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Stand and Deliver for Justice and Diversity (10th Grade)

Lesson 1:

From Unit Stand and Deliver for Justice and Diversity (10th Grade)

Lesson

Handouts

Academic Standards

Philanthropy Framework

9th-12th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

ELA:	Brainstorming; Questioning; Reflection; Social/Cultural Issues; Teamwork; Understanding; Universal Themes; Vocabulary
PHIL:	1 lesson genOn; Discrimination; Friendship; Justice; Respect; Stereotypes; Tolerance; Trust
SOC:	Diversity

Focus Question(s):

What is a world citizen's responsibility to promote and advocate for justice and kindness?

NOTE: Prior to this lesson, use the Blue Sky Activity in which students envision a better world. If you already have a Blue Sky display, revisit it before beginning this lesson.

Purpose:

The learners define the concepts of stereotype, intolerance, discrimination, and prejudice. They explore and share their attitudes about diversity and issues of justice and kindness. The learners brainstorm ways that they can promote the common good in their own school, community and/or world by working to eliminate stereotyping, intolerance, discrimination, and prejudice.

Duration:

One 50 Minute Class Period

Objectives:

The learners will:

define stereotyping, intolerance, discrimination, and prejudice.
explore personal and group attitudes about diversity as related to stereotyping, intolerance, discrimination, and prejudice.
gain awareness about the value of diversity in making a stronger community.
share ideas about how to reduce stereotyping, intolerance, discrimination, and prejudice in their school, community, and world.
develop a personal action plan for promoting the common good by working for justice and kindness.

Materials:

A copy of The Herman Grid http://www.nwlink.com/~donclark/leader/hermangrid.html for each learner
Student copies of Attachment One: What's the Attitude? (Attitude Survey)
Teacher Copy of Attachment Two: Stand and Deliver Activity
Copies of Attachment Three: Respect for Diversity Action Plan for each learner
(Optional Extension) Copies of Attachment Four: Racial Identity Journal Reflection for each learner

Handout 1: What's the Attitude? (Attitude Survey)
Handout 2: Stand and Deliver
Handout 3: Respect for Diversity Action Plan
Handout 4: Racial Identity Journal Reflection

Instructional Procedure(s):

Teacher Note: Prior to class, write the following quote on the display board: "Let us rise up tonight with a great readiness. Let us stand with a greater determination. And let us move on in these powerful days, these days of challenge, to make America what it ought to be." --Rev. Martin Luther King, Jr.

Anticipatory Set:
Give each student a copy of The Herman Grid (see Materials list) and have them share their impressions of what they see. Most people can see gray dots at the white intersections between the boxes. Ask them if the gray dots are actually there or if the appearance is deceiving. Challenge the learners to apply this activity to other areas in life. Ask some of the following discussion starters: Are there times when we think we see something but it's not really there or when we deceive ourselves by failing to see a situation or a person and/or a group of people as they truly are? Why is it easy to get trapped in our own little boxes and fail to see that other possibilities/realities exist? How might the Herman Grid be an example of the way individuals, schools, and /or communities perceive and/or are perceived?

Place the following words on the display board: stereotype, intolerance, discrimination, and prejudice. Have the learners share their prior knowledge of these words, and then give clarification of the definitions, if needed. (Definitions: A stereotype is a generalized interpretation of a whole set based on information about a small subset. Intolerance is an unwillingness to accept individuals/groups or situations other than those one already has chosen to accept. Discrimination is a prejudicial outlook, action, or treatment of another. Prejudice is a preconceived judgment formed without sufficient knowledge.) Discuss the relationships between these concepts. Ask students to give examples of each concept, and antonyms for each concept.
To gather an initial understanding of students' attitudes and raise awareness of the judgments people make about others who have different characteristics than their own, distribute a copy of Attachment One: What's the Attitude? (Attitude Survey) to each learner and have them take about ten minutes to complete. Ask students to reflect for a couple minutes on their personal attitudes about these different questions, and then choose how they think most people judge these diverse characteristics.
Make a chart on the display board with each question number listed and a column for Yes and No. Tally student responses so there is a whole-class number for each question. Discuss what these responses say about the class and the world. Discuss how these questions relate to the terms discussed earlier.
Following the attitudes discussion, involve the learners in the awareness activity on Attachment Two: Stand and Deliver. (Teacher Note: In order for this activity to be effective, it is important to stress that what they are about to do requires silence, honesty, and respect for others.)
Following the group activity, debrief student reactions by asking the following questions: What are some feelings that came up for you during this activity? What was the hardest part for you? What did you learn about yourself? About others? What was your biggest surprise during this experience? What did this activity show you about discrimination? How does a diverse group add strength to a community?
Now direct the learners' attention to the quote written on the display board. Read the quote aloud and tell the learners that Dr. Martin Luther King made this statement on the night before his assassination. Ask the learners to consider why this quote might have been spoken by Dr. King and what was he hoping to accomplish by making this statement? (The Civil Rights Movement was gaining momentum as African Americans rally behind this quote in their struggles to promote the common good by peaceful means).
Conclude this lesson by having the learners share what they have learned or have been reminded of in this lesson. Ask the learners to participate in developing an action plan using Attachment Three: Respect for Diversity Action Plan.
Brainstorm ways to get involved in a service event, working to promote and advocate for justice and kindness in the school, community, and/or world.

