virtue in action

Jennifer Hudson

Virtue In ActionSeptember 2007March 2009

Virtue in action foStering citizenShip through character education

Virtue In Action“The Real American Idols: How Do We Choose?”

Michael Phelps

Prudence: thinking through the implications of our actions and decisions

role model: a person whose behavior in a particular role is imitated by others

Idol: object of excessive adoration

Chris Brown

Robyn Rihanna Fenty

Celebrities as Role Models

and Idols

Teen R&B singer Chris Brown, and Olympic champ Michael Phelps are no strangers to the spotlight. But the reasons these two young men received intense media coverage in recent months are causes for

concern. Brown, set to perform at the 2009 Grammy Awards separately from Rihanna, instead found himself talking to Los Angeles police about an alleged incident of domestic violence involving his girlfriend, fellow R&B artist, Rihanna. Olympic swimmer Michael Phelps apologized after photos of him smoking marijuana surfaced in a tabloid.

Reaction to these developments was swift from fans, teammates and sponsors. After all, each of these public figures is considered an idol and / or a role model, the subject of frenzy and excitement wherever they go. Young people look up to them, and their supporters read eagerly about every move they make. But should that be the case? Should Brown be viewed simply as a talented singer, and Phelps simply as an exceptional athlete? Brown and Phelps’ fallouts raise deeper issues for us to address. How do we as a society determine our role models and idols? Are the elements we use to assign this status wise? What are the differences between looking to another person as a role model versus idolizing them? And, if we think it is beneficial to have role models and / or idols, what should be our expectations for their actions, both within and outside of their professions?

Teen Dream Turned Nightmare

The R&B singer-and-dancer with the gregarious smile and the Barbados beauty were the talk of the tabloids, a musical power couple that never publicly admitted their relationship. Rihanna, 20, and Brown, 19, were both at the top of the popular charts and seemed, perhaps to their fans, to have it all. Brown – also emerging as a movie star – has been the object of excessive fan adoration. The popular performer—and heir apparent to Usher— is the recipient of several Teen Choice Awards and was even nominated for a BET Image Award.

But on Grammy night on Feb.8, Brown’s public image changed. Police reported that Brown was being investigated for beating his celebrity girlfriend while the couple was parked in a Lamborghini on a Los

Angeles street. Brown has not yet been officially charged in the alleged incident, though his public image certainly has plummeted in the court of public opinion.

Wrigley immediately dropped the artist from its chewing gum

commercials, as did the popular “Got Milk” campaign. Several radio stations across the country pledged to yank Brown’s hits from their playlists.

Since the incident, Brown has apparently taken some

Virtue in action

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Virtue in action

3responsibility for his alleged actions though he is mum about the events of Grammy night. “Words cannot begin to express how sorry and saddened I am over what transpired,” he said through a media statement a week after the scandal broke. “I am seeking the counseling of my pastor, my mother and other loved ones, and I am committed, with God’s help, to emerging a better person.”

Forgiveness has not been forthcoming for Brown to date, though some celebrities have defended him publicly. Rapper/producer Kanye West blurted out during a VH1 “Storytellers” performance, “Can’t we give Chris [Brown] a break?” Bow Wow, a rapper and friend of Brown’s, urged fans to remember that the 19-year-old “Kiss Kiss” singer is a person that should be admired for his talent more than anything. “We’re not perfect,” Bow Wow told MTV.com of musical artists. “We put our pants on the same way everybody else puts their pants on.”

These statements bring up the issue of whether it’s right for fans to view another person as an idol. An idol is someone who is adored to an excessive degree. Was it wise for fans to view an entertainment personality as an idol, admiring his or her every move, if they really don’t know that person’s character, and how they will respond to all of the different situations and pressures life will present? Or should fans simply view someone with exceptional talent as a role model?

A role model is a person whose behavior in a particular role is imitated by others. However, many are questioning whether Brown should even be viewed as a role model. Assuming Brown did beat Rihanna, is it right to say someone is a role model exclusively for their talents, even if they demonstrate significant failures elsewhere such as a complete lack of respect for another person? Or, are we being too harsh in judging others if we say any significant failure in someone’s life excludes him or her from being a role model for his/her exceptional talent or achievement?

Olympic-sized Letdown?

There is little doubt that Michael Phelps is a stellar

athlete. He holds 14 Olympic Gold Medals for swimming, the most of any athlete in history. Phelps, 23, was named 2008 Sportsmen of the Year by Sports Illustrated. But on Feb. 2, Phelps faced a problem his athletic prowess could not help him escape. The swimming star had been photographed smoking marijuana at a party, and the photos were sold to a British tabloid, which published them. The next day, Phelps released an apology, during which he acknowledged the accuracy of the photos.

“I engaged in behavior which was regrettable and demonstrated bad judgment,” Phelps said in a statement

released to the Associated Press and posted on Facebook. “I’m 23 years old and despite the successes I’ve had in the pool, I acted in a youthful and inappropriate way, not in a manner people have come to expect from me.”

Phelps also promised never to act in that way again in his statement, but his integrity is in question because the bong incident is not his first run-in with substance abuse. Four years ago, Phelps – underage for drinking -- was charged with Driving Under the Influence (DUI). In both cases, the swimming star demonstrated a lack of prudence and responsibility by using controlled substances. In the case of the DUI, he also endangered other drivers and pedestrians with reckless behavior.

Also, in terms of his youth-as-an-excuse defense, some in the media question the role his age actually played in his most recent mistake. “He reminded us of his age, I suppose, because he’s supposed to receive a free pass until he’s 25,” wrote Rick Maese of the Baltimore Sun, pointing out that Phelps also cited his age – then, 19—in his previous DUI apology. “Or perhaps 30? Or maybe when he’s collecting Social Security?”

Doubtless, Phelps’ apology appeased some critics. The International Olympics Committee accepted it, though Phelps was suspended from competitive swimming for three months. He also retained the support of a number of his high-paying sponsors, Speedo, watchmaker Omega and Subway. Omega called the incident a “non-issue.”

Virtue in action

Phelps did lose two motivational speaking engagements in Calgary and Vancouver, Canada, and Kellogg’s decided to pull Phelps from its cereal brand advertising. “We originally built the relationship with Michael, as well as the other Olympic athletes, to support our association with the U.S. Olympic team,” a Kellogg’s spokeswoman said in a statement published in Advertising Age. “Michael’s most recent behavior is not consistent with the image of Kellogg’s. His contract expires at the end of February and we have made a decision not to extend his contract.” Other young fans, specifically some swimmers in Virginia, also expressed disappointment in Phelps’ actions. “You just need to be careful, Sean Cudahy, a high school swimmer who lives in Virginia, told WCAV-TV, in Charlottesville, Virginia. “When you swim for a team, or represent a school or any type of organization, and you’ve become such an icon, you represent them anywhere you go.” Again, the Phelps incident brings up the issues of what standards we should have for our role models, and what responsibilities major sports and entertainment personalities should have when they have achieved this status.

A Real Role ModelJennifer Hudson, of “The Secret Lives of Bees” and “American Idol” fame, shines a bit differently than stars like Brown or Phelps. Though she is a young woman with an acclaimed singing voice, she does not seem to attract the kind of media attention and scrutiny of the other two men. In fact, the majority of attention directed at Hudson was during what may be the most difficult thing anyone can face—the death of close family members.

Last year, Hudson’s mother, brother and nephew were gunned down. Her sister’s estranged husband, William Balfour, has been charged with the killings. Hudson, who was extremely close to her family, stayed out of the spotlight for several months and has only recently begun to perform and tour.

Hudson has always been considered a wholesome role model, admired mostly for her singing talent and acting abilities in

her Oscar-winning “Dream Girls” role. Hudson has publicly stated she will not take roles that compromise her Christian principles, proving it and maintaining her integrity by turning down a $3 million-deal for a Warner Brothers film which would have required nudity. Hudson also has shunned the kind of Red Carpet partying that has embarrassed other young stars from Britney Spears to Lindsay Lohan.

There is no telling what the future holds for Hudson, or how her path might change, but it is worthwhile to consider that she just might be the right kind of model for young people. Hudson is admired for her talent and perseverance in moving forward with her career in the face of personal tragedy. Because she keeps her profile low in Hollywood, fans know her better for what she does on the stage rather than off of it.

Should We Stop Stargazing?

Major media personalities need to realize that the same media that gives them the exposure to earn incredible fame and fortune will also make their fans aware of

aspects of their lives that they will have to account for – to be responsible for. And we as fans also have a responsibility, to determine what standards we as individuals will adopt in conferring the status of role model to any celebrity. Is it acceptable to admire individuals like Brown and Phelps as role models for their talent and work ethic, but perhaps not as idols? Or do acts of irresponsibly and harm disqualify them even as role models? These are important questions that we have to answer for ourselves. Vocabulary


Role model: a person whose behavior in a particular role is imitated by others


Respect for others: acknowledging the dignity and value of all other persons

Responsibility: accepting and meeting the demands of our duty in life, being accountable, pursuing excellence

Integrity: steadfast adherence to a moral or ethical code

scathing: bitterly severe

Wisdom: ability to apply knowledge, experience, understanding or common sense and insight; the ability to discern or judge what is true, right, or lasting

Prowess: exceptional or superior ability, skill, or strength

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Highlighted Virtues: Prudence, Respect for

others, Responsibility, Integrity, Wisdom

Lesson Goals:• Encourage examination of

the present status of role models and idols in our society

• Challenge students to examine their own criteria for choosing their role models, and to consider whether viewing someone as an idol is ever appropriate

• Challenge students to apply these concepts to the recent incidences involving Phelps and Brown

• Develop understanding of the virtues of wisdom, prudence, responsibility and integrity

• Encourage students to seek these virtues out in role models

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Virtue In ActionConnecting Virtues to Our World

Discussion Question Options:1. What events have recently occurred in the lives of celebrities that have people

questioning their status as role models and idols?

2. How did you view Phelps and Brown previous to these incidences, as role models and / or as idols?

3. What are the differences between a role model and idol? Do you think in life we should have idols, if yes, under what circumstances?

4. What responsibilities do you think celebrities should have when their fame and success place them in the roles of being role models and even idols? Is it right for fans and society to place famous people in the role of role models and / or idols?

5. How have Brown and Phelps handled the present controversies? Let’s reread

Teacher Guide

Virtue In Action Virtue in action foStering citizenShip through character education

Virtue In Action“The Real American Idols: How Do We Choose?”

Jennifer Hudson

Michael Phelps


role model: a person whose behavior in a particular role is imitated by others


Chris Brown

Robyn Rihanna Fenty

www.virtueinaction.comCurrent Links in Education1126 Dartmouth Rd.Flossmoor, Il 60422708 922 [email protected]

Copyright March, 2009


from the lesson their statements and discuss for each case individually, whether you think they have taken enough responsibility for their actions?

6. How have sponsors reacted to the alleged activities of Brown and the admitted wrong-doing of Phelps? Do you agree with those reactions?

7. How do you think fans have reacted to the alleged actions of Brown and admitted actions of Phelps? Do agree with these reactions?

8. What qualifications do you think are required for someone to be a role model? Is it enough for them to be exceptionally skilled in a certain way, or are there character traits that you think are also important for someone to possess to be a role model?

9. How would you define integrity? Give examples of individuals living with integrity and not living with integrity from this lesson, and from the lives of other major media personalities.

10. In apologizing for his actions, Phelps said. “I’m 23 years old and despite the successes I’ve had in the pool, I acted in a youthful and inappropriate way, not in a manner people have come to expect from me.” Do you think that it is right for Phelps to use the word “youthful” as part of the explanation for his actions. Is a statement like this harmful in that it seems to imply that doing drugs is an expected part of being “youthful”, or is it simply a realistic statement of the type of mistakes that young people tend to make?

11. What challenge did Jennifer Hudson face last year? What aspects of her life make her a good role model?

12. Who are other good role models in our society, famous or everyday people we encounter in our lives, and what makes them good role models?

