Académique Documents
Professionnel Documents
Culture Documents
Procedure:
1. Welcome students
SLIDE 1
2. Today we will be discussing all of the things that make us unique, but first I want to start with an activity.
3. Point to the picture frame and ask students
- “ What does a frame mean to you?”
- “ What is symbolic about a frame?”
- “What goes in a frame”
Counselor says: (Tells a story, picture worth a 1000 words….etc)
SLIDE 2
SLIDE 3
- Tell students: Before we engage in a discussion I want to do some self-reflection. So if you would close your
eyes and really think about all of the aspects that make you who you are.
All the things that make up who we are and how we view situations can be referred to as our
FRAME. Our FRAME is made up of values we hold, our culture and background, and our life
experiences. Life experiences include things that we choose to do, as well as things we do not have
any choice about or control over. What are some qualities about you that you have chosen to
aquire? What are some qualities about yourself that you did not chose to have but simply are apart
of you. These could be things like our culture, the neighborhood we live in, our family, religion,
values, political stance, hair or skin color, our friend group. All of these things make you who are
you.
-Ask, “Now, I want you to think about what would go into your frame that tells a story about who
you are and where you come from?
SLIDE 4
-If you are feeling overwhelmed, its okay because we are complicated human beings made up of A
LOT of different characteristics and qualities. Please utilize this “Circles of my multicultural self”
map to organize your thoughts.
-Bring group back together and say, “ now all of these things make up who you are and what makes
you unique.
SLIDE 5
-I want you to take 30 seconds to turn to your partner and compare what is similar and what is
different about each of your FRAMES.
-Now that we have learned about someone else’s FRAME, did we have similarities, did we have
differences?
-YES
-Have you ever looked a picture and made judgments about before you really knew the story behind
it?
-Have you ever done this about a person that was different from you? I know I have.
-We all have a story and we all have a FRAME made up of a many different qualities, BUT
sometimes our brains wants to put people in categories instantly after we meet them.
This can be called a what?
Slide 6
Slide 7
Slide 8
Read the examples and then ask class to give examples of stereotypes.
Say, “ You don’t have to answer this, but has anyone been stereotyped against?
-Flip your web map over and take a few minutes to answer these questions.
-Ask students,
-Does anyone want to share about a time they were proud to be associated with one of the
descriptors listed above?
-Does anyone want to share about a time when it was painful to be identified with one of the
descriptors?
-If no one answers say(it is perfectly okay to not want to share, and maybe you have not had
a negative experience with one of your word. If I were to fill this map out, I would put my name,
and in the four circles I would add German, female, Christian, and Student. A time that it was
painful to identify with one of these was last month when I went to the Holocaust museum with my
students and learned in depth about my ancestors past and how they destroyed and murdered
millions of innocent people were murdered.
Slide 10
R — Reflect on reality. Is it my reality or their reality? Am I looking at this through my FRAME or trying to see it
through their FRAME?
A — Acknowledge and challenge assumptions. Think about your expectations and whether they are appropriate. Are
you making assumptions based on your FRAME?
M — Maintain an open mind. Just because someone else’s FRAME differs from yours doesn’t make them wrong. What
can you learn from them? What can they learn from you? What do you have in common?
E — Expand your experiences. Explore, expose yourself, and encounter differences; expand your comfort zone;
increase your cultural competence.
Slide 10
Plan for Evaluation: How will each of the following be collected?
Process Data: I would take a tally of those who participated in the lesson and their grade.
Perception Data: I would take a pre/post survey on their views and knowledge of stereotypes before the lesson
and after. I would keep it very brief so that we could spend the majority of the time doing the lesson. Or I could
have the teacher give them the survey at a time before and after I came in that worked for them. I would include
questions such as
1. What do you know about the word stereotype?
2. How important do you think knowing about stereotypes could help you become and more productive citizen of
this community/world?
3. Do you feel like you are stereotyped at school?
Follow Up:
2. Share a story about a time it was especially painful to be identified with one of
your identifiers or descriptors.
3. Name a stereotype associated with one of the groups with which you identify that
is not consistent with who you are. Fill in the following sentence: