Sports https://www.morningsidecenter.org/ en Title IX Turns 50: Gender Equity in Sports https://www.morningsidecenter.org/teachable-moment/lessons/title-ix-turns-50-gender-equity-sports <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Title IX Turns 50: Gender Equity in Sports</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p><strong>To The Teacher</strong></p> <p><br> June 2022 will mark the 50th anniversary of Title IX, which <a href="https://www.history.com/this-day-in-history/title-ix-enacted">prohibits gender discrimination</a> in education and federally funded programs, including sports.</p> <p>This lesson includes two readings about Title IX. The first reading outlines the history of Title IX and how it has provided more opportunities for women in high school and college to compete at the highest level. The second reading focuses on the continuing gender-based inequity in school athletic programs. Questions for discussion follow each reading.</p> <!-- THEME DEBUG --> <!-- THEME HOOK: 'filter_caption' --> <!-- BEGIN OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <figure role="group"> <img alt="Relay race" data-entity-type="file" data-entity-uuid="ce168d41-d6dd-423f-80dd-31c61378f808" src="/sites/default/files/inline-images/sports-g379783535_1920.jpg" width="1388" height="945" loading="lazy"> <figcaption><em>Photo by&nbsp;<a href="https://pixabay.com/users/cikguwan-9704196/">CikguWan</a></em></figcaption> </figure> <!-- END OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <p>&nbsp;</p> <hr> <h2><br> <strong>Reading One:<br> How Title IX Has Transformed Sports</strong></h2> <p><br> June 2022 will mark the 50th anniversary of Title IX, which <a href="https://www.history.com/this-day-in-history/title-ix-enacted">prohibits gender discrimination</a> in education and federally funded programs. The law provides a wide range of protections from gender-based discrimination in schools and universities. However, it is perhaps best known for its impact on sports. In practice, Title IX requires schools to provide students of any gender with equal access to athletic opportunities.</p> <p>Before Title IX was passed, rampant inequality made it difficult for women to pursue their passions in both academic and athletic arenas. In many high schools and colleges, sports teams for women simply did not exist. Only <a href="https://www.ncwge.org/TitleIX40/Athletics.pdf">2% of college athletic budgets</a> went to women’s athletics programs. Typically, only men received athletic scholarships.</p> <p>Since the law’s passage in 1972, girls and women have dramatically increased their engagement in sports. Today, close to 3 million girls <a href="http://www.espn.com/gen/womenandsports/020619title9.html">participate</a> in high school sports, up from 300,000 in 1971. Female participation at the high school level has grown by <a href="https://www.billiejeanking.com/equality/title-ix/">1057 percent</a>, leading more women to continue sports participation at the college and professional levels. High-achieving female student-athletes are now able to win major athletic scholarships to attend college.</p> <p>Writing for History in June 2021, journalist Sarah Pruitt discussed how Title IX has transformed women’s sports. She wrote:</p> <blockquote> <p>Title IX, the landmark gender equity law passed as part of the Education Amendments of 1972, banned sex discrimination in federally funded education programs. Its protections would open doors for girls and women in admission, academic majors, teaching positions, vocational programs, and individual classes, and help ensure equal access and treatment once they got in.</p> <p>“This was during a time where there were a lot of barriers for women to progress or succeed in society,” says Karen Hartman, an associate professor at Idaho State University who has studied Title IX extensively. “The Educational Amendments Act, and specifically Title IX, was attempting to address some of those wrongs and provide more opportunities.”</p> <p>Yet despite its broad aims and applications, Title IX is most famous for its impact on expanding opportunities for women and girls in sports…. By 2012, the 40th anniversary of Title IX’s passage, the number of girls participating in high school sports nationwide had risen tenfold, to more than 3 million. More than 190,000 women were competing in intercollegiate sports—six times as many as in 1972. By 2016, one in every five girls in the United States played sports,<a href="https://www.womenssportsfoundation.org/education/title-ix-and-the-rise-of-female-athletes-in-america/"> </a><a href="https://www.womenssportsfoundation.org/education/title-ix-and-the-rise-of-female-athletes-in-america/">according to the Women’s Sports Foundation</a>. Before passage of Title IX, that number had been one in 27.</p> <p>“There used to be a way to view women's sports [as] lesser than,” Hartman says. “But if you watch women's sports today, their competitive level with men is oftentimes on a similar playing field. We're seeing athleticism like we've never seen before.”</p> <p><a href="https://www.history.com/news/title-nine-womens-sports">https://www.history.com/news/title-nine-womens-sports</a></p> </blockquote> <p><br> Over the past 50 years, the positive impacts of Title IX have trickled down from the college to the high school level. Reporting for local ABC news in Eldridge, Iowa,&nbsp; in February 2022, sportswriter Jenna Webster captured the way Title IX has changed athletics for high school students. Webster reported that on “National Signing Day” (February 2), athletes from North Scott High School in Iowa committed to playing their sport in college.</p> <p>Webster noted that February 2 is also National Girls and Women in Sports Day, “a day to recognize the accomplishments of female athletes, the influence of sports participation for women and girls and honor the progress and continuing struggle for equality for women in sports.” Webster wrote:</p> <blockquote> <p>Five of the athletes at North Scott's signing day were young women, including Grace Graham, who will be playing volleyball and running track at Maryville University next year.</p> <p>"If I didn't have sports, I wouldn't really have gotten to know… who I am and what I can do to reach my fullest potential," Graham said. "It shaped me to be a more competitive person and to learn more about the game, to always push my limits. It's all mindset, so as long as I can fix my mindset, I can do anything."</p> <p>The opportunities that are available to Graham and these young women now aren't the same as they were prior to the passage of Title IX of the Education Amendments of 1972….</p> <p>"I just feel like there's more girls that are able to do more things that they want to do," said Grace's mom, Sarah Graham. "They are not told they can't anymore. I just feel like that has changed our world and has made girls more confident, more successful, more able to deal with different things that might come their way, different problems and how to problem solve."</p> <p>North Scott volleyball coach Taryn Vanearwage said she has seen female athlete's opportunities expand. North Scott offers girls wrestling, and the sport was recently<a href="https://www.wqad.com/article/sports/iowa-girls-wrestling-sanctioned-by-ighsau/526-49e8eccb-91b5-4051-a79e-018c19408de1"> </a><a href="https://www.wqad.com/article/sports/iowa-girls-wrestling-sanctioned-by-ighsau/526-49e8eccb-91b5-4051-a79e-018c19408de1">sanctioned </a>by the Iowa Girls High School Athletic Union.</p> <p>"Just like any male that has that opportunity, I feel like it should be the same exact way for a woman," Vanearwage said. "I don't think because of your gender that you should have to be less than."</p> <p>The world of women's sports has changed entirely since Sarah played volleyball at North Scott and in college in the late 1980s, early 90s.</p> <p>"When I was going through there were not a lot of opportunities for girls to do sports besides what they offered in school," she said. "And just the whole aspect of weight training, and how important that is, that didn't even start to evolve until I was in college for girls. The boys were able to do that, but the girls, it wasn't encouraged at all."</p> <p><a href="https://www.wqad.com/article/sports/national-girls-women-in-sports-day-title-ix-50th-anniversary/526-cf6378e8-db61-4ff5-87f9-c7bd78ffd385">https://www.wqad.com/article/sports/national-girls-women-in-sports-day-title-ix-50th-anniversary/526-cf6378e8-db61-4ff5-87f9-c7bd78ffd385</a></p> </blockquote> <p><br> The 50th anniversary of Title IX marks an important moment for athletes and sports fans alike. To celebrate this moment, ESPN will be airing a month-long series of programs in June called “<a href="https://variety.com/2022/tv/news/espn-fifty-50-initiative-title-ix-disney-1235198497/">Fifty/50</a>”, which will include documentaries directed and produced by women, as well as nonfiction programming about the battle for equity in women’s sports.</p> <p>&nbsp;</p> <p><strong>For Discussion</strong><br> &nbsp;</p> <ol> <li>How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about what you read?</li> </ol> <ol start="2"> <li>According to the reading, what is the significance of Title IX? How has it changed the landscape for female athletes in terms of opportunities and career pathways in athletics?</li> </ol> <ol start="3"> <li>Did you play sports in high school or college, or are you a student-athlete now? How do you think your experience is different from those of your parents’ or grandparents’ generations?</li> </ol> <ol start="4"> <li>Do you think stereotypes about what is considered a “masculine” or “feminine” sport continue to influence what activities people choose to take interest in?<br> &nbsp;</li> <li>Do you think coverage of sports on TV perpetuates these stereotypes? If so, how?</li> </ol> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <p>&nbsp;</p> <h2>Reading Two:<br> Continuing Inequalities in High School and College Sports</h2> <p><br> Over the past 50 years, Title IX has transformed the world of sports by improving opportunities for women and girls. And yet, in spite of this progress, significant inequalities persist. In recent years, athletes have taken to social media to speak out about continuing gender-based disparities. Their stories reveal how the sports gender gap impacts women’s ability to work, perform, and win.</p> <p>One athlete who has spoken out about persistent inequalities is Sedona Prince. In March 2021, Prince was a forward for the women’s basketball team at University of Oregon, which was playing in the Division 1 NCAA basketball tournament in San Antonio, Texas–the biggest college basketball tournament.</p> <p>Prince filmed a <a href="https://twitter.com/sedonaprince_/status/1372736231562342402?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1372739809655934980%7Ctwgr%5E%7Ctwcon%5Es3_&amp;ref_url=http%3A%2F%2Fabcnewsradioonline.com%2Fsports-news%2Fncaa-apologizes-to-womens-basketball-players-for-weight-room.html">video</a> with her phone comparing the women’s and men’s weight rooms. “This is our weight room,” Prince said, pointing to a single, small set of lightweight dumbbells placed in an otherwise empty room. Next she scans the men’s weight room: a large, well-stocked gymnasium set up with row upon row of workout machines, weight racks, and ample space for training. After Prince posted the video on social media, it went viral, spurring widespread outrage.</p> <p>Covering the story for ABC News, Meredith Deliso wrote on March 19, 2021:</p> <blockquote> <p>NCAA officials apologized for "dropping the ball" after providing women's basketball players with training facilities inferior to men's during the Division 1 tournaments.</p> <p>"We fell short this year in what we've been doing to prepare in the last 60 days for 64 for teams to be here in San Antonio, and we acknowledge that," Lynn Holzman, the NCAA’s vice president of women’s basketball, said during a press briefing Friday, after images and video surfaced on social media showing the stark differences between the women's and men's weight room facilities in Texas and Indiana, respectively.</p> <p>The apology comes after University of Oregon forward Sedona Prince posted [her] video….&nbsp;</p> <p>"If you're not upset about this problem, then you are a part of it," Prince said.</p> <p>Golden State Warriors' Stephen Curry retweeted the viral video,<a href="https://twitter.com/StephenCurry30/status/1372792082058813443"> </a><a href="https://twitter.com/StephenCurry30/status/1372792082058813443">saying</a>, "Come on now!"</p> <p>Ali Kershner, a sports performance coach at Stanford University, also<a href="https://www.instagram.com/p/CMkRJ2LswFp/"> </a><a href="https://www.instagram.com/p/CMkRJ2LswFp/">posted images to Instagram</a> Thursday contrasting the women's sparse weight room to the men's more lavish one in Indianapolis.</p> <p>"This needs to be addressed. These women want and deserve to be given the same opportunities," Kershner said. "In a year defined by a fight for equality this is a chance to have a conversation and get better."</p> <p>In an<a href="https://twitter.com/ncaawbb/status/1372676389208477696"> </a><a href="https://twitter.com/ncaawbb/status/1372676389208477696">initial statement</a> Thursday evening, Holzman said limited space in the tournament bubble was a factor in the amenities available.</p> <p>On Friday, Holzman said the NCAA was "actively working" on addressing the women's facilities, promising that improvements would be in place by Saturday morning.….</p> <p>The weight room disparity has touched on larger issues of inequality in women's college basketball…. In a<a href="https://twitter.com/BillieJeanKing/status/1372953156158697481"> </a><a href="https://twitter.com/BillieJeanKing/status/1372953156158697481">video statement</a> Friday in response to Prince's video, tennis trailblazer Billie Jean King criticized the NCAA's use of "Final Four" on social media to only highlight the men's tournament.</p> <p>"We're always supposed to be so happy with just anything, the crumbs, whatever – we're &nbsp;not happy anymore," King said. "We want equity. We want equality. We want the same."</p> <p><a href="https://abcnews.go.com/Sports/ncaa-apologizes-womens-basketball-players-weight-room-disparity/story?id=76563430">https://abcnews.go.com/Sports/ncaa-apologizes-womens-basketball-players-weight-room-disparity/story?id=76563430</a></p> </blockquote> <p><br> Under pressure because of these charges, the NCAA was compelled to commission a report into the state of gender-based inequity in college sports. In the fall, the law firm Kaplan Hecker &amp; Fink LLP produced an investigative report on the NCAA which revealed a severe gap in spending between men’s and women’s athletics. On October 26, 2021, the Associated Press described the report’s findings:</p> <blockquote> <p>The NCAA spends more on average on male athletes than female ones, particularly when it comes to the "mere handful of championships'' viewed as revenue sources, according to a new report.</p> <p>The law firm hired by the NCAA to investigate equity issues released its 153-page report Tuesday night, which includes a series of recommendations to improve the gap among all sports tournaments….</p> <p>Tuesday's report shows spending per Division I and national championship participants, excluding basketball, was about $1,700 less for women's participants than men's in 2018-19. The NCAA spent $4,285 per men's participant versus $2,588 per women's participant. The gap is even greater in the six single-gender sports like wrestling and beach volleyball – $2,229 more per student-athlete for the men's championships than for the women's.….</p> <p>Tuesday's report also recommended:</p> <ul> <li>Establishing a system for collecting and maintaining standardized data across all 90 championships that will facilitate future gender equity reviews and audits.