Journal Writing Options:1. Name a celebrity or someone in your everyday life

whom you admire as a role model, and describe why you admire them. Is it because of his or her talent, a cause he or she supports, his or her general attitude, and / or character traits? Now, explain what type of

action would disqualify him or her from being a role model for you. In addition, describe an action that you would disagree with, but you would still view him or her as a role model.

2. Do you have an everyday hero (relative, friend, local official, teacher, coach) you know and admire as a role model? Explain who this person is and what skills and/or traits he or she possesses that makes him or her a role model for you. Do you think a role model you know is more or less powerful than a celebrity? Why or why not?

Extended Learning Activities:1. Ask students to pick a person they personally know and

admire, then present a short speech or write a short paper on why this person serves as a positive role model for them and others.

2. Stage a great debate. Organize the class into 4 teams for two debates. The first debate will examine the question of whether Brown and Phelps should still be viewed as role models. The second debate will examine the question of whether fans should look to celebrities as role models. Each side should site specific examples of celebrities succeeding and failing as role models, incorporate their own criteria for what traits make a good role model and present any other views they deem important.

Internet Resources:

“Brown’s Career Downward Spiral” (Extra TV): http://extratv.warnerbros.com/2009/02/browns_career_downward_spiral.php

“Chris Brown, Rihanna and the Image Problem” (L.A. Times): http://www.latimes.com/business/custom/admark/la-et-chrisbrown16-2009feb16,0,1330443.story

“A-Rod, Phelps Old Enough to Know Better” (Times Herald Record Online): http://www.recordonline.com/apps/pbcs.dll/article?AID=/20090215/COMM/902150316/-1/NEWS

“Sports has Worse Drug Problems than Michael Phelps” (Baltimore Sun):http://www.baltimoresun.com/sports/olympics/bal-sp.maese03feb03,0,6468704.column

November 2008

Virtue In Action fostering citizenship through character education

Fulfilling The Dream

Virtue in action

Across the globe, newspapers and magazines are celebrating Obama’s achievement. Also receiving praise: the American people for the spirit of justice and respect for others, reflected in their willingness to vote for a minority as their President.

“They chose a president whose journey represents a triumph of the American story - a testament to hard work, optimism, and faith in the enduring promise of our nation,” President George W. Bush remarked of the American people. “This moment is especially uplifting for a generation of Americans who witnessed the struggle for civil rights with their own eyes - and four decades later see the dream fulfilled.”

Indeed, the importance of this historical moment has not been lost on anyone closely following Obama’s path from first-term Illinois Senator to Democratic Party nominee to Commander-in-Chief. The entire 2008 White House race was one filled with firsts. During the primaries, Sen. Hillary Rodham Clinton competed strongly

against Obama to represent the Democratic Party, shoring up unprecedented support for a female contender for the Democratic ticket. On the other side of the aisle, war veteran Sen. John McCain selected Alaska Gov. Sarah Palin as the Republican Party’s first female vice presidential pick.

Reverend Dr. Martin Luther King Jr. would surely be proud if he had lived to see this field of diverse political candidates, seizing votes in all corners of this country. Obama, Palin and Clinton’s viability to run for the highest offices in the land directly deliver on King’s “I Have a Dream Speech,” in which the civil rights leader wished for a day there would be equality of opportunity and that all men and women in this country would be judged by the content of their character and not by the

color of their skin.

Obama’s historic triumph certainly proves that America is closer to achieving King’s dream. His win – fostered by support from whites, blacks, Latinos and young voters

Barack Obama is poised to make history on Jan. 20, 2009, when he is inaugurated as the 44th President

of the United States. The son of a Kenyan father and white mother from Kansas will be the first African

American to lead this country in its 232-year history.

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Fulfilling The DreamBarack Obama sheds tears as he talks about his grandmother, Madelyn Payne Dunham, at a rally in Charlotte, N.C., Monday, Nov. 3, 2008. (Right) Martin Luther King Jr., “I Have a Dream” speech.

– demonstrates that Americans have made great progress in living out the virtues of respect for others and justice in evaluating political candidates on the criteria of the policies and messages they represent as opposed to exterior traits such as race.

It is important to recognize Obama’s unique place in history as our first African American president, but it is just as critical that we use this lesson to examine how we came this far and how we can advance even further to a day when a President’s skin color will not be a reason for global headlines.

How Obama Won

Obama rose to political power during a pivotal time in our country’s history. President Bush, the incumbent Republican leader, faced plummeting voter approval in the final year of his office, scoring only a 20% approval rating in the final days before the Nov. 4 election, according to a CBS News survey, the lowest of any president in history. America is involved in two wars, one in Afghanistan and the other in Iraq, while the U.S. economy is contracting with mounting job losses, falling home prices and millions of families facing foreclosure.

The economy is so bad that it is was the top issue for 62% of Americans who voted, according to exit polls on Nov. 4, with the wars emerging as the second most important issue for only 10% of those polled. Throughout the 2008 election, Republican candidates attempted to distance themselves from these problems, which were closely associated with the Bush administration and the Republican Party as a whole, which led Congress for 6 of the past 8 years.

With the majority of voters having negative impressions of the economy and war in Iraq, there was an intense desire for change. Historically, when the economy is weak the incumbent party rarely wins the presidency. Thus Obama held the advantage of being a relatively new player on the U.S. political scene who could present himself as a more powerful agent of change. In addition, Obama opposed the Iraq war from the onset.

With his appeal for change and ability to court young people through an aggressive social media strategy, Obama received strong support from young voters, minorities and voters that had negative assessments on the future of the economy. Here’s a breakdown of how Obama performed in key demographics, including within a record youth voter turnout, according to CNN’s exit polls:

18-24 age group: 64% voted for obama, versus 30 percent for John McCain

25-29 age group: 69% voted for obama, versus 29 percent for McCain.

The only age group where McCain prevailed was 65 and over, receiving 54% of the vote, and McCain received the majority of the vote from those with more optimistic assessments of the economy. Obama received strong support from minority groups: African Americans 96%, Latinos 67% and Asians 63%. Although African Americans, Latinos and Asians were estimated to makeup only 25% of the electorate, Obama received 43% of the white vote, enabling him to win 53% of the overall vote and the presidency. Fortunately, race was not an important factor in the election for the majority of voters. “Those who said race was an important factor voted 55 percent to 44 percent in favor of Obama. But Obama also was the winner by a similar margin among those who said race was not important, “which suggests that race was not a decisive factor in this election,” according to Bill Schneider, CNN political analyst. The USA Today analysis of exit polls showed that only one of 10 voters thought race was an important factor in their vote, and again the majority of these voters supported Obama.

It can be argued that high voter turnout among African Americans and their 96% support of Obama points to the notion that they came out en masse to support the first African American presidential candidate. Some—

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(Above) Barack Obama’s father, also named Barack Obama, and mother,

Stanley Ann Dunham. (Right) Barack Obama and his mother.

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particularly older blacks who lived through the civil rights movement—were open about their preference for a president who looked like them. “I was born in the civil rights time. To see this happening is unbelievable. We’ve got the first black president. A black president!” Mike Louis, a 53-year-old black man in Cincinnati’s Fountain Square. “It’s not cured now, but this is a step to curing this country of racism. This is a big, giant step toward getting this country together.”

Race Relations and Hope

Fortunately, this isn’t just the view of Mr. Louis. Two-thirds of Americans – a great amount more than the 53% who voted for the Democratic candidate – expressed to Gallup survey-takers they feel “proud” and “optimistic” after Obama’s victory, according to the Wall Street Journal. Additionally, approximately two-thirds of African Americans were hopeful that racial problems would eventually be solved, up from just half in a poll taken earlier this year, according to the WSJ.

Such optimism is embodied in Obama’s post-win remarks in front of a multicultural crowd in Grant Park in Chicago. The newly named President-elect told the crowd he was touched to receive the vote of a 106-year-old Anna

Nixon, an Atlanta woman whose parents’ generation had been slaves. Obama said: “And tonight, I think about all that she’s seen throughout her century in America - the heartache and the hope, the struggle and the progress, the times we were told that we can’t, and the people who pressed on with that American creed: Yes we can.”

Hopefully, there will come a day when the public as a whole won’t even be focused on polls breaking down votes by race. We will get there by continuing to strive to live out the virtue of respect for others in acknowledging the dignity and value of all others and never judging others by the color of their skin or gender. Secretary of State Condoleezza Rice, a Republican, encompassed that desire eloquently the day after Obama’s victory.

“As an African-American, I’m especially proud,” said Rice, her eyes glistening with tears of emotion during a State Department briefing, according to the International Herald Tribune. “Because this is a country that’s been through a long journey, in terms of overcoming wounds and making race less of a factor in life. That work is not done, but yesterday was obviously an extraordinary step forward.”

Vocabulary

Justice: fair treatment, due reward or punishment in accordance with honor, standards, or law

Respect for Others: showing full appreciation of the worth and dignity of others; living by “the golden rule”: do unto others as you would want done unto you

Discrimination: treatment or consideration of, or making a distinction in favor of or against, a person or thing based on the group, class, or category to which that person or thing belongs rather than on individual merit

Incumbent: the current holder of a political office

Primaries: a preliminary election in which voters of each party nominate candidates for office, party officers, etc.

Viability: having the ability to grow, expand, develop

Exit Polls: poll taken of a small percentage of voters as they leave the polls, used to forecast the outcome of an election or determine the reasons for voting decisions

www.virtueinaction.orgCurrent Links in Education1126 Dartmouth Rd.Flossmoor, Il 60422708 922 [email protected]


Lelia LaRue, right, shows her father, George Francis, 112, a copy of the morning newspaper with President-elect Barack Obama on the front page, at the Sacramento, Calif. nursing home where Francis lives, Wednesday, Nov. 5, 2008. Francis, the oldest living male in the U.S. accord-ing to records kept by the Gerontology Research Group, is believed to be the oldest man to vote for Obama in Tuesday’s election. (AP Photo/Rich Pedroncelli)

Virtues Highlighted1. Justice

2. Respect for others

Lesson Goals• Develop understanding of the virtues of respect for

others and justice

• Inspire students to judge others fairly and not by physical attributes and other characteristics out of a person’s control

• Use the 2008 presidential election to show how much progress our country has made, while still pointing out that we should still continue working to eliminate all discrimination based on exterior traits.

• Present students with an opportunity to evaluate exit polling data to assess the motivations behind the election of Sen. Obama to the Presidency

DISCUSSION QUESTIONS:1. What is significant about Barack Obama’s win

during the 2008 elections?

2. How do the virtues of respect for others and justice factor into the 2008 presidential election?

3. President Bush spoke of Obama’s victory in terms of the “promise of our nation”. Candidate and then President-elect Obama has often said his story could only happen in America. What is this “promise of our nation”, and what virtues and others aspects of our nation made Obama’s election possible?

4. Which groups of voters demonstrated the strongest support for Obama?

5. Is it fair to vote for a candidate based on race or sex for any reason? Explain your response.



Teacher Guide

Virtue in action fostering citizenship through character education

Virtue In ActionFulfilling The Dream

6. Do you think that Barack Obama won because of, or in spite of his race? Or, was race not an important factor? Back up your reasoning based on factors brought up in the lesson.

7. Do you foresee a time when race, sex or gender will not matter when we choose elected officials? Project how may years it will be before we get to that point and explain why you believe this.

8. What three virtues did President Bush highlight in speaking about President-elect Obama? In addition to these personal traits, what aspects of Obama’s family life have enabled him to succeed? (These were not covered in the lesson, but students are likely aware of and will speak of the strong support of his mother and grandparents, their setting expectations at a high level, focusing on his education, and giving him the confidence that he could achieve his goals.)

9. What was the national issue most important to Americans, according to exit polls? Why? What issue was a distant second? Do you agree with the voters rankings of which issues are most important for this election?

10.Why was this a particularly tough time for members of the Republican party? Name at least two reasons why the Republicans might have had difficulty holding on to the White House?

JOURNAL QUESTIONS:1. Write down three or four important criteria you would use

in selecting a president. Briefly explain why this criteria is important to you and what specific virtues and values your criteria reflects.

2. Have you ever witnessed or been the victim of discrimination? Explain how this situation made you feel and suggest a way that you can stop that incident from happening in the future.

