Pennys Ethnic Sensitivity Training Manual

By: Ashley Arthur, David Ashley, Isaac Jones, Coty Norman, & Tiaisha Randolph

Contents
Facilitators Guide
The Ethnic Sensitivity Series
How to Use Guide ..4 Introduction5 Module One7 Module Two..10 Module Three...13 Module Four.....16

Handouts
EEOC Frequently Asked Questions Activity Worksheet

The Pennys Ethnic Sensitivity Training manual is designed to provide fellow employees and future applicants a secure and discriminatory free environment. All employees of Pennys must review these materials after employment. Employees are encouraged to use these guidelines when working with other projects or any at-risk or vulnerable population, as discrimination effects millions of individuals daily. The training manual provides information and guidelines for developing and implementing an effective prevention program for discrimination. Topics include age and physical ability issues; stereotyping; race, ethnicity, language and religion; and gender/ sexual orientation discrimination workplace issues.

How to Use This Guide

This guide offers a plethora of materials; therefore, he facilitator must review each module of guide and become familiar with contents of guide to ensure attendants of session(s) have a clear understanding of purpose and goal of the manual. The facilitator guides employees throughout this training program by using multiple mediums such as group discussions, videos, handouts, and role playing exercises. The Ethnic Sensitivity Series provides enough material to be completed in one sitting or over a span of sessions. Activities and exercises are offered for each program; however, it is not necessary to work through all the exercises provided. Facilitator reserves the right to make adjustments to manual due to time constraints, but may not alter information to fulfill personal agendas.

Introduction
Introduction: (5 min.) Allow attendees of session to stand and introduce themselves. Facilitator(s) should introduce themselves first. Ice Breaker: Unique and Shared (15 min) Ask participants to form groups of five people with the people around them. Pass out sheets of paper and writing utensil. The first half of the activity is the Shared part. Instruct a note taker for each group to create a list of many common traits or qualities that members of the group have in common. Avoid writing things that are immediately obvious (e.g. dont write down something like everyone has hair or we are all wearing clothes). The goal is for everyone to dig deeper than the superficial. Allow about five or six minutes and then have a spokesperson from each subgroup read their list. If there are too many groups, ask for a few volunteers to read their list. The second half is the unique part. Keep the same groups or, optionally, you can ask everyone to rearrange themselves into new groups. On a second sheet of paper have them record unique traits and qualities; that is, items that only apply to one person in the group. Instruct the group to find at least two unique qualities and strengths per person. Again, strive for qualities and strengths beyond the superficial and past the obvious things anyone can readily see. Allow another five or six minutes. When time is up, share the unique qualities in one of the following ways: (1) each person can share one of their unique qualities themselves; (2) have each person read the qualities of the person to their right; or (3) have a spokesperson read a quality one at a time, and have the others guess who it was. Unique and Shared is a valuable team-building activity because it promotes unity as it gets people to realize that they have more common ground with their peers than they first might realize. As people become aware of their own unique characteristics, they can also help people feel empowered to offer the group something unique. Opening Forum: Define discrimination Discrimination is the prejudicial treatment of an individual based on their membership in a certain group or category. It involves the actual behaviors towards groups such as excluding or restricting members of one group from opportunities that are available to another group. Ask Following Questions: (formulate group definitions) Where does discrimination stem? Who are victims? Why is it important to have a discriminatory-free environment?
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Discuss: Legislation and Discrimination Title VII of the Civil Rights Act:

Title VII prohibits employment discrimination based on race, color, religion, sex and national origin. Age Discrimination in Employment Act of 1967: Protects certain applicants and employees 40 years of age and older from discrimination on the basis of age in hiring, promotion, discharge, compensation, or terms, conditions or privileges of employment Americans w/ Disabilities Act of 1990: Prohibits private employers, state and local governments, employment agencies and labor unions from discriminating against qualified individuals with disabilities in job application procedures, hiring, firing, advancement, compensation, job training, and other terms, conditions, and privileges of employment. EEOC: Is an independent federal law enforcement agency that enforces laws against workplace discrimination.

Case Study:
Weeks v. Southern Bell Telephone & Telegraph Co

Mrs. Weeks bid for the job of switchman was denied by Southern Bell. The job went to the only other bidder for the job, a man with less seniority than Mrs. Weeks. Southern Bell regarded the position as one requiring strenuous activity for which women were not qualified. Primarily, this activity consisted of occasionally lifting objects between 30 and 40 pounds. Mrs. Weeks filed a complaint with the EEOC, but when the matter could not be resolved there, she filed suit. Violated Sex discrimination under Title VII. Court found in favor of the plaintiff.