</li> <li>Getting rid of gender modifiers on branding for the tournaments and championships.</li> <li>Increasing the number of senior staff in the NCAA's championships structure to improve oversight of gender equity.</li> <li>Conducting a "zero-based'' budget for each championship over the next five years to ensure gender differences are necessary, appropriate, and equitable.</li> </ul> <p>The report estimated that ESPN is underpaying the NCAA for tournament rights for 29 championships, "causing the association to lose out on substantial and crucial revenue.'' For example, the firm estimated that women's basketball annual broadcast rights in 2025 would be worth $81 million to $112 million, which is "multiples more'' than the network gives NCAA right now for all 29 championships.</p> <p><a href="https://www.espn.com/college-sports/story/_/id/32481915/second-ncaa-gender-equity-report-shows-more-money-spent-male-athletes-female-ones">https://www.espn.com/college-sports/story/_/id/32481915/second-ncaa-gender-equity-report-shows-more-money-spent-male-athletes-female-ones</a></p> </blockquote> <p><br> Since Title IX passed 50 years ago, there have been major strides towards gender equity in high school and college sports. Yet, despite this forward momentum, it will take continued advocacy on the part of student-athletes and supporters to raise awareness about the disparities that remain and to force educational institutions to take action.</p> <p>&nbsp;</p> <p><strong>For Discussion</strong><br> &nbsp;</p> <ol> <li>How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about what you read?<br> &nbsp;</li> <li>According to the reading, what are some of the gender-based disparities that continue to exist in high school and college sports?<br> &nbsp;</li> <li>Both University of Oregon forward Sedona Prince and Stanford University sports coach Ali Kershner posted videos and images to social media to highlight the contrast between men’s and women’s facilities. What do you think is the role of social media in raising awareness about issues such as gender-based disparities in sports?<br> &nbsp;</li> <li>The law firm’s report identified a number of changes that should be made by the NCAA to address inequalities. What did you think of these recommendations? What other actions might you recommend as steps toward promoting equality?<br> &nbsp;</li> <li>How do documents like the report on NCAA spending compare with your own experience? Have you witnessed inequalities in the athletic programs at schools you have attended? If so, what inequality have you seen? How might it be addressed?</li> </ol> <p>&nbsp;</p> <p><em>Research assistance provided by Celeste Pepitone-Nahas.</em></p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Laura McClure</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2022-04-16T13:43:00-04:00" title="Saturday, April 16, 2022 - 13:43">April 16, 2022</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sat, 16 Apr 2022 17:43:00 +0000 Laura McClure 1665 at https://www.morningsidecenter.org Finding Some Positivity ... in Sports https://www.morningsidecenter.org/teachable-moment/lessons/finding-some-positivity-sports <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Finding Some Positivity ... in Sports</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p><span><span><span><strong><span><span>To the Teacher</span></span></strong><span><span>:</span></span></span></span></span><br> &nbsp;</p> <p><span><span><span><span><span>Amid Covid-19 and the unrelenting fight against racial injustice, it can be hard to find even the slightest bit of positivity.</span></span></span></span></span></p> <p><span><span><span><span><span>It's easy to get overwhelmed with the uncertainty that surrounds school, health, or finances, but it’s important to try and find bright moments that help us smile, relax, and breathe.</span></span></span></span></span></p> <p><span><span><span><span><span>By observing other people’s perseverance and triumphs, we can often find bouts of energy and inspiration for ourselves.</span></span></span></span></span></p> <p><span><span><span><span><span>In the world of sports, there are countless examples of athletes pursuing justice&nbsp;or investing in their community to make this world a better place. By sharing their stories with one another, we can bask in that proverbial positive light we sometimes lose sight of.</span></span></span></span></span></p> <p><span><span><span><span><span>This activity invites students and teachers to share stories of what an athlete has done to support their community or stand up to injustice, and to share how these profiles in courage (or selflessness) can positively inspire the rest of us.</span></span></span></span></span><br> &nbsp;</p> <!-- THEME DEBUG --> <!-- THEME HOOK: 'filter_caption' --> <!-- BEGIN OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <figure role="group"> <img alt="Maya Moore" data-entity-type="file" data-entity-uuid="8cc19cc7-6a5d-4c3b-8a2d-7e7e24391b48" src="/sites/default/files/inline-images/Maya_Moore_speaking_at_the_Marshall_Project_in_Washington_DC.jpg" width="1024" height="647" loading="lazy"> <figcaption><em>WNBA's Maya Moore is fighting to reform the criminal justice system. Photo by&nbsp;<a href="https://www.flickr.com/people/11020019@N04">Lorie Shaull</a>.</em></figcaption> </figure> <!-- END OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <p>&nbsp;</p> <hr> <h3><br> <span><span><span><strong><span lang="FR"><span>Preparation</span></span></strong></span></span></span><br> &nbsp;</h3> <p><span><span><span><span><span>Before your session with students, find an article about an athlete – from&nbsp;the U.S. or abroad – who has pursued justice in a way that may resonate with your students. Examples include these stories about WNBA social activists Renee Montgomery and Maya Moore:</span></span></span></span></span></p> <p><span><span><span><a href="https://www.wbur.org/hereandnow/2020/06/30/renee-montgomery-wnba-activist"><span><span><span><span>https://www.wbur.org/hereandnow/2020/06/30/renee-montgomery-wnba-activist</span></span></span></span></a></span></span></span></p> <p><span><span><span><a href="https://time.com/5793243/maya-moore-basketball-justice/"><span><span><span><span>https://time.com/5793243/maya-moore-basketball-justice/</span></span></span></span></a></span></span></span></p> <p><br> <span><span><span><span><span>Alternatively, ask a student, a pair of students, or a small group of students to find a positive story about such an athlete. Ask them to email you a link to the article before your next session.</span></span></span></span></span></p> <p><span><span><span><span><span>Either way, be prepared to share the article with students in class. (If it is too long for students to read in class, you may want to ask them to read it in advance.)</span></span></span></span></span><br> &nbsp;</p> <hr> <h3><br> <span><span><span><strong><span><span>Opening</span></span></strong></span></span></span></h3> <p><br> <span><span><span><span><span>Welcome students to the virtual circle. Express to them that during difficult times, it can often be helpful to share in someone else’s positivity to enhance our own.</span></span></span></span></span></p> <p><span><span><span><span><span>Share-screen&nbsp;the&nbsp;quote below&nbsp;and invite a student to read it out loud. (Or,&nbsp;</span></span></span></span></span><span><span><span><span><span>find another quote that might inspire your students</span></span><span><span>&nbsp;from sources such as <a href="www.success.com/15-uplifting-quotes-for-positive-vibes">here</a> and <a href="www.inshape.com/member-buzz/best-motivational-quotes-from-famous-athletes">here</a>.)&nbsp;</span></span></span></span></span></p> <p><span><span><span><span><span>This quote&nbsp;is from world-renowned Swiss tennis champion&nbsp;Roger Federer (pronounce Fed-Er-Rer):</span></span></span></span></span></p> <p>&nbsp;</p> <blockquote> <h3><span><span><em><span><span>“I’m a very positive thinker, and I think that is what helps me the most in difficult moments.”&nbsp;-&nbsp;</span></span></em></span></span><span><span><em><span><span>Roger Federer </span></span></em></span></span></h3> </blockquote> <p><br> <span><span><span><span><span>After students have heard and read the quote, ask:</span></span></span></span></span></p> <ul> <li><span><span><span><span><span>Does anything in the quote resonate with you?</span></span></span></span></span><br> &nbsp;</li> <li><span><span><span><span><span>Do you agree that this way of thinking can be helpful? If yes, how? If not, why?</span></span></span></span></span></li> </ul> <p><span><span><span><span><span>There’s no need to spend a lot of time here, it just helps set the tone.</span></span></span></span></span><br> &nbsp;</p> <hr> <h3><br> <strong><span><span><span><span><span>Finding Inspiration</span></span></span></span></span></strong><br> &nbsp;</h3> <p><span><span><span><span><span>Next, screen-share the article you or students have selected. Give students time to read it on the screen, even if you have given them the link in advance.</span></span></span></span></span></p> <p><span><span><span><span><span>In a go-round, ask students to read passages of the article out loud. After the article is read, ask students:</span></span></span></span></span></p> <ul> <li><span><span><span><span><span><span>What was the main message?</span></span></span></span></span></span></li> </ul> <ul> <li><span><span><span><span><span><span>How did hearing this story make you feel, and why?</span></span></span></span></span></span></li> </ul> <ul> <li><span><span><span><span><span><span>Was there anything the athlete did specifically, that stood out to you?</span></span></span></span></span></span></li> </ul> <ul> <li><span><span><span><span><span><span>Is this something you could see yourself doing, and why?</span></span></span></span></span></span></li> </ul> <p>&nbsp;</p> <hr> <h3><br> <span><span><span><strong><span><span>Closing</span></span></strong></span></span></span></h3> <p><br> <span><span><span><span><span>Have students share final thoughts on the quote or article. </span></span></span></span></span></p> <p><span><span><span><span><span>Then thank students for participating, and encourage them to try to stay positive despite what’s happening around us.&nbsp;</span></span></span></span></span><span><span><span><span><span>But also&nbsp;let them know that it’s okay when they do not feel positive. Remind them that sometimes getting to positivity is a marathon. Not a sprint. </span></span></span></span></span></p> <p><span><span><span><span><span>Hopefully, by sharing in this positivity circle, they will feel better leaving, than when they first logged in. Even if just a little bit.</span></span></span></span></span></p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Laura McClure</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2020-08-01T15:04:37-04:00" title="Saturday, August 1, 2020 - 15:04">August 1, 2020</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sat, 01 Aug 2020 19:04:37 +0000 Laura McClure 1475 at https://www.morningsidecenter.org Players Take on the NFL: Black Lives Matter in Sports https://www.morningsidecenter.org/teachable-moment/lessons/players-take-nfl-black-lives-matter-sports <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Players Take on the NFL: Black Lives Matter in Sports</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p><strong>To the Teacher:&nbsp;</strong></p> <p>On June 4, 2020, some of the NFL’s top Black players came out with a <a href="https://twitter.com/God_Son80/status/1268710937894227976">powerful video</a> statement demanding the NFL condemn racism and the systematic oppression of Black people. In response, Roger Godell, the league’s commissioner, published his own <a href="https://www.youtube.com/watch?v=XmSS5lQJ_68">video</a> admitting that the NFL erred in how it has dealt with NFL player protests of police brutality and systemic racism over the past few years.&nbsp;</p> <p>The NFL’s new stance is in part a response to the massive wave of protests on behalf of Black Lives Matter, across the U.S. and the world, in the wake of the police murder of George Floyd. Floyd, who was killed by Minneapolis police on May 25, 2020, was the latest in a long line of Black lives taken by those whose job it is to protect and serve. But the NFL’s changing position is also the result of years of courageous activism by many groups and individuals, including famous athletes.&nbsp;</p> <p>In this activity, students watch and discuss both videos, and consider the history of activism by Colin Kaepernick and other athletes.&nbsp;</p> <p>For more information about the history of these protests, see the lesson plan <a href="https://www.morningsidecenter.org/teachable-moment/lessons/kaepernick-fellow-athletes-take-stand">Kaepernick &amp; Fellow Athletes Take a Stand</a>, from September 2016 and <a href="https://www.morningsidecenter.org/teachable-moment/lessons/athletes-protest-racial-inequality-exploring-views">Athletes protest racial inequality: Exploring views</a>, from October 2017 and &nbsp;<a href="https://www.morningsidecenter.org/teachable-moment/lessons/3-allies-story-about-standing">Three Allies: A Story about Standing Up</a>, from December 2015. &nbsp;</p> <p>&nbsp;</p> <hr> <h3>Opening&nbsp;</h3> <p><br> Ask students to look at the following tweets and describe what they see:<br> &nbsp;</p> <p><img alt="tweet screenshot" data-entity-type="file" data-entity-uuid="8ee76f4a-4ae9-4e73-b0fc-2ee59f7eae2b" src="/sites/default/files/inline-images/tweet1.png" width="619" height="450" loading="lazy">&nbsp;<br> <a href="https://twitter.com/JosephBrusky/status/1269450883009519616?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Etweet">Tweet link</a></p> <p>&nbsp;</p> <p><img alt="tweet screenshot" data-entity-type="file" data-entity-uuid="7c721648-ade9-442f-9b7c-664e4420d99d" src="/sites/default/files/inline-images/tweet2.png" width="537" height="440" loading="lazy"></p> <p><a href="https://www.cbsnews.com/news/nurses-take-a-knee-for-george-floyd-protesters-outside-boston-hospital-to-show-support/?ftag=CNM-00-10aab7e&amp;linkId=90284177">Tweet link</a></p> <p>&nbsp;</p> <p><img alt="tweet screenshot" data-entity-type="file" data-entity-uuid="2dd9ee34-c412-4c10-a459-47a06a9a1e8d" src="/sites/default/files/inline-images/tweet3.png" width="398" height="260" loading="lazy"><br> <a href="https://twitter.com/pantomath__/status/1267144782113112064/photo/1">Tweet link</a></p> <p>&nbsp;</p> <p><img alt="tweet screenshot" data-entity-type="file" data-entity-uuid="452731ec-6fc0-46c3-bfc8-9def4a738fce" src="/sites/default/files/inline-images/tweet4.png" width="398" height="269" loading="lazy">&nbsp;<br> <a href="https://twitter.com/francesmao/status/1269152499421728768/photo/1">Tweet link</a></p> <p>&nbsp;</p> <p><strong>Ask students:</strong></p> <ul> <li>What are your thoughts and feelings about what’s been happening around the country (and world) these past few weeks?&nbsp;</li> <li>What changes, if any, have you seen and heard about in response to some of the protests?</li> <li>What do you know about #takeaknee? &nbsp;Where did the hashtag originate?</li> </ul> <p>Note: If students want to focus only or primarily on the looting rather than the overwhelmingly peaceful protests, ask them why. Why do they think it’s more important to focus on the looting rather than the peaceful protests over the violence that has been perpetrated on Black, Brown, Asian and Native bodies, historically and today? &nbsp;Why do they feel the need to turn their attention to looting of property and goods over ongoing and systemic violence against human beings?&nbsp;</p> <h3>&nbsp;</h3> <hr> <h3>NFL Players Black Lives Matter Video<br> &nbsp;</h3> <p>Show the <a href="https://www.youtube.com/watch?v=MpcKPI0zyf0">NFL Players Black Lives Matter</a> video that came out on June 5, 2020. Then ask students:&nbsp;</p> <ul> <li>What are your thoughts and feelings about the video?</li> <li>What is the message these players are trying to get across?</li> </ul> <p>In the video, the players ask: “How many times do we need to ask you to listen to your players? What will it take? For one of us to be murdered by police brutality? &nbsp;It shouldn’t take this long to admit.” &nbsp;</p> <p>Ask students:</p> <ul> <li>What does this indicate about the response of their employer, the NFL, so far?</li> </ul> <p>In the video, the players demand a statement from the NFL admitting that it was wrong to silence its players from peacefully protesting. &nbsp;</p> <p>Ask students:&nbsp;</p> <ul> <li>Do you know what the players are referring to?&nbsp;</li> </ul> <p>&nbsp;</p> <hr> <h3>NFL Commissioner Godell Responds to His Players by Video</h3> <p><br> Until now, the NFL has not supported its players in protesting police brutality and taking a stand for Black lives. Worse, they penalized players for doing so. &nbsp;</p> <p>In June 2020, that finally appeared to change. The NFL Commissioner Roger Godell came out with a public statement a day after the players posted theirs. &nbsp;In the statement, Godell condemned racism and the systematic oppression of Black people. He also admitted the NFL was wrong for not listening to NFL players earlier and encouraged all to speak out and peacefully protest. See the full <a href="https://vimeo.com/426391664">Message from Commissioner Roger Godell</a>.</p> <p>Ask students:&nbsp;</p> <ul> <li>What are your thoughts and feelings on the video?</li> <li>What is the message the Commissioner is trying to get across?</li> </ul> <p>In his message the Commissioner claims “we are listening, I am listening.” He also says that he’ll “be reaching out to players who have raised their voices, and others, on how we can improve and move forward for a better and more united NFL family.”&nbsp;</p> <p>Some NFL players have been protesting for years, taking a knee in protest of police brutality against Black and Brown people, and paying a high price for it.&nbsp;</p> <ul> <li>Why do you think the Commissioner is making this statement today? &nbsp;</li> <li>What if anything has changed?</li> </ul> <p>Some people are criticizing Godell for not mentioning former 49ers quarterback and civil rights activist Colin Kaepernick’s name. &nbsp;</p> <ul> <li>Why do students think that is?</li> </ul> <p>Ask students if they know who Colin Kaepernick is?&nbsp;</p> <p>Elicit and explain who he is. &nbsp;Either draw from, or ask students to read, the backgrounder below (and in this <a href="https://www.morningsidecenter.org/sites/default/files/documents-pdfs/Colin%20Kaepernick%20%26%20the%20Fight%20for%20Black%20Lives.pdf">pdf</a>).&nbsp;</p> <hr> <h3>Colin Kaepernick &amp; the Fight for Black Lives &nbsp;</h3> <p><br> In 2016, then San Francisco 49ers quarterback Colin Kaepernick tried to get the country to pay attention to police brutality and racial injustice by refusing to stand during the playing of the national anthem at the start of football games. In this way, Kaepernick, with the help of his teammate Eric Reid, started a league-wide, player-led peaceful protest.</p> <p>"I am not going to stand up to show pride in a flag for a country that oppresses Black people and people of color," Kaepernick told NFL Media in an interview. "To me, this is bigger than football and it would be selfish on my part to look the other way. There are bodies in the street and people getting paid leave and getting away with murder."</p> <p>Though there were those who appreciated his actions and joined him in taking a knee during the national anthem, Kaepernick also sparked outrage with his protest. &nbsp;Mostly white team owners, fellow players, fans, and politicians criticized and vilified him. &nbsp;Despite his <a href="https://www.nytimes.com/2017/09/25/opinion/colin-kaepernick-football-protests.html">thoughtfully researched peaceful protest</a>, Kaepernick, was <a href="https://theundefeated.com/features/the-courage-of-colin-kaepernick/">accused</a> of being “unpatriotic, a traitor to the nation, a disruptive, self-aggrandizing narcissist, and a loathsome human being who disrespects the military.” There were fans who burned his jersey, and he was often booed at games, even at home. &nbsp;</p> <p>A growing number of football players and other athletes engaged in similar silent protests that year. The wave of protests even turned into a direct form of resistance against President Trump in September of 2017 when, in a tweet, Trump called on team owners to “fire and suspend” protesting players and encouraged fans to walk out “when someone disrespects our flag.” &nbsp;The NFL responded with an announcement that teams would be fined if “team and league personnel” didn’t “stand and show respect for the flag and Anthem.” The league failed to back its players in their continued attempts to raise awareness by taking a stance against police brutality and systemic racism.&nbsp;<br> &nbsp;<br> In the end, Kaepernick paid a high price for taking a “stand” for what he believed in. He wasn’t drafted or signed by any of the league’s teams during the 2017 season. Many believe it was because of his protest. Ultimately, football is a business and with many of the (mostly white) fans upset by his actions, the league chose them and their money over Kaepernick’s activism on behalf of Black and Brown lives.&nbsp;</p> <p>Kaepernick’s was not the first such protest by a professional athlete. NBA and WNBA players have publicly protested police brutality and injustice since 2014. &nbsp;During the summer of 2016, entire women’s basketball teams and their owners came out in support of the Black Lives Matter movement. WNBA teams have been fined for their protests, as have individual players. WNBA President Lisa Border explained the league’s priorities this way: "We are proud of WNBA players’ engagement and passionate advocacy for non-violent solutions to difficult social issues but expect them to comply with the league’s uniform guidelines." &nbsp;In this case, the league expressed pride in its players protesting police brutality and injustice, and yet it used “the league’s uniform guidelines” as a way to punish them for their actions.</p> <p>Despite the price activist athletes have paid, the history of athlete protest goes back further still to Muhammad Ali, Tommie Smith, and John Carlos at the Summer Olympics in 1968 and many, many others who used the fact that they were in the public eye to shine a light on injustice.&nbsp;</p> <p>Kaepernick and the other athletes who protested in 2016 were not acting in isolation. They were helping shine a light on grievances that the Movement for Black Lives started working on back in 2013, in the wake of George Zimmerman’s acquittal for the shooting death of Trayvon Martin. &nbsp;While Kaepernick was on the national stage taking a knee, he was coordinating his efforts with other activists, who kept him informed of their objectives and strategies, so that efforts would be aligned.</p> <p>While the murder of George Floyd in Minneapolis on May 25, 2020, may have triggered the most recent protests against police brutality, these protests are part of a much larger movement that has been building over the past seven years, which in turn is part of a much longer history of resistance that has been part of this country since its inception.</p> <p>&nbsp;</p> <hr> <h3>Closing</h3> <p><br> In 2018, Nike chose Colin Kaepernick to be one of the faces of its 30th anniversary “Just Do It” campaign. (For more on this, see <a href="https://www.youtube.com/watch?v=OgMj7upTTMg">The impact of Nike's Colin Kaepernick "Just Do It"</a> ad and <a href="https://www.nytimes.com/2020/06/05/sports/football/george-floyd-kaepernick-kneeling-nfl-protests.html">Kneeling, Fiercely Debated in the N.F.L</a>., Resonates in Protests by Kurt Streeter.) &nbsp;</p> <p>Below is Colin Kaepernick’s tweet of the ad:</p> <p><img alt="tweet screenshot" data-entity-type="file" data-entity-uuid="6d249836-b4f2-4e82-9ce7-b4ea3f658a86" src="/sites/default/files/inline-images/tweet5.png" width="351" height="501" loading="lazy"></p> <p>Ask students one of the following questions as a closing:</p> <ul> <li>How do you feel about what Kaepernick and many before him have done?</li> <li>What do you believe in? That is, what is important to you?</li> <li>What is something you’d be willing to sacrifice for?&nbsp;</li> <li>Who do you know who has made sacrifices for what they believe in?</li> <li>Who inspires you by living up to what they believe in, even when the going gets tough?</li> </ul> <p><br> &nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2020-06-13T08:38:14-04:00" title="Saturday, June 13, 2020 - 08:38">June 13, 2020</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sat, 13 Jun 2020 12:38:14 +0000 Sara Carrero 1445 at https://www.morningsidecenter.org Athletes protest racial inequality: Exploring views https://www.morningsidecenter.org/teachable-moment/lessons/athletes-protest-racial-inequality-exploring-views <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Athletes protest racial inequality: Exploring views</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>&nbsp;</h4> <h4>A Backgrounder for the Teacher<br> &nbsp;</h4> <p>This lesson has students consider the widespread protests by athletes against racial injustice. The following background information about this ongoing controversy may be helpful.</p> <p>NBA and WNBA players have protested police brutality and injustice since 2014, wearing shirts during warm–up games with texts like "I can’t breathe"—the last words of the unarmed&nbsp;<a href="https://www.morningsidecenter.org/teachable-moment/lessons/our-lessons-garner-and-brown-collected">Eric Garner</a>&nbsp;before he was choked to death by police in Staten Island, NY, in July 2014. &nbsp;Athletes have expressed their concern to the media as well. Football players have made the "hands up don’t shoot" gesture before their games – a reference to Mike Brown, the young man who was shot and killed by police in Ferguson, Missouri, in August 2014. Some have worn shirts or shoes with hand–written messages protesting injustice.&nbsp;</p> <p>During the summer of 2016, entire women’s basketball teams and their owners came out in support of the Black Lives Matter movement. On July 9, Minnesota Lynx players showed up in warm–up shirts printed with "Black Lives Matter," "Change Starts with Us," "Justice and Accountability," an image of the Dallas police shield, and the names of Alton Sterling and Philando Castile, the most recent Black victims of fatal police shootings at that time. Some WNBA teams have worn solid black warm–up shirts to protest shootings by and against police officers. WNBA teams have been fined for their protests, as have the individual players. WNBA President Lisa Border explained, "We are proud of WNBA players’ engagement and passionate advocacy for non–violent solutions to difficult social issues but expect them to comply with the league’s uniform guidelines."&nbsp;</p> <p>On August 26, 2016, Colin Kaepernick, then quarterback of the San Francisco 49ers, sat down during the singing of the national anthem before the start of a football game.&nbsp; Many people were upset by this and thought it was unpatriotic and disrespectful to the people of the military who fought and died for our country.&nbsp;&nbsp;</p> <p>Kaepernick explained that he was protesting the treatment of people of color by the police and the government. "I am not going to stand up to show pride in a flag for a country that oppresses black people and people of color," Kaepernick told reporters.&nbsp; Soon after starting his protest, Kaepernick was joined by teammate Eric Reid. They discussed ways of using their platform as professional athletes in the NFL to speak for those who are voiceless. They talked things through with Nate Boyer, a retired Green Beret and former NFL player and came to the conclusion that they should kneel instead of sit during the anthem as a peaceful protest. They choose to kneel because it’s a respectful gesture.&nbsp; Reid shared with the <a href="https://www.nytimes.com/2017/09/25/opinion/colin-kaepernick-football-protests.html">New York Times</a> that he remembers thinking their posture was like a flag flown at half mast to mark a tragedy.</p> <p>In the end Kaepernick paid a high price for taking a "stand" for what he believed in. He wasn’t drafted by any of the NFL teams during the 2017 season, and many people believe it was because of his controversial protest. Ultimately football is a business and many of the (mostly white) fans are upset by the protest.&nbsp; They feel it is disrespectful and unpatriotic.&nbsp;</p> <p>Even without Kaepernick in the NFL, the protests continued and grew, especially after President Trump’s controversial tweets early in the 2017 season, in which he scolded athletes for taking a knee and demanded respect for "our country, flag and national anthem." "They’re ruining the game," Trump said. "That’s a total disrespect of our heritage. That’s a total disrespect of everything that we stand for." Trump suggested that NFL owners fire players who kneel during the anthem and that fans consider walking out "when somebody disrespects our flag." The president and several athletes went back and forth on Twitter, calling each other names, even adding obscenities at times.</p> <p>The protests by Colin&nbsp;Kaepernick&nbsp;and other professional athletes against racial injustice and police shootings of unarmed black men have gotten the attention of many young people.&nbsp;</p> <p>Some students have mounted protests of their own by taking a knee or otherwise protesting during the national anthem or pledge of allegiance. Although some school administrators have tried to&nbsp;<a href="http://www.pbs.org/newshour/updates/schools–students–protesting–national–anthem/" target="_blank">stop these student protests</a>, the law is clear: Students’ right to free speech cannot be curtailed unless it disrupts the educational process. (For more, see this 1½ minute&nbsp;<a href="http://www.youtube.com/watch?v=u–L14WBwTOE" target="_blank">Education Week</a> video.)&nbsp;</p> <p>The protests are also, of course, a teachable moment. As&nbsp;<a href="https://www.nassp.org/2017/09/28/prohibiting-student-protest-challenges-the-very-purpose-of-school/" target="_blank">JoAnn Bartoletti</a>, executive director of National Association of Secondary School Principals, writes: "A student’s taking a knee can trigger a crucial conversation about the nature of protest, about what taking a knee represents, and even about why it might offend some observers. But students must first know that school is a safe place where they can learn to amplify their voices courageously and constructively. They need to be empowered to have those conversations now so those skills are well practiced when they participate in a democracy."<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>Gathering<br> &nbsp;</h4> <p>Read the following quote from September 25, 2017, out loud:</p> <p style="margin–left:.2in;">I realize that men and women of the military go out and sacrifice their lives and put their selves in harm's way for my freedom of speech and my freedoms in this country, and my freedom to take a seat or take a knee, so I have the utmost respect for them, and I think what I did was taken out of context and spun a different way.<br> &nbsp;</p> <p>Ask students if they know who might have said this and what it is in reference to. Elicit and explain that the quote is by Colin Kaepernick, the Super Bowl quarterback who, while playing for the San Francisco 49ers last year, joined a protest movement against racial inequality and police brutality that had been spreading across professional sports since 2014.