Carlsbad High School

No Place for Hate Pledge

Carlsbad High School students were presented with the No Place for Hate pledge during advisory following the presesntion of a slide deck explaining No Place for Hate, offering the opportunity to be part of the committee, and the opportunity to sign the pledge via a Google form. The banner to display at our school. The pledge was introduced on 09/09/24

Activity One:

For their first activity, the CHS No Place for Hate committee had students begin by reflecting on and recording aspects of their personal heritage on a blank piece of paper, symbolizing their identity and cultural background. They then fold the paper into a heart, turning their written heritage into a symbol of value and vulnerability. When students exchange hearts and are asked to rip them, it creates a powerful metaphor: just as tearing the heart feels wrong and painful, disregarding or damaging someone’s identity or background causes real emotional harm.

Activity Two:

For their second activity, the CHS No Place for Hate committee had students pair up. One student tapes a sheet of paper to their partner's back, then draws a simple image. The partner, using only the sensation of the drawing on their back, attempts to replicate the image on their own sheet of paper. After five minutes, the drawings are compared, followed by a discussion about how limited sensory input can affect perception. This leads into a broader conversation about how individuals with disabilities may experience the world differently, and highlights the importance of respecting all perspectives, checking unconscious biases, and treating everyone with dignity and inclusion.

Activity Three:

For their final activity, the CHS No Place for Hate committee focused on pushing back on bullying. The activity begins with a "4 Corners" exercise, where students physically move to different parts of the room to express their level of agreement or disagreement with various prompts related to bullying, such as its frequency, the effectiveness of intervention, and comparisons between cyberbullying and in-person bullying. This movement-based format encourages students to engage thoughtfully and honestly. Following the activity, students participate in small group discussions, reflecting on what they’ve observed and how bullying is addressed at their school. They explore topics like how to report bullying, why people bully, and how to better support those who are targeted.

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