On this page you will find:

1. Ideas for activities and discussions from (sorry) mostly unrecalled sources

Activity:

  • Form a circle
  • The teacher will call out various groups with which people might identify themselves.  If you wish to identify yourself as a member of that group, go into the circle. 
  • Groups:  blue eyes, brown eyes, under 17, over 17, from a family of more than three children, from a family with fewer than three children, athlete, Caucasian, black or African-American, male, female, Hispanic, Hindu
  • See if anyone wants to ask about other groups
  • Discuss:
    • How did it feel to be in the center?
    • How did it feel to be looked at from the outside circle?
    • How did it feel to be on the outside?
    • How did you feel about other people who were in the middle with you?
    • How did you feel about the people outside your circle?
    • Were any of the groups hard to identify with?
    • What is something you want to say about your group?
    • What is something you hope you never hear, see or experience again from people outside your group?
    • What do you want your allies to do?

    Discussion on diversity

    • What are some major groups you notice here in school?
    • How well do the various groups get along?
    • What has already happened in your life to make diversity an issue to consider? What may happen in the future?
    • Were you ever in a situation in which you felt like the “other?” What made you feel this way and how did you deal with it? 
    • Do you agree that it is the diversity of this country that has made us powerful and creative?
    • Do you think the present education system empowers or holds back minorities?
    • Why is it even important to consider diversity issues?

    Discuss (do you agree that…)

    • Immigration to the United States should be restricted.
    • The United States should discontinue relations with nations that engage in human rights violations.
    • Schools should have Women’s Day assemblies.
    • Schools should have Black History assemblies.
    • Schools should have gay and lesbian history assemblies.
    • Schools should include nondiscrimination clauses for race.
    • Schools should have a nondiscrimination clause that includes gays and lesbians
    • Schools should have a nondiscrimination clause that includes religion
      • Discuss 
    • Which statements were most difficult for you?  Why?
    • Which statements were easiest for you? Why?
    • If there was a time you were alone in your opinion, how did it feel?
    • Did you ever change your opinion or come up with one based upon how other people responded?
    • How did it feel when your opinion was like the majority of other persons?
    • Why is it unlikely that all persons will ever agree?
    • What are some ways that people respond to others who have different points of view?
    • What influences our opinions/points of view?
    • What comments would you like to make about any of the statements?

    Personal Action Plan:

    • Information you plan to seek out to further your understanding of other groups
    • A conversation you plan to have with someone about some diversity issue
    • Target groups you feel you need to learn more about
    • Ways in which you plan to work to understand some target group better
    • Something you plan to do to make this school better in regards to diversity issues

    Journal writing prompt

    • When were you first aware of yourself as a member of a particular cultural group (consider things like race, ethnicity, religion, sexual orientation, socioeconomic class, etc.)
    • When were you first aware of people from other groups?
    • When did you first witness or experience someone being treated differently because of the social group to which they belong?
    • When was a time you were proud of your social identity?
    • When was a time you realized you would be treated differently because of your social identity

    Activity

    • Establish ground rules for discussions  
      • Context:
      • Accept that we do not have to like each other or agree with each other, but that we do have to work with each other
      • Agree to accept responsibility for not repeating misinformation about cultural groups but to seek knowledge and understanding.
      • Agree to actively pursue information about our own groups and those of others; ask questions, share thoughts, knowledge and ideas
      • Agree to actively combat myths and stereotypes so that we can break down the walls which prohibit cooperation and progress
      • Accept that we are all the same in that we are all human, but that we are all also different because of our cultural identification and our individuality
    • Accept that some persons in class have experienced oppression they are trying to understand (e.g. sexism, racism, homophobia, classism)
    • Explain that these ground rules will help to make it possible for us to have a positive and respectful environment for learning and teaching about topics that might be difficult or emotional.
    • As a class, fill in the following statement concerning how we will create a safe atmosphere for learning and discussing:       “We agree to ____ because ____”
      • Come up with ground rules and include the reason for why each is important.
      • Discuss
      • How can we ensure that we agree to these ground rules?
      • How, or under what circumstances, can these be modified?
      • What happens if someone does not follow the rules?

    Activity

    • Hand out an index card to each person
    • Tell if you know anyone who is gay (no names) and tell one thing you want to learn about homophobia and heterosexism.  Finally tell one fear or anxiety you might have about the topic.
    • On the other side of the card
    • Tell how you would describe the atmosphere for gay persons in this school and tell if you think someone who is gay would feel comfortable telling you that fact about themselves
    • Collect and shuffle the cards
    • Pass the cards out and go around the room with each person reading what is written

    Activity/Journal/Discussion: Cultural Perception Chart

    • When I think of persons who are (cultural group) I get an image of____
    • The following words come to mind when I think about persons who are (the cultural group)
    • Persons who are (The cultural group) have contributed ___ to society
    • Persons who are (The cultural group) are known for ___
    • List where/how you might have gained your impressions of persons who are (the cultural group)
      • Home: ___
      • Friends: ___
      • Media: ___
      • School: ___
      • Other: ___

    Activity
    In small groups, discuss the following situations. Have a recorder keep notes and be prepared to share with the class.

    1. A student in your class is the target of homophobic harassment in the form of name-calling and occasional physical altercations. You believe that this student is gay but you do not know for sure. Because of the harassment, this student is also isolated from his peers. What would you do a) to help eliminate the harassment, b) to help the person feel secure and safe in being honest with you about his orientation, c) to support him as he comes to terms with himself?

    2. Students and some other teachers are harassing a gay teacher in your school. Homophobic graffiti appears on desks and in the halls, and one teacher encourages his students not to take classes from that teacher. What could you do as an ally of the gay teacher?

    3. Your best friend told you that he/she is gay.  What might be your options after being told this? How could you respond if you choose to maintain the friendship?