Move Beyond Stereotypes(Grades 6-12)

Overview:

This lesson explores the stories of real people to helpstudents learn how to move beyond stereotypes. They’ll learnhow accepting others’ authentic and unique selves demonstratesrespect and fairness.

Character Education Objectives:

Students will:

how sharing our individual stories with the world helpsbreak down unfair stereotypes. explore Human Library stories. reflect on their experiences with the Human Librarystory.

Materials:

Videos from Aumen Film Co. (2017) The Human LibraryTrailer.Youtube.com. https://www.youtube.com/watch?v=K7vJgyRJ-zo

Opening Discussion:

“Stereotypes lose their power when the world is found tobe more complex than the stereotype would suggest. Whenwe learn that individuals do not fit the groupstereotype, then it begins to fall apart.” – Ed Koch

Ask students what this quote means to them?Share some stereotypes (teens, elderly, rich, poor).Then, ask about a stereotype students have (or used tohave) about a group or individual.

Instruction and Activity:

Teach students about Human Library projects. It is acollection of real-life human stories you can “checkout.” These stories aim to break stereotypes. Inaddition, they help people embrace fairness andtogetherness through our differences.

Example: https://www.youtube.com/watch?v=K7vJgyRJ-zo

Ask students to explore the Human Library to learn moreabout others. Most importantly, suggest choosingindividuals whom they may normally stereotype.

https://humanlibrary.org/meet-our-human-books/

Discussion:

Why did you select that particular human library book?What did you learn about someone else today?

Why did learning about someone’s story impact anystereotypes you have or had?How does getting to know someone else’s story makeyou a more connected citizen?Describe how hearing someone else’s journeyimpacts your own story.

Reflection:

What did you learn about yourself today?

How did what you learn today help you move beyondstereotypes?

Social-Emotional LearningFunded by ESSER

Social-Emotional Learning and Character Education can befunded by ESSER! An intentional focus on social-emotionallearning and character skills has never been more important.Fortunately, the Elementary and Secondary School EmergencyRelief (ESSER) Fund (I and II) provides funding for COVID-19relief projects. This can include professional development,curricular resources, assessment, and support services forstudents’ social-emotional needs.

Professional Development

Our professional development workshops:

teach strategies on creating a positive school culture,provide best practices on how to teach, enforce,advocate, and model social-emotional skills,and help educators create a plan to provide sustainableSEL services.

Curicular Resources

We have a variety of curricular resources to help youintentionally and consistently focus on character and SELskills. Additionally, you can buy many of our digitalmaterials as a perpetual license. Your school can use ESSERmoney on a one-time purchase that you can utilize long afterESSER funding runs out.

Assessments

Schools use culture and climate assessments to identify partsof their culture that may need attention. When taken annually,these surveys can illustrate how your social-emotionalinterventions are positively impacting school culture.Importantly, since you can use ESSER funds through September2023, schools can gather two years of valuable data.

Get Started

We’re dedicated to helping educators intentionally andconsistently teach these important skills. For moreinformation on using ESSER funds for CHARACTER COUNTS!, pleasecontact Jason Lamping at Jason.lamping@drake.edu.

More information about ESSER:

U.S. Department of Education Makes Available $36 Billion

in American Rescue Plan Funds to Support Students andInstitutions

Support for afterschool and summer programs:

Afterschool Alliance: COVID-19

Funding by state:

Department of Education Announces American Rescue PlanFunds

Making Assumptions andRespecting Others (Grades9-12)

Overview: This lesson focuses on the importance of respectingthe differences of others, the impact of making assumptionsabout others, and how respecting each other’s differences canmake relationships stronger.

Character Education Objectives:

Students will:

watch a video about respecting the differences ofothers,discuss how to recognize and respect each other’sdifferences,reflect on experiences when they made assumptions,reflect on how making assumptions impacts our ability torespect differences

Materials:

Video: UNeek Productions. 2017. Different.Youtube. https://youtu.be/yu24PZIbkoY

Opening Reflection:

“We do not see the world as it is, we see the world aswe are” – Andy Stanley

What does this quote mean? How do our assumptions impact the way we treatothers?How do our assumptions affect relationships?

Watch Video:

UNeek Productions. 2017. Different.Youtube. https://youtu.be/yu24PZIbkoY

Discussion:

How were these two different from each other? You? Me?How did their differences impact their relationship inthe beginning?