Introduce following modules The following modules will present workplace issues dealing with different forms of discrimination. Module 1: Age and Physical Ability Module 2: Gender and Sexual Orientation Module 3: Stereotyping Module 4: Religious Discrimination

Age and Physical Ability

Workplace Issues
Module 1 The Ethnic Sensitivity Series
Duration 100 minutes Presentation in Three Parts: Age and Physical Abilities Issues Conflicts and Abilities Recognizing our Prejudices, Fears and Stereotypes Goal To present a basis to consider the issues, conflicts and ways of relating to people of varying ages and degrees of physical abilities. Objectives To discuss the relationship of authority to the issues of age and physical abilities To distinguish between the Americans with Disabilities Act (ADA), Age Discrimination in Employment Act (ADEA) and EEOC To consider the advantages of having older and younger employees work together. To consider the advantages that individuals with varying abilities bring to the workplace. To confer the issue of respect and how it relates to physical abilities and age To establish how to deal with discrimination, prejudices, fears and stereotypes that relate to age and physical ability Materials Needed Television Videos Computer/Laptop PowerPoint Overhead Program Four Outline ADA Outlines ADEA Outlines EEOC Outlines Pencils/Pens Paper

Facilitator(s) Preparation
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Preview all the presentations to be used in the training. Set-up the presentation screen and have ALL slides ready for the days presentation. Gather all handouts listed in the Materials Section to distribute. Have pencils/pens and paper on hand for the trainees.

Procedure 1. If there has been an introduction prior to the being of the training program (programs1-3) then only discuss what will be taken place in this program. Discuss with the trainees the objectives for Program 4 2. Explain to the trainees that they will be learning about the following four topics: Age and Physical Abilities Conflict Recognizing Prejudices, Fears and Stereotypes 3. Distribute the handout for the intent of the training and go through all objectives thoroughly. 4. Present the Lets work Together for Age and Physical Ability Issues (Model 1) 5. After the viewing of the presentation have them to discuss what they think, and how can they go about change. 6. Present the There are Laws for Discrimination: Age and Physical Ability (Model 2) -Have them view all outlines (ADA, ADEA, and EEOC) as you show your presentations. 7. Activity: After presenting this model. You as the trainer pick one person and give them a reward. Ask the other trainees how they feel about not receiving anything. Have them to jot down there thoughts on paper. 8. Question- Answer. How does the act allow for an organization to manage this aspect of diversity? How can you develop a positive workplace for those older, younger and those that may lack certain abilities in the workplace? Allow the trainees a 10 minute break. 9. Question-Answer: After presenting these first two models engage the trainees in a few questions to ensure that they have instilled the first two models. What are some of the advantages of the varying abilities a company may be challenged with? What are some of the conflicts that can be avoided and prevented? 10. Present the No Need to neither Fear, Criticize nor Stereotype: Age and Physical Abilities Edition (Model 3) 11. Part 1: Show the video that comes with this presentation. Win or Lose (Elizabeth displays major management qualities. But she has a disability. Many of her
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subordinates tease, criticizes and some often fear of coming to work while she is there. Some even disrespect her, and belittle her because of her disability. She has increased productivity in the company. Although she is a major asset, she has thoughts of leaving.)

12. Ask the trainees: How far would you go until its the end? How would you grant your respect from those subordinates? How would you change things? Even though Elizabeth has done so much, what should she do? Is this a win or lose situation? 13. Part 2: Show the second video that with this presentation. Age Is Nothing More Than a Number (John a retired craftsman, had decided to return back to work. He is a crew manager. But hes 57. He also has increased production. Many of the employers under him, often doesnt listen and gives him a hard time about his age. He begs for a certain shift daily because they are the most effective team of the company. He wants to continue working because he loves to do so, but if this doesnt change, he will quit.) 14. Ask the trainees: How can John get his shift to be as effective? How would you feel if you were in this situation? How can he, as a manager, eliminate the prejudices and stereotypes? 15. Conclude the training for module one and receive feedback. Ask for any further questions. ADMINISTER MODULE 1 EXIT EXAM

