6, 7, 8

The learners examine the meaning of respect, especially as it relates to relating to people with different views. They describe how inclusion and exclusion from groups can result in conflict and stem from disrespect.

PrintOne 20-minute lesson

The learner will:

  • identify parts of their identity and describe how separating can prompt exclusive or inclusive attitudes.
  • In advance, brainstorm a list of opposite pairs—opposing teams, groups, activities, and food preferences—that will be meaningful to this group.
  • copy of handout: Opposite Pairs (This handout provides an optional list of opposites moving from most trivial to more divisive.)


  1. Anticipatory Set:

    Ask the question, "Other than our gathering, is there any other group or organization to which you all belong?” (In most cases, there will not be any other that all the learners will share in common.) Say, “We all have very different interests and identities that make up this group. Our differences make us better together, but differences can bring out conflict. As we do this activity, pay attention to how you feel.”

  2. The facilitator will ask participants to express their preferences on a variety of issues. They will have to get up and move to one side of the room or the other to show their preferences or loyalty to various groups.

  3. Name a pair of opposites and indicate where each group should stand (stand on the left if you prefer summer; stand on the right if you prefer winter). Have the learners stand with the group that identifies them. Use the optional list on the handout Opposite Pairs as a guide for opposites for this activity.

  4. Repeat this by naming several different opposite pairs. The learners move back and forth as they indicate which they prefer. This will move pretty quickly and with high energy. Allow them to talk and react to the movement and preferences.

  5. After the activity, discuss their experiences. Talk about how belonging to groups or sharing interests helps people understand who they are and how they relate to others. It may promote respect or self-respect or feelings of belonging.

    Ask them what other feelings or actions they noticed that were not related to belonging and respect and why they felt that way.  Write down any words or observations.

    They might have felt excluded, left out, teased, different, superior, and proud. They might have noticed stereotypes showed up or a bias. Talk about why separating might cause these feelings and why. 

  6. Brainstorm ideas of ways to consciously show respect and openness for our identity differences, seeing them as traits that make us who we are, not compared or judged. 

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark MS.4 Describe the characteristics of someone who helps others.
    2. Standard PCS 02. Diverse Cultures
      1. Benchmark MS.2 Describe the importance of hearing all voices in a community and respecting their right to be heard.
      2. Benchmark MS.3 Give an example of how philanthropy can transcend cultures.
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.3 Identify and give examples of stewardship in cultural traditions around the world.