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Youth for Unity 1 Facilitator’s Guide

Boys & Girls Clubs of America April 2006

What is Diversity?

Diversity can be defined as the differences that exist among human beings, including

differences in race, ethnicity, country of origin, religion, age, physical and mental ability,

gender, class and appearance. Diversity also includes other physical characteristics,

mannerisms, facial expressions, styles of dress, language, communication styles, gestures,

geographic location, work experience, lifestyles, learning styles and personality.

Essentially, diversity is “the sum of all those parts that make us who we are – different

individuals with the common experience of being human and the unique experience of

being ourselves.”1

Valuing diversity has to do with valuing of all people. It is more than tolerance and more

than acceptance. It is valuing the ideas, beliefs, traditions and abilities of those who are

similar to us and those who are different from us. An appreciation of diversity involves

seeing others for who they are, as unique individuals, each of whom contributes to the

rich tapestry of our American society.

The Diverse World We Live In

The latest U.S. Census Bureau figures confirm what Club leaders have known for a while,

that the face of America has changed dramatically; our country is more diverse than

ever before – ethnically, racially, culturally and linguistically. Today, there are more

children from more diverse backgrounds in public schools than at any time in our history.

In the early 1970s, for example, the United States could be defined in terms of race; most

Americans were either black or white. In the past 35 years, however, immigrants from

Asia, Latin America, Africa and the Caribbean have enriched the American culture. High

levels of immigration, intermarriage between groups and the children resulting from

those marriages all contribute to the ever-increasing growth in diversity in this country.2 In

2004, the foreign-born population of the United States was 34.2 million, accounting for 12

percent of the total U.S. population.3

These growth trends will continue throughout the 21st century. By the year 2050, people of

color will no longer be in the minority, and two-thirds of the country’s population growth

will come about through immigration.4 In the second half of this century, people of

Hispanic descent will make up more than one-third of the population.5 Today’s youth,

more than any other generation, are more likely to be interacting and living among

people who are different from themselves. The next generation will see a new America;

in fact, there are already 2 million people in America with a multi-racial ancestry.6

Diversity, however, has to do with much more than country of origin, race or ethnicity. It

also encompasses differences in other aspects of human identity such as gender,

religion, class, age, education and physical ability.

1 Sharon Chappelle, Lisa Bigman and Francesca Hillyer, “Diversity in Action: Using Adventure Activities to Explore

Issues of Diversity with Middle School and High School Age Youth” (Covington, Ga., Project Adventure, Inc., 1998), p. 6. 2 Audrey Singer, “The Changing Face of America,” Society & Values, The United States in 2005: Who We Are

Today (eJournal USA), U.S. Department of State, Bureau of International Information Programs Web site,

http://usinfo.state.gov/usa/diversity (April 17, 2005). 3 United States Census Bureau Web site, www.census.gov (April 17, 2005). 4 Julius Lott, “The Future of Diversity,” Connections (Winter 2003/04): 20-21. 5 Lisa Lansman, “Color-Blindness: Teaching Children to Celebrate Diversity,” Preteenagers Today Web site,

http://preteenagerstoday.com (April 24, 2005). 6 Lisa Lansman, “Color-Blindness.”



If we could shrink the United State’s population to a village of precisely 100 people, with

all existing human ratios remaining the same, it would look like this:

• There would be 14 people of Hispanic origin.

• Eighty would be white; 14 would be African-American, four would be Asian and one

would be mixed race.

• 51 would be female; 49 would be male.

• Twelve would be over the age of 65.

• Seventy-six would be Christian, one Jewish and 13 with no religious affiliation.

• Eleven would be living in poverty.

• There would be 19 with disabilities.

• Twenty-seven would have a college education.7

Boys & Girls Clubs of America’s

Response to Increasing Diversity

Boys & Girls Clubs of America recognized that educating youth to understand and

embrace different cultures, backgrounds and lifestyles was fundamental to preparing

them to live in an increasingly diverse society. To help educate young people across the

country about the importance of diversity, BGCA partnered with The Allstate Foundation

to launch the Youth for Unity diversity initiative. The theme of the initiative, “Diversity – it’s

all of us!,” underscores the importance of valuing the differences among people while at

the same time embracing unity and inclusion.

The National Diversity Committee has defined diversity for the Boys & Girls Clubs of

America as “the similarities and differences that staff, volunteers and Club members

bring to the Boys & Girls Club Movement.” Through the creation of this curriculum and the

generous support of Allstate, BGCA has the opportunity to encourage millions of young

people, as well as Club staff members, volunteers and parents, to value diversity.

The Youth for Unity curriculum was developed with the help of a National Diversity

Advisory Council consisting of academicians, authors and diversity experts. Through the

support of The Allstate Foundation and the distinguished members of the council, BGCA

is able to offer a program that will foster in America’s youth the values of tolerance and

respect for others.

The Youth for Unity Program

Rationale and Purpose

As our nation becomes increasingly diverse, it becomes more and more important to

help young people learn not only to live with respect and tolerance among those who

are different from them but also to benefit from others’ experiences and traditions. The

Youth for Unity program is designed to help youth:

• Cultivate individuality. Youth learn to value their own individuality, the unique

combination of qualities that makes them who they are.

7 United States Census Bureau Web site, www.census.gov (April 18, 2005).



• Build cultural identity. Club members respect the beliefs, traditions and values of the

culture to which they belong.

• Appreciate diversity. Young people learn about diverse cultures and groups and

begin to appreciate the richness and depth diversity brings to our society.

Components

The Youth for Unity program is designed to help Clubs implement a comprehensive

initiative to reach youth, staff and parents. Components include:

• Youth curriculum. Three sets of age-appropriate activities comprise the youth

curriculum: activities for youth ages 6 to 9; activities for youth ages 10 to 12; and

activities for youth ages 13 to 18. Activities are designed to be conducted in a

sequence, but also can be selected and used as individual, stand-alone modules.

• Peer Leader program. The peer leader activities are designed to help teens learn,

practice and apply the knowledge and skills they need to help Club professionals

implement the youth curriculum with younger Club members. The Peer Leader

program works best when participating youth have already completed the youth

curriculum for their age group.

• Parent workshop. The program includes a sequence of activities for parents designed

to be conducted over several evenings or in a half- or one-day workshop. In addition

to helping these individuals recognize and reflect upon their own biases, the workshop

is designed to build their capacity to help their children grow up in a diverse society.

• Staff training. A one-day workshop helps Club staff assess, examine and confront their

own biases. It also teaches staff how to facilitate discussions about prejudice and

discrimination, help young people develop a greater awareness of and respect for

others, and create a Club environment that reinforces positive messages about our

diverse society.

Key Themes

Throughout the Youth for Unity program, activities are structured around four primary

themes designed to help Club members:

• See themselves as unique and special individuals. Activities related to this theme help

Club members recognize their own personal individuality, discover others’ perceptions

of them and explore others’ unique traits. When young people know who they are,

they can begin to see others more clearly as human beings like them and appreciate

the similarities and differences among all people. They also begin to develop a

positive self-identity based on who they are as unique individuals.

• Understand our society’s diversity. Activities for this theme give youth a sense of the

depth and breadth of diversity, help them appreciate diversity and give them a

chance to connect with diverse groups or individuals. As Club members begin to see

the great variety of people in their communities and neighborhoods, they understand

that diversity is what makes the world an interesting and exciting place to live.



• Recognize bias and unfairness. In the section on bias and unfairness, Club members

engage in activities that help them trace the roots of bias and recognize bias in

themselves and in society. By exploring the faulty beliefs behind biased attitudes and

becoming aware of the ways in which we use words to hurt others, youth learn to

identify and change assumptions that lead to bias and stereotypes.

• Take personal leadership in confronting bias. Activities related to this theme help

young people understand leadership, encourage them to recognize the qualities of a

strong leader and teach them to confront bias on a personal level and in society.

Core Program Areas

Each of the activities in the youth curriculum (all age levels) and the peer leader

program are designed to reinforce one or more of the core program areas, allowing

Club staff to select and customize daily sessions. The five core program areas are:

• Education and Career Development;

• Character and Leadership Development;

• Health and Life Skills;

• The Arts; and

• Sports, Recreation and Fitness.

Overview of Activities

Each of the activities in the Youth for Unity curriculum is structured as follows:

• Theme – designates one of the four key themes of the program;

• Core areas – identifies one or more core program areas;

• Learning goals – outlines objectives for the activity;

• Estimated time – specifies time needed to complete the activity;

• Materials needed – details all materials needed for the activity;

• Special preparation – describes any special preparation required;

• Key learning points – highlights the key lessons Club members will take away;

• Activity overview – gives a brief overview of the activity;

• Background – provides background information for Club staff and Peer Leaders;

• Icebreaker – describes a brief (optional) activity to engage youth and focus attention;

• Process – provides detailed steps for leading the activity;

• Wrap up – offers suggestions for wrap-up and closure;

• Additional ideas – recommends ideas for extension or follow-up; and

• Alternate activity – provides ideas for tailoring the activity for various group needs.

The Unity Pledge

When the Youth for Unity initiative was launched in 2004, Club members all over the

country began signing the Unity Pledge, which promotes tolerance and inclusion. Club

professionals may want to post the pledge in a prominent place in the Club, ask

participating members to recite it at the beginning of each session or distribute pledge

cards for youth to carry with them and take home to show parents. The Youth for Unity

Pledge is as follows:



THE YOUTH FOR UNITY PLEDGE

My pledge for unity is to:

Understand my uniqueness and appreciate the diversity of our society.

Not make judgments based on how others look but seek to know them.

Identify bias and unfairness around me and encourage others to do what’s right.

Treat everyone with respect.

Yes, I can make a difference – it all begins with me!

Key Concepts in Diversity

Important Terms

Club leaders should become familiar with several important terms that are used

throughout the program. Other key terms are included in the “Glossary of Terms” in the

Tools and Resource section of this guide.

Diversity

Diversity means different or varied. The population of the United States is made up of

people of diverse races, cultures, places, ages, classes and abilities.

Culture

Culture is the pattern of daily life learned by a group of people. These patterns can be

seen in their language, communication styles, rules for interacting with others, arts,

customs, holiday celebrations, food, religion, clothing and other aspects of their lives.

Bias

A bias is an unfavorable attitude toward individuals or groups based on their race,

gender, age, ethnicity, physical ability or other characteristics.

Prejudice

Prejudice involves unreasonable feelings, attitudes or opinions about a person or group –

especially of a hostile nature – simply because the person belongs to a specific religion,

race, nationality or other group. Prejudice is something we are taught; it is pre-judging

others without knowing them.

Discrimination

When people act on the basis of their prejudices, they are discriminating. Discrimination

may involve putting other people down, not allowing them to participate in activities,

restricting their access to work or to live in certain neighborhoods or denying them

something they are entitled to by right and by law.



Stereotyping

A stereotype is an exaggerated belief, a distorted truth or an oversimplified

generalization about a person or a group. When people say that all members of a

specific nationality, religion, race or gender have certain characteristics, they are

stereotyping. Stereotypes – even positive ones – can have negative consequences

because they do not allow for individuality and because they limit our ability to truly

know others.

Resisting Bias and Prejudice

We all want young people to grow up in a world free from bias and prejudice, but the

reality is that bias and discrimination do exist. Research shows that children as early as 2

and 3 years old are aware of gender, race, ethnicity and disabilities, and they also

become sensitive to the biases related to these aspects of identity. At a very young age,

children learn misconceptions about others based on what they hear from their families

and from the society in which they live. They are aware of the differences between

people and they understand which differences are positive and which are not.8

Because most of us learned – at a very early age – negative opinions of others based on

gender, race, class, age, ability and many other factors, it is important to become aware

of our own attitudes and behaviors. Without an awareness of our own unconscious

beliefs, we risk passing negative attitudes and behaviors along to the youth with whom

we work. The more we, as adults, can acknowledge our own prejudices and biases and

unlearn them, the more able we are to foster positive attitudes in the youth we serve.

There are several other ways that parents, teachers and other adults can help youth

resist the biases and prejudice that exist in our society:

1. Create an environment that reflects the diverse world in which we live. Make sure

youth have access to books, drawings, photos, music and other items that contradict

the biased messages they hear. By showing women and men in nontraditional roles,

people of color in leadership positions, varieties of family groupings and people with

disabilities doing everyday activities, youth get the message that all things are

possible for all people.

2. Do not tolerate biased remarks or behaviors. Make it clear to youth that another’s

identity (gender, race, ethnicity, ability, etc.) is never an acceptable reason for

excluding or rejecting that person. Explain that prejudice, having an opinion about

someone without really knowing that individual, is different from dislike, which is

based on information and experiences with a specific person.

3. Speak up when you encounter bias and prejudice. As role models for youth, you must

say and do what you hope to see young people say and do. Speak up when

someone makes a disparaging remark; if you say nothing, youth will assume you

agree with it. If you disagree, make a point of saying so.

4. Talk positively about each young person’s identity and cultural heritage. Help build a

sense of positive self-esteem in youth by acknowledging their cultural identity and

noting positive qualities and attributes.

8 Louise Derman-Sparks, Maria Gutierrez, Carol Brunson Phillips, “Teaching Young Children to Resist Bias: What

Parents Can Do,” (Washington, D.C.: National Association for the Education of Young Children, 1989).



5. Help youth learn the difference between feeling superior and feeling proud. Make

sure young people see that, although pride in their heritage is good, feeling better

than others because of it is not. Model behaviors that demonstrate pride in who you

are, as well as respect for others.

6. Teach youth to challenge biases about who they are. Be sensitive to Club members’

feelings about themselves and respond to them when they show signs of being

affected by biases and stereotypes.

7. Respond to questions youth have about differences. Even if you do not know what to

say, it is important to respond to a question or comment about differences. Youth

may interpret silence as a message that they should not talk about certain topics.

8. Help youth become sensitive to other people’s feelings. Research shows that young

people who are caring and empathetic are less likely to be prejudiced than those

who are not. When personal conflicts occur, encourage Club members to think

about how the other person might be feeling.

9. Teach youth to think critically. Encourage them to think about issues like bias and

discrimination, to try to understand by exploring the ideas in their minds and asking

questions. Help them see when their thinking about an issue may be faulty.

10. Let young people see that unfairness can be changed. Set an example for youth by

your actions: challenge biased remarks and attitudes; stand up for yourself when

someone exhibits bias toward you; step in when you see unfair or biased behaviors

toward someone else and support youth when they confront others about unfairness.9

Responding to Questions About Diversity

Younger children, especially, may have questions or misconceptions about differences

among individuals and groups. If Club members ask questions about gender, race,

ethnicity, physical ability or any other characteristics, especially those they have not

observed before, it is important to answer their questions honestly, modeling an attitude

of respect. If youth make comments or remarks that reveal their own biases, it is

important not to ignore them; silence sends a message that their attitudes are accepted.

Instead, respond calmly and candidly, making sure not to judge youth for their beliefs

and attitudes. Encourage an attitude of acceptance and willingness to change beliefs.

Following are examples of some of the questions and comments you may hear from

youth, along with recommendations for possible ways to respond.

What if I don’t like someone – is that prejudice?

“Prejudice means you have an opinion or idea about someone, especially a member of

a group, without really knowing that person. You can dislike someone only if you know

them and have had experiences with them that made you not like them.”

9 Sparks, “Teaching Young Children to Resist Bias,” and “What to Tell Your Child About Prejudice and

Discrimination,” 2001, Anti-Defamation League® Web site, www.adl.org (April 17, 2005). Dora Pulido-Tobiassen

and Janet Gonzalez-Mena, “Teaching Diversity: A Place to Begin,” Early Childhood Today, Scholastic Web site,

http://teacher.scholastic.com (April 17, 2005).



Why don’t people like them? Why do they call them names?

“Some people make judgments about a whole group of people without knowing very

much about them. Sometimes people are afraid of those who seem different from them

and, unfortunately, they express that with name-calling and negative behaviors. When

people grow up with these ideas, sometimes it’s hard to get rid of them.”

Why do those people look so funny? Why do they believe such strange things?

“All people are different. We often think others are strange because they’re not familiar

to us. We don’t think our own beliefs and appearances are strange or funny because

they are what we’re used to. We must appear strange to others, too.”

I don’t like (name of group) people.

“You sound as if you know all the people who are (name of group), and that you don’t

like any of them. You can only like or dislike people you know. If you don’t know

someone, you can’t have a good reason for liking or not liking them. There are others

you may not like, but their (skin color, religion, accent, appearance, size, etc.) should

have nothing to do with it.”

I didn’t mean anything when I used that word.

“You were angry and used a hurtful name, but you need to know that words can hurt. If

you don’t like what someone is doing or the way they’re acting, you may be really upset,

but you can tell them why so they can change their behavior. Name-calling is unfair. It

hurts people and it doesn’t solve anything.”10

Implementing the Youth for

Unity Program

Recruitment Strategies

Identifying young people to participate in the Youth for Unity program requires the

support and input from Club staff. When starting the program, there are several strategies

for encouraging members to take part:

• Identify several youth who are considered positive role models in the Club. Ask them, in

turn, to identify and recommend peers.

• Recruit from existing group Clubs such as Keystone Clubs, Torch Clubs and other

special-interest Clubs.

• Display promotional posters in the Club and in locations throughout the community.

• Ask staff members for recommendations.

• Visit high schools, churches, youth centers and spots where young people gather.

• Develop relationships with teachers, staff and adults to get referrals.

• Talk directly with young people to develop their interest in getting involved.

• Work with local schools to enhance their understanding of diversity.

• Have members who are already participating do a Youth for Unity pledge campaign

to get others in the Club involved.

• Host special kick-off events to spread the word to the larger community.

• Establish a Diversity booth to answer questions about the program.

10 “What to Tell Your Child About Prejudice and Discrimination,” 2001, Anti-Defamation League® Web site,

www.adl.org (April 17, 2005).



Planning and Preparation

Some planning and preparation are essential to making the Youth for Unity program

successful in your Club. As you prepare yourself and others for communicating a

message of diversity, your own attitudes and beliefs will change, and this will be reflected

in the ways you speak and behave toward others. Before you begin implementation of

the program, be sure to do the following:

• Evaluate your own biases. Reflect on your own biases and explore your feelings about

diversity. Consider the messages you received about different types of people.

Develop an awareness of your own cultural “filters.” You may want to take a “bias test”

to uncover your hidden biases; see the Implicit Association Test developed by Project

Implicit at Harvard University, https://implicit.harvard.edu/implicit/demo.

• Think about the language you use. Language can be powerful in communicating bias

and stereotypes. The language you use should convey accurate information and

positive attitudes about all groups of people.

• Be prepared to respond to bias. Decide ahead of time how you are going to handle

discriminatory or biased behavior when and if it happens. Think about what you will say

so you are prepared if the situation arises.

• Review resources. Review the materials in the room to make sure that displays and

bulletin boards reflect diversity and are inclusive of all people. Do not use supplemental

books or videos that reinforce existing stereotypes; if there are such examples, point

them out to youth and encourage a discussion about them.

• Connect with others. Involve parents, caregivers, family members, school

representatives and others in the community to help support the learning process for

youth in the Club. Consider ways to connect them to each other and reinforce the

message of diversity.11

Materials

The following list details the materials needed to conduct the activities for the youth

curriculum, the peer leader program and the parent workshop. If specific items are not

readily available, substitutions may be made according to the activity instructions.

• Beads

• Blanket (large)

• Buttons

• Camera (disposable cameras, a Polaroid® or digital camera)

• Cardboard or card stock

• Chopsticks

• Clothesline or rope

• Coat hangers (wire)

• Construction paper (in a variety of colors)

• Crayons

• Drawing paper

• Erasers

11 Anti-Defamation League®, A WORLD OF DIFFERENCE® Institute Youth Service Activity Guide, 1991.



• Fleece balls (or other small objects, 10 to 12)

• Flip chart and paper

• Gift wrap

• Hand puppets (can be made from paper bags)

• Hat

• Hole punch

• Hula hoop

• Index cards (blank, in a variety of colors)

• Kraft paper

• Labels (small blank)

• Magazines (fashion, news, teen, general)

• Map (state, United States or world map)

• Marking pens

• Masking tape

• Mirrors (two to three small hand mirrors)

• Name tags

• Newspaper (local, city or national)

• Paper plates and napkins

• Paste, glue or glue sticks

• Pencils

• Pens

• Pliers

• Post-it notes

• Push pins

• Ribbon

• Rubber ball

• Safety pins

• Scissors

• Shoe boxes

• Stickers (colorful)

• String

• Tape

• Wire cutters

• Wooden tongue depressors

• Yarn

Several activities require Club members to cut pictures from magazines to represent

themselves and others in their community. Because so few magazines actually depict

children of color, working class people, poor people of all races and ethnicities or people

with disabilities, youth may not be able to find images that are representative of

themselves or the people they know. For this reason, it is important for Club leaders to

find and collect additional sources of photos and images. Possibilities include: ethnic-

specific magazines, calendars from organizations devoted to civil rights for various

groups and illustrations copied from books.

Group Size

The Youth for Unity Program can be conducted with groups as small as four Club

members and with as many as 20 members. The ideal size for a session group is 10

members; this size allows for good interaction among youth but is not large enough to

encourage cliques or divisiveness.



Leading the Activities

Before an Activity

• Review the activity. Review the activities and become comfortable with the issues

yourself, including the key terms that are used. Identify and clarify your own feelings

and try to think of experiences you have had that might help youth understand the

issues better.

• Prepare youth. Before beginning the activities with youth, you may want to spend a

few minutes getting them ready for the session.

� Tell them what they are going to be doing and why.

� Ask questions up front to see how much they already know.

� Introduce and define key terms using language they understand.

� Give examples that illustrate the concept.

• Gather materials. Be sure all necessary materials are available and on hand before

beginning each activity.

During an Activity

• Establish ground rules. Make it clear to youth what behaviors will be acceptable and

what behaviors will not be acceptable by setting ground rules and reinforcing them as

necessary.

• Be patient. Keep in mind that some activities will be difficult for some youth and easy

for others. Encourage, challenge and support youth, but do not push them.

• Be curious. If you are relaxed and open to hearing different perspectives, Club

members will be more likely to do so.

• Do not dominate the discussion. Remember that your role is to listen, interpret and

facilitate, not to have all the answers. Step in when someone says something

inappropriate, but give Club members a chance to express themselves.

• Encourage young people to think about their attitudes. Ask youth to consider why they

believe what they do, what ideas or beliefs they base their opinions on and what might

change their attitudes.

• Mediate disagreements. If a debate becomes heated, remind youth that the goal is to

learn and grow in a spirit of collaboration, not to win an argument.

• Present the facts without judging. If someone introduces false information or

stereotyped thinking, correct them. Explain that, while everyone has a right to his or her

opinion, all views should be supported with factual evidence.

• Encourage youth to speak up. Help young people clarify what they believe and not be

swayed by the group. Discuss the feelings associated with “standing alone” and

“standing with others.”

• Take advantage of learning opportunities. Be ready for the “teachable moment” and

use it to further the understanding of the concepts.



After an Activity

• Provide closure at the end of each session. Give youth a chance to reflect on what

they have learned after each activity and discussion. Encourage them to think about

ways to follow up and take action.

• Evaluate the activity. Consider whether the objective of the activity was accomplished

and try to understand why it was or was not.12

Discussing Challenging Topics

Activities are designed to help you guide Club members through a discussion of topics

related to diversity. Some of the topics may present a challenge, particularly if you think

youth may not stay within the limits you have set for the group. When an activity calls for

group brainstorming, about incidents of bias or name-calling, for example, it is important

to allow for open discussion while at the same time managing group dynamics. You will

most likely be aware, before a discussion begins, whether your group will respond to the

topic in a respectful way. If you have doubts, it is a good idea to adjust the activity so

you do not open the group to inappropriate language and behaviors.

Integrating Current Events

Bringing in news stories related to topics of diversity is an excellent way to help youth

understand the importance of learning to accept all people. You may find articles about

race relations, religious intolerance, prejudice, stereotyping, gender roles, scapegoating,

and discrimination. Do not forgot to look for positive, inspiring stories about diversity and unity, or about people who defy stereotypes and confront bias. You might even

challenge group members to find one article every day – either in the newspaper or

online – that illustrates some of the topics you have been discussing.

Responding to Different Age Groups

Activities in the Youth for Unity curriculum are geared specifically to youth in the targeted

age group. You may, however, want to divide the 6- to 9-year-olds, for example, into two

smaller age groupings. Because there is such a difference in interest, reading level and

maturity between a 6-year-old and a 9-year-old, having two groups may be more

effective. With the youngest children – 5- and 6-year-olds – it will be necessary to simplify

the language you use and eliminate terms they may not understand.

Youth in the 10- to 12-year-old group present a challenge, especially when it comes to

working in groups. Because this is a time when youth in this age group are developing

identity, peer influences become particularly strong. They may be reluctant to share their

feelings or experiences; give them time to get comfortable, encourage them but do not

force them to speak if they are reluctant. For young people in this age group, beginning

with discussions of group identity – rather than personal identity – may be more

appropriate and comfortable.

Youth in the 13- to 18-year-old group respond well to performance-based activities such

as drama, dance, video, music and anything that involves use of computers. They also

are interested in topics that relate to dress and fashion, as well as career exploration.

12 Anti-Defamation League®, A WORLD OF DIFFERENCE® Institute Youth Service Activity Guide, 1991.

“Talk About It,” Teaching Tolerance (Fall 1992) Southern Poverty Law Center, 400 Washington Avenue,

Montgomery, Ala. 36104, www.tolerance.org/teach/.



Recognition

Motivating Club Members

Recognition is important for motivating Club members to remain involved once they

begin the program. You may want to recognize members’ participation by:

• Personally praise members for their participation and contributions to the program.

• Display artwork and other tangible items they have created.

• Invite non-participating Club members and staff to view the art, posters and other

items created by Youth for Unity members.

• Tell members’ parents about their participation and progress.

• Ask Youth for Unity members to do a brief presentation of what they have learned to

the entire Club.

Prizes are another great way to reward participation and encourage others to get

involved. Prizes do not have to be expensive to be effective. Donated items, such as T-

shirts, buttons, key chains, etc., are popular with members. Personalized certificates are

another great way to recognize a member’s achievement and completion of the

program. For members who complete the Youth for Unity program, you may want to

present awards, prizes or certificates in a brief ceremony.

Youth for Unity Leadership Awards

The Youth for Unity Leadership Award is designed to recognize Clubs that develop

meaningful programs that educate the community about the advantages of

understanding and embracing diversity. Each year a Club is presented the award for

successfully developing and implementing youth-led diversity campaigns that address

an issue related to diversity in the community. All Clubs are eligible to compete in the

awards program.

Conducting Special Events

Special events and field trips are an excellent way to promote the program, build interest

among Club members or provide motivation and education for youth already

participating in the Youth for Unity curriculum. Special events that recognize diverse

groups of people and get the word out to the larger community include:

• Diversity poster contest

• Celebration of Black History Month, Asian Pacific American History Month, National

Hispanic Heritage Month or National American Indian Heritage Month

• Field trips to job sites where men and women work in non-traditional roles

• “Friendship” visits (visiting families or Club members who have different lifestyles)

• Community walks or fun runs (raising money for Cystic Fibrosis, Multiple Sclerosis or other

disabilities)

• Diversity Fair (booths on different cultures and countries)

• “Holidays Around the World” Day

Inviting Guest Speakers

Inviting guest speakers into the Club is extremely helpful for educating youth about the

diverse groups of people living and working in the community. Guest speakers can be

anyone who has a story to tell; ideally, it should be someone who is engaging for young

people and who enjoys talking to groups. Brainstorm with Club members about whom



they might like to meet. Consider local business people, professional athletes, people

working in non-traditional job roles, elderly citizens who have an interesting history, recent

immigrants or anyone who has life experiences that are different from most Club

members. Inviting speakers takes some advance planning. You may want to contact the

local Chamber of Commerce for help in coming up with ideas, then e-mail the

individuals to see if they are interested and available.

Networking With Other Clubs

Networking with other Clubs that are conducting the Youth for Unity curriculum can

enhance the program by allowing you to:

• Try out different implementation strategies.

• Share ideas for special events and field trips.

• Arrange cooperative special events involving two Clubs.

• Exchange “time capsules” (see “Gifts From My Past” activity).

• Troubleshoot problems.

• Brainstorm solutions to difficult situations.

• Discuss favorite activities.

