we strike like tropic lightning! america’s pacific division eo leader course task force lightning...

WE STRIKE LIKE TROPIC LIGHTNING!America’s Pacific Division EO Leader Course

TASK FORCE LIGHTNING

EOLC Version 2.1

Task Force Lightning

Division Equal Opportunity Leaders Course

(EOLC)Student Note-taker

(print three slides per page)



Administrative Issues &

Course Overview

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TRAINING PHASES

• Phase I Administrative • Phase II Individual and group behavior • Phase III Aspects of discrimination

• Phase IV EO skills and information

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COURSE GROUND-RULES

1. Listen for understanding, not for agreement 2. Treat other students with dignity and respect

3. Sit by someone different every day

4. Silence is agreement

5. Everyone’s opinion is important

6. Don’t interrupt or debate others

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COURSE GROUND-RULES(Cont’d)

7. Be on time (morning, breaks, lunch) 8. Table topics

9. Critique sheets; fill them out after each class

10. Speak for yourself, not others

11. Don’t use exclusionary language

12. Participate in the exercises



COURSE GROUND-RULES(Cont’d)

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13. No unit work during the course

14. If tired, stand up and move to the rear of the class

15. May not miss more than three hours

16. Instructors are in charge



Questions

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Army Learning

Styles Indicator

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Army LearningStyles Indicator

• Rank:

• Name:

• The one thing I value the most:

• Marital status:

• Children:

• TIS/MOS:

• Associated groups/hobbies:

• Styles indicator:

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Questions

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The Army’s EO

Program and Policy

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THE ARMY’S EQUALOPPORTUNITY POLICY

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• Equal treatment for military personnel and family members without regard to race, color, gender, religion, or national origin

• Provide an environment free from sexual harassment

• Applies on and off post (duty and non-duty hours)

• Applies to Military personnel and family members in a working, living and recreational environment



COMMANDER’S RESPONSIBILITY

Commanders at all levels are the EO officers for their commands. All commanders are required to:

• Develop and Implement EO programs for their organizations

• Identify unlawful discriminatory practices, initiate corrective actions, and provide follow-up and feedback throughout problem resolution

• Promote EO and interpersonal harmony

• Conduct EO training on a continuing basis

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COMMANDER’S RESPONSIBILITY (Cont’d)

• Monitor and assess the execution of EO programs and policies

• Ensure involvement of Public Affairs personnel

• Publish and post written command policy statements EO, POSH, and complaint procedures

• Ensure company and battalion level units' EOLs are Appointed and trained

• Conduct unit climate assessment and unit training needs assessment within 90 days of assuming command and Annually thereafter

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EQUAL OPPORTUNITYPROGRAM CONCEPT

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• Formulates, directs, and sustains • Strive to ensure fair treatment of all Soldiers • Responsibility of leadership • Function of command



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EQUAL OPPORTUNITYPRINCIPLES

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• Commanders and leaders are responsible for unit EO

• Promote harmony; do not merely avoid disorder

• Support individual and cultural diversity

• Ensure discipline is not compromised

• Provide fair and equal treatment for all Soldiers and family members



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EQUAL OPPORTUNITYPROGRAM ELEMENTS

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• Relationships between Soldiers of different rank

• Consideration of others

• Army language policy

• Accommodating religious practices

• Tattoos



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EQUAL OPPORTUNITYPROGRAM COMPONENTS

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• Leader commitment

• Sequential and progressive training • Effective and responsive complaint system • EO Action Plans (EOAP) • Feedback mechanisms • Equal Opportunity Advisors (EOA)



Questions

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The Role of the:

Equal Opportunity Advisor (EOA)

Equal Opportunity Leader (EOL)

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ROLE OF THE EQUALOPPORTUNITY ADVISOR (EOA)

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• Advisor

• Trainer/educator • Assessor • Change agent




• Understand/ articulate EO policies

• Recognize/ assess discrimination

• Recognize all forms of sexual harassment

• Recommend remedies to discrimination and

sexual harassment

• Assess the command climate

• Collect/ organize/ interpret demographic data

• Assist in development/monitoring of the EOAP

EOA DUTIES AND RESPONSIBILITIES




• Assist in assessing, planning, implementing, and evaluating EO program • Prepare Quarterly Narrative and Statistical Report (QNSR)

• Train EOLs

• Assist in evaluating unit training

• Organize/conduct EO/POSH training

• Conduct EO executive seminars


(Cont’d)




• Process complaints

• Provide advisory assistance on investigations

• Review EO investigative reports

• Conduct follow- up assistance

• Assist in ethnic observances


(Cont’d)



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(Cont’d)

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• Maintain liaison with community organizations

• Assist in developing EO policy for units

• Conduct Staff Assistance Visits (SAV)

• Prepare QNSR

• Assist in development/monitoring of EOAP



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EOL RESPONSIBILITIES

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• To assist commanders at the battalion level or equivalent and below in carrying out the EO Program within their units

• EOLs serve a special duty at small unit level



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EOL DUTIES AND RESPONSIBILITIES

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• Assist in the recognition of detractors from a healthy EO climate

• Assist in the conduct of climate assessments

• Preparing/assisting in conducting EO training

• Establishing/maintaining a liaison with other EOLs & EOA

• Assisting in preparing and conducting ethnic observances and

commemorations

• Referring complainant to appropriate agency for assistance

• Serve as a resource person for EO matters in the unit



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UNIT LEADERSHIPEO RESPONSIBILITIES

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• Transmit and instill the value and importance of professional army ethics

• Plan, supervise, and manage day to day activities necessary for unit operations

• Train Soldiers on EO policies and regulations

• Assist Soldiers and their family members in resolving EO issues and sexual harassment




• Teach Soldiers the history of the army, military customs, courtesies, and traditions

• Teach Soldiers about the unit’s mission and develop individual/team training programs

• Administer and monitor NCO professional development programs


(Cont’d)



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• Monitor and evaluate Soldiers’ performance, unit morale and discipline

• Assist the chain of command in identifying and resolving EO issues within the unit

• Provide individual counseling, on the spot corrections, and team training


(Cont’d)



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CHAIN OF COMMAND

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• Unit chain of command- is designed to assist the Commander in achieving primary goals and objectives to accomplish the mission

• NCO support channel- represents a line of communication and supervision from the battalion CSM to the 1SG and then to the other NCOs and enlisted personnel of the unit



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EO MODEL

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• Leader involvement

• Training

• Assessments

• Staffing

• Complaint processing

• Affirmative actions

• Ethnic and special observances



Questions



TheSocialization Process

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SOCIALIZATION

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Socialization is an all encompassing educational process from which values, goals, beliefs, attitudes, and sex roles are acquired.



