Handouts:

Handout 1Print Handout 1

Index Cards

Using six 5 x 9 (unruled) index cards, write the names of three groups on each card. Three cards will be groups that are examples of communities and three groups will be examples that are not communities. (These cards are to be used with this lesson's Anticipatory Set under Instructional Procedures.)

Groups that are communities:

Card One - Boy Scouts, Girls Scouts, 4-H Club

Card Two - Mickey Mouse Club, Sesame Street, Mister Rogers Neighborhood

Card Three - New York Yankees, Detroit Red Wings, Chicago Bulls

Groups that are not communities:

Card Four - baseball team, golfer, tennis player

Card Five - fans at a football game, shoppers in a store, patients waiting at a Doctor's office

Card Six - passengers on a bus, people at Pizza Hut, visitors at Disney World

Handout 2Print Handout 2

Game: Dividing Into Groups

1. Designate two (or possibly three) separate locations within the classroom. An easy way to do this is to designate the north wall, the south wall, and the center of the room.
   
   
2. Announce choices by which the students can classify themselves, for example, "Everyone who prefers chocolate ice cream, go stand by the North wall; everyone who prefers vanilla, go stand by the South wall." (Children should be encouraged to make a "forced choice" of one or the other.) Children who have special circumstances may remain in the center, for example: "Anyone with allergies to ice cream…"
   
   
3. Announce other categories and tell children they must move each time to the location that signifies their choice. These categories may be created by the teacher, according to the population of the class.
   Examples of categories:
   Boys - Girls
   Only children - Have brothers and/or sisters
   Like cats best - Like dogs best
   Tall - Short
   Favorite food is pizza - Favorite food is something else
   Like country music - Do not like country music
   Wear glasses - Do not wear glasses
   (These are just examples. The possibilities are endless. Adjust categories to the makeup of your class.)
   
   
4. Tell children to return to their own seats at the end of this activity.
   
   
5. Briefly close/process this activity with this statement to elicit a student response. "Today we have divided up into many groups of people according to what we believe, or how we look, what we prefer, or who we are. Did you notice that sometimes certain people were in your group and other times there were different people in your group? Groups changed, depending on the question that was asked. These small groups that were formed could be called ______________?" (factions)

Handout 3Print Handout 3

Simulation Game

Note: Once begun, this game will be continued throughout the day, at the discretion of the teacher. At a given point, the students must change roles and then finish the simulation as the "other" faction.

Preparation: Make two sets of badges from construction paper that obviously contrast. Make one set of circles in one color (with "smiley" faces) and another set in a different color (with "frowning" faces.) Laminate these, if you wish. Have enough of one kind of badge for approximately half of the class and enough of the other for the remainder of the class.

Conceal the badges in an opaque container. Mix by shaking. Allow each student to draw one badge (without looking) and wear the badge on the right shoulder. Masking tape will work especially well, if the circles are laminated.

As soon as all students are wearing their badges, begin immediately to give preferential treatment to one set of students. Examples may include giving a candy treat to everyone with a "smiley" face, allowing them to line up first, giving them extra recess. The group with the "frowning" faces should be plainly discriminated against, such as, no drinks for those with frowning faces, no candy, last in line, etc. This should continue for a portion of the day, at the teacher's discretion.

When the teacher decides that the class is ready to change roles, each student with a "smiley" badge must trade with a student who has a "frowning" badge. (You may want to have some extras on hand, in case they become too worn out or lost.)

Resume preferential treatment of the students with "smiley" faces, as well as discrimination against those with the "frowning" faces. Important Note: All students must have reversed roles.

Continue in this manner throughout the day, while teaching other lessons and doing other activities. As you near the end of the day, allow enough time for the students to complete the processing questionnaire/assessment (see Attachment Four).

Handout 4Print Handout 4

Assessment

Each student must complete the questionnaire in an intrapersonal (self-smart) manner. He or she may not confer with others while working on this portion of the lesson.

1. When I was wearing a "smiley" badge, I felt:
   
   
   because:
   
   
   
   
   
2. When I was wearing a "frowning" badge, I felt:
   
   
   
   because:
   
   
   
   
   
3. A "faction" is (definition)
   
   
   
   If the game had continued longer, one bad result of factional fighting might have been
   
   
   
   If the game had continued longer, one good result of factional activity might have been

Handout 5Print Handout 5

Evaluación

Philanthropy Framework: