BUILDING INCLUSIVE AND DIVERSE CLASSROOMS:LESSONS, IDEAS AND TOOLS FOR EDUCATIORS

Bryden Gage Dave Lantaigne

Amelia Stanevicius

Contents

1

Rationale 3

SPECIAL NEEDS INCLUSION ACTIVITIES 4ASD Sensory Simulation 5Different Physical Abilities 6Hyperactivity with Joey Pigza 7

GENDER, SEXUALITY AND ETHNICITY INCLUSION ACTIVITIES 8Gender Differences 9What is a Family? 10LGBTQ Are Famous Too 12Respecting Sexual Diversity 13Bafa Bafa / Rafa Rafa 15The Sneetches 17

SOCIAL JUSTICE INCLUSION ACTIVITIES 18U-Shaped Debates 19Pa Lia’s First Day 20Local Conflicts 22Sweat Shop Fashion Show 23Hunger Awareness Lunch 25The World We Want 27

References 28

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Rationale

We believe that education is central to everyone’s future; not only from an individualistic perspective,

but also from a broader societal and ultimately more global lens. Many of the frustrations and problems

we face in the world today cannot be solved through innovative but ultimately short-term band-aids.

Instead, these problems require a greater adjustment in our long-term thinking; our thinking in the way

we interact, in the way we affect one another, and in the way we can work together. Today, with our

incredible technological advancements, humanity actually has the capability to resolve most of the

world’s complex problems - poverty, countless diseases, political strife, and environmental catastrophes,

to name but a few examples. What we lack, however, is the desire and conviction as global citizens to

pursue and implement these solutions. Thus, in synthesis with the democratic movement of the 20 th

century, we believe that the desire and conviction to resolve these problems must come from public,

and this is our primary justification for undertaking this project. We feel it is integral that we make

every effort in our education system to promote and develop critical, active and considerate individuals

who can go about creating the conviction required for instituting positive change both in our local

communities and abroad. This book is just a small step towards this goal.

This book is a resource for teachers who want to build more inclusive and respectful classes,

with a particular focus on approaching social justice issues. Inside is a collection of 15 exercises that are

focused on diversity building through student engagement, believing that an active and involved student

translates into better learning, not to mention less classroom management. All exercises in this book

are valuable lessons on their own, but it is encouraged that they be used to integrate other material and

units. Indeed, we believe nearly all of the activity ideas found inside could be adapted into provoking

hooks for new material, or, just as easily, powerful unit-closing activities.

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SPECIAL NEEDS INCLUSION ACTIVITIES

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ASD Sensory Simulation**adapted from an activity by Kylie Waters**Objective: To create empathy and understanding about the lives and experiences of people with ASDMethod: Students will participate in a sensory simulation, discussion, debrief and write a reflectionTime required: 1 periodMaterials: Circus Music, Distortion microphone, cinnamon scented spray, feather duster, list of questions, cards with visual instructions. Individual Kits (for each student): Cardboard glasses with cellophane covered eyeholes, sock, chewy mint candy, crayon, paper with crooked linesPrep: You will need 2 helpers. Bags containing individual kits to be distributed before classProcess:

1) Begin the sensory simulation without discussing or answering questions from students Instruct the students to clear their desks, except for the kit for a surprise test Have them put on the mask, the candy in their mouth (optional), the sock on their non-

dominant hand, hold the crayon in the sock hand and be prepared to write on the paper with the crooked lines

Start circus music. All further instructions will be said through the distortion microphone

Teacher will walk around the class and begin reading the questions Questions will be distorted Voice level will fluctuate, some students will hear, others will not Some student will be shown the cards with the visual instructions Questions will only be repeated once

Helper 1 will randomly flicker the lights Helper 2 will walk around the class, occasionally spraying the scent, tickling backs of

necks with the feather duster and kicking desks

2) TAG (Think Time, Air Time, Group Time) with Web At end of simulation students are given time to individually reflect on what they just

experienced Students next discuss their thoughts and feeling with a partner Students will discuss with the class Teacher creates a Web using responses

Discussion / Debrief Questions: o Not an accurate portrayal of the ASD experience, but that was a generalization of what

people with ASD experience. Brief talk on what ASD is and what it looks likeo Final task: Write a ½ page reflection or create a Mind Map or draw a picture about your

experience; what you have learned, know, wonder about, etc.Other considerations / Variations:

o Bring in public speaker / presenter who has or can speak about ASD.