What did they learn about one another’s differences?How can changing your perception help you to respectdifferences?In what ways can you show someone that you respect theirdifferences?How can respecting someone’s differences help youdevelop stronger relationships?

Reflection

Write about a time when you made an assumption aboutsomeone. Describe how you discovered that yourperception of them was wrong once you got to know them.

Our Differences Make UsStronger (Grades K-5)

Overview: Our differences are our greatest strengths. Learningabout what we have in common gives us a sense of belonging,but embracing and respecting our differences makes us astronger community.

Objectives:

Students will:

explore the similarities and differences of theirclassmates.discuss what it means to recognize and respect eachother’s differences.reflect on how it feels to be excluded for yourdifferences.

Materials needed:

Large sheets of paper—write 1, 2, 3, or 4 on eachMarkerOne die with the 6 and 5 covered up

List of questions (see below)

Directions:

Place one numbered sheet of paper in each corner of the1.room.Gather the group in the middle of the room and point out2.the four corners.Read a set of choices (use suggestions listed below or3.create your own) and ask students to go to the cornerthat best represents them. For example: “Which drink doyou like the best? Go to corner 1 if you like soda thebest, corner 2 for juice, corner 3 for milk, or corner 4for water.”Once the students move to the corner that represents4.them, ask each corner to briefly discuss why theyselected their answer.Ask a few students from different corners to share with5.the large group.After a brief discussion, roll the dice. The number it6.lands on is the “unlucky number.” Eliminate the studentsin that corner. If you need to move the game morequickly, use the dice to choose the “lucky number” andthat corner stays.Keep playing until only a few participants are left.7.Play through at least two times.Following the activity, ask:8.

How did it feel to be with others who are justlike you?How does it feel when you are different thaneveryone else?What can we do to show respect to those who aredifferent than us?How could our differences make us a strongergroup?What did it feel like when you were eliminatedfrom the game because of your differences?

Question Suggestions:

Which music do you like best…rock, rap, country, orclassical?Which do you wear most often…tennis shoes, sandals, barefeet, or boots?Which drink do you like the best…soda, juice, milk, orwater?Are you most like a…square, triangle, circle, or oval?What type of movie do you like best…action, romance,comedy, or science fiction?Where would you most like to go on vacation…the beach,mountains, an amusement park, or camping?What color do you like best…green, purple, pink, orblue?

Adapted from Team-Building Activities for Every Group

True Friends (Grades 6-12)

Overview: This lesson asks students to consider their currentfriendships. Having true friends is important and learningwhat healthy and trusting relationships feel like isimperative for a teen’s social development.

Character Education Objectives:

Students will:

read a poem about a true friendship. share the elements of a true friendship. reflect on their own friendships to consider if theyhave true friends.

Materials:

Poem: Alabi , A. 2017. My True Friend.FamilyFriendPoems. FFPInc. https://www.familyfriendpoems.com/poem/my-true-friend-4

Chart paper/markers or online wordcloud tool

Discussion:

Small Groups

Read the poem My True Friend.Ask students to highlight key words from the poem thatare needed in a friendship.

Whole Group

Ask students to share the words they highlighted in thepoem.Write the words on chart paper or in an online wordcloudtool.

Reflection

Reflect on the words collected on the chartpaper/wordcloud.

Do you have any friendships that are notrepresented by the words we collected?What can you do about it?

Think about the qualities of true friends. Do yourepresent the words on the chart?How will you change your behavior to improve or developfriendships?

My True Friend by Abimbola T. AlabiYou always answer when I callAnd help me up if I should fall,But you never complain at all,My true friend.

You confront me when I am wrongBut will never scold me for long,Instead, you try to keep me strong,My true friend.

You know the funny things to sayTo make me laugh my fears away.Like the sun, you brighten my day,My true friend.

You see in me gifts I denyAnd urge me to give things a try.You spread for me my wings to fly,My true friend.

You always perceive what I needAnd offer it before I plead.Just like a book, my mind you read,My true friend.

You value little things I doBut won’t brag of what you do too.How can I ever repay you,My true friend?

And greatest of all I have foundWhen times are tough and I’m down,You are the one who sticks around,My true friend.

Source: https://www.familyfriendpoems.com/poem/my-true-friend-4

Trustworthy Friends (GradesK-5)

Overview: This activity will demonstrate ways that reliableand trustworthy friends can help you achieve things that feelimpossible. Knowing how to identify traits of a trustworthyfriend and the benefits of being one will help students asthey develop their character skills.

