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Jesse Sanchez-Serge
Dr. Joni Flowers
EDU 280
May 9, 2016

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Lesson Plan: Cultural Iceberg Guess Who?!
Topic to Teach: Cultural Identity, Cultural Bias, Racial Bias, Effects of Bias, Eliminating Bias,
Eliminating Stereotyping and Cultural Bias
General Goal(s): To show students that there is more to them than they know and that Culture is
so much more than clothing and religion.
Specific Objectives: To have students realize their own culture and share this with someone
other than themselves and friends. The gauge their perception to bias and how much they
actually judge a person on their appearance and associating that with their culture. To gauge the
students understanding of culture and their knowledge of others. Finally, to have them learn more
about their classmates before getting into the heavier units of the class and to have some fun
trying to find out more about themselves.
Required Materials: Large Post-It notes to have students draw on.
Markers of the same color for each group
Board to Present the Post-It notes
Anticipatory Set (Lead-In): Have you ever heard of the iceberg misconception? That icebergs
are so large above the surface when in reality we only see a fraction of their size. That icebergs
only reveal 10 percent of their size to the surface. Icebergs majority of size is hidden under the
see, shockingly 90 percent is submerged. Just as you are, most of you know nothing about one
another and that is definitely going to change today. You are going to create your own iceberg,
what people see go in your 10 percent and top of the iceberg, and the rest of your culture and
what you hold important will be submerged below the waterline.

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Step-By-Step Procedures: Students will be grouped by their desk groups (5 on average) they
will then receive the anticipatory set on an Icebergs secret.
The students will be given a pack of same color markers, then a large post-it note. Students will
draw a line around the top of the note and begin to write down physical aspects of culture and
below will have everything else. The easiest way to explain this is, everything we can see can go
on top of the cultural iceberg and everything that must be learned must go underneath the line.
Students will work on the icebergs until they reach a road block or the page is completely full.
This is when the teacher will assist that group (I discourage having students help one another as
they are going to be trying to figure out who wrote what on the iceberg) with finding what they
actually have inside their person.
After the time limit is reached or each group is finished the first group will be selected and they
will present their icebergs, the other groups will have turns guessing at which students shared
what with the iceberg. The group that guesses the most has the ability to present next, or to
choose who presents next (A nice incentive for a less serious game).
This will go until all groups have presented.
Plan for Independent Practice: Have students work within their own groups, no sharing as this
will ruin the entire guessing process and the teachers observation of what the students actually
perceive when it comes to culture. Help students occasionally but dont tell them their culture
suggest ideas and see what fits them, never tell the students what they should write as this leads
them to branch off of that one idea instead of writing their actual culture.
Close: Do you see how you hold more to you than you know yourself? This has opened your
eyes to everyone else around you as they hold more to them than the surface shows, I hope you

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take this into account every time you meet someone else. There is more to the story than the
thesis sentence and the brand of shoes they wear.
Assessment based on Objectives: The assessment is different from students to students, if you
recognize the students have a good sense of what cultures belong to what students you see how
they recognize this. If they make educated conclusions, base it on ethnicity, or just guess
extremely well. For other students you see what they use to conclude their answers: ethnicity,
skin color, appearance, personality, and etc. The students will show you exactly how they answer
which students wrote what, the students are very transparent and have no problem shouting out
answers and conclusions.
Possible Connections to other Subjects: This can connect to inanimate objects and other than
people. This can show students that everything is more than it seems, there can be a grand
scheme to things that they will not recognize until they look deeper. This can be shown with
subject material or units students feel are useless, this can show them that beyond the problems
and tests the students are learning valuable thinking and problem solving skills. Students cannot
take most of what they learn for face value and must be able to apply these concepts outside of
class and should look for answers. To never be content with knowing ten percent but knowing
the entire iceberg.

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Web Resources
Upon the Clouds of Equality Recommended Grade Level: K-2, The students will be shown the
mistreatments of African Americans during the Civil Rights movement. They will then discuss
the fairness and mistreatment; this will expose the younger students to the injustice that has
happened. Open them up to fairness and mistreatment at an early age.
URL: https://oneworldoneheartbeating.com/for_teachers/teaching-tolerance/
Character Education: Respect Recommended Grade Level: 6-8, The students will be asked to
define respect and how it is used. They will then explore the use of respect in success in the real
world and how it plays a role in meetings and their perception of others. They will use respect
amongst one another and see how it affect each others conversation and perception of each
other, then discuss respect v. disrespect in different situations.
URL: https://oneworldoneheartbeating.com/for_teachers/teaching-tolerance/
Understanding Stereotypes Recommended Grade Level 9-12, Students will be assigned a
stereotype from a brainstormed listed the students generated. The students will have fifteen
minutes to generate all of the misconceptions and perceptions of assigned stereotype and then on
the other side of the paper, a way to eliminate this stereotype and the good that come from those
in this stereotype. The students will then have a gallery walk reading each paper.
URL: http://www.discoveryeducation.com/teachers/free-lesson-plans/understandingstereotypes.cfm

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African Masks with Scratch Art Paper Recommended grade level K-12: Students will create an
African mask of their own design with the use of scratch paper that reveals a colorful under as it
is scratched away. Students will share their work and post this on the walls.
URL: http://www.teachkidsart.net/tag/multicultural-art/
Buffalo Hides Recommended Grade Level 2nd : The students will be given a list of symbols used
by Native Americans. The students will then be given a piece of brown construction paper and
write a story on their paper and read it off to the class as they are done.
URL: http://www.dickblick.com/multicultural/lessonplans/
Beyond Pink and Blue: The Impact of Gender Stereotypes Recommended Grade Level 3rd-7th :
The students are going to compare what each gender has to go through as they list out in a chart
what boys deal with and what girls deal with just by being that gender. Students will be
introduced to more than racial and religious differences but a huge difference in gender and what
they have to deal with on a daily basis.
URL: http://www.diversitycouncil.org/#!diversity-lesson-plans-middle/cr6u
Your students Tolerance Recommended Grade Level 6th-12th: The students will be issued a
survey pertaining to race and their tolerance to it. The result will then be tallied and the results
will be graphed and the students will be show their results. This test can really open the students
eyes as they see how tolerant they are to one another.
URL: http://www.educationworld.com/a_lesson/03/lp294-02.shtml
Romare Bearden Style Collages Recommended Grade Level 6th-12th: The students will be shown
collages and Romare Bearden Style collages, students will then be able to search through

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magazines and use the material from these magazines to create their own collage. The students
will present their own collages and students will vote the best and that collage will be posted in
the classroom.
URL: http://www.educationworld.com/a_lesson/01-1/lp221-10.shtml
Similarities between African and French Folktales Recommended Grade Leve 3rd-6th: The
students will receive packets containing folktale from each culture. The students will take turn
reading them aloud to one another as a group and then at the end the class will create a T chart to
compare the two stories. Another way to present this is to have the students read to one another
unknowingly and have them try to figure out which story belongs to what.
URL: http://www.cis.yale.edu/ynhti/curriculum/units/1993/2/93.02.01.x.html
Women in Traditional China and their portrayal in Folklore Recommended Grade Level 10th-12th:
The students will explore the stereotypes and presentation of Chinese people in Folklore and
Media. The students will read folklore and recent stories of Chinese literature. They will then
compare the depiction of Chinese people in the stories and see how they have changed or how
they have not changed.
URL: http://www.cis.yale.edu/ynhti/curriculum/units/1984/4/84.04.03.x.html