Activity Title: Cultural awareness and expression exercises

Description of the activity: (Please include details on the following areas: target age group, preferred group size, ideal setting to carry out the activity)

In this section are presented some activities that aim in raising awareness as to what culture is, what are the different assumptions we make on other people based on their cultural background and help be more conscious on what culture and cultural differences really are and how we can incorporate them in our life.

Learning objectives - key competences, which are influenced via this activity: (What learning outcomes does this activity cover as far as attainment of certain key competences is concerned?)

Within the CULPEER context these exercises can be used for attaining the following key competence:

Cultural awareness and expression: the objective of the proposed activities is to bring children closer with the help of the differences that characterize them or with the aid of cultural means of expression.

Expected Outcomes:

Improved key competences (see list above). Particularly important is also the improved empathy and understanding of others and the broadened perspectives and increased confidence and trust within the group, because each participant has improved his/her communication skills and has gained confidence.

Activity Structure: (What are the components of the activity? What resources or staffing will be required) Suggested Activity 01 Picture Games: A picture says a thousand words and more! The activity briefly: The activity aims in raising awareness as to how easy it is to jump into conclusions based on only what we see and because of the power of . The goal is to empower "visual literacy" skills that can be also a strength for Media & Internet influences. The overall aim is "to promote empathy and respect for human dignity". Resource: Compasito Manual on Education for Children Link: http://www.eycb.coe.int/compasito/chapter_4/4_20.asp

Suggested Activity 02 World Summer Camp: My favorite activity is choosing my favorites! The activity briefly: The activity helps children realize and bring to the surface and stereotypes about "different" others. The aim is to explore these beliefs and help find out how we can find reasons to come together rather than create more distance between ourselves and other people, even is they are different to us. Children are given the framework to explore through a familiar life condition, how they feel and the alternative solutions or "strategies" that exist, compared to what they have been doing so far. Resource: Compasito Manual on Human Rights Education for Children Link: http://www.eycb.coe.int/compasito/chapter_4/4_41.asp

Suggested Activity 03 Understanding the Depth and Breadth of "Multicultural" The activity briefly: This is an activity that offers students the opportunity to deepen their understanding on what "" is and rethink on the various alternatives on dealing with within the classroom setting. Resource: Critical Multicultural Pavilion; Awareness Activities Link: http://www.edchange.org/multicultural/activities/multicultural.html

Suggested Activity 04 Is that a Fact? The activity briefly: This activity highlights the difference that exists between a "fact" and an "opinion" and creates a framework for them to explore the importance of distinguishing between facts and opinions. Resource: More diversity activities for Youth & Adults, Penn State University Link: Find attachment, PennStateU (Page 10)

Activity duration: Depends on the choice of activities, which the teacher has made.

Resources: The resources and links have been listed inside the descriptions of the suggested activities. more Diversity Activities for Youth and Adults

5

College of Agricultural Sciences Agricultural Research and Cooperative Extension Introduction

Why is appreciating diversity How can these activities boost When and where should these important for youth and adults? understanding of diversity? activities be used?

The face of the and its Learning about diversity can be fun. The activities in this publication are workplace is changing. A growing The activities in this publication can appropriate for use by teachers, youth number of neighborhoods and commu- help participants: leaders, and child care professionals. nities contain a complex mix of races, While most of the activities are appro- n cultures, languages, and religious affili- Recognize how we place self-imposed priate for older youth (middle school ations. At the same time, the widening limits on the way we think. and above) and adults, some of the gap between the rich and the poor is n Discover that, in many ways, people activities may be adapted for younger creating greater social class diversity. In from different cultures and back- children. Decisions should be based on addition, the U.S. population includes grounds hold similar values and the facilitator’s knowledge of the group’s more than 43 million people with beliefs. cognitive level and needs. physical and mental challenges. n Become more aware of our own cul- Some of the activities—including For these reasons, today’s youth and tural viewpoints and the stereotypes “Complimentary Round Table” and adults are more likely to face the chal- we may have inadvertently picked “Chocolate Milk and Shades of Skin lenges of interacting and working with up. Color”—can be used as discussion people different from themselves. The n Accept and respect the differences starters or icebreakers. Others such ability to relate well to all types of and similarities in people. as “Is That a Fact?” may be the basis people in the workplace is a leadership for an entire lesson. In either case, the skill that is becoming increasingly im- facilitator should allow enough time for portant. Understanding, accepting, and discussion at the end of each activity. valuing diverse backgrounds can help Debriefing is important for dealing with young people and adults thrive in this unresolved feelings or misunderstand- ever-changing society. ings. Conducting activities in an atmo- sphere of warmth, trust, and acceptance is equally as important.