&nbsp;</p> <p>The image of Kaepernick taking a knee during the playing of the national anthem has been widely published, tweeted, and interpreted in many different ways. It has triggered a wide variety of responses. Some people agree with him. Others are angry at him (and other athletes) for expressing themselves on social justice issues in this way.&nbsp;</p> <p>Explain that in today’s lesson plan we’ll explore some of the reasons why people are protesting, as well as people’s reactions to those protests.&nbsp; We’ll watch a video of a group of teenage athletes discussing these issues in their locker room.<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>Tweets in Response to NFL Protests<br> &nbsp;</h4> <p>Invite students to look at the tweets in&nbsp;<a href="/sites/default/files/files/Tweets%20on%20NFL%20protests.pdf"><strong>this handout</strong>.</a> In pairs, ask students to discuss, based on these tweets, what they think the response has been to protests by Kaepernick and other athletes.&nbsp;</p> <p>Note:&nbsp; We’ve left out tweets that use obscene and disparaging language.&nbsp;</p> <p>Next, facilitate a large group discussion using some or all of the following questions:</p> <ul> <li>What are the different perspectives on the protests reflected in these tweets?<br> &nbsp;</li> <li>What other perspectives on the issue are you aware of?<br> &nbsp;</li> <li>What are your thoughts and feelings about the protests in the NFL and beyond?<br> &nbsp;</li> <li>Do you know how Kaepernick came up with the idea of taking a knee during the national anthem and what it represents for him?&nbsp;&nbsp; (If needed, use the backgrounder at the start of this lesson to add to what students know about Kaepernick’s protest.)<br> &nbsp;</li> <li>Does learning the rationale behind Kaepernick’s (and Eric Reid’s) protest change in any way your thoughts and feelings about what’s been happening in the NFL?<br> &nbsp;</li> </ul> <hr> <p>&nbsp;</p> <h4>Video: How one high school team took on the issue<br> &nbsp;</h4> <p>Play the following clip from Vice News, either in two separate segments or all the way through:</p> <p><a href="https://www.youtube.com/watch?v=0Cuc5csK__w">https://www.youtube.com/watch?v=0Cuc5csK__w</a></p> <p><br> <strong>Setting the stage, part 1</strong> (in the video, 0:00–2:15 min)</p> <ul> <li>What are your thoughts and feelings about the video?<br> &nbsp;</li> <li>What did the students at Berkeley High say about their school (in what is considered to be one of the most liberal cities in the country)?&nbsp;<br> &nbsp;</li> <li>What did the students say about racism at their school?<br> &nbsp;</li> <li>What was a response from the student body to those acts of racism so far?</li> </ul> <p>&nbsp;</p> <p><strong>Football team meeting and protest, part 2</strong> (in the video, 2:15–7:01)</p> <ul> <li>What were some of the personal stories the football players shared in the meeting?<br> &nbsp;</li> <li>What did the students say the protest would be about?<br> &nbsp;</li> <li>What did some of the students suggest the team could do to join the national protest that Colin Kaepernick was involved in?<br> &nbsp;</li> <li>Why did students say it was important for the team to do this together?<br> &nbsp;</li> <li>How did the coach feel about the protest at the start, and then after the team meeting?<br> &nbsp;</li> <li>How does the coach feel about blocking out the outside world, and proceeding as if BLM and police shootings weren’t happening?<br> &nbsp;</li> <li>Who stepped up as leaders in this piece?&nbsp; How?<br> &nbsp;</li> <li>Who stepped up to support them in their efforts?&nbsp; How?</li> </ul> <p>&nbsp;</p> <hr> <h4><br> Closing</h4> <p><br> Talk about a time in your life when you took a leadership role, or a time in your life when you were inspired by someone else and supported them in their efforts. What was that like?&nbsp; What were you able to get done?&nbsp; Is there anything you’d be interested in doing as a result of today’s lesson?</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2017-10-10T11:37:50-04:00" title="Tuesday, October 10, 2017 - 11:37">October 10, 2017</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Tue, 10 Oct 2017 15:37:50 +0000 fionta 302 at https://www.morningsidecenter.org Kaepernick & Fellow Athletes Take a Stand https://www.morningsidecenter.org/teachable-moment/lessons/kaepernick-fellow-athletes-take-stand <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Kaepernick &amp; Fellow Athletes Take a Stand</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h3><br> To the Teacher:</h3> <p>On September 16, Terence Crutcher was shot and killed by police in&nbsp;Tulsa, OK.&nbsp; A mere four days later police in Charlotte, NC, shot and&nbsp;killed Keith Lamont Scott.&nbsp;</p> <p>Crutcher and Scott are the latest in a&nbsp;long series of fatal police shootings of mostly unarmed men of color&nbsp;that have come to light through video and social media, often&nbsp;generated by bystanders and family members.</p> <p>In the wake of the week’s shooting deaths, protests once again erupted around the country, with people flooding into the streets, demanding justice and an end to police brutality. &nbsp;On September 21, U.S. Attorney General Loretta Lynch called for calm in both cities and across the nation. Lynch said the Justice Department opened a civil rights probe into the Crutcher’s death and was assessing Scott’s death in Charlotte several days later. "These tragic incidents have once again left Americans with feelings of sorrow, anger and uncertainty," <a href="http://www.usatoday.com/story/news/nation/2016/09/21/charlotte-police-man-killed-officers-holding-gun-not-book/90774106/">Lynch said</a>. "They have once again highlighted - in the most vivid and painful terms - the real divisions that still persist in this nation between law enforcement and communities of color."&nbsp;</p> <p>Educators across the country are doing the hard work of helping young people learn about and reflect on the killings, the protests, and the broader problem of racial injustice and what we can do about it. We have tried to help teachers in this difficult and important task through lessons and guidelines on TeachableMoment. Please see in particular these <a href="http://www.morningsidecenter.org/teachable-moment/lessons/teaching-about-controversial-or-difficult-issues">guidelines on teaching about difficult or controversial issues</a>, and our recent lessons on the <a href="http://www.morningsidecenter.org/teachable-moment/lessons/black-lives-matter-lesson-series-part-1">Black Lives Matter</a> movement.</p> <p>In the lesson that follows, we’ll be looking at the spreading protests against police violence by high-profile athletes. The lesson looks at what the protest started by NFL 49ers quarterback Colin Kaepernick has brought about in recent weeks and invites students to explore it in detail, then discuss and assess it.&nbsp;</p> <p>It is important to realize that Kaepernick’s was not the first such protest by a professional athlete. NBA and WNBA players have protested police brutality and injustice since 2014, wearing different shirts during warmup games with texts like "I can’t breathe"—the last words of the unarmed <a href="http://www.morningsidecenter.org/teachable-moment/lessons/our-lessons-garner-and-brown-collected">Eric Garner</a>&nbsp;before he was choked to death by police in Staten Island, NY, in July 2014. Various athletes have expressed their concern to the media as well. Different football players have made the "hands up don’t shoot" gesture before their games in reference to Mike Brown, the young man who was shot and killed by police in Ferguson, MO, in August 2014. Some have had hand-written messages on shirts and shoes worn during warmup and actual games.&nbsp;</p> <p>During the summer of 2016, entire women’s basketball teams and their owners came out in support of the Black Lives Matter movement. On July 9, MN Lynx players showed up in warmup shirts printed with "Black Lives Matter," "Change Starts with Us," "Justice and Accountability," an image of the Dallas police shield, and the names of Alton Sterling and Philando Castile, the most recent Black victims of fatal police shootings at that time. Some teams have worn solid black warmup shirts to protest shootings by and against police officers. WNBA teams have been fined for their protests, as have the individual players. WNBA President Lisa Border explained, "We are proud of WNBA players’ engagement and passionate advocacy for non-violent solutions to difficult social issues but expect them to comply with the league’s uniform guidelines."&nbsp;</p> <p>With Colin Kaepernick joining the protests, momentum is growing. This is the focus of the lesson that follows. In the activity, students discuss tweets about the protests, consider multiple points of view about them, and also construct a timeline of events. To prepare for these activities, print out the following in advance.</p> <ul> <li><a href="/sites/default/files/files/Kaepernick%20Tweets%20Handout.pdf">Tweets about Kaepernick’s protest:</a>&nbsp;print out several copies (enough for all students to view)</li> <li><a href="/sites/default/files/files/Kaepernick%20timelines.pdf">Timeline handout</a>: print out one copy and cut it into pieces as marked. (The handout also includes a reference timeline that puts the events in correct sequence.)</li> </ul> <p>For additional material on this subject, see <a href="https://thinkprogress.org/national-anthem-sports-protest-tracker-kaepernick-284ff1d1ab3e#.q37r7zl1m">this piece</a>&nbsp;in ThinkProgress on "The Kaepernick Effect So Far."&nbsp;</p> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h3>Gathering</h3> <p><br> Project the following tweet on the board or provide students with a copy of <a href="/sites/default/files/files/Kaepernick%20Tweets%20Handout.pdf">this pdf</a>, which includes the image.</p> <p>&nbsp;</p> <p><img alt src="/sites/default/files/pictures/Kaepernick%20tweet.jpg" style="width: 480px; height: 512px; border-width: 1px; border-style: solid;"></p> <p><br> Ask students:&nbsp;</p> <ul> <li>Does anyone know what this tweet is in reference to?</li> <li>Has anyone heard of the name Colin Kaepernick (aka Kaep)? Who is he?</li> <li>Does anyone know why he’s been in the news recently?</li> </ul> <p>Elicit and explain that Kaepernick is a football player with the San Francisco 49ers who has been taking a knee (that is, kneeling down on one knee), during the playing of the national anthem at games. He has been joined by teammate Eric Reid. &nbsp;Ask if anyone knows why.&nbsp;</p> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h3>Colin Kaepernick takes a knee</h3> <p>Show this video from the <a href="http://www.nfl.com/news/story/0ap3000000691077/article/colin-kaepernick-explains-why-he-sat-during-national-anthem" target="_blank">NFL website</a> or read the information that follows.</p> <p>At a game on August 26, 2016, 49ers quarterback Colin Kaepernick refused to stand for the playing of the national anthem to protest police killings of unarmed African Americans.</p> <p>"I am not going to stand up to show pride in a flag for a country that oppresses Black people and people of color," Kaepernick told NFL Media in an interview. "To me, this is bigger than football and it would be selfish on my part to look the other way. There are bodies in the street and people getting paid leave and getting away with murder."</p> <p>Kaepernick said that he is aware of what he is doing and that he knows that many people, including 49ers, may not approve. "I am not looking for approval," he said. I have to stand up for people that are oppressed. ... If they take football away, my endorsements from me, I know that I stood up for what is right."</p> <p>According to NFL News, "Kaepernick said that he has discussed his feelings with his family and, after months of witnessing some of the civil unrest in the U.S., decided to be more active and involved in rights for Black people. Kaepernick, who is biracial, was adopted and raised by white parents and siblings."</p> <p>During pre-season games, Kaepernick had stayed seated as a form of protest. He later decided to change his protest. Instead of staying seated, he kneeled down on one knee during the playing of the national anthem.</p> <p>The&nbsp;<a href="http://www.nfl.com/teams/sanfrancisco49ers/profile?team=SF" target="_blank">49ers</a>&nbsp;issued the following statement about Kaepernick's protest: "The national anthem is and always will be a special part of the pre-game ceremony. It is an opportunity to honor our country and reflect on the great liberties we are afforded as its citizens. In respecting such American principles as freedom of religion and freedom of expression, we recognize the right of an individual to choose and participate, or not, in our celebration of the national anthem."</p> <p>Discuss some or all of the following questions:</p> <ul> <li>What are your thoughts and feelings about what Kaepernick is trying to do?</li> <li>What do you think about Kaepernick’s approach of taking a knee during the national anthem?</li> <li>Why do you think Kaepernick went from sitting to taking a knee?&nbsp; How might taking a knee appear different to critics and/or supporters than simply sitting on the bench during the playing of the national anthem?&nbsp;</li> <li>Is he effective in what he’s trying to do?&nbsp; Why or why not?</li> <li>What do you think about the official response from the 49ers?</li> <li>Why do you think the clip calls Kaepernick "taking a stand" in this way controversial?&nbsp; What might be controversial about it?&nbsp;</li> <li>What are the different perspectives portrayed here?&nbsp;</li> </ul> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h3>Tweets about the protest</h3> <p>Give students&nbsp;<a href="/sites/default/files/files/Kaepernick%20Tweets%20Handout.pdf">this pdf</a>&nbsp;of tweets about the Kaepernick protest. Consider each tweet in turn:</p> <ul> <li>What does this tweet mean?</li> <li>Do you agree with the view being expressed? Why or why not?</li> <li>Why do you think some veterans are speaking out in support of Kaepernick’s action?</li> <li>Why do some people object to the protests?</li> </ul> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h3>Protests spread</h3> <p>During the opening weekend of the football season, before the game on the 15th anniversary of 9/11, many other football players decided to join Kaepernick in his protest. Does anyone know what happened?</p> <p>Read the following quote from KansasCity.com:</p> <p style="margin-left:.5in;">"As police, firefighters and EMTs unfurled the enormous U.S. flag across the width and length of the field at Arrowhead Stadium [in Kansas City] on Sunday to commemorate the 15<sup>th</sup>&nbsp;anniversary of the Sept. 11 attacks, the Chiefs stepped toward it and linked arms.&nbsp; The approach was both one of deference to the moment and a nod to a movement - vastly different stances that it turns out can go together. ... Black and white stood tethered as one .... Cornerback Marcus Peters [was] standing at the end of the line, his left arm hooked in alignment with his team ... and his right fist hoisted in the air..." (<a href="https://www.kansascity.com/sports/spt-columns-blogs/vahe-gregorian/article101282737.html" target="_blank">KansasCity.com</a>)</p> <p>Ask:&nbsp; What do you think the linked arms symbolized?&nbsp; What about the raised fist?</p> <p>Share that Peters’ raised fist recalled the raised fist demonstration by Black athletes Tommie Smith and John Carlos during their medal ceremony at the 1968 Olympic Games in Mexico City.&nbsp; That protest was full of symbolism: Smith and Carlos went shoeless to represent the poverty facing people of color in the U.S., and both raised their fists in a "Power to the People" salute. Carlos said his intent was to express solidarity with "all oppressed people on the earth.... the message is that we need to come together to rise up." The two athletes, and their white ally, Peter Norman, also wore the Olympic Project for Human Rights badge, a movement of athletes supporting equality for all.