Gender & Sexual Orientation Discrimination

Crossing the Line
Module 2 The Ethnic Sensitivity Series
Duration: 90min Target Audience: All Employees Goals To offer ways in which individuals and organizations can capitalize on potential benefits through respecting and working with diversity To present a general idea of gender and sexual orientation issues. Objectives To discuss a variety of issues that impact individuals upon gender and sexual orientation. To illustrate how men and women often identify situations differently, communicate in different ways, and demonstrate how these differences impact our work. To define and discuss the nature of sexual orientation value clashes. To prevent harassment in the workplace by providing a clear and concise understanding of what harassment is and how it affects people. To inform employees the proper steps to take to report a harassment To discuss the consequences one will face if they were harassing another individual. To explore the responsibility of each employee to help sustain an environment free from harassment, by being conscious of behaviors that can cause offense to people and by clearly communicating that offensive behavior must end. To identify the responsibility of a supervisor, manager, or human resource manager in addressing sexual harassment in the work place.

What Is Unlawful Harassment? Learn what classes are protected from unlawful discriminatory harassment under various federal and state laws; Match key federal laws that form the legal basis for preventing harassment in the workplace with the group or class they protect.

Recognizing Workplace Harassment Identify examples of behaviors that may constitute harassment.
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Quid Pro Quo Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitutes "quid pro quo" sexual harassment when: 1) submission to such conduct is made either explicitly or implicitly a term or condition of an individuals status as a student or employee, or 2) submission to or rejection of such conduct by an individual is used as the basis for educational or employment decisions affecting such individual. Quid pro quo harassment may also occur when a student or employee is led to believe that he or she must submit to unwelcome sexual conduct in order to participate in a University program or activity. In addition, this type of sexual harassment occurs whenever a faculty member, graduate assistant, or anyone in a position to affect a students academic life, causes a student to believe that the person will make an educational decision based on whether or not the student submits to unwelcome sexual conduct. The following descriptions, while not all-inclusive, will help you understand behaviors that if persist and are unwelcome, may constitute sexual harassment. Unwanted sexual statements sexual or 'dirty' jokes, spreading rumors about or rating others as to sexual activity or performance, or talking about one's sexual activity in front of others, displaying or distributing sexually explicit drawings, pictures and/or written material. Unwanted personal attention letters, telephone calls, visits, and pressure for sexual favors, pressure for meetings, pressure for dates where a sexual/romantic intent appears evident but remains unwanted. Unwanted physical or sexual advances touching, hugging, kissing, fondling, touching oneself sexually for others to view, intercourse, or other sexual activity. In addition to sexual harassment, discrimination is also prohibited on the basis of gender. For example, a student or employee may be subjected to discrimination because of their gender, but that discrimination may not be of a sexual nature. Such discrimination is a violation of federal, state and University policy and is prohibited. Recognize the benefits to be gained from being aware of harassment in your workplace How to go about reporting harassment.

Tutorial Workplace Harassment What is unlawful harassment? Antidiscrimination Laws Protected Characteristics Summary Recognizing workplace harassment? Examples of unlawful harassment Benefits of being aware of harassment Summary Lesson Post-Test Reporting Harassment If you are harassed or retaliated against How do I report harassment?
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 Take Course Test!

Lesson Post-Test

Gender/Sexual Orientation Harassment Role-Play Activity Objective: You are the member of a team, which has the responsibility of performing a role-play or skit that demonstrates your knowledge of sexual harassment. Where to begin: Discuss the topics listed below, and chose one to use as the subject of your groups role-play. Assign a job to each person in your group. Every group member need not be an actor. Your group could have an announcer who introduces the skit or a narrator who talks to the audience during the skit. Create a skit that clearly demonstrates sexual harassment. Once you have presented to class, have class identify the cases of discrimination through gender and sexual orientation. Skits should be about 1 - 2 min. Possible Topics: A male student who is pantsed on the school bus A male student who is called gay because he doesnt like playing sports A group of students writing for a good time call Jane on bathroom walls A person or group of people who tell dirty jokes A person who wants to go on a date with someone who is clearly not interested

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Stereotyping
Workplace Issues
Module 3
The Ethnic Sensitivity Series
Duration 90min Target Audience All Employees Goal: To unite company by overcoming discrimination created by stereotyping.