2 Potato Activity

Discussion Goal To help youth eliminate stereotyp- Ask students to think about groups at ing and recognize the uniqueness school or in the community that we of each individual. tend to lump together. If they have trouble thinking of groups, you may Time want to prompt them with some of the 20–30 minutes following groups:

your potato and how it got its bumps.) n Materials kids in band Then tell students that the class would A brown paper bag, one potato n kids who live in the trailer park like to meet their friends. Ask who will for each student in the class, and introduce their friend first. (Ask for n kids of a certain religion one potato for the teacher several, if not all, to tell the group about n kids in the gifted class their potatoes.) n kids in special education classes Procedure When enough students have introduced n their “friends” to the class, take the bag kids from a certain racial or ethnic Select one potato for your demon- around to each person. Ask them to group stration and have a story in mind to please put their “friends” back into the n describe your potato to the class. Hold kids who live in rural settings bag. up your potato in front of the class and n kids who live in the city say, “I have here a potato. I don’t know Ask the class, “Would you agree with n all of the girls about you, but I’ve never thought that the statement ‘all potatoes are the same’? n much about potatoes. I’ve always taken Why or why not?” all of the boys them for granted. To me, potatoes are all pretty much alike. Sometimes I won- Ask them to try to pick out their Use groups that are relevant and mean- der if potatoes aren’t a lot like people.” “friend.” Mix up the potatoes and roll ingful for the school/community you them out onto a table. Ask everyone to are addressing. Pass around the bag of potatoes and come up and pick out their potatoes. ask each student to take one potato. Discuss answers to the following ques- Tell each student to “examine your After everyone has their potatoes and tions: potatoes, get to know its bumps, scars, you have your “friend” back, say, “Well, 1. When we lump everyone from the and defects and make friends with it for perhaps potatoes are a little like people. same group together and assume about one minute or so in silence. Get Sometimes, we lump people of a group they all have the same characteris- to know your potato well enough to be all together. When we think, ‘They’re tics, what are we doing? What is this able to introduce your ‘friend’ to the all alike,’ we are really saying that we called? group.” haven’t taken the time or thought it 2. Do you know a lot of people from important enough to get to know the the groups we tend to lump together? After a few minutes, tell students that person. When we do, we find out every- Do they all fit the ? you’d like to start by introducing your one is different and special in some way, “friend” to them. (Share a story about just like our potato friends.” 3. Why are stereotypes dangerous?

3 Complimentary Round Table

Procedure Discussion Goal To enhance social skills develop- Seat a group of six to eight participants Lead the participants in a discussion of ment by illustrating how our at a round table. Take one apple, say how being complimented feels. Were words affect people. something mean to it (for example, “I compliments easy to receive? Why or hate you.” “I don’t want to be around why not? Was it easier to be mean or to Time you.”), and drop it to the floor. The next give compliments? Why? 15 minutes person picks up the apple, is mean to it, Ask if anyone wants the brown, battered Materials and drops it. This continues around the table a couple times as everyone takes apple on the table. Of course, no one Two apples and a knife turns being mean to it and dropping does. Discuss how a lot of people feel it. Cut that apple in half and lay it in like that apple—all bruised and battered the center of the table, allowing it to because they’ve heard mean things all brown. Take the other apple and, as their lives. They feel like no one cares each participant takes a turn holding the about them and no one wants to be apple, have everyone else in the group their friend. Explain that our words can take turns complimenting or affirming make people feel like that apple. the person holding the apple. Continue Both youth and adults respond well to until everyone in the group has been this activity. Youth and adults develop complimented by everybody else. social skills as they become more sen- stive to the feelings of others.