&nbsp; (See the <a href="http://www.morningsidecenter.org/teachable-moment/lessons/3-allies-story-about-standing" target="_blank">TeachableMoment lesson</a> about this protest.)</p> <p>Other athletes have joined Kaepernick in making symbolic protests against racial injustice and police killings, both in the NFL and beyond, professional and amateur, male and female, Black and white, adults and kids.&nbsp; People of all kinds of backgrounds have also continued to push back on the protest in different ways.</p> <h4>Discussion</h4> <p>In an&nbsp;<a href="http://thehill.com/blogs/pundits-blog/celebrity-news/295240-the-kaepernick-effect-further-divides-our-country" target="_blank">article in The Hill</a>&nbsp;entitled "The Kaepernick effect further divides our country," John Kushma criticizes Kaepernick’s actions.&nbsp; He writes:</p> <p class="rteindent1">Just as the San Francisco 49er uniform and logo are symbolic of the imagery and history of a great NFL team, so are the American flag, the national anthem, the Statue of Liberty, and the Liberty Bell. They're all symbolic of the culture and great country we all also share, and they should not be disrespected or defaced in a public protest, especially, by a fellow American, and especially by a celebrity with a powerful voice and image such as Kaepernick....It just seems wrong. There are other ways to aim a protest that actually accomplish something toward solving the problem, not intensifying it....</p> <p class="rteindent1">Colin Kaepernick and his fellow NFL brothers may be calling attention to the problem of racial injustice in America, but we are already aware of the problem. Abraham Lincoln called attention to it, Dr. Martin Luther King called attention to it, Tommie Smith and John Carlos called attention to it at the 1968 Summer Olympics in Mexico City. The media calls attention to it every day 24 hours a day.</p> <p class="rteindent1">What we need is for the problem to be resolved. None of them, even Colin Kaepernick, can seem to get the job done.</p> <p>Discuss with students:</p> <ul> <li>Do you agree with Kushma that American symbols and rituals like the national anthem "should not be disrespected or defaced in a public protest"?&nbsp; Why or why not?</li> <li>Do you agree with Kushma that Kaepernick's protest disrespects and defaces American symbols and rituals like the national anthem?&nbsp; Why or why not?</li> <li>Do you agree with Kushma that Americans are "already aware of the problem" of racial injustice or that the media covers this issue "24 hours a day"?</li> <li>Kushma argues that athletes could find more effective ways to address racial injustice. What does Kushma consider ineffective about the way Kaepernick is addressing it? What effective ways might Kushma be referring to?</li> <li>Kushma argues that the problem of racial injustice neeeds to resolved and that Kaepernick hasn't been able to "get the job done." What are your thoughts about this statement?</li> </ul> <p>Reporter Josh Levin from <a href="http://www.slate.com/articles/sports/sports_nut/2016/09/colin_kaepernick_s_protest_is_working.html">Slate</a>&nbsp;expresses another point of view:&nbsp;</p> <p style="margin-left:.25in;">An NFL player who happens to be Black and happens to play quarterback happened to sit during a patriotic pre-game ritual to protest the country’s racial inequities.&nbsp;Kaepernick’s gesture worked because it was divisive—because his supporters celebrated him for giving voice to the voiceless, and because his detractors amplified that voice by trying to shout it down with ... [personal insults and] attacks.</p> <p style="margin-left:.25in;">His protest, striking at the heart of America’s most cherished ... [symbols] from the stage of its favorite sport, was precision engineered to accomplish exactly what it’s accomplished, and the response has only proved its necessity.</p> <p>Discuss with students:</p> <ul> <li>Levin argues that Kaepernick’s action was effective in part because it was divisive.&nbsp; Do you agree? Are there times in history when being divisive has been effective? &nbsp; Explain.</li> <li>What has Kaepernick’s protest accomplished so far? Are those accomplishments important? Why or why not?</li> <li>Levin calls the protest "precision engineered."&nbsp; What do you think that means?</li> <li>Has the "precision engineering" continued beyond Kaepernick and his protest?&nbsp; If so, how?&nbsp;&nbsp;</li> <li>Do you think Kaepernick would have been more effective at addressing racial injustice if he had not protested in this way, but had only donated money or made statements on social media (actions that Kaepernick has also taken)? Why or why not?</li> <li>The actions of Tommie Smith, John Carlos, and Peter Norman at the 1968 Olympics are still remembered and often honored today, nearly half a century later. Do you think that the actions of Colin Kaepernick and his fellow athletes might be be remembered as a turning point 50 years from now?&nbsp; Why or why not?<br> <br> &nbsp;</li> </ul> <hr> <h3><br> What Kaep Set in Motion Timeline</h3> <p>Explain that in this next activity students will have a chance to explore both the protests and the push back in more detail.</p> <p>Print out <a href="/sites/default/files/files/Kaepernick%20timelines.pdf">this handout</a>, and cut each item in the first timeline into slips. (The second timeline can be used as a reference.) Put the different slips of paper in an envelope or fold each in half. Give each student a slip. (There are 22 slips of paper.&nbsp; If you have more students in your group, consider having students work in teams. If you have less students in your group, have students take more than one slip of paper, or consider leaving some of less essential slips out.)</p> <p>Explain that each slip of paper contains information about what happened between the end of August, when Colin Kaepernick first started his protest, till the second half of September, when the announcement was made that Kaepernick would be featured on the cover of Time Magazine.</p> <p>Invite students to read what’s on their slip of paper. Then, based on what they learned today, what they already knew - and using common sense - ask students to organize the slips of paper chronologically. If possible, invite students to organize themselves physically in chronological order based on what’s written on their slip of paper, so as to create a physical timeline.&nbsp;</p> <p>It may help students to know that football games are played and broadcast on Sunday, Monday and Thursday nights. The 2016 season's opening game was played on Thursday, September 8. The first NFL Sunday games were played on September 11.</p> <p>When students are done organizing themselves (or their slips), ask them to read out what’s on their slips of paper in order. Have students listen carefully, to see if they might want to make additional changes to their timeline.</p> <p>You can check students’ timeline against the actual timeline that is provided in the pdf. It includes additional related incidents (in italics) that you may want to share with students. &nbsp;</p> <p>When students have read the events following Colin Kaepernick’s protest out loud, ask students to discuss some or all of the following questions:</p> <p>The activity structure:</p> <ul> <li>What are your thoughts and feelings about this activity?&nbsp;</li> <li>How did you figure out how to organize yourselves/the information?</li> <li>What did you need to do to be successful in this activity?</li> </ul> <p>The activity content:</p> <ul> <li>What was it like to listen to these events in order in this way?</li> <li>Was there anything that stood out to you about this timeline activity?</li> <li>What are your thoughts and feelings about what Kaepernick has been trying to do now?&nbsp;</li> <li>Some people say Colin Kaepernick should stick to playing football. Do you agree? &nbsp;Why or why not?</li> </ul> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h3>Closing</h3> <p>If students are still in the chronological order of the timeline activity, consider asking the first student in the order to start the&nbsp; stamping their feet slowly and rhythmically.&nbsp; (Or, if students are not arranged in the timeline, ask them to form a line and ask the first student in the line to begin stamping their feet.)&nbsp;</p> <p>Then ask the second student in the order to start stamping their feet, then the third, and the fourth, as students build on each other, gathering in volume and power.</p> <p>Ask students how this relates to what Kaepernick has started. How is it similar?&nbsp; How is it different?&nbsp;</p> <p><strong>Alternatively:</strong> Close the lesson by asking students to share one thing they learned in the activities today.</p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-09-25T09:33:18-04:00" title="Sunday, September 25, 2016 - 09:33">September 25, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sun, 25 Sep 2016 13:33:18 +0000 fionta 379 at https://www.morningsidecenter.org Parent 'Table Talk': Sports, Mascots & Bias https://www.morningsidecenter.org/teachable-moment/lessons/parent-table-talk-sports-mascots-bias <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Parent &#039;Table Talk&#039;: Sports, Mascots &amp; Bias</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4><br> TOPIC SUMMARY</h4> <p>The decades-old controversy over the Washington D.C’s football team’s name has come back into the news lately. The Washington Redskins, a National Football League (N.F.L) team, has been criticized for using the term "redskins." Every major English dictionary describes the term "redskin" as derogatory and Native American people and others consider it an offensive epithet. There is debate over whether the term "redskin" originates from the scalped head of a Native American, red body paint or the red color metaphor for race. Regardless of its origin, since the mid-19th century "redskin" has been a slang word white people used for Native American people.</p> <p>As a result, terms such as "redskin" have almost disappeared from common usage except for sports teams. Even with sports teams, there used to be more than 3,000 teams with Native American names and mascots. That has steadily declined; currently there are fewer than 1,000 high school, college and professional teams that use Native American mascots. One other NFL team, the Kansas City Chiefs, has a Native American-themed name. Major League Baseball has two Native American named teams: the Atlanta Braves (known for their "Tomahawk Chop" at games) and the Cleveland Indians. There is also one National Hockey League team, the Chicago Blackhawks. &nbsp;</p> <p>Last year, fifty U.S. Senators signed a letter asking the N.F.L. to push for a name change of the Washington, D.C. football team. In June 2014, The U.S. Patent and Trademark Office revoked the trademark of the N.F.L.’s Washington Redskins for the second time. And last October, President Obama said, "If I were the owner of the team and I knew that there was a name of my team—even if it had a storied history—that was offending a sizeable group of people, I’d think about changing it." This fall, California became the first state to ban public schools from using "Redskins" as a team name, nickname or mascot.&nbsp;<br> &nbsp;</p> <hr> <h4><br> QUESTIONS TO START THE CONVERSATION</h4> <ul> <li>What do you think about the Washington Redskins' name change controversy?</li> <li>What do you think are the different perspectives on this issue?</li> <li>Do you think the players and teams, who have a strong influence over the public, have a responsibility to send a strong message about names and mascots? Why or why not?</li> <li>Should the fans' and general public's opinions about sports teams' names and mascots be factored into the team's decision?</li> <li>Do you think the Washington football team should change their name? Why or why not?<br> &nbsp;</li> </ul> <hr> <h4><br> QUESTIONS TO DIG DEEPER</h4> <ul> <li>Are there any sports teams in our town/city or state that use Native American mascots or names?&nbsp; How can we find out more about that?</li> <li>How are mascots, slurs, names and epithets used in ways that are offensive and biased? How is this harmful?</li> <li>What more do you want to know about Native American history and the bias and discrimination directed at Native American and Indigenous people?<br> &nbsp;</li> </ul> <hr> <h4><br> IDEAS FOR TAKING ACTION</h4> <p>Ask: What can we do to help?&nbsp; What actions might make a difference?&nbsp;</p> <ul> <li>Find out if your town, city or state has a sports team using a Native American mascot and write a letter expressing your point of view about it.</li> <li>Educate others about this controversy by sharing information on social media, having individual conversations or organizing an educational forum or debate in school.</li> <li>Watch the video&nbsp;<a href="https://www.youtube.com/watch?v=mR-tbOxlhvE&amp;feature=youtu.be">Proud to Be</a>&nbsp;together; discuss the message of the video, what impact it has on your thinking and how that can be conveyed to others.<br> &nbsp;</li> </ul> <hr> <h4><br> MORE INFORMATION</h4> <ul> <li><a href="http://www.adl.org/education-outreach/lesson-plans/c/should-washingtons-nfl-team-change-their-name.html#.ViVHxH6rTcs">Should Washington's NFL Team Change Their Name?</a>&nbsp;(ADL Lesson)</li> <li><a href="http://www.adl.org/education-outreach/books-matter/people-books.html?subpeople=native-american-and-indigenous-people#.ViVH8H6rTcu">Children's and Young Adult Books About Native American and Indigenous People</a>&nbsp;(ADL’s Books Matter)</li> <li><a href="http://www.adl.org/press-center/press-releases/discrimination-racism-bigotry/adl-welcomes-patent-office-decision-on-redskins-name.html#.ViVIIn6rTcs">ADL Welcomes Patent Office Decision Deeming Redskins Name ‘Disparaging’ to Native Americans</a>&nbsp;(ADL Press Release)</li> <li><a href="http://www.adl.org/education-outreach/lesson-plans/c/lewis-and-clark.html#.ViZgHn6rTcs">Lewis and Clark: The Unheard Voices</a>&nbsp;(ADL Lesson Plans) &nbsp;&nbsp;</li> <li><a href="http://www.huffingtonpost.com/entry/california-redskins-ban_561ae70ee4b0e66ad4c854af">California Becomes First State To Ban 'Redskins' Team Name</a>&nbsp;(Huffington Post Sports)</li> </ul> <p>&nbsp;</p> <p><em>We are grateful to author Jinnie Spiegler and ADL for permission to present this&nbsp;<a href="http://www.adl.org/education-outreach/anti-bias-education/c/table-talk-family-conversations.html#">Table Talk</a>&nbsp;activity on TeachableMoment. &nbsp;</em><br> &nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2015-10-30T10:40:51-04:00" title="Friday, October 30, 2015 - 10:40">October 30, 2015</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Fri, 30 Oct 2015 14:40:51 +0000 fionta 433 at https://www.morningsidecenter.org Domestic Violence in the NFL ... and Everywhere https://www.morningsidecenter.org/teachable-moment/lessons/domestic-violence-nfl-and-everywhere <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Domestic Violence in the NFL ... and Everywhere</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>Note to the Teacher</h4> <p>On September 8, 2014, the Baltimore Ravens football team terminated the contract of player Ray Rice after the public release of a video of him punching his fiancé and knocking her unconscious. The case has raised questions about violence by professional football players and the NFL's handling of this problem. They have also made domestic violence front-page news.