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Different Physical Abilities**Exercise adapted from Wilfred Laurier University Residence Life Programming and Sonja Efford**Objective: To bring awareness of different physical abilitiesMethod: Students role play having a physical disability for a period / day / week.Time required: 1 class to 1 weekMaterials: Various options, possibilities include: ear plugs, blindfolds, material to wrap bandages (old t-shirts, tensor, etc.)Prep: None or minimal if writing out different disabilities on paper to distribute. Process:

1) Make a list of the disabilities you want class to explore. Some options include: Mute: Student cannot speak during class Hearing deficiency: ear plugs in both or one ear Blind: Blindfold, give them a human guide for the day Paralyzed: if the school has access to them, give the student a wheel chair for the day. Missing limbs / fingers: student has one or both of their hands wrapped in a bandage

which renders their fingers useless for the day.2) Assign students a disability have them complete a short task sheet with this disability. Possible

task ideas: a. Take a book out from the libraryb. Go upstairs and write down three interesting ideas from Mrs. Smith’s Bulletin Boardc. Measure the length of the hallwayd. Make a poster for …

3) Journal Writing ideas: a. Write down a list of all the things you did this morning in one column and all the

adaptations you would have to make in the second column. b. Write down the ways our school considers the needs of those with physical disabilities.

Now, consider you are a consultant for the ministry of education and you are asked to offer suggests as to how the school could become more inclusive.

c. Interview a student with different physical abilities in the school and ask them what things they find useful, what things they get annoyed about and how the school could be more inclusive.

Discussion / Debrief Questions: o What surprised you the most? What was more challenging than you expected? What

was less challenging? How did you feel during this exercise? Any discomfort? About what? Why?

Other Considerations / Variations: o Make the exercise a day longo Bring in public speaker / presenter who has disability (from school or outside)

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Hyperactivity with Joey Pigza ** adapted from Elizabeth Kroeker classroom ideas and exercises, activity adapted from Katherine Pepper**Objective: Students will be able to understand and have empathy for people who are, and have to deal with hyperactivity that can be due to a spectrum of disorders such as FASD, ADHD or Anxiety.Method: Class brainstorm, “dear diary” entryTime Required: varying: depending on length of time to read book to class, 1-2 periods for the activity.Materials: Joey Pigza Swallowed the Key written by Jack Gantos, Preparation: The book Joey Pigza will need to be read to the class over a period of time. A lesson on diary writing will need to take place before this lesson.Process: 1) This process will repeat itself many times over a period of time in which the teacher reads the book Joey Pigza Swallowed the Key. Tell students they will be writing a diary entry after each portion as if they were Joey Pigza.

Have students listen while you read the story, only a portion at a time When you have finished reading one portion, have students form A/B partners to discuss

which portion of the book they would like to write about2) As a class, brainstorm different scenarios the students can write about. Discuss his thoughts and how he feels. Write this up on the board for visual reference. For example:

The incident where Joey cut’s Maria’s nose. Feelings and thoughts may include; scared, nervous, wish he could take it back, wished he wasn’t wearing the slippers.

The time where Joey falls asleep in the big chair that is bolted to the ground, which is in a bright yellow room. Feelings and thoughts may include; sleepy, no more choices, yellow is relaxing, had a long day, wished people would like him

Discussion / Debrief Questions:o Have students discuss what they think some solutions for Joey might beo Have students reflect on their own lives and see if there are any changes they could makeo Have students create a list of ways to be kind to Joey in the classroom

Other Considerations / Variations:o Students may be other characters in the book such as; Joey’s mom, Special Ed, Joey’s grandma,

the teacher, other students, Maria, etc.o Students could write a story in 1st person or 3rd person

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GENDER, SEXUALITY AND ETHNICITY INCLUSION ACTIVITIES

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Gender Differences**Adapted from Jon Gage and ideas presented in the LGBTQ workshop**Objective: To facilitate a discussion on the complexity of genderMethod: In same sex groups, students examine gender stereotypes Time required: 1 classMaterials: Chart Paper; (Video)Prep: None or minimal. Process:

1) Divide class by sex – boys on one side of the room, girls on the other.2) Give each group several sheets of chart paper3) On the middle of the boys’ chart paper, write the statement: Girls should be…4) On the middle of the girls’ chart paper, write the statement “Boys should be…”5) Give time for students to write down ideas and then post on the board. Let class look them over.6) Facilitate initial reaction7) Using new chart paper, ask the boys to respond to the statement “Boys are…”8) Girls respond to statement “Girls are…”9) Facilitate discussion on gender.

Discussion / Debrief Questions: o What do masculine and feminine mean? How has this come about? What caused these

labels to develop? Reinforce that we are all a mixture…o Are you ever shy / hesitant to do anything that isn’t traditionally associated with your

sex? Boys not been able to be into fashion, hair dressing, etc. Girls not being able to be into sports, construction, etc.

o Show video of little girl:o Get thoughts…

Other Considerations / Variations: o Show video called My Secret Self (available on YouTube) before the last discussion or

after discussion and assign reflection for homeworko If working with the younger grades, put up posters on board with titles “Boy Jobs” and

“Girl Jobs.” Let students write down thoughts; sexes don’t need to be split. o Could do it in the form of a role play – i.e. act out stereotypes and talk about affects of

stereotypes on both genders.