Reprinted with permission of the author, Rose Guzauskas, of Gastonia.

4 Unequal Resources

Procedure their presentations, engage the group in Goal a discussion about this activity. To examine people’s attitudes Ask participants to form groups with Discussion toward and expectations of people three to five people in each. You want to have five groups. Tell participants with different economic back- 1. How did you feel when you noticed that each group will make a poster to grounds. that some people had more materials celebrate a holiday, season of the year, or than you did? Time other occasion (for example, Mother’s 30–35 minutes Day, spring, fall, or Thanksgiving Day). 2. How did you feel when you noticed All groups should make a poster about Materials that some people had fewer materials the same holiday or occasion. Tell them than you did? Five large ziplock bags with the that each group will receive a bag of following art supplies for each of 3. In what ways did resources affect supplies to use in making their posters. the five groups: your project? They can use only the supplies given Group 1: to their group; they may not borrow 4. How would you have felt if I had Regular pencils and one colored supplies from other groups. Tell them judged your final products for a prize pencil that their finished posters will be put on or for a grade? Would that be fair? display and that they will have 15 or 20 Why or why not? Group 2: minutes to complete their posters. 5. If other people saw your posters and Regular pencils, colored pencils, were asked to pick the most talented crayons, assorted colored Give each group a large sheet of poster students in the room, whom would construction paper paper. Have the bags of supplies in view for all to see. Then give each group one they say? Would these posters neces- Groups 3 and 4: of the bags. Hold up the bag (in an in- sarily be a fair assessment of what all Regular pencils, colored pencils, conspicuous manner) so that all groups of you can do? crayons, assorted colored con- see the bag that is being given to each 6. Why do you think I set up this activ- struction paper, scissors, colored group. You need not comment on the ity this way? markers, glue. contents of the bag. If participants ask 7. In what other situations do people why the contents are different, just say Group 5: have advantages over others? (Provide that these are the supplies available for Regular pencils, colored pencils, some examples to prompt the class.) your group. That’s the way it is. crayons, assorted colored con- 8. Is it important to consider individual struction paper, scissors, rulers, Give participants a five-minute warning. circumstances and opportunities colored markers, glue, tape, When the allotted time is up, ask partic- before judging a person’s capabilities? glitter, ribbons, stencils, and ipants to put their unused supplies back Why or why not? anything you can add to help into their bags. One at a time, call each this group group to come up to the front of the room to display and explain their poster. Adapted from: Byrnes, D. A. (1995). “Teacher, After each presentation, applaud the They Call Me a _____!” Confronting group. When all groups have completed and in the Classroom. Logan: Utah State Office of Education.