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SOURCES THATIMPACT SOCIALIZATION

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• Nation

• Region

• Family

• Media

• Community

• Peers / Friends



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DR. MORRIS MASSEY’SVALUE PROGRAMMING

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• What we are now, directly relates to when, and where, we were value programmed

• We are programmed with gut values by age 10

• Values will not change unless a Significant Emotional Event occurs (SEE)



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SELF-CONCEPT

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Self concept is the totality of the individual’s thoughts

and feelings having reference to him or her as an object.

“A snapshot picture.”

(Dr. Morris Rossenburg)



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SOURCES OFSELF-CONCEPT

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Heritage Needs Fulfillment

Physical Needs Emotional Needs

Sexuality Food Love

Race Water Power

Nationality Shelter Acceptance

Family Status Life Style

Religion



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MORRIS ROSSENBURG’S THREE IDENTITIES

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• The extant self

• The desiring self

• The presenting self



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EGODEFENSE MECHANISMS

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• Denial

• Projection

• Rationalization

• Perceptual (reinterpretation)



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EFFECTS OFSELF-CONCEPT

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POSITIVE EFFECTS NEGATIVE EFFECTS

Love of self and others Hate self and others

Develop one’s intelligence Blind to one’s potential

Decisive, assertive Indecisive/defensive

Physical abilities Aggressive

Creative Deny physical abilities

Tolerant Exaggerate physical abilities

Open Destructive nature

Trusting Bigoted/prejudiced

Closed/detached

Hidden agendas



EFFECTS OFPOSITIVE SELF-CONCEPT

A Positive self-concept enhances

• Communication

• Work performance




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STRATEGIES TO CHANGESELF-CONCEPT

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• Set goals

• Soul-searching

• Requires motivation to change

• Absence of defensiveness



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BARRIERS TO CHANGINGSELF-CONCEPT

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• Cyclical pattern of behavior

• Cognitive barriers

• Environmental pattern



Questions

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Values, Attitudes & Behaviors

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DEFINITIONS

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• Values are attitudes about worth or importance

of people, concepts, or things

• Value system is a set of values influencing the

behavior of members within a society



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ARMY VALUES

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L - Loyalty

D - Duty

R - Respect

S - Selfless-Service

H - Honor

I - Integrity

P - Personal Courage



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ADDITIONAL SOLDIER VALUES

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• Candor

• Competence and commitment



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THE CATEGORIESOF VALUES

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• Personal

• Social

• Political

• Economic values

• Religious

• Socialization



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LOUIS RATH’SVALUE CRITERIA

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A. Choosing freely

B. Choosing from alternatives

C. Choosing after thoughtful consideration

D. Prizing and cherishing

E. Affirming

F. Acted upon

G. Repeated



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ATTITUDE

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An attitude is a state of mind or feeling with regard

to some matter.



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CHARACTERISTICS OFAN ATTITUDE

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• Difficult to measure

• May create inflexibility and stereotypes

• Often indicated by behavior• Formed largely from the continuous process

of socialization

• Positive or negative implications

• Usually are not easily changed



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BEHAVIOR

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Behavior is the result of a person’s reaction to a

situation, group or person. Group behavior is an

extension of individual behavior.



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BETARI BOX MODEL

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MY ATTITUDE

AFFECTS

MY BEHAVIOR

AFFECTS

YOUR ATTITUDE

AFFECTS

YOUR BEHAVIOR

AFFECTS



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COGNITIVE DISSONANCE

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Cognitive Dissonance is a state of internal tension that results

from an inconsistency between any knowledge, belief, opinion,

attitude, or feeling about the environment, oneself or ones

behavior. It is psychologically uncomfortable.



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WAYS TO REDUCE COGNITIVE DISSONANCE

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• Avoidance

• Denial

• Change



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BELIEFS

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Beliefs are assumptions or convictions you hold as true

about some thing, concept or person.

NORMSNorms are the rules or laws normally based on agreed

upon beliefs and values that members of a group follow

to live in harmony.

DEFINITIONS



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CATEGORIES OF NORMS

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• Formal Norms are official standards or laws that govern

behavior

• Informal Norms are unwritten rules or standards that

govern behavior of group members



Questions

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The Communication Process

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COMMUNICATIONS

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The successful exchange of information that establishes

an effective two way link between individuals.



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GUIDELINES FOREFFECTIVE

COMMUNICATION

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• Prepare yourself

• Check partner

• Be positive

• Use “I” messages

• Be specific

• Active listening

• Stay focused



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FACTORS OFINTERPERSONAL

COMMUNICATIONS

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• Self-concept

• Poor self-concept

• Coping with angry feelings

• Admit your emotions

• Self-disclosure



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ELEMENTS OF THECOMMUNICATION PROCESS

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• Source

• Encode

• Message

• Decode

• Destination

• Feedback



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STYLES OFCOMMUNICATION

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• Friendly, sociable or playful • Directive, persuasive, demanding, evaluative, blaming, or praising • Speculative, tentative, uncertain, searching, reflecting, exploring or intellectual • Disclosing, revealing, explicit, responsive, accepting, and aware



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COMMUNICATIONBARRIERS

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• Language barriers

• Different communication styles

• Physical barriers

• Perceptual barriers

• Noise



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CROSS-CULTURALMISUNDERSTANDINGS

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• Social courtesies

• Flow of information

• Business

• Assertiveness

• Honesty



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BARRIERS TOCROSS-CULTURAL

MISUNDERSTANDINGS

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• Symbols

• Signs and gestures

• Clothing and appearance • Accents • Jive and jargon • Lack of trust



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SIGNS AND GESTURES

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• Malcolm “X”

• Confederate flag

• Handshakes

• Peace sign

• Political caricatures

• National flags

• Clenched fist



CLOTHING AND APPEARANCE

Clothing and Appearance – on special occasions many ethnic groups express pride in their self-concept by wearing clothing that symbolizes their heritage, ethnic or cultural group.