EXTENDED LEARNING ACTIVITIES:1. Have the students read Barack Obama’s acceptance

speech. Ask them to select a passage that is meaningful to them, have them recite it, and explain why it is significant, including the specific virtues the passage represents.

2. Have the students choose another “first” or American pioneer who broke racial/gender barriers. Some examples are Frankie Robinson-African American Major League Baseball manager, Arthur Ashe -African American tennis player, Sally Ride -female U.S. astronaut, Joshua Packwood - white valedictorian at Morehouse. Ask students to write a brief biography on the selected pioneer, including the virtues that enabled that pioneer to achieve success, and explain what effect they’ve had on history.

INTERNET RESOURCES:National Exit Polls

http://www.cnn.com/ELECTION/2008/results/polls/#USP00p1

“Obama Rides Economy to White House” by Stee Harreaves, CNNMoney.com at: http://money.cnn.com/2008/11/04/news/economy/election_polls/?postversion=2008110421

“Will Obama Win End Racial Identity Politics?” by Peter Gri-er, Christian Science Monitor at http://features.csmonitor.com/politics/2008/11/05/will-obama-victory-end-racial-identity-politics/

“Obama’s victory met with tears and traffic jams,” by Sharon Cohen, Associated Press at: http://ap.google.com/article/ALeqM5gBnal6BbgrUhCMJ3UY5K-nvNoRSdwD948UQG0

Obama’s Victory Speech on Nov. 4 at: http://www.cnn.com/2008/POLITICS/11/04/obama.transcript/index.html

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September 2006

Perspectives on the Terrorist Attacks of Sep. 11

Virtue In Action Virtue in action fostering citizenship through character education

remember the suffering.

honor the heroism.

how does 9/11 speak to us today?

As a nation and individually, it is important for us to remember the victims and the continued suffering of the families who have lost loved ones. The attacks of Sep. 11 killed more than 2,900 people: 403 fireman and policemen, over 2,100 civilian workers in their offices, 125 soldiers at the Pentagon and 256 airline passengers.

a nation responds

Fortunately, private groups and the government have organized many endeavors to assist these families. Scholarships have been funded by private groups, often neighbors and coworkers, to help pay the college tu-ition of children who lost a parent. Non-profit groups have provided counseling and support to the families. Foundations have been established to address the ongo-ing needs of children still trying to cope. The govern-ment and various companies have provided the families with financial assistance.

On an individual level, thousands of neighbors and friends of families who lost loved ones have helped with the many simple yet important duties of life, such as helping with yard work and driving children to their activities. These endeavors reflect the collective good-ness of our nation in being generous with our re-sources, time and talents to assist others in need. They also reflect a strong sense of solidarity, in the desire of millions of people to express their unity with those who suffered horrible losses.

Goodness Arises from Destruction We are also called to remember the values of those who died, and to find inspiration from those who decided to confront the tragedy by affirming values and working to help others. One example is Ari Schonbrun. Ari helped a co-work-er, Virginia DiChiara walk down 78 flights of stairs after she was severely injured with 3rd degree burns from the fire of the first plane hitting the World Trade Center. At work, Ari and Virginia had intense professional dis-agreements and had little in common. However, from the moment he saw Virginia in desperate need he made

a pledge to her that he would not leave her, and that he would help her reach safety. Ari recounts that at that moment of tragedy all differences of professional views, religion, and ethnicity disappeared as they were united in the purpose of saving Virginia’s life. For the last 38 floors of their descent the stairwells were backed up with people waiting to escape. Upon seeing Virginia’s injuries, everyone in the stairwell moved to the side so that Ari and Virginia could make it down more quickly. Since 9/11 Ari has spoken to many groups and schools of his experiences. He focuses on the importance of seeing the dignity and value of all people, even those we disagree with, the importance of team work, and especially the value of “slowing down and listening to the whispers from God”. When asked why he takes the time to tell his story Ari replies that he doesn’t want others to forget the attacks of Sep.11. He believes he

Virtue in action

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On the five year anniversary of the terrorist attacks of Sep. 11, 2001 we are

called to remember the suffering and harm inflicted upon so many innocent people, to honor the heroism

of those who gave their lives for others, and to ask how the events of Sep. 11 speak to our lives today.

Can the events of Sep.11th help us to gain a better perspective on our lives? Can they help us define the

reality of the world we live in, and affirm what is truly important in our lives?

Virtue in action

3survived so that he could tell this story and in doing so have a beneficial impact on others in helping them to slowdown in life and to find their life’s mission and purpose. heroism and courage in

the face of evil

On this anniversary we are also called to honor the her-oism and courage of the thousands of firemen, police-men, rescue workers and everyday citizens who worked to save the lives of others, and even directly fought the terrorists. . Fireman and policemen demonstrated great courage in running into the World Trade Center towers to save as many people as possible before the towers collapsed. Commanders later told how many of the men running into the towers knew there was a good chance they wouldn’t survive, yet they lived up to their duty as rescuers and gave their lives so that others could live.

One commander told of how firemen in the lobby of one of towers created an exit tunnel with their bodies so that office workers coming into the smoke filled lobby could make their way safely out of the building. As the other tower collapsed, the firemen knew their building would likely soon collapse as well; however, they all stayed in position and gave their lives to allow as many people as possible to make it out in the final seconds.

Two recent motion pictures have told the stories of people who had woken up that day as average citizens, but soon became heroes. United Flight 93 was based on the fourth plane hijacked on September 11th. When passengers found out through cell phone calls about the attacks that had transpired at the Pentagon and in New York City, they decided they would not allow their plane to become a weapon of destruction. In storm-ing the cockpit and attacking the terrorists, the plane crashed in Pennsylvania, 20 minutes from Washington, D.C., the terrorists’ suspected destination.

More recently the movie World Trade Center depicts the true story of two port authority officers caught beneath the rubble of the fallen towers. This film not only shows us the heroism of Officers John McLoughlin and William J. Jimeno, but also the relentless determi-nation and perseverance of their rescuers, one a retired Marine, Sgt. Jason Thomas, who volunteered to help. Thanks to their sense of duty, courage and persever-ance, the stories of the rescuers continue to inspire us and remind us of the greatness and potential of the hu-man spirit, even in the face of terror and destruction.

It is important for us to realize the continuing com-mitment of hundreds of thousands men and women who serve in our nation’s intelligence services, military, police and fire departments. Many of these people and their families have accepted great personal risk and sacrifice to help protect our nation from terrorists.

the terrorist threat

In addition to remembering and honoring lives lost, we should also reflect on the nature of the evil that ended these lives. In discussing the terrorists, we will refer to them as radical Islamic terrorists. The phrase “radi-cal Islamic” reflects the reality that the terrorists use Islamic religious phrases and some beliefs to advocate their cause, but radical in that they have deviated from and do not truly represent the full truth of the Islamic religion.

Most radical Islamic terrorists believe that nations should be ruled by a theocracy where their version of Islamic law rules people’s lives. The terrorists view as evil some of the core values free societies represent, such as tolerance in respecting the dignity and value of others in their right to determine how to live their

Associated Press Photographs

Virtue in action

4

own lives. The terrorists believe that individuals and nations not accepting their views are an evil to be fought against, and are thus justified in killing in-nocent civilians. Some terrorists are also motivated by their opinions that the foreign policy of the US and other nations has harmed their people, and that Muslims throughout the world are oppressed.

Lessons for our own Lives

Often a major positive or negative event encourages us to re-evaluate the priorities and goals of our own lives. Looking back at a past tragedy, such as the terrorist attacks, has the power to help put things into perspective for us, giving us great opportunities to grow as individuals and as a nation. As we reflect on both the extreme evil that took away thousands of lives, yet also the courage and resolve of so many of our own citizens, we are compelled to ask: what values are important to us, and what can we do to act on these values?

Many commented after the attacks that things that used to seem so important no longer seem that important. Many resolved that going forward they were less willing to waste emotional energy on petty

Vocabulary

Courage - The capacity to meet danger without giving way to fear; to have the courage of one’s convictions; to be will-ing to put one’s opinions into practice.

Duty - something that one feels called to do by moral or legal obligation.

Empathy - Entering into the feeling or spirit of others and imagining yourself in another person’s situation.Generosity - a readiness and willing-ness to give to others.

Responsibility - accepting and meet-ing the demands of our duty in life, being accountable, and pursuing excellence.

Solidarity - A shared common inter-est; active loyalty within a group.Tolerance - Realizing and appreciating that everyone has a right to different beliefs and opinions—as long as those beliefs and opinions do not cause harm to others.

Perseverance - commitment to a course of action or a purpose in spite of dif-ficulties, obstacles, or discouragement.

Theocracy: a form of government in which God or a deity is recognized as the supreme civil ruler, with the God’s or deity’s laws being interpreted by the governmental authorities. Transpire: to occur, happen, or take place.

Relentless: determined not to give up even in the face of great hardship.

Oppressed: to keep down by severe and unjust use of force or authority.

www.virtueinaction.orgCopyright September, 2006 Current Links in Education

1126 Dartmouth Rd. Flossmoor, Il 60422Phone: 708.922.1075 • Email: [email protected]

conflicts. Some commented that money and material possessions suddenly meant relatively little as tragedy struck and we were confronted with the larger issues of good and evil, life and death. When confronted with disaster, we begin to realize that it is relationships with other people and our contributions to our com-munity that really matter.

The five year anniversary of the attacks of Sep. 11 brings up many emotions and perspectives. We will likely experience sadness and a sense of mourn-ing over the death and destruction that thousands of people experienced, and for many families still experience today. However, we should also find inspiration for our own lives as we reflect on the heroism, courage and resolve of those who answered the call to duty five years ago, and still answer the call today. We are also inspired by the determination and resolve of the victims’ families and their many supporters who have shown us how to respond to evil with goodness and charity. Reflecting on all of these ideas can help us to attain a better perspective on life, and help us to realize what values are im-portant and to affirm our commitment to living out lasting values.

Virtue in action

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Perspectives on the Terrorist Attacks of Sep. 11


Lesson goals Help students to realize the degree of

suffering and loss from the terrorist attacks of Sep. 11

Help students to see how good can come from evil in the rescuers efforts, the work of families to continue the values of loved ones lost, and the generosity of our national community to help the families

Convey a sense of hope in the human spirit to overcome evil in responding with acts of courage, generosity and resolve

Foster an appreciation for the contributions, sacrifi ce and courage of others in working for our safety and freedom

Encourage students to evaluate what values are important to them, and to gain a greater sense of perspective on life.

Help students to understand and evaluate the ideology of the terrorist threat that faces us.

Virtues highlighted

Courage, Duty, Empathy, Generosity, Responsibility, Solidarity, Tolerance

discussion Question options

1. Immediately after 9/11, applications to the Peace Corps and other service organizations increased dramatically. What was it about 9/11 that motivated people to serve?

Do you think endeavors such as the Peace Corp in different areas of the world present a way to combat terrorism?

(Here we hope to catalyze a conversation on the importance of winning over hearts and minds of people who are vulnerable to the appeal of radical and violent beliefs)

2. What changes did people discuss that they wanted to make in their own lives immediately after Sep. 11? Do you think most individuals have followed through on these resolutions?

3. In refl ecting on 9/11 what values do you think we should try to affi rm in our own lives, both individually and as a nation? Which aspects of the attacks and individuals’ response to the attacks inspire these values?

(It may be useful to list the values on one side of the board and to then list the aspects of 9/11 that inspires that value on the other side. An example may be the value of working for the good of our nation, inspired by the courage of the rescuers and also inspired by the reality that there are forces trying to defeat us.). 4. During the rescue and recovery efforts,

people of many religious faiths and ethnic traditions joined together to work for the

common good. What does this reality tell us about what it means to be an “American”? How would you defi ne the essence of what it means to be an American?

Immediately after 9/11 many commentators predicted that a good arising from the evil was a renewed sense of American unity to work together in combating the threat of terrorism. Was this prediction correct? If not, what factors do you think have worked against greater unity?

5. What motivates the terrorists to attack us and other societies? How do you think this threat is similar or different from previous threats to our security from ideological enemies such as communism and fascism?