5 Chocolate Milk and Shades of Skin Colors

Procedure too much sun will burn our skin. What Goal color we are depends on our ancestry. To understand why people have State that one way people differ is in White people originated in western different skin colors. their skin colors. Ask if anyone knows European parts of the world, where it why people have different skin colors. was colder; that area did not have much Time bright sunlight. So, people in that area 5–10 minutes Pour a glass of milk and hold it up for developed skin with less melanin to the class to see. Ask if anyone in the Materials take advantage of the smaller amount of room has skin as white as the milk in one glass of white milk, a spoon, available sunlight. the glass. (The answer should be, “No,” a package of powdered chocolate unless there is an albino in the class.) People who lived, let’s say, in India, drink mix where it is hot and had a lot of sunlight, Inform students that this is because all developed skin with more melanin to of us have something in our skin called protect them from too much sun. And “melanin,” which is a black substance. people who lived in Africa, where it is Hold up the package of chocolate very hot, developed skin with even more powder. Ask students to pretend the melanin to protect them from the sun’s chocolate is melanin. Make the follow- hot rays. ing statements as you add chocolate to Ask students which skin color burns the glass: faster in the summer sun. The answer is n White people have a small amount that people with lighter skin burn more of melanin in their skin. (Put a little and faster than people with darker skin. chocolate in the glass and stir.) Discussion n Brown people, such as those from India, have more melanin in their 1. Does the color of people’s skin make skin. (Put more chocolate in the glass them good or bad, more intelligent and stir.) or less intelligent, pretty or ugly? 2. What does the color of a person’s n Darker people, such as many African Americans, have even more melanin skin tell you about the person? in their skin. (Put more chocolate in and stir.) Ask students why we have different amounts of melanin in our skin. Inform then that melanin is like a curtain in our skin—it protects our skin from the Adapted from: Byrnes, D. A. (1995). “Teacher, sun’s rays. We need some sun to help They Call Me a _____!” Confronting Prejudice our bodies make and use vitamins, but and Discrimination in the Classroom. Logan: Utah State Office of Education.

6 People with

Procedure—Part II George Patton Goal When he was twelve years old he could Ask students which of the following To experience a condition similar not read, and he remained deficient in people has/had a learning : to what some people with learning reading throughout his life. However, disabilities deal with regularly. Tom Cruise he could memorize entire lectures—this Walt Disney Time was how he got through school. He Albert Einstein became a famous general during World 15–20 minutes George Patton War II. Materials After they guess, read the description One Reading Sheet for each of each of these people. Emphasize that student Adapted from: Office of all of these people were very successful (1996). Take a Walk in My Shoes. Oakland: despite their learning disabilities. Division of Agriculture and Natural Resourc- es, University of California. Procedure—Part I Celebrities with Disabilities

Hand out one Reading Sheet to each Tom Cruise Discussion He is a famous movie star. He learns his student. Ask for volunteers to read the 1. Should we judge people based on lines by listening to a tape because he sheet aloud in small sections. After stu- their learning disabilities? dents have struggled with this, read the suffers from dyslexia. passages from the answer sheet. 2. Can people with learning disabilities Walt Disney make important contributions to Discussion He was slow in school work and did society? not have a successful school experience Ask students how trying to read this felt. but later became a well-known movie 3. Can you think of other famous producer and cartoonist. people who have disabilities? Tell students that this is an example of what reading might be like for people Albert Einstein who have learning disabilities. People As a child, he could not talk until who have learning disabilities might the age of three. He did not learn to have similar feelings to the ones you read until he was nine. His teachers experienced. considered him to be mentally slow, unsociable, and a dreamer. He failed Inform students that experts estimate the entrance examination for college. that 6 to 10 percent of school-aged Ultimately, he developed the Theory of people in this country have learning Relativity. disabilities. For people with learning disabilities, reading can be especially difficult, but that does not affect their intelligence. People with learning dis- abilities have average or above-average intelligence.

7 Answer Sheet for “Reading”

Reading

It is difficult to learn to read when the words don’t stand still. Can you imagine what it is like to read when the words and letters move up and down on the page? Reading is not my favorite school activity. It helps to use my finger or a ruler to keep my place so I can read.

Changes

Changes are all around us. Changes are a part of life. Changes are a part of growing.

Just look how a sapling becomes a tree. And in the fall, the leaves turn all differ- ent colors.

Red, gold, amber, brown, orange, and yellow.

Even though they’re different colors, They are all part of one tree, And beautiful together.

And so, too, it is with people.

We are born, and we grow into adults Who are different, but we are all part of the same family.

If only we could just blend harmoni- ously Like the leaves on the tree. Well, there’s still time for change.

—Jane Brucker

The source of this page was not traceable.