• Share successes.

BGCA Guiding Principles

The Youth Development Strategy

So much of what happens in a Boys & Girls Club emerges from consistent implementation

of the Youth Development Strategy. By developing in members a sense of belonging,

usefulness, influence and competence, the Youth Development Strategy helps to

enhance members’ self-esteem and creates an environment in which boys and girls can

achieve their full potential.

The following are some ways to promote and enhance the development of boys and

girls by instilling in them a:

• Sense of competence. Give Club members ample opportunities to learn, practice and

demonstrate new skills they are learning, so they get the feeling that there is something

they can do and do well.

• Sense of usefulness. Allow youth to help you, whenever possible, and to help other Club

members. Doing so gives them the sense that they have the ability to do something of

value for other people.

• Sense of belonging. Greeting members by name every day, welcoming them and

inviting them to participate in special activities helps create an environment where

young people know they “fit” and are accepted.

• Sense of power or influence. Discuss various options for activities with you before you

begin and allow them to make choices about where and how to display the work they

have done. This lets them know they can be heard and can influence decisions.



Key Elements of Deepening Impact

The BGCA Deepening Impact study found that the effect a Club has on any member is

dependent on the youth’s level of participation and how well the Club implements five

key elements. By integrating the following five key elements into your implementation of

the Youth for Unity program, not only can you deepen the impact your Club has on

members, but also you can build a solid foundation of respect, tolerance and

appreciation of differences.

• A safe and positive environment – a sense of physical and emotional safety, with

boundaries, rules and structures, as well as continuity and predictability for members.

• Fun and a sense of belonging – happiness, fun and enjoyment for members, resulting in

a sense of belonging and ownership and a sense of home and family.

• Supportive relationships – the opportunity to develop meaningful connections with

peers and adults, with warmth, closeness, caring, appreciation, acceptance and

guidance.

• Opportunities and expectations – the chance to acquire physical, social,

technological, artistic and life skills, as well as moral character, study habits and high

expectations.

• Recognition – recognition and affirmation of members’ accomplishments, including

positive reinforcement and encouragement for ongoing improvement and successes.

Working With Peer Leaders

Peer Leadership Component

A separate component of Youth for Unity helps Club members learn and practice the

skills they need for mentoring younger members. Once teens have completed the Peer

Leader program, they are ready to help you conduct program activities and events with

younger members. Ideally, teens should be of appropriate maturity to be able to assist

you with the activities and to mentor the younger members with whom they are working.

This experience teaches great lessons in responsibility and leadership to teens. Not only

will peer leaders help lead activities and special events in the Youth for Unity program,

but they also will serve as examples for younger members – modeling language and

behaviors that reflect their understanding and appreciation of diversity.

Mentoring will come naturally to some teen members, especially those who have

younger siblings at home. You will find that many members thrive in this relationship in

which they can assume a position of leadership and responsibility. While it is important to

check in and make sure that peer leaders are doing a good job, it is also a good idea to

give them a bit of space and latitude to work with the Club’s younger members, so they

can fully enjoy the sense of helping and autonomy. At the same time, do not assume

that all teens will automatically be comfortable working with younger members. Be

careful to strike a balance between giving teens autonomy – and making sure they have

the resources they need to give younger members useful assistance.



Preparing Peer Leaders

Before enlisting peer leaders to assist with any Youth for Unity activity or event, prepare

them for their role in assisting you and mentoring younger members.

• Review the objectives of the activity.

• Discuss the key themes that Club members will be learning.

• Make sure peer leaders understand the definition of important terms.

• Give them the chance to ask any questions about the activity.

• Explain their role in leading the activity or event.

• Communicate clearly what your expectations are.

• Ask for their input and take it seriously when they offer suggestions.

• Remind them that part of their role is to be role-models for younger members, and that

others will be taking their lead from what they say and how they behave.

• Be open to learning from them.

Monitoring Peer Leaders

In order to be effective guides for peer leaders, it is important for Club staff to provide

adequate guidance, while giving them some freedom to learn and grow. Allow them to

express and implement new ideas, experience the results of their actions and see the

impact their work has on other Club members and the success of the program.

• Give them a chance to apply what they have learned about diversity and to model

an attitude of respect and acceptance.

• Encourage them to try new ways of leading and modeling for younger members.

• Allow them to begin at their own level and progress at their own pace.

• Evaluate their contributions and how well they meet your expectations.

• Intervene when they need help.

• Provide honest and constructive feedback about their development.

• Take control immediately if there is a safety issue.

Mentoring Peer Leaders

Youth often have a narrow definition of leadership, and they need to understand that it

involves more than directing a group, planning an event or speaking to the public. Club

staff should help youth understand that leaders are people who think for themselves,

express their thoughts and feelings honestly and directly, act on their own beliefs and

inspire others to do so. Help them see that an act of leadership could be taking charge of

a situation or a group, but it also could be simply helping someone else without being

asked. Mentoring youth and modeling the following behaviors will help them understand

their own leadership strengths and potential and the ways in which they can most contribute:

• taking a public stand;

• taking charge of a situation;

• taking charge of others by organizing, giving guidance or instructing;

• being highly visible or involved;

• speaking out on behalf of others;

• questioning authority;

• being willing to make decisions;

• being willing to solve problems; and

• working to make positive change.



Recognizing Peer Leaders

Peer leaders should be recognized for their participation with a special certificate or

other award. Acknowledge their contributions to others in the Club, to their parents, to

teachers and school officials and to the larger community.

Gaining Parents’ Support

Involving Parents

Parents play an important role in the ways youth view diversity. It is important to keep

them involved and informed about what their children are doing in the Youth for Unity

program. The only way to involve them is to reach out to them; parents are more

interested in becoming involved if they know and trust the advisor and feel as if they are

kept up to date on Club events. It is good practice for you to call or write to parents of

Youth for Unity members to make an introduction, and to continue contact with parents

on a regular basis. It is also helpful to invite parents to informational meetings to introduce

them to the Youth for Unity program and update them on recent events.

Responding to Questions and Concerns

There may be parents who get angry about some of the concepts their children are

learning in the Youth for Unity program, especially if it confronts their own biased beliefs

and attitudes. If parents confront you about their concerns, answer them honestly and

openly; if they exhibit name-calling or other inappropriate behavior, model responding in

a calm and professional manner. The more you keep parents informed about the

program, the less likely they are to feel threatened by what their children are learning.

Implementing the Parent

Component

Overview of the Program

The Parent Component of the Youth for Unity program is structured similarly to the youth

curriculum and the peer leader program. Like the program for youth, this component

addresses four key themes and is designed to move parents from cultivating individuality

to building cultural identity to appreciating diversity. In addition, the parent component

instills in parents the importance of helping their children grow up in an increasingly

diverse world. Activities in the Parent Component are designed to be a starting point for

your work with parents, and they should be adapted or adjusted as necessary to suit the

interests and needs of your particular group. It is a good idea to begin each session by

asking parents what they most want to discuss or explore, then to customize each

activity according to the group’s request.

Special features of the Parent Component include:

• Opening activity – provides an overview of the program and helps parents understand

the importance of valuing diversity.

• Icebreakers – foster a sense of fun, teamwork, trust and familiarity in the group.



• Customized activities – teach parents using methods appropriate for adult learners.

• Parent tip cards – offer background information and tips for helping their children in a

format parents can take home.

Conducting the Program

The Parent Component is made up of an introductory activity and eight sequenced

activities that cover topics such as individuality, diversity, bias and prejudice and taking

personal leadership in confronting bias. Because activities build on each other, they are

most effective when conducted sequentially; they also are flexible enough to be done

as stand-alone sessions. In the interest of the group dynamic, however, parents are more

likely to bond as a group and develop trust if they experience all activities together.

The activities can be implemented in several different ways:

• Series of evenings – over the course of several evenings in one week;

• Weekly sessions – one activity per week, over an eight-week period;

• Weekend workshop – as a one-day weekend workshop.

Recruiting Parents

In working with parents, one of the toughest challenges Clubs – and other youth-serving

organizations – face is recruiting them and keeping them involved.

Recruiting parents to participate in the Youth fro Unity Parent Component requires a

concerted effort. If your Club does not normally program for parents, this will be a new

experience for you and for parents. You will need to develop a relationship with parents

so they trust you and the Club enough to participate.

Although recruiting and retaining parents is not easy, there are some strategies you can

use to enhance your chances for success:

• Be positive. See parents as positive resources. If you approach parents as if they are

“problems” that need to be corrected, you will have difficulty working with and

retaining them.

• Identify barriers to attendance and work to remove them. There are often legitimate

reasons that parents find it difficult to participate, including child care or transportation.

Find out what the barriers are and develop strategies to address them.

• Communicate with parents directly as much as possible. The more direct you can be,

the better: a face-to-face conversation is best and a phone call is more effective than

a flier or letter. Try to be as personal with parents as you can be.

• Make it a social event. Remember that adults attend most activities for social rather

than academic reasons. Make sure that there are social benefits for their participation.

Food, fun and interactions with other parents are all more important to parents’

participation than a specific subject matter.

• Be persistent. Do not be discouraged by setbacks or occasional low attendance.

Remember that getting parents to participate requires them to change, and change

can be difficult and slow. It takes time, so do not give up.



• Offer incentives. Provide constant recognition and incentives for participation.

• Be flexible. Always be ready to try different things that work. Whether it is the topic itself,

scheduling or the location, be willing to try different approaches, materials or activities

in order to meet the needs of the group. It is important to remember that you do not

have to follow the activities exactly as they are written. Your Club’s parents may not be

ready to discuss the issues or to do the specific activities. If that is the case, engage

them in something with which they are more comfortable.

Some of the recruitment strategies suggested for the general program also can be

effective for involving parents in what their youth are doing and for getting them

interested in the Parent Component. Other ideas include:

• hosting evening or weekend open houses just for parents;

• sending copies of Club members’ work home with them;

• writing notes of praise about youth’s accomplishments;

• inviting them to the Club to observe an activity; and

• personally asking them to come to community-wide kick-off events.

Adult Learning Principles

It is important for Club staff to have an understanding of how adults learn when

presenting information to parents. Research has shown that learning styles for adults are

very different from those of children and adolescents. Although adults themselves have

varying ways of learning based on their individual personalities, studies on adult learning

have identified a number of principles for teaching adults. Adult learners:

• see learning as a way to increase their self-esteem or enjoyment;

• prefer self-directed activities to group experiences led by an instructor;

• draw on their own life experiences to understand new ideas;

• enjoy working in teams and groups to find solutions and solve problems;

• need to make connections between different opinions and ideas;

• need to integrate new learning with what they already know; and

• want the chance to apply what they have learned in the real world.

Strategies for Working With Parents

In working with parents, Club leaders should be sure that the learning environment is

comfortable for all participants. Other guidelines for working with parents include:

• Give parents time to get to know each other. Before getting into discussions, give

parents time to get comfortable. The icebreaker activities are optional, but can be

effective for helping parents relax and transition from their busy lives to the Club.

• Establish trust. Do not ask parents to stand up in front of the group to talk or try a new

skill; do invite them to volunteer as they are comfortable.

• Recognize their experience. Ask open-ended questions to draw on parents’ life

experiences and acknowledge what they bring to the group.

• Respect them. It is critically important to demonstrate respect for parents, especially of

their parenting capabilities. Do not suggest you can teach them to be better parents.



• Let them drive the agenda. Ask parents what they most want to discuss or explore.

Adapt the activities to the group’s specific interests and needs.

• Encourage collaboration and teamwork. Provide opportunities for interactive learning

with others in the group.

• Be sensitive to parents’ abilities. Be aware of parents’ education and literacy and

adjust the material as needed. Be prepared with alternatives to reading and writing

activities if parents do not read and speak English well. In small-group or team

activities, you may ask that one person be the reader and recorder for the group.

• Offer access to resources. Provide parents with resources and information they can

access on their own.

• Enlist their help. Invite parents to co-facilitate or to lead discussions or activities as they

are comfortable.

• Recognize their participation. Acknowledge their participation and contributions in a

meaningful way. You may want to hold a joint recognition ceremony at the Club with

parents and their children.

• See them as partners. Treat parents as partners in the process of helping their children

grow and learn. Reinforce the fact that there are no wrong answers, that you value

everyone’s opinions and that you want all to learn from each other.

• Empower parents. Look for opportunities to give ownership of the program to the

group; it should become their group. Adults learn better when they have more control

over the learning process.

Responding to Different Language Needs

The activities in this curriculum are designed for use with parents who speak some at least

some English. If you have parents with different home-language needs, there are several

strategies you can use to adapt the activities to them:

• Identify community members or volunteers who speak parents’ home-language and

ask for their assistance in adapting and conducting activities.

• Segment parent groups by home-language spoken and invite them to the Club for

an introductory meeting; you may be able to identify English-speakers among the

group who are willing to partner with you or act as translators during the sessions.

• Encourage parents to write in their own language if they are not proficient in English

and then identify someone to interpret for the group. This is a way of showing

participants that you value their language.

• If you have many parents in your group with different home-language needs, it might

be a good idea to find someone to translate into their languages – before you begin

the sessions – key terms such as culture, diversity, bias, stereotype and prejudice.



Dealing With Sensitive Issues

Working with parents, especially when they come from diverse cultures and

backgrounds, requires sensitivity to their beliefs, values, traditions and customs. Club

professionals should take time to get to know parents, if possible, and understand what

types of activities and discussions may or may not be acceptable or comfortable for

them. Some general issues to be aware of include the following:

• Parents mostly likely pass on to their children their own prejudices and fear of the

unknown. Be sensitive, when discussing these topics, so you do not offend parents.

• Some cultures mandate separation of sexes. Because all of the parent activities are

conducted in a group, with women and men together, Club professionals need to

be aware of any members of the group whose culture prohibits this and modify the

activities as needed.

• Some cultures frown on touching. Be aware that, in some cultures, touching is not

allowed among strangers and offer alternatives for any activity that requires touching

or any other contact among group members.

• In some cultures, pointing, eye contact and sticking out the tongue are considered

rude. Take some time to become aware of these beliefs among members of your

group and modify the activities as needed.

Youth for Unity 23 Activities for Youth Aged 6 to 9 Years


Activities for Youth Aged 6 to 9 Years

THEME ACTIVITY CORE AREA

1. See What Is Special and Unique in Every Individual

(Develop confident self-identity)

Theme 1 Project: All About You Graphs and Posters The Arts; Education/Career;

Character/Leadership

What are your own

special characteristics?

Your Coat of Arms The Arts; Education/Career;


What do others see as

special about you?

Awesome Albert The Arts; Education/Career;

Health/Life; Sports/Fitness

What are ways in which

others are special?

Who Are the People in

Your Neighborhood?

Education/Career;

Health/Life, Sports/Fitness

2. Understand Our Society’s Diversity

(Demonstrate comfortable and empathetic interaction with diverse groups of people)

Theme 2 Project: So Many Kinds of Bread Education/Career;

Health/Life

How are people alike

and different?

People Trees

Education/Career;


What’s good about

diversity?

Scrapbook: Who’s Who

in Your Life?

The Arts; Education/Career;


Getting to know others

who are different from you

Special Guests Show

and Tell

Education/Career;

Health/Life;


3. Recognize Bias and Unfairness

(Recognize and think critically about bias and unfairness)

Theme 3 Project: Clubroom Signs The Arts; Education/Career;

Character/Leadership;

Sports/Fitness

What is bias and

unfairness?

Stereotype Detectives

Education/Career;


Seeing your own bias ZhingZhing Education/Career;


Health/Life

How does bias make

people feel?

Bias Hurts Education/Career;


Health/Life

4. Take Personal Leadership in Confronting Bias

(Stand up for self and others in the face of bias)

Theme 4 Project: Your Personal Code of Honor The Arts; Education/Career;


Understanding leaders

and heroes

Heroes and Superheroes The Arts;


Taking a stand against

bias

In the Zone

Education/Career;


Dealing with bias in

the world

You Can Handle Bias!

Education/Career;




Theme 1 Project: All About You Graphs and Posters Theme: See What Is Special and Unique in Every Individual

Core Areas: The Arts; Education and Career Development;

Character and Leadership Development

Learning Goals: To explore one’s own physical characteristics

To express one’s likes and dislikes

To get acquainted with others in the group

To get a sense of the diversity in the group

Estimated Time: 45 minutes to one hour

Materials Needed: Large sheets of Kraft paper or poster board

Copies of “My Eyes,” “My Hair,” My Skin” worksheets

(copied on card stock and cut apart)

Crayons and marking pens

Mirrors (two to three small hand mirrors)

Tape

Copies of the “I’m The Only Me!” Button worksheet

Safety pins

Yarn

Special Preparation

Label three large pieces of Kraft paper or poster board with the headings: “Our Eyes,”

“Our Hair,” “Our Skin.” Set up a work station for each of the three posters. Each station

should have a poster, paper, tape, crayons or marking pens.

Key Learning Points

Be sure members understand the key learning points. Depending on their age level and

ability, you may want to engage them in a brief discussion of these topics to help them

make the connection or you may choose to simply summarize these points after the

activity is completed.

• Every person is special and unique.

• Members are alike and different in many interesting ways.

• The world is made up of many different kinds of people, all special and unique.

Activity Overview

In this activity, members work together to create three posters to compare the different

physical characteristics of the group. They get to know one another and work together

to make something that tells about how special the group is.

Background

Young children (and many adults) often do not know different words to describe skin

color and so they rely on words like “white” or “black.” Actually, all of us have skin that

is some shade of tan or brown. There are many wonderful words to describe those

shades: cinnamon, coffee, butterscotch, honey, cocoa, peach, to name just a few.



How do we get our skin color? There are three ways: ancestors, sun and melanin.

Melanin is the substance that colors our skin. Darker skin has very active melanin and

lighter skin has melanin that is less active. Melanin protects our skin from burning when it

is exposed to the sun. People whose ancestors come from places where it is very sunny

will typically have darker skin than those whose ancestors come from cooler climates.

Icebreaker

Invite members to sit in a circle on the floor. Tell them they are going to play a chanting

game to get to know each other’s names. Explain that members should slap their knees

and then clap their hands in a one-two rhythm. Once the rhythm is set, take turns going

around the circle. One member begins, followed by you, then another member.

Member 1: My name is Lisa. Who are you?

Leader: Hi there, Lisa. You are cool. My name is David. Who are you?

Member 2: Hi there, David. You are cool. My name is Adrian. Who are you?

Keep going until all have had a turn and you are back at the beginning of the circle.

Process

1. Tell members that they are going to find out about others in the group today.

2. Start by having everybody put their hands on the floor in the circle and notice how

interesting and different everyone’s skin colors are. Ask, “What do we call these

colors? Cinnamon? French toast? Gingersnap? Vanilla ice cream? Brownie?

Caramel? Peanut butter? Honey? Coffee? Toffee? Butterscotch? Peachy?” Tell the

group that there are many wonderful colors. Since our language for skin colors is

usually somewhat limited, encourage creativity in describing the variations of tan

and brown skin members see.

3. Ask members to look around the group and think for a minute. Ask, “Do you think

we have more people with brown eyes, blue eyes or green eyes in our group?” Ask

members to state their guesses, and then count. “Do we have any other eye colors

in our group? Gray? Black? Hazel?”

4. Repeat the exercise with various hair colors: brown, black, blond, red.

5. Show members the posters and tell them that each person will make an individual

card for the eye poster, for the hair poster and the skin poster.

6. Distribute “My Eyes,” “My Hair” and “My Skin” cards to all members and allow them

to work on their own to color an eye card, a hair card and a skin card. Ask them to

write their names on each and then tape or paste them to the three big posters. If

they are not sure about their eye colors, let them use the mirrors.

7. Once the posters are complete, discuss with the group: “How many are there of

each color? Which colors are there more of?”

8. Members may want to create posters with other categories as well: favorite foods,

yucky foods, what is funny, what is scary, the number of people in my family.

9. Display the posters in the room. Explain that, when placed together, they tell a story

about the members of the group and how they are alike and different.



10. End the session with a group cheer: “WHO are, WHO are, WHO are we? WE are, WE

are B-G-C!!”

Wrap Up

Distribute the “I’m the Only Me!” button worksheets that you have copied in advance.

Let members put their thumbprints on the buttons, write their names on them and

decorate them. Buttons may be attached to clothing with safety pins or worn around

the neck tied with yarn.

Resources

“All the Colors We Are: The Story of How We Get Our Skin Color” explains the story of skin

color in clear language (both English and Spanish) appropriate for younger members.

See Resources for Club Members in the Tools and Resources section for more

information.



My Eyes



My Skin



My Hair



“I’m the Only Me!” Button

I’m the Only Me!

I’M THE ONLY ME!



Your Coat of Arms Theme: See What Is Special and Unique in Every Individual

Topic: What are your own special characteristics?



Learning Goals: To express what qualities are important in life

To see what things are important to others


Materials Needed: Copies of “My Coat of Arms” worksheet (copied on card stock)


Wooden tongue depressors

Key Learning Points





• We each have things that are important to us, things we care about, things we are

proud of.

• These things are part of what make us who we are as individuals.

• Being proud of who we are is important.

Activity Overview

By creating a personal coat of arms, members express the qualities that are important

to them and establish a personal sense of pride and individuality. By looking at others’

coats of arms, members see what they value as well.

Process

1. Ask members if they know what a “coat of arms” is. Explain that long ago when

knights in armor competed in tournaments, they decorated their shields with colorful

coats of arms to show other knights who they were and to show what they stood for.

Because of this, knights were very proud of their coats of arms.

2. Distribute the “My Coat of Arms” worksheet to members and tell them that they are

going to create their very own coat of arms to show what is important to them.

3. Explain that the shield has four parts. Members should put a picture in each part: a)

something you are good at; b) something you would like to be or do; c) something

about your family; and d) something you are proud of. Members should choose

favorite colors for the background and write their names in the banner at the top.

4. While members are working, walk around and talk to them about what they are

doing. Encourage them to be expressive even if their artwork is not terribly realistic.



5. You may want to help members label each part of their shields.

6. When shields are completed, help members attach them to tongue depressors so

they can be held up and displayed.

7. Ask members to hold up their completed shields. Invite each child to tell the group

about what the shield represents. Note similarities and differences. Point out that

the shields show how special and unique each person is. Emphasize that, because

of our differences, we all have something important to contribute to the group.

8. Display the shields in the room for the duration of the program.

Resources

For more information on coats of arms, shields and seals, visit the following Web sites:

• www.fleurdelis.com

• www.designsofwonder.com/

• www.knebworthhouse.com/schools/coatofarms.htm

• www.netstate.com/state_seals.htm



My Coat of Arms



Awesome Albert Theme: See What Is Special and Unique in Every Individual

Topic: What do others see as special about you?


Health and Life Skills; Sports, Fitness and Recreation

Learning Goals: To carefully observe special physical characteristics

To notice one another’s unique ways of acting

To listen, to show empathy and kindness

To understand that who we are is what matters


Materials Needed: Rubber ball

Copies of “Two Eyes, A Nose, A Mouth” worksheet


Mirrors (two to three small hand mirrors)

Key Learning Points





• Everyone has special characteristics, some we can see and some we cannot see.

• If we pay attention, we can find positive qualities in every person.

• Seeing these qualities in others helps us get to know them better.

Activity Overview

By drawing and posting portraits of one another, with emphasis on physical

characteristics and observable character traits, members celebrate individuality and

share qualities of their personalities with each other.

Icebreaker

Bring boys and girls together in a circle. Stand in the middle and throw the ball to

different people in the group. As the ball is thrown, say the name of the person you are

throwing to and use a positive adjective about that person. For example: “Awesome

Albert, Divine Demetra, Charming Charlotte, Darling Dave,” and so on. When the

member throws the ball back to you, the group says the person’s name and adjective

together. Get a rhythm going. Continue until everyone has heard something about

himself or herself at least once. Remind members that everyone in the group is very

special. (Note: If you have members in your group who have physical challenges, be

sure to adapt the activity so that all can participate fully.)

Make sure children understand that you will say a word to describe them as the turn

comes back to you, so they are not nervous that they will have to think of something.

Think about adjectives to describe each member before the activity begins.



Important Words

Individuality refers to the qualities that make one person different from all other people.

It is the mix of things that make you who you are and set you apart from others.

Process

1. Tell members that they are going to be involved in an activity that will require them

to use their eyes, their drawing skills and their minds.

2. Ask members to work in pairs. Distribute art materials, mirrors and copies of the

worksheet.

3. Explain to members that their job is to draw portraits of themselves, being careful to

use the correct colors for eyes and skin and the correct color and texture for hair.

Let them use the mirrors to look at themselves for reference. If they need to, they

also can refer to the “All About Us” posters.

4. Encourage members to work together, talk to one another, look carefully at one

another and get to know one another better.

5. As members work in pairs, circulate, listen and talk with them about what they are

doing. Emphasize to partners that they should work together, guiding each other to

pay attention to details and talking about qualities they are trying to show. Stress to

members that they should keep the other person’s feelings in mind as they help

them with their portraits.

6. When members finish their portraits, help them label the work with the adjective you

used in the game at the beginning (i.e., “Awesome Albert”).

7. Post the portraits where everyone can see them.

8. Tell the boys and girls that you are going to leave these portraits up for everyone to see and that whenever they learn or notice something about one of the people in

the group (that they are helpful, kind, smart, fast, good at something, funny, like or

dislike something and so on) they should tell you, so that more descriptive words can

be added to that person’s picture. Tell them that you will be adding words, too.

9. Tell members that, as they continue to meet and work and play with one another,

they will learn more and find more and more things to celebrate about one another.

Emphasize that all of them contribute something important to the group.

10. When all the portraits are posted, take a “gallery walk” to see them all and talk

about what members see and how it felt to do their work.

Wrap Up

Discuss how it feels to give and receive comments from others. After a few weeks, let

each member take home her or his portrait.



Two Eyes, A Nose, A Mouth



Who Are the People in Your Neighborhood? Theme: See What Is Special and Unique in Every Individual

Topic: What are ways in which others are special?

Core Areas: Education and Career Development; Health and Life Skills;

Sports, Fitness and Recreation

Learning Goals: To notice all the different types of people in the community

To take pride in our neighborhoods


Materials Needed: Disposable cameras, a Polaroid® or digital camera

Special Preparation

Because members will be leaving Club premises, be sure permissions or safety rules for

offsite activities are understood by all. If your group has more than 10 members, you

may want to have another staff member of a peer leader come along to help.

Key Learning Points





• There are many types of people in our community.

• All of these people are interesting and unique.

• We can be proud of our neighborhood and the interesting mix of people who live here.

Activity Overview

Members take a neighborhood field trip to notice all the different types of people who

live and work there. They record what they see with a camera or drawings and later

make a large neighborhood mural to display at the Club.

Important Words

Diversity refers to all the differences of people all over the world – differences in their

families, what they like, how they talk, what they eat, how they look, what they believe

and many other things.

A community is a group of people with common interests, backgrounds or lifestyles who

sometimes live near each other.

Process

1. Tell members they are going to pretend they are reporters. Explain that they will be

going “on assignment” away from the Club as they walk with you through the

neighborhood and keep their eyes peeled for all the people they see.

2. Explain to Club members that they may record what they see either by writing,

drawing or taking pictures. (Note: If you have access to disposable cameras, it



would be nice to let each member use one. Even if the pictures do not turn out

perfectly, using cameras is a great opportunity for youth to try out their skills. Before

leaving on the trip, practice at the Club by letting members take pictures of one

another and of you. If using cameras, be sure to emphasize that some people may

question or object to being photographed and that they should be prepared to

explain why they are taking photos and ask if it is okay.)

3. Before you leave, talk with members about some of the various people they might

see: men, women, boys and girls, people driving trucks, people selling newspapers,

people working in stores, people driving taxis or busses and so on.

4. Gather the group and take a 25- to 30-minute walk, pointing out people and

encouraging members to take pictures as you go.

5. When you return to the Club, ask members to tell about someone they saw in the

neighborhood and what they were doing. Discuss the idea that the neighborhood

is made up of a mixture of people all doing things that are important for the

community. Remind them that everyone has something to contribute.

6. When the pictures are developed, the group can make a bulletin board or mural

with the photos – presenting “All the People in Our Neighborhood.” Members can

suggest phrases to put on the display.

Wrap Up

If members enjoy the project, you might let them “check out” cameras from the Club

and do some photojournalism on their own. Their work could then become part of the

BGCA ImageMakers Photography Project.

Alternate Activity

If Club members cannot take photographs, they can return to the Club and cut pictures

from magazines to create the mural.

If it is not possible or safe for Club members to walk around the neighborhood, instead

they might complete this activity at the Club, talking to members and staff they do not

know well. They also might use Internet searches to explore the different types of

people who live in the community.

Resources

For information on virtual “field trips,” have members visit the following Web sites:

• http://2k.si.edu/ • www.field-guides.com/

• www.gsn.org/

• www.field-trips.org/trip.htm



Theme 2 Project: So Many Kinds of Bread Theme: Understand Our Society’s Diversity

Core Areas: Education and Career Development; Health and Life Skills

Learning Goals: To become aware of diversity in a familiar food – bread

To learn the names of different types of bread

To participate in a group cooking and tasting activity


Materials Needed: Paper plates and napkins

Labels for different types of bread (small blank)

Recipe

Special Preparation

Go to a market and find as many different types of bread as you can: tortillas, bagels,

wheat bread, raisin bread, pancakes, naan, sourdough, challah, matzo, steamed buns,

cornbread, pita, black bread, scones, frybread. Cut breads into small pieces, label

each type and place on a table. Keep one example of each whole so members can

see what the different types look like and compare them.

Key Learning Points





• Every cultural group has different foods that are special and delicious.

• People find interesting and different ways to make food based on where they live or

where they come from.

• These types of differences make the world interesting and fun.

Activity Overview

Bread is one type of food that almost everyone enjoys in some form or another, and

every cultural group has a type of bread that is special and delicious. This activity allows

members to become familiar with different types of bread and to see that different

cultures have many interesting, different and creative foods.

Process

1. Display the different types of bread on a table.

2. Encourage members to walk along the length of the table and look at the

different breads.

3. See which ones they can identify. Help them with the names of the others.

Discuss which ones members have tried before.

4. Mention how interesting the breads look and how different.



5. Ask members to select the breads they would like to taste, put them on their

plates and take them to the circle to eat with friends.

6. As members are sampling the breads, talk about what they notice about the

different types. Ask them to think about whether they are salty, chewy, crispy,

bumpy, sweet and so on.

7. You may want to read a story to members as they eat.

Alternate Activity

If it is not possible to find different types of bread, you can substitute fruits or another

food item that allows you to talk about diversity. You will not be able to relate these

kinds of foods directly to different cultural traditions, but you can talk about the ways

people in different regions eat and prepare different types of foods based on what is

available there.

Resources

For more information on foods of the world, have members visit the KidsNet Web site at

www.cyber-kitchen.com/index/html/gp11.html.



People Trees Theme: Understand Our Society’s Diversity

Topic: How are people alike and different?

Core Areas: Education and Career Development;


Learning Goals: To acknowledge and celebrate one’s own family and ethnicity

To become aware of family groups different from one’s own

To appreciate differences


Materials Needed: Copies of “Leaf Cut-outs” handouts (copied on card stock)

Construction paper (in a variety of colors)

Drawing paper (11” x 17”)

Crayons and marking pens Polaroid camera

Paste, glue or glue sticks

Masking tape

Scissors

Special Preparation

Before the activity, invite members to bring to the Club a photograph of different family

members or people who are important in their lives. Keep in mind that not all members

will be able to do so and adapt the activity if needed.

Clear a bulletin board or wall area where Club members can post their “people trees.”

Key Learning Points





• The world is made up of many types of people.

• People are different but they are also alike in many ways.

• What makes the world an interesting place is all the different “leaves” on the tree. This

is called “diversity.”

Activity Overview

In this activity, each member creates a “people tree” out of construction paper. Each

of the leaves represents a person, either themselves or someone important in their lives.

They attach photos (brought from home), draw pictures or write the names of people

on the leaves to show who all the important people in their lives are. All the trees are

then displayed on a wall together. By becoming more aware of the groups that make

up the community in which they live, members develop an appreciation for diversity.



Important Words




Process

1. Invite members to the circle. Tell the group that today is going to be all about

their families and the important people in their lives. Explain that there are

many, many different types of families, and that all kinds of families are

important and valuable. (Note: Be sensitive to youth who may be feeling

different from their peers because of their family structure or make-up.)

2. Tell members that each of them is going to make a special “people tree” with

different leaves to represent all the important people in their lives. State that the

people can be family members, friends or anyone else who is important to them.

3. Ask members to draw on drawing paper the trunk of a tree without the leaves.

4. Show the “Leaf Cut-out” handouts to members and ask them to pick one type

of leaf they want to use on their trees. Distribute only one leaf handout to each.

5. Ask youth to use the leaf cut-out to cut several leaves from construction paper.

Tell them that the leaves on their trees can be different colors – like they are in

the fall – or they can be the same color – like they are in summer.

6. Start by either taking Polaroid photos of each youth, or letting members take

pictures of each other. Once the pictures have developed, let each member

attach his or her photo to a leaf and place it on the tree trunk.

7. Ask members to add other people to their trees. Explain that they can use

photos they have brought from home, they can draw pictures or images that

show the person or they can write that person’s name. (Note: Remind youth to

be careful with photos they have brought from home. Help them use masking

tape to attach them to the leaves.)

8. Suggest that children add other pictures to their trees, such as the names of their

families, what they call each other, the work their parents do, the language at

home, what they do on days off, their pets, their favorite dinner, what happens

when they are sick or hurt, games they like to play together and so on.

9. Once members have finished their trees, display them together on the bulletin

board. Tell members that all the different trees together make up a beautiful

forest. Let members talk about their families and think about all the wonderful

ways there are to be a family. Remind them that some families are big and

some are small; families like to do different things; and families call themselves

different things.

10. Point out that part of what makes our world such an interesting place is all the

different people that make it up, just like the leaves on a tree. Tell members that

a grown-up word for this is “diversity.” It means that everybody is different and interesting and contributes to the whole world.



Wrap Up

Get everyone to stand in a circle to play the “Leaves on the Tree Circle Game.”

• We are leaves. (Point to self with both hands.)

• We’re leaves on the trees. (Wiggle fingers high in the air and down.)

• The trees are made of you and me. (Wiggle fingers high in the air and point to “you”

and “me.”)

• We’re all different. (Roll hands around and around.)

• But we’re the same. (Clasp your hands together and rock back and forth.)

• We make the world a lovely game. (Everyone hold hands and walk towards the

center.)

• Yay! (Joined hands go up.)



Leaf Cut-outs



Scrapbook: Who’s Who in Your Life? Theme: Understand Our Society’s Diversity

Topic: What’s good about diversity?



Learning Goals: To share special family names

To participate in the creation of a group scrapbook

To see that families are different from each other and special

To learn about differences in language


Materials Needed: Paper (large and small)


Paste, glue or glue sticks

Copies of the “Diversity Rocks” Button worksheet

Key Learning Points





• People have many different and interesting ways to talk about important people in

their lives.

• Just as there are many different types of people, there are many different types of

families.

• All kinds of families are important and valuable.

Activity Overview

In this activity, members create a scrapbook with an illustrated page for different types

of family members – moms, dads, aunts, grandparents and so on – and with help from

you, write the name they call that person at home. The activity allows members to

begin to see that there are many different ways to pay attention to important things in

our lives and all of them are acceptable, interesting and valuable.

Background

Names for grandmothers and other family members vary widely and reflect family

diversity. Making the scrapbook provides a concrete example of this for members. It

also gives an opportunity for you to reinforce that family structures are very diverse.

Some members may have a family in which the grandmother is raising the children,

another may have two moms and others may have a large, extended family at home.

As you conduct the activity, be sure to reinforce the fact that there are many, many

different types of families, and that all kinds of families are important and valuable. Be

sensitive to youth who may be feeling different from their peers because of their family

structure or make-up.



Important Words




Process

1. Bring members together in the circle. Tell the group what you call your

grandmother. (For example: “My grandmother’s name is Margaret, but growing

up, I always called her Gram. What do you call your grandmother?”)

2. Ask a few members to answer the question. There will probably be many

different answers: Nonna, Nana, Abuelita, NeNe, Mama Kate and so on.

Encourage members to share names that are not in English. Also, be sensitive to

the fact that some members may not have a grandmother in their lives.

3. Tell members that what we call our important people in our families is another

way of seeing differences in the world – another example of diversity.

4. Explain that they are going to make a big book about what they call different

family members. They can draw pictures of different people in their families, and

you will help them write what they call these people.

5. Decide together on what the different pages will be. A page for mothers (mom,

mommy, mama and so on), a page for fathers (dad, daddy, pops and so on),

aunts, uncles, grandfathers, others.

6. While members work, walk around and talk to them about what they are doing.

7. Bring the group back together and observe all the different names they have

shared.

Wrap Up

As members finish adding to the scrapbook, let them each cut out and decorate a

“Diversity Rocks” button. These can be pinned on or hole-punched and worn around

the neck or wrist.

Resources

To give members a sense of language diversity, have them visit

www.peaceloveandme.com/peacelanguage.html, which teaches them how to say

“peace” 145 different ways.



“Diversity Rocks” Button

Diversity Rocks!

DIVERSITY ROCKS!



Special Guests Show and Tell Theme: Understand Our Society’s Diversity

Topic: Getting to know others who are different from you

Core Areas: Education and Career Development; Health and Life Skills;


Learning Goals: To make connections with diverse groups

To show respect for visitors

To appreciate what others value


Materials Needed: None

Special Preparation

In advance, make arrangements for a few visitors from the community to come in to

talk with the group. Select from friends or relatives of staff members, local business

owners, community residents – individuals who represent various cultural and ethnic

groups and those who are foreign born. Include elders and those who feel comfortable

talking with children. Ask visitors to bring something to share with members – a toy, a

musical instrument, an article of clothing, a cooking utensil, pictures, something of

spiritual significance or something related to their cultures. Tell panelists that members

will interview them with prepared questions.

Key Learning Points





• There are many types of people living and working in our community.

• Like you, these people have things and people that are important to them.

• Hearing about others’ lives – and what is important to them – helps us get to know them.

Activity Overview

Culturally diverse community residents visit the class and share items of personal

significance with members, giving them first-hand experience with people they might

not otherwise get a chance to meet, in a non-threatening setting.

Background

This activity relates to the “Who Are the People in Your Neighborhood” activity because

it expands the idea that a community or neighborhood is made up of all kinds of

people who make different and important contributions to the whole. It is diversity that

makes neighborhoods and communities interesting and functional.



Process

1. Invite members to greet visitors by welcoming them to the Club and introducing

themselves.

2. Encourage members to do a little sharing first. Ask them to tell how they have

been learning about diversity. Ask them to share some of the work they have

done and show visitors the posters and books they have been making. They

might even demonstrate the “Leaves on the Tree Circle Game” for the guests.

3. Let the guests sit in the circle and take turns talking about what they brought to

share with the group. You might begin the conversation going by choosing from

some of the questions below:

• What did you bring to share with us?

• Does it have a story?

• Why is it important to you?

• Do you have any children?

• Can you tell us about your work?

• What do you like to do on your days off?

• Did you ever go to the Boys and Girls Club when you were growing up?

• What games did you like to play?

• Did you grow up here?

• What is your favorite food?

• What food do you think is yucky?

4. If you like, ask each of the guests, “What do you call your grandmother?” and

add their responses to the scrapbook.

5. Be sure members thank the guests for visiting and for bringing their important

possessions to share.

Wrap Up

After the visit, members can discuss what they learned from the panel and they can

compose a group note expressing their thanks and explaining what they learned from

the time together. Members can decorate the notes and envelopes and mail the notes

to the visitors, or they may decide to send a thank-you note by e-mail.

Alternate Activity

If it is not feasible to have guests visit the Club, you may want to ask members who they

would like to invite to the Club if they could and have them talk about why and what

makes that person interesting to them.

You might also ask other staff members to talk about themselves: past experiences,

other jobs they have held, where they came from, etc. Youth usually are interested in

knowing more about staff members’ lives.

Another possibility is to invite a Youth-of-the-Year to your Club to talk to younger

members.



Theme 3 Project: Clubroom Signs Theme: Recognize Bias and Unfairness

Core Areas: The Arts; Education and Career Development; Character and

Leadership Development; Sports, Fitness and Recreation

Learning Goals: To learn to say “no” to unfairness, teasing and disrespect


Materials Needed: Large sheets of Kraft paper

Marking pens (red and black)

Special Preparation

In advance, prepare three papers with large circles on them measuring about two feet

in diameter.

Key Learning Points





• People have different points of view.

• Everyone is important. Everyone deserves respect.

• It is important to say “no” to unfairness, teasing and disrespect.

Activity Overview

The group works together to make large banners for the Clubroom that use the

international icon for “no” and proclaim “No bias, No stereotypes, No disrespect.”

(Note: This project should be done either part way through this section or at the end

when members are familiar with the ideas of unfairness and disrespect.)

Icebreaker

Take members on a walk through the neighborhood and be on the lookout for signs

that use international icons. Children can usually recognize these easily: stop signs, no

u-turn, no dogs, handicapped parking and so on. Look especially for signs that use the

circle with the slash across from left to right. Tell members that this symbol means “no”

to people all over the world.

Important Words

Bias is thinking we know someone just by how they look. Bias is unfair.

A stereotype is a mistaken way of thinking about people or groups. Stereotypes are

unfair and limiting because we cannot see people for who they really are.



Process

1. When the group returns from the walk, draw the circle/slash design where

members can see it and remind them again what it means – “no” to whatever is

behind the slash. For example: “No dogs,” “No turns,” “No parking.”

2. Tell the group that they are going to make some “no” signs for the Clubroom.

3. Remind members that they have been talking about bias and ask how they feel

about it. Coach group members to express their feelings about bias: “It’s

unfair!!” And stereotypes? “No way!!” Disrespect? “Forget about it!”

4. Explain that they can make posters describing how they feel so that others can

read and understand their thinking.

5. Show members the three big posters and divide the group into three teams. Let

each team work on a poster.

6. Write the words “unfairness,” “teasing” and “disrespect” on paper and give one

to each team. The teams can copy their word in large letters on their poster.

7. As needed, help each group draw the slash across the circle with pencil. Color

the circle and the slash red and the letters for the word black.

8. When complete, the posters can be cut out and displayed prominently in the Club.

9. If the members show an interest, encourage them to suggest and make

additional posters for the Clubroom: “We treat everybody fairly,” “We help our

friends,” and so on. Make sure your signs reflect the language diversity of your

group as well.

Wrap Up

If there is time, members may want to make miniature versions of each of the posters to

take home as reminders.

Additional Ideas

If time allows and Club members are interested, they also can create “yes” signs for the

Club. Signs could include sayings like “Always be respectful” or “Always be kind.” Youth

could have fun designing a symbol that could represent “yes.”

Invite community members or parents to make signs that translate members’ rules into

other languages used by their families and/or people in their community.

Resources

For more information on signs and icons that Club members may already recognize,

have them visit www.4yeo.com/pagelements/icons/signs/index.htm.



International “No” Symbol



Stereotype Detectives Theme: Recognize Bias and Unfairness

Topic: What is bias and unfairness?



Learning Goals: To learn the meaning of the word “stereotype”

To recognize that stereotypes are mistaken thinking

To recognize that stereotypes are unfair


Materials Needed: Copies of “Stereotype Cards” and “Stereotype Smashers”

(copied on card stock and cut apart)

Copies of blank cards for members’ suggestions (copied on

card stock and cut apart)

Copies of the “Stereotype Detective Certificate”

Special Preparation

Using different colors of highlighter pens or marking pens, highlight each entry on the

“Stereotype Cards” a different color. Do the same with the “Stereotype Smasher”

cards, matching the color to the accompanying statement on the first set. Hide the

“Stereotype Smasher” cards throughout the Club.

Key Learning Points





• An unfair statement about a group of people is called a “stereotype.”

• Stereotypes are mistaken thinking.

• Everyone deserves respect.

Activity Overview

By talking about a stereotype regarding children – “kids are messy and noisy” –

members learn about the word “stereotype.” They learn that a stereotype is unfair and

a mistaken way of thinking about others. They play a game where they search the Club

to find truthful statements to smash the false statements on their stereotype cards.

Icebreaker

Tell the group that some people say they do not like children because they are noisy

and messy. Ask, “Do you think that is fair? What do you think about how kids are?” Work

with the group to make a list of qualities children have. Explain that when someone

makes an unfair statement about a group of people, the word for that is “stereotype.”

Tell the group that it is a mistake in thinking because not all people, even children, are

any one way.



Important Words



Process

1. Talk further about how stereotyped thinking can lead to bias and unfairness.

Ask, “Has anyone ever said anything about you that’s not true and makes you

feel bad? Called you names? Have you ever heard people say something

about others that is unfair or untrue and hurts their feelings?” Let members offer

examples from their own experiences from school or from television or from their

lives at home. Agree with the group that this kind of thinking is unfair and hurtful.

2. Divide the group into small teams. Read the “Stereotype Cards” out loud to the

children and then distribute them evenly among the groups.

3. Tell the children that their job is to be detectives. Explain that somewhere

hidden in the Club is a matching color-coded card that smashes the

“Stereotype Card” they have.

4. Give an example, “Not all kids are noisy and messy,” smashes the “Kids are noisy

and messy” stereotype. (Note: If it seems appropriate for your group,

encourage members to come up with their own stereotypes and “Stereotype

Smashers.”)

5. Let the teams go looking for the cards and after everyone has found their

matching cards, pin the matching sets up where everyone can see them.

6. Read the sets of cards out loud together. Whenever a stereotype statement is

read, everyone can shout, “No, no, no! That’s unfair!” Whenever a truthful

statement is made, everyone can cheer.

7. The stereotype smashers can also spark further discussion. For example, “Girls

are very good at sports” can be the starter for a whole conversation about

favorite sports or famous female athletes like Marion Jones, the Williams sisters,

Mia Hamm, etc.

Wrap Up

Distribute the “Stereotype Detective Certificates” to members so they can decorate

them and take them home.



Stereotype Cards

Kids are noisy

and messy.

Everyone eats

bacon and eggs

for breakfast.

Girls aren’t good

at sports.

Boys should have

short hair.

Kids who don’t eat

pizza are weird.

Boys and girls can’t

play together.

Girls aren’t good

with computers.

Only moms

can cook.

Boys are good in

math and science.

Girls are good

at reading.

Kids who don’t

speak English

are stupid.

Only moms take

care of the kids.



Stereotype Smashers

Kids are just as

different from

each other as

adults.

There are many

different types of

good breakfasts.

Girls are great

at sports.

Boys have short,

medium and

long hair.

Not everyone

likes pizza.

Boys and girls can

play together.

Girls can be

computer wizards.

Moms can cook.

Dads can cook.

Other family

members can cook.

Some boys are

better at music

or writing.

Some girls prefer

math or science

to reading.

When someone is

learning a new

language, they may

be shy about

speaking.

Different people

take care

of the kids.



Blank Cards



Stereotype Detective Certificate

Stereotype

Detective Award

Presented to

________________________________________

for

Excellence in Finding and Smashing

Stereotypes

________________________________________

Signed

________________________________________

Date

________________________________________

Club Name



ZhingZhing Theme: Recognize Bias and Unfairness

Topic: Seeing your own bias


Character and Leadership Development; Health and Life Skills

Learning Goals: To learn the meaning of the word “bias”

To recognize that biases result in unfair behavior

To practice behaving in an unbiased fashion


Materials Needed: A variety of cans of juice (with labels off so they all look alike)

Hand puppet (can be made from paper bag)

Chopsticks

Key Learning Points





• Another word for unfair is “bias.”

• To know a person, it is important to look beyond their appearance.

• We can learn about new people and things.

Activity Overview

In this activity, children are made aware that what is inside a person is what is most

important. They learn that sometimes people judge others just by the way they look and

that is unfair. Unlabeled juice cans are used as an example to show that it is hard to

know about something on the inside just by looking at the outside. Members also are

introduced to a visiting puppet and they try to make her feel welcome and find out

about what her interests are.

Icebreaker

Show members the juice cans. Ask them if they can tell what is inside the cans by

looking at them. (They cannot tell what kind of juice is in the can and they do not know

if they will like it or not.) Help them open the cans and try some juice.

Important Words

Bias is thinking we know someone just by how they look on the outside. Bias is unfair.

Process

1. Ask the children, “Do you think you can you get to know a person just by how

they look on the outside?”



2. Explain, “Some people think they can tell if they will like someone or not just by

how they look. But that’s unfair. Another word for unfair is ‘bias.’ We have to

get to know a person to know what they are really like on the inside.”

3. Ask children to offer ways they could get to know someone new. Encourage

them to think about what questions they might ask them.

4. Sit in the middle of the circle and introduce the puppet.

5. Tell the children that this is ZhingZhing. She is from a foreign country, a made-up

country with a different language. She is a new Club member. Explain that she

does not speak English yet but that you will translate for her.

6. Tell members that their job is to ask ZhingZhing questions to find out as much as

they can about what she is like on the inside and at the same time make her feel

welcome to the Club.

7. Begin by asking a few questions and answering for ZhingZhing. Let the children

create their own questions next, with you answering for the puppet.

8. Explain that if anyone in the group responds to ZhingZhing’s answers in a biased

or unkind way by laughing or making fun, ZhingZhing will put her head down. If

ZhingZhing does put her head down, ask the children how she is feeling and

what they could do to respond.

9. Once the children have finished their interview with ZhingZhing, have them tell

what they found out about her and if she will be a good friend. Ask if they will

be good friends to ZhingZhing and how they will act with her.

Possible Questions to ZhingZhing Answers

How many people are in your family? I have my mama, my baba (father),

my ye ye (grandfather), my nai nai

(grandmother), and me. That’s five

people.

What is your favorite color? I love red.

What is your favorite food? In China, I like rice. Here in America, I

like pizza, too.

Do you have a favorite toy? Yes, it is my doll. We play games

together and I sleep with her at night.

What do you call those sticks you

have?

Those are chopsticks and sometimes I

use them at home to eat.

Can you teach us how to do it? Sure.

Would you like to put what you call

your grandmother on our big chart?

Yes.

Will you come back and visit us again? I would like to.

Wrap Up

Compliment members on their questioning of ZhingZhing and encourage them to make

something for her as a token of their friendship: a note, a picture, a photograph, a

bracelet or a necklace.



Bias Hurts

Theme: Recognize Bias and Unfairness

Topic: How does bias make people feel?


Character and Leadership Development; Health and Life Skills

Learning Goals: To recognize that negative statements are hurtful

To empathize with another person

To create affirming statements


Materials Needed: Construction paper (red and white)

Scissors

Crayons

Key Learning Points





• Bias is an unfair way of looking at people.

• Everyone has feelings.

• Careless, unfair words can hurt people’s feelings.

Activity Overview

The way we feel about ourselves is greatly affected by the way we talk to one another.

This activity gives children a chance to decide how certain statements can make

people feel either good or not so good. They use construction paper hearts to show

how they think another person is feeling.

Icebreaker

Remind children of the saying, “Sticks and stones may break my bones, but names will

never hurt me.” Ask them what they think it means. Ask, “Is this true? Has any of you

ever been called a name you did not like? How did it make you feel?”

Important Words


Process

1. Ask each member to cut out two hearts from construction paper, one red and

one white.

2. Ask them to bring the hearts and crayons and come to the circle where you will

tell them a story.



3. Tell the children that this is a made-up story about what happens to a child

named Gabriella (pick a name that does not belong to someone in the group)

one day.

4. They should listen carefully and when they hear something they think would

make the Gabriella feel badly, they should tear off a piece of the red heart.

(Note: See “The Broken Hearted Story” below.)

5. By the end of the story, the hearts will probably be torn to pieces. Ask the

children, “How is Gabriella feeling? Have you ever had a day like this?”

6. Tell the story again, but this time have the children help you replace the

negative comments with positive ones. Tell the children to color a little heart on

the white heart every time they hear something they think will make Gabriella

feel good.

The Broken Hearted Story

Gabriella had not slept well, and when her father called, she didn’t get up right

away. A few minutes later, her father shouted angrily at her and said, “Get up,

you lazy girl!”

When she went into the kitchen for breakfast, Gabriella’s brother was just

pouring the last of the cereal into his bowl. “Ha-ha. That’s what you get for

oversleeping,” he teased.

Gabriella picked out a new color combination of pants and top that she

thought looked cool, but when her sister saw her, she laughed and said, “What is

that supposed to be? That looks stupid.”

Gabriella changed clothes, grabbed her backpack and ran out the door to

school. Since she was late, she decided to take a shortcut. “Hey, what are you

doing around this block, girl?” a boy called to her. “We don’t like your type

around here.”

“You’re late!” the teacher said when she came into her classroom. He wrote her

name on the board. Later, the teacher asked Gabriella to read aloud. When

she said one of the words wrong, some of the kids laughed.

At lunch, when Gabriella went to sit down with some of the girls, they said, “No.

We’re kicking you off the island. Go sit somewhere else.”

On the way home from school, Gabriella tripped over a crack in the pavement.

She fell down on the street and tore her pants. When she got home and her

mother saw her, she said, “Gabriella, you ruined your pants. You are such a

clumsy girl!”

Wrap Up

Remind members that it is important to be careful about the things we say to each

other. Help children understand that even if they do not intend to hurt someone, the

other person may take what they say the wrong way and be hurt by it. Remind them,

too, not to allow others to speak to them in ways that hurt their feelings.



Theme 4 Project: Your Personal Code of Honor Theme: Take Personal Leadership in Confronting Bias



Learning Goals: To define one’s positive leadership qualities


Materials Needed: “Code of Honor Cards” (copied on card stock and cut apart)

Crayons

Marking pens

Scissors

Key Learning Points





• It is important to try to be a good person.

• A code of honor helps you remember how you want to be.

• When you act in a good way, the world is better.

Activity Overview

This activity can be done any time during this section. Members create a personal

Code of Honor card, which they decorate and keep in their pockets. The code card

gives members a concrete way to remind themselves about how they want to behave.

Icebreaker

Introduce the concept of honesty to members. Ask, “What if you were walking down

the street and you saw someone walking in front of you drop a $5 bill on the ground?

What would you do? Would you say ‘Excuse me, I think you dropped something?’”

Important Words

A code of honor is a promise a person makes to himself or herself about how to act. It is

a list of values that a person feels are important.

Process

1. Bring members to the circle and encourage them to talk about what it means to

be kind and helpful to family members, Club members, friends and animals. To

start the discussion, give a personal example of when someone was kind to you.

2. Say to members, “Have you ever heard of a Code of Honor? A Code of Honor is

a promise a person makes to himself or herself about how to act. It’s a list of

values that a person feels are important. You don’t have to have strong muscles

to have a strong, kind heart.”



3. Ask members if they remember the Boys & Girls Clubs of America Code. Review

your Club’s code with the group and tell them that this it is a code of honor.

4. Tell the group that they are going to make their own Code of Honor cards to

keep in their pockets all the time to remind them how they want to act. Let

them know that you will help them write the words they choose to include in

their Code of Honor. Read the list below and let members select from the

examples. Add others that members think of.

• I am kind.

• I care about other people.

• I am not selfish.

• I am honest.

• I am brave.

• I help others.

• I am courteous.

• I can stand up for myself.

• I am generous.

• I am a loyal friend.

• I do not tease people.

• I do not make fun of how someone looks.

5. Tell members to think about what their Code of Honor promises, then use the

situations below as starters and act out what to do.

• What if you saw someone teasing your little brother? What would you do?

(You are being unkind to my brother and that’s not right. We’re walking

away from here right now.)

• What if you saw your mom coming in the house with bags of groceries?

What would you do? (Mom, wait a second. Let me help you bring those in.)

• What if you saw someone in a wheelchair trying to get through a door?

(May I open the door for you?)

• What if you saw one of your friends crying? What would you do? (What

happened? Why are you crying? I can sit with you until you feel better.)

• What if you and your friend wanted to buy ice cream and your friend didn’t

have enough money? (Let me buy ice cream for you, too!)

Members can copy the sentences, decorate their cards, write their names on the back

of the cards and keep them in their pockets.

Wrap Up

Have members share their codes with others.