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ACCENTS

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• Americans often react negatively when listening to people with strong foreign accents • Indifferent when someone is struggling with the English language • Can lead to other assumptions and biases



Questions

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Effective and Active Listening

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EFFECTIVE ANDACTIVE LISTENING

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• Effective listening is the listening to the words of the speaker and the meaning of the words • Active listening is a process in which the listener takes active responsibility to understand the content and feeling of what is being said and then checks with the speaker to see if he / she heard what the speaker intended to communicate



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ELEMENTS OF EFFECTIVEAND ACTIVE LISTENING

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• Content • Feelings • Process • Clarification



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ACTIVELISTENING SKILLS

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• Check attitude and atmosphere • Keep the channel open and avoid short circuits • Listening demands responses on the part of the listener • Keep the door open



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METHODS TOTEST UNDERSTANDING

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• Parroting • Paraphrasing • Clarifying



Questions



Effective Feedback

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EFFECTIVEFEEDBACK

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Verbal or nonverbal communication to a person or

group providing information as to how their behavior

is affecting or influencing you.



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JOHARI WINDOW MODEL ARENA

(A)

Things I know

Things you know

BLIND SPOT

(B)

Things I do not know about myself. You know

FACADE

(C)

You do not know. I know

UNKNOWN

(D)

Things you do not know and things I do not know




ARENABLINDSPOT

FACADE

UNKNOWN

KNOWNBY OTHERS

UNKNOWNBY OTHERS



EFFECTIVE FEEDBACKCHARACTERISTICS

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• It is specific rather than general • Concerns what is said or done, not why • Focused on behavior • Takes into account the needs of the receiver

• Directed toward behavior

• Solicited rather than imposed

Effective feedback must contain certain characteristics:



EFFECTIVE FEEDBACKCHARACTERISTICS

(Cont’d)

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• Involves sharing of information rather than giving advice

• Be timely in giving feedback

• Involves the amount of information the receiver can use

• Check to ensure clear communication



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REASONS FOR GIVING ANDRECEIVING FEEDBACK

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• Achieve personal growth • Provider finds out about self • Receiver gains insight • Create an open environment



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GIVING FEEDBACK GUIDELINES

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• Is the feedback being given specific?

• Is the feedback being given focused on behavior?

• Does the feedback take into account the needs of the receiver?

• Is the feedback directed towards a behavior which the receiver

can change?

• Is the feedback solicited rather than imposed?



GIVING FEEDBACK GUIDELINES (Cont’d)

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• Is the feedback sharing of information rather than giving

advice?

• Is the feedback well-timed?

• Does the feedback involve the amount of information the

receiver can use?• Does the feedback concern what is said, done or how a

behavior is performed?

• Is the feedback checked to ensure clear communication?

• Is the feedback evaluative rather than judgmental?



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HOW TO GIVE FEEDBACK

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• When the other person has indicated a willingness to receive it • Use terms that accurately describe the other’s behavior with the least amount of interpretation

• Be timely



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HOW TO RECEIVE FEEDBACK

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• Be non-defensive • Ask for more information • Say that you do not want feedback



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WHAT TO DO WITHFEEDBACK

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• Use it

• Think about it

• Forget it



Questions

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Conflict Management

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THE NATURE OF CONFLICT

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• Conflict is inevitable in any group that is together for any length time • Different people will have different viewpoints, ideas and opinions • Conflict occurs whenever there is no internal harmony within a person, or whenever there is disagreement or a dispute between individuals



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Negative Connotations(Associated with Conflict Situations)

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• Getting angry is a waste of time

• They won’t understand me

• I’m afraid of the consequences

• Confrontation is unprofessional

• They will only counter my argument



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LEVELS OF CONFLICT

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• Interpersonal conflict • Intrapersonal conflict

• Intra-group

• Inter-group




SOURCES OF CONFLICT

• Different values and beliefs

• Role pressure or clarification

• Perception differences

• Diverse goals or objectives

• Group status or identity

• Race, ethnicity, or gender differences



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SOURCES OF CONFLICT (Cont’d)

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• Personality clash or conflict

• Competition for limited resources

• Disagreement on how things should be done

• Personal, self, or group interest

• Tension and stress

• Power and influence



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NEGATIVE FORCESOF CONFLICT

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• Diverts attention from important issues

• Destroys individual morale or self-concept

• May cause polarization

• Reinforces differences in values

• Produces irresponsible and regrettable

behaviors



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POSITIVE FORCESOF CONFLICT

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• Stimulates interest

• Forum for discussions

• Increases cohesiveness

• Promotes change

• Provide means to work toward a common goal

• Recognize and benefit from differences



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METHODS FORMANAGING CONFLICT

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• Denial or avoidance

• Suppression

• Power or domination

• Third party intervention

• Compromise or negotiation

• Integration or collaboration



Questions

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Perceptions ProcessStereotypes

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PERCEPTION

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The procedures by which we try and interpret

information about the environment that surrounds us.



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THE PERCEPTIONPROCESS

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• Feedback about ourselves and others • Not always based on reality • We behave as though our perceptions are real



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FEATURE FILMS ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINEDWITH THE EXPERIENCE OF YEARS



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ATTRIBUTES OF PERCEPTION

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• Raw data is the information that we experience • Cognitive process (mental) is unseen but affected by things as individual perceptions • End Product is our sensing or interpretation of our experience



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PERCEPTUAL SHORTCUTS

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• First impression • Self-fulfilling prophecy

• Projection • Blaming the victim • Halo effect

Perceptual Shortcuts is the minds ability to take in new information, combine it with old information and formulate new ideas through quick deduction. Examples are:



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STEREOTYPES

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An exaggerated belief associated with a

category of people.



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CHARACTERISTICS OF STEREOTYPES

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• Fixed, rigid ideas • Associated with a group or category of people • Not supported by evidence • Can be favorable or unfavorable • Driven by motive



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SOURCES OFSTEREOTYPES

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• Socialization process • Books • Mass media • Educators and public officials



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STRATEGIES TO CORRECT INACCURATE PERCEPTIONS

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• Acceptance of differences in people

• Active listening

• Provide feedback

• Take ownership for your feelings and behaviors

• Receive feedback

• Use inclusionary language

• Avoid stereotypes



Questions

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Concepts of Culture

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CULTURE

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The learned, shared, and perceptual behaviors of

a group which have been transmitted from

generation to generation through a shared symbol

system.



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SUBCULTURE

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A group of people within a larger social structure

who share cultural and linguistic characteristics,

which are different enough to distinguish it from

others within the same society.



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ENCULTURATION

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The passing of a culture's socially acceptable

behaviors and attitudes from the older members of a

group to the younger members.



