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Common Ground: Diversity in the Classroom |
CONCEPTS |
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Differences
Diversity
Conflict Resolution |
PROJECT/TASK |
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Schools are communities in miniature, and both educators and students in schools are subject to the same issues that face the community as a whole. In the school environment, differences can result in hostility and even violence. Educators and students (and supportive communities) can promote discussion of diversity and solutions to conflict. |
LEARNING OUTCOMES |
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http://www.ode.state.oh.us/proficiency/
Students will:
- Draw inferences; determine validity of statements; respond to the text. (4th Grade Reading 8, 17; 6th Grade Reading 12; 9th Grade Reading 12, 14, 15; 12th Grade Reading 13, 14, 15)
- Understand that many different peoples with diverse backgrounds make up our nation today, evaluate the actions of public officials on the basis of a given set of criteria, compare and contrast points of agreement and disagreement among sources, identify and weigh alternative viewpoints, and recognize that local and national issues can be related to those confronting a global society. (9th Grade Citizenship 2, 14c; 12th Grade Citizenship 12, 18b, 18d, 19)
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LEARNING STRATEGIES/ACTIVITIES |
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- Ask students what types of conflicts they usually see arise in their school. Why do they think these conflicts arise? What could be done to address those conflicts, both as they happen and before they arise?
- How do these conflicts mirror the ones seen outside the school - in the community? What is being done in the community to address these problems?
- Discuss the word empathy. What does it mean? How is it different from sympathy? How might one try to empathize with another?
- Participate in Center for Peace Education activity. Ask students how the activity might be helpful in learning about how their actions affect others? Could a sense of or understanding of empathy be helpful?
- Read articles about conflict management and conflict resolution. What common themes do the students find here regarding how to tackle tough questions of human relations? Here are some examples for starters: Youth Look for Answers; PeaceMaker Learned to Live in Harmony; School Peacemaker Wins Ohio Award.
- Show selected segments of Common Ground: Diversity in the Classroom that amplify the discussion (10-11am and 7:30-8:30pm February 14 on CET and repeated all day on Time Warner Cable Channel 19 on February 15).
- Stage a classroom discussion based on the last segment of Common Ground: Diversity in the Classroom. What do your students have to say about working out the school's and community's problems?
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CENTER FOR PEACE EDUCATION ACTIVITY
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The following activity has been created by Cincinnati's Center for Peace Education and is used with permission:
- Objective: To encourage students to think about their use of put-downs and how that may affect others.
- Materials: One sheet of blank paper.
- Activity description: Engage the students in a brainstorming activity about put-downs. What are some put-downs? Record the list and post the list where everyone can see it.
- On the blank sheet of paper, write the word Boy in large letters. Make the curve in the y extend all the way around the word to make a face (see below).
- Tell the students that this now represents a real boy that could be anyone they know. Have the students call out put-downs. As they do this, wrinkle up the paper into a ball, making it smaller and smaller with each put-down. When it gets small enough to fit in the palm of your hand, have them describe what it looks like. Then have the students call out "put-ups" (compliments). As they do this, slowly unwrinkle the paper so that you can see the face again.
- Process Questions: What do they notice about the unwrinkled paper? Is it completely free of wrinkles like it was before? How do you feel after you get put down? Put-up?
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PUBLICATION
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A great way to publish some of these activities is through video. Try videotaping the students, and include trial and error so that they can view their process and growth. If the school has a video newscast or talk show, perhaps the activities could be featured. The school website or traditional bulletin boards are also a good way to share what the students have learned. Try posting conventional or digital photos of activities. |
ASSESSMENT
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For less formal activities, such as discussion or small group work, teacher may monitor progress: Are students on task? Are they following directions? Is the assignment being taken seriously? (Teacher may choose ungraded or a scale of 1-10 or A-F.) |
RESOURCES
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Common Ground
CincinnatiCan
CET Learning Services
Center for Peace Education
Cincinnati Enquirer and Cincinnati Post Newspapers in Educatio
Merriam-Webster online dictionary (to define empathy)
Expanding the lesson: A PBS NewsHour lesson in empathy (Middle East conflict)
Peace and conflict resolution ideas
Book discussion guides |
RESOURCES FOR VERY YOUNG CHILDREN
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With links to Amazon.com reviews
All the Colors We Are: The Story of How We Get Our Skin Color by Katie Kissinger
Amazing Grace by Mary Hoffman
Be Good to Eddie Lee by Virginia Fleming
Extraordinary Friends by Fred Rogers
Friends in the Park by Rochelle Bunnett
Harry & Willy & Carrothead by Judith Caseley
Teammates by Peter Goldenbock
© 2002, CET. All rights reserved. |
