Mix It Up!
Learners will sponsor Mix It Up Day, a national project to promote diversity within a school environment. Learners will experience roles as private citizens attempting to change behavior.
The learners will:
- select, organize, participate in and analyze a project to increase diversity in the school.
- describe the importance of working together to complete a major task.
- Student copies of How to Set Up a “Mix It Up!” Day (see Attachment One)
- Student copies of Collaborative Work Skills Rubric (see Attachment Two)
- Butcher paper, markers, masking tape
- Large bags of candies, of a variety of colors, to use as table markers
- Several sheets of construction paper in the same colors as the candies
Interactive Parent / Student Homework:The student will write a letter to a parent or older family member describing his/her role in the activity.
Teaching Tolerance https://www.learningforjustice.org/classroom-resources/lessons
Anticipatory Set:Brainstorm a quick list of advantages of working together to get a project completed. Discuss why everyone’s help is needed on a school-wide project.
Review the procedure for organizing into a non-profit group using Understanding Non-profits (Attachment Four) in Lesson Four: Power in Numbers. Distribute student copies of How to Set Up a “Mix It Up!” Day (Attachment One). In pairs, have students read it and brainstorm ways to communicate the “Mix It Up Day” activity in the school. They should also make a list of the roles needed to implement it. Have each pair explain their lists. Write these needs on the board.
The teacher will hand out Attachment Two at the beginning of the lesson. The class will discuss the rubric so the students know the expectations.
Distribute student copies of Collaborative Work Skills Rubric (Attachment Two) and discuss the information. Have the learners decide how many people are needed for each task. They will then sign up for their choice. (Teacher Note: One way of deciding who chooses first would be to have 30 [number of students in class] small pieces of paper numbered from 1-30 in a box and have students randomly pick a number. Every student must choose at least one task.)
Explain that the staff will need to be informed and a demonstration should take place using the colored pieces of candy and colored construction paper on tables as recommended in Attachment One: How to Set Up a “Mix It Up!” Day. After the demonstration the students will need to ask for comments from the staff to improve the activity. They will write down these suggestions and take them back to the class. The final request the students will have of the staff is to promote participation of their students on “Mix It Up! Day.” Ask for at least five volunteers to present this information to the staff at the next staff meeting. Have the students do the presentation at the staff meeting.
Have the class discuss and create a survey to be administered to classmates after the activity. This survey will be comprised of the goals they hope to accomplish by this activity.
Students should complete their selected pre-task activities leading up to the designated “Mix It Up!” Day and then participate in the designated day.
Each student should complete the evaluation/assessment of the entire project.
Any of the following may be used as an assessment of learning: The student will analyze the activity in terms of its impact in the school citing at least three anecdotes derived from the day. The student will write the teacher a letter suggesting improvements on the lesson and ways that this lesson could be carried on to the future. The student will survey at least three friends (not in this class) and bring their responses to the class for analysis.
Learners will promote and participate in an activity that seeks to raise awareness of the ways we separate ourselves from others. The activity will challenge social boundaries for a day and open communication within a school community.
Strand PHIL.II Philanthropy and Civil Society
Standard PCS 07. Skills of Civic Engagement
Benchmark HS.3 Participate in acts of democratic citizenship in the community, state or nation, such as petitioning authority, advocating, voting, group problem solving, mock trials or classroom governance and elections.
Strand PHIL.IV Volunteering and Service
Standard VS 03. Providing Service
Benchmark HS.1 Provide a needed service.
Benchmark HS.2 Describe the goals of the project and their impact.
Benchmark HS.3 Describe the task and the student role.
Standard VS 05. Integrating the Service Experience into Learning
Benchmark HS.3 Identify outcomes from the service.