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ATTRIBUTES OF CULTURE

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• Language /symbols

• Values

• Beliefs

• Patterns of thinking

• Customary behaviors



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NON-ATTRIBUTES OF CULTURE

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• Race

• Genetics

• Ethnicity



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IMPLICATIONS OFCROSS-CULTURE INTERACTIONS

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• Language differences

• Being blunt

• Testing

• Customs, observances, and necessities

• Supervisors/subordinate relations

• Military justice

• Social and support groupings



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PITFALLS OFCROSS-CULTURE INTERACTIONS

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• Stereotyping

• Assumptions

• Differences



Questions



DISCRIMINATION AND

POWER



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CONCEPTS OFEO/EEO VIOLATIONS

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• Prejudice

• Racism

• Sexism

• Discrimination



PREJUDICE

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Prejudice is defined as a negative attitude or feeling toward certain groups based upon faulty and inflexible generalizations.

Three components of prejudice:

• Thinking component

• Emotional component

• Acting out prejudice



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ACTING OUT PREJUDICE

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• Disparaging terms

• Avoidance

• Discrimination

• Physical attacks

• Extermination or genocide



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RACISM

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Racism is defined as any attitude or action by an

individual, group or institution subordinate to

another person or group because of skin color or

other physical traits associated with a particular

group.



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SEXISM

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Sexism is defined as an attitude, behavior or

conditioning that fosters stereotypes of social

roles based on sex or gender.



DISCRIMINATION

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Webster’s dictionary:

Discrimination is defined as the act or ability to discriminate or make a difference or clear distinction.

EO / EEO perspective definition:

Action or practices carried out by members of dominate groups - or their representatives - which have a differential and harmful impact on members of subordinate groups.



CHARACTERISTICS OF DISCRIMINATION

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• Overt or hidden • Direct or indirect • Intentional or unintentional



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TYPES OF POWER

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• Formal power

• Informal power



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SIX BASES OF POWER

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• Legitimate power

• Reward power

• Coercive power

• Expert power

• Referent power

• Associative power



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MISUSE/ABUSE OF POWER

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• Weakness

• Expanding

• Information

• Mannerisms

• Defense

• Giving

• Promotion



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RELATED CAUSES OFDISCRIMINATORY

BEHAVIOR

Viewgraph #13-11

• Group size

• Social distance

• Competition

• Power threat



DISCRIMINATION AND POWER

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• Discrimination is any action that unlawfully or unjustly results in unequal treatment based on race, color, gender, national origin or religion

• Power is the possession of control, authority, or influence over others

• Power + Prejudice + Action = Discrimination



Questions

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System Victim Focus

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VICTIM FOCUS

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• Reactive problem-solving • Sees victim as the cause • Focuses on ‘fixing’ the victim • Narrow approach to solving



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STEPS IN THE PROCESSOF BLAMING THE VICTIM

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• Identify a social problem • Study those affected and how they are different • Define the differences as the cause

• Assign someone to correct the differences



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SOCIAL FACTORS THAT PROMOTE VICTIM FOCUS

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• Unequal status • Distortions of reality • Acceptance of victimization



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SYSTEM FOCUS APPROACH

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• Proactive problem solving • System, organization, society, or community could be part of the problem • Evaluates how system can be improved to prevent future problems



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WHY IS SYSTEM FOCUS NOT COMMONLY USED?

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• Not a quick fix

• Victim desires conformity

• Self-perpetuating process



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METHODS TO PREVENT VICTIM FOCUS

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• Dialogue • Assessment and feedback



Questions

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Racism & Sexism

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RACISM AND SEXISM

• An attitude, belief, behavior or institutional arrangement that favors one race or ethnic group

• A prejudice or discrimination based on gender (sex), when stereotyping of social roles are based on sex-role socialization (s)



EOLC Version 2.1

FACTORS IN DEVELOPMENT OF RACISM AND SEXISM

Viewgraph #15-2

• Contact

• Unequal power

• Ethnocentrism

• Social visibility

• Competition

• Stereotypes

• Sex-role socialization

• Mass media



EOLC Version 2.1

PERSONAL RACISTAND SEXIST BEHAVIORS

Viewgraph #15-3

• Paternalism• Ignoring• Speaking for• Testimonials• Ethnic, racists, sexists jokes • Frequent interruptions• Stereotypical language• Titles and ranks• Denying opportunities• Dubious supervision



EOLC Version 2.1

FACTORS THAT SUPPORT RACISM AND SEXISM

Viewgraph #15-4

• Reference groups • Conformity to norms • Self-fulfilling prophecy • Pro-sexism /racism



EOLC Version 2.1

SOCIAL PROBLEMS CREATED BY RACISM AND SEXISM

Viewgraph #15-5

• Ineffective use of abilities

• Adverse impact on national income

• Deviant behavior acted out

• Inner-group tensions in community

• Adverse impact on U.S. in world affairs



EOLC Version 2.1

STRATEGIES FOR COMBATING RACISM AND SEXISM

Viewgraph #15-6

• Awareness• Education• Legislation• Participation• Self-analyze• Acknowledge and understand differences• Commander’s responsibility



Questions

EOLC Version 2.1



ReligiousAccommodations

EOLC Version 2.1



EOLC Version 2.1

ARMY POLICY ONRELIGIOUS ACCOMMODATION

Viewgraph #16-1

It is the Army’s policy to approve requests for

accommodation of religious practices unless

accommodations have an adverse impact on

readiness, unit cohesion, morale, discipline, safety

and/or health.



EOLC Version 2.1

RELIGIOUS DISCRIMINATION

Viewgraph #16-2

Any action, intended or unintended, that

unlawfully or unjustly results in unequal treatment

of a person or groups based on religion and for

which distinctions are not supported by legal or

rational considerations.



EOLC Version 2.1

ELEMENTS OFRELIGIOUS DISCRIMINATION

Viewgraph #16-3

• Discounting beliefs of others• Religious jokes/slurs• Compulsory services• Exclusionary prayer• Stereotyping people by their religion• Non-association due to religion• Failure to provide an alternative service• Lack of concern



EOLC Version 2.1

RELIGIOUS PRACTICES THATCONFLICT WITH

MILITARY DUTIES

Viewgraph #16-4

• Worship practices

• Dietary practices

• Medical practices

• Wear and appearance of the uniform

• Personal grooming



EOLC Version 2.1

COMMANDER’SREQUIREMENTS

Viewgraph #16-5

• The importance the Army places on religious beliefs

• Request is sincere and religion based

• If the accommodation will have an adverse impact on

military readiness

• Importance of the accommodation of the individual

• Impact of similar requests

• Alternatives

• Previous treatment of similar requests



Questions

EOLC Version 2.1



Prevention of

Sexual Harassment

EOLC Version 2.1



EOLC Version 2.1

DEFINITION OFSEXUAL HARASSMENT

Viewgraph #17-1

A form of gender discrimination that involves un-welcomed sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when:

• A person’s job, pay, or career is placed at risk• An employee’s employment or career is placed in

jeopardy • It creates an intimidating, hostile, or offensive work

environment



EOLC Version 2.1

QUID PRO QUO

Viewgraph #17-2

• QUID PRO QUO is a Latin term meaning, “this for that” • Conditions placed upon a person’s career or terms of employment in return for sexual favors • Promises of career advancement, promotions, and other benefits, should the victim give-in to the sexual advances



EOLC Version 2.1

HOSTILE ENVIRONMENT

Viewgraph #17-3

A Hostile environment occurs when Soldiers or family members are subjected to offensive, unwanted and unsolicited comments, or behaviors of a sexual nature.