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What is a Family?** adapted from Challenging Homophobia in schools by Gay and Lesbian Educators of BC**Objective: To broaden students’ understanding of what families are so they will be able to describe and depict a variety of family forms.Method: Students will work in pairs to create a page about families that will go in a class-made book. A picture walk and KWL chart will also be used.Time Required: 1-3 lessonsMaterials: Who’s In a Family? By Robert Skutch, large pieces of paper, pencil crayons, pencils, laminatorPreparation: NoneProcess:1) Begin a KWL chart with students to develop their understanding of the variety of family models. Fill out the first two portions of the chart.

o What do we know about families?o What do we wonder about families?o What have we learned about families?

2) Facilitate a picture walk with the students. While doing this, ask the students to look for families that may appear to be different from theirs. Explain standards to children that everyone’s ideas are acceptable as we may have different ideas about who is in a family. Try to impress upon students that the common “glue” that holds families together is love. 3) Read the book to students, discuss what defines a family, and complete the KWL chart. Ask guiding questions such as:

The words and picture give us information about Ricky and his family. How is Ricky’s family the same as or different from yours?

How many mothers does Ricky have? Do you suppose a human family can have more than one father or mother? Is so, then how

can that be?4. With the students create a list of the different family models to go in a class book. Ensure there are enough pages for the students to work in pairs or in groups of three.

Page 1: Some families have a mom and a dad, Page 2: Some families have a dad, Page 3: Some families have two moms, Page 4: Some families have stepparents, Page 5: Some families are interracial, Page 6: Some families are foster families, Page 8: Some families have no children, Page 9: Most families are held together by a common “glue” called love.

Discussion/Debrief Questions:o Have students state two things they have learned about familieso Have students identify common traits that all families shareo Have students pick one of the things-we-learned from the KWL chart and how that affects their

thoughts and attitudes towards all the family models.Other Considerations/Variations:

o Make a classroom bulletin board of different family modelso Have students write personal definitions of “What makes a family?”

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LGBTQ Are Famous Too** adapted from Breaking the Silence: Understanding and acting on LGBTQ Issues in Schools by James Chamberlain and Joan Merrifield, adapted fully from Challenging Homophobia in Schools, by Gay and Lesbian Educators in BC**Objective: Students will be able to identify their ‘level of attitude’ about LGBTQ persons, and have a chance to re-evaluate their attitudes after exploration of famous LGBTQ people in history and present.Method: Investigate LGBTQ stories, brainstorming, A/B partners, and personal reflections. Time Required: 1-2 lessons.Materials: Page 8 LGBTQ one for each student, white board and marker, highlighters, class set of clothes pins, famous people identity cards.Preparation: Cut out famous people identity cards that include; a picture and biographical information about the person on the card Process: 1) Students will address, define, understand, and identify with the ‘levels of attitude’ about LGBTQ people (This should be done another time than just before step 2, to ensure students have an un-biased mind when beginning step 2 and the rest of the activity).

Discuss and facilitate the eight different ‘levels of attitude’ within the scope: Repulsion, Pity, Tolerance, Acceptance, Support, Admiration, Appreciation and Celebration (page 8, LGBTQ issues).

Students will return to desk with an individual copy of the ‘levels of attitude’ worksheet. Students will be encouraged to re-read the descriptors for each attitude and make an honest decision as to where their attitude lies on the continuum. Students will highlight where they are and save the sheet for re-evaluation. This is to be kept confidential and is for individual reflection and assessment purposes.

2) Students will participate in an activity that has them identify different famous people (Do not inform them at this point that these famous people are LGBTQ).

Explain to the students that they will each receive a card with the identity of a famous person (musician, politician, artist, actor, athlete, inventor, etc.). This person could be famous now or in the past. The cards will be pinned to the back of their shirts with clothes pins and the students will not get to see whose name they have on their card.

Their goal will be to try to figure out whose name is on their back. They can ask questions of anyone in the room, but they must only ask questions that have “yes” or “no” answers.

3) Bring them back together to debrief. Discuss and display on a chart each person, reading out the biographical information about

the person. Ask if anyone knows what all these people have in common. If students know that these

people are LGBTQ, then make sure to debrief the students about the accuracy of the information we receive about LBGTQ people.

4) Have each student do a biographical research paper on the person on their card, and present it in small groups.

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Discussion/Debrief Questions: Students will re-visit, reflect and re-evaluate their ‘level of attitude’ of LGBTQ people. More discussion questions include:

o Does this affect your view of these famous people? How? Why?o How do you think being LGBTQ affected their careers? Personal lives?o What do you think diversity contributes to our culture? How can we ensure that diversity is

celebrated?o Has your personal view of LGBTQ people been changed? How? Why do you think that is? Will it

change your attitude or behaviour towards an LGBTQ person? How?Other Considerations/Variations:

o If doing a unit on Canada, use pictures of famous LGBTQ people from Canada only.