Assessment:

Assessment is based on teacher observation of students in class discussions.

Learning Link(s): (click to view)

Have an idea for a Learning Link?

Submit your idea here.

If your Link is accepted for publication on the Web site you will be credited with your name, school, and city.

These Learning Links provide ten quick-and-easy, five-minute mini-lessons to promote student thought and dialogue about service and civic engagement. You may use as many of them as you wish, and in whatever order best meets your needs and the interest of your students. The purpose of these mini-lessons is to provide a deeper understanding of philanthropy (the giving of time, talent, and treasure for the common good) and to reinforce the lesson focus. These Learning Links also promote the development of character traits, civic engagement, and student leadership. As appropriate to your grade level, it is recommended that students play an active leadership role in presenting these mini-lessons to their classmates.

1. Read: In 1852, Victor Hugo wrote, “An invasion of armies can be resisted, but not an idea whose time has come.” He was writing about the French Revolution. The monarchy in France was too powerful, and unjust laws and practices restricted the rights of French citizens. The time for change had come. With the American Revolution as a model, the people of France persisted to challenge the government and eventually won out over the government armies that tried to hold them back. Hugo’s words have been used in many contexts since the French Revolution—in the US Civil Rights Movement, in the Israeli-Arab conflict, and others.
Discuss: What ideas can you think of whose time has come? What change must take place today that you cannot ignore related to school, community, government, or the environment? In what ways might giving service for Martin Luther King, Jr. Day be an idea whose time has come?

2. Read: In July of 2009, African American Harvard University professor Henry Louis Gates was arrested on his front porch for disorderly conduct. After the incident, newspapers around the world reported the incident, and even the president of the US commented on the injustice of the action. But media coverage showed different reactions about whether there was injustice involved. Here are the details of the incident: Mr. Gates came home after dark from a trip to China. His door was jammed, and he asked his driver to help him open the door. The neighbor saw this and called the police, saying that two black men were breaking into her neighbor’s house. Soon Officer Crowley arrived. By then Mr. Gates was in the house. When Mr. Crowley asked for confirmation that Mr. Gates was the homeowner, Mr. Gates became angry. He yelled that this is what happens to black men in America. Mr. Gates continued to yell about being treated unfairly until he was handcuffed and arrested for disorderly conduct. Five days later, all charges were dropped.
Discuss: Was Mr. Gates treated unfairly because he was a black man? Was Mr. Crowley unfairly called racist? What could have changed in the incident to avoid the series of events of that evening? What injustice do you think occurred that evening in 2009?
The public debate about the Gates/Crowley incident discussed whether it was an example of racial profiling. Racial profiling is using information about someone’s race to determine whether he or she is likely to commit a crime. Should racial profiling be illegal, or is it necessary to help find criminals? Is racial profiling unfair?

3. Read: Can you imagine working all day and not having time to go to school or do things with your friends? That is too much to expect of a fifteen-year-old. Ali lives in Jordan in a refuge camp. His father is ill and can’t work, so his family expects Ali to earn enough money so they can survive. Ali knows that some work is good, but he wishes he didn’t have to work eight hours a day at a restaurant, like an adult. He watches his friends play ball and go to school, and he thinks they will forget about him. He wishes he could go to school so he could learn to read and someday get a better job. It is not wrong for children to work and take responsibility, but it is wrong if the work is harmful to their health, if it keeps them from spending time with friends, or prevents them from going to school or doing their schoolwork. Child labor is an issue of justice that must be addressed in many countries. UNICEF (United Nations Children’s Fund) works for the rights of children worldwide. They advocate to stop children from working in the most dangerous jobs. They also work to improve laws and raise awareness about child labor issues. And they give money to poor families so their children don’t have to work so much.
Discuss: How do you think working so much impacts Ali’s life? Why isn’t it fair for children to work like adults? How do you think laws about child labor will help Ali and his family? What can we do to help children like Ali live the life of a child instead of an adult? Is child labor a civil rights issue?

