Service Above Self

Celebrating Diversity

Teacher Lesson Guide

(swipe to advance)

Objectives

  • Active Listening

  • Awareness

  • Reflection

Lesson Design

45-60 Minutes

5 Min: Review Learning Objectives
20 Min: Literary Discussion: The Rabbit and the Moon
5 Min: Supporting Activity: Bright Side
10 Min: Reinforcing Activity: Role Model
3 Min: Closing Activity

Objectives

  • Practice understanding and identifying different personal hardship by:

    • actively listening to peer examples of several personal and/or familial struggles

    • contributing to conversations that exhibit our different personal vulnerabilities (the threshold for what is safe sharing will vary from student to student)

  • Reflect on how it feels to experience various hardship alone and with others

  • Express how it feels to explore differences and how we each can help others

  • Discuss several actions can be taken to relieve the suffering of friends and others outside of our community

Lingo List

Language of Inclusion/Exclusion

diverse

sympathize

empathize

proud

cautious

sensitive

interested

loving

observant

thoughtful

considerate

Service Words

give

generosity

support

aid

ability

value

accept

celebrate

admire

acknowledge

recognize

respect

tolerate

Words that Challenge Inclusion

hardship

exclude

isolate

ignore

shun

ridicule

snub

indifference

disregard

Empathy is essential for altruistic behavior. As we truly honor each other, what moves us to act on another’s behalf? In this lesson, students will practice identifying the roots of suffering by actively listening to the strife of others in order to strategize possibilities of relief.

Contrary to the old notion that children are born selfish, there is mounting evidence that prosocial behavior is present from birth. A primary method of nurturing altruism at home and in the classroom is simply honoring the act of giving help. When children see their unique value, encourage them to offer help and when they are rewarded by authentic praise, they are more likely to continue to look for and provide assistance to others. Additionally, we can Celebrate Diversity by articulating the distinct types of help received by different individuals according to their gifts.

Guiding Questions for Class:

How do our personal struggles make us unique? Maybe some of us have lost a pet, a dog or a cat that was close to us. Maybe some of us have had to leave a home and make a new life in a new town. Or perhaps a good friend has moved away. How can seeing loss/difficulties as an asset to help build stronger individuals and communities of support?

Reading:

The Rabbit and the Moon

Every night the Old Man in the Moon looks down on Earth to see how his animals and people are doing. He smiles to see them resting after a hard day's work. He winks at sleeping children. He hovers over rivers and lakes, lighting the waves and the shore. Then he sails on to other lands.

One night long ago, the Old Man lingered in the sky over a forest in Japan. The animals below seemed to him to live in peace and harmony. Suddenly he spotted a monkey, a fox and a rabbit who were living side by side. The Old Man began to wonder about these animals that he knew only by sight. After a while he began to long to know them better.

"Which of these friends is the kindest creature?" he asked himself as he watched the rabbit dash across the fields. "I wonder which is most generous?" he said softly as he watched the monkey swing from a tree. "I wonder what they are truly like," he said as he watched the fox paw at the forest floor to make his bed. "I need to know more about my creatures."

The Old Man floated a while longer, but finally his curiosity got the best of him. "I must go and see for myself," he said, and because the Old Man in the Moon is a magical creature, he was able to transform himself into a poor beggar. In this disguise he floated down to Earth.

He walked through the forest until he came to the clearing where the monkey, fox and rabbit lived. When the creatures saw him, they looked up at him with bright shining eyes.

"Good day, sir," the rabbit said. "How do you do?"

"Welcome to our forest," said the monkey, and the fox bowed low.

"Oh, friends," the Old Man said, leaning heavily on his walking stick, "I am not doing well. I am old and poor, and I am very hungry. Do you think you could help me?"

"Of course we'll help," the monkey chattered.

"We always help our friends," the fox agreed.

"We'll fetch some food for you," the rabbit added, and without a moment's hesitation, the three ran off, each one in search of food to offer the poor beggar.

The Old Man sat down and leaned against a tree. Looking up into his sky, he smiled. "These are good animals," he said to himself, "and I am curious to see who is most generous."

Before long the monkey returned, carrying an armload of fruit. "Here you are," the monkey said. "The bananas and berries are delicious. And take these oranges too, and these pears. I hope you will enjoy my gift," and he lay his fruit before the beggar.

"Thank you, my friend. You are kind," the beggar said, and before he had finished speaking, the fox raced into the clearing. He carried a fat, fresh fish between his teeth, and this he laid before the beggar. Again he bowed.

"My friend," the fox said, "I offer you a fresh fish to ease your hunger. I hope this will satisfy you."

"You also are kind," said the Old Man. "I never knew how kind the forest animals were."

"Of course we are kind," the monkey said proudly.

"And we are skilled at finding food," the fox added.

Now all three sat waiting for the rabbit to return.

Meanwhile, the rabbit dashed this way and that through the forest, but no matter how he tried, he could not find food for the beggar. At long last he returned to the clearing.

"Friend," the monkey cried, "you have returned!"

"I have," the rabbit said sadly, "but I must ask you to do me a favor, dear friends. Please, Brother Monkey, will you gather firewood for me? And Brother Fox, with this firewood will you build a big fire?"