Objective: Define stereotyping. Define prejudice. Determine ways to overcome stereotyping in the workplace. To uncover and examine the effects of prejudice and stereotyping Make employees aware of negative aspects of stereotyping that can cause prejudice

Opening Activity: Have employees complete the following sentences, then compare and discuss answers. Discuss the stereotyping and prejudice in each sentence. 1. All athletes are 2. African-Americans 3. People on welfare are all 4. He's a cheap 5. Drugs are used by virtually 6. Muslim 7. All homosexuals are 8. rich people 9. Japanese
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10. Arabs

Lecture: Stereotyping is the process in which someone ascribes specific behavioral traits to individual based on their apparent membership in a group (Dessler, Gary). Stereotyping is very common but damaging to the workplace. Stereotyping is a result of identifying people simply based of their membership in a certain social category. It can lead to prejudice based on false beliefs of how they perceive another person. People develop stereotypes when they are unable or unwilling to obtain all of the information we would need to make fair judgments about people or situations. Stereotyping also can lead to miss information causing a decrease in employees self-esteem. From a managements perspective one can overlook or underestimate a persons ability. Prejudice means a bias toward prejudging someone based on that persons traits.

Five solutions to remove stereotyping from the workplace 1. Learn to interact with people on a personal level a. Personal relationships are one of the most insightful clues to your own emotional maturity. b. Expand your perceptions and open your mind to diversities. c. Personal relationships are 2. Interact with diverse professional contacts a. Open yourself up to learning about different cultures in business. b. Develop valuable business contacts as a result of mutual sharing and respect. 3. Commit to expanding your knowledge a. Apply effort to you endeavor to learn from things you don't understand. b. Exercise commitment and patience in your quest to remove stereotyping from the workplace. 4. Keep an open mind a. Put your feet in others shoes. b. Consider their experiences based on their situation. c. Arrogance in not a constructive approach. d. Practice humility 5. Make it your goal to remove type casting from the workplace a. Display conviction to your cause and you will not fail. b. Setting objectives is the best way to motivate yourself. c. Make it your goal to

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By understanding one another you can provide a much better working environment, encouraging ideas to flow freely. Because of the rapid expansion of businesses today, we are learning far more about different cultures, than we have in the past. Stereotype holds an organization/individual back from achieving their full potential. Watch Video http://www.fox2now.com/news/morningshow/ktvi-susan-solovic-work-stereotypes043010,0,4204886.story Discussion Define Stereotyping. Who in society might be the victim of being stereotyped? In small groups: Ask participants to discuss any experience of being stereotyped that they may have had, what impact has this experience had on them? Conclude module by answering any participant questions.

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Religious Discrimination
Workplace Issues
Module 4 The Ethnic Sensitivity Series
Duration: 180minutes Target Audience: All Employees, including Managers and supervisors Goals To present an outline of religious discrimination issues in the workplace. To present ways in which individuals and organizations can begin to eliminate religious discrimination in the work place. Objectives Employers should have a well-publicized and consistently applied antidiscrimination policy that: (1) covers religious harassment; (2) clearly explains what is prohibited; (3) describes procedures for bringing discrimination to managements attention; and, (4) contains an assurance that complainants will be protected against retaliation. To prevent religious discrimination in the work place by developing a clear perceptive of what religious discrimination is and how it impacts people. To learn the duty of each employee to help maintain an environment free from discrimination, by being aware of behaviors that can offend people and by clearly communicating that hateful behavior must stop. To show that it is necessary to broaden our perspectives on different religious beliefs To understand the role of a superior, manager, or human resource manager in addressing religious discrimination in the work place. Materials Needed Program Religious Discrimination: Work Place Issues Computer with internet access and monitor Dry Erase Board with Markers and Eraser Paper and writing utensils Handout materials Screen and projector w/ clicker for PowerPoint presentation.

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Trainer Preparation- Prep Time 10Mins 1. Preview the video to be used in the training. 2. Set-up Projector and computer monitor. 3. Prepare handouts from the list outlined in the Materials Needed section. 5. Have paper and writing materials available for participants.