Code of Honor Cards

Code of Honor ________________________________

Name

I promise:

________________________________

________________________________

________________________________

________________________________

Code of Honor ________________________________

Name

I promise:

________________________________

________________________________

________________________________

________________________________

Code of Honor ________________________________

Name

I promise:

________________________________

________________________________

________________________________

________________________________

Code of Honor ________________________________

Name

I promise:

________________________________

________________________________

________________________________

________________________________

Code of Honor ________________________________

Name

I promise:

________________________________

________________________________

________________________________

________________________________

Code of Honor ________________________________

Name

I promise:

________________________________

________________________________

________________________________

________________________________



Heroes and Superheroes Theme: Take Personal Leadership in Confronting Bias

Topic: Understanding leaders and heroes

Core Areas: The Arts; Character and Leadership Development

Learning Goals: To define the qualities of a hero

To select personal qualities one would like to possess


Materials Needed: Copies of “Power Charms” worksheet (copied on card stock)

Colored paper strips for bracelets or armbands

Yarn for necklaces

Flip chart and paper

Marking pens

Paper

Crayons

Polaroid® or other camera

Key Learning Points





• Heroes try to do good things in the world.

• It is good to have heroes to look up to. • It is possible for anyone to be a hero.

Activity Overview

Most members have people they look up to, whether they are family members such as

dad, mom or a sibling, a sports figure like Lance Armstrong or Marion Jones, a superhero

like Batman or Spiderman. In this activity, members explore the definition of “hero,”

what makes a hero, what superpowers they would like to have and what they would do

with them.

Process

1. Ask, “Who are some other cool superheroes?” Ask members to name their

favorites – such as Batman, Spiderman, Storm, Elektra or Elastigirl.

2. Discuss what makes superheroes so great and what they do that make us like

them so much or want to be like them. Talk about their superpowers.

(Spiderman can climb buildings and has super-fast reactions. Batman can fly, is

super strong and has a great car. Wonder Woman has super strength.) Explain

that all of them help people in trouble, fight crime or do other good things. Let

members give their own examples.



3. Talk about heroes in real life: firefighters, mom and dad, athletes and so on. Ask,

“Who are the heroes in our neighborhood? Who are your heroes? What are

their powers?” Help members make a list. (Examples: “Lance Armstrong is an

amazing cyclist. He uses his power to help raise money to cure cancer.” “My

dad is very smart and he uses his power to be a teacher and help other people

get smart, too.”)

4. Ask Club members “What superpowers would you like to have? What would you

do with these superpowers?”

5. Ask members to make pictures of themselves and tell you a very simple story

about their superpowers and what they will do for them. You can write

members’ stories on their pictures for them.

6. Tell members that the pictures can be realistic or fantastic. Ask, “What clothes

would you wear if you were a superhero? Cape? Boots? Hat? A special belt

maybe? Would you have a special name?”

7. Distribute copies of the “Power Charm” cut-outs. Help members write their

superpowers on them, decorate and attach them to armbands, bracelets or

necklaces made of paper.

Wrap Up

Display members’ hero pictures where all can see them. Have members pose wearing

their hero gear and take photographs to share later and post.

Additional Ideas

Look for a Club or community project that you and your group can work on together,

accomplish and celebrate (for example, donating toys during the holidays, collecting

warm coats for needy individuals, participating in a food bank, planting trees in the

neighborhood and so on).

Resources

For more information on comic superheroes, visit the following Web sites:

• www.dccomics.com

• www.marvel.com/

• www.internationalhero.co.uk/

• http://en.wikipedia.org/wiki/American_comic_book



Power Charms



In the Zone Theme: Take Personal Leadership in Confronting Bias

Topic: Taking a stand against bias



Learning Goals: To express emotional body language

To recognize the emotional body language of others

To use assertive language to confront bias and aggression


Materials Needed: Copies of “Emotion Cards” (copied on card stock and cut apart)

Hula hoop

Hand puppets (made from paper bags or store-bought)

Background

Younger children typically do not have as many words to express their emotions as older

children and adults. Because of this, often their first reaction to an affront by another

child is to strike out by hitting or pushing. Another typical reaction is to become shy and

withdrawn. In many cases, children are not even sure how to recognize the emotional

body language of others and this can lead to inappropriate responses. Ideally, children

will be able to stand up for themselves and others with confident language and acts.

Key Learning Points





• Some things are fair and some things are unfair.

• It is important to know how to stand up for yourself.

• It is not okay to let someone disrespect you.

Activity Overview

In this activity, children learn to recognize different types of emotional body language

and to practice standing up for themselves when challenged. By practicing several

different ways of acting in the face of bias, members begin to learn to stand up for

themselves in non-violent ways and to stand up for another person.

Icebreaker

Start by having members select an “Emotion Card” and act out several different

emotions: joy, anger, humor, sadness, fear, pride, courage and so on. Divide the group

into two teams. Players take turns drawing a card and acting out the emotion with

body language. To demonstrate, use flat hands in front of your face to conceal it and

“wipe it clean.” Bring your two hands straight down and when they reach your chin,

strike a pose with your face. See if the teams can identify the emotion.



Important Words


Process

1. Talk with members about what kinds of words others say to them that make

them angry or sad. Talk about how they handle a situation when someone

challenges them. Let them bring up several different examples. Tell them they

are going to play a game where they have to learn to stand up for themselves.

2. Place the hula hoop in the center of the circle and have members sit around it.

If possible, have an older Club member help in demonstrating this activity.

3. Stand inside the hula hoop. Tell children when you are in here, you are “in the

zone.” “When I am in the zone, I have to defend my space and not let anyone

hurt my feelings. I have to be definite about what I say.”

4. Ask the older Club member (or other leader) to use a puppet to say something

unkind to you. For example: “Ha-ha. You’re a nerd.” You respond by

pretending to cry. The puppet laughs and says the mean words again.

5. This time you say in a serious voice, “What you just said is rude and hurts my

feelings. Leave me alone.” The puppet goes away. Talk with the group about

the two different responses.

6. Ask the assistant to use the puppet to reach in the circle and pinch you. “Quit

it,” you say in a quiet voice. The puppet pinches again. This time you take hold

of the puppet and say in a strong voice, “When you pinch me, I don’t like it. It

makes me angry with you. Stop doing that.” The puppet stops.

7. Talk about the two reactions. Stress to the members that when someone treats

you unfairly, it is important to speak in a strong voice and say what you mean.

8. Let the children take turns practicing with one child in the circle and one using

the puppet. Give them situations to act out and let the group help with the

responses. Encourage members in the hula hoop to be very definite with their

body language and their responses. Ask the group, “Does she sound/look

angry? Would she be able to get the puppet to stop bothering/pinching her?

How can she change her words and her voice?”

9. Let the group practice sounding angry, serious and so on. Tell them, “Say it like

you really mean it.”

10. Repeat the activity enough times so that anyone who wants to be in the zone

gets a chance. Every time someone in the zone is successful in making the

puppet go away, have the group cheer.

Wrap Up

Congratulate members on how well they defended themselves and remind them to

practice their skills next time something like what they practiced happens to them.

Encourage them to remember and share those stories at another meeting.



Emotion Cards

joy anger humor

sadness fear pride

courage happiness confusion

worry delight frustration



You Can Handle Bias! Theme: Take Personal Leadership in Confronting Bias

Topic: Dealing with bias in the world



Learning Goals: To practice appropriate responses to bias situations


Materials Needed: Two different hand puppets (can be made from paper bags)

Copies of “I Can Handle Bias!” Button worksheets

Key Learning Points





• We are all people and we are all different.

• There will be unfairness sometimes.

• There are ways to deal with unfairness.

Activity Overview

In this activity, children get experience in how to handle stereotyping and discriminatory

behavior by practicing with puppets. They role-play several different situations and think

about how to respond in uncomfortable settings so that if similar things actually happen

to them or their friends, they are prepared.

Important Words


Process

1. Invite members to sit in a circle. Remind them of the “In the Zone” activity in which

they had to stand up for themselves when something unpleasant happened to

them. Review with members again that when someone mistreats them, it is

important to stand up straight, speak in a strong voice and respond confidently.

2. Ask members if they have ever seen someone tease a friend or hurt their feelings

with harsh words. Ask them how they handled it. (Some children will say they told

an adult about the situation.) Tell them that they are going to practice some

different things they can do if they see that happening again.

3. Introduce the puppets to the group: “Good Guy,” “Meanie” and “Friend.” Choose

a member to come to the middle of the circle and be the “Friend.” Use the “Bias

Scenarios” resource to demonstrate some scenarios with you and the other leader

using the puppets.



4. After you and the other leader have demonstrated a few scenarios, let members

take turns being “Good Guy” and practicing appropriate responses to “Meanie.”

Ask members if they think these techniques will work.

Wrap Up

Tell members how proud you are of them for their skill at responding to bias. Give each

child the “I Can Handle Bias!” worksheet, encouraging them to decorate, cut out and

wear their buttons.

Alternate Activity

Instead of having members use puppets, they also can role-play the scenarios

themselves. This gives them first-hand, direct practice but requires some maturity on the

part of Club members.



Leader Resource: Bias Scenarios

Meanie Friend Good Guy

Scenario 1

“Hi, What’s your name?”

“Yuck. That’s a weird

name.”

(Says name.) “My friend does not have a

weird name. Maybe you

have never heard it before,

but it is a good name. It is

not okay to call my friend’s

name weird. It is rude.”

Scenario 2

“Euw. I hate Italian food.”

“It is not. I hate it!”

“Next time we have a

meeting, I’ll bring in Italian

food for a snack.”

“But it’s really good.”

“When you say you hate

Italian food, that hurts my

friend’s feelings. Instead,

you should just say, ‘No

thank you. I don’t care for

any.’ Or you should just try

a little bit to see if you like

it.”

Scenario 3

“No way. We only let our

friends play. You’ve only

been here one day.”

“Can I play kickball with

you?”

“That’s not fair. We don’t

even know (child’s name)

yet. We need to get to

know him or her.”

Scenario 4

“Na na na na na na,

you’ve got goofy hair.”

(Child looks sad and hurt.) “It’s not OK to say mean

things about my friend’s

hair. That is disrespectful.

And it’s rude.”

Scenario 5

“What’s the matter with

you? You talk funny.”

(Child looks sad and hurt.) “My friend does not talk

funny. She is just learning to

speak English. It is rude for

you to say that to my

friend.”



“I Can Handle Bias!” Button

I Can Handle Bias!

I CAN HANDLE BIAS!







Theme 1 Project: Gifts From Your Past The Arts;


What are your own

special characteristics?

Personal Portraits Health/Life

What do others see as

special about you?

Inside and Out…

Looking at You

The Arts

What are ways in which

others are special?

Searching for Someone

Special

Education/Career



Theme 2 Project: Where In the World Is…? Education/Career

How are people alike

and different?

We’ve All Got Hang-Ups The Arts

What’s good about

diversity?

Neighborhood Walk-About The Arts;

Education/Career;

Health/Life;

Sports/Fitness

Getting to know others

who are different from you

Callings, Careers and Jobs Education/Career



Theme 3 Project: Advertising Rip-Offs? The Arts;

Education/Career;

Health/Life

Tracing the roots of bias Comic Characters

The Arts;


Seeing your own bias Bias Blab-Off Game


Analyzing society’s bias Job? Who Gets What?

Education/Career



Theme 4 Project: Bias? Not on Your Watch! The Arts;

Education/Career;

Health/Life

Understanding leaders

and heroes

A Friend in Deed The Arts;


Taking a stand against

bias

Creating a City Park…For All! Character/Leadership

Dealing with bias in

the world

Bias Card Relay Race Education/Career;


Sports/Fitness



Theme 1 Project: Gifts From Your Past

Theme: See What Is Special and Unique in Every Individual


Learning Goals: To recognize individual personal history

To identify artifacts that represent personal characteristics

Estimated Time: Two sessions, 30 minutes each

Materials Needed: Copies of “Gifts From My Past” worksheet

Shoe boxes

Gift wrap paper

Index cards (blank, in a variety of colors)

Scissors

Tape

Special Preparation

Using the Internet or local media resources, find an example of someone creating a

real-world time capsule.

Key Learning Points





• We each have special characteristics, strengths and abilities. • These things are part of what make us who we are as individuals. • Being proud of who we are is important.

Activity Overview

Club members create a personal time capsule and wrap it up as a gift to their future

selves. Through exploring past events from their lives, members gain perspective on who

they are today and appreciation for events that have contributed to their unique and

special qualities.

Background

Time capsules often are created by communities and buried for decades or centuries to

be unearthed by future generations. Objects of historical significance – like a copy of a

daily newspaper, symbols of popular culture (buttons, records, flyers) and other items –

are collected and placed in a watertight container in a special location. A specific

future date is identified for opening the time capsule. In this activity, members use this

common practice to explore their personal pasts and the qualities that make them

special and unique.

Icebreaker

Using the example you identified prior to the session, read the list of items enclosed in

the capsule out loud to Club members and ask them to share their thoughts about what

these items reveal about the people who created the capsule.



Process

1. Introduce the idea of time capsules, explaining what they are and the purpose they serve. Tell members that they will each create a personal time capsule to represent

things that have contributed to their lives and made them special and unique.

2. Distribute copies of the “Gifts From My Past” worksheet to members. Tell them that they can use it to identify things that will be good to include in the time capsule.

3. To help Club members understand the kinds of items that are appropriate to include, review one example together. Use a personal example, if possible. A few

general examples are described below:

Special Characteristic Influence Item

I know more about bats

than anyone in my class.

A book I read when I was

a kid made me interested

in learning more, so I got

more books and read

about bats in the library.

Copy of “Stellaluna”

book cover

Encyclopedia page

about bats

I am the only one who

knows how to cook mole

in my whole family.

My aunt taught me

before she died.

Photograph of my aunt

I can speak in front of a

group with confidence.

A third grade teacher

helped me learn how to

act in our school play,

“The Wizard of Oz.”

Picture of the tin man

from “The Wizard of Oz”

4. Give each Club member a shoe box (larger boxes may be used if appropriate) and

have him or her place the shoe boxes in a personal space so they can add to them

throughout the program.

5. Ask members to think about special characteristics, strengths or talents they have and to identify the person, event or thing that influenced them. Encourage them to

consider objects or items to represent the special characteristic (the gift that person,

event or thing gave them).

6. Remind members periodically to add items to their worksheets and bring objects from home to add to their boxes. It will be common for Club members to identify

items they cannot find or have lost or for items to be too large to add to the box. In

these cases, encourage them to create simple drawings on index cards to represent

the items that they cannot add to the time capsule.

7. Once you have completed the activity, review the lists with members. Invite them to share their stories about items they are adding to their boxes and what they represent.

8. When the boxes are filled and discussions complete, provide gift wrap paper and tape and suggest members turn their time capsules into gifts. Explain that the items

enclosed are gifts from the past.



Wrap Up

At the end of each activity in this section, remind members to look at their lists, add

special characteristics and identify items for their time capsules. The final item to add to

the time capsule should be a short introduction to the time capsule, so that those who

open it will have a context for the items within. The final step in the creation of any time

capsule is the designation of a date for the capsule to be opened. Ask each member

to select a date and a person to share the time capsule unveiling with. As they consider

how much they have changed over the years, invite members to consider what they

will be like when their capsules are opened.

Additional Ideas

To emphasize the role the Club plays in the community, have Club members select

items for the Club time capsule that represent not only their unique talents but also their

unique gifts to the community – the things they do to make the world a better place.

Using a big box, encourage members to deposit items over a week’s time. At the end

of the week, wrap the package and seal the contents. Contact another Club in a

different region and exchange time capsules with members there so youth can get a

sense of the diversity of Club members around the country.

You may choose to expand this activity to focus on future gifts as well. As Club

members look at the events and people in their lives that have influenced them and

have been gifts in forming who they are, ask Club members to consider their

contributions to others. Ask them to identify the ways in which they have shared their

gifts with others. What are their hopes and dreams for the future and how might the

special and unique characteristics they have explored impact their future lives? Ask

Club members to create a second box with another set of items. In the second box,

Club members predict what they will do in the future and think about how they will use

what they have learned and received from the community to contribute to others.

Resources

For more information on time capsules, have members visit the following Web sites:

• www.amnh.org/exhibitions/timescapsule/contents.html

• www.coloradocollege.edu/AboutCC/CenturyChest/

• http://dmarie.com/timecap/

• www.oglethorpe.edu/about_us/crypt_of_civilization/international_time_capsule_society.asp



Gifts From My Past

Use the first column of the table below to keep track of special and unique qualities you

discover about yourself. In the second column, identify an influence from your past – a

person, event, or thing – that helped you develop that characteristic. In the third column,

record the item you will add to your personal time capsule that represents the gift that

person, event or thing gave you.




Personal Portraits Theme: See What Is Special and Unique in Every Individual

Topic: What are your own special characteristics?

Core Areas: Health and Life Skills

Learning Goals: To recognize personal, individual characteristics

To notice that different characteristics create different groups

To get a sense of the diversity among members of the group


Materials Needed: Copies of “Personal Portrait Questionnaire” worksheet

Pens or pencils


Marking pens

Special Preparation

Prepare a flip chart with the questions listed on the handout. It may be easier to make a

large version by enlarging the handout to 11” x 14” on a copy machine.

Key Learning Points






proud of.

• Our personal characteristics, interests and personalities make us unique and individual.

• We develop confidence in who we are by understanding what is most important to us.

Activity Overview

Members take turns interviewing each other using the “Personal Portrait Questionnaire”

worksheet, then return the completed pages to the interviewees. Members analyze the

results and realize that each person is a member of a variety of subgroups within the

whole group. They think about what the rest of the world might be like.

Icebreaker

Ask several questions about members’ likes and dislikes. Ask, “Who likes pizza?” “What

kinds?” or “Who likes rap music or a particular artist?” Point out to members that there

are different levels of agreement among them. Let them know that this activity will go

deeper into the differences and similarities among them.

Important Words

Individuality refers to the qualities that make one person different from all other people.

It is the mix of things that make you who you are and set you apart from others.



Process

1. Pass out and introduce the “Personal Portrait Questionnaire” worksheet and review the questions so that everyone understands them. Let members work in pairs to ask

each other the questions.

2. When the questionnaires have been answered by both members of the pair, ask them to return the questionnaires to the interviewees.

3. In the large group, review each question. Ask members to declare their position on each question by standing up.

4. Go through the questions as fast as you can so members can feel that they are part of a changing panorama of groups. They should see that they are always part of

some group.

5. Record the numbers in each area of the large chart you have posted.

Wrap Up

After the questions are all answered and numbers recorded on the chart, ask members

to share what they have learned from the experience. Be sure to determine that

everyone is part of a smaller group and each person has some similarities and

differences with every other person. End the session by asking members to talk about

what they think others like about them. This demonstrates that each person has

characteristics that may not be discovered with questionnaires but by spending time

with people and getting to know them.

Resources

For an overview of personal characteristics that make people unique and individual,

visit www.bullyingnoway.com.au/issues/personal.shtml.



Personal Portrait Questionnaire

Ask the whole question and check the box next to the answer selected.

Do you finish projects right away or do you wait until the last minute?

Do you like to spend time in nature or prefer to be in cities?

Do you like to eat food or prefer to cook food?

Are you bold and assertive or do you like to stay in the background?

Do you worry about other people or worry about your own problems?

Do you like to play music or listen to music?

Do you like to play sports or watch sports?

Do you like to learn in school or prefer to learn by yourself?

Do you like to be with people or prefer to be alone?

Do you tend to get emotional or tend to remain calm?

Do you tend to believe other people or tend to distrust them?

Do you like to take chances or prefer to play it safe?

Do you like to wear what your friends wear or prefer to dress differently?

Do you like to share secrets or prefer to keep them?

Do you like to stay with things you know or prefer to try something new?

Do you like to be active or prefer to do quiet activities?

Do you like things to change or prefer that they stay the same?

Do you think you get enough exercise or think that you need to get more?

Do you like to take care of pets or prefer not to have any?

Do you like to work outside or work inside?

Do think it is important to save money or prefer spend it on things and events



Inside and Out…Looking at You Theme: See What Is Special and Unique in Every Individual

Topic: What do others see as special about you?

Core Areas: The Arts

Learning Goals: To understand how others see us

To demonstrate that people have characteristics that are

not always obvious

To discover the special characteristics of others

To see how diversity makes life more exciting


Materials Needed: Several small boxes (shoe boxes or smaller boxes)

Paper

Magazines

Scissors

Tape, glue, glue sticks


Marking pens

Special Preparation

Ask group members to bring in personal magazines or collect magazines to ensure there

are enough images to choose from for the activity. Review the Activity Overview and

create your own “Inside-Outside Box” to serve as a model for the group.

Key Learning Points





• Everyone has positive qualities, some that are obvious and some that are not.

• Sometimes we see ourselves differently from the way others see us.

• Understanding other’s perceptions of us helps us know ourselves better.

Activity Overview

Each group member creates an “Inside-Outside Box” and illustrates or decorates it to

demonstrate important aspects of his or her personality. The outside of the box

represents what people see about the person; the inside represents what they want

others to know about them – things that are not visible. Members review suggestions for

ways to illustrate certain qualities. (If a member loves to read, for example, the box

might have a book on it; someone who has a lot of pets might have a dog, etc.)

Members can draw or cut out magazine pictures to illustrate their boxes. The boxes are

then placed around the room and the group discusses how different they are.

Members take turns matching the boxes with individuals in the group.



Icebreaker

Introduce the activity by asking members if it is possible to know someone just by looking

at him or her. Mention some of the characteristics that people have, such as family

background, where they were born, what their preferences are in foods, music, what

languages they speak and so on. Introduce members to the idea of making a box to

represent some of the things that are important to them.

Process

1. Tell members that their goal is to create a personal “Inside-Outside Box” that tells something about themselves that they feel is important. They will create the boxes

individually (without showing other members). Explain that all boxes will be shared

and everyone will have the chance to identify the individual member who created

the box.

2. Share your own personal box with the group, explaining why you have included certain images on it and what they mean to you.

3. Distribute magazines and other art supplies to members.

4. Ask members to use the magazines to find images that represent themselves and to cut or tear them out to use as resources in making their boxes. Remind them not to

show their boxes to other members while they are working.

5. Post the list of suggested attributes that might be reflected on the box. Some of the images to include might be:

• where one lives;

• ancestors;

• some family event;

• a personal talent or interest;

• feelings about a place or an event;

• something one likes to do;

• something one wants to do;

• favorite colors;

• how one fits into the family;

• where one was born;

• a personal characteristic;

• a possible career; and

• a motto or slogan.

6. After members are finished with their boxes, ask them to turn them in to you. Place them randomly about the room so they can be examined. Each one should be

numbered for ease of identification.

7. Work with the group to identify the creator of each box. After the group has identified the creator, encourage members to tell what they know about him or her.

Note the similarities and differences between what the creator was trying to convey

and what the group sees in the individual. Point out to the group that the box shows

how special and unique everyone in the group is.

8. Display the boxes in the room for the duration of the program.



Wrap Up

When all the boxes are posted, take a “gallery walk” to see them all and talk about

what members see and how it felt to do their work.

Help members gain perspective on what others see as special about them that they

may not have noticed. Ask members to consider how others outside of the Club

perceive them. Discuss how others’ perceptions – positive and negative – affect them.

Alternate Activity

If boxes are not available, Club members also can use paper to make a “book” that

represents them; the outside of the book (the cover) depicts what people see about

them and the inside pages illustrate the qualities that are not visible. Work with youth to

help them fold the pages to make a small booklet or book.



Searching for Someone Special

Theme: See What Is Special and Unique in Every Individual

Topic: What are ways in which others are special?

Core Areas: Education and Career Development

Learning Goals: To consider which characteristics best describe you

To use characteristics to identify individuals

To notice that individuals have both similar and different

characteristics


Materials Needed: Copies of “Who Am I?” worksheet

Enlarged version of “Boys & Girls Club Word Search”

Pencils and erasers

Special Preparation

Make a large version of the word search by enlarging it on a copy machine to 11” x 14.”

You may also want to divide the page into four sections and make a copy of each

section at 200 percent, piecing them together to make a 17” x 22” version for display.

Key Learning Points





• Everyone has different characteristics that make them special and unique. • We can be proud of the qualities that make us who we are. • Knowing about other people’s characteristics helps us know them better.

Activity Overview

Members create word searches of characteristics they believe describe themselves.

Each word search is given a number. The word searches are randomized and given to

members. Each member works one search. After all the searches are completed,

members take turns reading the search words they have found. They secretly record

who in the group matches each search. When all the searches have been read,

members are polled to see if they agree on which person the search is describing.

Background

Most members will be familiar with word searches. In word search puzzles, words can be

vertical, horizontal, diagonal and read from top to bottom and bottom to top. The

“Boys & Girls Club Word Search” was generated by an online puzzle maker site; if you

wish to create your own search, there are a number of Web sites for generating them.

Icebreaker

Introduce the idea of the word search. Post the display version of the “Boys & Girls Club

Word Search” and work together as a group to find the hidden words as quickly as

possible, with members coming up to the poster to circle the words they have identified.



Process

1. Explain to members that their job is to create a word search that contains words that describe them. Remind them that the word search word list should be kept on a

separate piece of paper and not listed on the search itself. Let them know that the

searches will be used by members to identify each other using the words found on

the search. State that they may use phrases as well as single words, as long as they

fit in a straight line.

2. Refer to the sample to demonstrate the various ways words can be arranged.

3. After members have had time to create word searches using words that describe them, collect the searches, identify each with a number and distribute them at

random. Make sure members keep a private list of the words they have used in their

own word searches so they will know that all have been found.

4. Allow each member, or pair of members, to solve the search they have been given.

5. When the searches are finished, have each member read one aloud and ask others to decide which member the search relates to. When all the searches have been

read and members have made their choices, discuss which words were the best

clues. Ask the member who created the search to identify himself or herself.

6. Discuss with the group how our personal characteristics are part of who we are, so much so that others may be able to identify us from them.

Wrap Up

When all the searches are discussed, ask members to characterize what they have

discovered about how people describe themselves and what kinds of characteristics

seem to be most useful in identifying an individual. Ask them to consider, “Are there

important characteristics that only the person knows? What can be done to discover

those characteristics? Why is it important to know that individuals have characteristics

that we may not be aware of?”

Alternate Activity

If word searches seem too challenging for some younger members, allow them to work

in pairs, joining an older Club member with a younger one.

Resources

For more information about word searches and puzzles, visit the following Web sites:

• www.edhelper.com • http://puzzlemaker.school.discovery.com/WordSearchSetupForm.html • www.thepotters.com/puzzles.html • www.funbrain.com/detect/



Boys & Girls Club Word Search

G G T U R B E S U S K S D C A

Z N U H D Y P O E I R A I P H

N I I J I O D M D E H Y S E Y

J T J T R N A S T G A Q C F Y

M A V T A G K U E T G H U A X

W R S H P C P I T G K T S T E

D E S M X M I R N V N K S P B

S P K H O G A N N G E I T V O

L O Z C A Y S P U O R G V K Y

R O U X J R A O O M F K B I S

I C D A E R E L Y H M R R V L

G O Y K T L N D P M Y O D K S

W R I T E I W Q V U I W C Z W

N Z C O M P E T I N G F U N S

S B G P Q B H R X A P L S N L

ART

BOYS

COMMUNICATING

COMPETING

COMPUTERS

COOPERATING

DISCUSS

FUN

GAMES

GIRLS

GROUPS

KIDS

LIVING

PLAY

READ

SHARE

SPORTS

THINKING

WORK

WRITE



Who Am I?



Theme 2 Project: Where in the World is…? Theme: Understand Our Society’s Diversity


Learning Goals: To discover that each person has a unique background and family

To find out where members’ are from and where they live today

To understand that members and their families are part of a

larger group


Materials Needed: Map (city, state, United States or world)

Push pins or post-it notes (in different colors)

Marking pens

Special Preparation

Do a brief survey to discover which map is most appropriate for the group. Some

groups will be very diverse; others may simply require a city map to locate relatives.

Depending on the maturity of members, they may not yet be thinking of the world

beyond their communities.

Key Learning Points





• People in our families come from – and currently live – in many different places.

• Part of what makes all of us special is the families – and the places – we come from.

• The fact that each person is unique makes the world a very interesting place to live.

Activity Overview

Group members use an appropriate map (or maps) to locate where they and other

members of their family are from and currently live. As the theme progresses, the

number of individuals on the map(s) grows. At the end of the theme activities, members

identify the similarities and differences among their family backgrounds and the number

of places their relatives live. They notice how their small group is part of and can affect

the larger world in which they live.

