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Looking Beyond First Impressions: King Day (5th)

Lesson 1:

From Unit Looking beyond First Impressions: King Day (5th)

Lesson

Handouts

Academic Standards

Philanthropy Framework

3rd-5th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

ELA:	Brainstorming; Group Discussions; Perception; Questioning; Stereotyping/Bias; Understanding/Interpretation; Universal Themes
PHIL:	Discrimination; Friendship; Justice; LEAGUE Event Lesson: King Day; Respect; Stereotypes; Tolerance; Trust
SOC:	Diversity; Equality

Focus Question(s):

What is a world citizen's responsibility to promote and advocate for justice and kindness?

NOTE: Prior to this lesson, use the Blue Sky Activity in which students envision a better world. If you already have a Blue Sky display, revisit it before beginning this lesson.

LEAGUE Coaches: After teaching this lesson, please complete a short evaluation.
LEAGUE Learning Link(s)
Post Service Reflection

Purpose:

First impressions of people can often lead to misunderstandings and unfair treatment of others. Using photographs this lesson will heighten the learner's awareness of the importance of not judging others based on first impressions using appearances as a clue to the personality of a person. Learners will reflect on diversity, the importance of appreciating human similarities, and the necessity for more tolerance when it comes to our differences.

Duration:

One 50 minute class period

Objectives:

The learner will:

make character trait assumptions using various photographs of people.
write a list of human similarities.
reflect/respond in writing to questionnaire.
define the terms assumption, prejudice, stereotype and tolerance.
brainstorm ideas for a service learning project.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

As a class, students will brainstorm ideas for service learning that will reflect their newly heightened appreciation and tolerance for diversity .

Suggestions:

Volunteer to tutor/assist a younger student or a special needs child
Join an organization that promotes human rights

Materials:

Teacher's copy of Attachment One: Photographs to be used with Attachment Two or teacher chosen photographs (See Teacher's Preparation)
Copies of photographs from magazines or downloaded from suggested web sites for use with Attachment Two: What Do You See?
Display board or chart paper
Writing materials
Dictionaries for each learner

Handout 1: Photographs
Handout 2: What Do You See?

Teacher Preparation:

Prior to this lesson, prepare Attachment One: Photographs either by creating an overhead transparency or by using another display method or gather eight pictures of people of various ethnic backgrounds that will be used with Attachment Two: What Do You See? At least five of the pictures should be of children participating in various activities about the age of the learners in the class. One picture should be of senior citizens; one should be of a homeless person and one should be of a teenager. Keep in mind that the photographs should not have any identifying information on them as the learners are to make assumptions based on the physical appearances of the pictures that they are viewing. The pictures chosen should be general in nature. Before showing the photographs, tell the students that some of the images may make them want to comment or laugh. Ask them to refrain from speaking or laughing out loud.

Instructional Procedure(s):

Anticipatory Set:
Have the phrase "Never judge a book by its cover." written on the board as the learners enter the room.

Hold up two books. Choose a book that is a favorite of the learners and cover it with a plain book cover. Choose another book that the children might think is difficult to read or that they wouldn't be interested in reading. Cover that book with a very enticing book cover. Ask for a show of hands to determine which of the books most of the learners would like to read just by looking at the cover of the books. After the vote has been taken, reveal that the book with the plain cover is actually a favorite of the class and the other one probably is not a book that they would like to read.

Read the phrase on the board and ask the learners to share what they think the phrase means. (Don't judge others by their appearances.)

Ask the learners if they have ever seen or met someone and immediately formed an opinion about what that person was like - either a positive or negative opinion. Ask for a show of hands.
Ask the learners to share what criterion they might use to form a "first impression" of someone? (Possible responses might include: clothes, hairstyle, body language, tone of voice, etc.)
Ask for a show of hands to determine how many students have had to change their "first impression" of someone - either a positive or negative opinion - once they got to know that person better. Ask what kinds of things might they learn about a person, that might cause them to change their opinion (trustworthy, friendly, giving, mean, funny, etc). Point out to the learners that "first impressions" are usually based on appearance (the cover of the book). Whether or not we form a relationship with a person usually depends on mutual interests and character.
Ask the learners if they have ever made an assumption (first impression opinion) about someone based on their appearance and later found out that it wasn't true? What criterion did they use to make the assumption?
Engage the learners in a discussion about the words "first impressions" or assuming things about others without much information about them. Tell them that when they make general assumptions about people or groups of people, they are stereotyping people. Tell them that stereotyping means a very simple, often mistaken generalization about a group of people. Stereotypes may be positive or negative but all are unfair and misleading.
Give each learner a copy of Attachment Two: What Do You See? Tell the learners that you are going to show them some pictures of people. After they have looked at each picture, ask them to respond to the prompts listed on Attachment Two: What Do You See?
Show the first picture to the learners allowing time for them to write their answers in the table on the handout. Repeat this process until all of the pictures have been shown.
After all of the photographs have been shown, show each picture again and ask the learners to share some of their answers for each photograph. Ask them to share what criterion they use to make the choices that they made under the Character Attributes column and to share why they would or would not like to be friends with that person. Remind them to be respectful of other classmates answers especially if they do not agree with them.
After all photographs are revealed, quickly refer back to the start of the lesson about the inability of us to accurately judge a book by it's cover. Stress the fact that we cannot make the assumption that because people look a particular way, that they are as we perceive them.
Show each picture once again. To emphasize the similarities of us all, have students brainstorm the things that humans have in common as you record their answers on chart paper or board.
Tell the learners that during this King Day event we are honoring Dr. Martin Luther King, Jr.'s belief that we should not judge others and be tolerant of all people.
After brief class discussion ask the learners to write a personal reflection answering the question: Why is it important not to judge people before you have had an opportunity to get to know something about them? How can we make our school and community a better place by tolerating differences of others and looking for the things that we all have in common.
Have the learners get a partner and share with their responses.