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Respecting Sexual Diversity**adapted from an activity at http://www.teachingsexualhealth.ca/media/lessons/CALM_RespectSexDiversityHO_RolePlayScenarios.pdf**Objective: Safely explore and promote understanding of LGBTQ issues.Method: Using role playTime required: 1 periodMaterials: Printed sheets with scenariosPrep: High school students familiar with dramatic arts Process: Students will role play in groups using the following scenarios. Assign scenarios to groups

Role-Play Scenarios1) The star of the senior basketball team is “out” outside of school but not in school. She/he

decided not to “come out” at school after a friend, last year, came out at school and suffered verbal and physical abuse. She/he has, however, decided to ask for help from people he/she trusts.Role-play scenarios can include conversations between any combinations of the following:

The student Parent or other adult support person Teacher/Guidance Counselor/Principal Student leader/friends

Your group must work together to develop a conversation examining the following questions: What concerns might this student have about her/his safety? What happens when someone listens and offers support to the student? What school and community support systems are available to this student? What can students and staff do to make this school a safer place?

2) A teacher is greatly loved by students, staff and parents. The teacher is appreciated for theextra effort she/he has always put into her/his work. Almost everyone at the school knowsthe teacher is not a heterosexual but it is never discussed. The teacher is promoted andtransferred to a new school. The new parents are really pleased with her/his continuing greatperformance. Three months into the school year a parent in the new community learns thatthis teacher not heterosexual. Suddenly, there is a small but vocal parent’s group that iswriting letters to the administration to have the teacher transferred. Some individuals havemade threats and the teacher is feeling frightened.

Role-play scenarios can include conversations between any combinations of the following: The teacher Student/group of students Parent Principal Another teacher/group of teachers

Your group must work together to develop a conversation examining the following questions: How secure does the teacher feel in the new environment? What would happen to encourage the teacher to stay? To go? Who are the people in this teacher’s support system? What can students and staff do to make this school a safer place?

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3) A student talks easily about his/her two Moms. Other students call him /her insulting names. They tease him/her incessantly and harass him/her in the hallways. They say mean things about his/her parents and about the student. Things become unbearable for this student.

Role-play scenarios can include conversations between any combinations of the following: The student The student’s friend Two “bullies” Two bystanders A teacher

Your group must work together to develop a conversation examining the following questions: What are the safety and diversity issues faced by the student? How does the traditional definition of a family affect this student? What are the responsibilities of the role play characters to support this student? What can students and staff do to make this school a safer place?

4) A homophobic slur is written on the locker of a student. No one claims responsibility. Everyone in the school sees the locker because it is right beside the office.

Role-play scenarios can include conversations between any combinations of the following: The student with the locker Staff members (teacher/principal/guidance counselor) Passers by The students friends The offender Parents

Your group must work together to develop a conversation examining the following questions: How does it affect a student to be called homophobic names? Does it matter if the owner of the locker is gay or not? Why? What approaches can the individual, the school, and parents take? What can students and staff do to make this school a safer place?

Discussion / Debrief Question Possibilities:o What is the psychological impact of prejudice or discrimination?o What can people do to diminish prejudice and discrimination against LBGTQ people?

Bafa Bafa / Rafa Rafa**adapted from BCTF Pro-D Day conference**

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Objective: To allow students to experience what it’s like to be an immigrant and to facilitate discussions around culture, identity, communication and immigration. Method: Students engage in an immigration role play of two distinctly different cultures. Time required: 3 hoursMaterials: playing cards, tokens, instructional sheets, two classroomsPrep: Minimal - learn the rules of the game. Process:

1) Assign every student a culture: Alpha or Beta2) Post signs outlining steps of the exercise:

a. Divide group into two culturesb. Learn and practice new culturec. Select an observerd. Exchange an observere. Report of observerf. Exchange of visitorsg. Report of each exchange visitorsh. End the simulationi. Discuss and analyze the experience

3) Divide group according to culture – Alphas go into one class, Betas stay in home room. 4) Review Alpha and Beta cultures with each group respectively

Alpha Culture Beta Culture Enjoy laughing, touching (hugging, pat

on back, shoulders), talking Do not shake hands Women don’t approach men; men

can approach either sex Always talk about men Play a card game where the oldest or

tallest always winso Card Game rules: each player

gets 4 cards of different suits. Player who shuffles cards first starts game. Both players flip cards. If cards are the same colour, (i.e. both red, or both black) then player who went first wins. If colours are different, player who went 2nd

wins. o Winning card game is not

important, just a social interaction.