6. What other periods in history have challenged Americans’ feelings of safety and security? How did the country respond? Have we responded similarly to 9/11?

(This question could also be the basis of an extended learning activity where students are organized into teams and each team researches and gives a presentation on how we as a nation responded in previous times where our nation’s security was threatened.)

Journal writing options

1) In refl ecting on 9/11, write about the values you want to affi rm in your own life. Also, write about the various aspects of 9/11 that inspire these values?

2) Ask students to identify an “everyday hero” in their own life or one that they’ve read about in a local or regional newspaper. Students should write about what this person did, or continues to do that made their actions heroic.

Teacher’s Guide

Current Links in Education1126 Dartmouth Rd.Flossmoor, Il 60422708 922 [email protected]

Virtue In ActionTM

Connecting Virtues to Our World

Virtue in action

ExtEndEd LEarning ProjEcts 1. Ask students to review stories of personal

courage and heroism from 9/11, and to choose one that they will then present to classmates in small groups.

http://www.nleomf.com/911heroes/

Stories of heroism by law enforcement officers on 9/11

http://www.firehouse.com/terrorist/911/magazine/gz/

Stories of the FDNY firefighters on 9/11

http://usinfo.state.gov/albums/911/

State Department report on stories of heroism and bravery from 9/11

2. Invitation for Ari Schonbrun to speak. He may be contacted via email at [email protected]

3. Ask students to interview teachers, parents, and / or friends about what their reactions and experiences have been with the attacks of September 11th. Questions may include where they were when the attacks struck, their initial and long term reactions to the attacks, and whether 9/11 changed their lives in their perspectives, values and actions. Ask students to submit a written summary of their interviews.

4. Invite a local police officer, firefighter or congressman to discuss local efforts that have been made to address terrorism, both in terms of prevention and response to an attack. Have students prepare questions.

5. Organize the class into 4 teams with the responsibility of researching and making a presentation on terrorist attacks and known attempted attacks in Asia, Europe, the Middle East and the Americas. Each presentation should include a map presentation of the location of the attacks, the number of people killed and injured, background on the terrorists who launched or attempted the attacks and their motivations.

Students may use the following site as a quick summary of major attacks.

http://www.army.mil/terrorism/U.S. Army Timeline of Terrorism

5. As your parents or other adults whether they made a personal commitment to a change in their lives following the attacks of Sep. 11? Did they follow-up with these changes, why or why not?

6. Ask students to research the different proposals for the 9/11 memorial at Ground Zero. Have students present these different proposals to the class and make their own proposal about what should be done.

http://www.wtcsitememorial.org/finalists.html

Finalists for the 9/11 World Trade Center Site Memorial Competition

7. Divide the class into teams and have them research different events and issues surrounding terrorism. Some suggested topics include the use of preemptive strikes in Iraq and Afghanistan, Hezbollah, our government’s use of wiretapping and other surveillance to identify terrorist threats, profiling at airports, Iran, and North Korea.

8. The report published by the bipartisan 9/11 Commission on Terrorism in 2004 provides a complete account of the events surrounding the September 11th terrorist attacks and recommendations regarding what can be done to prevent future attacks. One section of the report entitled, “What to do? A Global Strategy” gives the commission’s three-pronged approach to fighting terrorism. Divide students into three groups and assign them one of the three sections of the report. Have them report back to the class summarizing the recommendations and observations of the commission. Also, ask them to evaluate the extent to which we are following the advice of the commission.

http://www.9-11commission.gov/report/911Report_Ch12.pdf

Chapter 12 from the 9/11 Report: “What to Do? A Global Strategy”

intErnEt rEsourcEs

http://www.911digitalarchive.org/The September 11 Digital Archive

http://www.pbs.org/itvs/caughtinthecrossfire/after911.html

PBS: Caught in the Crossfire

http://www.firehouse.com/terrorist/911/magazine/gz/

Extraordinary stories of the FDNY firefighters at Ground Zero

http://usinfo.state.gov/albums/911/

State Department report on stories of heroism and bravery from 9/11

http://www.nleomf.com/911heroes/

Compelling stories of heroism by law enforcement officers on 9/11

http://www.9-11commission.gov/The 9/11 Commission Report

http://www.time.com/time/photoessays/shattered/index.html

Shattered A Photo-essay of 9/11 by photojournalist James Nachtwey

http://www.cnn.com/SPECIALS/2001/memorial/

A memorial list of those who died on 9/11 compiled by CNN

http://www.911exhibit.com/After September 11: Images From

Ground Zero an exhibit by Joel Meyerowitz

ApriL 2006

Immigration Debate Highlights American Principles of Opportunity and Respect for the Law

JUAN CARLOS, originally of Mexico,

holds up the flag of Mexico and the flag

of the United States during an immigra-

tion rally, before taking part in a march, in

San Jose, Calif., Monday, April 10, 2006.

Virtue In Action VIRTUE IN ACTION FOSTERING CITIZENSHIP THROUGH CHARACTER EDUCATION

On the one hand, a majority of Americans believe that our nation should be a land of opportunity, offering immigrants the opportunity to improve their lives through work and education. This principle of granting others the opportunity to improve their lives is reflection of our respect for others, in that we acknowledge the dignity and value of all people striving for a better life.

On the other hand, we also believe in the principle of respect for the law, laws that in this case attempt to regulate the immigration of those hoping to come to the U.S. Respect for our immigration laws is virtually non-existent, evidenced by the reality that nearly half a million immigrants enter our nation illegally every year and there are approximately 12 million illegal immigrants in America today.

Most observers agree that the majority of these immigrants are fulfilling the promise of America as a land of opportunity - improving their lives through hard work, paying taxes and contributing to our economy. Although others claim that the mass number of immigrants is lowering wages for the less skilled workers in our economy, and placing a high burden on the education and health care services of our communities.

Congress and the President are attempting to balance these principles in considering new immigration laws that will restore the principle of respect for the law, while also maintaining the principle of allowing immigrants the opportunity to improve their lives. In this lesson we will examine the reality of immigration today, the forces motivating people to come to America, and how legislative proposals speak to the virtues of respect for others, respect for the law and respect for our existing citizens.

Forces Motivating Immigration

The primary force driving immigration to the U.S. is that Mexico and most Latin American nations are very poor, while next door the U.S. is the wealthiest nation in the world. People looking to provide their families with the basic necessities of housing, food, education and healthcare are drawn to come to the US-- either to work here and send part

of their earnings home to assist their families, or to come and stay hoping to begin a new life in America.

An example is Jesús Ramirez, profiled in a recent Christian Science Monitor article on March 29, 2006. Typical of most illegal immigrants, Jesus had a job in Mexico but his jobs paid no more than $80 a week. In America he was able to work as a construction worker during the day and busing tables at night earning $350 a week. He sends half of the money home to his parents, keeping what he can for trips back to Mexico over the holidays, and to pay the border smugglers. The

VIRTUE IN ACTION

2

Over the past several weeks the issue of immigration has spurred

demonstrations by millions of people across America. The issue of immigration has

galvanized so much emotion and interest because it speaks to the character of our

nation and the principles we value.

A United States Border Patrol jeep drives alongside a secondary border wall with high intensity lights on poles at the border between San Diego and Tijuana.

Immigration Today

VIRTUE IN ACTION

3

smugglers charge him $1,000 per trip. The ability to earn four times his pay in Mexico is a powerful incentive for poor people from other countries to come and work in America.

There is also significant demand for low-skilled immigrant workers in the U.S.. In some cases employers can’t find enough American workers to perform jobs that offer low wages and demand hard work, such as harvesting fruits and vegetables, food processing, digging out foundations, landscaping, and working in hotels and restaurants. According to a recent poll, two-thirds of Americans think illegal immigrants fill jobs that most Americans don’t want.

However, critics of illegal immigration contend that many companies simply want to pay workers less, in order to maintain wider profit margins, or to keep their product costs down. These critics believe that if we limited the number of low-skilled workers entering into America, then employers would have to offer more pay for those jobs, which would then be filled by American workers. This is an important consideration as many American low-skilled workers have difficulty making enough to provide them and their families with a decent standard of living.

Some economists, however, warn that if American companies are forced to pay higher wages for low skilled workers, then

many low-skill manufacturing jobs will likely leave America because companies will move their plants to other countries offering lower wages. In the service industries that employ lower-skilled workers, some economists point out that a number of these jobs could simply be outsourced to workers in countries such as India. However, a number of jobs such as office building cleaners, waiters, and hotel workers can’t be outsourced and would have to offer more pay if low-skilled immigration were limited. This would likely result in higher prices for consumers.

Legislative Proposals and the Principles they Reflect The proposed immigration laws considered by the Senate and House reflect several principles. All of the proposals attempt to instill a greater sense of respect for the law by increasing security along the border in the attempt to prevent more illegal immigrants from entering the U.S. Although some experts point out that even if we add more law enforcement personnel and surveillance technology, the wide disparity of wealth between the US, Mexico and Latin America will compel people to find new ways to cross the border.

Another option for fostering respect for the law is to increase the penalties for those breaking the law. In a bill recently passed by the House of Representatives, illegal immigrants are declared to be felons. Some representatives and senators

People gather for an immigration rally Monday, April 10, 2006, in Los Angeles. (AP Photo/Oscar Hidalgo)

Immigration Today

The following points illustrate the status of illegal immigration in the U.S., and the industries most impacted by their work.

• Illegal immigrants in the U.S. 11.5 million --12 million

• 40 % (4.4 million) have arrived in the past five years

• 50 % from Mexico (6.2 million)• 22% from the rest of Latin

America• 49% are adult males (5.4 million)• 35% adult females (3.9 million)• 16% children (1.8 million)• 4.9 % of total civilian labor force

are illegal immigrants • 24 % of farm workers are illegal

immigrants • 17 % of cleaning and building

maintenance• 14 % construction jobs• 12 % food preparation jobs

Source: Pew Hispanic Center http://pewhispanic.org/

Immigration Today

http://pewhispanic.org/

VIRTUE IN ACTION

4

Copyright April, 2006 Current Links in Education1126 Dartmouth Rd. Flossmoor, Il 60422

Phone: 708.922.1075 Email: [email protected]

believe that before we consider policy changes such as increasing the number of legal immigrants allowed and the conditions for them to become citizens, we need to establish border security and respect for the law.

Senator Frist, the Senate Majority Leader represents this view stating, “We are a nation of immigrants built upon the rule of law. And so many legal immigrants have played by the rules when coming to this country and making a life for themselves and their families. We should not break faith with those who played by the rules, so I will not support amnesty (to release a group from punishment). We respect the rule of law and those who made it here the right way, and are trying to make it here the right way, rather than reward those who came here the wrong way.”

Other proposals in the Senate have addressed border security, but placed more focus on the principle of offering opportunity to those from others countries to improve their lives and contribute to our nation. Republican Senator McCain and Democratic Senator Kennedy propose legislation dramatically increasing the number of legal immigrants allowed into the country each year, and providing those who are already here illegally with ways to get legal status as “guest workers”, and eventually even citizenship. Most of the legal status proposals would demand that illegal immigrants pay a penalty, pay any back taxes owed and to become citizens hold jobs for a number of additional years, learn English and go through background checks. Supporters of this approach state that bringing the millions of illegal immigrants out of the shadows recognizes the reality that our nation won’t forcibly deport 12 million people, and many American industries need these workers.

Opponents of the McCain / Kennedy proposal point out that by offering a path to legalization and even citizenship to those who have broken the law, we would further lessen respect for the law, and encourage others to do so in the future. Advocates of giving legal status to illegal immigrants point out that the path to gaining legal status involves penalties for violating the law, so isn’t an amnesty. According to a recent AP-Ipsos poll, 56 % of Americans,

including large segments of both Democrats and Republicans, favor offering illegal immigrants some kind of legal status. Many Americans look favorably upon immigration, realizing that it is part of our nation’s heritage and strength. Senator McCain recently stated “There are over 11 million people in this country illegally. They harvest our crops, tend our gardens, work in our restaurants, care for our children, clean our homes. They came as others before them came, to grasp the lowest rung of the American ladder of opportunity, to work the jobs others won’t, and by virtue of their own industry and desire, to rise and build better lives for their families and a better America. That is our history…. we are not a tribe. We are not an ethnic conclave. We are a nation of immigrants, and that distinction has been essential to our greatness.”

As of the writing of this lesson, leaders from both parties are working to craft legislation to fulfill the goals of both those looking to enhance greater respect for the law and better control the flow of immigrants into America, and the principle of offering opportunity to those looking to improve their lives and contribute to our nation. In a democracy the process of reconciling various goals and principles is often messy – requiring time, patience, leadership and often compromise. Fortunately, in our democracy you can be a part of this process by learning about immigration and making your views known to our elected representatives.

Vocabulary

AMNESTY- to release a group from punishment

OPPORTUNITY TO IMPROVE ONE’S LIFE- A set of circumstance that make it possible to improve the quality of life for an individual and / or their family.

RESPECT FOR OTHERS - Showing full appreciation of the worth and dignity of others; living by “the golden rule”: do unto others as you would want done unto you

GALVANIZE- to stimulate to action

Associated Press Photographs

Land of Opportunity – Illegal Immigration in the U.S.

Virtue In Action VIRTUE IN ACTION FOSTERING CITIZENSHIP THROUGH CHARACTER EDUCATION

Discussion Question Options

1. What are the forces motivating immigrants to come to America? What forces are driving demand for immigrants?

Let’s discuss some of our own families’ immigration stories. What nations did your parents or more distant ancestors come from, and why did they come? What principles and rights did the decision to come to America reflect?

2. If you were a poor citizen of Mexico and it was difficult, if not impossible to provide decent housing, food and education for your children, would you consider leaving your family to come to America to earn enough money to provide better opportunities for your children?

Would you do it if you knew you would be breaking U.S. immigration law?

3. If you were a low-skilled worker in America working in a service job such as office or hotel cleaning, and you couldn’t make enough money to provide decently for your family in America, how do you think you would view immigration?

Do you think these tensions have always existed between low-skilled U.S. workers and immigrants - in the past immigrant groups such as the Italians, Irish and Poles?

Do you agree with the statement that most immigrants hold jobs that Americans don’t want to work in? Or, do you agree with the critics of large immigration that if we restricted

immigration there are enough American workers who would accept these jobs that may then pay more?

4. How does the virtue of respect for others speak to both the situation of the poor Mexican family, and the low-skilled U.S. worker?

5. How do immigrants impact our local community, in jobs, education, social services, our culture?

6. What do you think defines respect for the law? (If needed, discussion tips: is the law followed, does it reflect a value held by the community, are there appropriate punishments if violated?)

7. What is the path to citizenship proposed by the McCain / Kennedy proposal? Do you think granting illegal immigrants in America today the opportunity to achieve legal status as a guest worker, and even citizenship through paying penalties and other requirements violates the principle of respect for the law? Or, are the penalties and other requirements enough to affirm respect for the law?

8. An important aspect of law is that a specific law reflects the values of a community. What values should our immigration law reflect?

9. A central and defining part of the American experience has been extending the opportunity to immigrants from around the world to come to America to improve their lives and contribute to our nation. Let’s discuss whether going forward we should maintain this approach. How does immigration benefit

Teacher Guide

Lesson Goals:

· Provide students with an understating of the status of illegal immigration in America today

· Provide an understanding of the forces motivating immigrants to come to America, and to empathize with both the plight of immigrants and the potential costs of immigration on others

· Help students to understand the economics of immigration

· Help students understand the principles of respect for the law and respect for others looking to improve their lives

· Educate students on the legislative process and how our government attempts to reflect the goals of various constituencies and principles.

· Inspire students to become involved in the legislative process by presenting their views to our elected representatives

· Catalyze interest within students in their own family’s history

· Student analysis and discussion of how immigration affects their own communities

Highlighted Principles / Virtues

Opportunity to Improve One’s Life - A set of circumstance that make it possible to improve the quality of life for an individual and / or their family.

Respect for Others - Showing full appreciation of the worth and dignity of others; living by “the golden rule”: do unto others as you would want done unto you

our nation? (Please list on the board) What are the disadvantages? (Please list on the board)

Do you think we should continue to allow immigration, and if so what restrictions would you propose?

10.Walt Whitman once wrote, “Here is not merely a nation, but a teaming nation of nations.” What do these words mean to us historically, and for our future?

Journal Writing Exercises

1. Ask students to research their own family immigration history by speaking with their parents, grandparents and other relatives familiar with their family history. Students should write a summary detailing which ancestors came to America, from which countries they came, and the reasons. Students may also ask neighbors or friends if their own family history isn’t available.

2. Write out your recommended policy on immigration. Be sure to address issues such as border security, whether we should change the number of legal immigrants presently allowed, whether we should offer illegal immigrants already here legal status as guest workers and an opportunity for citizenship, and what penalties and other requirements should be demanded for legalized status.

Extended Activities

1. Divide the class into two teams asking them to review and make a presentation on the main points presented by advocacy groups promoting more legal immigration, and those against increasing legal immigration. Ask students to do a web search to identify the websites of the advocacy groups on both sides.

2. Send your recommended policy on immigration and any other points you would like to make on immigration to your House Representative and Senator.

http://clerk.house.gov/members/index.html

http://www.senate.gov/general/contact_information/senators_cfm.cfm

3. Ask class teams to create a presentation on the history of immigration to America. Presentations should include maps outlining the countries and timing of significant waves of immigration to America, the forces motivating people to come to America, and the historical political movements against immigration.

http://www.bergen.org/AAST/projects/Immigration/ -- American Immigration History

http://www.spartacus.schoolnet.co.uk/USAimmigration.htm -- Various points in history of Immigration

http://americanhistory.about.com/od/immigration/ -- Additional history links

4. Organize the class into teams, asking each team to analyze and present a summary of one of the following aspects of proposed Immigration bills: border control, increasing the number of legal immigrants and / or guest workers, proposals for dealing with illegal immigrants already in the U.S.

http://www.congress.gov/cgi-bin/query/F?c109:1:./temp/~c109e8SUre:e826: -- bill on controlling nation’s borders

http://www.congress.gov/cgi-bin/query/F?c109:1:./temp/~c109UTdRk8:e14199: -- bill on securing America and orderly Immigration act

5. Invite members of your community involved with immigration to come and speak to your class about immigration. Potential guests may be business owners that employ immigrants, labor leaders such as union managers, your district’s congressional representative.

Copyright April, 2006 Current Links in Education1126 Dartmouth Rd. Flossmoor, Il 60422

Phone: 708.922.1075 Email: [email protected]

People gather for an immigration rally Monday, April 10, 2006, in Los Angeles. (AP Photo/Oscar Hidalgo)

Should the Olympics be purely

about sports, or should they

also be about the promotion of

peace and justice?

Virtue In Action2008 Olympics Controversy Highlights Debate on Olympic Goals


April 2008

Virtue In Action

Should the Olympics be purely about sports, or should they also be about the promotion of peace and justice?

Virtue in action

T he bright orange flames of the Olympic Games. Usually, this iconic sporting symbol brings joy and excitement everywhere it goes as the torch proceeds through countries throughout the world,

from hand to hand, building anticipation for the Games.But this year, the burning torch has been met with both pride and protest. Human rights protestors have aggressively confronted and halted the processions in London and Paris, in a statement against the human

rights abuses of the government of China, which is hosting this year’s games.

The outcry has not affected the stance of The International Olympic Committee, which believes that politics should not be an Olympic issue. The Committee has released several statements in which they’ve made it clear that the Olympics is purely about athleticism. IOC rules in fact prohibit athletes from participating in any type of commercial or political statement within

Olympic athletic grounds.

This growing controversy raises some interesting questions for us to examine. First, should the Olympics be purely about sports, or is it indeed a conflict for the games to be hosted in a nation that is a consistent oppressor of human rights? Second, given that the games are being held in a nation that oppresses human rights, what are the responsibilities, if any, of the athletes and powerful politicians participating in and attending the games?

China and Human Rights

For the past five years, China has been accused of turning a blind

2008 Olympics Controversy Highlights Debate on Olympic Goals

Millenium Celebration in Bejing, China, Jan. 1, 2000/en.beijing2008.cn

Nepalese policemen detain Tibetan monks, nuns and protesters in exile during an anti-Chinese demonstration near the consular section of the Chinese Embassy in Kathmandu on April 27, 2008. PRAKASH MATHEMA/AFP/Getty Images

Virtue in action

eye to genocide in one of its ally countries, Sudan, where a government-backed genocide has resulted in the deaths of 200,000 people in the Darfur region and the displacement of millions more. China maintains a strong relationship with Sudan, importing two-thirds of its oil from the country, according to the BBC News, which also said China sells weapons to the Sudanese military. In addition, China has blocked several proposals at the UN to authorize more aggressive multinational efforts to stop the genocide.

China also has been accused of violating human rights in its own country, most recently, in a bloody confrontation with protestors—including monks —in Tibet, a formerly independent country that China has controlled since 1951. China also consistently imprisons religious leaders and journalists that it views as a threat to its rule. China had pledged to the IOC to improve in the area of human rights and freedom of expression leading into the Olympic Games. However, the arrests and harassment of Chinese journalists critical of the government have increased. Athletes and leaders of other nations are now considering how to best respond to China’s human rights abuses.

Olympic Charter and the Host Nation

Should China have been allowed to host the Games? The answer to that question depends in part on the views of the purpose of the Olympics. The Committee’s view on the purpose seems to be clear: there are no politics involved.

“The [International Olympic Committee] is a sporting organization with no political mandates to instruct countries how to behave,” Giselle Davis, an organization spokeswoman, told Reuters.

Former American Olympic gold medalist Joey Cheeks disagrees, and points to his own interpretation of how the Games began. “The Olympic Games was founded not just to be a simple sporting event,” Cheeks said. “It was created so that we could promote the values of peace and human rights and justice. And when a nation accepts that obligation, as China or any nation that hosts it, they accept this higher standard.”

A review of the lengthy Olympic Charter reveals a document focused mainly on sportsmanship, with a heavy emphasis against doping, or using drugs to gain unfair advantage. However, critics of The IOC’s stance refer to the following part of the IOC’s mission statement as it could be applied to human rights. It states that:

“The IOC’s mission is to cooperate with the competent public or private [organizations] and authorities in the [endeavor] to place sport at the service of humanity and thereby to promote peace.”

But the IOC contends that those words do not apply to politics, but to the role of fair play among Olympians who are not permitted to discriminate on the basis of nationality, sex or race. As for championing global human rights in a host country, the International Olympic Committee opts to stay out of such affairs.

“The [International Olympic Committee] recognizes Darfur is a highly complex issue, with tragic circumstances, but it is a matter for the [United Nations] to resolve,” read a statement the IOC released to BBC News.

Should Government Leaders Attend?

Despite disagreement on what the IOC’s responsibilities – if any – are to select a host country that lives up to certain ideals, many world leaders are grappling with whether or not to support the events. Many human rights protestors are advocating that the leaders of certain countries not attend the opening ceremonies as a way of protesting China’s human rights abuses and pressuring them to change.

Others counter that this type of public humiliation will not change China’s policies and may in fact serve the opposite aim by reducing those leaders’ ability over time to persuade China toward a greater respect for human rights.

World leaders are indeed taking a cautious approach to attendance. U.S. President George W. Bush has not decided what part of the Games he will attend; though there is speculation he will skip the opening ceremonies altogether. German Chancellor Angela Merkel too has suggested she will sit out of those ceremonies along with French President

Demonstrators gather outside of the Chinese Embassy in London, on February 12, 2008, calling on China to intervene in the Darfur crisis before the Olympic Games in Beijing later this year.

Virtue in action

4Nicolas Sarkozy, who has left his attendance open. But should they boycott the Olympics altogether?

“I’m going to the Olympics because it’s a sporting event, and I’m looking forward to seeing the athletic competition,” Bush told CNN. “But that will not preclude me from meeting with the Chinese president, expressing my deep concerns about a variety of issues.”

Others argue the Olympics should not be used to force change in China. In fact, Bush’s national security adviser said such change should be an ongoing discussion, unrelated to the Games, and must be undertaken by the global community at large.