Assessment:

Learner participation in the class discussion and writing prompt will serve as the assessment for this lesson.

LEAGUE Learning Link(s): (click to view)

Have an idea for a Learning Link?

Submit your idea here.

If your Link is accepted for publication on the Web site you will be credited with your name, school, and city.

These "LEAGUE Learning Links” provide ten quick and easy 5-minute mini-lessons to help promote The LEAGUE’s vision and scheduled events in your classroom. You can choose from among these mini-lessons and use as many of them as you would like and in whatever order best meets your needs and the interest of your students. The purpose of these mini-lessons is to provide a deeper understanding of philanthropy (the giving of ones, time, talents, and treasures for the common good) and to promote those philanthropic acts that have been identified as supporting The LEAGUE events. These mini-lessons will also help ensure a deeper understanding of character traits, civic engagement, and promote student leadership. It is recommended that students be encouraged to play as much of a role as possible and appropriate in presenting these lessons to their classmates.

Read: Do you think you should be allowed to wear your hair how you like at school? Believe it or not, judges in national courts do not agree about this issue. Think about it from one side: A Batman symbol shaved onto the back of a short haircut might create arguments in the lunchroom. Pink hair might disrupt the classroom. Some courts believe the schools have the right to make rules that promote a safe and peaceful environment for all learners. On the other hand, some courts believe young people have a Constitutional right to wear their hair how they want. They believe this is the intent of the First Amendment.
Discuss: Can schools make rules about how students wear their hair? Are there limits to self-expression if it affects cleanliness or discipline? What are the pros and cons of making rules about length of hair, color of hair, and hairstyle? Is hairstyle a variation of the dress code? Do you think young people have the same rights under the Constitution as adults? Why do you think this is a matter of justice and fairness?
Read: In developing countries, such as Liberia, many families do not have running water in their homes. Often it is the job of a daughter to walk to the water source and carry the water back in a bucket on her head. If she has to walk far, she might not have the time to attend school. If the well is built near school, she can attend school and still collect water for her family.
Discuss: Why do you think some families don’t have running water? Why do you think communities don’t build wells by schools to make life better for girls? We know that clean water is a basic need. Is school a basic need? Whose responsibility is it to make sure everybody has clean water and the chance to go to school? What can we do to help girls in developing countries go to school?
Read: Here are some words by Martin Luther King, Jr. from his sermon on November 17, 1957. “Now, I'm aware of the fact that some people will not like you, not because of something you have done to them, but they just won't like you.… Some people aren't going to like the way you walk; some people aren't going to like the way you talk. Some people aren't going to like you because you can do your job better than they can do theirs. Some people aren't going to like you because other people like you.… Some people aren't going to like you because your hair is a little shorter than theirs or your hair is a little longer than theirs. Some people aren't going to like you because your skin is a little brighter than theirs; and others aren't going to like you because your skin is a little darker than theirs.… They're going to dislike you … because of various jealous reactions … that are so prevalent in human nature. But after looking at these things and admitting these things, we must face the fact that an individual might dislike us because of something that we've done.”
Discuss: We don’t always understand why we like some people and not others. We may not understand why some people don’t like us. How can we follow the model of Martin Luther King, Jr. and look for the good in people? What actions can show kindness for people without rewarding cruelty? What are some ways to respond when someone is unkind to us? Which ways promote kindness and which encourage more unkindness?
Read: Every religion celebrates its own holidays. These holidays represent important traditions of the faith. Christians celebrate Christmas (birth of Jesus) and Easter (death of Jesus). Muslims celebrate Eid Ul-Fitr (ēd əl-fĭt'ər - which marks the end of the holy month with feasting, prayer, and giving to charity) and Eid Ul-Adha (ēd əl-ah'də - a holiday of remembrance and forgiveness). Jews celebrate Yom Kippur (a holy day of asking for forgiveness) and Passover (celebrating the freeing of the Jews from slavery in Egypt).
Discuss: Is our school closed on all of these holidays? Why do you think they aren’t all respected with days off from school? Do you think schools should give all students the day off on all of these holidays? Why or why not? Is it fair to respect some religious holidays and not others?
Read: Riley rode her bike home from school with her friend. Alexa rode her new skateboard. Riley thought, “It’s not fair; I don’t have a skateboard.” When she got home, her brother was already home and eating graham crackers and milk. Her babysitter gave her a mozzarella stick and a glass of water. She said, “It’s not fair; why can’t I have graham crackers?” The babysitter said they were out. At dinner that night, Riley said, “I wish you were home sooner, Mom. I needed help with my homework. It’s not fair; other kids’ moms are home when they get home.” Riley’s mom hugged her daughter and said, “You’re right. I’d like to be home with you more. Our family may not be just like other families, but we do have everything we need. Some people don’t have that, and that isn’t fair.”