Religious Discrimination
Part 1 Prep Time: 10 minutes Training Time: 45 minutes Water break: 5 minutes Total Time: 60 minutes Materials Needed Program Religious Discrimination: Work Place Issues Computer with internet access and monitor Dry Erase Board with Markers and Eraser Paper and writing materials for participants Handout materials for participants Screen and projector with clicker for PowerPoint. Trainer Preparation- Prep Time 10Mins 1. Preview the video to be used in the training. 2. Set-up Projector and computer monitor. 3. Prepare handouts from the list outlined in the Materials Needed section. 5. Have paper and writing materials available for participants. Procedure- Part 1 This part of the training is designed to create a united view of what is religious discrimination. Parts 2 and 3 will continue on from where Part 1 leaves off. By defining religious discrimination we can focus on what to do if it happens and how to eliminate it.

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Training-Part 1: Prep Time 10 minutes Total Viewing Time 15 minutes Video Presented in four Segments: Introduction How does religious discrimination impact you? What can we do to eliminate religious discrimination? How to report religious discrimination. Presentation lecture 15 minutes As part of the training, ask participants to list statements that emphasize what they learned through watching the video and through the facilitation process. Collect their ideas, and compare their observations with those expressed in the video. Conclude this portion of the training by reviewing the concluding points of the video. Stress that these should be the goals of organizations as well as personal goals.
EEOC Compliance Religion is very broadly defined under Title VII. Religious beliefs, practices, and observances include those that are theistic 18 in nature, as well as non-theistic moral or ethical beliefs as to what is right and wrong which are sincerely held with the strength of traditional religious views. Religious beliefs can include unique views held by a few or even one individual; however, mere personal preferences are not religious beliefs. Title VII requires employers to accommodate religious beliefs, practices, and observances if the beliefs are sincerely held and the reasonable accommodation poses no undue hardship on the employer.

Handouts 5 minutes EEOC rules on religious discrimination Questions & Answers 10 minutes Q1: Ask the group to consider how Religious discrimination continues all around us. Q2: Have you seen the effects of religious discrimination? Q3: How can we begin the process of eliminating religious discrimination?

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Religious Discrimination Part 2 Prep Time: 10 minutes Training Time: 45 minutes Water break: 5 minutes Total Time: 60 minutes Materials Needed Program Religious Discrimination: Work Place Issues Computer with internet access and monitor Dry Erase Board with Markers and Eraser Paper and writing materials for participants Handout materials for participants Screen and projector with clicker for PowerPoint. Trainer Preparation1. Preview the video to be used in the training. 2. Set-up Projector and computer monitor. 3. Prepare handouts from the list outlined in the Materials Needed section. 5. Have paper and writing materials available for participants. Procedure- Part 2 This part of the training focuses on what actions must take place in reporting religious discrimination; this will ultimately lead to eliminate it. Training: Prep Time 10minutes Total Viewing Time: 15 minutes Video Presented in three Segments: Introduction What actions to take against religious discrimination? How to report religious discrimination? Presentation lecture 15 minutes As part of the training, ask participants to list statements that emphasize what they learned through watching the video and through the facilitation process. Collect their ideas, and compare their observations with those expressed in the video. Conclude this portion of the training by reviewing the concluding points of the video. Stress that these should be the goals of organizations as well as personal goals.

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Handouts 5 minutes Case by case scenarios Questions & Answers 10 minutes Q1 What did you learn about yourself in doing this exercise? Q2 What did you learn about your own work culture?

Religious Discrimination Part 3 Prep Time: 10 minutes Training Time: 45 minutes Water break: 5 minutes Total Time: 60 minutes Materials Needed Program Religious Discrimination: Work Place Issues Computer with internet access and monitor Dry Erase Board with Markers and Eraser Paper and writing materials for participants Handout materials for participants Screen and projector with clicker for PowerPoint. Trainer Preparation- Prep Time 10Mins 1. Preview the video to be used in the training. 2. Set-up Projector and computer monitor. 3. Prepare handouts from the list outlined in the Materials Needed section. 5. Have paper and writing materials available for participants. Procedure This part of the training focuses on how to eliminate religious discrimination. By focusing on eliminating religious discrimination we can create a work culture of unity. Training: Prep Time10minutes Total Viewing Time: 15 minutes Video Presented in 3 Segments: Introduction What actions can a company do to create a discrimination free work environment? The need to continue religious discrimination education?

Presentation lecture 15 minutes

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As part of the training, ask participants to list statements that emphasize what they learned through watching the video and through the facilitation process. Collect their ideas, and compare their observations with those expressed in the video. Conclude this portion of the training by reviewing the concluding points of the video. Stress that these should be the goals of organizations as well as personal goals.

