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Thinking about Culture in the Classroom: Activities
1. Can you see culture? Use a film clips or photos of some cultures not represented in the class.
Ask students to take notes and work in small groups to develop hypotheses about cultural norms and values in cultures.
2. American Culture: Ask students to write down characteristics of American culture.
What makes people who live in the US American as opposed to French or Chinese?
3. Design a Coat of Arms: What do your family values stand for? Choose 5 symbols of those values for a coat of arms.
4. My Life as a Daisy: Students are given a huge paper daisy (or make it) and on each of usually 12 petals they write something
that describes what they (and some teachers include their parents) think is most important in life.
5. Words from daily life: Pass out a blank sheet of paper and ask each student to draw what first comes to mind when they hear
words that everyone knows from daily life. Suggested words: bread, window, house, breakfast. Compare responses.
6. Essentials for working successfully: Ask students to write down five things that a person from another country would
definitely need to know/understand in order to work well with people in one’s own city/town (or it could be school).
7. Artifacts as expressions of culture: Take a shoe box or other box with a lid. Place in it a number of artifacts relating to a
different culture. Give it to a group of students saying that this is a time capsule found in an isolated area of the world. Students
have to try to reconstruct the culture from the artifacts presented.
8. American Culture Box: Divided students into small groups and have them come up with a list of 10 or so "objects' that they
would include in an American culture box - what would they be? Why are they significant to the American culture and identity?
9. What is Culture? Give each participant a handout with a large blank square. Supply colored markers.
Directions: Working individually draw a pictorial representation of what you think culture looks like. Be prepared to share your
drawing and discuss what it represents with the class.
10. What’s In Your Cultural Suitcase? Who I Am Poem Activity
Instructions: Ask participants to take ten to fifteen minutes to write a poem called "Who I Am." Instruct them that the only rule is that
each line should begin with the words "I am..." Leave it open to their interpretation as much as possible, but suggest that they can,
if they wish, include statements about where they're from regionally, ethnically, religiously, and so on; memories from different
points in their lives; interests and hobbies; mottos or credos; favorite phrases; family traditions and customs; and whatever else
defines who they are. Be sure to let them know that they will be sharing their poems. Encouraging student to describe in their own
words who they are and what's important to their identities. Suggestions: It is often effective for facilitators to share their poems first.
Consider sharing your poem before asking students to write their own pieces. If you make yourself vulnerable, others will be more
comfortable doing the same.
Sample - My Personal "I Am From" Poem:
I am basketball on a snowy driveway.
I am fish sticks, crinkle-cut frozen French fries and frozen mixed vegetables.
I am primarily white, upper-middle class neighborhoods and racially diverse schools.
I am Donkey Kong, Ms. Pac Man, Atari 2600 and sports video games.
I am football on Thanksgiving and New Year's Day.
I am "unity in diversity" and "speaking from your own experience."
I am triple-Wahoos, earning three degrees from the University of Virginia.
I am diversity, multicultural education, identity, introspection, self-reflection, and social action.
I am Daffy Duck, Mr. Magoo, Hong Kong Phooey, Foghorn Leghorn, and other cartoons.
I am Tae Kwon Do, basketball, the batting cages, a soccer family, and the gym.
I am a wonderful family, close and loving and incredibly supportive.
I am films based on true stories and documentaries
I am the History Channel, CNN, ESPN, BRAVO, and Home Team Sports.
I am a passion for educating and facilitating, personal development and making connections
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11. 'I Am Special'
http://www.tolerance.org/activity/i-am-special
Discussing differences with early-grades children: Begin the lesson by telling students that the class is going to have a guessing
game with only two hints. They are to guess what subject the class will be discussing by first listening to two stories. The subject
we're going to discuss is "I am unique and special."
The first story is Fish is Fish, by Leo Lionni, about two friends, a minnow and tadpole, who believe they are the same until they
grow up and minnow becomes a large fish and tadpole becomes a big frog. After frog crawls on land and comes back to tell fish
the amazing sights he has seen, fish decides to jump out and see the land for himself. He quickly discovers that there is a reason
"frog is frog" and "fish is fish."
Hint #1: Say to students, "Fish is fish" and then name each child in the room using this strategy.
For instance, "Olivia is Olivia. Michael is Michael."
The second story, Chisato Tashiro's Chameleon's Colors, is about a chameleon who grows weary of blending in because nobody
can ever see him. All the other animals long to be able to change like he does, so he helps them to learn this ability. The animals,
however, learn that changing their appearance causes all kinds of new problems.
Hint #2: Ask the students, "What do you think is the message of these two books?"
In each of my 2nd-grade classrooms, there always are four or five students who point out the message of "being yourself." Others
say the theme is being good friends, or they describe the use of similar colors in the illustrations of each book.
12. The Story of My Name: (Time: 30 minutes)
Brief description: Where does your name come from? Share the story of where your name comes from and what your name means.
Everyone's name has a surprisingly interesting origin. The activity helps to build intercultural respect and understanding.
It could be how you "got" your name, who named you what or why, or even how your name may have had a positive or negative
influence in your life or in the life of someone closely related. This is a powerful way to begin a group. It gives immediate insight to
the leader regarding the students, gives each student an opportunity to open up and process, or to listen to another student "work"
and reveal something personal that they will be able to remember about their fellow students.
13. Respect Activity: Building a Community of Respect
Ask everyone to find someone in the room who they do not know. Instruct them to introduce themselves to that person, and spend
five to ten minutes talking about respect. What does it mean for you to show respect, and what does it mean for you to be shown
respect? After the allotted time, ask the participants to return to their seats, and open the discussion. What ideas did people
discuss?
