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Course Article Questions The answer to Question 1 is found in Section 1 of the Course Content. The Answer to Question 2 is found in Section 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Underlined numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.
Questions:

1. What is used in the curriculum combining current methods of prejudice reduction with violence prevention strategies to provide a comprehensive unique curriculum to reduce crimes based upon intolerance?
2. Who may suffer from physical injury, financial loss, and psychological trauma?
3. In healing the hate of students, what is the benefit of writing their own journals?
4. In the lesson Up Close and Personal: Individual Perpetrators of Hate Crime, what will the students accomplish?
5. What is the purpose of the student conducting a talk show in a panel format on popular music?
6. What will the students learn in initiating community service projects?
7. Conflict is a normal part of life and people aren’t good or bad because they experience conflict. What are the three forms of conflict?
8. Why are stereotypes often difficult to recognize?
9. How do we learn about the devastating impact institutionalized prejudice has had throughout history, particularly when governments sanction, uphold, and maintain hate crimes and incidents?
10. How do students gain a more direct understanding of the feelings, words, and behaviors involved in such crime and incidents?
11. What are the other criminal statutes that address hate crimes?
12. A supervisor involved in the on-scene investigation and/or reviewing of the incident report will verify the crime is properly classified as a Hate Crime. What are the Supervisor's responsibilities?
13. What is the reason these are hate crimes – targeting individuals, groups of individuals or property?
14. How can hate crime reporting be improved?

Answers:

A. Monitor their progress over the course of the curriculum and express personal attitudes and feelings about the lessons that they may not want to share in class.
B. Innovative Approaches.
C. Victims of hate crimes, like victims of other crimes.
D. Explore both negative and positive messages about diversity contained in music. and have the opportunity to create their own music promoting diversity.
E. Explain why members of hate groups join, and why they leave; describe some of the beliefs and actions of people in hate groups; and offer suggestions for preventing people from joining hate groups.
F. Person against person (e.g., one student calls another student a name); Person against nature (e.g., a hurricane destroys your home); and Person against himself or herself (e.g., you have to choose between going to the movies with your friends or studying for a test you want to do well on).
G. How to work together to create a grassroots organization, and develop realistic activities and programs in their community to reduce hate violence and prejudice at the local level.
H. By studying the Holocaust of Nazi Germany and the American civil rights movement.
I. Many—though not all— contain a little truth. Sometimes it is true that some members of a group do fit the stereotype. Stereotypes are dangerous, however, because they try to say that all or most people in the group fit the stereotype, when this is usually not true. The “truth” of the stereotype is a generalization that includes all members of a group, not just some. In fact, the same stereotypes have been applied to different groups during different times. All stereotypes deny people their individuality, and many are hurtful to those being stereotyped.
J. Role playing scenarios of hate crimes, hate incidents, acts of discrimination, and incidents of intolerance.
K. Respecting victim perception of bias can be as important as determining offenders’ intent; Responding to bias incidents can matter as much as identifying bias crimes; Understanding extra-legal factors can be as relevant as focusing on legal factors; and Hate crimes impact not only individuals, but also entire communities.
L. Respond to the scene; Ensure the crime scene is protected; Ensure that all physical evidence are documented and removed after the scene has been processed; Request additional resources from the federal government as necessary and available; Notify the Public Information Office and communicate with concerned community organizations or civic groups and religious institutions concerning the suspected hate crime; Advise the victim of individuals or agencies that may provide support and assistance, such as family members, clergy, and community service agencies; and When reviewing the report, ensure the report contains all necessary information..
M. Perception or belief about race, ethnicity, gender, sexual orientation, religion or other characteristic defined under law.
N. Deprivation of rights, desecration of property, and cross burning; deprivation of a person’s civil rights by someone wearing a mask or hood; ridicule on account of race, creed, or color; deprivation of a person’s equal rights and privileges by force or threat; and certain threatening crimes.


If you have problems with Scoring or placing an Order, please contact us at info@mentalhealthce.com