had succeeded in his mission. Many exchanges involve talk of rape or exult over the atomic bombing of Japan. There are frequent slurs on homosexuals, Asians, Hispanics and women. Such comments can be heard on all online video gaming systems, including PlayStation Network, Blizzard Entertainment (World of Warcraft) and others.
What are some examples of hate speech that were described in the article?
Part 2 : How hate speech affects individuals, groups, and community (10 minutes)
Students watch the video “Library”
What You are about to see may be harsh, but it illustrates the effects of hate speech. Jot down any examples of hate speech you hear.
1-What are some examples of hate speech from the video?
2- How do you think you might feel if you were the recipient of derogatory messages?
humiliated, trapped, angry, intimidated, attacked, alienated, and scared ?
3-Why do you think people make derogatory remarks? What might their motives be?
Sample responses:
- They are ignorant or have been taught to be racist
- They dislike people who are not exactly like them
- They think it is cool or intimidating to use language like this
4-How are these kinds of attacks similar to or different from calling your opponent a “loser”?
Sample responses:
Similarities
- Both types of statements are cruel and hurtful
- Both types of statements are publicly humiliating
Differences
- The statements are based on fixed identity traits, not behavior
- The statements are derogatory and threatening towards everyone in the group
- The statements imply that all members of the group deserve to be treated differently (badly)
5- why so much hate speech takes place online?
Sample responses: be aware that with online hate speech, the offenders often remain anonymous. They may find it easier to make derogatory or prejudiced statements or spread negative stereotypes because they are not face-to-face with the people they affect.
Part 3: Confronting Hate Speech online (10 minutes)
Students to think about how hate speech can affect more than just the target. Students should understand that hate speech can create an environment in which it is difficult to learn or work, and in which members of the targeted groups may be placed at a disadvantage.
1-How might hate speech damage an online community?
Sample answers: hate speech online can quickly reach many people because information spreads rapidly to vast audiences online. Hate speech can make targeted members of an online community feel that they are not welcome. Members who are bystanders may also feel scared, trapped, or intimidated.
2-Key Vocabulary term mediation.
-Each pair will be acting as a Mediation Committee, which has the job of deciding what to do when students behave in an unacceptable way online or offline.
-Each pair will be conducting mock Mediation Committee meetings to deal with the offenders in “Library.” or "article"
-Each committees will be brainstorming ways to deal with hate speech when it happens online.
Possible responses include flagging videos or comments, making counterpoint comments, linking to educational resources, or using social networks to reach out to large bodies of people.
- Think of positive approaches, such as rewarding persons who stand up against hate speech or who educate others about hate speech.)
- Which of the methods you discussed for addressing online hate speech do you feel is most effective? Why?
- Is any one method a “complete” method, or are there drawbacks with each?
- Do the methods you have chosen help prevent hate speech or address it after it happens?
- How might you incorporate some of the methods you have developed into a set of guidelines for your school? (Guidelines might include a class policy on hate speech or a school-wide education program that includes posters or information that can be shared with classmates through listservs.)
Students write their guidelines, or take steps to implement a school-wide education program that includes both online and offline activities.
Part 4 : Assessments (15 minutes)
Rachel directs negative comments at Jorge online in a chat room that many would consider hate speech
Exit Ticket
Lesson Assessment : scroll down to Grades 9-12, Unit 4 , take the test and earn a certificate!
Wrap-up (5 minutes)
- How would you describe hate speech to another student who might not know the term?
Students should understand that hate speech includes any cruel, hostile, or negative statements directed toward someone based on their race, religion, national origin, disability, age, gender, or sexual orientation. It includes name calling, spreading stereotypes, and making derogatory comments, either in person or online.
- How would you describe the impact of hate speech on individuals? On targeted groups? On communities?
Students should recognize that hate speech can make an individual target feel scared, angry, and humiliated. It can affect members of the targeted group and create a community climate of hatred, mistrust, and inequality.)
- Why do you think it is important to talk about hate speech? Why might it be important to have guidelines for preventing or dealing with hate speech online and offline, and what might those guidelines be?
EXTENSION ACTIVITY
Students create a survey about hate speech at their school. Instruct them to begin by creating a definition of hate speech. Instruct students to find the following information about their classmates’ experiences of hate speech: what kind, how much, and when and where it happens. Have students explore an online survey application such as Quiz Snack, which will tally up their responses automatically. Alternatively, they can use a Google Docs poll or “Form." and employ their math skills to tally up results and convert them into percentages. Have volunteers present the results and identify the most important issues for discussion.
AT-HOME ACTIVITY
Students identify someone in their life who has been discriminated against because of their race, religion, national origin, gender, or sexual orientation. Students should conduct an interview about that person’s experience with hate speech and discrimination and the emotional impact it had on the subject’s life. They can either tape the interview or take notes and write up the main points. Have students share these recordings in class, without revealing the subjects’ names if they wish to remain anonymous. You may then choose to have students use the program VoiceThread to create an interactive presentation on the impact of hate speech and prejudice.