Queen makes a judgment about kicking people out of society (people who do not follow customs). Men

People are hungry. Need resources to eat. Trade to get resources.

To indicate you want to trade with someone: blink eyes three times.

Yes = Nod No = shoulders wide, arms out, hands

down. Non-threatening. Means a simple no.

Pardon me: wave hand back and forth I will give you this card: show card I want ___ card: say colour then number

codeo Spa = spades; di = diamonds ; clu =

clubs; har = heartso Number = one syllable, one

numbero Use players initials plus vowel to

make syllables E.g. Bryden Gage: initials

are BG. Baga Baga Di = 2 of diamonds

Object is to get four cards of the same suit in a row. If you do, run up to the board, yell Hiya Hiya Hiya and write 100.

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escort these individuals out of class.

5) Facilitator selects observes from each group and sends observers into other room. Role of observer is to try to fit in (not to practice their own culture). For class of 30, choose multiple observers (i.e. 5 at a time) so that activity can be finished in a day.

6) After a few minutes, observers report back to home culture, telling group what they learnt about other culture.

7) Repeat exchange of observers until everyone has had a chance.8) Discuss and analyze the experience as a group.

Discussion / Debrief Questions: o How did you cope when you went into other culture?o Alpha: what were Beta’s rules? Beta: what were Alpha’s rules?o Onus on who to adapt / assimilate? Those who were outsiders or home group?o How does it make you feel normally when people ask you about your culture? Canada for

example?o What strategies might be effective in coping in another culture?o How and why were incorrect assumptions made? (i.e. winning / losing)o What can we learn from that experience? o What were some rules that were misinterpreted by the other group? Did the observers

make it better or worse? o How do we ensure correct assumptions? o How can members of a culture ensure that incorrect assumptions are not made by others?

First Nations? Have they done this? Taught to be ashamed…

Other Considerations / Variations: o Unless you have a room with a divider in it, this exercise is probably easiest run by

combining two classes and using two classrooms. Number of students exchanged at a time would be 5. a number of statements about the unit down centered in the middle of the page. At the beginning of the unit, students write their position. At the end of the unit, students then re-visit their positions and reflect on changes

Racism: The Sneetches**adapted from an activity at http://www.tolerance.org/activity/anti-racism-activity-sneetches **Objective: Students learn about unfair practices and how create plans to stand up against discriminationMethod: Students will participate in a discrimination simulation exercise

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Time required: 1-2 periods, continue observations for the weekMaterials: “The Sneetches” by Dr Seuss, green construction paper, safety pinsPrep: Class will have previously examined and discussed racism and diversity issuesProcess:

1) Read “The Sneetches” aloud to the class2) Make a list of classroom privileges

Exampleso Lining up firsto First to get luncho Extra PAT (Preferred Activity Time) points3) Divide the class in two groups4) One half gets a green star pinned to their shirt, they get the privileges on the class list5) Allow time for all students to have a turn in both groups

Discussion/Debrief Question Possibilities:1) Small groups share reflections and action ideas with the whole class.2) Class should brainstorm and make a list of suggestions for ending discrimination in the class and

school, e.g. stop teasing Challenge the class to put their class list into practice and work to end discrimination.

3) Pair students with a classmate that is outside their usual circle of friends The pairs become "Fairness Teams" for several days and keep a journal of ways that

they -- or others they observe -- help end discrimination.4) Allow brief time each day for teammates to share their experiences and discuss journal entries.5) After several days, the whole class meets and discusses the journal entries. Each Fairness Team

reflects on what they learned about putting an end to discrimination.6) Encourage students to set goals for extending the activity to their homes and communities.Questions

o How do the Star-Belly Sneetches look? How do the Plain-Belly Sneetches look?o How is the language different for plain and Star-Belly Sneetches?o When you were without a star, how did you feel about classmates with stars?o What kinds of things do we use as "stars" that make people feel special?o What makes you feel like a Plain-Belly Sneetch, a Star-Belly Sneetch?o What feelings did you have during the class activity?o What lessons did you learn?o List three actions you will take to help everyone feel like they belong.

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SOCIAL JUSTICE INCLUSION ACTIVITIES

U-Shaped Debates **adapted from http://www.interplaytheatre.com and ideas presented in Susan Teed’s Science class**Objective: To allow people to express their opinions without fear of consequences. This is an excellent introductory exercise for facilitating a discussion on a variety of issues.

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Method: Students position themselves according to the strength they agree or disagree with a statement. Students then engage without other positions, and re-adjust their position accordingly. Time required: 20-30 minutesMaterials: Printed Signs (Agree, Disagree, Unsure); set of statementsPrep: None or minimal. Process:

1) Post signs “Agree, Unsure and Disagree” around the class with unsure in between the other two.

