Culture is Colorful

Celebrating Diversity

Teacher Lesson Guide

(swipe to advance)

Objectives

  • Denotation

  • Awareness

  • Reflection

Lesson Design

45-60 Minutes

5 Min: Review Learning Objectives
20 Min: Literary Discussion: The Cracked Pot
5 Min: Supporting Activity: Celebrating Differences
10 Min: Reinforcing Activity: Shifting Mosaic
3 Min: Closing Activity

Objectives

  • Discover and practice ways that we are different and similar by:

    • Exploring examples of diversity all around us.

    • Contributing to conversations that identify respect and inclusion.

  • Reflect on how it feels to learn new things about each other and celebrate uniqueness

Lingo List

Language of Comparison

fast/slow

strong/ weak

interesting/ dull

like/dislike

distinction

similar/different

equal/unequal

Identifying Uniqueness

distinction

variety

distinguish

characterize

spiteful

harsh

Embracing Diversity Words

acceptance

celebration

admiration

acknowledgement

recognition

respect

tolerate

Words that Challenge Inclusion

exclude

isolate

ignore

shun

ridicule

snub

reject

Trait Words

characteristic

trait

feature

gift

talent

skill

specialty

ability

virtue

attribute

style

value

In this lesson, participants explore ways in which they are different from one another and celebrate these distinctions.

Celebrating diversity is a core social and emotional ability, as well as an important foundation for preparing young people for a global, multicultural world. Acknowledging the inherent, natural, gifts of individual and cultural differences among community members allows participants to draw strength from diversity, rather than fear of the unique, unusual, or unknown.

When our true gifts are recognized as assets, the whole of our community is greater than the sum of its parts. Celebrating differences sincerely and consciously can be achieved by embracing differences in opinions, perspectives, life experiences, cultures, religions, etc. as they happen in our daily lives. 

Guiding Questions for Class:

Why do we compare people or things? What does diversity mean? What does respect mean to you? What does it mean to include vs. exclude?

Reading:

The Cracked Pot

An elderly Chinese woman had two large pots. Each pot hung on the ends of a pole, which she carried across her shoulders. Every day, she used this device to carry water to her home.

One of the pots was perfect and always delivered a full portion of water. The other had a deep crack in it and leaked. At the end of the long walk from the stream to the house, the cracked pot arrived only half full.

For a full two years this situation occurred daily, with the woman bringing home only one and a half pots of water. Of course, the perfect pot was proud of its accomplishments. But the poor cracked pot was ashamed of its own imperfection and miserable that it could only do half of what it had been made to do.

After two years of what it perceived to be bitter failure, the cracked pot spoke to the woman one day by the stream, saying, “I am ashamed of myself because this crack in my side causes water to leak out all the way back to your house.”

The old woman smiled and replied, “Did you notice that there are flowers on your side of the path, but not on the other pot’s side? I have always known about your flaw, so I planted flower seeds on your side of the path, and every day while we walked back home you watered them and made them grow. For two years, I have been able to pick these beautiful flowers to decorate the table and give to my friends and neighbors. Without you being just the way you are, there would not have been this special beauty to grace our homes and lives.”

Sometimes, it’s the “cracks,” or what we perceive as imperfections, in this reality that create something unexpected and beautiful. These “cracks” allow something to change and ultimately make the whole much richer and more interesting. Everything and every being has its own unique purpose and destiny to fulfill. This is one of the great beauties of the Tao.

Open-Ended Questions:

After the reading, debrief the story using the open-ended questions below. 

Denotation

What are some differences that we see around us?

What would class/life be like if everything was the same?

What if you could only eat one food for the rest of your life?

Awareness

When you see that someone is trying to speak but no one is listening, what can you do to help?

How does it feel when someone disagrees with you?

Reflection

How do people feel about other people, or things that are different?

How can someone disagree but also promote peace?

Identifying Diversity Activity: Celebrating Differences and Commonalities

Purpose: In order to be able to celebrate our differences and similarities, we have to know what they are. We will use the script below with the embedded question and finish with the synthesis activity.

Instructions:

  1. Set the expectation of positive behaviors like respect for vulnerabilities through active listening. Encourage students to comment on what others are sharing. (For instance, if a student indicates that they like playing a violent videogame, try to extract a positive similarity from it to highlight, i.e. Who likes playing games with one another?)

  2. Then ask students, “How are we different?” to share a difference that is unique to them from the others in the group. (Examples: I have red hair and no one else in my class does; I have a pet gerbil; I love to ice skate, etc.)

  3. Set an expectation of respect for any vulnerabilities that may arise by modeling sincere interest and active listening. (Support traits and vulnerabilities by celebrating what is shared and highlighting the positive.)

  4. Then ask students, “How are we similar?” Ask each student to share a likeness with others in the group. (Examples: I like to play on the swings in the park or playground and so does . . .; I like broccoli, who else likes broccoli?

  5. Continue with differences/unique characteristics and then similarities. Other ideas include the number of siblings in their family, living with grandparents (be sensitive to broken families or difficult family arrangements), favorite sports, hair color, glasses or no glasses, etc.

Debriefing Questions:

  • How can we tell if someone does not know that their differences are gifts?

  • How could we help others feel good about their differences?

  • How did it feel to be in the “spotlight”?

Reinforcing Activity: Shifting Mosaic

Instructions:

  1. Divide the students up into small groups (3-5 students) around the room. Have all students in the small groups sit down except for one.

  2. Ask the students standing to answer a question from the Topic List below. (Topics below aim to create groups indicated by #)

  3. The students in their group who agree with their answer stand up and stay with that group. If they agree with another student from a different group, they move to that group. If there are students who don’t agree with any of them, they can form their own group. (Remind students how they are to appropriately move throughout this activity – walk: no running, hands in pockets respect the classroom.)

  4. Between each question, ask students to look around at where people have shifted noting that it is okay to have similarities and differences with their friends/various classmates.

Topics:

Favorite TV show (3-4)

Right- or Left-handed (2)

Most important meal (3)

Favorite sport (3-4)

Favorite pizza (3-4)

Has been fishing (2)

Is afraid of….

Has a pet (can specify) (2)

Birth order (3-4)

Has a bicycle (2)

Favorite holiday (3-4)

Are 6 years old (2)

Favorite snack (3-4)

Has ever planted something (2)

City where you were born (3-4)

Can speak another language (2)

Favorite breakfast (3-4)

Favorite sport team (3-4)

Have freckles on your skin (2)

Favorite subject in school (3-4)

Debrief Question (Have 3-5 students share out)

What is something new you learned about another person?

Is there something you want to hear more about from another person?

Closing Activity

Write the word diversity on the (white)board and ask students if they know what it means. Acknowledge their responses and work toward the following definition: Being different from each other. Ask students to share their thoughts and ideas about what makes us all different and what makes us the same. Let students know it is OK to be different and OK to be the same.

Debrief Questions:

  • How might celebrating our differences in our families/classrooms/communities change our world/space we work in?

  • How might our differences make our learning together different?

  • What classmates did you notice in your groups that you didn’t know you shared things in common?

  • How would you get to know someone better if you know what things they have in common with you?

  • How could today’s lesson help you practice the Four Awesome Questions?

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