TITLE: LOOKING INTO THE MIRROR A Survey to Racial, Cultural and/or Socio-Economic Intolerance AUTHOR: TONY L. TALBERT; CHINA SPRING HIGH SCHOOL CHINA SPRING, TX. GRADE LEVEL: 7-12 OVERVIEW: Students often fail to feel and understand the impact of racial, cultural, and/or socio-economic intolerance in their own lives in relation to other individuals. For this reason, this lesson is intended to deliver a vivid portrayal of intolerance and inequality as well as provoke a response to the various types of intolerance that exist in our multicultured society. PURPOSE: The intent of this lesson is to provide various activities that will provide the student with a deeper understanding of relationships and intolerance that has existed in our society both past and present. Because teachers should be story tellers, we must provide education that can be seen, felt, tasted, heard, smelled, and touched. It is only through a deeper understanding of the diverse people around us will we begin to realize success in solving the worlds most elusive problem- PEACE. OBJECTIVES: After this lesson students should be able to... 1. Identify various racial, cultural, and/or socio-economic groups that have been targets of inequality and intolerance. 2. Discuss the components which lead to intolerance through a cause and effect framework. 3. Offer written and oral proposals to solve inequality and intolerance on a local, state, national, and global scale. 4. Identify and seek to end inequality and intolerance in their own personal lives and racial, cultural, and socioeconomic circles. RESOURCES/MATERIALS: poster board, markers, videos, "Animal Farm", guest speakers. ACTIVITIES AND PROCEDURES: 1. Students should be asked to orally list several incidences in which they have been the recipients or the perpetrators of racial, cultural, and/or socioeconomic intolerance. * Students should be asked to discuss why they were recipients or perpetrators of this intolerance. 2. Discuss with students how they felt during and after their experience with intolerance or injustice. 3. Show video clips of individuals who have either been the recipients or perpetrators of racial, cultural, and/or socioeconomic intolerance. * Discuss with students the scenes viewed during and after the film clips. 4. List individuals or groups in history who have either been the recipients or perpetrators of racial, cultural, and/or socioeconomic intolerance. 5. Students should be encouraged to list and discuss the cause and effect relationships for these incidences of intolerance throughout history. 6. Using one or all of the following familiar tales, develop a monologue, talk show, or a vignette (using students or not) and discuss an incidence of intolerance due to racial, cultural, and/or socioeconomic reasons. * The dialogue in this activity can be taken from actual speeches made by characters in history, literature, or personal information. A. Three Little Pigs: Why did the Wolf seek to destroy the pig species? What does the wolf have to say and what do the pigs have to say? What would be the result of the destruction of the pig species? How could the issue be resolved peacefully? (Create your own questions) B. Cinderella: Why was Cinderella the object of her families abuse? Why did she not feel comfortable attending the dance (with all the aristocrats) in one of her own dresses? What problems might arise as she develops a relationship in a new socioeconomic group? (Create your own questions) C. The Ugly Duckling: What physical difference or deformities cause the duckling to be an outcast? What positive and negative aspects of the ducklings physical differences can we find? How can the physical differences be used for the ducklings benefit? Was the ducklings final transformation into a beautiful swan physical or mental? (Create your own questions) 7. Read or discuss George Orwell's Animal Farm. * Before beginning the reading or discussing, tell the class that you all are going to make some rules for the class that everyone must obey. After making the rules and mutually agreeing on each of them, select a group of students that will be exempt from the rules. This group of students can be selected for any heterogeneous reason. The group selected, should be talked to privately and informed that no other member of the class is to be informed of the experiment. * The experiment will allow this selected group to gradually disobey the selected rules. When other students complain they are to be reprimanded and informed not to question the central authority figure. (WORD OF ADVICE: DISCUSS YOUR PLANS WITH THE ADMINISTRATION PRIOR TO THIS EXPERIMENT.) * Begin to read or discuss Animal Farm. After a period of time various class members will begin to discover the secret of your experiment. (OPTION:) A) You can call them aside and make them apart of the chosen group. B) You can isolate them from the rest of the class.) *Discuss the effects of this experience with the class upon completion of the experiment. 8. Students can make posters with themes or racial, cultural, and/or socioeconomic intolerance. (Penn State has recently distributed a poster with racial slurs and derogatory language on it to provoke a response to this type of language with the student body.) * A time line of intolerance can be developed in class and displayed for all to see. (The events, people, places, and cause and effect of racial, cultural, and/or socioeconomic intolerance throughout history can be displayed.) This project allows for students to see the similarity of events. 9. Guest Speakers to discuss various levels and areas of racial, cultural, and/or socioeconomic intolerance. 10. Students should be encouraged to write a proposal, develop a hypothesis and conjecture a conclusion on how to: A. Stop one culture from dominating another. B. Ways to encourage racial, cultural, and/or socioeconomic harmony in our city, state, nation, world. * Any problem or issue is acceptable. The problem(s) or issue(s) should be placed on the board and left for the entire year. Accept proposals at any time during the year. * The proposals should be written and then orally delivered to allow class discussion and debate on the solutions raise * Students should be asked to develop and take a survey among their peers, family, and community on various issues discussed in class. These surveys and their results should be reported and discussed in class. TYING IT ALL TOGETHER: 1. Constant discussion and debriefing of issues after the monologues, guest speakers, proposals, etc. are necessary for the instructor to monitor progress and reaction to the lesson. 2. Display the posters, time line, and written proposals at all times to remind students of the need to solve issues of intolerance in our society and around the world. 3. Oral presentation of written proposals and discussion of issues and survey are necessary for the sharing of the diversity of ideas in the class. 4. Encourage students to always seek to end racial, cultural, and/or socioeconomic intolerance through peaceful measures.
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