Discuss: Fairness doesn’t mean everyone has to have the same things. Fairness is about treating people the way you want to be treated. How does a fair person act? How can you be fair with your friends and family? What are some things in the world that are truly not fair? What you can do about something that isn’t fair?
Read: Linny and Moe believe that “laughter is the best medicine”. They volunteer as clowns in their local hospital. Together they spread laughter and cheer among the patients there. The hospital staff often tell the clowns that what they do helps provide healing. “Helping to make people happy makes this a healthier place,” said one of the floor nurses while watching Linny and Moe perform. Comedian Victor Borge once said, Laughter is the closest distance between two people.
Discuss: Is there a role for laughter in our King Day event? What will we be doing to help “heal” our school, community, and/or world during this event? How can what we plan to do help lessen the distance between people?
Read: Mr. Kruger is almost 84 years old. That’s probably a lot older than any of our grandparents. He should be taking it easy - fishing or playing golf- but not Mr. Kruger. He’s always looking for ways to help. While he does enjoy reading, he even does that to help. Mr. Kruger is a retired meat cutter. For the past 21 years he has volunteered his eyes and voice to the Triangle Radio Reading Service. One day a week, for a couple of hours, he reads news from newspapers over the radio to those who find it hard to see. “You can never be too young or too old to be of service,” said one spokesperson the radio station.
Discuss: What do you think the person meant when she said “You can never be too young or too old to be of service”? What kindness did Mr. Kruger offer to those who were in need of help? During our King Day event what kindness are we offering to people? In what ways might we volunteer our eyes and voices to make the world a better place?
Read: Each day, all across America, many children repeat the Pledge of Allegiance at the start of their school day. It’s easy to say. Most children learn it very quickly. But not everyone what it means. A pledge is like a promise. If you make a promise to someone that you will do something you are making a pledge that you will do it. Allegiance is being loyal to something. We can show loyalty to our soccer team by being a good team player. We can show loyalty to our team by being on time, playing fair, and always doing our best. When we repeat the Pledge of Allegiance in our school each day we are promising our support to the idea of democracy. We are promising our country that we will do our best to be good citizens.
Discuss: King Day is a celebration and living out our pledge and allegiance to the ideas of democracy. What words in the Pledge of Allegiance might best speak to what we are hoping to accomplish during this event? If you said, “one nation” “indivisible” and/or “with liberty and justice for all” you are correct. If we say that will we participate in our King Day event why is it important that we keep our promise? How are we showing loyalty to our class or school by keeping our promise?
Read: When Nadia Campbell was just eleven years old, her grandmother came to live with Nadia and her family. Nadia would help care for her Grandmother. She combed her hair, read to her, and sometimes just talked with her. One evening they were watching a TV program together. The reporter was sharing how older people are often ignored or forgotten by their family and the community. This made Nadia very uncomfortable. She knew this wasn’t right. She had always been taught to respect everyone. She felt that everyone deserved to be loved and cared for. Nadia didn’t forget about what she saw on that TV show. She decided to do something to help. Nadia rode a bus for almost an hour on Sundays to visit the people living in a nursing home. She would spend her day talking or playing games with people living there. Nadia wanted to do even more to help. She wanted to get her friends involved in helping the elderly. Nadia was able to get a dozen of her school friends and classmates to promise to go to the nursing homes and visit people living there. Later she was interviewed by the newspaper. When asked why she was doing what she was doing, she said, “They (senior citizens) just want someone to listen to them. Everyone needs to feel respected and be loved.”
Discuss: Why do you think it’s important that people feel respected and loved by others? How are we planning to show respect and love for others through our King Day event? Why do you think that it is important that we keep doing this even after our King Day event is finished?
Read: A few years ago, at the Seattle Special Olympics, nine contestants, all physically or mentally disabled, assembled at the starting line for the 100-yard dash. At the gun, they all started out, not exactly in a dash, but all with the desire to run the race to the finish and win. All, that is, except one little boy who stumbled on the track, tumbled over a couple of times, and began to cry. The other eight heard the boy cry. They slowed down and looked back. Then they all turned around and went back... every one of them. One girl with Down's Syndrome bent down and kissed him and said, "This will make it better." Then all nine linked arms and walked together to the finish line. Everyone in the stadium stood. The cheering went on for several minutes. People who were there are still telling the story.
Discuss: Most sporting events are about competition, how was this event about cooperation? How is our King Day event about cooperation? Why do you think the people in the stands stood and cheered? What stories would you like people tell about our King Day event?