</p> <p>More than likely, you have students who have witnessed or experienced violence in their homes. This lesson focuses on defining and understanding domestic violence in general, and does not ask students to share personal experiences of it. Even so, domestic violence is a sensitive topic to discuss in class. <a href="http://www.morningsidecenter.org/teachable-moment/lessons/teaching-about-controversial-or-difficult-issues">These guidelines</a> for addressing difficult topics in the classroom may be helpful. You may want to speak with your school's social worker or guidance counselor before beginning this activity.<br> &nbsp;</p> <h4>Learning Objectives</h4> <ul> <li>Students will define domestic violence.</li> <li>Students will compare and contrast violence and domestic violence.</li> <li>Students will learn facts about domestic violence.</li> <li>Students will create materials to educate others about domestic violence.</li> <li>Students will write a persuasive essay about how the NFL should deal with domestic violence by players.</li> </ul> <p>&nbsp;</p> <hr> <h4>Introduction</h4> <p>Ask students what, if anything, they have heard about Ray Rice or the controversy in the National Football League about domestic violence. Ask students to share what they know, writing any key words—such as violence and domestic violence—on the board.</p> <p>Elicit or explain that Ray Rice is a professional football player formerly with the Baltimore Ravens. In February 2014, Rice was caught on videotape hitting his fiancé, knocking her unconscious. Rice was arrested for the assault. In July 2014, the NFL suspended Rice for two games. In September, after the videotape of the assault went public, the Ravens terminated Rice's contract, and the NFL suspended him from the league indefinitely. &nbsp;This case and others have raised questions about violence by professional football players and the NFL's handling of this problem. They have also made domestic violence front-page news.</p> <p>Tell students that in this lesson they will be learning about domestic violence.&nbsp; Note that domestic violence is a very upsetting issue. Encourage students to talk with you or the school social worker privately if the discussion raises issues for them. &nbsp;<br> &nbsp;</p> <hr> <h4>Defining Domestic Violence</h4> <p>Ask students: What does domestic violence mean?</p> <p>With students, define domestic violence as violence that is done to people in one's family, such as to a partner or a child.</p> <p>Divide the class into groups. Have each group make a Venn diagram with two overlapping circles. Label one circle "Violence" and the other circle "Domestic Violence." &nbsp;In the area where the two circles overlap, have students write what violence and domestic violence have in common. &nbsp;Under the headings in the main part of each circle, have students write facts that make each concept unique. By completing the diagram, students will discover how violence and domestic violence are similar to and different from each other.</p> <p>Have each group post their diagram around the classroom and then have students do a "gallery walk" so they can see each others' diagrams.&nbsp;</p> <p>Bring the class together and ask:</p> <ul> <li>What words did most or all of the groups include in the intersection of the two circles?</li> <li>What distinguishes domestic violence from other forms of violence?&nbsp;</li> <li>How might this affect how the violence is experienced by the victim?&nbsp;</li> </ul> <p>Help students to see that domestic violence differs from other forms of violence because it involves violence among people who are intimately connected to each other. &nbsp;<br> &nbsp;</p> <hr> <h4>Thumbs Up, Thumbs Down</h4> <p>Explain to students that it is easy for people to have incorrect assumptions about domestic violence. Tell students that you are going to read some statements. &nbsp;After each statement, you'll give students a chance to give a thumbs up if they agree with the statement, a thumbs down if they disagree, or a thumbs sideways if they aren't sure.</p> <ul> <li>Domestic violence is rare. It hardly ever happens.</li> <li>When people abuse their partners, it is because they lost their temper and couldn't help it.</li> <li>Domestic violence is against the law.</li> <li>Domestic violence is no one's business because it happens among partners and in families.</li> <li>Football players who commit acts of violence against their partners or children should lose their jobs.</li> </ul> <p>Distribute to students the handout "<a href="/sites/default/files/files/Domestic%20Violence%20handout.pdf">Facts About Domestic Violence</a>." &nbsp;Read aloud each of the facts, stopping after each to give students a chance to respond to the fact. Point out to students which of the statements are correct.<br> &nbsp;</p> <hr> <h4>&nbsp;<br> Culminating Activity</h4> <p>Either of the following activities can serve as a culminating activity.</p> <p>A. Raise public awareness about domestic violence</p> <p>Give students the opportunity to complete the next activity alone, in pairs, or in groups. Have students choose one of the facts about domestic violence to work with. Tell them to find a way to explain the fact and a way to publicize it. Ask them to make a poster, pamphlet, public service announcement, or letter for public distribution. Have students identify community resources to help people involved in domestic violence, and include at least one such resource in the materials they create. Have groups share their work or put together a class presentation that they can give to others.</p> <p>B. &nbsp;Write an essay: What should the NFL do?</p> <p>Have students write an essay that answers the following question: What should the National Football League do about players who commit acts of domestic violence? Have them use what they have learned as evidence to support their answer.<br> &nbsp;</p> <hr> <h4>Closing</h4> <p>In a go-round, ask students to complete the following prompt: I used to think ___________________ but now I think __________________.<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>Resources</h4> <p><a href="https://assets.speakcdn.com/assets/2497/domestic_violence.pdf">National Coalition Against Domestic Violence: Domestic Violence Facts</a><br> <a href="http://www.safehorizon.org/page/domestic-violence-statistics--facts-52.html?gclid=CjwKEAjwkf-gBRCd-b2m2aOo0EQSJABMeQDkiWLDt5YECpi3SrGcBv2QawINseV-x8ALPKULa0-GVRoCXozw_wcB">Domestic Violence: Statistics and Facts</a><br> <a href="http://www.feminist.org/other/dv/dvfact.html">Feminist Majority Foundation: Domestic Violence Facts</a><br> <a href="http://gcadv.org/general-resources/common-myths-about-domestic-violence/">GCADV: Myths and Facts</a><br> &nbsp;<br> &nbsp;</p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2014-09-24T09:45:03-04:00" title="Wednesday, September 24, 2014 - 09:45">September 24, 2014</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Wed, 24 Sep 2014 13:45:03 +0000 fionta 518 at https://www.morningsidecenter.org Washington Redskins: Time for a Name Change? https://www.morningsidecenter.org/teachable-moment/lessons/washington-redskins-time-name-change <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Washington Redskins: Time for a Name Change?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>To the Teacher:</h4> <p>The movement to change the name of the Washington Redskins football team is gaining ground. In May 2014, 50 United States senators co-signed letters to NFL Commissioner Roger Goodell urging him to change the name of the Washington Redskins football team. And in June, the United States Patent and Trademark Office canceled the trademark registrations for the team, ruling that the name is "disparaging to Native Americans." These actions come after many years of advocacy by the National Congress of American Indians (NCAI) and its #NotYourMascot campaign to change the name of this D.C. team.<br> &nbsp;<br> This lesson examines the campaign to change the Washington Redskins' name and to end the use of stereotypical depictions of Native Americans in U.S. sports. It consists of two readings and a media analysis exercise. The first reading examines how advocates for changing the Redskins' team name have been gaining ground. The second reading looks at the broader history of how Native American culture has been appropriated and misappropriated by the wider U.S. culture, and how anti-racist campaigners have challenged stereotypical depictions. Questions for discussion follow each reading.<br> &nbsp;<br> Following the readings, a media analysis exercise asks students to critically evaluate an advocacy video and to think about how they might construct their own media campaign.<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>&nbsp;Student Reading 1:<br> The "Not Your Mascot" Campaign&nbsp;</h4> <p>The movement to change the name of the Washington, D.C., Redskins football team is gaining ground. In May 2014, 50 United States senators co-signed letters to NFL Commissioner Roger Goodell urging him to change the name of the Washington Redskins football team. For many years, the National Congress of American Indians (NCAI) and its #NotYourMascot campaign has advocated and organized for changing the name of the team.<br> &nbsp;<br> The <a href="http://www.cantwell.senate.gov/public/index.cfm/2014/5/50-senators-to-nfl-follow-nba-s-lead-and-change-washington-team-name">letter</a> that most of the 50 senators signed was posted on the website of Senator Maria Cantwell. It argued that "racism and bigotry have no place in professional sports." It went on to say:<br> &nbsp;</p> <p class="rteindent1">It's time for the NFL to endorse a name change for the Washington, D.C. football team...<br> &nbsp;<br> Professional sports have tremendous power to influence American society and strengthen our communities. From Jesse Owens to Jackie Robinson to Billie Jean King, athletes have often been a driving force for equality and diversity in our nation.<br> &nbsp;<br> Now is the time for the NFL to act. The Washington, D.C. football team is on the wrong side of history. What message does it send to punish slurs against African Americans while endorsing slurs against Native Americans?<br> &nbsp;<br> This is a matter of tribal sovereignty—and Indian Country has spoken clearly on this issue. To this point, we have heard from every nation Tribal organization, including the National Congress of American Indians, United South and Eastern Tribes, and the Affiliated Tribes of Northwest Indians. These organizations represent more than 2 million Native Americans across the country and more than 300 Tribes with government-to-government relationships with the United States. These organizations have passed resolutions in support of a name change as they find the Washington, D.C. football team name to be racially offensive...<br> &nbsp;<br> At the heart of sovereignty for tribes is their identity. Tribes have worked for generations to preserve the right to speak their languages and perform their sacred ceremonies... Yet every Sunday during football season, the Washington, D.C. football team mocks their culture.<br> &nbsp;<br> The NFL can no longer ignore this and perpetuate the use of this name as anything but what it is: a racial slur. We urge the NFL to formally support and push for a name change for the Washington football team.</p> <p>&nbsp;<br> A month later, on June 18, 2014, the U.S. Patent and Trademark Office canceled the trademark registrations for the Washington Redskins, ruling that the name is "disparaging to Native Americans." As Think Progress reporter <a href="http://thinkprogress.org/default/2014/06/18/3450333/in-landmark-decision-us-patent-office-cancels-trademark-for-redskins-football-team/">Travis Waldron</a> explained:<br> &nbsp;</p> <p class="rteindent1">The U.S. PTO's Trademark Trial and Appeal Board issued a ruling in the case, brought against the team by plaintiff Amanda Blackhorse, Wednesday morning.&nbsp;</p> <p class="rteindent1">"We decide, based on the evidence properly before us, that these registrations must be cancelled because they were disparaging to Native Americans at the respective times they were registered," the board wrote in its opinion...<br> &nbsp;<br> "The Trademark Trial and Appeal Board agreed with our clients that the team's name and trademarks disparage Native Americans. The Board ruled that the Trademark Office should never have registered these trademarks in the first place," Jesse Witten, the plaintiffs' lead attorney, said in a press release. "We presented a wide variety of evidence - including dictionary definitions and other reference works, newspaper clippings, movie clips, scholarly articles, expert linguist testimony, and evidence of the historic opposition by Native American groups - to demonstrate that the word ‘redskin' is an ethnic slur." ...&nbsp;</p> <p>The team will almost certainly appeal the case, and it will be able to keep its trademark protection during appeal. Losing the trademark would not force the team to change its name, but it would allow anyone who wanted to use "Redskins" on merchandise or through other means to do so, which could cost the team—and, because of the NFL's revenue-sharing model, other NFL teams—"every imaginable loss you can think of," as the team's lawyers argued in the original case. For that reason, the trademark has long been thought of by opponents of the team's name as the easiest avenue to changing it.&nbsp;</p> <p>In response to the May letters from the senators, Redskins' President <a href="http://www.washingtonpost.com/blogs/football-insider/wp/2014/05/23/redskins-continue-to-defend-team-name-in-letter/">Bruce Allen</a> argued that his team's name was "respectful" toward Native Americans. He cited the team's 81-year tradition and noted that some Native Americans do not find the team name offensive. Redskins' owner Daniel Snyder further vowed that he would never change the team name.&nbsp;<br> &nbsp;<br> Native American activists who disagree with Allen and Snyder argue that the team's name and mascot image are outdated and racist caricatures of their heritage. As Native American writer<a href="http://www.cnn.com/2014/05/19/opinion/moya-smith-native-american-racism/"> Simon Moya-Smith</a> wrote in an opinion piece for CNN on May 19, 2014:&nbsp;</p> <p class="rteindent1">As social media and the web continue to grow exponentially, so too do the voice and face of Native America. The National Congress of American Indians has just launched yet another campaign to put our faces and those of our allies in the public eye.<br> &nbsp;<br> NCAI's hashtag, #ProudToBe, is a video and photo campaign that uses the web and demonstrates that we are more than a costume. We are more than a mascot. In fact, the second half of the campaign against the dehumanization of Native Americans in the form of sports mascots is aptly called "#NotYourMascot." And many of this nation's leaders have joined in the growing chorus of conscientious objectors who see Indian mascots for what they are: racist.<br> &nbsp;<br> Senate Majority Leader Harry Reid, Sen. Maria Cantwell, and Washington, D.C., Councilman David Grosso have each been photographed holding signs that read "#ProudToBe Standing With #NotYourMascot." And, according to the folks at the National Congress of American Indians, more photos continue to stream in.<br> &nbsp;<br> Grosso, who's a Washington Redskins season ticket holder, recently told me he predicts the team name will, in fact, be abolished in the next five years.<br> &nbsp;<br> "Ultimately we're going to have to right this wrong," he said. "The word 'redskins' has never been used in a positive way. It's been a racist and a derogatory term since forever."<br> &nbsp;<br> Sen. Reid told me: "The degrading team name inflicts pain on Native American populations. The name is going to change; it's only a question of when. The NFL and Dan Snyder have to realize they are on the losing side of history."<br> &nbsp;<br> Several days ago, I was asked: "Why are you picking on the Redskins? What about the Cleveland Indians or the Atlanta Braves?"