Athletes Face a Tough Choice

Athletes are banned from protests, demonstrations, or any kind of political propaganda at Olympic sites and venues, according to the BBC News, which cited Article 51 of the Olympic charter. Therefore, athletes, regardless of their intent, would likely be punished for speaking out in any way within the Olympic athletic site for protesting China’s position on Darfur, Tibet or any other issue. In fact, athletes could be banned from both the present Olympics and even future competitions, therefore ruining their careers.

This would not be the first time punishment was dealt out to Olympic athletes, if that were to occur. The International Olympics Committee expelled American gold and bronze medal athletes, Tommie Smith and John Carlos, from the Games in Mexico City in 1968 after they raised defiant fists on the medal podium as the national anthem was played. They were protesting racial discrimination and other social injustices that plagued America at that time. Another former Olympian, Joey Cheek, proposes other ways that Olympic athletes can be involved in promoting human rights without facing expulsion. Cheek told FOX News that perhaps athletes could leverage press conferences and national media to speak out about atrocities as a legal alternative.

Cheek founded Team Darfur, a growing group of athletes who raise awareness and money for the crisis in Sudan. Cheek, who has dedicated past winnings to the Team Darfur cause and ongoing efforts for aid to Africa, told the Times he plans to attend the events and has big

plans leading up to Beijing. “I would love to have several hundred more athletes in Team Darfur by Beijing,” Cheeks said. “And I see no reason why we can’t recruit a few hundred more.”

Carlos, the penalized 1968 winner, recently ran in an alternative to the official Olympic torch relay that traveled through San Francisco in April. Carlos carried the flame for the Human Rights Torch Relay to raise awareness of China’s human rights violations.

“I felt empowered by the experience,” Carlos told the Times. But Carlos said he would not attend the actual Games to see if any other former and current athletes are moved to speak up and out for human rights.

“Even if I had the money, I wouldn’t go,” Carlos said. “I wouldn’t want to be a part of that. I couldn’t be a consumer at that place. Maybe the IOC needs to devise another formula to work out what nations have the right to host the Games.”

The controversy surrounding the Olympics raises important questions. Should the Olympics be purely about sports, or should they also be about the promotion of peace and justice? If the Olympics do represent higher goals, has the IOC lived up to its responsibilities, and what are the responsibilities of athletes and world leaders in relationship to these goals?

Virtue In Action Connecting Virtues to Our World Copyright April, 2008 Current Links in Education

VocabularyGenocide: the deliberate and systematic extermination of a national, racial, political, or cultural groupResponsibility: accepting and meeting the demands of our duty in life, being accountable, pursuing excellenceDoping: the use of a drug or blood product to improve athletic performanceDefiant: boldly resistant or challengingInjustices: violation of the rights of others; unjust or unfair action or treatment.Leverage: to exert power or influence on

United Nations: an international organization, with headquarters in New York City, formed to promote international peace, security, and cooperation under the terms of the charter signed by 51 founding countries in San Francisco in 1945Propaganda: information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc.Alternative: a possible or remaining course or choice

Lesson Goals• Develop understanding of the virtue of responsibility

• Give students an opportunity to examine and develop their own views on the virtue of responsibility in the context of a major global event

• Develop awareness of how the actions of world leaders send important messages to the global community

• Build awareness of the plight of the people in Darfur and human rights abuses within China

• Develop skills and practice in ethical decision making

Discussion Question Suggestions:1. Why is China a controversial site for the 2008 Olympic

Games?

2. What is the International Olympic Committee’s stance on the goals of the Olympics?

3. What are Joey Cheek’s and other human rights advocates stances on the goals of the Olympics?

4. What is your opinion: should the Olympics be purely focused on sports, or also on the promotion of peace and justice?

5. Has the IOC lived up to its responsibilities as stated in the Olympic Charter in choosing China as a host city?

6. Who is Joey Cheek and what does he advise Olympic athletes do?

7. Do you think Olympic athletes have a responsibility to take any action, or speak out in any way against the human rights abuses of China?

8. Do you think President Bush should attend the opening ceremonies, and / or any of the individual events?

Journal Writing Options1. Have you ever been put in a position to take a moral stance?

Write about the incident, the personal cost of your action, and why you were motivated to take that risk? If you have not had that experience, write about a topic that you would be willing to risk something for? Why is this topic so important to you?

2. Do you think the 2008 Olympic Games are an appropriate

place for political protest? Why or why not? Do you believe that athletes have a lot of influence on the public? Explain why or why not. Should they have this type of influence?

Extended Learning Activities1. Have the class break up into groups with one group acting

as reporters and the other acting as athletes at a press conference. Have them role-play and instruct the athletes to bring up the topics of Darfur and Tibet in a meaningful way while the reporters formulate good follow-up questions. You can even record the sessions to show the students how well they fared in their roles.

2. Break the class up into small groups and instruct them to research conflict in the Darfur region since 2003, the recent uprisings in Tibet, and China’s oppression of journalists and religious leaders. Have them present a timeline of events leading up to today’s conflict and China’s role in those conflicts.

3. Have the class look up the Olympic Charter and present their interpretation of the document to dictate what the International Olympics Committee should do in the case of staging the 2008 Olympics in Beijing.

Internet Resources:“China’s Dilemma Over Darfur”

http://newsvote.bbc.co.uk/mpapps/pagetools/print/news.bbc.co.uk/2/hi/asia-pacific/7242725.stm

“Athletes Put Politics in the Spotlight”:

http://newsvote.bbc.co.uk/mpapps/pagetools/print/news.bbc.co.uk/2/hi/asia-pacific/7242655.stm

“Bush Weighs Skipping Olympics Opening”:

http://www.cnn.com/2008/POLITICS/04/08/bush.olympics/index.html

“Team Darfur”

http://teamdarfur.org/

“Olympics: Tommie Smith and John Carlos Warn of the Price of Protest”

http://www.timesonline.co.uk/tol/sport/olympics/article3732202.ece

Virtue In Action Connecting Virtues to Our World www.virtueinaction.com Current Links in Education • 1126 Dartmouth Rd. • Flossmoor, Il 60422 • (708) 922 1075

Virtue In Action2008 Olympics Controversy Highlights Debate on Olympic Goals


Virtue In Actionseptember 2007Teacher Guide

Torch troubles

About the route

The torch relay for the 2008 Beijing Summer Games is the longest route in history, has faced protests early on the tour and more are expected.

Length 85,000 mi. (137,000 km)

High point A separate torch will be taken 29,000 ft. (8,844 m) up Mount Qomolangma (Everest) Sparking controversyChina’s crackdown on Tibetans is causing worldwide protest

Greece, March 25Activists disrupt lighting in Olympia

London, April 6Demonstrators grab at torch, charge and block its path; flame put on bus once

Paris, April 7Officials put torch on bus at least five times as activists charge; finalrun of relay canceled

March 31 Arrives in Beijing, relay begins Aug. 7 Opening

ceremony in Beijing

© 2008 MCT

Beijing

TibetSouth America

North America

China

China

AsiaEurope

Africa

Antarctica

Aus.

San Francisco

BuenosAires

Islamabad

Canberra

Nagano

Jakarta

Mumbai

Dar es Salaam

LhasaMountEverest

Source: The Beijing Organizing Committee for the Games of the XXIX Olympiad, APGraphic: Pat Carr, Lee Hulteng, Angela Smith

400 km

400 miles

St. Petersburg

Virtue In Action Connecting Virtues to Our World Copyright April, 2008 Current Links in Education

Demeaning Others In Media and Entertainment: How Far is Too Far?


don imus and rapper cam'ron

June 2007

Virtue in action

“Nappy-headed hos” is that phrase. It was used by Don Imus, a nationally syndicated radio personality to describe the members of the Rutgers University women’s basketball team in discussing their championship game against the University of Tennessee. Eight of the Rutgers players are African American and two are white.

The Imus incident has gone well beyond one man and one statement, turning the spotlight on other demeaning content in pop culture, including some rap lyrics and music video imagery. It has also triggered a discussion on corporate responsibility, from record label owners to advertisers to media conglomerates such as CBS.

But how could one phrase have caused so much controversy? First, because the phrase “nappy-headed hos” is blatantly disrespectful, undermining the dignity and value any woman, and is especially offensive when used in reference to young women striving for excellence. The phrase also sparked so much controversy because Imus is a powerful media personality and his show “Imus in the Morning,” a blend of political satire, public affairs and occasional sports commentary reached over 2 million listeners.

Imus’ initial reaction was typical of previous defenses he has offered over the years for insults such as referring to Dick Cheney as “pork chop butt,” calling African American anchor Gwen Ifill “a cleaning lady,” disparaging Arabs as “ragheads,” and describing Washington Post reporter Howard Kurtz ’as a “beanie-wearing Jew boy.” “I don’t understand what the problem is, really,” Imus initially said of the Rutgers’ flap, according to Salon.com reporter, Jonathan Miller. Imus argued that he is a good man who said a bad thing, pointing out his history of community service running a ranch for kids with cancer and blood diseases. Even as outcry increased, he continued to resist repentance, stating “People gotta relax, really. Calm down.”

In a way Imus’ initial response was understandable in that little was made of his previous insults of others, which were viewed by many as a tolerable form of humor. What made the latest Imus insult unacceptable to so many? Was

it the intensity of the demeaning statement “nappy headed hos”, was it that it was directed toward a group of young mostly minority women who are also exemplary students and athletes, and not Imus’ normal targets of politicians, journalists and celebrities, or was it the way in which he said it? Possibly, it was the combination of all of the above. Whatever the reasons, the Imus incident serves to illustrate the importance of practicing prudence in assessing the impact of our statements as we judge where the line is between humor and disrespectful insult.

Imus claims he didn’t mean to insult others, but in reality the words he used were harmful. “When I heard the quote I was confused,” Rutgers’ center, Kia Vaughn, told Newsweek magazine. “I felt intimidated and scared, and it was the first time that I ever felt that way in my life. I couldn’t believe someone was talking about my womanhood and calling me a ho.” The team’s coach C. Vivian Stringer, maintained a measured and dignified response. She commented: “To serve as a joke of Mr. Imus in such an insensitive manner creates a wedge and makes light of the efforts of these classy individuals, both as women and as women of color.”

Fortunately, a Rutgers player responded with a statement that served to affirm the players’ dignity: ‘I’m not a ho,’ …‘I’m a woman and ... I’m somebody’s child.’ This simple, yet powerful statement resonated with many, forcing us to see those insulted as individual persons, deserving of our respect, and not pawns or objects to be freely used for manipulation and profit.

Activists from assorted civil rights groups joined the anti-Imus movement. Though Jesse Jackson and Al Sharpton—both civil rights leaders with controversies of their own making – seemed to preside over the protest, the National Association of Black Journalists actually kept the pressure on Imus’ bosses and anyone who might appear on the show. The NABJ released several statements detailing Imus’ offenses and asking “journalists of all colors to boycott his show until he acknowledges and apologies for his damaging remarks.”

Apology…and an exitFinally, two days after the incident, Imus did take responsibility for his actions by apologizing, saying: “Want

One reckless phrase. That’s all it took to insult an innocent group of young female athletes, end a powerful multi-decade media career, and launch an ongoing nationwide discussion on the meaning of respect and responsibility in the media, entertainment and most pointedly within the hip-hop industry.

Virtue in action

3

to take a moment to apologize for an insensitive and ill-conceived remark we made the other morning referring to the Rutgers women’s basketball team…. It was completely inappropriate and we can understand why people were offended.”

“An apology is not an absolution,” commented analyst Callie Crossley on a recent CNN’s “Reliable Sources” segment. “…I believe an apology is an acknowledgment of harm done. And so that’s the least that he could do, but it does not clear the decks.”

The NABJ released a second statement saying “too little, too late” for the Imus apology. They called on media networks – MSNBC and CBS—to take responsibility by being accountable for the effects of their show, and for advertisers to step up and recognize their role in financing a show that had long espoused stereotypes and politically incorrect comments.

