1

GROUP: Gabriella Orozco and Alicia

Schkoll___________________________________________

ASCA DOMAIN Personal Social

Title of Lesson Lesson One: Introduction to Diversity

Audience Eight Grade Students

ASCA Student Acquire Self-Knowledge

Standards Acquire Interpersonal Skills

Learning Outcomes: To examine the similarities and differences

that exist among people.
To create a working definition of diversity.

Materials: Blank, five-pointed stars with space in the

middle for students to write their names or
paste a picture.
Markers
Chart paper

LESSON Who am I? How are others similar or different than

Intro/Overview me? The purpose of this lesson is to get students
Be sure to include thinking about the similarities and differences to
your hook here other people. The students will identify who they
are, compare their identities with other classmates,
and analyze how these similarities and differences
may create tension for certain groups of people.
Finally, the students will work together to create a
definition of diversity.
LESSON Each student will decorate their own star by writing
Instructional their names or pasting a picture of themselves in
Steps/Activity the center of the star.
Details
Each point of the star represents a category. Tell
students to write their answers for each category at
the points of their star. (Categories should be the
same for all students; ethnicity, state or country
born, favorite hobby, favorite subject in school, etc.)

After students finish their stars, have them move

around the room and find as many matches with
other students as they can. Have students make a
list of all the classmates with whom they have
something in common.

List the five categories on a piece of chart paper

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and elicit students responses for each category.
After the lists are complete, have students discuss
the following questions:

a. Are you surprised at the number of

similarities that exist among the people in
this class? Why or why not?
b. How is recognizing these similarities
important to how we work together?
c. Could any of these similarities cause
problems? Explain your thinking.
d. What kinds of differences exist among the
people in this class?
e. How is recognizing these differences
important to how we work together?
f. Could any of these differences cause
problems? Explain your thinking.
g. Why is it important to recognize both the
similarities and differences that exist
among people?

LESSON Defining Diversity

Wrap-Up Activity
1. Ask students to think about the meaning of
the word diversity. Either as a whole group or
in small groups, have students prepare a web
using the word diversity. Have them include
both their own general understanding of the
word and as many examples as possible (ex.,
different races, religions, languages).

2. Have the class work together to develop

definition of diversity that takes into account
all of their thinking. Write the classs definition
on a piece of chart paper.

3. Ask students to reflect on why they think you

have had them participate in this assignment
and how having a class definition of diversity
can be useful.

(National Middle School Association 1999)

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GROUP: Gabriella Orozco and Alicia
Schkoll___________________________________________

ASCA DOMAIN Personal Social

Title of Lesson Lesson Two: Judge Not Lest Ye Be Judge

Audience Eighth Grade Students

ASCA Student Acquire Self-Knowledge

Standards Acquire Interpersonal Skills

Learning Outcomes: To explore our perceptions of others.

To explore the concept of prejudice and to
consider the unfairness of judging people on
the basis of characteristics over which they
have no control.

Materials: Paper
Pencil
Photographs of various people

LESSON How do our own judgments and perceptions limit

Intro/Overview our interactions and receptiveness to others? The
Be sure to include purpose of this lesson is to help the students
your hook here become aware of their stereotypes and perceptions
of other types of people. This lesson will connect the
bridge between making assumptions and judgments
to being prejudice. The discussion of the definition
of prejudice will follow with a conversation about
personal experiences.
LESSON 1 Pass out photographs, and have each
Instructional student write their immediate impression of
Steps/Activity the person in the photo on a piece of paper.
Details Photos might include a picture of:
an Hasidic Jew
a Muslim woman in full head and body
covering
a young, black man with knit cap, not
smiling
a young, black man in designer clothes,
smiling
an obese white woman
a skinny, white teenage girl in designer
clothes
a person with missing teeth
a white middle-aged man in a suit
a person in a wheelchair
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2 When all the photos have been passed
around, ask the students if they imagine
details about the person in the photo (ex.,
assumptions about the person based solely on
their physical appearance in the photograph).
If they do have them write these details on a
piece of paper. Collect these comments and
the photos and randomly attach a page of
student comments to a photograph.

3 Pass the photos out again with the

randomly attached comments and have
students read aloud the comments while
showing the photograph to the class.

4 Ask the students: Could the comments

be true for the accompanying photograph
even though it was probably not written about
this photo? Do we really know anything about
people based on our stereotypes?
LESSON 1. Write Prejudice and its definition on the board.
Wrap-Up Activity Prejudice is prejudging or making a decision
about a person or group of people without
sufficient knowledge. Prejudicial thinking is
frequently based on stereotypes.
2. Ask students what they learned about
themselves from this activity, and how it
would feel to be stereotyped based on their
physical appearance alone. Have they been
stereotyped?
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(Institute for Humane Education 2015)GROUP: Gabriella Orozco and Alicia
Schkoll___________________________________________

ASCA DOMAIN Personal Social

Title of Lesson Lesson Three: Power and Privilege
Audience Eighth Grade Students
ASCA Student Acquire Self-Knowledge
Standards Acquire Interpersonal Skills

Learning Outcomes: To have students become aware of their rank

and privilege.
To come to terms with their privilege or lack of
it.
To motivate students to become allies for
those without privilege.

Materials: Masking Tape

LESSON How aware of our privileges are we? How have our
Intro/Overview privileges or lack of affected our lives? By playing
Be sure to include Take a Step, this lesson will uncover our privileges
your hook here as well as examine how they have affected our
experience. Students will work together to create
solutions in using their power to become allies.
LESSON 1. Use the masking tape to create a single line
Instructional across the middle of the room. Have everyone
Steps/Activity stand on the line.
Details 2. Read a list (list is attached) which instructs
students to take a step forward/back
according if the statement applies to them. It
is important to emphasize this exercise is
done in silence, to allow reflection and
awareness of the inner experience.
3. When list is completed, ask students to talk
with those nearest to them in the room about
their experience. How did it feel to be in the
position they are in?