8 Famous People with Disabilities John Milton, 1608–1674 English author and poet who wrote Ludwig Van Beethoven, 1770–1827 some of the greatest and longest Famous German composer and consid- poems—“Paradise Lost,” “Paradise ered one of the greatest musicians of all Regained,” and “Samson Agonestes”— times in his head and dictated them to his The last 30 years of his life were shaped daughter. by a series of personal crises, the first of He went completely blind in 1641. which was the onset of deafness. George Patton, 1885–1945 Cher, 1946– U.S. General American singer and Academy Award– winning actress and director. Learning disabled. Did not learn to read until he was twelve years old; yet, he Dyslexic had learned to read military topographic Albert Einstein, 1879–1955 maps by age seven. Mathematician and physicist; he devel- Franklin D. Roosevelt, 1882–1945 oped the Theory of Relativity U.S. President four times

He had a learning disability and did not Paralyzed by polio speak until the age of three. He had a difficult time doing math in school and Harriet Tubman, 1820(?)–1913 expressing himself through writing. Abolitionist and rescuer of hundreds of slaves on the Underground Railroad. Whoopee Goldberg, 1949– As a child, she was struck by an over- Oscar- and Golden Globe Award– seer. The blow fractured her skull and winning actress resulted in narcolepsy.

Dyslexic George Washington, 1732–1799 Bruce Jenner, 1949– First U.S. President 1976 Olympic Gold Metal Decathlon He had a learning disability and could Champion barely write; also had very poor gram- Dyslexic mar skills.

Helen Keller, 1880–1968 Woodrow Wilson, 1856–1924 Blind and deaf U.S. President from 1913 to 1921; also governor, author, professor, and world Juliette Gordon Law, 1860–1927 statesman She had severe hearing loss and was deaf by the time she founded the Girl Scouts Severely dyslexic of America.

Marlee Matlin, 1965– 1987 Academy Award winner—Best Actress for role in Children of a Lesser God

She was the first hearing-impaired actress to win an Oscar.

9 Is That a Fact?

n Most people in Africa live in urban Procedure Goals areas. To articulate the difference Write three examples of facts on one n The United States is the richest coun- between fact and opinion and to side of the board and three examples of try in the world. identify ways to clarify or qualify opinions on the other side of the board statements of opinion. n Americans love French fries. Examples of facts: Time n Some rich people are stuck up. n George has blue eyes. 30 minutes n There is more farmland in the United n This room has four windows. Materials States than in any other country. n There are 50 states in the United Sets of Fact/Opinion Statement n Homeless people are lazy. Cards (see directions below) States. n In the United States, the sun comes Examples of opinions: up every day.

n Fact/Opinion Statement Cards n Men are usually taller than women. This room is too warm. n n This is the best school in the whole Math class is boring. Create sets of Fact/Opinion State- town. n ment Cards by writing the following The best cars are made in the United statements on blank index cards, one n Judaism is a religion. States. statement per card. Add or substitute n China is the most populous country Ask participants to identify the state- statements of your choice. in the world. ments of fact and the statements of opinion. Label each group. n Girls are smarter than boys. n Most people in Honduras are un- n Americans are friendly. happy. Have participants work with partners to come up with definitions for the words n Some boys are good at sports. Introduction “fact” and “opinion.” Choose a group n definition (use a dictionary if necessary). Utah is a state in the United States. Understanding the difference between n The world is a better place now than fact and opinion is critical to our ability Divide participants into small groups it was 100 years ago. to examine our reactions to events and of four to five people each. Provide people. Stereotypes and prejudices are each group with a set of Fact/Opinion n Wheelchair users feel sorry for them- often based on opinions that are per- selves. Statement cards. Ask one person in each ceived as facts. group to “deal” the cards out to the n The Nile is the longest river in the group members until all cards have been world. distributed. n Women make better teachers than men. n People with accents are not smart.

10 Fact/Opinion Statement Cards

China is the most popu- Americans are friendly. Utah is a state in the lous country in the United States. world.

