Defining Diversity Preview the video (Requires RealPlayer)
	In a dramatic montage, middle-schoolers define diversity by weaving together examples such as race, religion, ability, and appearance. Their message is clear: Get to know me; I might surprise you! This video may be used as an introduction to this lesson or as a follow-up once students have shared their similarities and differences. Running time: About two minutes

Lesson 2: Establishing Ground Rules

Rationale
To learn how to respect differences in society at large, young adolescents first must become more tolerant of their peers. As students work collaboratively to establish ground rules for class discussions, they will examine their group values, discover how to minimize conflicts, and create a safe climate for considering different points of view.

Materials
Chart paper, markers, and colored adhesive dots

Procedure
• Explain to students that establishing ground rules will help them create a safe and respectful environment for discussing sensitive or controversial topics. Talk about the different ways that ground rules might help the class, such as keeping discussions on track, encouraging fairness, and preventing fights.
• Divide the students into small groups. Using chart paper and markers, each group should write two ground rules the students consider important. Students should begin each ground rule with the following statement: We agree to... because... (Example: We agree to speak one person at a time because it is important that each of us has an opportunity to share.)
• After all the groups have had time to develop two ground rules, ask them to take turns sharing their suggestions with the rest of the class. Compile a class list. Clarify the meanings of the ground rules. Provide examples if nescessary. It is very important that everyone understands each ground rule.
• Pass out four colored dots to each student. Ask the students to silently walk around the room, read all the ground rules again, and place a dot beside the four ground rules they consider most important.
• Total the scores. Ask the students to reflect on the list and determine if the four top ground rules will be sufficient to create a safe climate for class discussions. If not, what should they add or subtract?
• Ask some or all of the following questions: How can we ensure that all members of the class agree to the ground rules? How often, or under what circumstances, should we review and/or modify the rules? What should happen if someone does not abide by the ground rules?
• Post a list of the ground rules beside the class definition of communication so both can be referred to when needed.

Adapted with permission from A World of Difference ® Institute Anti-Bias Study Guide. New York, New York: Anti-Defamation League, 1998.

Extension Activity
• Several weeks after establishing the ground rules, ask the students to consider whether the rules are working or should be updated. Reflect on ways the class can ensure that the rules continue to be vital to discussions and not simply a list posted for appearances.