<br> &nbsp;<br> First, the term "redskins" is a pejorative, a racial slur... The term "Indian" isn't a racial slur, even though it's incorrect; and neither are the terms "brave" or "warrior."<br> &nbsp;<br> But that's missing the point.<br> &nbsp;<br> When the status of a Native American is demoted to that of a caricature, we are objectified and diminished as a people. We become entertainment, not fellow citizens. How are you supposed to take me seriously if all you see is the stereotypical image of the Hollywood or sports mascot Indian?<br> &nbsp;</p> <p>Like Moya-Smith, many supporters of the name change argue that it is an unavoidable reality, reflecting modern views on race and representation. They believe that opponents are fighting against the tide of history, and they hope that the change comes sooner rather than later.<br> &nbsp;<br> &nbsp;<br> <strong>For Discussion: </strong><br> &nbsp;</p> <ol> <li>Do students have any questions about the reading? How might they be answered?</li> <li>What arguments do advocates of changing the Washington Redskins' team name make in support of their position?</li> <li>What reasons did the team's president, Bruce Allen, give for maintaining the current team name?</li> <li>Which of these arguments do you find most compelling?.</li> <li>How might the recent decision from the U.S. Patent and Trademark Office affect this debate?</li> </ol> <p>&nbsp;<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>&nbsp;Student Reading 2:<br> "Playing Indian" in American History</h4> <p>&nbsp;<br> The effort to change the Washington Redskins' team name is part of a much wider struggle to challenge stereotypical depictions of Native Americans in U.S. culture. The idea of naming sports teams after Native Americans is part of a long tradition of "playing Indian" that has appeared throughout American history, from the Boston Tea Party to Wild West shows and beyond. As author <a href="http://www.insidehighered.com/views/2005/08/09/spindel#sthash.TTRUg8Un.dpbs">Carol Spindel </a>writes in an August 9, 2005 article for Inside Higher Ed:<br> &nbsp;</p> <p class="rteindent1">When Americans flocked to Wild West shows, they believed they were seeing the last vestiges of a dying [Native American] culture. It was true that Native populations were declining. But this idea, that American Indians would disappear like dinosaurs, became so embedded in American mythology that even today many non-Native Americans are startled to encounter a flesh and blood Native person. Boy Scouts were told it was their patriotic duty to learn Indian songs and dances lest they be lost forever. Thrilled by the Wild West performances, college boys and Boy Scouts emulated the showbiz Indians when they created Indian sports mascots, many of which date from the 1920s.</p> <p>&nbsp;&nbsp;<br> Over time, people have increasingly challenged nicknames that have been misappropriated from Native American culture. In recent years several K-12 schools across the country, as well as &nbsp;colleges, including the University of South Dakota and the University of Illinois, have stopped &nbsp;using Native American mascots. As an April article on <a href="http://inamerica.blogs.cnn.com/2013/04/04/native-american-mascots-pride-or-prejudice/">CNN.com</a> noted, "There used to be more than 3,000 teams with Native American names and mascots. That's down to about 900 now."&nbsp;<br> &nbsp;<br> Many of those who defend using names like the "Redskins" have no desire to be hurtful or racist. Most are just proud of&nbsp; their city and team. They may have grown up going to their team's games, and have positive associations with the name.<br> &nbsp;<br> Nevertheless, advocates and scholars alike note the real negative consequences of stereotyping &nbsp;Native Americans. As assistant director of the Maryland Institute for Technology in the Humanities Jennifer Guiliano writes in an August 20, 2013, article for T<a href="http://thesocietypages.org/specials/mascots/">he Society Pages</a>:&nbsp;</p> <p class="rteindent1">In case studies, [sociologist Stephanie] Fryberg reveals that, regardless of the conditions of their creations and use (that is, whether it's the Haskell University mascot, which was created by Indians, or another mascot created and used by a predominantly white university), representations of Indian mascots lead Native participants to express depressed self-esteem, among other psychological costs. At the University of North Dakota, where the team was called the "Fighting Sioux" until a 2012 state vote, Gonzalez showed that Native students were "more likely targets of racial prejudice and potential discrimination," and LaRoque found that daily exposure to the "Fighting Sioux" logo led Native students to have higher levels of negative affect and psychological distress. Why, you might ask, aren't the schools happy to simply change their team name to something more benign, like Minnesota's "Golden Gophers" or Houston's "Oilers"?</p> <p>The ongoing battle against racist stereotypes does not only concern professional sport franchises such as the Washington Redskins and the Atlanta Braves. The debate about team names is also underway at many schools and universities, where the residue from past traditions of "playing Indian" still remains. Students organizing against such names have contributed to growing public awareness about this issue.<br> &nbsp;</p> <p><strong>For Discussion: </strong></p> <ol> <li>Do students have any questions about the reading? How might they be answered?</li> <li>According to the reading, what was one motivation for early instances of "playing Indian"? What did "Indianess" signify during earlier periods in U.S. history?</li> <li>Do you believe the eventual elimination of Native American mascots is inevitable? Why or why not?</li> <li>What might be effective ways to educate those who use hurtful racial stereotypes, often without intending to be hurtful?</li> </ol> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Media Analysis: &nbsp;<br> #ProudToBe Video</h4> <p>The National Congress of American Indians' ongoing efforts to change Native American mascots include the #ProudToBe campaign. Show students this 2-minute video, which presents the core message of this campaign:&nbsp;<a href="http://youtu.be/mR-tbOxlhvE">http://youtu.be/mR-tbOxlhvE</a><br> &nbsp;<br> Then ask students to break into small groups to consider each of the questions below. &nbsp;&nbsp;Give students 3 minutes to discuss each question.<br> &nbsp;</p> <ol> <li>How would you describe the central message of this video? What are its creators attempting to convey?</li> <li>Are all the words and images used to describe Native Americans in the video positive ones? Are there any negative or controversial aspects of Native American communities that are also reflected in the video? Why might the creators have chosen to include some of these?</li> <li>The video mentions a number of celebrities or popular sports figures from the past that many people might not have known possess Native American ancestry. What do you think is the purpose of including these individuals?</li> <li>The video does not specifically mention the mascot controversy, nor does it name specific sports teams. Instead, the video alludes indirectly to this controversy with an image of the Washington Redskins helmet at the end. Do you think this approach made the video more or less effective? What might have been an alternative strategy that the video could have employed to make its point? What would have been the advantages or disadvantages of such an alternative strategy?</li> </ol> <p>&nbsp;<br> Reconvene the whole class and ask volunteers to respond to these questions:</p> <ol> <li>What struck you most about the video?</li> <li>Do you think it was effective? Why or why not?</li> </ol> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Optional Activity:<br> Make your own media campaign</h4> <p>&nbsp;<br> Video is just one way of engaging with the media. An advocacy campaign might also use posters , print advertisements, bumper stickers, press releases, or music. Invite students to create their own media campaign around this issue. This might involve thinking of slogans, video ideas, images, and strategies for reaching a wide audience.<br> &nbsp;<br> &nbsp;<br> <em><strong>Research assistance provided by Yessenia Gutierrez.</strong></em><br> &nbsp;<br> &nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2014-07-13T14:01:39-04:00" title="Sunday, July 13, 2014 - 14:01">July 13, 2014</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sun, 13 Jul 2014 18:01:39 +0000 fionta 528 at https://www.morningsidecenter.org Gay in the NFL? Michael Sam Comes Out https://www.morningsidecenter.org/teachable-moment/lessons/gay-nfl-michael-sam-comes-out <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Gay in the NFL? Michael Sam Comes Out</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>&nbsp;<br> Background</h4> <p>On February 9, 2014, Michael Sam, a defensive lineman on the University of Missouri's football team, announced that he is gay. Sam came out to his teammates last summer; some already knew and others were surprised. All of them have supported him through the process. He made an intentional decision with his agent to come out to the public now.<br> &nbsp;<br> Michael Sam will enter the NFL draft this May and is likely to become the first openly gay player in the NFL. Over the past several years, a few male professional athletes have come out after retiring, and last spring Jason Collins of the NBA (<a href="http://www.morningsidecenter.org/teachable-moment/lessons/coming-out-jason-collins">see our lesson</a>) came out after the season.&nbsp; However, there have been no publicly gay athletes in the NFL, the NBA, the NHL or Major League Baseball.&nbsp;So this news is significant, and some would even say groundbreaking.<br> &nbsp;</p> <h4>Learning Objectives</h4> <ul> <li> <p>Students will learn more about Michael Sam and his coming out.</p> </li> <li> <p>Students will be able to define what coming out means and the potential negative and positive consequences of coming out.</p> </li> <li> <p>Students will reflect on the impact Michael Sam's announcement could have on individuals and society.</p> </li> <li> <p>Students will develop their own opinions about Michael Sam's coming out and write a persuasive essay about it.</p> </li> </ul> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Warm Up: Opinion Continuum</h4> <p>Read the following statements and have students give a thumbs-up if they agree, a thumbs-down if they disagree, and a thumbs to the side if they aren't sure or have mixed feelings about the statement.&nbsp; If time permits, ask a few students to explain their responses.</p> <ul> <li>It is understandable that some people hide being gay, lesbian, bisexual or transgender.</li> <li>LGBT athletes and celebrities have a responsibility to come out of the closet.</li> <li>No one should have to come out of the closet and explain their sexual orientation.</li> <li>People should never hide any aspect of their identity.</li> <li>You should only come out to people you know will accept you.</li> </ul> <p>Ask:</p> <ul> <li>Was it difficult or easy to decide your opinion about certain statements?&nbsp;</li> <li>Did any of your own or your classmates' responses surprise you? &nbsp;</li> <li>Did you have any new realizations while doing the activity?</li> </ul> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Introduction</h4> <p>Ask: Does anyone know who Michael Sam is?&nbsp; What happened recently that put him in the news?<br> &nbsp;<br> Explain to students that on February 9, 2014, Michael Sam, a college football player with the University of Missouri on the verge of being drafted in the NFL "came out."&nbsp;<br> &nbsp;<br> Ask students:&nbsp; What does "coming out" mean?&nbsp; With students, define "coming out" as the process in which a person first acknowledges, accepts and appreciates his or her sexual orientation or gender identity and begins to share that with others.&nbsp;</p> <p>Ask students: Why do people sometimes call it "coming out of the closet"? What is the meaning of that metaphor?&nbsp;<br> &nbsp;<br> Explain that a person who is gay might come out to one individual person, to a group of people, or more publicly to the world at large, as Michael Sam did.&nbsp; Explain that Michael Sam is likely to be the first openly gay player in the NFL after he is drafted in May.&nbsp; &nbsp;<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>Reading Activity: More About Michael Sam Coming Out</h4> <p>To learn more about Michael Sam and how he decided to come out, have students read the article from Sports Illustrated, <a href="https://www.si.com/nfl/2014/02/10/michael-sam-missouri-tigers-nfl-draft">Michael Sam breaks longstanding barrier by announcing he is gay</a>.&nbsp; Before students read, ask: What do you think the title's reference to "longstanding barrier" means? &nbsp; Have the students read the article in class or for homework the night before.<br> &nbsp;<br> After reading the article, have students talk to a partner about what they read and how they felt about it.&nbsp; Then have a whole class discussion by asking the following questions:&nbsp;</p> <ul> <li> <p>Why is this extraordinary news?</p> </li> <li> <p>Under what circumstances would news like this no longer be considered "news" at all?</p> </li> <li> <p>Why do you think several NFL players who planned to come out in the past decided not to?</p> </li> <li> <p>What did the article suggest may be some reasons that the NFL will not pick Sam?</p> </li> <li> <p>What about the "culture" of professional football may make it difficult for Sam?</p> </li> <li> <p>Can you tell anything about Sam's personality or character from reading the article and if so, what?</p> </li> <li> <p>In the coming weeks and months, how do you think people (fans, other players, owners, general public) will see Michael Sam?</p> </li> <li> <p>What kind of challenges might Sam face in the NFL?</p> </li> <li> <p>Do you think Sam's coming out will change football and society and if so, how?</p> </li> </ul> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Different Perspectives: Analyzing Quotes</h4> <p>To help students explore different perspectives, have them read aloud the following quotes by Michael Sam himself and others who have opinions about his decision to come out.&nbsp; After each quote is read, ask students what the quote means and what they think about it.<br> &nbsp;<br> <strong>Michael Sam:</strong></p> <p>"I'm not afraid of who I am. I'm not afraid to tell the world who I am. I'm Michael Sam, I'm a college graduate, I'm African-American and I'm gay."</p> <p>"It shouldn't matter," Sam said of his sexuality. "If I work hard, if I make plays, that's all that should matter."</p> <p>"I mean, a straight person doesn't have to go in the media and tell them that they're straight, and I don't think a gay person should do that, neither. But that's the society we have to live in."</p> <p><strong>NFL Executive:</strong></p> <p>"In the coming decade or two, [an openly gay player] is going to be acceptable, but at this point in time it's still a man's-man game. To call somebody a [gay slur] is still so commonplace. It'd chemically imbalance an NFL locker room and meeting room."<br> &nbsp;<br> <strong>Former NFL General Manager:&nbsp;</strong></p> <p>"That will break a tie against that player. Every time. Unless he's Superman. Why? Not that they're against gay people. It's more that some players are going to look at you upside down. Every Tom, Dick and Harry in the media is going to show up, from&nbsp;Good Housekeeping&nbsp;to the&nbsp;Today&nbsp;show. A general manager is going to ask, 'Why are we going to do that to ourselves?'"<br> &nbsp;<br> <strong>General Manager:</strong></p> <p>"It's not a shocking thing to me, and it won't be to our organization.