EOLC Version 2.1

RELATED ELEMENTS OF SEXUAL HARASSMENT

Viewgraph #17-4

• Impact vs. Intent

• Reasonable person standard



EOLC Version 2.1

SEXUAL HARASSMENT BEHAVIORS

Viewgraph #17-5

• Verbal comments

• Nonverbal gestures

• Physical contact



EOLC Version 2.1

SEXUAL HARASSMENT CHECKLIST

Viewgraph #17-6

• Is the behavior sexual in nature? • Is the behavior un-welcomed? • Does the behavior create a hostile or offensive environment? • Have sexual favors been demanded, requested, or suggested?



EOLC Version 2.1

VICTIM IMPACT

Viewgraph #17-7

• Interferes with work performance

• Creates a hostile environment

• Stress

• Fear and anxiety (quid pro quo)

• Less productive



EOLC Version 2.1

TECHNIQUES TO DEALWITH SEXUAL HARASSMENT

Viewgraph #17-8

• Direct approach

• Indirect approach

• Third party

• Chain of command

• File a formal complaint



EOLC Version 2.1

REPERCUSSIONS OF SEXUAL HARASSMENT

Viewgraph #17-9

• Administrative actions• Mandatory counseling• Additional training• Denial of certain privileges• Rehabilitative transfer• Letter of admonishment or reprimand• Relief for cause (OER/ NCOER)• Adverse performance evaluation• Bar to reenlistment• Separation



EOLC Version 2.1

STRATEGIES FORCOMBATING

SEXUAL HARASSMENT

Viewgraph #17-10

• Be proactive• Keep Soldiers and family members informed

and educated

• Conduct training

• Outline procedures and policies

• Be familiar with regulations and policies



Questions

EOLC Version 2.1



Extremism and Extremist Organizations

EOLC Version 2.1



• Command climate suffers

• Polarization of groups

• Undermines confidence

• Productivity is hampered and accomplishment of

the mission can be seriously affected

• Unnecessary efforts are required to recover from

neglected situations

EOLC Version 2.1

UNIT IMPACT

Viewgraph #18-1



It is the policy of the U.S. Army to provide equal opportunity and treatment for all Soldiers without regard to race, color, religion, gender, or national origin. (See student note taker page SG-79).

EOLC Version 2.1

ARMY POLICY

Viewgraph #18-2



Soldiers are prohibited from the following actions in support of Extremist organizations or activities:

• Participating in a public demonstration or rally

• Attending a meeting or activity with knowledge that the meeting or activity involves an extremist cause

• Fund raising activities

• Recruiting or training members

• Creating, organizing, or taking a visible leadership role

• Distributing literature on or off a military installation

EOLC Version 2.1

PROHIBITIONS

Viewgraph #18-3



EOLC Version 2.1

TERMS AND DEFINITIONS

Viewgraph #18-4

• Supremacist

• Extremist

• Extremist organizations

• Ideology

• Militia

• Gangs



• Lure prospects

• Recognize hate symbols & paraphernalia

• Military affiliation (knowledge)

EOLC Version 2.1

RECRUITMENT & AFFILIATION

Viewgraph #18-5



EOLC Version 2.1

EXTREMIST GROUPSAND ORGANIZATIONS

Viewgraph #18-6

• Christian identity movement (creationism)

• White supremacy ideology

• Patriotism - survival ideology



MILITIAS

The militia movement is very fluid. New groups form and

others disappear so frequently it is difficult, if not impossible to track which groups are active at any given moment. The character of these groups also may change rapidly as different factions, some extreme with neo-Nazi ties and other moderates, with law abiding goals vie for control. In some cases, there are support groups that do not engage in military training or typically have rank structures, but instead provide information and materials to militias.




TATTOOS

Tattoos are frequently associated with racist and/or gang activities.

Skinheads frequently use tattoos and symbols of lightning bolts, skulls,

Nazi swastikas, eagles, and Nordic warriors. Skinhead graphics also

feature barbed wire, hobnailed boots, and hammers in their symbolism.

This information being provided is general in nature and is provided as

a guide only to assist EOLs, EOAs, leaders, and commanders. No

immediate assumptions should be made when strange or suspicious

tattoos are observed. However, they may be considered a warning

signal something might be worth checking into further.




TATTOOS (Cont’d)

When in doubt, you can go to http://www.adl.org click on Extremism, then click on Extremism in America, then go to the far right column and click on Hate Symbols. If you identify a recognizable tattoo consult with your Staff Judge Advocate for clarification and guidance.

Viewgraph #18-8

Detailed information on hate tattoos can be found at the link Detailed information on hate tattoos can be found at the link below:below:



COMMAND AUTHORITY

Commanders have the authority to prohibit military personnel from engaging in or participating in any other activities the commander determines will adversely affect good order and discipline or morale within the command. This includes, but is not limited to, the authority to order the removal of symbols, flags, posters, or other displays from barracks, to place areas or activities off-limits (see AR 190-18), or to order Soldiers not to participate in those activities that are contrary to good order and discipline or morale of the unit or pose a threat to health, safety, and security or military installation.




EOLC Version 2.1

COMMAND OPTIONS

Viewgraph #18-11

• UCMJ actionsUCMJ actions

• Involuntary separationInvoluntary separation

• ReclassificationReclassification

• Administrative actionAdministrative action



COMMANDER’S RESPONSIBILITIES

Viewgraph #18-11

• Ensure Soldiers understand the definition of extremismEnsure Soldiers understand the definition of extremism

and extremist groupsand extremist groups

• Enforce policies on participation and prohibitionsEnforce policies on participation and prohibitions

• Be alert for indicators of extremist ties or behaviorsBe alert for indicators of extremist ties or behaviors

• Educate and counsel service members on compliance Educate and counsel service members on compliance

with policywith policy



Questions

EOLC Version 2.1



Climate Assessments

EOLC Version 2.1



EOLC Version 2.1

PURPOSE OFCOMMAND CLIMATES

Viewgraph #19-1

To provide the leadership a “picture” of a unit as

it is perceived by members of the organization as

it relates to race, gender, color, religion, national

origin, and sexual harassment.



