You are the hero you have been waiting for.

Comprehensive Health and Physical Education State Standards Demonstrate support and respect for diversity Advocate for a positive and respectful school environment Analyze consequences of prejudice, bias, and discrimination Analyze situations that could lead to different types of violence like bullying, verbal abuse, and fighting

Tolerance Defined Tolerance means respecting people even when they are different. We are all different in some ways; that’s what makes us human. But those same factors that make us unique – race, gender, language, religion, appearance, and ability – can also divide us, engendering mistrust and causing intolerance and misunderstanding.

Taking Steps Towards Tolerance There are certain steps that we can take to become a more tolerant individual. As we participate in a variety of activities, consider the different steps: 1) Examine stereotypes 2) Try to understand the source of your feelings about others 3) Empathize with others – put yourself in their shoes 4) Reaching out to others

Similarities and Differences

How are you the same…. how are you different?

Similarities and Differences Activity Directions 1) In the center box in the upper left-hand corner, write the word similarities. Place 3 bullets below the word. 2) In each of the quadrants place the name of one member of your group. Place 3 bullets under each name. 3) Your group must find 3 similarities between all members – and 3 ways that you are completely different. (Anything Palmer can’t be used!)

JOURNALING (1) 1) Title this entry… Similarities and Differences. 2) Answer the following question based on the activity. Which step of developing tolerance does the similarities and differences activity fall into? Why? Directions : In this unit, you will keep a journal. Whenever you are asked to write a reaction or response, this is where you will do so. The journal is one of your assignments for this unit

Personal Perceptions Recognizing our own stereotypes and biases

Notice what you notice! Watch the next clip and pay attention to what your brain is processing. This will lead us into our next lesson and activities.

Label Activity 1) Do not verbally tell anyone what their label is! 2) Do not look at your own label 3) Try to figure out what your label is by how people treat you when we mingle. I’m very pretty

Journal Entry (2) Labeling Activity A. Write down what you think your activity label is? How did you figure out what the label said? How does this activity relate to real life and real labels? Why do we use labels? B. Which step does this activity address? loser jock stoner brain gang-banger skater slut Goodie two shoes prep rich stupid

 Where do labels come from? (figure out the brain teaser below.)  Labels are based on PARADIGMS….  Paradigms are our personal perceptions

Shifting our paradigms What we originally see or perceive isn’t always correct or complete…..or maybe we just see things differently. What do you see? Is she young or old?

WOMAN OR SAX PLAYER? SMOKING ROOM?

An exercise in challenging our paradigms and perceptions

Table Talk 1) Think about the Flash Judgment activity and one thing you learned by participating. 2) Which tolerance step did we take?

Shifting Paradigms: Journal Entry (3) A. Recall a time you were wrong in your judgment of another person. Ask yourself the following questions and write your story: 1) What did I base my initial judgment on? 2) What lead me to see that I was mistaken? 3) How did I feel? B. Which step did the Flash Judgment lesson address? Why?

STAND UP Directions: As you hear the different characteristics or facts. Stand up if they apply to you. As you participate in this activity, notice those around you. Who do you have things in common with? What did you learn about another person?

Journaling (4)…..Discussion A. In this activity, standing up was relatively easy. Standing up or speaking up for yourself or for others isn’t always this simple. Write about a time in your life where you stood up for yourself or someone else. Explain how it felt to stand-up! B. Which step did this activity address?

Journaling (5) Writing to Learn What would people know about you if they really knew you? What would you like people to know about you?

ACT Activity: If you really knew me A. 1) Get with a partner 2) Taking turns for 2 minutes, complete the following sentence: If you really knew me, you would know that…. 3) Write about your experience B. Which step did this activity address? Why?

Directions: Reading Jigsaw 1. At your table, number off 1 – 4 2. Stack and Pack – find the other students with your number. Sit together at a table. 3. Read the entire handout. High-light any information that you find that can help you answer YOUR question. 4. After reading and highlighting – compare your results with others who had the same question. Make sure that the information you will share with your table is similar to that of other groups.

CLOSE READING Directions: Your number….your question 1)What is tolerance? What should not be tolerated? 2)Why do you think some people are prejudice, intolerant or biased towards others? Why are some not? ( What does the reading suggest?) 3)How could developing tolerance benefit you now and in your future? (Give at least 2 benefits for now, 2 for future ) 4)What steps could one take to change their perspective and develop tolerance?

 Each of you will take a turn, guiding your table mates through the reading and show them where you located the information to answer your specific question in depth.  As your group goes through each question, change the color of your highlighter so that you can easily see which sections of the reading address each question.

“ In the end, we will remember not the words of our enemies, but the silence of our friends.” Martin Luther King, Jr.