4. Read: Here are some words about the power of loving your enemies by Martin Luther King, Jr. from his sermon on November 17, 1957. “Love has within it a redemptive power. …You just keep loving people and keep loving them, even though they're mistreating you. Here's the person who is a neighbor, and this person is doing something wrong to you and all of that. Just keep being friendly to that person. Keep loving them. Don't do anything to embarrass them. Just keep loving them, and they can't stand it too long. Oh, they react in many ways in the beginning. They react with bitterness because they're mad because you love them like that. They react with guilt feelings, and sometimes they'll hate you a little more at that transition period, but just keep loving them. And by the power of your love they will break down under the load. That's love, you see. … There's something about love that builds up and is creative. There is something about hate that tears down and is destructive. So love your enemies.”
Discuss: What methods did Martin Luther King, Jr. use to show love for the people who hated him and mistreated him? Why is it difficult to be kind to people who are unkind? What are some mean things you have observed people saying and doing in our school? How could you respond to make things better in the long term?

5. Read: Sarah Cronk and Sarah Herr, two high school cheerleaders living in Iowa, have formed a cheerleading squad for a special group of girls. The Spartan Sparkles cheerleading squad is made up of ten radiant girls who all have special needs, from autism to Down syndrome. The team practices with the two Sarahs twice a week, and then cheers at the game on the weekend. The girls have a website that encourages other schools across the country to start a “sparkle effect” cheerleading squad. They say, “Cheerleading can be easily adapted to varying skill levels, can include both boys and girls, and is centered on raising spirit. What better way to raise everyone’s spirits than to include children with special needs on the cheer team?”
Discuss: Kids with special needs want to fit in and be an active part of high school. What impact do you think the “sparkle effect” has on the girls who join the team? What impact does seeing the girls cheering at the game have on the other students? What could you do to include students with special needs in more school programs? Do you think including people with special needs is a civil rights issue?

6. Read: When Muhammad Ali, considered by many to be the best boxer in all of history, was new in his boxing career, he was known for his boastful off-the-cuff poems capped off by his famous claim, “I am the greatest!” As years past, Muhammad Ali, having grown a bit older and perhaps a bit wiser, when asked recently to provide his audience with yet another of his off-the-cuff poems, simply replied, “Me, We.”
Discuss: Dr. Martin Luther King Jr. is quoted as saying "One of life's most important questions is “What are you doing for others?” How is Mr. Ali’s most recent off-the-cuff claim an echo of Dr. King’s quote? What might cause someone like Mr. Ali to change his attitude about what is important? How is our service event an effort to do for others? How might we be able to encourage our classmates and friends to see how important there help will be?

7. Read: The following is a quote from Martin Luther King, Jr.: I look forward confidently to the day when all who work for a living will be one with no thought to their separateness as Negroes, Jews, Italians or any other distinctions. This will be the day when we bring into full realization the American dream -- a dream yet unfulfilled. A dream of equality of opportunity, of privilege and property widely distributed; a dream of a land where men will not take necessities from the many to give luxuries to the few; a dream of a land where men will not argue that the color of a man's skin determines the content of his character; a dream of a nation where all our gifts and resources are held not for ourselves alone, but as instruments of service for the rest of humanity; the dream of a country where every man will respect the dignity and worth of the human personality.
Discuss: In what ways might our planned service event contribute to the realization of Martin Luther King Jr.’s dream for a just and equitable world? How are we being instruments of service for the rest of humanity? What might respecting the dignity and worth of others look like?

