Academy Curricular Exchange
Columbia Education Center
Social Studies

    A Survey to Racial, Cultural and/or Socio-Economic Intolerance

           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.

poster board, markers, videos, "Animal Farm", guest speakers.

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

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
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

*    Begin to read or discuss Animal Farm.  After a period of
time various class members will begin to discover the secret of
your experiment.
   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.


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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