2) Facilitate discussion about respecting opinions (if needed)3) Facilitator reads statement, and students move to place along the spectrum that best

describes their position4) Once class is divided into three, groups talk amongst themselves as to why they are where

they are. 5) One person from each group reports collective view of the group.6) After hearing all three positions, students can again relocate themselves if there is a change

in their position.7) Some possible topic ideas: learning; school; LGBTQ; minorities; politics; personal values8) Some possible statement options:

I learn more outside the classroom than inside the classroom I judge people by the way they talk / look. I contribute to the atmosphere that allows racism to exist. There are some jobs men do better than women and some jobs women do better

than men Affirmative action programs are vital to the success of large companies, government

and schools. I support the war in Afghanistan There is no such thing as human rights

Discussion / Debrief Questions: o Of the three statements, which statement did you feel most strongly about? Why?o Did you change your opinion at any time after hearing someone else’s comment? What

comment was it and how did it make you re-consider?o What other statements would be interesting to run for this activity?o What topic would you like to see this activity run for?

Other Considerations / Variations: o Write a number of statements about the unit down centered in the middle of the page.

At the beginning of the unit, students write their position. At the end of the unit, students then re-visit their positions and reflect on changes.

Pa Lia's First Day**Adapted from a lesson at http://www.everythingesl.net/lessons/palia_unit.php **

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Objective: Understanding feelings of ourselves and others and how they affect behaviour. Method: Book review and analysisTime required: Several LA periodsMaterials: “Pa Lia’s First Day” by Michelle EdwardsPrep: None to minimalProcess:

1) Pre-reading

Review vocabulary for feelings: afraid, angry, sad, embarrassed, happy, nervous, lonely. o Have students act out these feelingso Show students that they can have a variety of feelings at the same time.

Brainstorm with students how they felt their first day of school. Did they know their teacher? Did they know any other students in their class?

Ask who in the class has moved to a new school. Who came to school not speaking English? Talk about other times students felt "out of place." or "alone."

Create a Word BankSuggestions

o dawdle, tugged, minnow, steep, ached, stinker, enemy, dimple, sweaty, sighed, peeked, gigantic, howl, shaky, coughed, squeaked

2) During Reading

Ask questions during reading to check comprehension:o Why did Pa Lia dawdle on the way to school?o What did Pa Lia's brother do on the way to school?o Who pushed Pa Lia on the steps?o When did Pa Lia meet Calliope?o Why was Howie mean to Pa Lia?o What did Pa Lia do during Math Class?o What did Pa Lia do to make Howie become her friend?

What will happen next?Have students predict the following: (Either in a group oral discussion or in a journal.)

o At the end of page 6: What do you think Pa Lia will do next? How will she find her classroom?

o At the end of page 30: How did Pa Lia feel when Howie walked away. What do you think she will do to become friends with Howie?

o At the end of page 36: What should Pa Lia do now?o At the end of page 46: Do you think Howie and Calliope will be mad at Pa Lia?

Discussion/Debrief Question Possibilities:o Review the story with students and discuss Pa Lia's feelings during various events.

How did her feelings affect her behavior?

o Brainstorm with students a list of ways classmates can make a new student feel welcome. Ask students to write about how they would have made Pa Lia welcome. Help them develop the language to welcome people.

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o What did Pa Lia do that was brave? Have students think about a time they felt brave. Ask them to write or draw a picture about that experience.

o Pa Lia is called "Four Eyes" by Stinky Stern. Talk to the group about how they feel when someone calls them a name.

o If appropriate to the ability level of the group, help students find the figurative language in the story. What does each expression sound like it means? What does it really mean? Can you tell the meaning from the context of the story? Explain how the author paints a picture with words. Ask students what they think of when you say one of the following:

1. "Her mouth felt like it was stuffed with cotton....?" (She was so nervous she could barely talk.)2."Her stomach felt like it was filled with one thousand fluttering butterflies......?" (Her stomach felt upset.)3. "She wished a hundred hungry tigers would all roar at Tou Ger." (She wished that Tou Ger would know how afraid she was.)4. "Pa Lia felt like a teeny tiny minnow in a huge, giant ocean." (Pa Lia felt lost)

o 6. Brainstorm with students when they felt very nervous. Make a list of the board of their ideas.

o 7. Have students share their work with others in the group

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Local Conflicts**Adapted from Education for Peace and Conflict Resolution**Objective: To increase awareness of local conflicts and encourage students to take action.Method: Students research conflicts in the local media and choose a conflict as a class to take action on. Time required: several weeksMaterials: local newspapers / media reportsPrep: None or minimal. Process:

1) Students bring in articles about any form of conflict. 2) After several weeks, students map conflicts and choose one conflict to investigate in pairs. 3) During the investigation, students research:

a. Parties involvedb. What does each party want or need?c. Causes of the conflictd. Does the conflict benefit or harm either party? Anyone in the community?e. What are some ways the conflict might be resolved?f. What do you think is the best way?g. Is there anything YOU could do to improve the situation? Sell your idea to the class.