Character Education Objectives:

Students will:

engage in an activity that will require that they trustand rely on their partner. share the elements of a trustworthy friendship. reflect on their own friendships and consider how trustis vital to relationships.

Directions:

Divide students into pairs.Partners sit facing each other with the soles of theirshoes pressed against the other player’s shoes.Ask students to reach out and grab their partner’shands.

Next, ask students to pull their partner’s hands. Asthey pull at the same time, they should try to pull eachother into a standing positionHave participants try this activity with a new partner(start with similar size partners and then try variedsize partners).

Discussion:

When do we have to rely on each other? How does thatmake you feel?Share about times when others have gone beyond the usualto show that they care for you. Ask students to sharetheir experiences.What happens in a friendship when you cannot rely on theother person?Why is it important to have trustworthy friends?

Trustworthiness is one of the Six Pillars of Character. Clickhere to learn more about the Six Pillars!

Finding Common Ground (GradesK-5)

Overview: Students will explore the benefits of finding commonground with others in their community. This lesson promotesgood citizenship.

Character Education Objectives:

Students will:

experience finding common ground with others.discuss how collaboration and community are impacted bycitizens finding things in common.journal about how they can connect with others in theircommunities.

Directions:

Identify an area to play this game. Specify where “out”will be (to keep group together even though they areout).On a signal, have everyone walk around and minglesaying, “mingle, mingle, mingle”—until the leader shoutsa number.

When the number is announced, everyone must get into agroup of people of that number. For example, if theleader says “3” then students should be getting ingroups of 3.Anyone not in a group is “out”. All members of any grouphaving more or less than the specified number are “out”.After playing one round, the leader will call out a newnumber and add the following characteristics as thenumber is called:

People:of the same agein the same gradewho live in the same citywith the same shoe sizewith the same eye colorwho love to eat the same foodwho like the same kind of ice cream

Keep playing until you get down to one or two people andthen discuss.

Discussion Prompts:

Ask students:Was harder to find a group after you startedgrouping by things in addition to than numbers.Did you learn things you have in common?Did you feel more like you belonged when youlearned about what you have in common with otherstudents?How did it feel when you couldn’t find somethingin common and were out of the game?Do you think it is possible to have nothing incommon with someone?When working in a group, is it easier when youhave something in common?

Journal:

Encourage students to journal about how they can findcommon ground with others. Ask students to think howthey can find things in common with others in theirschool, home, teams, clubs, neighborhoods, etc. Askstudents to think about questions they could ask if theyare having a hard time finding something in common.

Citizenship is one of the Six Pillars of Character. Click hereto learn about the Six Pillars of Character.

Fairness and Appearances(Grades 6-12)This lesson explores injustice based on appearances. Thelesson explores a group of children who could not live withthe lack of fairness shown to one couple.

Fairness (Grades K-5)This lesson explores how an unfair situation can lead tofrustration or anger and how to resolve it. It also allowsstudents to demonstrate their understanding of fairness byrecreating the rules to make a game fair for all participants.

Responsibility Artwork(Grades 6-12)

Overview: Students will create responsibility artwork with aquote.

Character Education Objectives:

Students will:

research quotes or proverbs about responsibility.share their favorite quote on responsibility.create a drawing featuring their quote.

Materials:

PaperMarkersColored pencilsAccess to the Internet to research quotes aboutresponsibility

Opening Reflection:

Find a quote about responsibility that speaks to you.

Independent Creative Time:

Create responsibility artwork of your favoriteresponsibility quote. Examples:

Group:

Share your drawing. Why you chose this quote aboutresponsibility?What does this quote look like in your life?

More Resources:

Responsibility is one of the Six Pillars of Character.Click here to learn more about the Six Pillars.See more posts about responsibility by using the filteron our blog.Quotes about responsibility:

“There are no shortcuts to any place worth going.”– Beverly Sills“Character consists of what you do on the thirdand fourth tries.” – James Michener“If you think you are too small to make adifference you haven’t spent the night with amosquito.” – African proverb“If you think you are too small to make adifference you haven’t spent the night with amosquito.” – Dalai Lama XIV“When we tackle obstacles, we find hidden reservesof courage and resilience we did not know we had.”-A. P. J. Abdul Kalam“Start where you are. Use what you have. Do whatyou can.” – Arthur Ashe“Life isn’t perfect, any failures you haveare actually learning moments. They teach us howto grow and evolve.” – Phillipa Soo