Difference is Beautiful

Summary

This activity is designed to help students understand the discrimination felt by many minority groups. This activity is taken from the lesson plan "Japanese Americans in Utah."

Materials

• yellow and white strips of paper
• "Faces of Utah" video
• Poster paper/markers

Background for Teachers

Teachers should have an understanding of the complex nature of discrimination, especially as it is experienced by minority groups. Teachers should understand the material (everyday) discrimination experienced by minorities, in order to be able to discuss these issues with students.

Student Prior Knowledge

Students should understand issues of discrimination and prejudice, they should at least be able to recognize the terms.

Intended Learning Outcomes

• Students will gain an understanding of discrimination and prejudice.
• Students will experience the everyday ways people are discriminated against.
• Students will learn how to talk about discrimination and prejudice.
• Students will learn resources to challenge discrimination and prejudice.

Instructional Procedures

As the students enter the room, alternately hand out white and yellow strips of paper. Students who receive the yellow strips of paper will be the group discriminated against.

Explain to the class that there will be two sets of rules, one for students with white strips of paper and one set of rules for students with yellow strips of paper.

Before the activity begins, make sure students are able to define the term "discrimination" (Privileges given to one group and not another) and some of the reasons discrimination happens. Make a list on the board.

Tell the class which privileges will be given to the students with white strips of paper. Some suggestions are:

• Extra recess time
• Drinking fountain privileges during class time.
• Extra snack (or a treat).
• Sitting privileges--students with white strips of paper can choose their seats first.
• Line-privileges--students with yellow strips must stands at the back of the line.

(Teachers can add any other "privileges" that are specific to their classroom)

If there is time in the day, switch groups and have the students with yellow strips of paper now be the privileged group (vice versa).

At the end of the activity, have a follow up discussion with the class. Be sure to ask both groups how they felt about the activity. Was it fair? How did it feel to be discriminated against? How did it feel to be the dominant groups? Spend as much time as possible talking with the class. Try to have each student participate in the discussion.

As a class, make a poster listing all the ways they can stop prejudice and discrimination in their community (home, school, neighborhood, etc). Title the poster "Difference is Beautiful."

Extensions

This activity works over a short or extended period of time. This activity can be done in one class period or over the course of a week. The length of time the activity is carried out is at the discretion of the teacher.