EOLC Version 2.1

KEY ELEMENTS

Viewgraph #19-2

• Desired outcome

• Scope and sequence of events

• Resources and time

• Action planning and intervention strategies

• Condition under which the assessment is conducted



EOLC Version 2.1

KEY ELEMENTS (Cont’d)

Viewgraph #19-3

CONDITIONS THAT REQUIRE AN ASSESSMENT:

• AR 600-20 requires commanders to conduct a unit climate

assessments within 90 days of assuming command (180 days for

Reserve Components) and annually thereafter • Command Directed

• Driven by Events • Staff Assistance Visit • Monitoring Equal Opportunity Action Plan



EOLC Version 2.1

ASSESSMENT TOOLS

Viewgraph #19-4

Tools to assess unit climate:

• DEOCS: defense equal opportunity management institute organizational climate survey must have a minimum of 16 assigned personnel to conduct the DEOCS)

• Command climate survey • Supplement any survey efforts with individual and group interviews, the analysis of unit records and statistical information (awards, promotions, reenlistment, incidents of misconduct resulting in punishment under UCMJ and with complaint reports)



EOLC Version 2.1

COMMON CONDITIONS WHICH INDICATE

UNHEALTHY EO CLIMATES

Viewgraph #19-5

• Perceptions by Soldiers the EO complaint process is not working

or supported by the chain of command

• Sexual or racial jokes are prevalent

• Increase in the number of EO complaints

• Polarization of groups

• Use of abusive words and display of offensive symbols

• Low morale• Discriminatory practices in surrounding civilian communities



COMMON CONDITIONS WHICH INDICATE

UNHEALTHY EO CLIMATES (Cont’d)

Viewgraph #19-5

• Poor personal appearance by Soldiers• Poor military courtesy by Soldiers• Increased number of AWOLs• Claims of unfairness in promotions• “Cutting in” at dining facilities with the aid of members of one’s own group• Increase in incidents of thefts, robberies, and assaults• Frequent fights• Increase in the volume and nature of rumors• Unwillingness to communicate between superior and subordinates• Increase in requests for transfer



EOLC Version 2.1

PRINCIPLES

Viewgraph #19-6

• Be capable and competent

• Act on problems

• Don’t only focus on what is perceived as wrong

• Treat perception as having real consequences

• Treat all EO problems with the same degree of

sensitivity and sincerity



EOLC Version 2.1

PRINCIPLES (Cont’d)

Viewgraph #19-7

• Know the impact of what is said, seen, or done• Be open minded and accessible • Not all complaints can be substantiated• Be aware of the unit environment • Follow-up on allegations of discrimination• Seek assistance from the EOA



Questions

EOLC Version 2.1



Complaint Procedures

EOLC Version 2.1



EOLC Version 2.1

TYPES OF COMPLAINTS

Viewgraph #20-1

• Informal Complaint is any complaint not submitted in writing on DA FORM 7279 • Formal Complaint is any complaint submitted in writing using DA Form 7279 (EO Complaint Form)

• Soldiers who wish to file a formal complaint have 60 calendar days from the date of the alleged offense



EOLC Version 2.1

ALTERNATE AGENCIES

Viewgraph #20-2

• A higher echelon commander• Chaplain (CH)• Staff Judge Advocates (SJA)• Provost Marshal (PM)• Inspector General (IG)• Community Home Finding Referral and

Relocation Services Office (CHRRSO)• Medical agency personnel



EOLC Version 2.1

COMMANDER/ALTERNATE AGENCY RESPONSIBILITY

Viewgraph #20-3

• Ensure information is complete

• Ensure individual is sworn to the complaint

• Clarify basis of complaint

• Identify additional information

• Inform complainant of what happens next

• Acknowledge receipt

• Initiate inquiry/investigation (within 14 calendar days)



COMMANDER/ALTERNATE AGENCY RESPONSIBILITY

(Cont’d)

Viewgraph #20-3

• Refer to appropriate agency/commander

(Within 3 calendar days)

• Provide written feedback within 14 calendar days (or

three weekend drill periods for RC)

• If inquiry/investigation cannot be completed within 14

calendar days an extension of 30 calendar days or 2

weekend drill periods may be approved



EOLC Version 2.1

ELEMENTS OFINQUIRY/INVESTIGATION

Viewgraph #20-4

• Clarify nature of complaint

• Interview as appropriate

• Gather information

• Consult advisors

• Assess information

• Render decision on findings



EOLC Version 2.1

APPEALS PROCESS

Viewgraph #20-5

• Complainant may submit appeal in writing on DA form

7279, part iv within 7 calendar days if they perceive the

investigation failed to reveal all relevant facts or if

actions taken by the command on his/her behalf were

insufficient to resolve the complaint

• Complainant may not appeal actions taken against the

perpetrator, if any is taken subject (s) may appeal if they

perceive the investigation has failed to reveal all

relevant facts to prove their innocence



EOLC Version 2.1

APPEALS PROCESS (Cont’d)

Viewgraph #20-6

• Submit appeals to investigating commander and he/she has 3 days to refer to the next higher commander in the COC

• Final decision authority - first general courts martial convening authority in chain of command

• No further appeal available within EO complaint system



EOLC Version 2.1

REPRISAL

Viewgraph #20-7

Taking or threatening to impose an unfavorable

personnel action or withholding or threatening to

withhold a favorable personnel action, or any other act

or any other act of retaliation, against a military member

for making or preparing a protected communication.



EOLC Version 2.1

FORMS OF REPRISAL

Viewgraph #20-8

• Threatening • Intimidation • Harassment



EOLC Version 2.1

PROTECTEDCOMMUNICATION

Viewgraph #20-9

• Violation of law or regulation

• Severe case of mismanagement

• Fraud or a gross waste of public funds

• An abuse of authority or position

• Substantial danger to public safety

• Cooperated with or otherwise assisted in an

audit, inspection, or investigation



EOLC Version 2.1

MILITARYWHISTLEBLOWER PROTECTION

LAW

Viewgraph #20-10

• Restricting a military member from communicating with members of congress, DOD officials or other law enforcement agencies • Taking or threatening to impose an unfavorable personnel action, withholding or threatening to withhold a favorable personnel action, as reprisal for making or Preparing a lawful communication

Prohibits:



EOLC Version 2.1

REPORTING INCIDENTS OF REPRISAL

Viewgraph #20-11

• Made a protected disclosure

• Unfavorable action or threatened to be taken

• Official or other person knew of disclosure or

complaint

• Disclosure caused action taken

• Evidence that disclosure caused reprisal * Not required in order to report



Questions

EOLC Version 2.1



Ethnic Observances

EOLC Version 2.1



EOLC Version 2.1

PURPOSE

Viewgraph #21-1

Special/ethnic observances are designed to

develop an awareness of the various cultures that

contribute to the American culture.