LESSON Come together as a group and reflect on the

Wrap-Up Activity experiences of participating in this activity.
Discuss how privilege (or lack of) has affected
their life experience.
Have we earned our position in life?
How can we use a position of power to support
or become an ally of someone who doesnt
have power?

(Training for Change, 2016)

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List of Categories
If you are a U.S. citizen, take a step forward.
If you were brought up working class, take a step backward.
If you graduated from college, take a step forward.
If you are female, take a step backward.
If you are European American, take a step forward.
If the breadwinner in your family was ever unemployed while you were
a child, take a step backward.
If you went to sleep-away camp as a child, take a step forward.
If you are under 21 years old or over 60, take a step backward.
If you are able-bodied, take a step forward.
If you are gay or are sometimes believed to be gay, take a step
backward.
If you have travelled outside the U.S., take a step forward.
If you are Jewish, take a step backward.
If you attended a private liberal arts college or Ivy League university,
take a step forward.
If you or members of your family have been on welfare, take a step
backward.
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GROUP: Gabriella Orozco and Alicia

Schkoll___________________________________________

ASCA DOMAIN Personal Social

Title of Lesson Lesson Four: Personal Responsibility and Honoring

Those Hurt By Hate
Audience Eighth Grade Students

ASCA Student Acquire Self-Knowledge

Standards Acquire Interpersonal Skills
Learning Outcomes: To examine individual responsibility in helping
to stop the escalation of hate and becoming
an ally.
To remember and honor the victims of hate.

Materials: Self-reflection handout

LESSON Do we stand up for those in need? Or do we stand

Intro/Overview back and turn a blind eye? This lesson will teach
Be sure to include students the value of standing up for what is just
your hook here and right. Students will reflect on their life
experiences and examine how they perpetuated or
combated hate and prejudice. Students will develop
plans to become students of change as well as
honor those who have been victims of hate.

LESSON 1. Write Youre either part of the solution or

Instructional youre part of the problem on the board. Ask
Steps/Activity Detail students what they think this statement
means. Ask them to think specifically about
what this statement means in terms of name-
calling, prejudice and exclusion.
2. Ask students to think about how they may be
a part of the problem as well as the solution.
3. Pass out the Self-Reflection Worksheet.

After students complete their reflection handout

lead a discussion asking the following questions:
1. How did you feel completing this handout?
2. Were you surprised by any of your answers?
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Why?
3. How will your attitudes change after
completing this self-reflection? How will they
be the same?
4. What is an individuals responsibility to
deescalate prejudice and hate?
5. What are ways you can become an agent of
change in your community?

LESSON In closing, ask students to remember events in their

Wrap-Up Activity lifetime that were caused by hate. (For example
9/11 attacks or the recent string of police brutality
on individuals of color) Ask students to consider why
it takes these hateful acts to remind us how
vulnerable our communities are. Encourage the
students to create an artistic memorial (poster,
painting, poem, etc.) to honor a group of people
harmed by hate. The projects should be displayed in
a classroom or publically in school.

(Partners Against Hate, 2004)

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Self-Reflection Handout

Directions:Thinkaboutyourownthoughtsandactionswithrespecttoprejudiceand
unfairness.Rateyourselfusingthescalebelowandthenanswerthequestionsthatfollow
eachitem.

1=Ialmostneverdothis2=Isometimesdothis

3=Ioftendothis4=Ialwaysdothis

_____Itrytolearnaboutmyownculturalgroup(s).

WhydoIthinkIdo(ordontdo)this?
__________________________________________________________________
__________________________________________________________________

WhatelsecouldIdotolearnaboutmyownbackgroundandheritage?
__________________________________________________________________
__________________________________________________________________

_____Itrytolearnaboutotherculturalgroups.

WhydoIthinkIdo(ordontdo)this?

__________________________________________________________________

__________________________________________________________________

WhatelsecouldIdotolearnaboutotherculturalgroups?
__________________________________________________________________

__________________________________________________________________

_____Ilistentootherpeoplesopinionsandpointsofviewonvarioustopics,evenwhen
theydifferfrommyown.

WhydoIthinkIdo(ordontdo)this?
__________________________________________________________________
__________________________________________________________________

WhataresomewaysthatIcoulddothisbetter?
__________________________________________________________________
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__________________________________________________________________

_____Iengageinnamecalling.

WhataresomereasonswhyIdo(ordontdo)this?
__________________________________________________________________
__________________________________________________________________

Whatwouldbethevalueofmynotengaginginnamecallingatall?
____________________________________________________________
____________________________________________________________

_____Iamprejudicedagainstcertaingroupsofpeople.

WhydoIthinkIdo(ordontI)holdprejudices?
__________________________________________________________________
__________________________________________________________________
WhichprejudicesthatIholddoIpersonallythinkIneedtoridmyselfofandwhy?
__________________________________________________________________
__________________________________________________________________

_____IspeakupforotherswhenIseethembeingtreatedunfairly.

WhydoIthinkIdo(ordont)speakup?
__________________________________________________________________
__________________________________________________________________

WhatcanIdotobecomemoreoutspokenonissuesofunfairnessandinequity?
__________________________________________________________________
__________________________________________________________________

HowwouldIbenefitfromspeakingoutforothers?
__________________________________________________________________
__________________________________________________________________
HowwouldothersbenefitifIspokeout?
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