Background

The United States is a nation of immigrants, people who have come from many other

places in the world. The United States is a unique country because no matter where you

are from, you can come here and become an American and have the chance to

make a life for yourself and your family. Do not assume that all members are familiar

with maps. Take a moment to demonstrate the maps you are using and add a

reference point to show everyone where they are right now.



Important Words




Process

1. Tell members that they will be taking a look at themselves to see what makes each one of them special, how their group is special, how they relate to everyone else

and why this is important and makes the world a more interesting place to live.

2. Lead a discussion in which members discuss their special characteristics. Ask each to name one or two things about himself/herself that is different and special. If

members have difficulty, prompt them with a few ideas. Create a list that can be

posted, referred to and enlarged during the time the group is working on this theme.

3. Suggest that some reasons for the uniqueness of each of the individuals comes from being part of a family that is special. One aspect of each family is where they grew

up and where they all live now. Highlight or add these characteristics to the list:

“Where did we come from?” “Where do we live now?”

4. Locate members of your family on the map and invite members to begin to add their own information.

5. Tell them to survey their relatives and bring in the data so it can be added to the map during the time spent on this theme. Give a few minutes at the beginning of

each activity for additions to be made to the map. (Each person’s data should be

recognizable by color of push pin or shape and color of post-it note.)

Wrap Up

As a final activity for the theme, ask members to examine the map and see what they

can discover about themselves. Discuss the similarities and differences of each family

and how these characteristics have influenced the list made in the beginning. Ask,

“What do you think about the influence of your families on the places they live? How

does having families from different places make the group more diverse?” You might

wish to post the map in the Club and have other members add their family information.

Additional Ideas

Club members may enjoy doing online searches about the areas they grew up in or

where family members live. They could use photos of food, flags, dress, etc. and make

mini-collages to represent the geographic area.

Resources

For a library of printable maps of states, regions, the United States, North America and

the world, visit www.infoplease.com/statemaps.html.



We’ve All Got Hang-Ups Theme: Understand Our Society’s Diversity

Topic: How are people alike and different?

Core Areas: The Arts

Learning Goals: To demonstrate the components of diverse families

To define the concept of “family”

To highlight the value of diversity in family life


Materials Needed: Copies of “Sample Mobiles” handout

Coat hangers (wire)

Wire cutters

Hole-punch

Pliers

String

Marking pens

Tape

Scissors

Index cards (blank, in a variety of colors), cut in half

Personal photos

Special Preparation

Create a mobile prior to the session to show members what a finished one looks like.

Indicate the members of your (or a demonstration) family.

Key Learning Points





• Families are composed of people of different ages, all related by birth or marriage. • There are a variety of family groups that are successful. • Family members work together to make life better for everyone.

Activity Overview

Members create mobiles to show that, while everyone has people to live with and take

care of them, not all family groups are the same. After creating mobiles that

demonstrates their family groups, members work to develop a definition of “family” and

understand the value of the diverse kinds of families in our world.

Background

The simplest mobile is a coat hanger with pieces hung on it. More interesting options

require the unwinding of the coat hanger and twisting it into different shapes. Creative

members will want to use more than one coat hanger.



Important Words

A family is a group of people who live together, care for one another and are

connected to each other for life. Sometimes family members are related to each other

by birth or by marriage and sometimes they are not.

Process

1. Tell members that they are going to create mobiles to represent their families and their family members. (Note: As you conduct the activity, be sure to reinforce the

fact that there are many, many different types of families, and that all kinds of

families are important and valuable. Be sensitive to youth who may be feeling

different from their peers because of their family structure or make-up.)

2. Explain that members will work in pairs to build individual mobiles that show the organization of their families.

3. Use the “Sample Mobiles” and the mobile that you created to describe what their finished mobiles might look like. Members can choose any style they like, but they

may need help with some designs. Show them how to lay out the pieces on a table

or the floor to see how they will appear on the mobile.

4. Demonstrate how to use the wire cutters to provide different lengths of wire. Be sure that the ends of the wire are not sharp; use the pliers to bend them over if necessary.

5. Distribute the index cards you have cut in half and instruct members to write the names of their different family members on them.

6. Demonstrate how to punch a hole in the card, tie a string to it and attach it to the mobile. Encourage Club members to be creative in arranging cards on the mobile.

7. After the mobiles are finished, hang them around the room so members can examine and compare them.

Wrap Up

Ask members to examine the mobiles and what they say about families. Ask them to

develop a list of the similarities in each family. Finish by asking the members to develop

a description for “family” that covers all of the different kinds of mobiles.

Alternate Activity

If wire coat hangers are not available, invite youth to use construction paper to make

cut-outs of trees. They can make leaves for their trees out of construction paper, write

the names of their family members on the leaves and place them on their trees.

Resources

For more information on creating mobiles, visit the following Web sites:

• www.mobilesculpture.com/makeyourownmobiles/#Interactivity • www.creativity-portal.com/howto/artscrafts/mobile.html



Sample Mobiles

Simple Mobile

Straight Wire

Multiple Straight Wires



Neighborhood Walk-About

Theme: Understand Our Society’s Diversity

Topic: What’s good about diversity?


Health and Life Skills; Sports, Fitness and Recreation

Learning Goals: To notice all the different types of people in the community

To take pride in our neighborhoods


Materials Needed: Camera (disposable cameras, a Polaroid® or digital camera)

Special Preparation


offsite activities are understood by all. If your group has more than 10 members, you

may want to have another staff member of a peer leader come along to help.

Key Learning Points





• There are many diverse types of people in our community. • All of these people are interesting and unique. • We can be proud of our neighborhood and the interesting mix of people who live here. • Appreciating diversity can enrich and expand our personal experiences.

Activity Overview

Members take a neighborhood field trip to notice all the different types of people who

live and work there. They record what they see with a camera or drawings and later

make a large neighborhood mural to display at the Club.

Important Words






Process

1. Tell members they are going to pretend they are reporters. Explain that they will be going “on assignment” away from the Club as they walk with you through the

neighborhood and keep their eyes peeled for all the people they see.



2. Explain to Club members that they may record what they see either by writing, drawing or taking pictures. (Note: Before leaving on the trip, let members practice

using the camera at the Club by taking pictures of one another and of you.)

3. Before you leave, talk with members about some of the various people they might see: men, women, boys and girls, people driving trucks, people selling newspapers,

people working in stores, people driving taxis or busses and so on.

4. Gather the group and take a 25- to 30-minute walk, pointing out people and encouraging members to take pictures as you go.

5. When you return to the Club, ask members to tell about someone they saw in the neighborhood and what they were doing. Discuss the idea that the neighborhood

is made up of a mixture of people all doing things that are important for the

community. Remind them that everyone has something to contribute.

6. When the pictures are developed, the group can make a bulletin board or mural with the photos – presenting “The People in Our Neighborhood.” Members can

suggest phrases to put on the display.

Wrap Up

If members enjoy the project, you might let them “check out” cameras from the Club

and do some photojournalism on their own. Their work could then become part of the

BGCA ImageMakers Photography Project.

Alternate Activity

If it is not possible to take photographs, members can return to the Club and cut out

pictures from magazines to create the mural. Because so few magazines actually

depict diverse groups of people, youth may not be able to find images that are

representative of themselves or the people they know. If you are unable to collect

additional sources of photos and images before the activity, you might discuss with

youth why photos in most magazines do not depict people in their community.

If it is not possible for Club members to walk around the neighborhood (or if it is not

safe), instead they might complete this activity within the Clubhouse, talking to other

members and staff they do not know very well. They also might use Internet searches to

explore the different types of people who live in the community.

Resources

Use the Internet to have Club members take “virtual tours” of cities around the country

and across the globe. Many Web sites include movies, photos and other features that

give Club members a rich experience with diverse cultures and regions. For information

on virtual “field trips,” have members visit the following Web sites:

• http://2k.si.edu/ • www.field-guides.com/ • www.gsn.org/ • www.field-trips.org/trip.htm



Callings, Careers and Jobs Theme: Understand Our Society’s Diversity

Topic: Getting to know others who are different from you


Learning Goals: To connect with individuals working in a variety of jobs

To relate characteristics of jobs and attributes of people

To explore what careers individual members might enjoy


Materials Needed: Copies of “Making Contact” worksheet

Copies of “Career Information” worksheet

Paper


Marking pens

Special Preparation

Post a list of Web sites (see Resources) that are good outlets for youth to use in checking

out potential careers.

Key Learning Points





• There are many types of people working in a variety of jobs in our community. • Jobs and careers are one of the ways people express their individuality. • Making personal connections with others allows us to get to know different types of people, broadens our thinking and helps us recognize what a diverse world we live in.

Activity Overview

Group members discuss various jobs and careers and consider the types of jobs they

might be interested in. They work in pairs to check out the jobs or careers they have

selected and identify individuals working in that field they would like to make contact

with, either by e-mail, mail or in person. They make a commitment to communicate

with one person over the next few weeks about the field they are interested in.

Background

Besides careers that require a college education and/or advanced degrees, there are

many other paths to interesting work and a good living. Members might look into:

• apprenticeships;

• non-traditional careers for different genders;

• jobs that require a two-year degree;

• careers that offer on-the-job training; and

• jobs that allow them to work outside (landscaping, etc.).



Important Words

A job is something people do to make money.

A career is something that a person wants to do for a long time because it is interesting

and worthwhile.

A calling is something that an individual believes he or she is especially qualified to do

and could potentially change the world.

Process

1. Guide the group in a discussion about the difference between jobs, careers and callings. Ask them if they have heard these words before. Ask if they have ever

thought about the types of jobs they might be interested in when they are older.

Encourage members to talk about their interests.

2. Instruct members to work in pairs to check out the jobs or careers they have selected. Refer them to the list of Web sites you have posted on the flip chart and

tell them to use these sites to look for information about potential jobs they are

investigating. Distribute the “Career Information” worksheet and ask members to

think about these questions as they explore jobs and careers.

3. Ask them to identify one or more individuals working in the field who they would like to make contact with to find out more information. They can choose someone

famous or not, but the chance of them getting a response is greater if the person is

not famous. Tell them that you will help them locate contact information for those

they identify. They can choose to write a letter, an e-mail or make personal contact

if that is possible.

4. Distribute the “Making Contact” worksheet to give them ideas for questions they may want to ask about the job or career.

5. Assist members in locating e-mail addresses or street addresses and in preparing their communication to the individual they have identified.

6. After everyone has finished checking out their selected fields, bring the group back together and ask members to briefly report on what they learned.

Wrap Up

Ask members what they have learned about possible careers, their personal likes and

dislikes and whether they feel that they have found that they have more choices than

they thought at the beginning of the activity. Ask, “What are the reasons that there are

so many careers available? How does that relate to diversity in the community?”

Additional Ideas

You may want to ask members to write an ad for the jobs they are interested in, listing

the qualifications, skills and education needed to work in these career fields.

Members may want to do research on the availability and potential for jobs they are

interested in. Refer them to the U.S. Department of Labor Web site, www.bls.gov/oco/.



Resources

For information related to careers and employment, have members visit the following

Web sites:

• www.acinet.org/acinet/ • www.bls.gov/k12/html/edu_over.htm • www.careers.org/ • www.careeroverview.com/



Making Contact

What is the job you are doing?

How long have you been doing it?

What is it like where you work?

What skills do you need for this job?

Do you get any training on the job?

What is fun about your job?

Is there anything that isn’t fun?

Is there anything you would like to change about the job?



Career Information

How many jobs like this are available?

What kind of education, training and certification are required?

What will the future for this job be?

What is the typical pay for this job?

What are some similar jobs?



Theme 3 Project: Advertising Rip-Offs? Theme: Recognize Bias and Unfairness


Health and Life Skills

Learning Goals: To analyze advertisements to determine their intended audience

To identify the assumptions about the audience that ad

writers make

To demonstrate understanding by creating an advertisement


Materials Needed: Magazines

Paper

Marking pens

Pens

Special Preparation

Collect magazines with a variety of ads. Be sure to gather magazines that depict an

ethnic, racial, age, gender and suburban/urban balance. Select several ads for use

during the Icebreaker.

Key Learning Points





• Messages communicated through advertising are based on assumptions about

certain groups of people.

• These assumptions often come from faulty logic or reasoning.

• It is important to be aware of assumptions and bias in the world around us.

Activity Overview

Group members select a few ads from magazines and determine who the intended

audience is and what assumptions the ad writer has made about the audience. They

decide if the creator’s biases focus or limit the effectiveness of the ad. Group members

also create ads for their Club, then get feedback on them from other Club members.

Background

The focus of ads often limits their effectiveness. For example, ads for muscle and joint

pain show middle-aged people, those for flavored lip gloss show young women and ads

for beer show parties of mostly young men.

Icebreaker

Show members several advertisements, one at a time, and ask them to discuss what

they know about the people for whom the ad is intended. Ask, “Is it easy for you to

figure it out? What do the ad writers think about the customer? What do you think

about ads intended for you?”



Discuss how ads get people’s attention and make them want to purchase an item or

travel to an event. Consider why ads show the kinds of people they do. Ask group

members whether the ads represent them and their friends? Their families? The people

in their neighborhoods?

Important Words

An assumption is a belief or a guess about something or someone when you do not

have enough information.

A bias is a preconception or preset idea about something or someone (a person, group,

object or idea) before you know them.

Process

1. Start by asking members to talk about their favorite TV programs and magazines. Ask them if they can recall any ads they frequently see on TV or in magazines. Ask if

they also have noticed ads on billboards or busses in their neighborhoods. Give an

example of an ad targeted to a specific group and point out the assumption and

bias. (For example, an ad for lip gloss that shows a girl kissing a boy is targeted to

teen girls and assumes that girls at this age wear lipstick to please their boyfriends;

the ad also may display a bias, a belief that teen girls care more about make-up

and boys than anything else.)

2. Tell members that their job is to analyze some ads, determine the audience and try to discover the assumptions and biases the ad writers had when they wrote the ad.

3. Distribute magazines and instruct members to work in pairs and select at least three ads to examine. For each ad, participants should determine who the intended

audience is, what assumptions the writers have and any bias they have that limits

the possible size of the audience. Ask them to rate each ad on a scale of 1 to 5,

with 5 being the best.

4. After Club members have finished analyzing the ads, take a few moments to discuss the various ads. Focus on the assumptions, effectiveness and then on the possible

biases of the writers. Post the ads that members believe to be the best.

5. Instruct each team to create an ad for the Club. Share the following tips with the group:

• Study what you are offering and decide which parts would be of interest to others.

• Focus on what makes your offering different or special.

• Understand your audience and what they are looking for.

• Decide just how much you need to say to make the point.

6. When all teams have finished their ads, display them for everyone to see. Ask members to discuss each ad and look for the assumptions the ad writers made

when they wrote the ads. Do the ads reflect the biases of members about the

audience and the Club? Do these biases help or harm the ad?

Wrap Up

Ask Club members to consider whether they can extend the idea of assumptions in ad

writing to other areas of their lives? How have others had assumptions and biases about

them? How have they held assumptions and biases about others?



Post the ads in a prominent place in the Club, and provide an opportunity for all Club

members to vote for their favorites.

Resources

For more information on the effects of advertising, visit the following Web sites:

• Don’t Buy It: Get Media Smart, http://pbskids.org/dontbuyit/ • Media Watch, www.mediawatch.com • Just Think, www.justthink.org • Over the Rainbow (e-zine), http://medialiteracy01.tripod.com • Arthur’s Guide to Media Literacy, http://pbskids.org/arthur/parentsteachers/lesson/medialiteracy/index.html



Comic Characters Theme: Recognize Bias and Unfairness

Topic: What is bias and unfairness?


Learning Goals: To recognize bias and unfairness


Materials Needed: Copies of “Comic Characters” worksheet (copied on card stock)

Copies of “Comic Strip Adventure” worksheet

Art supplies

Drawing paper

Special Preparation

Bring in real comic books, movie posters and advertisements, or print pages from Web

sites of current or recent popular comic or superhero characters. Post them on a

bulletin board.

Key Learning Points





• Comics – as well as movies, television, music, ads and other forms of communication –

often contribute to bias in society by portraying stereotypes.

• We do not always notice bias and unfairness right away because we get used to

seeing it.

• It is important to be aware of bias and unfairness in the world around us.

Activity Overview

By creating a set of fictional characters, teens have the opportunity to define bias in a

creative way. Individuals or small groups create one superhero girl, one superhero boy

and a dastardly villain who represent bias and unfairness. For each character, members

create character cards to identify superpowers and fatal weaknesses. Individuals or

groups then create storyboard scenarios in which the two characters combat the villains.

Background

Comics often are thought of as lighthearted and silly. When you read between the lines

of a comic book, however, you often find that they reflect social issues. Comics often

have a moral message. Team America or the X-Men often include messages about

cooperation and teamwork – how individuals with diverse powers work together to save

the world. Individual villains like Lex Luthor in Superman, the Joker in Batman or the

Green Goblin in Spiderman often demonstrate that power corrupts or that greed

eventually leads to downfall. Because they are engaging and often exaggerate

everyday issues, comics are an excellent way to explore social concerns.



Important Words




Process

1. Lead the group in a discussion about superheroes and villains, focusing on their superpowers and their fatal flaws. Point out that bias and unfairness are issues that

have sometimes been illustrated in comics.

2. Explain that super villains often have traumatic experiences in their pasts that lead to their evil natures. Encourage Club members to discuss what might have happened

to their villains to make them the way they are.

3. Give each Club member a copy of the “Comic Characters” worksheet. Invite Club members to create super villains who will represent a force of bias and unfairness.

What are the villain’s superpowers? What are his or her fatal flaws?

4. Ask Club members also to create superheroes to confront the super villains. What are the superhero’s superpowers?

5. Suggest female Club members create female characters and male Club members create male characters.

6. After Club members have created their characters, compare the male and female superheroes. How are they similar? Different?

7. Distribute the “Comic Strip Adventure” worksheets and ask members to draw an adventure in which their superheroes face the super villain to confront an issue of

bias or unfairness. Brainstorm with them about possible scenarios.

Wrap Up

At the end of the activity, have Club members present their comic strips to one another,

sharing the adventures and showing how their characters confront bias.

Additional Ideas

If Club members have the equipment and skills, have them scan in art and use

presentation software to create electronic presentations of their adventures. These

presentations can be posted to the Club Web site. If audio equipment is available,

invite Club members to create mock-radio broadcasts, using sound effects and

dramatic character voices to tell the tales of adventure.

Note that in the past, villains represented societal bias. For example: comic creators

often revealed their own bias by giving villains darker skin or accents from particular

regions of the world. Help Club members use the Internet to explore the history of bias in

comics. Discuss how comics reinforce some of today’s biases relating to body image

and appearance.



Resources

For more information on comic superheroes, visit the following Web sites:

• www.dccomics.com • www.marvel.com/ • www.internationalhero.co.uk/ • http://en.wikipedia.org/wiki/American_comic_book



Comic Characters

Create comic book characters using the character cards below.

Superhero

Name:

Age:

Superpower:

Fatal Flaw:

Super Villain

Name:

Age:

Superpower:

Fatal Flaw:



Comic Strip Adventure

Use the cells to draw your comic strip adventure in which the Superhero faces the Super Villain to confront bias or unfairness in society.



Bias Blab-Off Game Theme: Recognize Bias and Unfairness

Topic: Seeing your own bias

Core Areas: Character and Leadership Development

Learning Goals: To become aware of the types of bias that people exhibit

To determine how bias limits a person’s experience and

interactions

To identify the effects of bias on individuals and groups


Materials Needed: Copies of “People Cards” (copied on card stock and cut apart)

Copies of blank cards for members’ suggestions


Drawing paper

Pens

Marking pens

Key Learning Points





• Bias and stereotypes have a negative effect on individuals and groups.

• Bias keeps us from fully knowing the person or group we are biased against.

• It is important to recognize our own bias so we can eliminate it in the world.

Activity Overview

Group members play a game in which they respond to a variety of types of individuals

(athletes, individual ethnic groups, people of different ages, disabled people and

more). They describe these individuals from negative and positive points of view. After

each round, members discuss whether 1) the bias is valid for all people of that type; 2)

how they feel commenting from a biased position; and 3) how bias limits the way we

view and experience the world.

Background

Everyone has biases about something: people, foods, music, parts of the country and

more. These biases structure our lives and limit the richness of our experiences. In

preparation for this activity, you might wish to examine your own biases and think about

how they limit your view of the world.

Because this activity involves a role-play, members discover their own biases, but there is

less stigma because they are playing a part. By seeing both positive and negative

positions, they can begin to understand how biases affect us as individuals and as

members of a group.



Icebreaker

Reintroduce the word “bias” and what it means to be biased by selecting something

you know that the group will have strong preferences about. One good option is, of

course, a professional sports team. Ask, “What is your favorite team and why?” By listing

the “whys,” members can begin to see that the reasons for their selections may not

have much basis in reality.

Important Words


Process

1. Tell members that they will be playing a game to discover how biases affect our lives, how biases affect us personally and the people and things we are biased for

and against.

2. Explain the game’s rules:

• Members will play on two teams.

• You will say the name of a group of people.

• Teams will play several rounds. In each round, teams will write down all the words

or phrases that describe the group in either positive or negative terms, according

to the following plan.

Round Team A Team B

1 positive negative

2 negative positive

3 negative negative

4 positive positive

5 team

choice

team

choice

3. Divide the large group into two smaller groups. Flip a coin to see which team is A and which team is B.

4. Turn over a word card with the name of a particular group and read it aloud to Club members. Allow teams one minute to write down all the words or phrases that

describe the group from the position of bias they are representing.

5. After the minute is up, ask each team to read its list of statements. Allow the whole group to determine if every statement demonstrates the point of view that the team

was required to play. Award teams points equal to the number of correct words or

phrases.

6. After the points have been totaled, ask members to discuss what it feels like to write positive and negative thoughts. How would statements like those affect the people

who might hear them? How do they affect the people saying them?

Wrap Up

Repeat the game until all five rounds are played. Give the losing group one minute to

think of as many positive things as they can to say about the winning team. After they

tell the winners what they have written, lead the winners in a cheer for the losing team.



Resources

To test yourself on hidden biases, visit www.tolerance.org/hidden_bias/.



People Cards

athletes teachers disabled

people

foreign-born

people

people with

accents

non-English

speakers old people children

white people girls boys teens

parents celebrities



Job? Who Gets What? Theme: Recognize Bias and Unfairness

Topic: How does bias make people feel?


Sports, Fitness and Recreation

Learning Goals: To recognize bias in jobs and careers


Materials Needed: Post-it notes – large (two packages, each a different color)

Drawing paper

Pens


Marking pens

Special Preparation

Review members’ choices of jobs and careers from the earlier activity, Callings, Careers

and Jobs. Post a list of members’ choices. Using the “Job Bank” as a reference, write

one job function on each post-it note in a stack. Keep the stack of post-it notes in its

stack: do not pull them apart. Write half of the jobs on one stack and half on the other,

and be sure to write them in random order. Write the jobs clearly so they can be seen

from several feet away. Post two large pieces of flip chart paper on the wall, several

feet apart. Label one “women” and the other “men.”

Key Learning Points





• There is stereotyping of both females and males in our culture, especially when it

comes to jobs and careers.

• It is important to recognize our stereotyping of others – including members of both

genders – so we can eliminate bias.

• People’s eligibility for a certain job or occupation should be based on what they like

and excel at, rather than their gender, race, age, appearance or any other factor

unrelated to the work.

Activity Overview

Members play a relay race in which they have to make quick decisions about whether

certain jobs are for men or for women. After the relay, they discuss why they made the

decisions they did. They begin to see the built-in biases they have about gender that

they were not even aware of.

Background

Although opportunities for all people have broadened in the last 25 years, there are still

many jobs that seem to be held for people of a certain type. Examine the “Job Bank”



list to note which ones seem to you to be more open now than in past years. Can you

think of jobs that should only be done by a certain group of people, for example, NFL

football players?

Icebreaker

Ask members if they know how to do a relay race. Explain to them how a relay race

works. Divide the group into two teams and let them try a couple of warm-up relays to

practice. Use a designated spot in the room for members to run to, tap and then race

to the end of the line. Once they have the idea of how a relay works, introduce the

activity.

Important Words




Process

1. Divide the large group into two teams. Ask the teams to line up in two lines facing the wall where the posters are hung.

2. Explain to Club members that they will compete in a relay race to see which team can correctly identify the most job functions as being either for women or for men.

Tell them that the first person in line for each team will take the first post-it note off

the top, run to the wall, attach the note to the appropriate poster, run back to the

front of the line and hand the post-it-note stack to the next person. Stress that,

although the object is to go as quickly as possible, they should consider whether to

place the post-it note on the poster for women or for men.

3. Begin the relay.

4. After the relay is finished, ask members to comment on what they see, noticing which jobs seem to be on the women’s list and which seem to be on the men’s list.

Invite members to talk about why they might think certain jobs are just for one

gender. You might consider having them do Internet research to discover if their

biases are accurate and, more importantly, whether they make any sense at all.

5. Ask members to create another list of personal characteristics that may create bias for people seeking jobs and whether those biases make sense. Some variables to

think about include: accent, age, appearance, education, ethnic origin,

experience, gender, race, size and weight.

6. Encourage members to brainstorm a list of jobs that were once thought to be for just one gender but now both females and males are successful doing. Some of these

might include: chef, firefighter, police officer, construction worker, nurse,

kindergarten teacher, dentist, dental hygienist and doctor.

Wrap Up

Ask members whether they now feel that these biases are something that should remain

when it comes to considering what people wish to do with their lives. What are the

variables that are really important when selecting a career or hiring people for jobs?



One aspect is a person’s interests or strengths. Point out that, although women are now

acquiring traditional men’s jobs, there is little movement the other way. Ask members to

consider what the reason might be.

Resources

For information related to job bias, visit the following Web sites:

• www.woundcare.org/newsvol1n3/ed1.htm • www.fairness.com/resources/one?resource_id=11004 • www.globalethics.org/newsline/members/issue.tmpl?articleid=03150416361288 • www.eeoc.gov



Job Bank

Accountant Actor Agricultural Scientist Architect Artist Banker Baseball Player Biologist Bookkeeper Carpenter Chef Chemist Childcare Worker Civil Engineer City Manager Clothing Designer Coach Computer Specialist Construction Worker Court Reporter Dancer Desktop Publisher Disc Jockey Doctor Draftsperson Economist Electrical Engineer Electrician Environmental Scientist Farmer Financial Advisor Financial Analyst Firefighter Fitness Professional Food Scientist Football Player Hairdresser

Hardware Engineer IT Manager Landscape Architect Lawyer Librarian Loan Officer Mechanic Military Officer Musician Nurse Paralegal Pharmacist Photographer Physicist Pilot Plumber Police Officer Professional Athlete Psychologist Real Estate Agent Recreation Specialist Recreation Therapist Reporter Social Worker Software Engineer Sports Announcer Statistician Stock Broker School Principal Surveyor Systems Analyst Teacher Urban Planner Veterinarian Webmaster Writer Zookeeper



Theme 4 Project: Bias? Not on Your Watch! Theme: Take Personal Leadership in Confronting Bias


Health and Life Skills

Learning Goals: To identify a bias situation

To develop ways of creating awareness for others

To take action to help resolve the situation

Estimated Time: 30 minutes (and throughout the theme)

Materials Needed: Copies of “Sample Poster” handout

Newspapers

Magazines

Key Learning Points





• There are many examples of bias in our world, even in the lives of youth.

• It is important to stand up for ourselves and others in confronting bias.

• There are many things young people can do to create awareness and take action in

helping to resolve bias in their lives and in the world.

Activity Overview

Group members discover a situation of bias in the world around them and attempt to

correct it. They keep a record of their activities and the results. The group discusses the

situation and the outcomes and makes suggestions. They create some method of

highlighting the area of bias and concern during a parent night or Club get-together –

or in a newsletter, an article in the local paper, a Web site a PowerPoint presentation.

Background

People tend to be aware of bias only when it affects their personal lives or the lives of

their family members or friends.

Important Words


Process

1. Ask members to define the word “bias.” Ask, “What does it mean? How does it affect people?”

2. Give some examples of bias situations in the world that members can relate to:

• teachers favoring “smart” students;

• attractive students being more popular;



• store owners not trusting kids;

• coaches favoring the best athletes;

• adults not liking kids’ music; and

• people being biased against others who look, act or sound different from them.