8. Read: A peace symbol is a picture or object that has come to symbolize peace. Several different symbols have been used throughout history, of which the dove, olive branch, and the disarmament or peace symbol (a circle with a straight line cutting the circle into equal halves and piercing an upside down Y) are the most popular. The two-fingered “V” hand gesture initially symbolizing “victory” but later used by protestors of war to symbolize “peace and love”, also is well known as a symbol of peace. Peace is a sought after condition for life. To be someone who lives as a “peacemaker” is highly regarded in almost all religions of the world. The simplest definition of a peacemaker is someone who lives in such a way that he or she does not cause harm to anyone or anything. While we all know, that peace between nations, people or families, or even peace within ourselves is rare and often more difficult to obtain much less maintain, it is still worth the effort. In combination even small gestures of peace make for unbelievably profound differences. After all, every millionaire will tell you that it all started with one penny.
Discuss: Why do you think that peace is a such a highly sought after state of being in world religions? As we approach our Martin Luther King, Jr. Day event why is it important that if we cannot do something big, that we at least attempt something small? In what ways might our service event be seen as a way to become “peacemakers”?

9. Read: The building of large stone structures has always been a fascination with humankind. From the Egyptian pyramids to Stonehenge, from castles to skyscrapers humans have been all about building structures. The natives of Northern America were and are no different in this regard. But what does separate them from the rest is how non-intrusive their structures were.
Unlike the usual towering stone monoliths, the natives of North America simply laid down lots of stones on the Earth in certain patterned arrangements that resemble the wheel of a bicycle. These structures became known as medicine wheels. According to Native American spirituality, the Medicine Wheel represents harmony and connections. It is considered a major symbol of peaceful interaction among all living beings on Earth. It is conjectured that the phrase walking in another person’s moccasins originated out of the walking the path of the medicine wheel where it was taught that until you have walked in others' moccasins, or stood on their spokes of the wheel, you will never truly know their hearts.
Discuss: Why do you think that the Native American medicine wheels were built as they were and not like so many of humankind’s more intrusive structures? In what way might our service event be like walking the path of the medicine wheel? In what ways are we hoping to promote harmony and connections in what we have planned for our event?

10. Read: Perhaps we’ve all heard the often quoted saying, “Before we can truly understand another person, we must walk a mile in their moccasins.” But there is actually another sentence that is a part of this saying which is seldom quoted even though the original Native America texts from which this quote is taken records it. The full saying reads, “Before we can truly understand another person, we must walk a mile in their moccasins. Before we can walk in another person’s moccasins, we must first take off our own.”
Discuss: As we approach our service event, in what ways might our understanding of others be as important, if not more so, in the 21st Century as it was back in the earlier days of country’s history? During our service event, what are some of the things we are trying to do better to understand people and situations with which we are not familiar? Why do you think “taking off our own moccasins” before trying to “walk” in another’s is so important? In what ways might this be easy? Difficult?

School/Home Connection:

Give the following URL to students to look up at home with their families. If the World Were a Village of 100 People http://www.familycare.org/news/if_the_world.htm. This provides families with an opportunity to share perceptions, beliefs, and attitudes about the diversity of the world's people.
Learners may "survey" their family members using Attachment One: What's the Attitude? (Attitude Survey). Encourage students to discuss this survey with their families and then write about their family's perceptions, beliefs, and attitudes.

Cross-Curriculum Extensions:

As an extension activity have the learners re-take the survey Attachment One: What's the Attitude? (Attitude Survey) This time have them respond to the questions from their own perspective. Challenge them to make a comparison between what they think others might do and what they think they would do, and draw any conclusions they can from this comparison. It is recommended that the results from this extension activity not be openly discussed, rather each learner reflects on and writes about it in a journal.
Attachment Four: Racial Identity Journal Reflection could be used as a means of helping each learner articulate where they feel they fit into the racial picture.
Read the Rosa Parks quote: “Each person must live their life as a model for others.” Briefly explain that egoism is a theory that self-interest is the motivation behind all action. Define altruism as an unselfish regard for the welfare of others. Review the Rosa Parks story and have the learners reflect on whether they think Rosa Parks was motivated by egoism or altruism. This may be extended into a debate topic.
Download a copy of If the World Were a Village of 100 People http://www.familycare.org/news/if_the_world.htm. This document brings statistics about hunger, privilege, and available resources to a more concrete level. Before showing the document to students, ask them to make some predictions about the numbers. Then show them the document and study the statistics. This may raise awareness of needs around the globe.
Students may use their artistic talents to create a poster or write a poem or letter to speak out against intolerance and prejudice and to advocate for justice for the common good in their school and or community.