Today is a beautiful day. Women make better Judaism is a religion. teachers than men.

Girls are smarter than Some boys are good at The United States is the boys. sports. richest country in the world.

Most people in Africa Mount Everest is the Some redheads have live in urban areas. tallest mountain in the bad tempers. world.

Wheelchair users feel Some rich people are Men are usually taller sorry for themselves. stuck up. than women.

The world is a better Most people in Hondu- There is more farmland place now than it was ras are unhappy. in the United States than 100 years ago. in any other country.

Americans love French Homeless people are This is the best school in fries. lazy. the whole town.

The Nile is the longest People with accents are The sun comes up river in the world. not smart. every day.

11 Have each small group divide its work Discussion space into three areas, one labeled “Facts,” another “Opinions,” and the When the small groups have completed third “Need More Information.” Have their work, bring the whole group back participants work together to place together to discuss the process. Use the the statements in the appropriate areas following questions to check the stu- according to the definitions they agreed dents’ understanding of the difference on earlier. between fact and opinion.

n Ask participants to examine the state- How can you tell whether something ments in the “Need More Information” is a fact or an opinion? category. Have them work together to n What makes deciding if something is identify sources of information that a fact or an opinion difficult? would prove or disprove the statements. n When you were working in small groups, did everyone agree on which statements were fact and which were opinion? Could any of the opinion statements be considered facts if we had more information or if the state- ments were more specific?

n If you’re not sure whether something is a fact, what can you do?

n Why is knowing whether something is a fact or an opinion important?

Used with permission from the Peace Corps, www.peacecorps.gov/wws.

12 Label Activity

When everyone has a label, ask students Remind them that no one said any- Goal to get up and mill around as if they thing negative to them; it was just in To experience the effects of inclu- were in the lunch room at school or at our nonverbal communication—our sion and exclusion in a simulated a party. Remind them that they should body language and our expressions. activity. not reveal what is on anyone else’s label. Without words, they got the message. Time Let students mingle for 4 to 5 minutes, Point out that 94 percent of all com- 15 minutes then ask them to return to their seats munication is nonverbal. We need without looking at their labels. to pay close attention to our body Materials language and nonverbal expressions as Discussion Blank mailing labels or blank well as our words. name tags, cut in half. Make as Ask students the following questions: many labels as you have students. End with the following additional On the labels, write, “Smile at 1. How were you feeling? questions: me,” “Say, ‘Hi,’” “Pat me on the 2. Without looking at your label, do n What can we do to change our non- back,” “Shake my hand,” “Give you know what it says? How do you verbal behavior to help everyone feel me five,” and “Give me an “okay” know? included? sign.” Use other responses that 3. All of you who think you have the n What do people from groups that are typical for the group. On 10 “Turn away from me” label, please are left out or excluded sometimes percent of the labels, write, “Turn come and stand together in front of do? (Sometimes they get together away from me.” the room. How did you feel? and form their own groups and isolate themselves; perhaps this hap- Allow students to look at their labels pened during this activity.) Procedure now. Explain that all of us have experi- enced times when we felt like we were n Any new thoughts about why Begin the lesson by asking students if wearing a “Turn away from me” label members of excluded groups act in they think we sometimes label people —when we felt left out or targeted. society the way they do? because they belong to different groups. However, some groups experience this n Any new insights on how being in Tell them that the labels we put on more than others, even regularly. What an oppressed group feels? people often limit their participation in are some groups in your school that get groups. targeted or left out? What groups in Tell students that you are going to give society seem to have a “Turn away from them each a sticker. Tell them that you me” label on them? (Some examples in- will put it on their foreheads so that clude people with disabilities, people of they cannot see what it says. Distribute a different religion, people of a different the labels randomly. Ask everyone to re- race, people who speak with an accent, main quiet and not reveal to each other and underprivileged people.) what their labels say. Adapted from: O’Malley, Marion, and Tiffany Davis (1994). Dealing with Differences. Carr- boro, N.C.: The Center for Peace Education.

