SL002: Hate Crimes
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SL002: Hate Crimes: Analyze characteristics of hate crimes against protected race, religion, disability, national origin, sexual orientation, and gender categories.
Written Response Submission Form Your Name: First and last Your E-Mail Address: Your email here
Instructions Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses. For this Assessment, you will examine four real life hate crime cases in order to determine what characteristics make each a hate crime. You will also examine the effects of hate crimes, potential community responses, and how criminal justice organizations can address the impact of hate crimes.
Item 1 Define hate crimes, generally. (1–2 paragraphs)
Your Response Enter your response here.
Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Sub-competency 1: Analyze characteristics of hate crimes against protected race, religion, disability, national origin, sexual orientation, and gender categories
Define hate crimes, generally. (1–2 paragraphs) LO 1.1: Define hate crimes
Response is not present. Response is incomplete or contains inaccuracies.
Response provides a succinct and accurate definition of hate crimes, as defined in the United States legal system.
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Item 2 For each of the four hate crimes below, describe the specific factors in each case that made it a hate crime. (1–2
paragraphs each)
• Matthew Shepard
• Charleston church shooting
• Private Barry Winchell
• Yusor Mohammad Abu-Salha, Deah Shaddy Barakat, and Razan Mohammad Abu-Salha
Your Response Enter your response here.
Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Sub-competency 1: Analyze characteristics of hate crimes against protected race, religion, disability, national origin, sexual orientation, and gender categories
Describe the specific factors in each case that made it a hate crime. (1–2 paragraphs each) LO 1.2: Explain characteristics of specific hate crimes that make them fit the legal definition of the term
Response is not present. Response defines the specific defining factors for some, but not all, of the four hate crimes, or response is vague or contains inaccuracies.
Response contains an accurate and clear explanation of the specific factors that make each of the four cases a hate crime, as defined by the U.S. legal system.
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Item 3 Choose one of the four cases, and imagine it occurred in your community. Describe the impact this hate crime might have had on your community. In your response, consider other members of the protected class as well as the community as a whole. Then explain how the community should respond (e.g., with gatherings, town halls, educational programming, volunteer work) and why. (3–4 paragraphs)
Your Response Enter your response here.
Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Sub-Competency 2: Evaluate the impact of hate crimes on communities
Choose one of the four cases, and imagine it occurred in your community. Describe the impact this hate crime might have had on your community. In your response, consider other members of the protected class as well as the community as a whole. (2–3 paragraphs) LO 2.1: Evaluate the impact of hate crimes on communities
Response is not present. Response is vague, incomplete, or contains inaccuracies.
Response clearly describes potential impacts of the selected hate crime on the student’s community. Includes effects on members of the relevant protected class and the community as a whole.
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0 Not Present
1 Needs Improvement
2 Meets Expectations
Explain how the community should respond (e.g., with gatherings, town halls, educational programming, volunteer work) and why. (1 paragraph) LO 2.2: Propose community responses to hate crimes
Response is not present. Response is vague or suggested community responses may not appropriate or feasible for the community.
Response provides a succinct argument for appropriate community responses to the relevant hate crime.
Item 4 Still imagining the crime occurred in your community, how should the criminal justice organizations in your community address its impact? (2–4 paragraphs)
Your Response Enter your response here.
Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Sub-Competency 3: Propose strategies to prevent hate crimes or address their impact
Still imagining the crime occurred in your community, how should the criminal justice organizations
Response is not present. Response is vague or suggested strategies may not be appropriate or feasible for the community.
Response provides a succinct argument for appropriate criminal justice responses to the relevant hate crime.
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0 Not Present
1 Needs Improvement
2 Meets Expectations
in your community address its impact? LO 3.1: Propose strategies for criminal justice organizations to address the effects of hate crimes
Item 5 Identify three specific action items that could be planned or done to prevent further hate crimes. (1–2 paragraphs)
Your Response Enter your response here.
Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Sub-Competency 3: Propose strategies to prevent hate crimes or address their impact
Identify three specific action items that could be planned or done to prevent further hate crimes. (1–2 paragraphs) LO 3.2: Propose strategies to prevent hate crimes
Response is not present. Response is vague, inaccurate, or provides fewer than three specific action items.
Response provides a concise explanation of three specific action items that could be planned or done to prevent further hate crimes in the community.
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References Provide a citation for each resource you used to write your response to this Assessment. The following citation is provided as an example:
• Chakraborti, N., & Garland, J. (2015). Hate crime: Impact, causes, and responses (2nd ed.). Thousand Oaks, CA: Sage.
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Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in
addition to meeting the additional expectation indicated in the Mastery Rubr ic.
Mastery Rubric No Yes
Exceeds Expectations: Solving Problems
Learning Objective: Having selected from among alternatives, recommends logical and clear approaches to solve problems
The written responses do not integrate evidence-based approaches from relevant academic and professional literature related to responding to, addressing, and preventing hate crimes.
The written responses integrate evidence- based approaches from relevant academic and professional literature related to responding to, addressing, and preventing hate crimes.
Professional Skills Building
The Faculty Assessor will provide feedback based on the following Professional Skills: Engaging Multiple
Social and Cultural Perspectives, Information Literacy, and Inquiry and Analysis. Although the feedback is
here to inform the development of your skills, it is not a barrier to achievin g the Competency, unless the
writing is too poor to be able to score the content of the Assessment. Review the rubric and check your
work based on the learning objectives listed. If you are concerned that your writing will not meet these
expectations yet, reach out to your Faculty Subject Matter Expert (SME) so he or she can work with you to
further develop this important professional skill.
It is highly recommended that you use this opportunity to practice these important skills in the context of
this Competency Assessment in order to receive feedback about your current level of proficiency.
Engaging Multiple Social and Cultural Perspectives: Apply strategies to develop intellectual flexibility and broad knowledge that enables perception of the world through the perspectives of diverse social and cultural perspectives.
0 Not Present
1 Needs Improvement
2 Meets Expectations
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LO4: Evaluate competing social and cultural perspectives on specific problems in order to arrive at a solution
Evaluation is not present. Response provides an incomplete evaluation of perspectives and/or does not offer a viable solution.
Response provides a thorough evaluation of differing perspectives and is able to make a judgment regarding viable solutions.
Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions.
0 Not Present
1 Needs Improvement
2 Meets Expectations
LO1: Identify and locate credible sources
No sources or non- credible sources are present.
Sources are inconsistently credible, appropriate, and relevant to the topic and/or assessment.
Sources are mostly credible, appropriate, and relevant to the topic and/or assessment.
LO2: Analyze information sources
Analysis is not present.
Analysis superficially applies aspects of sources that are most relevant to the topic and/or assessment and/or analysis is unclear.
Analysis thoroughly and clearly applies aspects of sources that are most relevant to the topic and/or assessment.
Inquiry and Analysis: Apply strategies to identify, frame, and evaluate issues and problems.
0 Not Present
1 Needs Improvement
2 Meets Expectations
LO1: Identify a problem or question in a selected area of study
No problem or question is presented.
The problem or question is vague or inappropriate to the selected field of study.
The problem or question is clearly stated in a form appropriate to the selected field of study.
LO4: Apply organizing principles and theoretical approaches to identify solutions to a problem
No attempt is made to connect theories or organizing principles
Connections between theories or organizing principles solutions to the problem are vague.
Theories and organizing principles are used to make connections, identify gaps and/or provide
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to solutions to the problem.
evidence for showing solutions to the problem or questions.