Personal Diversity

Rationale:
By provoking conversation we let the students provide the insight in ways that might not
otherwise be discussed or have a safe medium to have those conversations.
Focusing on prevention of peer victimization should be of higher focus, leading to decrease
in peer victimization and bullying behaviors (Turner et al., 2014).
Targeted grade levels: 9-12
Size of group: 30 or fewer
Length of lesson: 45-60 minutes
Additional considerations: the content of this lesson can be modified to fit with any age group.
The discussion questions in place are there to facilitate and spark a mature and honest discussion
about discrimination, values, and personal differences.
Lesson Title: 5 Things I Like About Me
Outcomes/ASCA Standards:
PS:A1.1 - Develop positive attitudes toward self as a unique and worthy person
PS:A1.2 - Identify values, attitudes and beliefs
PS:A1.5 - Identify and express feelings
PS:A1.6 - Distinguish between appropriate and inappropriate behavior
PS:A1.10 - Identify personal strengths and assets
PS:A1.11 - Identify and discuss changing personal and social roles
PS:A2.3 - Recognize, accept, respect and appreciate individual differences
Learning Objectives:
Students will be able to identify personal identifiers, values, and strengths
Students will discuss controversial topics in a mature and appropriate manner
Students will gain insight into their classmates lives and world perspectives
Students will identify appropriate behaviors to model acceptance of diverse personal
identities
Materials Needed:
Paper hand cut outs
Markers
Masking Tape
Poster
Note Cards
Description of Activity:
To begin this activity students will be handed a pre-cut hand cutout, a marker, and a
notecard. Students will then be prompted to write a personal identifier that they like for
themselves on each of the fingers of the cut out hand creating a total of five. Examples of these
identifiers could be: religion, culture, extra curricular activities, hobbies, etc. After students
identify five traits, they will then choose one trait and on the notecard describe a time when they
were proud of that trait and how it made them feel to identify as such. Next, the students will
choose the same or different trait and describe a time when they had to defend that identifier if
they have ever been discriminated against in some way. If students have no personal examples

they may use an example that they have heard about or seen someone else struggle with. At the
end, we will have individuals volunteer to share their experiences which will lead to a more
structured discussion where we will cover the following questions:
In what ways do your identifiers make you feel positively/negatively about yourself or
others?
How can seeing what other people identify as improve your relationship with them?
In what ways can we mode behaviors that encourage acceptance, respect, and appreciation of
others identities?
Why is it important to respect others beliefs, values, and attitudes and what could like look
like in a day to day situation?
While the discussion is taking place a poster will be sent around for the students to tape their cut
out hand onto in the shape of a circle or wreath to signify unity in acceptance but also noting
each persons differences. This wreath can be hung in a classroom or hallway to serve as a
reminder of the model behaviors set forth by the students.
Assessment/Evaluation: A brief verbal assessment will be done at the end to gauge the
effectiveness and likability of the activity. A brief survey could also be used.

References
American School Counselor Association (2004). ASCA National Standards for Students.
Alexandria, VA:Author
Gorski, P. (2014). Circles of My Multicultural Self. Retrieved from http://www.edchange.org/
multicultural/activities/circlesofself.html

Turner, H. A., Finkelhor, D., Shattuck, A., Hamby, S., & Mitchell, K. (2014). Beyond Bullying:
Aggravating Elements of Peer Victimization Episodes. School Psychology Quarterly, doi:
10.1037/spq0000058

Worldly Diversity
Rationale:
Important to expose students to other cultures so that they are aware of similarities and
differences.
The number of White students enrolling in public school is estimated at less than 50% of the
population as of 2014 and is expected to continue to decline (NCES, 2014).
Targeted grade levels: 9-12
Size of group: 30 or fewer

Length of session: 1-2 class periods ideally depending on size of class

Additional Considerations: Lessons and amount of questions required to answer by each group
can be increased or decreased depending on size and number of students in each group.
Lesson Title: Around The World: Cultural Diversity
Outcomes/ASCA Standards:
PS:A1.9 - Demonstrate cooperative behavior in groups
PS:A2.2 - Respect alternative points of view
PS:A2.4 - Recognize, accept and appreciate ethnic and cultural diversity
PS:A2.6 - Use effective communication skills
Learning Objectives:
Students will work together in groups to put together a short presentation
Students will discuss different cultural norms of other countries in their small group
Students will use computers to research and collect information
Students will learn research and present on a country of their choice from their assigned
continent.
Students will see the complexities and large scale diversity that our world possesses.
Materials Needed:
Computer lab/printing
7 poster boards
Markers
Small pieces of paper/bowl to draw names from
Description of Activity:
This activity is based around the idea of exposure to other cultures around the world. In
this lesson the class will count off by number to be divided into seven separate groups. Each
group will then come up to pick one of the seven continents out of a bowl. From their random
selection of continents, the group must then decide upon a country in their chosen continent to
research further. The groups will gather in the computer lab and research the following questions
about their chosen country or narrowed to focus on one culture for specific questions:
National language*
Population*
Original food dish
Traditional holiday
Historical moment*
Common religious belief systems
Education systems
(*those starred are mandatory, adding additional requirements would be necessary for
increased class sizes)
Depending on class size and time required, the first part of the lesson would be complete when
the groups have identified all information and displayed it on a poster board. Part two would be
presenting the information found in research to the class and explaining the cultural diversity that
our world possesses.
Post presentations we would discuss in a large group some of the differences and
similarities we saw in each of the selected countries/cultures.

Assessment/Evaluation: A brief verbal assessment would be performed after part two of the
activities were completed.

References
American School Counselor Association (2004). ASCA National Standards for Students.
Alexandria, VA:Author
National Center for Education Statistics (2014). Racial/Ethnic Enrollment in Public Schools.
Retrieved from http://nces.ed.gov/programs/coe/indicator_cge.asp