Handouts 5 minutes Case by case scenarios Questions & Answers 10 minutes Is there a need for EEO Laws? What is needed in the work place so that we can go beyond EEOC Laws?

Conclude training manual by giving a brief recap of the topics discussed. Entertain any questions from participants. Extend a helping hand to anyone who needs additional materials. Make sure to thank participants for their participation.

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Equal Employment Opportunity Commission (EEOC) Handout Frequently Asked Questions

What laws are enforced by EEOC? The EEOC is responsible for enforcing federal laws that make it illegal to discriminate against a person at the workplace. The laws we enforce prohibit discrimination against a job applicant or an employee because of the persons race, color, national origin, sex (including pregnan cy), age (40 or older), religion, disability, or genetic information. It is also illegal to discriminate against a person because the person complained about discrimination, filed a charge of discrimination, or participated in an employment discrimination investigation or lawsuit. The Federal Laws enforced by EEOC include: Title VII of the Civil Rights Act of 1964 The Equal Pay Act of 1963 The Age Discrimination in Employment Act of 1967 Title I of the Americans with Disabilities Act of 1990 Sections 501 and 505 of the Rehabilitation Act of 1973 The Pregnancy Discrimination Act

How do I file a charge of employment discrimination?

You cannot file a charge over the telephone, but you may begin the process by contacting us at (1-800-669-4000). Our EEOC staff will obtain some information from you and try to help you decide whether your situation is covered by the laws we enforce. You may be provided a questionnaire to complete and give to one of our field offices in your area. If you are to visit a field office, we encourage you to call them first because the intake process can take up to 2 hours and each office has different appointment and walk-in systems. In some situations, the field office staff may contact you to conduct an interview over the phone, to set up a time to meet with you or to send you additional questions. When the field office has all the information it needs, you will be counseled regarding the strengths and weaknesses of a potential charge and/or you will receive a completed charge form (Form 5) for your signature. Your charge is filed when the completed, signed Form 5 is received back in the EEOC field office. An intake questionnaire or other correspondence can also constitute a charge under the statutes we enforce if it
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contains all the information required by EEOC regulations governing the contents of a charge and constitutes a clear request for the EEOC to act. There are specific time limits (180 days) within which a charge must be filed. Under certain circumstances, the limit may be extended to 300 days (if you are in an area where there is a state fair employment practices agency, in most cases.) Alternatively, you may send us a letter or fax that includes the following information:

Your name, address, and telephone number The name, address and telephone number of the employer (or employment agency or union) you want to file your charge against The number of employees employed by the company or number of union members in all locations (if known) A short description of the events you believe were discriminatory (for example, you were fired, demoted, harassed) When the events took place Why you believe you were discriminated against and on what basis (for example, because of your race, color, national origin, sex, religion, age, and/or disability) Your signature

If you decide to send a letter, you must sign it. If you dont sign it, we cannot proceed further. Send the letter to the field office which has jurisdiction over the geographical location of the company you are filing against. See the jurisdictional map at http://www.eeoc.gov/field/index.cfm for addresses and fax numbers. Your letter will be reviewed and if more information is needed, we will contact you to gather that information or you will be sent a follow up questionnaire. At a later date, we may put all of the information you sent us on an official EEOC charge form and ask you to sign it.
Notice to federal employees/applicants ----- To file a discrimination complaint against an agency of the Federal Government, you must begin by contacting an EEO Officer of that agency. The EEO Department of the agency will be able to assist you in contacting an EEO Counselor.

If EEOC finds I was discriminated against, will it take the case to court on my behalf?

If we determine that there is reasonable cause to believe a violation occurred, we will try to reach a voluntary settlement with the employer through the conciliation process. If we cannot reach a settlement, we will refer your case to our legal staff for review (or the U.S. Department of Justice in certain cases), to determine whether or not the agency will file a lawsuit. We are unable to file a lawsuit on every case where a violation is found. If we decide not to file a lawsuit on your behalf, we will issue you a Notice of Right-to-Sue, a legal notice which allows you to file a lawsuit in Federal or state court within 90 days of your receipt of the notice.
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Name__________________________
Complete the following sentences.

1. All athletes are 2. African-Americans 3. People on welfare are all 4. Japanese 5. He's a cheap 6. Drugs are used by virtually 7. Muslim 8. All homosexuals are 9. Arabs 10. Rich people

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