4) After each group presents their conflict to the class, make two lists as a class of conflicts we can do something about and conflicts we cannot. Have a class vote on the conflict and begin brainstorming how best to take action.

5) Take action!

Discussion / Debrief Questions: o Present findings / initiative to other classes. o Ask students what conflict they think we should tackle next and whyo Ask students what they learned from the experience. Was it harder or easier than they

expected? o Questions about whether they think they achieved their goals?

Other Considerations / Variations: o Remind students they can address the causes or the affects of the conflict – could be a

proactive initiative.o Challenge another class to take action.

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Sweatshop Fashion Show** adapted from the Human Rights and Democracy Club at Vancouver Island University, and http://en.maquilasolidarity.org/en/node/654**Objective: Students will be able to show an understanding of where clothes are made and under what conditions.Method: Students will create a ‘sweatshop fashion show’ and model clothes for peers. Time Required: Three weeks: depending on complexity of the showMaterials: Santa’s Workshop documentary (YouTube), Wal-Mart Nation documentary, computers and lab time, clothing made by companies in question, ‘red carpet’, microphone, lights, and other necessary items for a production.Preparation: Watch the video’s above, have the students read literature about sweatshops, discuss the 5 W’s on sweatshops. These students should have a good understanding of the negative impacts of sweatshops on people and society. Process:1) Students will complete the first part of this activity in groups of five.

o Each group will research a company (Hudson’s Bay Company, Wal-Mart, etc.) and search for up-to-date information and attention-grabbing facts about companies and their practices. This information will be useful in developing your script, as well as your group's knowledge of the issues.

o Visit company websites and check out annual reports for information on world-wide sales, profits, CEO salaries, and expenditures on advertising and promotion.

o Visit websites of campaigning organizations for information on wages, working conditions, and to identify specific cases of labour rights violations.

o Visit stores and check magazine and newspaper ads for information on prices and the images and messages associated with the brands.

2) Designing and practicing the production.o Announcers, models, the script, music, the venue (gym), the finale, etc. will need to be

determined.o In order to collect enough clothes for the show, have each student bring in an item of

clothing that if from the company they researchedo Practice as many times as possible o The following are three examples of “scenes” to be used in the fashion show:

Hudson's Bay CompanyAnnouncer 1 Our first model is __________. She is looking very patriotic in this sweater from the Hudson's Bay Company's Canadian Olympic Team Uniform. HBC is Canada's oldest retailer, having been established in 1670. Can you get any more Canadian than that?

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Announcer 2 Don't get ahead of yourself there. Even though HBC is a Canadian retailer and the uniforms are for the Canadian Olympic team, most of the Olympic line is made overseas in countries like China, where they are cheaper to make and where sweatshop abuses are more common.

WAL-MART Announcer 1 Our next model is __________. Isn't she looking great? And you would never guess how much she saved by buying her outfit at Wal-Mart.

Announcer 2 The reason Wal-Mart is able to keep their prices so low, is that they pay as little as they can to the people making their products. In 2004, workers making products for Wal-Mart stores in China and Bangladesh were being paid as little as $.17/hr!

NIKE Announcer 1 Here we have _______, who is sporting a great outfit and the hipster staples: converse chucks. I don't think you can ever be out of style in a pair of those.

Announcer 2 Maybe not out of style, but certainly out of date when it comes to labour practices. Did you know that Converse is owned by Nike? It certainly is. And even though Nike has a code of conduct for its factories and releases annual CSR reports, it doesn't include its Converse or Bauer labels in any of its Social Responsibility programs. Tsk Tsk.

Discussion/Debrief Question Possibilities: o Students should participate in a reflection exercise that explores and compares their thoughts

post-show on buying things from large companies without knowing where these things come from or who made these items.

Other considerations/ Variations: o Leave it up to the students to decide how elaborate they want this project to be. o Consider a ‘sweatshop fashion show’ for the school or the community.

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Hunger Awareness Lunch** Adapted from an idea by Adam Dietrich, a 17 year old student at St. John's-Kilmarnock School, in Breslau Ontario http://www.cbc.ca/outfront/listen/2007/07-01-09.html**Objective: To create empathy and understanding about the issue of world hunger.Method: Students will participate in a lunch that simulates world hungerTime required: 1 periodMaterials: Water containers, dishes, cups, paper cups, paper plates, pizza, juice, milk, fruit, rice, bread, blue hats, water guns, white hat coloured cars: red, yellow and greenPrep: Inform students the day before that you will be providing them lunch the next dayHave helper students (older preferably) from another classProcess:

1) Divide the class by allowing them to pick a card Separate population of class (i.e. 27) according to the colour of their cards Cards