Journalist Al Roker, beloved weatherman on “The Today Show” was part of a group of NBC employees who pressured the company to get rid of Imus, reportedly telling co-workers in a private employee meeting with NBC News president Steve Capus “that could have been my daughter Imus was joking about.”

One week after the comment, a combination of lost sponsorships from major advertisers, MSNBC’s refusal to air “Imus in the Morning’, and pressure from journalists - brought CBS to the conclusion that Imus should be released from his radio hosting duties. To his credit, even after being fired, Imus took the additional step of meeting with the Rutgers team to apologize directly.

Newsweek reporters wrote of the meeting that the biggest question presented to Imus that he couldn’t answer - “was he proud of making his living by ridiculing others?”

Double standards? But it’s unfair to pose that question to Imus without taking a closer look at those who made his show a reality. CBS encouraged Imus in its contract with him to be “irreverent” and “controversial”, and knew it could generate additional profit from this type of “edgy” programming. .

If Imus’ comments were so offensive in reference to Rutgers, weren’t they offensive over the last decade or so when comments against women, African Americans, Jews, Arabs, and other groups who served as punch-lines?

And Imus himself argued that the rap industry has served to “defame and demean black women” and call them “worse names than I ever did.” The nation’s attention has now shifted to some of the rap lyrics, music videos and other entertainment that promote a misogynistic message and undermine the dignity and value of others. How could activists and consumers turn a blind eye to rap lyrics demeaning women as sexual objects, and much worse, while decrying Imus on a national platform?

This question – and the media scrutiny to follow– soon moved hip-hop mogul, activist and record label owner Russell Simmons—long a defender of rappers’ “freedom of speech” and poetic license—to issue a long-awaited proposal asking that all record labels remove the n-word, the b-word and ho from versions of albums.

We recommend (they’re) always out,” Simmons, the pioneering entrepreneur who made millions of dollars as he helped shape hip-hop culture, said in an interview with the Associated Press. “This is a first step. It’s a clear message and a consistency that we want the industry to accept more corporate social responsibility.”

But Harlem activist Geoffrey Canada criticizes Simmons’ proposal as inadequate. “Kids aren’t stupid,” Canada told CNN correspondent Anderson Cooper. “You put a word like trigger and then you say, because that’s my blank, and you don’t think kids put the word in there themselves? I think it may be more damaging to have the kids putting the words in than having somebody else.”

Canada called upon artists and their labels to exercise even more restraint, particularly with respect to the stop-snitchin’ movement, which casts police as villains and neighborhood criminals as the protagonists. This attitude, which has been supported by artists including Busta Rhymes and Cam’ron can be partially blamed for the failure of crime prevention efforts in poor African American communities. Though some minorities have other reasons to fear police – such as historical bias against minority suspects or dishonest acts committed by officers – the “stop-snitching movement” basically turns neighborhoods over to rampant crime.

The “stop-snitching movement” has been an especially sad development in hip-hop, given its origins as an art form that sought to give people in disadvantaged communities a voice to highlight inequities and to promote peace and change. Now much of hip-hop focuses on the easy profits that come from selling lyrics and an image that glorify the degradation and criminality of inner city life.

Virtue in action

4


Virtue In Action

A recent example is Cam’ron who was recently shot during a car jacking but refused to help identify his assailants to police. During a recent “60 Minutes” segment, it was revealed that Cam’ron’s actions were not motivated by fear, but finances.

“…With the type of business I’m in, it would definitely hurt my business,” Cam’ron told correspondent Anderson Cooper, explaining that he is in front of fans with “gold and platinum teeth and dreadlocks” who would not understand his cooperation with police. “And the way that I was raised, I just don’t do that. I was raised differently, not to tell.”

Cam’ron’s statement of money over morality outraged members of the hip-hop community and consumers in general who weighed in on message boards and blogs airing their disappointment. Shortly thereafter, Cam’ron, much like Imus, felt the negative impact of his opinions. He released a statement to CBS News explaining that his “frustrating” personal experience as a shooting victim influenced his earlier comments:

“My experience in no way justifies what I said,” Cam’ron said through a written statement. ”Looking back now, I can see how those comments could be viewed as offensive, especially to those who have suffered their own personal tragedies or to those who put their lives on the line to protect our citizens from crime. Please understand that I was expressing my own personal frustration at my own personal circumstances. I in no way was intending to be malicious or harmful.”

The Power of the Consumer Cam’ron’s recanting of his words and Imus’ apology to the Rutgers’ team demonstrate the power of the consumer and activist groups in influencing outcomes. If consumers and advertisers refuse to financially support media and entertainment that denigrates others, it simply won’t be produced, or will be relegated to small corners of the media world.

Our Attitudes “As a society, we need to not only preach tolerance and sensitivity, we need to practice it and ignore the rude and crude comments,” Maryland community activist Lorna Green told BlackAmericaWeb.com. “Once it is seen that these kinds of remarks have no value and are not funny, they will stop. But more importantly, we need to foster a society in which one person does not think in such negative terms about another.”

Activist Canada too raises important points of consumer and leadership responsibility.“…All of us in positions of leadership have to say there’s a line,” Canada told Anderson Cooper. “People don’t think there’s a line. They think, look, this is what I see the deal is. If African-Americans want to go around calling themselves the “N” word, if they want to call their girls and their women (b-words), if they want to call their girls and their women hoes, if they want to glorify crime and murder, and if they want to -- fine, it’s up to them. ….We have to stop that. No, I do not give anybody permission to call any African-American woman a name like that. And I don’t want to be called by the “N” word. And whoever thought they had permission, I’m say you don’t have permission in our community to do that anymore.”

The Imus incident and the ensuing focus on hip- hop have forced us to look at the nature of our media and entertainment culture and ask ourselves: do we want an entertainment culture where coarseness and demeaning of others are acceptable forms of entertainment and means of generating profit? As Canada and Green point out, ultimately we as consumers will decide. If we choose to purchase and watch entertainment that promote harmful messages , then our culture will continue to evolve in the direction of increasing coarseness and lessening respect for others. On the other hand, if we accept our responsibility as consumers and members of communities caring about others, then we will support media and entertainment that affirm positive messages and uplift us as individuals and as communities--the original purpose of hip hop founders.

VocabularyDecency: conformity to prevailing standards of modesty – what is appropriate in speech, dress and behaviorDemeaning: the act of lowering in dignity, honor, or standingDenigrate: to speak damagingly of; criticize in a derogatory mannerDignity: poise and self-respectMobilize: to be or become assembled, organizedEpithet: a word, phrase, or expression used invectively as a term of abuse or

contempt, to express hostilityExemplary: worthy of imitation; commendableIll-conceived: badly conceived or plannedMisogyny: hatred, dislike, or mistrust of womenPreside: to occupy the place of authority or control, as in an assembly or meeting; act as president or chairpersonPrudence: thinking through the implications of our decisions and proposed actions beforehand Repentance: regret for any past action

Respect for others: showing full appreciation of the worth and dignity of others; living by the “golden rule”-- do unto others as you would want done unto youResponsibility: accepting and meeting the demands of our duty in life, being accountable, pursuing excellence Riffing: a clever or inventive commentary or remarkSyndicate: to publish simultaneously, or supply for simultaneous publication, in a number of newspapers or other periodicals in different places

Lesson Goals:• Help students develop an understanding

of the virtues of responsibility and respect for others

• Help students see how respect for others relates to determining where the line is between comedy and offensive insult

• Encourage students to realize their power and responsibility as consumers of media and entertainment

• Help students evaluate the responsibility of corporations when the services / products they offer may harm others

Discussion Question Options:1. What do you think about the phrase

Imus used in describing the Rutgers team? Do you view it as acceptable comedy, or insulting and disrespectful?

2. Why do you think Imus was confused

about the uproar his comments caused?

3. Who first brought national attention to Imus’ words and how did news of the incident spread? Do you think the Internet has had an effect on how quickly some events escalate? .

4. Do public figures – such as radio/TV hosts, celebrities and politicians—have a greater duty to be careful with their words? Or does everyone hold the same level of responsibility for their words and actions?

5. What do you think about the Rutgers team’s reaction to the situation? Should the team members have accepted Imus’ apology?

6. How did Imus connect his comments to hip-hop? Do you agree with his logic?

7. What do you think about the response of

Demeaning Others In Media and Entertainment: How Far is Too Far?


June 2007

AP PHOTO

CBS and the advertisers to Imus’ statement?

8. Do you think there is a double standard where CBS and others have determined that it is unacceptable for someone like Imus to use language that demeans women, yet these same companies promote and profit from some hip hop and videos that use the same language, and even worse, in reference to women?

9. Do corporations like CBS have a responsibility to not promote media and entertainment that contains harmful messages, or is their only responsibility to make money?

10. Which journalistic association led the charge against Imus? What did they call upon other reporters to do?

11. When do you think entertainment crosses the line from comedy to being offensive and insulting? What do you think can be done to limit offensive and harmful content in comedy and the media in general?

12. Do you think that Russell Simmons’ call to remove certain offensive terms from clean versions of albums will have a positive or negative effect on hip hop? Does his proposal go far enough, or do you think lyrics with blanked words still communicate messages that are disrespectful of others?

13. Who do you think bears most of the responsibility for the rampant misogyny and violence in mainstream rap music: artists, labels or the fans that support the products?

14. Do you think listening to music and watching videos that refer to women with the b word, as hos and as sexual objects, affects our attitudes toward women and lessens our respect for women?

15. What do you think our responsibility is as consumers of entertainment? Is it acceptable for us to purchase entertainment that demeans women and others?

Journal Writing Options:1. Imagine yourself as one of the Rutgers players. Write

about what you would have said during a meeting with Imus.

2. Imagine you are the director of a comedy show. Write out the policy for your writers and actors as to what would define unacceptable comedy.

Extended Learning Activities:1. Ask student teams to each identify a positive role model

or story in entertainment. Each team will then tell the class about the person or story and the positive values they reflect.

2. Help the students understand the repercussions of hurting others. Have student teams research recent incidents of hate speech, such as the case of Michael Richards or Mel Gibson – and evaluate why they did it, who they did it to, and how they atoned for their actions. Also ask them to explain the effect – or non-effect – on the person’s career.

3. Have the class research and present on the past and present efforts to fight against the negative messages promoted by


Virtue In Action

some hip hop artists. Ask individual teams to present on the Essence Magazine “Take Back the Music Campaign”, review recent writings by hip-hop critic Stanley Crouch, the 60 minutes and CNN Anderson Cooper 360 reports on the “stop snitching” movement, and the Spelman college boycott of Nelly. Then lead a class discussion on students’ views as to whether the hip hop industry will change.

4. Have students watch the 60 Minutes segment of the “Stop Snitchin’” movement documented by Anderson Cooper. Ask them to research activist

Geoffrey Canada and his actions to encourage communities to work with police to reduce crime rather than look the other way, specifically, reviewing the case of rapper Busta Rhymes and his refusal to help police solve the murder of his bodyguard

about how the “stop snitchin’” rules can hurt society.

Internet ResourcesTranscript: CNN’s “Reliable Sources,” on the Imus incident

and negative messages in hip-hop, aired April 15, 2007

http://transcripts.cnn.com/TRANSCRIPTS/0704/15/rs.01.html

Article on Imus’ apology to Rutgers’ team

http://www.msnbc.msn.com/id/18108854/site/newsweek/?from=rss

“With Imus Gone, Critics Turning to Rap”

http://abcnews.go.com/Entertainment/wireStory?id=3039187

“Tucker called for reckoning on ugly rap: Let’s have it”

By Annette John-Hall, Philadelphia Inquirer Columnist

http://www.philly.com/philly/columnists/20070417_Annette_John-Hall___Tucker_called_for_reckoning_on_ugly_rap__Lets_have_it.html

Hip-Hop Summit Action Network Press Release on Imus/Hip-Hop Connection

http://hsan.org/content/main.aspx?pageid=242“New survey reveals unexpected duality in attitudes of

black youth in America: they’re top consumers of rap music but disapprove of its violence and portrayal of women”http://www-news.uchicago.edu/releases/07/070201.blackyouthproject.shtml

Stop Snitchin’: “60 Minutes” segment and statement from Cam’ron following its airing http://www.cbsnews.com/stories/2007/04/19/60minutes/main2704565.shtml

February 2007

Hero Among Us: “Subway Savior” Wesley Autrey


a seller displays two

raw diamonds on the

streets of Koidu in

eastern sierra leone.

hundreds of miners

search for diamonds at

congo creeK, outside

Koidu, part of an army

of one million africans

who earn pennies a day

in this $60-billion-a-

year industry.