Reflection: (click to view)

Reflection plays a very important role in promoting student learning. The following suggested activities are ways to help students reflect on their learning after they have participated in a service event. Choose one or more of the activities most appropriate to the service event and your students.

ACTIVITY ONE:
Have the students write down some of their thoughts and ideas about their involvement in this most recent service project. Assign them to groups of three or four. Have each group listen to the thoughts and ideas of each of its members. Using words and phrases representative of the individuals in the group, have each group create a rap, a poem, a song, or a skit that represents the combined thoughts and ideas of the group. Conclude the class with a performance of each composition and a brief discussion of what was learned as a result of these performances. (Note: Groups that perform their composition could be “rewarded/recognized” in some way. An “Oscar” Award could be given to the group whose performance receives the most votes from their classmates, and/or other categorical awards could be given etc.)

ACTIVITY TWO:
Review this service project with the students asking them to share their experiences: what they did, how they felt, and what impact they think they had. When everyone has had an opportunity to contribute to the discussion, share this scenario with the class: An Assistant Principal in another school district is experiencing some frustration over the lack of interest and involvement by the 9th graders in their service projects. We are being asked, as a class, having been 9th graders last year, if we would discuss what might be done to involve more 9th grade students in upcoming service projects.

Assign students to groups of three and give them a number to represent their group. Have them complete the following work sheet:

GROUP #__________

Names of the students in our group
The problem as we see it.
Some solutions we have considered.
The solution that we think might work best and why we think so.

Collect each group’s worksheet. Read these worksheets to the class indicating only the group number. As the students listen to each group’s recommendation/suggestion, have them rank (See Below) each group’s recommendation/suggestion based on how effective their recommendation/suggestion might be in motivating more 9th graders to be involved in service projects.

Solution Ranking	No Way...It’s Possible ...This Will Work
Group 1	0 1 2 3 4 5
Group 2	0 1 2 3 4 5
Group 3	0 1 2 3 4 5
Group 4	0 1 2 3 4 5
Group 5	0 1 2 3 4 5
Group 6	0 1 2 3 4 5
Group 7	0 1 2 3 4 5
Group 8	0 1 2 3 4 5

Tally the results and conclude this reflection with a brief discussion as to why the recommendations/suggestions receiving the most points might be a good way to motivate 9th graders to become involved in service projects.

ACTIVITY THREE:
Ask the students if they have ever seen the TV reality program entitled Extreme Makeover (A show that features groups of architects, designers, carpenters, decorators and painters selecting a house, usually too small or run down for the families who live in them, and completely remodeling them into wonderful places in which to live. The families who live in these homes are away so that they do not see what is going on. After a specified period of time, the work is completed and the owners return to their home to discover an almost unbelievable transformation.) For those who have seen the show, encourage them to share something about the show that impresses them. Talk about what might be the motivations of the people who work on these houses. Discuss why companies might be willing to donate thousands of dollars of free equipment and building materials. Consider how someone might react returning to their “new” home and why. Discuss any similarities and differences between this TV show and what they were thinking, feeling and doing during this service project. Talk about the motivations they felt as they became involved; how they donated “dollars” (time equals money); and how they might feel if they were the recipients/benefactors of this service activity. Discuss how this Event could become the next “reality show.”

ACTIVITY FOUR:
Have students think about who, in their lives, has made the biggest impression on them so far. Have them consider why they think this is so. Encourage students to expand their thinking to consider whether this big impression was because of a one-time action or something that occurred over time and/or possibly is still occurring in their lives. Challenge them to consider whether this “big impression” had more to do with time, talent, or treasure or a combination of these. Ask them if this “big impression” came about as a result of something someone had done/is doing for them or did it have more to do with who that person is (personality and traits), or possibly a combination of both. Open the discussion by asking the students to share some of the things they did during this service project. Have them consider the possibility that they too may have made a “big impression”.

Conclude this reflection by giving students an option to:

Write a letter to the person identified as the one who has made the biggest impression in their lives to date, thanking them for what they did/are doing for them. (Note: Students may not feel comfortable sharing names, so names need not be included.) Encourage students to consider the impact of their letter if they were to send them and challenge them to do so.
Write a description of this service project and describe any ‘lasting impressions’ that it had on them as participants.