3 Red 10% - Western Civilization: Canada, US, Japan, etc 6 Yellow 20% - The Developing World: Poland, Thailand, Philippines, etc 18 Green 70% (6 of these have a small star on them) – Extreme Poverty:

Bangladesh, Haiti, Ethiopia, etc. 4 Helpers wear blue hats and carry water guns to represent Peacekeepers 2 helpers waiters for the red group 1 Helper has white hat to represent NGOs

10) Set up the class Place each group in a section of the class. Size of section correlates to size of group, bigger group = smaller space Place 2 Peacekeepers between each group NGO starts in Green area

11) Distribute food Red first

3 Large pizzas, various kinds Fruit juice and milk Fresh fruit salad Food served to them on nice plates at desks

Yellow second 1 pot of cooked rice, ½ cup per student 1 bucket of water

Water is clean and drinkable, but dirty looking, use food colouring and bits of cereal

The bucket is a well and cannot be moved Serve themselves on broken down paper plates and cups (clean, but damaged)

Green last 1 loaf of bread, 1 slice each

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No water12) Rules

Waiters serve Red Red can eat as much as they want, leftovers go in the garbage Yellow and Green serve themselves Peacekeepers prevent people crossing or sharing food over boarders NGO can bring aid

Red can only contribute 2 slices and 1 drink each Red does not have to share if they do not want to If they choose to share they have to go through the NGO Whatever they give the NGO, half of it will be thrown in the garbage The NGO can only give to people in the Green group and only those who have a

star on their card People with stars cannot share any donated food with non star people

Discussion / Debrief Questions: Stats/Info to use in discussion

o Almost 1 billion people regularly suffer from hunger, most are women and childreno 1 in 6 children die from hunger related causeso Some aid does not reach its proper destination, (that’s why half went in the

garbage)o

Questionso How did it feel to have so much when so many had so few?o How did it feel to have so little when so few had so much?o What causes hunger?o Why do a few people have so much food and many people have so little?o What can you do to combat world hunger?

Other Considerations / Variations: o Math problems based on hunger statisticso Quick write of the experience

The World We Want** adapted from Tim Hopper and others (xxx) from the program Learning and the World We Want**

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Objective: Students will be able to understand and connect with children from war-torn countries. Through the exchange of art, children will learn about the world as it exists today and explore other children’s vision for the future of the world. Method: The exchange of children’s artwork across boundaries, language and/or other differences to convey meaning. Time Required: Over a period of many weeks: time dependent on preparation and mailing.Materials: mini-chalkboards, chalk, paper, pencils, pencil crayons, crayons, paint, materials for shippingPreparation: Teacher will need to contact a school from somewhere else in the world that is willing to share and take-on this project. Process:

1) Introduce students to the school and class you will be exchanging artwork with. Depending on the school and where it is located, the teacher will need to facilitate

discussions that are sensitive to the culture that school is immersed in. Explain to students that artwork is a good medium to use to share messages and

information because there is no language or other barriers involved so anyone can participate.

Brainstorm ideas for pictures; how your students envision a better world in the future.

Have students draw a rough-copy of their pictures on chalkboards. Have students share their drawing with a partner and discuss why they have chosen to draw certain things.

2) Creating the Artwork Students will take on more accountability for the project if they are the ones to

determine what form of art they will create. Suggest pictures or posters as they are easy and cheap to mail.

Their picture should depict “The World We Want”. Focus on detail and quality

Discussion/Debrief Questions: o Will you and the other students have the same vision for the future of the world? Why?

o What will their artwork be about? What will you see? How will that make you feel?Other Considerations/Variations:

o Make two large banners (NANAIMO, TANZANIA). Have students decorate around the edges of both posters with paint-handprints and sign their name. Leave room in between each handprint. Send both posters to other school, along with any materials you can. The students from that school now only need to put their handprints on the poster, and sign their names and send it back to your class. They now have a poster that says NANAIMO with everyone’s handprints and your class has a poster that says TANZANIA with everyone’s handprints.

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References and Resources

Chamberlain, James, and Joan Merrifield. Breaking the silence - Understanding and acting on LGBTQ issues in schools. Vancouver: British Columbia Teachers Federation, 2009. Print.

Dalton, Dr.Bob, Dr Kathy Sanford and Dr Tim Hopper. Learning and The World We Want: Children’s Artwork from Iraq, Afghanistan and Canada. Faculty of Education, University of Victoria. Video.

Gantos, Jack. Joey Pigza Swallowed they Key. New York: Harper Trophy, 2000. Print.

Gay and Lesbian Educators of BC, Challenging Homophobia in Schools. Second Edition. Vancouver: GALE-BC, 2000. Print.

Starr, Christine, and Lisa Wolff. Education for Peace and Conflict Resolution. Comp. UNICEF Canada. Canadian Cataloguing in Publication Data, 1997. Print.

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