Learning to Give, Philanthropy education resources that teach giving and civic engagement

Belonging
Lesson 1
print
Lesson
Handouts
Academic Standards
Philanthropy Framework

Purpose:

The learners will investigate the meaning of respect, especially as it relates to respecting members of diverse groups. Students will analyze the dynamics of group formation and describe how inclusion and exclusion from groups can result in conflict and disrespect.

Duration:

One 20-minute lesson

Objectives:

The learner will:

  • express their preference on different issues by standing on the right or left side of the room.
  • identify and describe how inclusive and exclusive groups can promote respect and/or disrespect.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.
Learn more about the stages of service-learning.

This character education mini-lesson is not intended to be a service learning lesson or to meet the K-12 Service-Learning Standards for Quality Practice. The character education units will be most effective when taught in conjunction with a student-designed service project that provides a real world setting in which students can develop and practice good character and leadership skills.  For ideas and suggestions for organizing service events go to www.generationon.org.

Materials:

  • In advance, brainstorm a list of opposite pairs—opposing teams, groups, and product preferences—that will be meaningful to this group of students (local or national sports teams or colleges, Coke vs. Pepsi, radio stations, rock  vs. country music, vanilla ice cream vs. chocolate ice cream, gender, hair color, makes of cars, clothing labels, etc.) Option: write these opposites on cards in a font large enough to be read from across the room.
  • Copy of Attachment One: Opposite Pairs (This handout provides an optional list of opposites moving from most trivial to more divisive.)
Handout 1
Opposite Pairs

Instructional Procedure(s):

Anticipatory Set:

Ask the question, "Besides being learners at this school, is there any other group or organization to which you all belong?” (In most cases, there will not be any other that all the learners will share in common.) Say, “We all belong to many formal and informal groups, and today we’re going to look at just a few of those groups.”

  • Tell the students that you are going to ask them to express their preferences on a variety of issues. They will have to get up and move to one side of the room or the other to show their preferences or loyalty to various groups.
  • Name a pair of opposites and indicate where each group should stand (stand on the left if you prefer summer; stand on the right if you prefer winter), or ask two students to hold “opposite” cards or symbols. Have the learners stand with the group they prefer or the group that describes them. Use the optional list on Attachment One: Opposite Pairs as a guide for opposites for this activity.
  • Repeat this with different opposite pairs. The students will move back and forth as they indicate which groups they prefer. This will move pretty quickly and with high energy. Allow them to talk and react to the movement and preferences.
  • After the activity, discuss their experiences. Tell students that belonging to groups helps people understand who they are and how they relate to others, and gain self-respect. Discuss their observations, feelings, and reactions as they chose groups. Discuss whether students ever felt respect or embarrassment for their choices. Did they feel accepted or left out or excluded? Write down any words that describe the exclusionary techniques used in this activity (don’t fit here; the best; better, go, stay, stereotype, alienated, bias, favoritism, bullying, arm around an insider, etc.).

From the 6-8 Grade Learning to Give lesson I Belong, Why Don't You?

Lesson Developed By:

Betsy Flikkema
Associate Director
Learning to Give

Barbara Dillbeck
Director
Learning to Give

Handouts:

Handout 1Print Handout 1

Opposite Pairs

 

  1. Stand on the right if you prefer Coke; stand on the left if you prefer Pepsi.
  2. Stand on the right if you prefer regular Cheetos; stand on the left if you prefer Hot Cheetos.
  3. Stand on the right if you prefer enchiladas; stand on the left if you prefer tacos.
  4. Stand on the right if you prefer Xbox; stand on the left if you prefer Wii.
  5. Stand on the right if you prefer math; stand on the left if you prefer language arts.
  6. Stand on the right if you think cheating on a test is okay; stand on the left if you disagree.
  7. Stand on the right if you think wearing a helmet while riding a bike should be mandatory; stand on the left if you disagree.
  8. Stand on the right if you think a dress code is a good idea; stand on the left if you disagree.
  9. Stand on the right if you prefer enchiladas; stand on the left if you prefer tacos.
  10. Stand on the right if you prefer hot dogs; stand on the left if you prefer hamburgers.
  11. Stand on the right if you think eating breakfast will help you succeed in school; stand on the left if you disagree.
  12. Stand on the right if you think scientists should be able to test new products on animals; stand on the left if you disagree.
  13. Stand on the right if you like to watch TV; stand on the left if you would rather do something else.
  14. Stand on the right if you think people lose their identity when they join a group; stand on the left if you disagree.
  15. Stand on the right if you think people born in a country should have more rights than newcomers; stand on the left if you disagree.
  16. Stand on the right if you think friends are more important than family; stand on the left if you think family is more important than friends.
  17. Stand on the right if you think everyone should go to college; stand on the left if you disagree.
  18. Stand on the right if you think it is better to spend your money; stand on the left if you think it is better to save your money.
  19. Stand on the right if you think illegal drugs should be made legal; stand on the left if you disagree.
  20. Stand on the right if you think "nerdy" kids deserve to be picked on; stand on the left if you disagree.
  21. Stand on the right if you think it is cool to be smart; stand on the left if you disagree.
  22. Stand on the right if you think not eating helps you to lose weight; stand on the left if you disagree.
 

Special thanks to Anne Muller and Austin Independent School district for sharing the list of opposites for this activity

Philanthropy Framework:

Comments

April, Teacher Austin, TX9/15/2009 10:34:46 AM

This was a very fun lesson for the class. At first they were quiet, but then some started making comments under their breath. When I started to acknowledge their comments and build on them, more and more students began to defend their positions. They engaged in a lot of conversation and even began to bring into it historical events.

Erin, Teacher Austin, TX9/28/2009 11:59:56 AM

The class and I really enjoyed this lesson. The "opposite pairs" activity was fun, as the students were able to get out of their chairs and move from one side [left] to the other [right].

Submit a Comment

All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.