3. Ask members to work in pairs to come up with other examples of bias in the world. Let them look at newspapers and magazines for information. Help them brainstorm

ideas. Encourage them to do research to discover which type of bias they consider

most important.

4. After members have completed their research, encourage them to discuss and decide which type of bias they wish to work on. If groups of members want to

consider different biases or wish to complete different activities, let them proceed.

5. Distribute the “Sample Poster” handout and tell the group that it is an example of one way to confront bias. Tell pairs that they can choose to confront bias in any way

they want, but they may want to consider:

• a newsletter;

• a poster or flier;

• a news story;

• a Web page (that can be posted on BGCA’s Youth Net intranet); or

• a PowerPoint presentation.

6. Monitor members’ activities throughout the theme and help them organize and complete their projects. If the computer room is available, work with the leader in

that area to help members work on the Web or use PowerPoint. Help those who

might wish to create a newspaper article interact with someone on staff at the local

paper.

Wrap Up

At the end of the theme, have members share their activities with each other and get

feedback from others outside of the group. Ask them to consider continuing their

activities after the program is over.

Additional Ideas

One of the ways youth can take personal leadership in confronting bias is to expand on

what they are learning by conducting a community-service activity related to diversity.

Community outreach and service is an important component of learning to stand up

against bias and prejudice. Club members could conduct community surveys, assist

certain groups with advocacy efforts or conduct a public awareness campaign.

Resources

For information on fighting bias and prejudice, refer youth to the following online

publications:

• www.adl.org/prejudice/default.asp • www.tolerance.org/101_tools/



Sample Poster

Let’s Help End Bias in Employment

…for Everyone!

People should not be discriminated against on the basis of:

● Age

● Clothing

● Disabilities

● Diseases

● Ethnic background

● National origin

● Race

● Religion

● Retaliation

● Gender

● Unequal pay

Fair for You…Fair for Me!



A Friend in Deed Theme: Take Personal Leadership in Confronting Bias

Topic: Understanding leaders and heroes


Learning Goals: To recognize a local hero

To create an award and promotional poster to recognize a hero


Materials Needed: Copies of “Hero List” handout


Marking pens

Art supplies

Special Preparation

Club members may have a hard time selecting a local hero. If possible, collect or save

copies of the local paper and clip articles relating to heroic deeds in your area. Create

a list of potential people to contact. The list might include: firefighters, policemen,

politicians, leaders of local clubs or organizations (veterans clubs, Lions clubs, etc),

teachers and others.

Key Learning Points





• There are many leaders (heroes) who have stood up against bias and unfairness.

• These individuals are models for relating to others – with patience, honesty,

compassion.

• Heroes often face challenges and barriers with bravery, dignity, strength and

enthusiasm – qualities that are important in taking personal leadership to confront bias.

Activity Overview

In this activity, members create an award for someone they consider to be a hero – a

“Friend in Deed” award. Art skills and supplies are used to design an award that

celebrates this person’s accomplishments and promotes the cause.

Icebreaker

Using the “Hero List” handout as a starting point, talk with Club members about what

they know and think of these historical figures. Challenge them to come up with a “Top

10” list that describes the qualities of a hero. Qualities may include: bravery, vision,

patience, honesty, compassion, dignity, strength, organization, enthusiasm and others.

Some of these words describe how the person relates to other people: patience,

honesty, compassion. Other words describe how the person related to the challenge

and to barriers along the way: bravery, dignity, strength or enthusiasm.



Important Words

A deed is an action someone takes or an accomplishment someone makes.

Process

1. Make sure group members understand the definition of “deed.”

2. Relate the expression: “A friend in need is a friend in deed.” Ask Club members to discuss what the expression means to them. Point out that a friend who helps out

when we are in trouble is a true friend – a friend in deed – as opposed to others who

disappear when there is trouble.

3. Remind members that there have been many people in the past and present who have been important in improving the lives of all of us. Be sure to reinforce the fact

that many heroes came from difficult backgrounds or had a disability. Make sure

youth understand that anyone can be a hero, and that ordinary people often make

great change through their daily lives and work.

4. List a few local heroes, such as the Club director, teachers or coaches. Ask members to brainstorm a list of additional heroes.

5. Tell Club members that they will select a member of the community to identify as a local hero – someone who has made a difference in combating bias and unfairness

whose work the Club member wants to support and promote.

6. Ask members to select one person from the list. If members select the same individual, encourage them to work together.

7. Instruct Club members to create a poster for the selected individual to represent the “Friend in Deed” award. Encourage Club members to incorporate into their posters

words from the list of adjectives brainstormed during the Icebreaker.

Wrap Up

Ask each pair or Club member to present their poster to the group. Invite the member

of the community being honored to visit the Club and formally accept the award.

Additional Ideas

Club members can use desktop publishing software to create a poster to print. Contact

local printing businesses to inquire about services they may donate for creating posters

and banners.

Web pages can serve as electronic posters to promote the causes of local heroes. Club

members can create simple Web sites using a basic page template and include photos

and art as well as hyperlinks to more information about the work of their local hero. In

addition to inviting the local hero to visit the Club in person, ask that person to engage

in an e-mail exchange with youth, becoming a virtual mentor for Club members.



Resources

For more information on heroes, visit the following Web sites:

• The Time 100, www.time.com/time/time100/heroes/ • Home of Heroes, www.homeofheroes.com • Sporting Heroes, www.sporting-heroes.net/ • My Hero Project, http://myhero.com/myhero/ • The Heroism Project, www.heroism.org • Heroes of History, www.heroesofhistory.com • Hispanic American Hall of Fame, www.unbeatables.com/HHeroes.html • Real African-American Heroes, http://raahistory.com/



Hero List

Hero Role

Abraham Lincoln President

Sacajawea Guide for explorers Lewis and Clark

Martin Luther King, Jr. Civil rights activist against racial prejudice

Cesar Chavez Activist for farm workers rights

Princess Diana Activist against land mines

Nelson Mandela Civil rights activist, President of South Africa

Rosa Parks Civil rights activist against racial prejudice

Mother Teresa Human rights worker

Chief Joseph Leader of the Nez Pearce

Michelle Kwan Olympic-medalist/figure skater

Harriet Tubman Organizer of the Underground Railroad

Mohandas Gandhi Leader of a peaceful movement for independence in India

Susan B. Anthony Civil Rights Activist for women’s right to vote

Muhammad Ali Heavy-weight boxing champion and activist for peace for all

people and countries

Fannie Lou Hamer Civil rights and voting-rights activist

Helen Keller Model of success for disabled people (visual and hearing

impairment)

Stevie Wonder Singer and songwriter (blindness)

Alexander Graham Bell Inventor of the telephone (learning disabilities)

Stephen Hawking Astrophysicist (motor neuron disease, uses a motorized

wheelchair and computerized voice)

Franklin D. Roosevelt President and politician (wheelchair-bound from polio)

Justin Dart Leader of international disability rights movement (polio and

congestive heart failure)

Frida Kahlo Painter (polio and pain from vehicular accident)

Martina Navrátilová Professional tennis player



Creating a City Park…For All! Theme: Take Personal Leadership in Confronting Bias

Topic: Taking a stand against bias


Learning Goals: To appreciate everyone’s personal biases

To become aware that preferences can lead to bias

To identify a plan to react to everyone’s biases


Materials Needed: Copies of “Park Lovers’ Needs” handout

Paper

Pencils


Marking pens

Special Preparation

Create a flip chart showing the biases of the park constituents (using the “Park Lovers’

Needs” resource).

Key Learning Points





• Preferences can lead to bias, when one group makes its needs more important than others’ needs.

• Hearing others’ opinions helps us uncover our own bias and begin to see other perspectives.

Activity Overview

Members participate in a simulation game: The parks department is proposing to put a

new park in a densely populated part of the city. Many groups with biases about how

the land should be used have presented their desires to the commission charged with

presenting the new park to the city. Acting as the commission, members assess the

biases of the constituents and decide what the new park should be like.

Background

Biases control the way people act and interact. The special needs and desires of

different groups of people become focused in many areas of life.

Icebreaker

Ask, “What do you like to do in a park? Do you think that everyone feels the same

way?” Tell members that their job is to design a park that resolves the biases of all of the

people who will want to use it.



Process

1. Divide the large group into two teams. Each group will act as a park commission.

2. Present the commissions with the “Park Lovers’ Needs” list of stated needs of the people living near the park. You may also want to post these on a flip chart.

• Dog lovers want the park to be an “off-leash” park.

• Religious groups want the park quiet on Saturdays and Sundays.

• Older people want lots of benches.

• Teenagers want open space for football and baseball.

• Adult joggers want a running track.

• Parents of young kids want a T-ball field.

• Rappers want a bandstand.

• Barbershop quartets want a bandstand.

• Soccer teams want a playing field for Saturday games.

• Gardeners want space for community gardens.

• Family members want a place for barbeques and picnics.

• Butterfly collectors and bird watchers want plenty of flowery plants.

3. Tell the commissions that they need to make a presentation to the city showing the details and description of the new park and explaining why they made the

decisions they have made. They will need:

• a statement about how they met the needs, desires and biases of all groups; and

• a description of the park.

4. Before members begin working, remind them they need to establish their form of leadership. They will also have to act as advocates for biases of the various groups.

Wrap Up

When the commissions are finished, call a meeting of the parks department to hear the

presentations. (Groups will listen to each other’s presentations.) As you listen to each

presentation, be aware of how the various needs of the community members are met.

Does the commission meet all the needs? How do the biases of the commission

members get involved? After both presentations, ask members what they learned

about their own biases and how they feel about dealing with the biases of others.



Park Lovers’ Needs

• Dog lovers want the park to be an “off-leash” park.

• Religious groups want the park quiet on Saturdays and Sundays.

• Older people want lots of benches.

• Teenagers want open space for football and baseball.

• Adult joggers want a running track.

• Parents of young kids want a T-ball field.

• Rappers want a bandstand.

• Barbershop quartets want a bandstand.

• Soccer teams want a playing field for Saturday games.

• Gardeners want space for community gardens.

• Family members want a place for barbeques and picnics.

• Butterfly collectors and bird watchers want plenty of flowery plants.



Bias Card Relay Race Theme: Take Personal Leadership in Confronting Bias

Topic: Dealing with bias in the world

Core Areas: Education and Career Development; Character and Leadership

Development; Sports, Fitness and Recreation

Learning Goals: To recognize appropriate responses to bias situations


Materials Needed: Copies of “Bias Cards” (copied on card stock and cut apart)

Copies of “Anti-bias Cards” (copied on card stock and cut apart)

Copies of “Not Sure Cards” (copied on card stock and cut apart)

Copies of “I Can Handle Bias!” Button worksheet (copied on card stock)

Key Learning Points





• We are all people and we are all different. • There will be unfairness sometimes. • There are ways to deal with unfairness.

Activity Overview

In this activity, members use what they have learned about how to act in the face of

bias situations and try to select appropriate responses. The activity is organized as a

relay race so members have to think quickly while they are having fun.

Icebreaker

Ask members if they know how to do a relay race. Explain to them how a relay race works.

Divide the group into two teams and let them try a couple of warm-up relays to practice.

Use a designated spot in the room for members to run to, tap and then race to the end of

the line. Once they have the idea of how a relay works, introduce the activity.

Important Words


Process

1. Distribute the bias cards to the members. Post the “Anti-Bias Cards” and the “Not Sure Cards” on a bulletin board.

2. Then divide the group into two teams. Each team forms a line for a relay race.

3. When you say, “Go!” members in each line race each other to the bulletin board where they choose an appropriate response to the situation they have. Tell them to

be careful because not all the cards will work for their situations.



4. Members take the card they think is right from the wall and race to the back of their line. The next person in line follows until the entire team has found response cards for

their situations.

5. After the relay, discuss the situations and the responses members chose for them. The winning team is the one that selects the most appropriate responses to their

situations. (Note: Because competition can focus Club members’ attention on

winning rather than on the purpose of the activity, you may choose to conduct the

activity with the group as a whole, with group members shouting out the responses

that are posted on the bulletin board.)

6. Play the relay more than once, adding response cards as suggested. As a variation, you could have the children hop, walk, run backwards or crawl on the way up to

the board and then run back.

Wrap Up

Tell members how proud you are of them for their skill at responding to bias and give

each of them the “I Can Handle Bias!” Button worksheet to decorate, cut out and wear.

Resources

For information on fighting bias and prejudice, refer youth to the following online

publications:

• www.adl.org/prejudice/default.asp • www.tolerance.org/101_tools/



Bias Cards

The boys at the

Club won’t let

the girls use

the gym.

Someone called my

brother a baby and

made him cry.

The girls made a

sign: No boys at the

art table.

One boy made

fun of another

boy’s sneakers.

A girl laughed

because I don’t

speak English

very well.

Two boys laughed

at what I brought

for lunch and said

it was “yucky.”

When one girl got

glasses, a bunch of

kids called

her “four eyes.”

Several girls

laughed at me for

wearing my

traditional native

dress.

A group of kids

blocked the door

when I tried to

get through in

my wheelchair.

Everybody makes

fun of me

because I have

two moms.

A girl made fun of

my friend for

being adopted.



Anti-Bias Cards

Boys and girls

should be able to

sign up to use

different parts of

the gym at the

same time.

When you talk to my

brother like that,

it’s rude and unkind.

Leave him alone.

Sign for the art

table: Everyone is

welcome.

The boy has

different sneakers

than I do,

but he’s a better

runner than I am.

Can you teach me

to say “hello” in

your language?

Tell me about what

you are having

for lunch?

How are your

glasses helping you?

Can you tell us about

what your native

dress symbolizes?

Sorry we’re blocking

your way…let me

get the door.

What’s it like

to have

two moms?

What you said to

my friend is rude.

His family – any

family – is just as

good as yours.



Not Sure Cards

If you keep

talking to my

brother like that,

I’ll hit you.

Boys and girls

should always

play together

in the gym.

Designer sneakers

make you

run faster.

I wish I had

glasses too.

If boys want to

use the art table,

we’ll leave.

I love to try

new foods.

The way you talk

makes me laugh.

Cool! What you’re

wearing is really

different.

Do you need

any help?

Can I push your

wheelchair for you?

You’re lucky.

You don’t have a

dad to yell at you.

Being adopted is

great because

you get anything

you want.



“I Can Handle Bias!” Button

I Can Handle Bias!

I CAN HANDLE BIAS!







Theme 1 Project

Gifts From Your Past

The Arts;


Recognizing personal

individuality

Layers of Your Life The Arts;


Discovering others’

perceptions

The Interview Education/Career;


Exploring others’ unique

traits

In Your Shoes

Education/Career,




Theme 2 Project

“Diversity Is a Treasure” Hunt

Education/Career;


Defining breadth and

depth of diversity

Rolling Roles Education/Career;


Appreciating diversity Design a Game

Sports/Fitness;


Making personal

connections with diverse

groups or individuals

ePals Education/Career;




Theme 3 Project

Change the Chain Contest

The Arts;

Education/Career;


Tracing the roots of bias Language – What Bugs You? Character/Leadership

Recognizing your own

bias

Girl Power/Boy Power


Analyzing society’s bias Fashion Statements

The Arts; Health/Life



Theme 4 Project

Take Off the ‘T’

Education/Career;


Understanding leadership

(heroes)

Who Do You Admire? Education/Career;


Strategies for confronting

bias on a personal level

Thinking Cap Education/Career;


Strategies for confronting

bias in society

Lead by Example The Arts;




Theme 1 Project: Gifts From Your Past Theme: See What Is Special and Unique in Every Individual


Learning Goals: To recognize individual personal history

To identify artifacts that represent personal characteristics

Estimated Time: Two sessions, 30 minutes each

Materials Needed: Copies of “Gifts From My Past” worksheet

Shoe boxes

Gift wrap paper

Index cards (blank, in a variety of colors)

Scissors

Tape

Special Preparation

Using the Internet or local media resources, find an example of someone creating a real-

world time capsule.

Key Learning Points





• We each have special characteristics, strengths and abilities.

• These things are part of what make us who we are as individuals.

• Being proud of who we are is important.

Activity Overview

Club members create a personal time capsule and wrap it up as a gift to their future

selves. Through exploring past events from their lives, members gain perspective on who

they are today and appreciation for events that have contributed to their unique and

special qualities.

Background

Time capsules often are created by communities and buried for decades or centuries to

be unearthed by future generations. Objects of historical significance – like a copy of a

daily newspaper, symbols of popular culture (buttons, records, flyers) and other items –

are collected and placed in a watertight container in a special location. A specific future

date is identified for opening the time capsule. In this activity, members use this common

practice to explore their personal pasts and the qualities that make them special and

unique.

Icebreaker

Using the example you identified prior to the session, read the list of items enclosed in the

capsule out loud to Club members and ask them to share their thoughts about what

these items reveal about the people who created the capsule.



Process

1. Introduce the idea of time capsules, explaining what they are and the purpose they serve. Tell members that they will each create a personal time capsule to represent

things that have contributed to their lives and made them special and unique.

2. Distribute copies of the “Gifts From My Past” worksheet to members. Tell them that they can use it to identify things that will be good to include in the time capsule.

3. To help Club members understand the kinds of items that are appropriate to include, review one example together. Use a personal example, if possible. A few general

examples are described below:


I know more about bats

than anyone in my class.

A book I read when I was

a kid made me interested

in learning more, so I got

more books and read

about bats in the library.

Copy of “Stellaluna”

book cover

Encyclopedia page

about bats

I am the only one who

knows how to cook mole in

my whole family.

My aunt taught me

before she died.

Photograph of my aunt

I can speak in front of a

group with confidence.

A third grade teacher

helped me learn how to

act in our school play,

“The Wizard of Oz.”

Picture of the tin man

from “The Wizard of Oz”

4. Give each Club member a shoe box (larger boxes may be used if appropriate) and have him or her place the shoe boxes in a personal space so they can add to them

throughout the program.

5. Ask members to think about special characteristics, strengths or talents they have and to identify the person, event or thing that influenced them. Encourage them to

consider objects or items to represent the special characteristic (the gift that person,

event or thing gave them).

6. Remind members periodically to add items to their worksheets and bring objects from home to add to their boxes. It will be common for Club members to identify items

they cannot find or have lost or for items to be too large to add to the box. In these

cases, encourage them to create simple drawings on index cards to represent the

items that they cannot add to the time capsule.

7. Once you have completed the activity, review the lists with members. Invite them to share their stories about items they are adding to their boxes and what they represent.

8. When the boxes are filled and discussions complete, provide gift wrap paper and tape and suggest members turn their time capsules into gifts. Explain that the items

enclosed are gifts from the past.

Wrap Up

At the end of each activity in this section, remind members to look at their lists, add

special characteristics and identify items for their time capsules. The final item to add to



the time capsule should be a short introduction to the time capsule, so that those who

open it will have a context for the items within. The final step in the creation of any time

capsule is the designation of a date for the capsule to be opened. Ask each member to

select a date and a person to share the time capsule unveiling with. As they consider

how much they have changed over the years, invite members to consider what they will

be like when their capsules are opened.

Additional Ideas

To emphasize the role the Club plays in the community, have Club members select items

for the Club time capsule that represent not only their unique talents but also their unique

gifts to the community – the things they do to make the world a better place. Using a big

box, encourage members to deposit items over a week’s time. At the end of the week,

wrap the package and seal the contents. Contact another Club in a different region and

exchange time capsules with members there so youth can get a sense of the diversity of

Club members around the country.

You may choose to expand this activity to focus on future gifts as well. As Club members

look at the events and people in their lives that have influenced them and have been

gifts in forming who they are, ask Club members to consider their contributions to others.

Ask them to identify the ways in which they have shared their gifts with others. What are

their hopes and dreams for the future and how might the special and unique

characteristics they have explored impact their future lives? Ask Club members to create

a second box with another set of items. In the second box, Club members predict what

they will do in the future and think about how they will use what they have learned and

received from the community to contribute to others.

Resources

For more information on time capsules, have members visit the following Web sites:

• www.amnh.org/exhibitions/timescapsule/contents.html

• www.coloradocollege.edu/AboutCC/CenturyChest/

• http://dmarie.com/timecap/

• www.oglethorpe.edu/about_us/crypt_of_civilization/international_time_capsule_society.asp



Gifts From My Past

Use the first column of the table below to keep track of special and unique qualities you

discover about yourself. In the second column, identify an influence from your past – a

person, event or thing – that helped you develop that characteristic. In the third column,

record the item you will add to your personal time capsule that represents the gift that

person, event or thing gave you.




Layers of Your Life Theme: See What Is Special and Unique in Every Individual

Topic: Recognizing personal individuality


Learning Goals: To identify personal characteristics

To evaluate qualities in terms of importance, uniqueness and

currency


Materials Needed: Copies of “Collage Planner” worksheet

Magazines, brochures and local newspapers

Scissors

Felt tip pens (narrow and wide point)

Cardboard or card stock

Glue stick or tape

Photos of members

Polaroid® or digital camera (optional)

Special Preparation

Collect magazines to ensure there are enough images to choose from for the activity,

including a balance of images by gender, race, ethnicity, class, suburban and urban

setting. Be sure to represent language diversity as well, especially for Club members who

speak or understand languages other than English. Local publications and Club materials

will be useful in capturing regional qualities for the collage. Review the instructions, fill in

the fields on the collage planner and create your own collage to serve as a model for the

group.

Key Learning Points






proud of.

• Our personal characteristics, interests and personalities are part of what make us unique

and individual.

• We develop confidence in who we are by understanding what is most important to us.

Activity Overview

Club members create a personal collage with a photograph as the centerpiece,

carefully considering and planning the placement of images they will use. Once collages

are complete, teens share their work with peers.



Background

A collage is a unique form of art in which swatches of color or images are combined to

create a piece of artwork. Collages can be made with cloth, paint, photos or other

materials.

Icebreaker

Bring in an example or use an example from an online resource to show teens what a fine

art collage looks like. Explain that, although the placement of images may seem random

to members at first, size and placement are important elements of the artist’s message.

Discuss which images are in the center and which images are larger and smaller and why

that might be.

Important Words

Individuality refers to the qualities that make one person different from all other people. It

is the mix of things that make you who you are and set you apart from others.

Process

1. Show group members an example of your personal collage. Point to images and discuss their size and placement to illustrate how you used image size, centering and

layering to create your collage.

2. Distribute magazines and other art supplies to individual Club members.

3. Ask members to use both images and words to represent themselves. They may find images and words in the magazines or they can write words, phrases or drawings that

represent them. Encourage teens to trade magazines and resources to spark

conversation with others about similarities and differences.

4. If a Polaroid or digital camera is available, encourage Club members to take photographs to add to their collages. Be sure to set limits on film use, printer use or

other materials that may be in limited supply.

5. Once members have selected images and text, talk with them about the importance of placement and size. In addition to visual factors (colors, shapes, etc.), members

should consider the meaning and importance of each image:

• Images that represent things that are a big part of their lives should be large. Smaller

parts of personalities or experiences should be represented by smaller images.

• Things that are very important in their lives should be in the center of the collage.

Influences that are less important should be on the edges of the paper.

• Recent events can be placed on the top layers of the collage.

6. If members are having difficulty creating their collages or you feel that they are not being thoughtful about the images they are putting together, distribute and review

the “Collage Planner” worksheet to provide additional structure and guidance.

7. Collect symbols from Club letterhead and allow members to use them to represent membership in the Club as a special and unique characteristic.

8. Ask teens to hang their collages on the wall when they have finished them.



Wrap Up

Once teens have completed their collages, gather the group together and invite each

member to present his or her collage. Collage artists should describe the images they

selected and their placement to show the things that are important (large), unique

(central) and current (top). Be sure to reinforce how the characteristics teens describe

help them contribute to the Club and community. By reinforcing their talents, you help

build members’ self esteem and reinforce the fact that one of the key qualities they all

share is a role in the Club community and their work with fellow Club members in

contributing to the world at large.

The Club has an identity as a group within the community. Encourage teens to consider

images they would collect from all the collages to create a Club collage.

Additional Ideas

Members with technology skills can enhance their collages in the following ways:

• Use the Web and a color printer to access images for the collage.

• Use photo processing software to “cut out” electronic images and “paste” them

together in an electronic collage (eCollage).

• Post photos of the physical collage or post eCollages online. To protect member and

Club privacy, be sure no personal information is posted.

Resources

For a virtual collage maker, visit the National Gallery of Art Collage Machine at

www.nga.gov/kids/zone/collagemachine.htm.



Collage Planner

A collage is more than just an assortment of pictures. The selection and placement of each

image tells what is important in your life. Use the available magazines and other resources

to find photographs or drawings of things you like or consider part of your personality. List

the images you have chosen.

Personality Characteristic Representative Image

Some of the things you have listed play a large part in your life; others play a small part. The

size of the images in your collage should reflect whether they are a large part of your life or

a smaller influence. Categorize the images you listed above.

Large Images Small Images

Where you place the images in your collage is also important. In your collage, you will place

the things that are unique to you in the center. Important things that are also common

characteristics with your friends will be included on the edges of your collage. Plan which

images you will place in the center and which on the outside.

Central Images Edge Images

Collages include layered images. Particular images may be placed on top of one another to

create an impact and make a statement. In your collage, place images from your past under

images that represent more recent events or interests. Plan which images will be placed on

the top and which will be on the bottom layer of your collage.

Top Images Bottom Images



The Interview Theme: See What Is Special and Unique in Every Individual

Topic: Discovering others’ perceptions



Learning Goals: To practice interviewing skills

To describe the special qualities of another person

To analyze differences between self-perceptions and others’

perceptions


Materials Needed: Flip chart paper

Marking pens

Copies of “Hiring Manager Worksheet”

Copies of “Interviewee Worksheet”

Key Learning Points





• Everyone has positive qualities, some that are obvious and some that are not.

• Sometimes we see ourselves differently from the way others see us.

• Understanding others’ perceptions helps us know ourselves better.

Activity Overview

By interviewing and getting to know a peer during a mock job interview, teens practice

important job and communication skills and recognize the importance of unique and

special characteristics they have.

Background

Every employer has a different way of evaluating candidates for an open position. Job

interviews are excellent opportunities for youth to demonstrate confidence and become

aware of their own special and unique characteristics. By building members’ self esteem

and helping them define and articulate their unique experiences and skills, they will be

better prepared to present themselves in a variety of contexts – including job interviews.

(Note: This activity will be difficult for members with limited English proficiency.)

Icebreaker

Gather teens together and discuss job interviews. Some participants may have already

had part-time jobs. Share your own job experience with members. Discuss real-world

examples of how you and others made it clear to prospective employers that you had

the qualities they sought in an employee. Reinforce to Club members that the way others

perceive them is important in job situations.



Process

1. Begin by role-playing the exercise. Select a Club member to interview. Ask the three interview questions listed on the worksheet and take notes during the interview. Tell the

interviewee what you heard that was special and unique about her or him.

2. Gather the group together and spend five or ten minutes brainstorming additional interview questions. Sample questions are offered to get youth started, but Club

members should be encouraged to come up with questions they think will reveal

special and unique characteristics. Use experience from prior activities to inspire

brainstorming about potential questions. Some examples might include:

• Who is an influence in your life? What have you learned from this person and how

does that help you meet challenges you face?

• What is your favorite thing to do in your spare time?

• What is your favorite subject in school? Why do you like it?

3. Record interview questions on a large sheet of flip chart paper. You will probably have more questions listed than can be reasonably asked during an interview. Ask the

group, “Which questions will tell a hiring manager most about the special and unique

characteristics of an interview candidate?” As Club members analyze the questions,

mark off the ones that are selected.

4. Ask the group to consider what to do as an interviewee to reveal special and unique characteristics that a hiring manager might want to know. Begin by discussing the

example you modeled for the group describing your own experience.

5. Divide the group into pairs. Explain that one of them will role-play the hiring manager and the other will role-play the person being interviewed. Let them know that they will

have a few minutes to prepare, then 15 minutes for the interview. Explain that partners

will switch roles and do another interview.

6. Distribute one copy of each worksheet to each member.

7. Give members two minutes to prepare for the interview.

8. Tell pairs to begin. Allow 15 minutes for the interview.

9. At the end of the interview, give the hiring manager two minutes to write three characteristics he or she discovered about the interviewee.

10. When members have completed the worksheets, have them compare lists. There will be things that both members recorded, things the hiring manager learned from the

discussion that were not qualities the interviewee intended to communicate and things

the interviewee intended to get across that the hiring manager did not recognize.