(ap photo/mandatory credit:

antonin KratochVil/Vii)

A young man stumbles from a subway

platform and falls onto the train tracks, dazed

and disoriented. As horrified bystanders look

on, lights flicker nearby in the dark tunnel,

signaling that a train is rapidly barreling

closer. The man is in imminent danger.

Virtue in action

There is only a split second to decide whether or not to take action: What would you do?

Would you stand there, wishing desperately that someone else would stop the train, or would your risk your own life by jumping to the disoriented rider’s aid?

In the case of a 50-year-old construction worker and father of two in New York, the answer was immediate: risk his life to try and save another. In a split second on the afternoon of Jan. 2, construction worker-turned-national hero Wesley Autrey motioned to a woman nearby to watch his two daughters – ages 4 and 6 –while he leaped onto the tracks to shield Hollopeter, 19, who

was in medical distress, having suffered an epileptic seizure moments before his fall.

Autrey, a Navy veteran who said he was familiar with the track configuration, assumed that he could save Hollopeter’s life by pressing the younger man down into a 21-inch deep space beneath the tracks.

“In my mind, I believed, I hoped, the train had enough clearance,” Autrey told Newsday in “Subway Hero Saves a Stranger.” Luckily for both men, Autrey was right and the train rumbled just inches overhead while screeching to a halt.

AP photo

A young man stumbles from a subway platform and falls onto the train tracks, dazed and

disoriented. As horrified bystanders look on, lights flicker nearby in the dark tunnel,

signaling that a train is rapidly barreling closer. The man is in imminent danger.

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Virtue in action

3

“It didn’t hit my head; it just nicked my cap,” Autrey said nonchalantly of a greasy mark left behind on his knit cap. “It didn’t touch me at all.”

Immediately after the incident, Autrey again demonstrated true altruism, more concern for others than himself.

“We’re OK down here,” he reportedly called up to startled onlookers. “But I’ve got two daughters up there. Let them know their father’s OK.”

Split-second, Selfless Act

“I did it out of a split-second reaction. And if I had to do it again, I probably would,” Autrey commented on CBS’ The Early Show a few days after the incident. “I was like ‘Wow, I got to get this guy…somebody’s got to save this guy, but I was the closest one.” That decision is the reason film student Cameron Hollopeter is alive and well after a post-New Year’s Day brush with death.

It was, in fact, the second time Autrey had come to Hollopeter’s aid that day. A few moments before Hollopeter fell onto the tracks, Autrey and two other women had witnessed the young man seizing on the platform, helped clear his airway and then propped him up. But when Hollopeter, dazed and back on his feet, stumbled backwards onto the subway tracks, it was Autrey who acted – this time, alone – to save his life.

“If I let him stay there by himself, he’s going to be dismembered,” Autrey said. Though he didn’t want his two young daughters – four-year-old Syshe and 6-year-old Shuqui – to witness their father being injured, Autrey felt certain it would be worse if they watched him do nothing to save a fellow human being.

True Meaning of Courage

Later, reporters asked Autrey whether he knew that he and Cameron Hollopeter could both fit underneath the train. Autrey discussed that he thought they could but it wasn’t certain, and he certainly didn’t know whether he could control Hollopeter enough to squeeze them both under the train. Autrey knew his actions placed him in danger. His ability to face these dangers without giving in to fear is the essence of courage. Heroes don’t try to pretend danger doesn’t exist. Heroes realize the danger, yet are able to overcome fear to accomplish a greater good.

When asked what motivated him to act in saving Hollopeter, Autrey replied,”My mom brought us all up like that,” adding: “She brought us up to help people.” Autrey was also motivated by a personal belief that all life has value. “A life is worth saving,” he told CBS in an “Eye to Eye” segment. “What better way to start the year than to save a life?”

A sense of duty as a citizen also inspired Autrey to act. In

AP photo

Wesley Autrey, second from right, kisses his daughter Shuqui Autrey, 6, while his other daughter Syshe Autrey, 4, looks on during a press conference at City Hall in New York, Thursday, Jan. 4, 2007. Police commissioner Raymond Kelly second from left and fire commissioner Nicholas Scoppetta, third from left, joined Mayor Michael Bloomberg, far left, who presented Autrey with a bronze medallion citizen award. (AP Photo)

Virtue in action

4his State of the Union Address on January 23rd, President Bush recounted how Autrey told him, “We got guys and girls overseas dying for us to have our freedoms. We have got to show each other some love.” The president went on to say, “There is something wonderful about a country that produces a brave and humble man like Wesley Autrey.”

America Shows Its Gratitude

New Yorkers, and the nation at large, did not take Autrey’s contribution to society lightly. Autrey has appeared on several television programs, including “The Early Show” and David Letterman’s CBS “Late Show.” Clips of his comments after the incident captivated clicks on Youtube.com.

Autrey was touted by Mayor Michael Bloomberg, who invited him to City Hall, and he received a $5,000 check from Hollopeter’s school, The New York Film Academy. Donald Trump himself even offered Autrey a reward.

Other well-wishers have offered Autrey cash, trips and scholarships for his two young daughters. Yet Autrey continues to brush off suggestions that he is a hero. Like many other heroes, Autrey denies that his actions are extraordinary because he believes it’s simply the right thing to do to face

danger with the hope of bringing about a greater good.“Maybe I was in the right place at the right time, and good things happen for good people,” Autrey told the Associated Press.

Inspiring Others

Autrey is now encouraging others to follow his example of compassion and selflessness. It was an example set by his mother, and one that he wanted to spread beyond the isolated incident of a subway rescue.

“All New Yorkers,” he called out of a car window as he left a swarm of media interviews. “If you see somebody in distress, go for it!”

Of course, it is a rare occasion to be called upon to leap in front of a speeding train. But Autrey’s dramatic lesson of courage and compassion is applicable in our lives. At the core of Autrey’s actions was a willingness to help another person in need. If Autrey could save a life and make a nationwide impact within a split second, imagine the impact we can make, if every day all of us look for and respond to opportunities to help each other in times of need.

VocabularyAccolades: An expression of approval; praise.

Altruism: the principle or practice of unselfish concern for or devotion to the welfare of others.

Compassion: a feeling of deep sympathy and sorrow for another who is stricken by misfortune, accompanied by a strong desire to alleviate the suffering.

Configuration: arrangement of parts or elements.

Courage: The capacity to meet danger without giving way to fear; to have the courage of one’s convictions; to be willing to put one’s opinions into practice.

Dazed: stunned or confused and slow to react.

Disoriented: confused as to time or place; out of touch

Duty: something that one is expected or required to do by moral or legal obligation, especially as it relates to one’s status as a citizen and / or member of various communities.

Distress: a state of extreme necessity or misfortune

Epileptic: affected by a disorder of the nervous system, characterized either by mild, episodic loss of attention or sleepiness (petit mal) or by severe convulsions with loss of consciousness (grand mal).

Hero: a person of distinguished courage or ability, admired for his brave deeds and noble qualities.

Humility: the quality or condition of being humble; modest opinion or estimate

of one’s own importance, rank, etc.

Imminent: likely to occur at any moment.

Selfless: having little or no concern for oneself, esp. with regard to fame, position, money, etc.; unselfish.

Seizure: a sudden attack, spasm, or convulsion, as in epilepsy or another disorder

Self sacrifice: sacrifice of one’s interests, desires, etc., as for duty or the good of another.

Transcended: To have been greater than, as in intensity or power; surpassed

Unwavering: marked by firm determination or resolution; not shakable

www.VirtueInAction.orgCopyright February, 2007 Current Links in Education


Discussion Question Options1. What do you imagine you would do if

faced with the prospect of risking your life – or something you treasure – to aid a stranger? What would you have done in Autrey’s position, and why?

2. How do you feel about Autrey’s decision to act so quickly and courageously? Was he foolish or noble?

3. “What factors motivated Autrey to act in saving Hollopeter’s life?”

4. What is the most heroic act you have ever personally witnessed or even read about? Explain how it affected your personal outlook on life?

5. How do you feel news of Autrey’s actions impact society at large?

6. Other than a rare emergency, such as Wesley Autrey faced, what ways could and would you sacrifice to help others?

7. President Bush stated, “There is something wonderful about a country that produces a brave and humble man

like Wesley Autrey.” What aspects of our nation do you think help to foster acts of courage?

8. Do you think courageous actions should be rewarded with money, or is it enough for society to honor these actions with medals, press coverage etc.?

Journal Writing Options1. Some scholars draw a distinction

between heroic acts, stating that some do good deeds to receive praise while others are truly selfless or altruistic. Ask students to write a brief essay explaining whether or not they think it matters why a good deed was done.

2. Ask students to consider and write about whether there is a different impact when heroism comes from an unlikely source like a regular person rather than from people we expect courage from, such as members of the military. Why or why isn’t heroism different depending on the source?

Virtues Highlighted

CourageDutyAltruismHeroismSelflessnessHumilityCompassion

Lesson Goals

• Provide students with an exceptional example of heroism, courage, selflessness

• Demonstrate how one decisive act of courage can impact the community and the nation

• Encourage students to be more selfless in their own actions

• Cultivate understanding of courage, compassion and humility

www.virtueinaction.orgCurrent Links in Education1126 Dartmouth Rd.Flossmoor, Il 60422708 922 1075


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February 2007

Hero Among Us: “Subway Savior” Wesley Autrey


3. It was once said by 19th Century British author Charles Reade:

“Sow a Thought, and you reap an Act;

“Sow an Act, and you reap a Habit;

“Sow a Habit, and you reap a Character;

“Sow a Character, and you reap a Destiny.”

In other words, one’s character is not shaped over night. It is shaped over a long period of time in our thoughts, words, and actions. How we respond in a split second to a big decision often depends on how we’ve responded to all the little decisions in the course of our lives.

Write about a selfless act you’ve committed. Some thoughts you may want to include are:

• Explain the results of the act

• Did you have time to think about doing the selfless act ahead of time, or was it a split second decision?

• Has the selfless act inspired you to want to act selflessly again?

• Has your selfless act had a ripple effect on others?

Extended Learning Projects:1. Devise a “Hall of Heroes,” with your class. Ask some

students to write a short profile about an everday hero and others to write on more obvious heroes such as those in military service. The profile should discuss how that hero’s courageous action affected those around him or her. Make sure students understand this doesn’t have to be a dramatic rescue scene. A hero is also defined as someone who has the courage to stand for their beliefs. Heroes could have saved an endangered piece of land, planted trees in a blighted community, or helped those less fortunate than themselves. Profiles may be bound into a collection for class review.

2. Find a reputable charitable organization in the community and encourage the students to be everyday heroes, donating time or money. Then ask them to write a brief summary of what they did and how their contribution could aid others.

3. Have students interview immediate family for a story of heroism. Hearing how their own relatives or family friends intervened to help another person may inspire them to believe courage and willingness to serve is also within their reach.

Additional Wesley Autrey Stories:

Christian Post Editorial:

http://www.christianpost.com/article/20070113/25062_The_Subway_Hero.htm

Newsday.com coverage of Autrey’s heroism:

http://www.newsday.com/news/local/newyork/am-sub010407,0,4642638.story?coll=ny-nycnews-headlines

New York Times’ coverage of Autrey’s reenactment of incident:

http://select.nytimes.com/gst/abstract.html?res=F00C14F73C540C778CDDA80894DF404482

CBS Affiliate coverage of Autrey incident:

http://cbs5.com/watercooler/local_story_004171418.html

Associated Press: “Somebody had to help” coverage of Autrey:

http://fsnews.findlaw.com/articles/ap/o/632/01-04-2007/ef930017590db41f.html

www.VirtueInAction.orgCopyright February, 2007 Current Links in Education


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