Description:
Students will be asked to draw their interpretation of the song "Scarecrow" by Melissa Etheridge. The true story that inspired the song is then told omitting the fact that Matthew Shepard was attacked because he was gay. Students are instructed to again express their feelings through drawing. After their second drawing is complete it is revealed why Matthew Shepard was attacked and a discussion of how or why it changes their feelings ensues. Students are assigned a one-page essay explaining why their chosen lyric is meaningful for them or what it summarizes. Students will be challenged to examine their own personal views on tolerance and hate crimes.

Subjects:
Social Studies, English, Health, Tolerance/Hate Crime Prevention and Art

Grade Levels:
This lesson is appropriate for all students mature enough to understand what gay means.

Audience:
This lesson is very helpful in schools or communities with newly emerging gay populations or to promote tolerance anywhere.

Rationale:
The song "Scarecrow" by Melissa Etheridge brings to light the horrific problem of hate crimes facing society today. This lesson gives students the opportunity to examine their own feelings about hate crimes and understand why the world needs tolerance of all people.

Objectives:
Over the course of this lesson the students will:
1. Understand that hate crimes are a universal problem
2. Explore their own thoughts and feelings about hate crimes
3. Learn, through group discussion and listening to music, about Matthew Shepard and the serious problem of hate crime
4. Draw independent conclusions about hate crimes and tolerance
5. Learn to look for the meaning in a song

Time Frame:
One class period

Materials:
Blank paper
Writing and drawing materials
CD of Melissa Etheridge's song "Scarecrow"
CD player
Copy of song lyrics
Copy of vocabulary words

Background:
No prior knowledge is necessary.

Procedures:
Give each student one blank sheet of paper and drawing utensils.
Instruct them that as they listen to the song to draw what they are feeling/thinking
Play the song "Scarecrow" by Melissa Etheridge.
When the song is finished, give each student the opportunity to explain his or her drawing.
Have students listen while the instructor reads the first half of the story.

First half of story: This is a song inspired by an actual event. The "Scarecrow" in the story was a 21-year old man who was attacked and killed in his small college town. This young man had taken a break from studying and gone for a drink. He accepted a ride home from two men, who immediately tried to rob him. When the young man refused to hand over his wallet, the assailants knocked him in the head, and drove to a remote area. They forced the man from the car, tied him to a fence and preceded to pistol whip, punch, kick and beat him until he was barely alive. They took his money, $20, and his shoes and left him to die. He spent nearly 18 hours in 20-degree weather alone, bleeding and freezing. He was discovered, alive, by a bike rider who claims he thought the shape tied to the fence was simply a scarecrow in the field. He died five days later in the hospital.

Give students a second blank sheet of paper.
Instruct them to again draw their thoughts/feelings as the song plays for a second time.
Play the song "Scarecrow" again.

Give each student the opportunity to answer these two questions:
1. Has your drawing changed?
2. What do you think/feel about/for the character?

Have students listen while instructor reads the second half of the story.

Second half of story: The young "scarecrow" was Mathew Shepard. He was starting out on his own. Going to school, away from home, just moving into a new apartment. His family and friends spoke of how he was excited about this new life, only for it to be finished by a brutal and senseless act. The two men posed as friends. They brought him drinks, listened to his troubles, offered to take him back to the safety of his home, keeping their secret plot to themselves. They took another man's life and attempted to cover-up their deed. Unfortunately, this story is not new, only the names and locations change. While we may never know what truly motivated two men to kill Mathew Shepard on that night, we do know that one difference separated them. Mathew Shepard was gay.

Give each student the opportunity to answer these questions:
1. Does knowing that Mathew Shepard was gay change your drawing/feelings? Why?/Why not?
2. Would it make any difference if Mathew Shepard were killed not because he was gay but because he was Black? White? Female? If so Why? If not Why?

Facilitate a discussion with the students answering the following questions:
1. Who are the "monsters?"
2. In the song who are "they?"
3. Who are the "narrow minds who legislate?" Can you do anything to change legislation?
4. Has something similar happened in your school? How can this be prevented in your school?
5. What can you do to prevent another 'Mathew Shepard' death?

Give each student a copy of the lyrics to the song Scarecrow, a list of vocabulary words chosen from the song, and a blank lined sheet of paper.

Instruct each student to chose a line/lyric from the song Scarecrow, and write a one page summary of how and why their chosen line/lyric is meaningful for them or what that line/lyric summarizes (example: "Forgive verses Forget." Who benefits from each?)

Inform students of additional resource information should they be interested. Song written and performed by Melissa Etheridge. The Mathew Shepard Foundation, Hate Crimes Prevention Center, GLADD, GLSEN and the NAACP.

Content:
Melissa Etheridge wrote her song "Scarecrow" about Matthew Wayne Shepard, a 21-year-old college student who was brutally attacked in Laramie, Wyoming because he was gay. He died as a result of the attack on October 6, 1998.

Evaluation:
Evaluation can take place in both the students' discussion regarding their drawings and the feelings explored in their essay.

Vocabulary Words:
1. Forgiveness - to overlook offenses, to be compassionate
2. Narrow minded - devoid of lack of breadth of view or sympathy
3. Breadth - largeness of mind
4. Bigotry - a person blindly attached to any opinion, system, or party and bitterly intolerant of those who believe differently 5. Civilized - to refine and enlighten, to elevate in social life
6. Love - a feeling of warm personal attachment or deep affection
7. Forget - to fail to remember

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