&nbsp; You'll have old-school guys on your team saying, ‘Are you kidding, putting this guy on our team?' And you'll have other guys say, ‘Who cares? I knew two gay guys who came out in college.'"</p> <p><strong>Statement from the NFL:</strong></p> <p>"We admire Michael Sam's honesty and courage. Michael is a football player. Any player with ability and determination can succeed in the NFL. We look forward to welcoming and supporting Michael Sam in 2014."</p> <p><strong>Donte Stallworth—Retired NFL Receiver</strong> (via Twitter)<strong>:</strong></p> <p>"If any NFL team can't ‘handle the media coverage' of drafting Sam, then your team is already a loser on the field... let me tell you why. There are a multitude of issues that can arise in the long duration of an NFL season--some on the field, some off the field. You won't have any idea what that on the field/off the field situation is until it's already upon you and the entire organization. Which means that with drafting Michael Sam, you get a jump start on controlling the "media coverage" right from the onset. If an organization is inept to the magnitude of not being able to control things with prior knowledge, how will you handle the unexpected?"</p> <p><strong>Twitter Reactions:</strong></p> <p>Read some of the responses on twitter from football players, other athletes, and the general public on <a href="http://www.myfoxtwincities.com/story/24681547/twitter-reacts-after-michael-sam-publicly-announces-hes-gay">Top Tweets: Michael Sam announces he's gay before NFL draft</a><br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>&nbsp;<br> Writing: Persuasive Essay</h4> <p>Tell students that now that they have learned more about Michael Sam and the different points of view on his announcement, it's their turn to express their opinion. What do they think about Sam's decision to come out, probably becoming the first openly gay player in the NFL? &nbsp;As homework, ask students to decide what their position is, and write an essay that summarizes their position and supports it with research and quotes from other reading materials (see reading resources below). &nbsp;The essay can be written as a letter to the editor, an editorial or a persuasive essay.&nbsp;</p> <p>This assignment can be done for homework. The next day, have students read some of their essays aloud in class.<br> &nbsp;</p> <hr> <h4><br> Closing:&nbsp; I Used to Think...</h4> <p>In a go-round, ask students to complete the following sentence about Michael Sam's coming out:&nbsp; "I used to think ________________________ but now I think ______________."<br> &nbsp;</p> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Other Reading/Resources</h4> <p><a href="http://huff.to/1gzP1VT">What my students think about Michael Sam</a></p> <p><a href="http://www.outsports.com/2014/2/9/5396036/michael-sam-gay-football-player-missouri-nfl-draft">'The Eagle Has Landed': The Exclusive Behind-the-Scenes Story of How NFL Prospect Michael Sam Came Out</a><br> &nbsp;<br> <a href="https://www.si.com/nfl/2014/02/10/michael-sam-draft-stock">How will news that Michael Sam is gay affect his NFL draft stock?</a><br> &nbsp;<br> <a href="http://www.nytimes.com/roomfordebate/2012/07/02/do-gay-celebrities-have-an-obligation-to-come-out/for-gay-athletes-a-harsh-spotlight">For Gay Athletes, a Harsh Spotlight</a><br> &nbsp;<br> <a href="http://www.nytimes.com/2014/02/10/sports/its-time-for-the-nfl-to-welcome-a-gay-player.html?hpw&amp;rref=sports">It's Time for the NFL to Welcome a Gay Player</a><br> &nbsp;<br> <a href="http://www.nytimes.com/2014/02/10/sports/its-time-for-the-nfl-to-welcome-a-gay-player.html?hpw&amp;rref=sports">N.F.L. Prospect Michael Sam Proudly Says What Teammates Knew: He's Gay</a><br> &nbsp;<br> <a href="https://www.si.com/college/2014/02/10/missouri-tigers-michael-sam">Q&amp;A with Missouri star and NFL draft prospect Michael Sam</a><br> &nbsp;<br> <a href="http://mmqb.si.com/2014/02/09/michael-sam-monday-morning-quarterback/">The NFL's Big Test</a></p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2014-02-11T17:00:07-05:00" title="Tuesday, February 11, 2014 - 17:00">February 11, 2014</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Tue, 11 Feb 2014 22:00:07 +0000 fionta 547 at https://www.morningsidecenter.org The Olympics' History of Controversy https://www.morningsidecenter.org/teachable-moment/lessons/olympics-history-controversy <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>The Olympics&#039; History of Controversy</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>To the Teacher:</h4> <p>Over the past century, the Olympics have often served as a platform for protest and debate over political events taking in the broader world. The 2014 Winter Olympics in Sochi, Russia have sparked a debate about Russia's controversial law banning public displays of support for gay rights. (<a href="https://www.morningsidecenter.org/teachable-moment/lessons/protests-against-world-cup-and-olympics">See our lesson on this debate</a>.)<br> &nbsp;<br> This lesson is designed to encourage students think critically about the history of debates that have surfaced at the Olympics over the past 100 years. The first section prompts students to investigate a moment in Olympic history in which sports and politics have collided. It asks them to undertake small group research into the issues at stake in their chosen incident and to explore the political context of the time. The second section provides a timeline of controversies in Olympic history. Students can select an incident on the timeline to examine in greater depth. In the third section of the lesson students are encouraged to share their group research in a larger class setting and to discuss the lasting implications of the incidents they have explored.<br> &nbsp;</p> <hr> <h4>Part I: Small Group Research<br> Politics and the Olympics Collide</h4> <p>Politics and the Olympic Games have often gone hand in hand. The current 2014 Winter Games in Sochi, Russia are no exception. The present controversy stems from homophobic moves on the part of Russia's government, which culminated in the passage of the June 2013 "gay propaganda law." This law effectively outlaws any public expression of support for homosexual rights and relationships. The law has sparked strong reactions from athletes and public officials. One response by the United States was to announce that its delegation to the Sochi games would include several well-known former athletes who are gay or lesbian.<br> &nbsp;<br> This controversy is hardly without precedent. Over the past century, the Olympics have often served as a platform for protest and debate. Below is a timeline of major instances of sports and politics colliding in Olympic history.<br> &nbsp;<br> Ask students to choose one of the items in the timeline, and then gather together with others who have chosen the same item.&nbsp; (If there are fewer than two or three students choosing a particular item, they may need to be reassigned so they can be part of a larger group.)&nbsp;<br> &nbsp;<br> Once in their groups, students may decide whether they want to focus on one specific event that sparked controversy during the Olympic games, or to focus more generally on the political atmosphere surrounding that year's Olympics.<br> &nbsp;<br> Ask students to research their chosen subject, either individually or in collaboration with the other members of their group. Students should research the following questions, and then discuss their responses in their small groups.<br> &nbsp;</p> <p>1. What was the nature of the incident that created headlines? What are the broader political issues that this incident touched on?</p> <p>2, What were the major positions in this debate? How would you characterize the different groups in conflict?</p> <p>3. Were the groups in conflict divided by nationality? By race? By political ideology? By other factors? What divisions were the most significant?<br> &nbsp;<br> 4. How was this issue resolved? What lasting implications did it have?</p> <p>5. How were the attitudes of people in the time period you have studied different than what we might expect today? Can you find any quotes or original documents that reveal people's perspectives or prejudices during that time period?</p> <p>6. Did this historical incident resonate with you personally? Why or why not?</p> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Part II:&nbsp;A Timeline of Olympics Controversies</h4> <p><strong>1916, Berlin:</strong> The first modern Olympics were held in 1896 in Athens, Greece. Early on, organizers established the tradition that the games would be held every four years in a different host country. This was the case through the 1912 games in Stockholm, Sweden. However, in 1916, world politics prevented the Olympics from taking place at all. By that year, Europe was in the midst of World War I, and the games—scheduled to be held in Berlin, Germany—were cancelled. Because Germany was an aggressor in the war, the country was subsequently barred from participating in the games in both 1920 and 1924.<br> &nbsp;<br> <strong>1936, Berlin:</strong> It was not until the 1936 Summer Olympics that the games were again scheduled for Berlin. Several years earlier, when Germany first won the bid to host the games, the Nazi Party had not yet risen to power. But by the time the games arrived, Hitler's regime was fully entrenched and his leadership had been consolidated. Hitler viewed the games as an opportunity to demonstrate to the world the superiority of the "Aryan People," as imagined in prejudiced tenets of Nazi racial doctrine. The Nazis proposed banning black and Jewish athletes from the games, but they relented under the threat of an international boycott. As a result, African American track and field star Jesse Owens was able to compete in the games in defiance of Hitler's racism. When he won four gold medals, it was widely seen as an embarrassment to Nazi ideology.<br> &nbsp;<br> <strong>1940, Tokyo and 1944, London:</strong> World conflict once again prevented the games from taking place in both 1940 and 1944. In the first case, 1940, the games were scheduled for Tokyo. However, the outbreak of the Sino-Japanese War forced them to be moved to Helsinki, Finland. Even these relocated games were eventually cancelled when war between the Soviet Union and Finland broke out. By 1944, the fighting of World War II was at its height and again the games were cancelled.<br> &nbsp;<br> <strong>1956, Melbourne, Australia:</strong> Numerous countries boycotted the Melbourne games for a variety of reasons. Egypt, Lebanon, and Iraq did not participate in the Olympics in response to the looming invasion of Egypt by Israel, the United Kingdom, and France. This invasion ultimately took place in October 1956 after Egypt nationalized the Suez canal. The Netherlands, Spain, and Switzerland also boycotted the Melbourne games in response to the Soviet Union's invasion of Hungary. Led by Nikita Khrushchev, the USSR had invaded in October 1956 to quash a popular uprising against the Soviet-backed Communist leadership then in power in Hungary.<br> &nbsp;<br> <strong>1964, Tokyo:</strong> With the US Civil Rights Movement in full-swing by the early 1960s and a sister movement in South Africa challenging the system of apartheid, the issue of racial injustice was primed to surface at the 1964 Tokyo Olympics. After the South African government adopted a policy that prohibited athletes of different races from participating in sports together in its country, the International Olympic Committee banned South Africa from participating in the 1964 Olympics. The country was not to be reinstated until 1992, after the end of apartheid.<br> &nbsp;<br> <strong>1968, Mexico City: </strong>Although the US Civil Rights Movement had succeeded in dismantling Jim Crow legal structures in the American South and in defending voting rights for African Americans, many black citizens continued to protest against discrimination and de facto segregation across the United States. At the 1968 Mexico City games, American runners Tommie Smith and John Carlos raised their gloved fists in a Black Power salute on the medal podium following the 200 meter sprint. Their stance became an iconic image for the Black Power Movement and also became a lightning rod of controversy.<br> &nbsp;<br> <strong>1972, Munich:</strong> In 1972, political conflict at the Olympics resulted in tragedy. A Palestinian terrorist organization called Black September infiltrated the Olympic village in Munich, took 11 members of the Israeli Olympic team hostage, and demanded the release of over 200 Palestinian prisoners who were being held in Israel. The standoff ended in a massacre in which the terrorists killed all 11 hostages.<br> &nbsp;<br> <strong>1980, Moscow and 1984, Los Angeles:</strong> It was not until the later years of the Cold War that tensions between the United States and the Soviet Union resulted in Olympic boycotts by either country. In 1980, U.S. President Jimmy Carter announced a boycott of the Moscow games in response to the 1979 Soviet invasion of Afghanistan. In total, 65 countries joined the US in boycotting the games that year. The Soviet Union responded by boycotting the 1984 summer games in Los Angeles. Citing a lack of security for their athletes, the USSR and 14 of its Eastern Bloc allies declined to travel to the United States. The boycott was widely seen as retribution for the US-led boycott of 1980.<br> &nbsp;<br> <strong>2008, Beijing:</strong> In the run up to the 2008 Summer games in Beijing, the Chinese government came under intense scrutiny from the international community for its record on human rights. Critics highlighted Chinese government repression of political dissidents, its ongoing human rights abuses in Tibet, the forced relocation of thousands of Chinese citizens to clear space for construction for the games, and the Chinese government's support for the Sudanese regime that was perpetrating genocide in Darfur. Numerous world leaders publicly contemplated boycotting the games.<br> &nbsp;<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>Part III:&nbsp;Class Discussion</h4> <p>After students have researched and discussed their Olympics controversy, ask them to prepare to explain the controversy to the class. After they've explained the controversy to the class, ask students in the small group to respond to these questions:<br> &nbsp;</p> <p>1. What was the most surprising thing that you found in researching your event?</p> <p>2. What resources did you find the most useful in researching the controversy?</p> <p>3. Do the political issues underlying the incident that you investigated have resonance today? In what way? What current debates might be similar to those being discussed in the time period you studied?</p> <p>4. Did the protest, boycott or cancellation you studied have its desired effect? Did it help to achieve the goals of those who protested?&nbsp; Was it a positive development, in your opinion?</p> <p>&nbsp;5. Do you think sports and politics always go hand in hand? Do you think it is possible to have international competition free of political overtones? Why or why not?</p> <p>&nbsp;6. On the one hand, the Olympics have often been a staging ground for national rivalries. Many of the instances profiled in the timeline reflect the surfacing of divisions between various groups and nations. On the other hand, the Olympics have provided a chance for different groups to come together to recognize a common humanity and to increase communication between nations. What do you think of this tension? Do you think that one side of this equation is stronger than the other?</p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2014-02-07T13:01:17-05:00" title="Friday, February 7, 2014 - 13:01">February 7, 2014</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Fri, 07 Feb 2014 18:01:17 +0000 fionta 548 at https://www.morningsidecenter.org