13 Smile at me. Pat me on the back.

Give me five. Say, “Hi.”

Shake my hand. Give me an “okay” sign.

Turn away from me.

14 Walk Apart—Walk Together

This activity is appropriate for a wide Procedure Discussion variety of ages, ranging from elementary school to adult. Since it requires no Two “volunteers” come forward and 1. Think about the things that were special materials, it can be conducted stand with backs together. Ask the noted as differences. How many were in almost any setting. It is a particularly “audience” to call out things about these things that we can easily see (gender, good activity for groups that are just two volunteers that are different. Differ- size, hair color, skin color, dress, forming. ences sometimes pull us apart. As each wearing glasses or not, etc.)? difference is called, the volunteers take 2. What were some of the similarities? one step apart. When they reach the While certain physical characteristics end of the available space, have them Goal are similar, many other similarities turn and face each other. Now, ask the To help participants recognize the are not so visible. Perhaps both “vol- audience to call out similarities of the differences among people, as well unteers” are enthusiastic or both have volunteers. As each similarity is called as the many similarities people similar interests or goals in life. out, the volunteers take one step toward share. each other. 3. Talk about the importance of the Time differences and of the similarities 10–15 minutes among members of the group. Be sure to talk about the importance of Materials accepting and welcoming all mem- Open space large enough for two bers into the group. people to take a short walk

Adapted from the Scouting Web pages: http://www.epilogsys.com/ScoutingWeb/ SubPages/DiversAct.htm. Permission to reprint was granted by Kathie Little, Volunteer Girl Scouts of the Old 96 Council.

15 Lookism

When the word “diversity” is men- each title they will list how people are Discussion tioned, several terms are likely to come hindered for not meeting a group’s or to mind. Among these include race, organization’s standards (norms). Coach Discuss what is fair and legitimate to ethnicity, gender, age, religion, physical the groups as they work their way ask of people about physical character- and mental abilities, income, education, through the exercise. Some items that istics and appearance when it comes to and sexual orientation. One dimen- could be listed include: workplace norms. sion of diversity that does not always n Ability to do the job immediately come to mind is appear- Physical Characteristics n Loss of customers and money due to ance. based on appearance may be n Too short how an organization’s employees look referred to as “lookism.” Consciously or n Overweight unconsciously, we often make judg- n Safety requirements ments about people based on the way n Too light or too dark n Loss of personnel because of bias they look. n Too young or too old about appearance

n Disfigured This activity is appropriate for adults Goal n Not graced with “good looks” and older youth. It can also be adapted To help participants think about so that the discussion focuses on inclu- n Features that are less desirable than the concept of lookism and to sion in school, social groups, and other social or cultural norms identify how appearance affects settings more relevant to the participant bias. Dress and Makeup group.

Time n Dresses out of fashion Approx. 45 minutes n Body piercing

Materials n Hair length Markers and one flipchart for each n Informal dress group n Impression of informality

n Expression of cultural, ethnic, Procedure religion, generational, or personal standards Divide the class into small groups (four learners to a group) and issue each After the small groups have worked on group a flipchart and markers. Each the activity for about 25 minutes, bring group will make two flipcharts—one the groups together and have them pres- will be titled “How prejudice and bias ent their findings. focus on the physical characteristics Created by Donald R. Clark of people” and the other will be titled (nwlink.com/~donclark/leader/appear.html) and reprinted with his permission. “How prejudices and bias focus on the dress and makeup of people.” Under

