Great Teaching Ideas
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Developing a Respect for Diversity
published on: 2/28/2003
Contributing Teacher(s): Charlotte Nations
Subject Area: Special Education/Instructional Strategies
Grade Range: Lower Elementary (K-3), Upper Elementary (4-5)
Materials Needed:
- Chart paper
- Plain paper
- Colored markers or pencils
- The book "People" by Peter Spier, Doubleday - 1980
Objective:
- Students will interview their fellow classmates on a given point and use the information to make a bar graph to illustrate the differences within the classroom in order to develop an understanding of and respect for diversity.
Process Standards:
- Goal 1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines)
- Goal 4.2 understand and apply the rights and responsibilities of citizenship in Missouri and the United States
Content Standards:
- Social Studies 7. The use of tools of social science inquiry (such as surveys, statistics, maps, documents)
Time Allowance: varies
Description: Students will interview their fellow classmates on a given point and use the information to make a bar graph to illustrate the differences within the classroom in order to develop an understanding of and respect for diversity.
Comments: Best taught grades 2-4
Classroom Component:
This lesson is part of Special School District of St. Louis County''s Electronic Instructional Resource Bank. A Grant project sponsored by the Department of Elementary and Secondary Education. For more resources, go to http://ilearn.ssd.k12.mo.us/eirb/
ATTENTION:
There are billions and billions of people in the world. Do you think everyone in the world is alike? Or is everyone different? Take a look around our room. Do all of your classmates look just like you or are they different? Do any of the students in this room look like me? I think we all agree that people are different. Differences are a good thing. It is because we are all different that the world is such an interesting place
REVIEW:
It is important to respect all people and appreciate the differences between us. We have talked about respect. Let us review the meaning of respect. (Review the definition you use in your class for respect or consider the following: Being respectful is showing kindness and consideration to others.)
RATIONALE/GOAL:
It is important to respect people even when they are different from you. This is called respect for diversity or respect of differences. It is also known as acceptance and tolerance. These are important character traits for everyone to have. If everyone respected differences instead of making fun of someone that is different or hurting people because they are different, it would increase peace in our schools, homes, communities, and in the world.
MODEL/DISCUSS:
We will read the book People and look at some of the many ways people are different. We will then look at some ways we are different from each other in this classroom. We will make a graph to show these differences. Our graphs will also show some ways we are the same. We will label our graphs and display them while we study this issue.
Read the book. Make a list on the board of some of the differences that were discussed in the book. Let students review the illustrations of the story to help them recall some of the points. The list could include different colors of hair, eyes, skin. It could includes differences in the types of homes they live in, the number of people in their family, where they go to church, etc. Accept any appropriate responses for the list.
GUIDED PRACTICE:Let''s choose one of the differences between people and make a bar graph to illustrate the differences. Choose a simple one such as eye color. I will interview each of you to see what color your eyes are and then I will illustrate what I found out by making a bar graph. Eyes are usually green, brown or blue so I will write those colors on the board first. Next I will ask each of you what color your eyes are and make a mark for each of you next to the correct color word. Ask each student and mark the board. Now I will make a bar graph. Take chart paper and draw three columns labeling the bottom of each with the three eye colors. Draw parallel lines to make the bars. Color or fill in the correct number of bars for each eye color. Then discuss with the class which eye color is the most frequent, least frequent, or any equal, etc. Ask students if it hurts anyone that some of the students have different eye colors. Ask the students if they can respect these differences. Label this bar graph "eye color" and display it on the wall as a model. You may want to put a poster that says "Respecting Diversity" in this area and add students graphs later.
INDEPENDENT PRACTICE:
Ask each student to select an area of difference that was discussed and listed on the board. One student can take hair color, one can take skin color (be sure it is someone that is able to be respectful of this difference), type of home, number of people in the family, etc. If religion is an area you do not wish to explore, interview on favorite fast food restaurants or clothing stores, or color of shirt, pants, shoes worn that day, etc. Allow students time to gather information and make their graph.
CLOSURE:
Have each student present his graph and explain his findings. Use discussion questions from the model to discuss each difference. Ask students to respect each of the differences. Place the graphs on the wall with the model.
FOLLOW-UP ACTIVITIES:
You may choose to interview and graph a peer classroom and have your students share the discussion and concepts they learned.
Continue to read stories to the class that follow the theme of respecting diversity. Here are some suggestions:
- All the Colors of the Earth, by Sheila Hamanaka.
- The Araboolies of Liberty Street, by Sam Swope.
- We Are All Alike-We Are All Different, by Cheltenham Elementary School Kindergarten.
- But Names Will Never Hurt Me, by Bernard Waber.
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For additional information contact :
Charlotte Nations
Special School District
Specl. Sch. Dst. St. Louis Co.