EOLC Version 2.1

ESSENTIAL ELEMENTS TO A SUCCESSFUL SPECIAL/ETHNIC OBSERVANCE

Viewgraph #21-2

• Leadership

• Planning

• Funding



Questions

EOLC Version 2.1



Equal OpportunityAction Plan

EOLC Version 2.1



EOLC Version 2.1

THE ORIGIN AND DEVELOPMENT OF MILITARY AFFIRMATIVE ACTIONS

Viewgraph #22-1

• Executive Order 10925 (1961)

• Civil Rights Act (1964)

• Executive Order 11246 (1965)

• DOD Human Goals Program (1969)

• DOD Directive 1100.15 (1976)

• DOD Directive 1350.2 (1987)



EOLC Version 2.1

KEY TERMSASSOCIATED WITH MILITARY

AFFIRMATIVE ACTIONS

Viewgraph #22-2

• Disparate treatment

• Disparate effect

• Reverse discrimination

• Goal

• Quota



Questions

EOLC Version 2.1



Small Group Facilitation

EOLC Version 2.1



ROLE OF THESMALL-GROUP LEADER

Viewgraph #23-1

• Preparation

• Introduction

• Activity

• Publish and process

• Generalization• Subject matter expert• Observer• Facilitator of group process



EOLC Version 2.1

DYSFUNCTIONAL BEHAVIOR

Viewgraph #23-3

• The rescuer

• The projector

• The passive aggressor

• The apologizer

• The fighter

• The flighter

• The questioner



EOLC Version 2.1

DYSFUNCTIONAL BEHAVIOR

(Cont’d)

Viewgraph #23-4

• The withdrawer

• The monopolizer

• The know-it-all

• The complainer

• The distracter

• The Pollyanna

• The intellectualizer



GENERAL ROLES OF THE SGL

Viewgraph #23-5

• The facilitator

• Keep group moving

• Not part of the discussion

• Project enthusiasm

• Address dysfunctional behavior

• Listen

• Absent of personal bias

• Open-ended questions



Questions

EOLC Version 2.1



Women in the Military

EOLC Version 2.1



EOLC Version 2.1

HISTORICALCONTRIBUTIONS

Viewgraph #24-1

• Revolutionary War

• Civil War

• World War I

• World War II



EOLC Version 2.1

LAWS, POLICIES AND CONTRIBUTIONS

Viewgraph #24-2

• WASIA

• DACOWITS

• Vietnam

• Post Vietnam

• Contemporary Issues



Questions

EOLC Version 2.1



Native-AmericanExperience

EOLC Version 2.1



EOLC Version 2.1

NATIVE AMERICAN EXPERIENCE

Viewgraph #25-1

• Definition

• Origins of Native Americans

• Beliefs and values

• Religion

• Population trends of Native-Americans

• Concepts of treaties

• Legal status of Native-Americans



EOLC Version 2.1

HISTORICAL EVENTS WHICH IMPACTED THE

NATIVE AMERICANSAND THEIR POPULATION

Viewgraph #25-2

• Beliefs and values

• Religion

• Role of the family

• Cultural values, attitudes and behaviors

• Treaties

• Legislation



EOLC Version 2.1

CONTRIBUTIONS

Viewgraph #25-3

• Contemporary issues

• Key Native-Americans organizations

• Native-American participation in the in the armed forces



Questions

EOLC Version 2.1



White – AmericanExperience

EOLC Version 2.1



EOLC Version 2.1

DEFINITIONS

Viewgraph #26-1

• White-American

• Anglo-Saxon and White

• Anglo-Saxon protestant



EOLC Version 2.1

IMMIGRANTS

Viewgraph #26-2

• British-Americans

• Canadian-Americans

• French-Americans

• Dutch-Americans

• German-Americans

• Irish-Americans

• Italian-Americans

• Polish-Americans

• Middle Eastern-Americans



EOLC Version 2.1

COLONIAL AMERICA

Viewgraph #26-3

• Foundation: English / England

• Puritans and pilgrims

• Influences

• Divergence from the homeland

• Puritanism

• Non-English groups

• Non-protestant groups



EOLC Version 2.1

EUROPEAN AMERICAN COMMON EXPERIENCE / DISPLACEMENT

Viewgraph #26-4

• Immigrant experience

• Reason for immigrating

• The voyage

• America’s conscience and servitude



EOLC Version 2.1

REDEMPTIONERS

Viewgraph #26-5

• Convict labor

• The dilemma



EOLC Version 2.1

IMMIGRATION

Viewgraph #26-6

• Immigration waves

• Immigration acts and laws

• Assimilation

• Contemporary America

• Current status of White-Americans



Questions

EOLC Version 2.1



Arab – AmericanExperience

EOLC Version 2.1



EOLC Version 2.1

ARAB-AMERICANS

Viewgraph #27-1

• Define Arab-American

• Arab-American demographics

• Arab-American immigration



EOLC Version 2.1

ARAB-AMERICAN FAMILY STRUCTURE AND CUSTOMS

Viewgraph #27-2

• Family structure

• Conservative behavior

• Admiring objects and gifts giving

• Women’s clothing



EOLC Version 2.1

ISLAM AND MUSLIMS

Viewgraph #27-3

• What is Islam?

• Who are Muslims?

• What is the Koran?

• Five pillars of Muslim

• What do Muslims think about Jesus?