The monkey and the fox ran off at once to do as their friend asked, and the beggar sat quietly by, watching in wonder.

When the fire was blazing, the rabbit turned to the beggar. "I have nothing to offer you but myself," he said. "I am going to jump into the fire, and when I am roasted, please feast upon me. I cannot bear to see you go hungry." Rabbit bent his knees, preparing to jump into the fire.

The beggar at once threw away his stick and cast off his cloak. He stood straight and tall and proud, and the animals, seeing this strange transformation, began to shake with fear.

"Don’t be afraid," the Old Man said. "You see, Rabbit, I am more than a beggar, and I have seen that you are more than generous. Your kindness is beyond price, but you must understand, I wish you no harm. I do not want you to sacrifice yourself for my comfort. I will take you home with me, where I can watch over you and make sure you are never harmed."

The Old Man in the Moon lifted the rabbit into his arms and carried him up to the moon. The monkey and the fox watched in amazement, but they were grateful, for they wished their friend no harm.

If you look carefully at the moon when it is full and bright, you will see the rabbit living there in peace, resting in the Old Man's arms, helping him to watch over us all.

Open-Ended Questions:

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

Active Listening

How do you feel about yourself?

What are some ways you need help?

What would you like to change about yourself?

What help do you provide regularly?

Reflection

When you see that someone needs help how do you decide whether to help or not?

How would someone know if you need help?

When you agree with someone else’s idea, how do you think they feel?

Awareness

What are some ways that the animals, world and environment need our help?

How can being strong and positive help influence others?

If someone is serving others what makes you want to join in?

Self Esteem Activity: The Bright Side

Every struggle has a bright side. No shadow is ever permanent. Sometimes it is difficult to see in the moment how a painful situation can have a bright side, but this is where friends can really help. In this activity students will practice empathy by identifying a struggle and allowing their peers to point out a bright side.

Instructions:

  1. This activity will be conducted as a group. In a live setting arrange the students in a circle.

  2. Each student will take a turn expressing a personal struggle that they have undergone.

  3. When one student has expressed a struggle, the student opposite them in the circle will provide a bright side.

  4. When everyone in the circle has provided a struggle and a bright side, begin the debriefing process by allowing any students who may have had additional bright side ideas for students to contribute.

Bright Side Debrief:

Looking at difficult events though a positive lens can be difficult for a person in grief. It is alright that that is difficult. The support we experience from friends and family in times of need is not supposed to fix a problem of grief, but instead share in the burden of carrying grief. Be sure in presenting this activity that the grief that one person feels is not made light of by the act of coming up with positive support.

Debriefing Questions:

  • What were some examples of struggles provided by the students in the group today that resonated with others in the group?

  • Why is it hard sometimes to find a bright side to a time of great hardship?

  • How can positive reflection help us through personal struggle?

Reinforcing Activity: Role Model

Introduction: Read aloud to group

Human brains are designed to look for patterns and copy them. When we see people, for example, stop at a crosswalk, push a button and wait for a signal to change, stand in line at a grocery store, or move in one big crowd at a sports game, we observe social cues and are more likely to follow the leader than do our own thing. Similarly, if several people are walking along a city street and passing pieces of trash without picking them up, or cutting in line at the airport, people are more likely to exhibit these behaviors when they see them happening in others.

Everyone has a great capacity and responsibility to be a Role Model for others because, as we can see, people follow others without even knowing them. In schools and families with two or more children, the older kids are role models whether or not they know it or like it. In this activity we will investigate how our actions and behaviors contribute to the community through role modeling.

Instructions

  1. This activity will be for the whole group. Arrange the students in a circle or in a way that all students can face each other.

  2. Read an example from the behavior list (next slide). Students will use their hands to represent approval of the behavior (thumbs up), disapproval (thumbs down) or neutral (fist only).

  • Augment this activity by having students act out the behaviors

  • Use emojis or other signifiers to indicate approval or disapproval

Behavior List

blasting music from a car in a busy place
saying thank you and expressing gratitude
using styrofoam or environmentally
damaging disposables
allowing older people to have a seat on
the bus or in a waiting room
looking bored
holding the door open for someone else
picking flowers at the park
destroying something that is not yours
throwing away healthy food like fruits and veggies
stomping on insects and spiders
laughing at someone
complimenting others

Debrief Questions

  • Were any of the behaviors difficult to say whether they are bad to good role modeling? Which ones?

  • Which activities contribute to Building Community?

  • Which activities Celebrate Diversity?

  • Have you ever participated in some of the behaviors that do not make our community better? Which ones?

Today, we looked at how we are different, and similar by giving examples of how diversity is all around us while practicing how to be respectful and include everyone. We also got to see how it felt to learn new things about each other and celebrate our uniqueness.

FULL CIRCLE- Open-Ended Questions

Write the word diversity on the 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.

  • How might being generous help support all of the diversity in our group? What about our neighborhoods/world?

  • How might helping others be opportunities to learn together?

  • What behaviors, if any, will you consider changing after these lessons?

  • How could the Four Awesome Questions help practice what you learned from these lessons?

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