11. Rotate partners for a fresh perspective and ask members to switch roles, so each Club member has the opportunity to role-play both the interviewee and hiring manager.

12. Gather the group and discuss the experience. Have each of the “hiring managers” present the “interviewee” to the group, describing his or her unique qualifications.



Wrap Up

By role-playing an interviewee, teens gain perspective on what others see as special

about them that they may not notice, as well as things that may be negative qualities

that they did not intend to communicate. Ask members to consider how others perceive

them outside of the Club in less formal interactions. Discuss how others’ perceptions –

positive and negative – affect them.

Resources

Encourage teens to visit the following Web sites for more information on preparing for job

interviews:

• www.gotajob.com

• www.snagajob.com/job_tips/interviewtips.asp

• www.quintcareers.com/teen_jobs.html



Hiring Manager Worksheet

Interview Questions Add the questions that were created during the Club brainstorm to the list below. Ask your

partner the following questions. Take notes on what he or she says.

• Give me an example of when you used your greatest strengths to overcome an obstacle or

solve a problem.

• Tell me about a situation that was challenging for you. How did you approach the task?

What helped you overcome the challenge?

• Describe a time when you did something different from the way others did it or had an

idea that was unlike what others proposed.

Add questions here that the group comes up with:

Summary of Unique Characteristics List the top three special and unique characteristics you were able to discover from the

interview.

1.

2.

3.



Interviewee Worksheet

It is always wise to prepare for an interview. Specific examples and stories about things you

have done well in the past are great tools for showing off your skills. In this role-play, you

will pretend you are interviewing for a job. Write some examples of situations in which you

have taken positive action to win a positive result. These examples will be helpful during the

interview.

Situation Action Result

Summary of Unique Characteristics What are the top three special and unique characteristics you want the interviewer to

understand about who you are and about your potential?

1.

2.

3.



In Your Shoes Theme: See What Is Special and Unique in Every Individual

Topic: Exploring others’ unique traits



Learning Goals: To compare feelings of sympathy, empathy and appreciation

To transform sympathy to empathy to appreciation


Materials Needed: Copies of “Rules of the Game” (each shape on a different color)

Scissors

Safety pins


Marking pens

Special Preparation

Copy the “Rules of the Game” for each shape on different colors of paper. For example,

copy all of the “square” rules on blue paper, the “circle” rules on yellow paper, etc.

Distribute the rules to members and ask them to cut out and pin their shapes to them.

Remind them not to discard the rules, but to keep them for later.

Key Learning Points





• Empathy helps us experience the feelings of another (we put ourselves in their shoes).

• It is important to show respect for others’ differences.

• All people are valuable and important and it is up to us to recognize and appreciate

the value of other people.

Activity Overview

Club members play a cooperative game that involves working together to reach a goal.

Each team has instructions to treat other teams with specific biases, but they must

collaborate with them in order to accomplish a task. After the game, Club members

discuss how these biases affected their ability to work with the other teams they were

biased against.

Background

We often perceive limitations where there are none and assume that someone who is

different from us has certain qualities. This often happens to people with disabilities.

People with disabilities have accomplished many great feats. The individuals who do

these amazing things often cite the need to prove that they are able to counter

misconceptions about the things that people with different abilities can accomplish.



Icebreaker

Ask Club members if they have ever heard of Stephen Hawking. Tell the group that he is

an astrophysicist who has written many books and discovered many of the laws of how

the world and the universe work. Point out also that he has several physical disabilities

and ask teens to consider if his physical abilities have limited his contributions to the world.

Encourage the group to identify other people with disabilities (past and present) who

have accomplished great things (for example, Helen Keller, Stevie Wonder, Franklin D.

Roosevelt). Discuss the fact that often people treat those with disabilities differently

because they feel sorry for them or believe they cannot do things that others can. Explain

to Club members that they will do an activity to discover what it is like when people treat

you differently because of differing abilities.

Important Words

Sympathy is having an understanding in your mind of the feelings of another person.

Empathy is actually experiencing the feelings of that another person is feeling.

Appreciation is recognizing the value of another person.

Process

1. Write the definitions on a large sheet of flip chart paper and read them aloud to the group. Compare sympathy, empathy and appreciation. Ask Club members to share

examples of times that they think they experienced each of these.

2. Explain to Club members that they will be exploring the difference between these concepts in order to better understand others who are different from them.

3. Tell each member to wear the shape he or she was given earlier. Explain that each member is to treat those with other shapes with specific biases (as outlined in the rules).

4. State that, even though members will not know the bias against them and how others perceive them, they will have to work with others in order to complete a task.

5. Ask members to look at the secret word written on their rules sheet. Explain that the task involves finding three other people who have different words.

6. Tell them they will work together with these other people to put the words together in a sentence; the first group that completes the sentence wins.

7. Explain that there are two points where members have to work together – finding others who are part of their group (with the same shape and secret word) and

working with members of other groups to create the sentence. During both of these

tasks, remind members that they will be treating others according to the rules outlined.

(Note: Members will create the sentence: “Diversity is very important.”)

Subject

Circles

Verbs

Triangles

Adjectives/Adverbs

Squares

Objects

Diamonds

Diversity Is Very Important



8. Remind members to review the rules of the game that describe their competitors. Remind teams not to reveal their bias against the other groups.

9. Once the contest has ended, ask team members to gather and discuss how other teams treated them and how that made them feel. Each group should designate a

spokesperson who will share the feedback with the whole group.

10. Discuss the experience and the impact of biases on our relationships and interactions with other people, those whom we know and those we do not know. Ask members to

talk about how biases directed toward them, even when they are subtle and

unspoken, make them feel. Encourage them to discuss how biases directed toward

others, even when subtle and unspoken, make others feel.

Wrap Up

Ask members to think about and identify three opportunities they have in their lives within

the Club community or within the larger community to develop more empathy and

appreciation for others’ unique traits.

Additional Ideas

Invite a person with a disability to speak to Club members and share his or her

experiences. Ask Club members who know people in the community who have

disabilities or limitations to share their experiences. Be sure to reinforce and underscore

examples and experiences that clear up any misconceptions about these groups.



Rules of the Game (Circles)

Your Secret Word Is: Diversity

Each team has a different secret word. You must find team members who have different

secret words and work together to combine your words into a sentence. Instead of treating

your fellow Club members as you normally do, you will treat them as defined in the list below.

They will also be treating you differently. You must work through this difference to

convince them to tell you the word and work with you to make the sentence.

Triangles This is a group that you really are curious about. Treat them as if

they are different and exotic. Pretend that you are fascinated with

everything they say and believe that their experiences are completely

different from yours.

Squares Treat these team members as if they are dangerous – avoid them. If

you must interact with them, keep all interactions as brief as possible

and avoid giving them any information or help.

Diamonds Treat members of this team as if they cannot understand you –

whether you communicate verbally, visually using body language or in

other ways. Your communication with them will be limited.



Rules of the Game (Triangles)

Your Secret Word Is: Is






Circles You are gentle and kind to them, but do not think they can help you.

Treat members of this team in a patronizing way, listening to them

but ignoring what they say.









Rules of the Game (Squares)

Your Secret Word Is: Very


















Rules of the Game (Diamonds)

Your Secret Word Is: Important


















Theme 2 Project: “Diversity Is a Treasure” Hunt

Theme: Understand Our Society’s Diversity



Learning Goals: To explore the local community

To identify examples of diversity

To see the treasures that diversity brings to the community

Estimated Time: 30 minutes

Materials Needed: Copies of “Passport” worksheet

Copies of “Finding Treasures in the Community” handout

Scissors

Map of the neighborhood

Push pins (different colors)


Marking pens

Special Preparation


offsite activities are understood by all. If your group has more than 10 members, you may

want to have another staff member of a peer leader come along to help.

Key Learning Points





• Everybody brings something of value – a treasure – to the community.

• Getting to know others who are different from us is an important part of living in a

community.

• The diversity of our community is what makes it an interesting and exciting place to live.

Activity Overview

Reality television shows and fictional stories describe tales of adventure in which people

travel the world in search of treasure. In this activity, the analogy of travel is used to

create a competition to find diverse members of the local community and identify ways

they enrich neighborhood life. Teens create a passport to collect information about the

people, places and things they find in the neighborhood that represent diversity.

Icebreaker

Gather Club members in a circle. If you have access to a passport, bring it in and pass it

around. Explain to the group that a passport gives a person freedom to travel from home

into unknown territories. Point out that people may feel like they are moving into

unfamiliar territory when they encounter a person who is different from them – even if that

person lives next door. Ask Club members to relate examples of people they have met in

their neighborhoods who seemed special or different in some way.



Important Words






Process

1. To bridge from the sessions on seeing what is special and unique in every individual, gather members in a circle and have each recite something about himself or herself

that is special and unique. Discuss how these characteristics represent diversity.

2. Explain to Club members that a community is the sum of the individuals who make it up. Illustrate this concept by asking about the Club community. If you have

completed the collage activity, point to the collages and ask Club members to

consider how each of them is unique and how the collection of individuals is what

creates the vibrant and active Club membership. State that the goal of this activity is

to discover the diverse individuals that make up the broader community that they live

in – beyond the walls of the Club.

3. Encourage members to explore the meaning of the word diversity and to think of synonyms for it. If Club members cannot think of any synonyms, prompt them by

suggesting words such as various, different, unlike, unique or assorted.

4. Remind Club members that each individual is unique. State that the goal of this activity is to meet different people in the community and to get to know and

understand the special characteristics they have.

5. Challenge Club members to come up with some categories of diversity. Write the categories on a piece of flip chart paper, including: gender, race, religion, national

origin, languages spoken, ability, region of the country, education, ethnicity, age,

socioeconomic status. Reinforce the fact that there are diverse characteristics that

are separate from people’s background or physical qualities – people who like unique

kinds of music, people who dress differently or people who have unique hobbies.

6. Distribute the “Passport” worksheets. Ask Club members to find members of the community who represent a category of diversity, engage this community member in

conversation, ask him or her to sign the passport and write in the “treasure” that this

person brings to the community. Treasures may include knowledge, tales, values,

music, foods or recipes, connections to other parts of the world, views of history, etc.

Encourage Club members to be creative in defining these treasures.

7. Distribute the “Finding Treasure in the Community” handout and encourage Club members to use it as a guide in their research.

8. Remind Club members about the safety and etiquette considerations they must take into account when introducing themselves to members of the community. Also

remind Club members that people often defy stereotypes – the chef of an ethnic

restaurant might not be from the country whose cuisine is served at the restaurant.



9. Encourage Club members to find these examples of diverse people whose interests defy stereotypes. Provide one week for members to make the connections.

10. Post a map of the neighborhood on a bulletin board. As passports are filled out, let members put push pins (representing different types of diversity) on areas where they

found their treasures.

11. When Club members have completed their passports, encourage members to use the map to recount their visits and share the treasures found.

Wrap Up

Suggest that Club members design different symbols or simple images to represent the

treasures found and add them to the map. Create prizes and certificates to reward

members who found treasures in the community. Use the following categories for prizes or

create your own:

• Farthest Traveled for the one whose pins are most widely dispersed on the map;

• Near and Dear for the member who found treasures closest to the Club;

• Most Diverse for the one whose people were the most diverse;

• Geographic Explorer for finding people from various regional or ethnic origins;

• Culinary Explorer for the Club member who most often cited dishes and recipes;

• Time Traveler for the member who found the oldest/youngest people;

• Diversity Detective for finding unique treasures from individuals others may not

have considered diverse;

• Diversity Diploma for the member who put most research into the effort;

• Song of Praise for someone who found diverse musical contributions;

• Language Leader for the Club member who found diverse languages; and

• Action Accent for the Club member who found members of the community

who have unique language patterns, accents or special ways

of saying things.

Resources

Use the Internet to have Club members take “virtual tours” of cities around the country

and across the globe. Many Web sites include movies, photos and other features that

give Club members a rich experience with diverse cultures and regions. Instead of the

passport signature, Club members can write in URLs in their passports. For information on

virtual “field trips,” have members visit the following Web sites:

• http://2k.si.edu/

• www.field-guides.com/

• www.gsn.org/

• www.field-trips.org/trip.htm



Passport

Who needs to travel the world to find diversity when it is right here in the local community?

Use the passport to take a neighborhood tour and meet people in your neighborhood. First,

cut out along the dotted lines, stack pages and fold along the solid lines to make a mini-book.

Community member:

Diversity category:

Signature:

Treasure:

Community member:

Diversity category:

Signature:

Treasure:

PASSPORT

_________________________________ Member Name



Community member:

Diversity category:

Signature:

Treasure:

Community member:

Diversity category:

Signature:

Treasure:

Community member:

Diversity category:

Signature:

Treasure:

Community member:

Diversity category:

Signature:

Treasure:



Finding Treasures in the Community

Consider the following options for finding treasures in the community. Remember that these

locations are just empty buildings – it is the people inside the various organizations that

create the diverse community you are exploring.

• Ethnic restaurants: Use the Yellow Pages to see how many different types of cuisine are offered in your community.

• Cultural centers: Look in the front section of the phone book for information on non-profit cultural centers.

• Art galleries: Small art galleries and larger cultural institutions often celebrate particular cultures.

• General shops: Look around and consider that typical American businesses may have owners or employees from different regions who may contribute to diverse treasures.

• Senior centers: Connect with receptionists or managers at senior centers, where you may find neighbors who come from different countries.

• Faith-based organizations: Contact churches, synagogues, masjids and other faith-based organizations to connect with people who have diverse religious beliefs.

• Local government: Many local governments include an office focused on equal opportunity. These offices are terrific resources for exploring diversity.

• Language schools: The Yellow Pages or other local directories provide information on agencies or organizations that focus on teaching English or other languages.



“Diversity is a Treasure” Certificate

Diversity is a Treasure

Award

Presented to

________________________________________

for

________________________________________

________________________________________

Signed

________________________________________

Date

________________________________________

Club Name



Rolling Roles Theme: Understand Our Society’s Diversity

Topic: Defining breadth and depth of diversity



Learning Goals: To define the categories of diversity

To understand how different aspects of a person contribute to

identity


Materials Needed: Copies of “Rolling Roles” worksheet

Scissors

Tape

Foam (if available)


Marking pens

Special Preparation

If foam pads are available, cut them into cubes and use them to create a more stable

and durable foundation for the dice that Club members build.

Key Learning Points





• All individuals have many sides to them that make up who they are – race, gender,

culture or ethnicity, physical characteristics, personality traits and many others.

• People often identify themselves by one of the qualities, but humans are actually very

complex and multi-dimensional.

• With so many qualities, there is an unending range of diversity in our world.

Activity Overview

Each of us has many sides – physical, spiritual, cultural, etc. As Club members explore

diversity, they may consider only a single aspect of a person, such as race, gender or

ability. In this activity, they create dice to represent diverse qualities, then gather in

groups to roll the dice and see the many possible combinations of traits.

Icebreaker

Explain to the group that we are all unique in different ways. Some characteristics that

make us different from one another are officially tracked by the government. Ask Club

members if they have heard of the Census and explain the goals of the government’s

count of the population and the qualities they look at. Explain that the Equal Employment

Opportunities Commission (EEOC) is the federal government’s office for monitoring bias

and promoting diversity in employment.



Discuss the fact that some elements of diversity – race, gender, age and others – are

monitored and tracked by the EEOC. (Note: You may want to point out that the EEOC

designates “Hispanic” as a race even though it is not. Explain that the word refers to

people who are of Hispanic origin or descent, regardless of race.) Point out that there are

many characteristics that are not measured. Encourage Club members to “think outside

of the box” in defining other categories of diversity.

Important Words




Multi-dimensional means having many sides. Human beings are multi-dimensional

because there are a huge number of characteristics that define who they are.

Process

1. Write the six categories of diversity defined by the EEOC on the flip chart:

• age;

• disability;

• national origin;

• race;

• religion; and

• gender.

2. Tell members that they are going to focus on four of the categories defined by the EEOC to see the many possible combinations of qualities human beings can have.

3. Divide the large group into groups of four. Distribute the “Rolling Roles” worksheet and briefly review with Club members. Explain that each individual on a team will make a

die – the kind used in games – to show the different possibilities in each category.

Provide an example: in the race category, there are six different races listed. Explain

that, in creating a “race” die, one of each of six different races is listed on each side

of the cube.

4. Assign each team member one of the four categories (race, sex, age, disability) and instruct them to make a die (using the template) for the category they have been

assigned. Encourage discussion. Allow members to personalize the cubes as long as

they choose language and categories in a respectful way.

5. Let members know that they may create other cubes to represent other categories they think of, if they like. For example, several race cubes could be used to show that

many people have a family tree that reaches across cultural and racial lines.

6. When members have made their cubes, ask them to spend time in their small groups rolling their dice to see the combinations they come up. Remind them that these are

only a few of the unending combinations of qualities that human beings have.

7. Gather the entire group together and ask the smaller groups to describe what combinations they rolled. Discuss the fact that people often link their self-identity to

one of the categories, but that many other dimensions also exist.



Wrap Up

There are thousands of potential combinations using just the four characteristics in this

activity. Discuss the limitations of this activity and what was not captured in the different

dice. Given the high number of possible combinations and the fact that many variables

were unaccounted for, members can begin to see there is truly an unending range of

diversity in our world.

Additional Ideas

Have the group brainstorm a list of other categories of diversity. They can make

additional die using some of these categories and add them to the game to further

explore the multiple identities that human beings can have.

Resources

For Club members interested in exploring data regarding our diverse country, encourage

them to visit the U.S. Census Web site at www.census.gov.



Rolling Roles

Use the cube template and this list to make your individual die. Cut along the lines. On each

square, write one of the six different types from your category only. Fold and tape the

edges to create a cube.

Category 1

Race

Category 2

Sex

Category 3

Age

Category 4

Disability

1 African American Female Under 15 years Sensory Disability

2 Asian Male 15 to 34 years Mental Disability

3 White Female 30 to 44 years Physical Disability

4 Hispanic Male 45 to 59 years Sensory Disability

5 American Indian or Alaskan Native Female 60 to 74 years Mental Disability

6 Native Hawaiian/Other Pacific Islander Male Over 74 years Physical Disability



Design a Game Theme: Understand Our Society’s Diversity

Topic: Appreciating diversity

Core Areas: Sports, Fitness and Recreation;


Learning Goals: To evaluate the potential of people with limited abilities

To design a game


Materials Needed: Sports equipment (optional)

Key Learning Points





• There are many things people with limited abilities can do.

• It is important not to make assumptions about people who are different from you.

• Everyone has something of value to contribute.

Activity Overview

In order to understand Club members and others who have different physical abilities,

teens form into small groups and develop a recreational game. The games are shared

with the group and teens select one game to try out.

Background

It is a common misconception that individuals with physical disabilities are unable to

participate in sporting events. In fact, there are a huge number of organized sporting

competitions in which individuals with a range of different physical capabilities display

great athleticism, coordination and competitiveness.

Icebreaker

Gather members and ask them whether they think a person with blindness or limited sight

can ski or surf or whether a person in a wheelchair can play basketball. Some members

may have heard of the Paralympics or sports for people with different abilities, but many

may not know that there are many competitive sporting events designed especially for

those with limits in mobility or senses. Ask Club members to imagine that they were

embarking on a quest to climb to the top of Mount Everest. What if a blind climber asked

to be on your team? Tell Club members that in 2004, Erik Weihenmeyer became the first

blind person to summit Mount Everest. He told a “National Geographic” interviewer: “The

thing that I've always tried to do on mountains is to be a real team member, not to be

some token blind guy, but to carry as much weight as everyone else and set up tents and

build snow walls and cook meals. So I'm not just some helpless person that's getting

dragged up there, I'm a real part of the team.”



Process

1. Ask the group to select one game they enjoy playing at the Club.

2. Review the rules of the game and, if time and space permit, let Club members play it as they normally do.

3. When the game is over, remind Club members of the Icebreaker and ask them to consider the different abilities that some adults and children have.

4. Divide the group into two or three teams. (Depending on the size of the whole group, groups should be no larger than four or five members to ensure active participation.)

5. Explain that, although disabilities might pose some limitations to playing the game in the way the Club members have just done, there are many things that people with

limited abilities can do.

6. Ask each group to design a game for people with a physical disability and have them re-write the rules to design the game for these target players.

7. When groups are finished, invite them to present the rules of their games to the other groups. Encourage questions, to help teams refine their rules to account for fairness

and ability.

8. Compare the different ways the rules were changed. What were the elements that no one changed? What do the un-changed elements of the game tell us about the

real purpose and goals of that sport?

Wrap Up

As you did during the Icebreaker, start the wrap-up discussion with a quote from Erik

Weihenmayer (mountain climber with blindness): “Someone told me that blind people

need to realize their limitations, but I think it's more exciting to realize my potential."

If equipment and time permit, have members try playing one another’s games to test

their assumptions about the rules and equipment.

Resources

Encourage members to explore various competitions and athletic organizations that focus

on creating events for people with disabilities. Have members visit the following Web sites:

• www.dsusa.org

• www.aaasp.org

• www.nscd.org

• www.usparalympics.com

• www.specialolympics.org



ePals Theme: Understand Our Society’s Diversity

Topic: Making personal connections with diverse groups or individuals



Learning Goals: To connect with others with diverse backgrounds and experiences

To write a letter of introduction to a person in another region


Materials Needed: Copies of “ePal Connections” worksheet

Computer (with Internet access)

Special Preparation

Visit www.epals.com and other sites to review how the online pen pal program works.

Bookmark the sites so Club members can access them quickly and easily. Be sure to

review the Club Internet Safety policy to ensure members understand safety and

“netiquette” rules that govern online communications.

Key Learning Points





• Even among one age group – such as teens – there is much diversity.

• Teens you meet will be similar to you in some ways and different from you in other ways.

• Making personal connections with others who are different from us allows us to get to

know them and recognize what a diverse world we live in.

Activity Overview

Connections to individuals from almost every walk of life are just a click away for many

teens. In this activity, Club members learn about ePals and use an online resource to

make a connection with another youth and enhance their knowledge and

understanding of diversity. In addition, this activity provides the opportunity to practice

expressing the special and unique characteristics Club members defined and explored

earlier as they introduce themselves to their new ePals.

Background

Young people of past generations wrote postal letters to peers overseas or across the

country to make connections and learn about other places and people. Today, the

Internet has made communication easier and faster. In business, e-mail often is the only

way for far-flung members of an organization to connect. By making ePal connections,

members increase their understanding and appreciation of diversity and develop online

communication skills that will help them in the future.



Icebreaker

Greet Club members using the following salutations:

• Al salaam a'alaykum (Arabic)

• Bonjour (French)

• Hola (Spanish)

• Selamat pagi (Indonesian)

• Bom dia (Portugese)

• Ni hao (Mandarin)

• Shalom (Hebrew)

• Magandang tanghali po (Tagalog)

Process

1. Introduce the concept of an ePal, a virtual pen pal who communicates with another

via the Internet. Show Club members the ePal Web sites that you have bookmarked

and give a guided tour showing how to sign up.

2. Explain to Club members that they will connect with another person living somewhere

else using a message board technology. While they may not be able to get instant

response (considering time zone differences and other factors), they can use this

session to learn about different people from around the world.

3. Encourage youth to think in advance about questions they might ask about aspects

of an ePal’s life, such as school, home, hobbies, favorite music or sports they play.

4. Provide time for each Club member to spend at least 10 minutes on the Web site.

Their goal is to “meet” one person on the message boards, learn something about

that individual and record how that person is similar and different from them.

5. Encourage Club members to use the “ePals Connection” worksheet to keep track of

the people and information they discover.

Wrap Up

Have Club members read from their contact sheets to introduce the people they have

learned about online to other members of the Club. Emphasize how teens all over the

world are different – based on the diversity teens report – but also alike in many ways.

Additional Ideas

For members who return to the Club on a regular basis, follow the steps below to establish

a longer-term ePals connection.

• Provide time for Club members to explore the sites and identify the kind of person they

want to connect with as an ePal.

• Using a word processor or pen and paper, ask Club members to create a draft of an

introduction that they might send to their ePal. Remind them to include:

� a personal introduction – focusing on what is special and unique about them;

� questions that will help them understand their ePal’s special characteristics; and

� questions that will help them understand their ePal’s community.



• Encourage Club members to trade introductory letters with one another and share

tips on how to improve communication.

• Once the introductions are written, let Club members cut and paste or type in their

first letters and send them to their selected ePals. As responses come back from

various ePals, ask Club members to introduce their new connections to the group and

share what they have learned about the similarities and differences discovered.

Resources

For other online messaging and pen pal sites, have members visit the following Web sites:

• www.unicef.org/voy/

• www.newsbyteens.com

• http://friendshipthrougheducation.org

• www.kidsmc.com/penpal/index.html

• http://members.agirlsworld.com/index.html

• www.worldkids.net/girl/

• www.lettersfromafrica.org

• www.teaching.com/iecc/



ePal Connections

Discover diversity by connecting with real people online. Visit one of the Web sites your Club

leader has suggested. Click into the message board or discussion sections and explore one or

more threads to discover the different individuals who are part of this online community.

Use the table to keep track of the people you meet and how their lives and interests are

similar or different from yours.

Name Similarities Differences



Theme 3 Project: Change the Chain Contest




Learning Goals: To define the chain of assumptions that lead to stereotypes

To create new assumptions that challenge stereotypes


Materials: Copies of “Change the Chain” worksheet (several copies per team)

Copies of “Logic Leader Award” handouts


Marking pens

Key Learning Points





• People often make assumptions about certain groups of individuals.

• These assumptions are based on faulty logic or reasoning.

• It is important to identify – and change – assumptions that lead to bias and stereotypes.

Activity Overview

Teens play a competitive game in which they follow a “chain” of assumptions that lead to

stereotyped thinking. They then take apart the “chain” to see flaws in their thinking.

Icebreaker

Ask Club members to relate personal stories about assumptions others have made about

them that were incorrect. For example: “Because I’m a teenager, people automatically

think I’m going to be irresponsible – even when they don’t know me.” By developing a

personal sense of what misconceptions are, you prepare teens to understand and

explore the kinds of assumptions people may make about others.

Remind Club members that peer pressure can often cause people in groups to form

opinions that exclude others. Incorrect assumptions made by one person in a group can be

accepted easily by others because the group has tacitly supported the assumption.

Important Words

An assumption is a belief or a guess about something or someone when you do not have

enough information.

A stereotype is a mistaken way of thinking about people or groups. Stereotypes are unfair

and limiting because we cannot see people for who they really are.

Debunk means to expose the flaw in logic or reasoning.



Process

1. Define the term “debunk” for teens. Explain that in this activity, Club members will

debunk stereotypes by exposing flaws in logic and coming up with new logic that

supports new ways of thinking about each group.

2. Draw a flow chart on flip chart paper to model the process for defining a chain of

assumptions. Present an example of a chain of assumptions that lead to stereotypes.

Use the following example:

Athletes � spend all their time playing sports� do not have time to study�fall behind

in class�are less intelligent than non-athletes

3. Walk through each assumption in the chain, posing alternate conclusions that may be

made. In a second flow chart, write out a chain of logic that leads to the opposite

conclusion.

Athletes�learn to be disciplined by practicing a lot�apply their practice and

discipline at school�get ahead in class�are as intelligent as non-athletes

4. Divide the group into pairs or trios and distribute several copies of the “Change the

Chain” worksheet to each team. Explain that Club members will compete in a logic

game that challenges faulty assumptions that lead to stereotypes and bias.

5. Explain to group members that you will assign each team a different stereotype. State

that team members will identify an assumption that society makes about the

stereotyped group and, using the “Change the Chain” worksheet, write the chain of

assumptions that leads to the negative stereotype, as you have done in the example

of the athlete.

6. After all teams have completed writing only the chain of negative assumptions, one

team presents its chain to the large group. Other teams will do the following:

• Find flaws in the logic on the chain of negative assumptions.

• Use the “Change the Chain” worksheet to create new chains of logic that present a

different path of reasoning – a path that leads to the opposite conclusion or a

related positive result.

7. Each pair or trio presents its discovery of logic flaws and its alternate chain of logic to

the large group. The original group selects one of the teams as the “winner” of that

round based on the strength of its logic. The winning team is awarded a “Logic

Leader Award” signed by the members of the group who posed the challenge.

8. Each group takes turns until all teams have presented a challenge to the other groups.

Wrap Up

Encourage group members to ask questions and to identify additional ways that

stereotypes may form or may be debunked.



Stereotype Challenges

• Computer nerds

• Popular kids

• Youth who are in Special Education classes at school

• Old people

• Southerners

• Immigrants

• Cheerleaders

• Little kids

• Homeless people

• Rich people

• Police officers

• Northerners

• Poor people

• People who are overweight

• Other _____________________



Change the Chain

Stereotypes are based on faulty logic. People make assumptions about others and those

assumptions lead to stereotypes. In this activity, you identify a chain of assumptions and

unravel the chain by considering other ways of thinking.

In the first box on the left, write the name of the group you have been assigned. Under that,

write an assumption that society often makes about people in that group. Use the flow chart

to write other negative (or faulty) conclusions that come from this assumption.

Negative Assumptions Positive Assumptions



Logic Leader Award

Change the Chain Contest

Logic Leader Award

Presented to _____________________________________________

The winners of this award have demonstrated that

they have excellent reasoning skills and

are experts at unraveling the faulty logic

that can lead to stereotypes and bias.

This team is presented this award for

debunking the following stereotype:

_____________________________________________

________________________________________

Signed

________________________________________

Date

________________________________________

Club Name



Language? What Bugs You?


Topic: Tracing the roots of bias


Learning Goals: To identify the words used to describe people

To become aware of the power of words

To understand how words destroy or improve communication


Materials Needed: Copies of “Word List” (several sets, copied on card stock, cut apart)

Copies of blank cards (several sets, copied on card stock, cut apart)

Copies of the “Positive Pledge” handout (copied on card stock)

Copies of the “Bricks and Rocks” worksheet (copied on card stock)


Marking pens

Pens

Scissors

Special Preparation

Prepare a flip chart page with a heading “Positive Pyramid Bricks” and another with a

heading “Rotten Rocks.”

Key Learning Points





• People use many different words to describe others – some are positive, some are

negative and some are neutral.

• Words have the power to destroy or improve communication.

• The words we use can reinforce negative stereotypes and bias.

• It is important to be aware of the way we use words.

Activity Overview

Group members identify words or descriptions that they or other people may have been

called. Members take turns reading a word card and other participants decide whether

the term is negative or positive. Group members discuss whether it makes a difference as

to who uses the term and how it is used. Individually, members make a list of terms they

will commit not to use.

Background

People have used words to describe themselves and others for centuries. Some are

positive –brave, handsome, beautiful – some words are factual – rich, poor, dirty, clean,

young, old – and others are negative. Some can be very negative, especially certain

words relating to race, gender, ethnic group or disability.



Icebreaker

There is an old saying many of us knew when we were children: “Sticks and stones will

break my bones but words will never hurt me.” Ask, “What does the saying mean? Is it

true? Are there times when words do hurt? What about the person using those words?”

Introduce the activity by telling members that they will take a look at the words people

use to describe others (and themselves) and the effects these words have on people.

Process

1. Instruct members to work in pairs and give each pair a stack of word cards.

2. Distribute the “Bricks and Rocks” worksheet.

3. Instruct members to decide which words are positive and which are negative. Ask

them to separate the cards into two stacks, then write one positive word on a Positive

Pyramid Brick and one negative word – one they or others have been called – on a

Rotten Rock.

Note: This is a topic members will want to talk about. Depending on the maturity of

your group, you may want to ask members to offer examples of language they

have heard that is hurtful. If you do open up the discussion to include members’

suggestions, it is extremely important that words and descriptions do not get

personal. You may want to record members’ suggestions on the blank cards.

4. As you lead this discussion, be sure to touch on these important points:

• Certain words have different meanings for certain people. Teens should not

assume that everyone understands how they feel or what they mean.

• Teens should focus on the feelings of others and be calm, courteous and sensitive. • Teens should listen to what has been said to people and how it makes them feel.

It is helpful to think about how they would feel in the same situation.

• Teens should not use “we” when talking about what they believe. 5. Tell members that you would like each of them to place their bricks on the “Positive

Pyramid” poster in such a way as to build a pyramid. Ask them to also place one of

their rocks on the “Rotten Rock” poster to make a heap of rocks.

6. Emphasize to the group that words used to describe people have great power and

can destroy or improve communication.

7. Encourage members to discuss how they feel when someone uses these words to

describe them, and how they feel when they themselves use these words.

Wrap Up

Distribute copies of the “Positive Pledge” handout. Ask members to sign the pledge and

take it home with them or carry it in their pockets. Ask members how they think the

pledge will improve their lives and relationships with the people around them.

Resources

For information on the number of times youth are exposed to hate words, visit

http://nces.ed.gov/pubs2005/crime_safe04/tables/table_14_1.asp.



Word List

nerd kind stupid giant

funny geek klutz fat

redneck considerate goofy do-gooder

shrimp physically fit honest pretty

airhead curious jock baby

fair good student popular liar

nosy slob helpful dummy

smart athletic coward bright



Blank Cards



Bricks and Rocks

Positive Pyramid Brick

Rotten Rock



Positive Pledge

Boys & Girls Clubs Positive Pledge

Name ___________________________________________________

I will try very hard to use only positive words when talking about my friends,

family, acquaintances and even strangers.

I know how bad I feel when I am

described in negative words.

By using positive words, I will feel better, the person will

feel better and the world will be a better place.

Signature ____________________________ Date ______________

Boys & Girls Clubs Positive Pledge

Name ___________________________________________________

I will try very hard to use only positive words when talking about my friends,

family, acquaintances and even strangers.

I know how bad I feel when I am

described in negative words.

By using positive words, I will feel better, the person will

feel better and the world will be a better place.

Signature ____________________________ Date ______________



Girl Power/Boy Power


Topic: Recognizing your own bias


Learning Goals: To identify gender assumptions

To analyze stereotypes


Materials: Index cards (blank, in a variety of colors)

Key Learning Points





• There is stereotyping of both females and males in our culture.

• It is important to recognize our prejudice toward others – including members of the

opposite sex – so we can eliminate bias.

• Recognizing bias often involves uncovering our faulty beliefs or assumptions.

Activity Overview

By analyzing how they see the opposite sex and understanding how the opposite sex sees

them, girls and boys discover some of their own biases and stereotypes. They question

common assumptions about members of the opposite sex.

Icebreaker

Earlier in the theme, Club members discussed biases against teens. Review those biases

and ask Club members to come up with lists of other positive and negative stereotypes of

teens. Having boys and girls make lists together – before the activity – creates a sense of

unity and understanding that helps facilitate the wrap-up at the end of the activity.

Process

1. Divide the group by gender into two smaller groups.

2. Ask each team to discuss and make a list of negative stereotypes about the opposite

sex. Instruct team members to write each negative stereotype on a separate index

card.

3. Ask the girls to record ideas that reflect bias and prejudice against boys and men.

Boys should record ideas that reflect bias against girls and women.

4. Collect the stacks of cards from each group and exchange them – giving the cards

with biases against girls to the girls and vice versa.

5. Ask girls and boys to add any additional stereotypes about their own gender that they

have heard.



6. Tell groups that they will now respond to the statements they wrote about each other.

As a representative from the girls’ group reads one card aloud, for example, a

member from the boys’ team must respond with a statement that does not reflect

bias or prejudice.

7. If the statement does not satisfy the member reading the card, another member must

make an attempt to respond.

8. Award points to members who respond to the stereotype with a statement that does

not reflect bias or prejudice toward people of that gender.

9. Gather everyone together. Encourage teens to share what their reactions were to the

cards they got from the opposite group. Ask groups to explain their reasoning behind

different negative stereotypes they did and did not identify.

Wrap Up

Ask teens if there are things they do or ways they behave that contribute to these

stereotypes. Do the girls act differently when boys are around and vice versa?

Encourage teens to discuss how stereotypes affect relationships between females and

males. Are there expectations they have of each other – based on positive or negative

stereotypes – that might create tension or problems in relationships? Give an example:

What might happen if girls always expect boys to pay for everything when they go out

together?

Resources

To help youth explore issues related to gender bias and quality, encourage them to visit

www.acdi-cida.gc.ca/cida_ind.nsf/0/6EC6990B435508A785256F1E00634B39?Open

Document.



Fashion Statements Theme: Recognize Bias and Unfairness

Topic: Analyzing society’s bias

Core Areas: The Arts; Health and Life Skills

Learning Goals: To understand the role of clothing in our impressions of people

To analyze societal assumptions based on fashion


Materials: Copies of “Who Wears This” worksheet (copied on card stock

and cut apart)

Magazines

Special Preparation

Collect photos of people in different clothing from a variety of magazines.

Key Learning Points





• Some bias in our society is based on appearance.

• People often make assumptions about others based on how they look and dress.

• It is important to remember not to judge others by their appearance or clothing.

Activity Overview

Using images of different outfits, teens describe things they can “tell” about the person

who wears the clothes. Through this activity, Club members explore how people often

use clothing as a reason to make assumptions or judgments about others.

Background

Clothing has been a symbol of identity for many eras. The ancient Greeks, African tribes,

Native Americans, Scots and many other societies created styles and patterns of clothing

and accessories that signified social status and family ties. Today, people still make

judgments about others they see or meet based on what these individuals wear.

Icebreaker

Ask the group, “Have you ever attended an event or been in a situation in which you felt

over-dressed or under-dressed? Are there specific T-shirts or clothes you love because

they remind you of a person or an event? Is there certain clothing with sports teams’

names or symbols that you like to wear?” Ask these questions and relate examples from

your own life to model how clothing is personal. Tell the group that they are going to see

how clothing relates to bias.



Important Words

An assumption is a belief or a guess about something or someone when you do not have

enough information.

A bias is a preconception or preset idea about something or someone (a person, group,

object or idea) before you know them.

Process

1. Relate the saying: “Clothes make the man.” Ask members to consider what the

phrase means, and ask, “Is this true? When does clothing make a difference?”

2. Show the photos of people wearing various clothing that you cut from magazines. Ask

if the photos represent clothing Club members wear. Go through them as a group;

ask Club members to comment on the outfits and give their opinions on the people

who wear them. As members identify different stereotypes, point out to them that

they are making judgments based on clothing.

3. Read through the following list and ask Club members to describe the type of person

who would wear the following:

• used clothing;

• clothing with the names of sports teams;

• dirty clothes;

• a business suit; or

• an evening gown.

4. Remind Club members that the same person might wear all of these outfits. Stress the

fact that fashion is a source of bias. Ask what clothing is currently considered “cool.”

Inquire about how Club members feel when they are not dressed in the latest fashions

or how those who dress differently in school sometimes are treated.

5. Divide the large group into four smaller groups. Distribute one of the outfits from the

“Who Wears This” worksheet to each team. Ask each team to make up a story of an

individual who might wear the outfit shown.

6. Ask each team to present its character to the large group. After each team has

finished describing its character, encourage other members to ask questions and

challenge assumptions. Other teams who have not seen the picture should come up

with different stories that challenge the assumptions made by the original team.

7. When all teams have completed the activity, select winning teams based on the

following criteria. Each team should get a different award or recognition; feel free to

make up your own categories as appropriate.

• Best original character, for the team whose original description showed the least bias;

• Best alternate character, for the team with the best alternate character that

challenged assumptions and bias; and

• Most unique character, for the most creative and interesting character description.

Wrap Up

After each team describes the characters they imagined, lead the group in a discussion

of societal biases that are based on appearance. Brainstorm a list of different

assumptions and biases that arise from the way people look and dress, including:



• class;

• socioeconomic status;

• music, art, culture, interests;

• people you “hang out with”;

• age; and

• race.

Remind Club members of the earlier conversation about wearing the “right” style of

clothing and the ways in which they treat others and others treat them based on their

dress. Encourage discussion about the limitations of these judgments and the negative

feelings teens experience when someone treats them differently because of the way they

are dressed.

Additional Ideas

Invite Club members to discuss what kind of impression people might have when they see

Club gear (shirts, hats, buttons). Ask Club members to design a piece of clothing that

represents unity and diversity. Contact a local T-shirt maker or another vendor or solicit

donations to create the attire members design.

Resources

For more information on the impact of fashion on society and culture, visit www.fashion-

era.com/sociology_semiotics.htm. To help members think about the role of clothing in the

hiring process and what to wear for job interviews, encourage them to visit the following

Web sites:

• www.gotajob.com

• www.dressforsuccess.org

• www.ctec.k12.ca.us/YouthServ/Dress.htm



Who Wears This?



Theme 4 Project: Take Off the ‘T’ Theme: Take Personal Leadership in Confronting Bias



Learning Goals: To analyze assumptions about limitations for teens

To develop strategies for taking action against bias


Materials: Flip chart and paper

Marking pens

Watch or clock with second hand

Key Learning Points





• Many groups – like teens – believe that bias against them limits their options.

• Even if there are things an individual – or group – is not able to do, there are many things

they can do.

• It is important to stand up for ourselves and others in confronting bias.

Activity Overview

A list of “can’t” statements is created by the group. In this activity, Club members take

the apostrophe-t off the “can’t” statements, turning them into statements about what

people CAN do. For example: “Teens can’t vote” can be transformed into “Teens can

campaign.”

Background

As they approach adulthood, teens are strongly focused on limitations they face –

whether it is voting, being able to stay out at night, etc. Teens may feel that there are

biases against them as a group. This theme begins with an activity that unites teens, helps

them feel empowered and makes them aware of how behaviors and perceptions are

formed.

Icebreaker

Explain to teens that a key step in taking action in combating bias and unfairness – or any

aspect of life – is focusing on the positive aspects. Often we look at limitations rather than

at what paths are open to us. Remind teens of the ways in which groups and individuals

in history have fought against the misconceptions and limitations placed on them. Civil

rights, women’s rights, disability rights and other movements provide helpful examples of

groups who have taken the “’t” off of “can’t” – and turned the laws and society around –

so that these groups now CAN do many things that they were previously barred from.



Process

1. Divide the group into two teams.

2. Give each team a copy of the “Take Off the ‘T’” worksheet.

3. Challenge teams to come up with the ten greatest barriers they have in combating

bias. Give teams between two and five minutes to write their top-ten lists.

4. Collect the lists.

5. Explain that teams will exchange lists to come up with the most things in the “Teens

Can” column that relate to the barrier. One point will be awarded for the team with

the most “Teens Can” statements that respond to the barrier.

6. After they are finished, ask team members to return the lists to the opposing teams.

Provide five minutes for groups to brainstorm items to add to the lists.

7. When time is up, have teams read their lists to the other group.

8. After each item is read, give the opposing team an opportunity to disprove the “Teens

Can” statements and eliminate points. This will generate a debate and further

discussion. Provide limited time for the debate and make a thoughtful decision on

whether the point argued should be eliminated.

9. Tally up the final scores and award the winning team.

Wrap Up

Now that Club members have identified things they can do, challenge them to turn their

Club victory into real action. Select one of the “Teens Can” items to post on the Club

bulletin board every week.



Take Off the ‘T’

Teens Can’t Teens Can



Who Do You Admire? Theme: Take Personal Leadership in Confronting Bias

Topic: Understanding leadership (heroes)



Learning Goals: To describe the characteristics of people we admire

To identify personal role-models, heroes or champions

To understand the relationship between heroes and leaders


Materials Needed: Copies of “Hero List” handout

Copies of “Hero Certificate” worksheet


Marking pens

Key Learning Points





• There are many leaders (heroes) who have stood up against bias and unfairness.

• These individuals are models for relating to others – with patience, honesty, compassion.

• Heroes often face challenges and barriers with bravery, dignity, strength and enthusiasm

– qualities that are important in taking personal leadership to confront bias.

Activity Overview

Group members work in teams to identify someone famous or a person in their lives whom

they admire. They create certificates that describe the reason(s) this person is a hero to

them and take turns having other teams guess the recipient of the certificate. As they

create the certificates, they make a list of the characteristics of heroes.

Background

What are the characteristics of a hero? Someone once said that it was ordinary people

doing extraordinary things. Some heroes held positions of leadership: Winston Churchill,

Dwight Eisenhower, Caesar Chavez and Martin Luther King, Jr. Others were ordinary

people who simply did what they thought was right: Thomas Paine, Rosa Parks, the

firefighters in the World Trade Center, Mother Teresa and Jackie Robinson.

Icebreaker

What is a hero? Have members list the characteristics of someone they really admire.

Ask, “What is a hero like?” Record responses on a flip chart and post. Remind Club

members of the people whose names were raised during the “Take off the ‘T’” activity.



Process

1. Divide the large group into smaller teams. Tell teams that their job is to identify a hero

or champion, someone they admire. Talk about the kinds of heroes there are in the

world – heroes who have fought against injustice, heroes who have been martyred

and did not live to see the results of their work, everyday people who did small things

to make a big impact and heroes who explored new territories or expanded our

horizons.

2. Let members know that their hero can be anyone famous (or not famous) who

demonstrates the characteristics listed on the chart created earlier.

3. Distribute the “Hero List” handout to get members thinking about possible heroes.

4. Ask group members to spend some time brainstorming about people they consider

heroes and to reach an agreement about the person they most admire. During the

hero brainstorming, remind Club members to consider a variety of heroes – local

heroes, heroes from history, present-day heroes in the United States, heroes in the

world or people they know personally who have inspired them in some way.

5. Ask them to identify three characteristics that make this person a hero (for example,

courage, kindness, bravery, etc.).

6. Distribute the “Hero Certificate” and ask group members to write in the name of the

hero and the characteristics on the certificates.

7. After the certificates are created, ask a spokesperson from each team to describe

their heroes to the large group. They may want to read the characteristics they wrote

on the certificates and have others try to guess who the hero is.

Wrap Up

Ask members if they have a new idea about what a hero is and the ways in which

ordinary people can be heroes. Reinforce the fact that, behind each hero, there usually

is a group of supporters. Talk about the role of these individuals in making change.

Remind Club members that they do not need to be recognized as heroes to take action

and make a difference in the world.

Additional Ideas

Make a new “Local Heroes” list and post it. Send a copy to the local newspaper with an

explanation of the activity.

You may wish to post certificates around the Club and have members vote for their

favorite hero and explain why. Interviewing voters and recording them with a video

recorder, tape recorder or digital camera could provide the basis for a video or

PowerPoint presentation on “The Heroes of Our Club.”



Resources

For more information on heroes, visit the following Web sites:

• The Time 100, www.time.com/time/time100/heroes/ • Home of Heroes, www.homeofheroes.com • Sporting Heroes, www.sporting-heroes.net/ • My Hero Project, http://myhero.com/myhero/ • The Heroism Project, www.heroism.org • Heroes of History, www.heroesofhistory.com • Hispanic American Hall of Fame, www.unbeatables.com/HHeroes.html • Real African-American Heroes, http://raahistory.com



Hero List

Hero Role

Abraham Lincoln President

Sacajawea Guide for explorers Lewis and Clark

Martin Luther King, Jr. Civil rights activist against racial prejudice

Cesar Chavez Activist for farm workers rights

Princess Diana Activist against land mines

Nelson Mandela Civil rights activist, President of South Africa

Rosa Parks Civil rights activist against racial prejudice

Mother Teresa Human rights worker

Chief Joseph Leader of the Nez Pearce

Michelle Kwan Olympic medalist/figure skater

Harriet Tubman Organizer of the Underground Railroad

Mohandas Gandhi Leader of a peaceful movement for independence in India

Susan B. Anthony Civil Rights Activist for women’s right to vote

Muhammad Ali Heavy-weight boxing champion and activist for peace for all

people and countries

Fannie Lou Hamer Civil rights and voting-rights activist

Helen Keller Model of success for disabled people (visual and hearing-

impairment)

Stevie Wonder Singer and songwriter (blindness)

Alexander Graham Bell Inventor of the telephone (learning disabilities)

Stephen Hawking Astrophysicist (motor neuron disease, uses a motorized

wheelchair and computerized voice)

Franklin D. Roosevelt President and politician (wheelchair bound from polio)

Justin Dart

Leader of international disability rights movement (polio and

congestive heart failure)

Frida Kahlo Painter (polio and pain from vehicular accident)

Martina Navrátilová Professional tennis player



Hero Certificate

Hero Certificate

My Personal Hero

________________________________________

Characteristics

_____________________________________________

_____________________________________________

_____________________________________________

________________________________________

Signed

________________________________________

Date

________________________________________

Club Name



Thinking Cap Theme: Take Personal Leadership in Confronting Bias

Topic: Strategies for confronting bias on a personal level



Learning Goals: To express emotional body language

To recognize the emotional body language of others

To use assertive language to confront bias and aggression


Materials Needed: Copies of “Emotion Cards” (copied on card stock, cut apart)


Marking pens

Hat

Special Preparation

Enlist the help of a co-leader or a peer leader or select someone who is a leader in the

group and a good model for positive interaction styles.

Background

Teens, like adults and younger children, often react emotionally and explosively when

faced with a challenging or tense situation. Because of this, interactions can sometimes

escalate and/or become negative. Another typical reaction is to become shy and

withdrawn – especially for insecure teens. Teens are highly social. Negative treatments of

or by friends or others also can have a strong impact. In this activity, the focus is on

building the tools for teens to use in standing up for themselves and others with confident

language and acts.

Key Learning Points





• Negative situations can be turned around by focusing on positive emotions and

projecting strength.

• It is important to know how to stand up for yourself without violence.

• It is not okay to let someone disrespect you.

Activity Overview

In this activity, teens learn to recognize different types of emotional body language and

to practice standing up for themselves when challenged. When wearing the “thinking

cap,” they have to defend their ideas, their opinions, their community and their identity.

By practicing several different ways of acting in the face of bias, members begin to learn

to stand up for themselves in non-violent ways and to stand up for another person.



Icebreaker

Divide the group into two teams and play a quick game of charades. Start by having

teens draw an “Emotion Card” and pantomime several different emotions: joy, anger,

humor, sadness, fear, pride, courage and so on. See if the opposing team can identify

the emotion. One point is awarded for each correct guess. Because many of the words

express similar emotions, encourage teens to use the strategies of charades to guess the

right emotion. Capture and write down the words that teams express that are not written

on the cards. Write these on the blank cards for use later in the activity.

Process

1. Brainstorm a list of situations in which teens have reacted negatively, gotten angry or shut down. Start the brainstorming by mentioning the following situations:

• being called a bad name;

• hearing a friend be put down by others;

• overhearing a negative comment about me or my friends;

• being hit on or getting pressure from the opposite sex; and

• getting rejected or ignored by the opposite sex.

2. Ask teens to consider how they might react in situations like these. Would they get angry? Walk away? Ask them to describe some typical reactions to these situations.

3. Ask Club members to talk about when they may have experienced similar situations and had positive results. What was the difference? Use examples from your own

experience to start the discussion.

4. Using the “Emotion Cards,” talk about the negative and positive expression of emotions. Ask each Club member who shared a story to select the “Emotion Card”

that represents what he or she described. Talk about the relationship between

positive experiences and positive expressions and between negative experiences and

negative expressions.

5. Put the hat on your head. Tell teens that this hat is the “thinking cap” and that the person wearing it must respond to the negative event with a positive expression.

“When I am wearing the thinking cap, I have to defend my space and not let anyone

hurt my feelings. I have to be definite about what I say.”

6. Have a co-leader or peer leader role-play one of the situations brainstormed earlier in the session. For example: “Ha-ha. You’re a nerd.” Take the hat off and respond by

calling that person a name. Get into a mock argument.

7. This time, put the hat on and say in a serious voice, “What you just said is rude and hurts my feelings. Leave me alone.”

8. Talk with the group about the two different responses. Coach the group to identify the negative expression (anger) vs. the positive expression (courage).

9. Divide the large group into pairs. Pass the hat to the first pair and have each pair take on one of the situations. Encourage the teen with the hat on to be very definite with

body language and responses.



10. After each pair has taken a turn at role-playing, return to the “Emotion Cards” and talk about how the negative expression of emotion was turned into a strong and

positive response.

11. Repeat the activity enough times so that all Club members get a chance to wear the thinking cap.

Wrap Up

Congratulate group members on how well they responded and remind them to practice

their skills next time a situation like this occurs. After a week or so, take the thinking cap

back out and ask teens to talk about situations they have encountered in which they

have had to “put on their thinking cap” to defuse a negative situation and turn it into a

positive interaction.



Emotion Cards

+

joy

-

anger

+

humor

-

sadness

-

fear

+

pride

+

courage

+

happiness

-

confusion

+

confidence

-

insecurity

+

support

-

worry

+

delight

-

frustration

-

Isolation

+

certainty

+

understanding



Blank Cards



Lead by Example Theme: Take Personal Leadership in Confronting Bias

Topic: Strategies for confronting bias in society


Learning Goals: To create a personal code of conduct

To develop specific strategies for confronting bias

To commit to long-term goals and sustained effort in confronting bias


Materials Needed: Copies of “Code of Conduct” cards (copied on card stock and

cut apart)

Key Learning Points





• Each of us can set an example for confronting bias and stereotypes in society.

• By committing to certain behaviors, teens can take leadership in confronting bias.

• A code of conduct can help teens stand up for themselves and others in the face of bias.

Activity Overview

In addition to reaching out, teens reach inward to create a “Code of Conduct.” They

define ways in which they will behave and encourage others to behave to combat bias

and fight the stereotypes they have grown to understand.

Background

A code of conduct is a general set of rules that organizations adopt and members agree

to abide by. There are codes of conduct in the military, medicine, law, accounting and

many other professions.

Icebreaker

Explain to Club members what a code of conduct is. Review the sample code of

conduct. Explain the purpose of signing a code and the importance of demonstrating

commitment.

Process

1. Review the activities completed over the duration of this program. For members who were not at the Club on days when particular activities occurred, ask peers to

describe what you did and what they learned from the experiences.

2. Tell Club members that they will take what they have learned about their own special and unique characteristics, diversity, bias and unfairness and leadership to create a

personal code of conduct. Distribute the “Code of Conduct” cards.



3. Explain that the code of conduct starts with a goal or mission statement, and review the goal with the group. Point out that it is important to make sure the actions

members identify help them reach the ultimate goal of promoting unity, fairness and

understanding.

4. Instruct Club members to begin by writing five “I will” statements. These are statements that emphasize action and describe specific and general things teens will

do to take leadership in confronting bias. If teens are inspired to create a longer list,

encourage them to list as many actions as they think they can fully commit to.

Remind teens that it is important to commit to actions they can continue to do

throughout their lives.

5. Before signing the cards, invite Club members to read their statements to the rest of the group. Ask questions to clarify any broad statements. In addition, be sure that

teens can give examples for each action.

6. Discuss similarities and differences among statements. Allow teens to change or rewrite their statements after the discussion, but make sure codes reflect members’

individuality. Reinforce to the group that these are personal statements and

encourage Club members to keep their individual perspectives on actions that will

lead them to the goal.

Wrap Up

To foster an environment for peer support, allow Club members to post their statements in

a common area. Encourage them to use blank sheet of paper to note commitments that

many Club members share, thereby creating a Club code.



Sample Code of Conduct

1. I will be trustworthy. I will be honest, reliable and loyal to my family, friends

and country. I will not lie, cheat or steal. I will have the courage to do the

right thing. I will build a good reputation.

2. I will be respectful. I will treat others with respect and be tolerant of

differences. I will use good manners

3. I will be responsible. I will do what I am supposed to do. I will persevere, keep

on trying and do my best. I will have self-discipline and I will think about the

consequences before I act. I will be accountable for my choices and actions.

4. I will be fair. I will play by the rules, take turns and share. I will be open-

minded and listen to others. I will not take advantage of or blame others.

5. I will be caring. I will be kind to others and be compassionate. I will express

gratitude. I will forgive others and help others in need.

6. I will be a good citizen. I will share with others to make my school and

community better. I will cooperate with others and be a good neighbor. I will

obey laws and rules and respect authority. I will protect the environment.

Adapted from The Six Pillars of Character, Marina del Rey, Calif.: The CHARACTER COUNTS!

Coalition, a project of the Josephson Institute of Ethics, 1996.



Code of Conduct Cards

Code of Conduct

Name ___________________________________________________

Goal: I make a personal commitment to the following action statements

and will do my best to promote unity, fairness and understanding.

Action Statements

I will

I will

I will

I will

Code of Conduct

Name ___________________________________________________

Goal: I make a personal commitment to the following action statements

and will do my best to promote unity, fairness and understanding.

Action Statements

I will

I will

I will

I will

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