Extension:

Have learners conduct a webquest search about stereotypes of various ethnic groups or historical events and create a list of the things that were discovered.

Suggestions:

Native Americans (or any minority ) as portrayed in movies and television shows
Chinese in Early America - Building the railroad system
Pro-slavery propaganda (Pre Civil War)
Jim Crow South
Japanese Americans during WWII

Post Service Reflection: (click to view)

Reflection plays a very important role in promoting student learning. The following suggested activities are ways to help students reflect on their learning after they have participated in a service event. Choose one or more of the activities most appropriate to the service event and your students.

ACTIVITY ONE: Have each student write a paragraph about his or her personal LEAGUE Event experience using one of these prompt analogies:

This LEAGUE Event was:
Like baking a cake, because…
Like hugging a friend, because…a
Like reading a good book, because…
Like running a race, because
Like planting a flower, because

ACTIVITY TWO: Holding one end of the yarn, toss the yarn ball to a student and have that student use one word or phrase, describe/summarize his or her personal LEAGUE Event experience. After the student has responded, have that student hold the end of the yarn and toss the yarn ball to another student--continuing to unravel the yarn ball-- repeating the process until everyone is part of the web created by the yarn. Passing is permissible. (Note: Point out to the students that the web represents the interconnectedness of people and their experiences.) If time permits, have the students “retrace” the yarn ball tosses. This time the student with the yarn ball rewinds the yarn onto the ball while sharing what he or she feels might be the effects of the event or what more they would like to do before tossing it back to the student who originally tossed it to him/her. Continue this process until the yarn ball is back in your hands.

ACTIVITY THREE: Collect a bag of inexpensive small toys. (These could be borrowed from a Kindergarten classroom.) Place these toys in a large brown bag. Assign students to groups of four or five. Have a member of each group select from the bag, without looking at any of the toys. Have each group explain to the other groups how this toy might represent what they did, how they felt, or suggest in some way what impact they might have had as a result of the event project. Allow the groups time to meet and brainstorm together for a few minutes before making their presentation.

ACTIVITY FOUR: Have the class determine how much money they “saved” others by offering their volunteer service(s) or donations during this Event. To calculate the volunteer services amount, have each student identify the number of hours they were involved in the activity and multiply this number by the minimum wage for your State. (The Federal minimum wage can also be used which is approximately $7.00 per hour.) To calculate the donations amount, have the students count the total amount of money raised during the fundraiser. Celebrate the grand total savings to others that the students have provided during this Event.

Bibliographical References:

(Extension) Information on WebQuest
http://www.webquest.org/index.php

Lesson Developed and Piloted by:

Greta Hendricks Johnson
Detroit Public Schools
Van Zile Elementary School
Detroit, MI 48234

Handouts:

Handout 1Print Handout 1

Photographs

Make an overhead transparency or use another display method of the following photographs. Show each picture one at a time keeping the others covered. Allow time for the learners to complete Attachment Two: What Do You See? as each picture is revealed.


1	2	3	4

5	6	7	8

Handout 2Print Handout 2

What Do You See?

Name:_________________________

Directions: Carefully look at each photograph as it is shown. Choose one word from each word category that best describes the person or people you see in each photograph. Write that word in the correct column beside each number. Write a brief statement about whether or not you would like to have this person for a friend.

Character Attribute: Good; Bad; Fair; Unfair; Kind; Mean; Honest; Dishonest; Tolerant; Intolerant; Happy; Sad; Not Sure

A person I would like to have for a friend: Yes, No

Why?

Photograph Number	Character Attribute	I would like to have this person/these people for a friend.	Why?
Example: Picture	kind	Yes	Because I like play games.
1
2
3
4
5
6
7
8

Academic Standards:

State/Country:

Philanthropy Framework:

Unit Contents:

Overview:Looking beyond First Impressions: King Day (5th) Summary

Lessons:

1.: Looking Beyond First Impressions: King Day (5th)