Lesson 3: Discovering Similarities & Differences

Rationale
This two-part lesson provides an opportunity for students to examine the similarities and differences of their classmates. It also should help them develop a working definition of diversity.

Materials
Blank, five-pointed paper stars with space in the middle for a student's name or picture; markers; Similar/Different Survey

Procedure: First Class Period - Finding Similarities
• Give each student a star to personalize based on the categories identified below. Each student should write his or her name in large letters in the center of the star. Photographs also are fun to use.
• Each point of the star represents a category, which should be the same for the entire class. Some suggested categories: state or country where I was born; my favorite musical group; my intended career; the number of siblings I have; my favorite hobby; type of pet at home; my strongest subject in school; my regular volunteer activity; the quality I like best about myself.
• After completing the stars, ask the students to move around the room and find as many matches as they can. Students then should make a list of all the classmates with whom they have something in common.
• List all the different categories and responses on the chalkboard. Ask the students to consider these questions: Are you surprised at the number of similarities? How is recognizing these similarities important to how we live together? Could any of these similarities cause problems? How might this class change if all of us were exactly alike?

Second Class Period - Similarities and Differences
• Distribute the Similar/Different Survey and ask students to fill in the correct personal responses in each box. They also should guess how many of their classmates will respond exactly as they do.
• Ask the students to get into small groups and tally the similar and different responses to the questions.
• Encourage the students to form new groups and repeat the survey activity. Continue rotating students into new groups until each student has exchanged answers with every other student.
• Ask the students to consider these questions: Were you surprised at the number of similar and different answers in each category? What are other examples of how people can be different? How is having an understanding of these differences important to how we live together? How might this class change if all of us were completely different from one another?
• Complete this session with a short introduction to the term diversity.

Extension Activities
• Unique Me! - Try this activity as a way to recognize every student at some point during the school year. Ask students to write their names at the top of an index card and describe special talents, interests, experiences, or achievements they would be willing to share with their classmates. Collect the cards and keep them for use throughout the year. At the appropriate time, select a card and read it aloud. Give the students time to guess who wrote the comment. Identify the student if she or he is not named after three or four guesses. Each time you do this, ask the recognized student if he or she cares to elaborate on the description.
• Using an overhead projector and a transparency, share the following diversity slogans. Celebrate Diversity; Diversity is our Strength; Honor Diversity; It is not our Differences that Divide Us, It is our Inability to Recognize and Celebrate those Differences; Stop the Hate; and Respect for All. Ask the class to reflect on these slogans and use them as a springboard for a discussion about creating a class definition of diversity.
• On the classroom walls, tape a series of signs labeled with some or all of the following identity terms (these are merely suggestions to start your thinking; choose appropriate terms that reflect the needs of your community): human; boy/girl; student; religious affiliation; nationality; race; ethnic group; preferred political party; daughter/son; and other. Explain each of the signs to the students so they will understand the meanings. Tell the students that on your signal, each of them should stand under the one sign that best defines who they are; don1t let them discuss their choices beforehand. Some students will have a difficult time narrowing their choices. This is expected - and helpful for the discussion. After a few minutes, ask the students to reflect on their choices. Try some of these questions to help them explain their reasoning: What experiences have you had that made you select a particular identity? If we were to do this exercise in a different place, would your choices change? Why? Could we stand under separate labels and still have common identities and experiences? Can one label ever define us? Consider repeating this exercise later in the school year to see how the students' choices change based on new feelings and experiences. As your students begin to recognize the fluid nature of their identities and allegiances, point out how stereotypes prevent people from seeing individual differences.

See Similar/Different Survey >