Common responses include the "Golden Rule," looking somebody in the eyes, being honest, and appreciating somebody's ideas
even when you do not agree with them. Each of these responses offers interesting points of reflection. They each are informed
culturally. Once people have returned to the big group for processing the activity, be sure to inquire where people's notions of
"respect" come from and who those notions serve and protect. Does everybody really want to be treated the way you want to be
treated? Is it respectful in every culture to make eye contact with whoever is speaking? What if somebody's ideas are oppressive-should we still respect them? And to whose benefit? It is important to mention that respect is a crucial ingredient in any discussion,
but especially in a discussion of often-controversial issues such as racism, sexism, and economic injustice. The point is to learn
from our differences--to understand each other's understanding. The point is not to agree. But the point, as well, is to reflect
critically on our assumptions and socializations around the concept of respect.
This activity touches many bases. First, it starts the crucial path toward building a community of respect. This is the first step in
maintaining a constructive exchange regarding issues related to equity and social justice. At the most basic level, participants meet
someone they did not know and exchange ideas with that person. Second, the community is built through an understanding of how
the group perceives respect and how we negotiate its meaning. Third, the similarities and differences in participants' ideas about
respect begin to show the first signs of similarities and differences within the group on a larger level, often in ways that reflect
power and privilege.
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14. Circles of My Multicultural Self
http://www.edchange.org/multicultural/activities/circlesofself.html
http://twentyfive.ucdavis.edu/tools-03-circlesofmyself.aspx
Purpose: The Circles activity engages participants in a process of identifying what they consider to be the most important
dimensions of their own identities. Stereotypes are examined as participants share stories about when they were proud to be part
of a particular group and when it was especially hurtful to be associated with a particular group.
(This activity requires 20-30 minutes.)
Preparation: Distribute copies of the Circles handout.
Instructions: Ask participants to pair up with somebody they do not know very well. Invite them to introduce themselves to each
other; then follow these steps:
1. Ask participants to write their names in the center circle. They should then fill in each satellite circle with a dimension of their
identity they consider to be among the most important in defining themselves. Give them several examples of dimensions that
might fit into the satellite circles: female, athlete, Jewish, brother, educator, Asian American, middle class, and so on.
2. In their pairs, have participants share two stories with each other. First, they should share stories about when they felt
especially proud to be associated with one of the identifiers they selected. Next, they should share a story about a time it was
particularly painful to be associated with one of the identity dimensions they chose.
3. The third step will be for participants to share a stereotype they have heard about one dimension of their identity that fails to
describe them accurately. Ask them to complete the sentence at the bottom of the handout by filling in the blanks: "I am (a/an)
____________ but I am NOT (a/an) _____________." Provide your own example, such as "I am Arab, but I’m not a terrorist."
Instructions for steps 1, 2, and 3 should be given at once. Allow 8-10 minutes for participants to complete all three steps, but
remind them with 2 minutes remaining that they must fill in the stereotype sentence.
4. Probe the group for reactions to each other's stories. Ask whether anyone heard a story she or he would like to share with the
group. (Make sure the person who originally told the story has granted permission to share it with the entire group.)
5.
Advise participants that the next step will involve individuals standing up and reading their stereotype statements. You can
simply go around the room or have people randomly stand up and read their statements. Make sure that participants are
respectful and listening actively for this step, as individuals are making themselves vulnerable by participating. Start by reading
your own statement. This part of the activity can be extremely powerful if you introduce it energetically. It may take a few
moments to start the flow of sharing, so allow for silent moments.
6. Several questions can be used to process this activity:
1. How do the dimensions of your identity that you chose as important differ from the dimensions other people use to make
judgments about you?
2. Did anybody hear somebody challenge a stereotype that you once bought into? If so, what?
3. How did it feel to be able to stand up and challenge your stereotype?
4. (There is usually some laughter when somebody shares common stereotype such as "I may be Arab, but I am not a
terrorist" or "I may be a teacher, but I do have a social life.") I heard several moments of laughter. What was that about?
5. Where do stereotypes come from? How are they connected to the kinds of socialization that make us complicit with
oppressive conditions?
The key to this activity is the process of examining one's own identity and the stereotypes associated with that identity, then
having one's own stereotypes challenged through others' stories and stereotype challenges. Encourage participants to think
about the stereotypes they apply to people and to make a conscious effort to think more deeply about them, eventually
eliminating them. As with most activities, it can be especially effective if you participate while you facilitate. If you are willing to
share your own experiences, participants are more likely to feel open to share their own. It is crucial, especially for the final part
of the activity when participants are sharing their stereotypes, to allow for silences. People will be hesitant to share initially, but
once the ball starts rolling, the activity carries a lot of energy. Allow time at the end for participants to talk more about whatever
stereotype they shared.
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Circles of My Multicultural Self (Handout)
http://www.edchange.org/multicultural/activities/circlesofself_handout.html
This activity highlights the multiple dimensions of our identities. It addresses the relationships between our desires to self-define
our identities and the social constructions that label us regardless of how we define ourselves.
Place your name in the center circle of the structure below. Write an important aspect of your identity in each of the satellite circles
-- an identifier or descriptor that you feel is important in defining you. This can include anything: Asian American, female, mother,
athlete, educator, Taoist, scientist, or any descriptor with which you identify.
1. Share a story about a time you were especially proud to identify with one of the descriptors you used above.
2. Share a story about a time it was especially painful to be identified with one of your identifiers or descriptors.
3. Name a stereotype associated with one of the groups with which you identify that is not consistent with who you are. Fill in the
following sentence:
I am (a/an) _____________________ but I am NOT (a/an)_____________________.