16 Inclusion/Exclusion

Procedure volunteer cannot get into the circle. The Goal group members may simply ignore the To experience the frustrations of Determine the number of students in volunteers and not talk to them. Give being left out of a group or be- the group and how many groups you each group a sheet of paper with the ing ignored by its members and can form with six or seven students in number of their group on it. to explore the factors associated each group. with the behaviors of insiders and Leave the larger group to form their outsiders. Begin by telling the group that you will circles and select their topics to talk need some volunteers. Select enough about. Return to the volunteers in the Time volunteers to equal the number of hall. Tell the volunteers that their goal is 15–20 minutes groups you determined earlier. (For to become a part of the circle that you Materials example, assume you have 30 students will assign them to. Assign a number in the class. That would allow for five One sheet of paper for each group to each volunteer and remind then that groups of six students in each group. of five or six students; each paper their goal is to become a member of Therefore, you will need to select five should have a large number on it the group with that number. Bring the volunteers.) (1, 2, 3, 4, 5, etc.). volunteers into the room and ask the Ask the class to wait just a minute while circles to hold up their numbers. Allow you take the volunteers out into the the interaction to proceed for about hall. Tell the volunteers that you will three minutes. Then ask everyone to be back to give them instructions in a return to their seats. minute.

Return to the large group and ask them to get into groups of five or six par- ticipants and form a circle. It is okay if a few groups have a smaller or larger 0 number than five. Tell the students that the goal of each circle is to keep the vol- unteers from becoming a part of their group. They should pick any subject and talk to each other. The subject may be planning a party or some other spe- 5 cial event; each group should appear to be having a good time. The groups can use any means possible, except violence, to keep the volunteer from becoming a part of the group. The group may chose to stand very close together so that the

17 Discussion around with. I’m sure everyone can think of at least one person that you First, ask everyone to give the volunteers think of as being different. Do you a round of applause for being brave have that person in mind? Raise enough to be volunteers for this activity. your hand if you have that person Thank them. Then lead them in a dis- in mind. Now, here comes the hard cussion of this activity. Ask volunteers: part: Think of at least two ways in 1. How did you feel about being ex- which that person is the same as you. cluded by the group? (Ask students to share.) So, as you can see, although we are all unique 2. How hard did you try to become and are in many ways different from part of the group? everyone else, we are also the same in 3. What did you do to try to get in? many ways.

4. What did the group say or do to you n What is the most important thing to keep you out? you learned from this activity?

Ask group members: n Based on your experience in this ac- tivity, would you change any of your 1. How did you feel about excluding behaviors at school? the volunteer? n How could we make it easier for 2. How far were you willing to go to outsiders to join our group? keep the volunteer out?

Tell them that in this situation they were asked to keep the volunteers out of the group. But in real life people do get excluded from groups and a lot of the time it is because they are thought to be different from people in the group. n Can you think of a time when you felt different from everyone else? Maybe you were the only girl in a group that had all boys. Or maybe you were the only person who spoke English in a room full of people. Who can share a time when they felt different? n What is one word that best describes how you felt when you were the one who was different? (Write these on a blank overhead or wall sheet.) n Have you ever been excluded from some group that you wanted to join? Why did you want to join them, and how did they exclude you? n Think about some people at your school that you consider differ- ent from you or the kids you hang

18 Resources/References

The activities in this publication have been adapted from activities in a variety of resources. Information about specific sources will be provided upon request.

Byrnes, D. A. (1995). “Teacher, They Call Me a ______!” Confronting Preju- dice and Discrimination in the Classroom. Logan: Utah State Office of Education.

Clark, Donald R. (1997–2000). Big Dog’s Leadership Training and Devel- opment Outline. www.nwlink.com/ ~donclark/leader/leadtrn.html

Many Faces, One People: A Multicultural Training Guide (1993). Chevy Chase, Md.: Community CARES project funded by the W. K. Kellogg Founda- tion through National 4-H Council and the USDA Extension 4-H program.

Morita, Yuri (1996). Take a Walk in My Shoes: A Guide Book for Youth on Diversity Awareness Activities. Oakland: Office of Affirmative Action, Division of Agriculture and Natural Resources, University of California.

O’Malley, Marion, and Tiffany Da- vis (1994). Dealing with Differences. Carrboro, N.C.: The Center for Peace Education.

19 Prepared by Patreese D. Ingram, associ- ate professor of agricultural and exten- sion education.

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