• Muslims women

• Marriage



EOLC Version 2.1

CONTEMPORARYARAB-AMERICAN ISSUES

Viewgraph #27-4

• Arab-Israeli conflict

• American role in the Middle East

• Kuwait

• Discrimination in the United States



Questions

EOLC Version 2.1



Hispanic-AmericanExperience

EOLC Version 2.1



EOLC Version 2.1

HISPANIC-AMERICAN EXPERIENCE

Viewgraph #28-1

• Definition

• Major groups

• Historical experiences of Hispanic-American groups



EOLC Version 2.1

BASIC CULTURE CONCEPTS

Viewgraph #28-2

• Hispanic profile

• Anti-Hispanic sentiment and discrimination

• The Hispanic agenda

• Social characteristics

• Historic considerations

• Hispanic in the military



EOLC Version 2.1

FACTORS INFLUENCING THE FORMATION OF HISPANICASSOCIATIONS AND PARTNERSHIPS

Viewgraph #28-3

• Education

• Business and labor

• Politics and government



Questions

EOLC Version 2.1



Black-AmericanExperience

EOLC Version 2.1



EOLC Version 2.1

AFRICAN-AMERICAN EXPERIENCE

Viewgraph #29-1

• Definition

• Nations of Africa

• African society

• Slave trade period



EOLC Version 2.1

SLAVE CULTURE

Viewgraph #29-2

• Role of the slave family

• Music

• Language

• Religion

• Development of the Black church in America



EOLC Version 2.1

SLAVERY AND THEECONOMY

Viewgraph #29-3

• Early laws during slavery and their impact on

Black Americans

• Emancipation proclamation

• Reconstruction (1870-1877)



EOLC Version 2.1

AFRICAN-AMERICAN CULTURE

Viewgraph #29-4

• Source for Black culture

• African-American family

• Customs and traditions

• Dynamics of African-American culture

• Religion

• Laws and African-American, 1877 to present

• Civil rights movement



EOLC Version 2.1

AFRICAN-AMERICAN CONTEMPORARY ISSUES

Viewgraph #29-5

• Education

• Employment

• Political power

• Black on Black crime

• EO impact in the military

• EO in the military



EOLC Version 2.1

MILITARY PARTICIPATION

Viewgraph #29-6

• Colonial period• Revolutionary War• Post-revolutionary War• Civil War• Indian campaigns• Spanish-American war• World War I• World War II• Post world War II• Korean War• The Vietnam era to present



Questions

EOLC Version 2.1



Asian-AmericanExperience

EOLC Version 2.1



EOLC Version 2.1

ASIAN-AMERICAN

Viewgraph #30-1

• Define Asian-Americans

• Origin of the Asian-American



EOLC Version 2.1

ORIGIN OF THEASIAN-AMERICAN

Viewgraph #30-2

• Chinese (1840s - 1882)

• Japanese (1860 - 1907)

• Filipino (1899 - 1934)

• Korean (1901 - 1907)



EOLC Version 2.1

LEGISLATION AFFECTING ASIAN-AMERICAN

Viewgraph #30-3

• Foreign Miner’s Act

• Naturalization Act

• Chinese exclusion Act

• Gentlemen’s Agreement

• Cable Act

• Alien Land Act

• Exclusionary Immigration Act

• Tiddings-Mcduffie Act

• World wars I and II



EOLC Version 2.1

WORLD WAR II

Viewgraph #30-4

• Executive Order 9066

• Repeal Chinese Exclusion Act



EOLC Version 2.1

STEREOTYPES

Viewgraph #30-5

• Myths

• Facts

• Reality



EOLC Version 2.1

CHINESESOCIAL STRUCTURE

Viewgraph #30-6

• Individual

• Family

• Clan

• Respect for age

• Strong male tradition

• Filial piety



EOLC Version 2.1

JAPANESESOCIAL STRUCTURE

Viewgraph #30-7

• Patriarchal

• Filial piety

• Male oriented

• Family above individual

• Concept of “House”



EOLC Version 2.1

KOREAN SOCIAL STRUCTURE

Viewgraph #30-8

• Social class stratification

• Filial piety

• Male dominance

• Concept of “Chip”

• Strong respect for elders and educated



EOLC Version 2.1

FILIPINO SOCIAL STRUCTURE

Viewgraph #30-9

• Affected by outside influences

• Less formal family relationships

• Extended family

• Male-female relationship exists



EOLC Version 2.1

CHINESE LANGUAGE

Viewgraph #30-10

• Oldest and most widespread on earth

• Spoken language is monosyllabic

• Gesture and tone important

• Over 1000 dialects

• One written language

• Ideographs for words



EOLC Version 2.1

JAPANESE LANGUAGE

Viewgraph #30-11

• Written language borrowed from China

• Polysyllabic and mutually intelligible

• Express ideas versus words

• Kanji, Hirigana, Katakana written language



EOLC Version 2.1

KOREAN LANGUAGE

Viewgraph #30-12

• Written with Chinese characters

• Grammar similar to Japanese

• Different levels of speech

• Dialects mutually intelligible



EOLC Version 2.1

FILIPINO LANGUAGE

Viewgraph #30-13

• 300 Different languages

• Tagalog national language

• No sounds for F,V,W,Z

• Different dialects



EOLC Version 2.1

CHINESE RELIGION

Viewgraph #30-14

• Non-Christian

• Confucianism

• Taoism

• Buddhism

• Chinese Christianity



EOLC Version 2.1

JAPANESE RELIGION

Viewgraph #30-15

• Buddhism

• Shinto

• Japanese Christianity



EOLC Version 2.1

KOREAN RELIGION

Viewgraph #30-16

• Taoism

• Buddhism

• Confucianism

• Korean Christianity



EOLC Version 2.1

FILIPINO RELIGION

Viewgraph #30-17

• Ch’ondo-Gyo

• Catholic

• Islam



EOLC Version 2.1

OTHER CONSIDERATIONS

Viewgraph #30-18

• Chinese concept of “Face” and visibility

• Japanese generations change

• Korean concept of “Kibun”

• Filipino loyalty



EOLC Version 2.1

VALUES AND ATTITUDESAFFECTING

ASIAN-AMERICANS

Viewgraph #30-19

• Education

• Economic issues

• U.S. Military

• Current problems and issues



EOLC Version 2.1

CURRENT PROBLEMSAND ISSUES

Viewgraph #30-20

• Family

• Overcoming stereotypes

• Backlash due to new immigrants



Questions

EOLC Version 2.1



Jewish – AmericanExperience

EOLC Version 2.1



EOLC Version 2.1

JEWISH-AMERICAN EXPERIENCE

Viewgraph #31-1

• Historical perspective

• Concept of Judaism

• Early Jewish history

• Legislation



EOLC Version 2.1

JEWISHIDENTITY/JUDAISM

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• The Orthodox

• The reform Judaism

• Conservative Judaism

• Extreme Jewish movements

• Judaism: Its Values and Ethics



EOLC Version 2.1

JEWISH CULTURE

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• Anti-Semitism

• Current relationships

• Contemporary issues



Questions

EOLC Version 2.1

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Documents