Bibliographical References:

Teacher References:

Extension: Smith, David J. If the World Were a Village: A Book About the World’s People. Tonawanda: Kids Can Press Ltd., 2002. ISBN: 1-55074-779-7
Teaching Tolerance http://www.teachingtolerance.org
Herman's Grid http://www.nwlink.com/~donclark/leader/hermangrid.html
If the World Were a Village of 100 People http://www.familycare.org/news/if_the_world.htm
Adapted from Learning to Give lesson Getting Out of the Box: http://learningtogive.org/lessons/unit137/lesson3.html

Lesson Developed By:

Lydia Alvarez
University High
Newark, NJ 77108

Dennis VanHaitsma
Curriculum Consultant
Learning to Give

Handouts:

Handout 1Print Handout 1

What's the Attitude? (Attitude Survey)

1. Do you think most people would feel that it’s OK to marry outside one's race?

___Yes __ No

2. Do you think most people would feel comfortable dating someone in a wheelchair?

___Yes __ No

3. Do you think most people would vote for a women president if she was equally qualified with the other candidate(s)?

___Yes __ No

4. Do you think most people would feel comfortable working alongside someone with HIV?

___Yes __ No

5. Do you think most people would treat an obese person in the same way that they would treat anyone else who is not obese?

___Yes __ No

6. Do you think most people would feel comfortable having a gay person as their boss?

___Yes __ No

7. Do you think most people feel comfortable around teenagers?

___Yes __ No

8. Do you think most people would prefer a young doctor as opposed to an older one?

___Yes __ No

9. Do you think most people who have strong religious beliefs are intolerant of other faiths?

___Yes __ No

10. Do you think most people would prefer to see a handsome/beautiful person used in advertising than one who looks more “average”?

___Yes __ No

Handout 2Print Handout 2

Stand and Deliver

Teacher Directions: Ask participants to sit in a circle (in chairs or on the floor) so that they can see everyone. Explain that you will be reading statements that indicate the diversity and experience of this group. Ask that as each statement is read, those who identify with that statement should stand. Allow time for participants to observe those who stand up, and encourage them to consider the following questions:

Who is standing or sitting with you?
How you are feeling?

After a group has stood, thank the participants and ask them to be seated again. Then read another statement. The entire activity should be done in total silence until the debriefing segment.

“Stand and deliver if you are (or have) …”

a male.
a female.
born in the U.S.
born in another country
an only child
the youngest child
the oldest child?
the middle child?
lived away from home?
African American?
Hispanic?
Arab American?
Native American?
Asian-American/Pacific Islander?
Middle Eastern.
associated with an ethnic group that was not mentioned previously.
been raised in a lower-income family.
been raised in an upper-income family.
been raised in a middle-income family.
able to speak a language other than English.
spiritual, but not religious.
spiritual.
seriously questioned your religious beliefs.
been teased about your accent or your voice, or told that you could not sing.
a family member or a friend who has a disability that you can or cannot see.
been raised in a single-parent household.

"Stand and deliver if you have ..."

been raised in a household with extended family, such as aunts, uncles, and/or grandparents.
parents who have been divorced from one another.
parents who have been married only to each other for 20 years or more.
had a close family member/friend die.
both parents still living.
felt alone, unwelcome or afraid at some time in your life.
been teased or made fun of for wearing glasses, braces, a hearing aid or because of the clothes you wear, your height, weight, complexion, or size or shape of your body.
felt pressure from friends or an adult to do something that you did not want to do and felt sorry or shame afterwards.
been discriminated against because of your age.
been discriminated against because of your gender.
been discriminated against because of your race.
broken a law and gotten caught.
broken a law and not gotten caught.
stood by and watched while someone was emotionally or physically hurt and said or did nothing because you were too afraid.
plan to speak out and do something from now on when you see someone being pressured to do something that they do not want to do.
feel that one person can make a difference.
Finally, stand and deliver if you feel that tolerance of diversity is a must if we are to survive as a global community.

Handout 3Print Handout 3

Respect for Diversity Action Plan

Today we focused on increasing respect for diversity. The next step is to make plans so that you can apply your new knowledge to different aspects of your life. Take a few minutes to think about what action steps you can take, and then complete the following statements.

In my personal life I can ______________________________________
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At my school I can ___________________________________________
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In my community I can _______________________________________
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Handout 4Print Handout 4

Racial Identity Journal Reflection

Directions: Write a journal reflection focusing on your racial identity. Include your thoughts on the following questions in any order in your reflection.