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9/11 Lesson Plan
2nd- 3rd Grade

Teaching about Diversity
Objectives: Students will become familiar with the term “diversity.” Students will
become familiar with the differences between people based on race, ethnicity, gender, and social class and be able to accept and embrace these differences.
Concepts Taught: Students will learn about several types of differences that people have. They will also learn how to compliment other people. Students will create a visual work of art.
Materials Needed:
• Copy of the book We’re Different, We’re the Same by Bobbi Kates
• Construction paper that will match the skin tones of all the students
• Students will need scissors and markers
Advance Organizer: Have all the students come over to the carpet or other area where the teacher reads books aloud to the class. Have them sit quietly and close their eyes and think of one thing that makes them special. After a minute or two of thinking, ask for some volunteers to share their ideas. Explain to the students that everyone might have something different that makes them special.
Methods:
1. After the short discussion, read the book We’re Different, We’re the Same aloud to the class. Make sure that the students are all able to see the pictures.
2. After the story, ask some questions about the book:
a. What are some differences that you saw between the people in the book?
b. How do these differences make people special?
c. How should you treat someone who is different than you?
3. Depending on the demographics of your class, this may be one of the first times that students encounter diversity. Be sensitive to this issue.
4. Dismiss the students back to their desks. Set the construction paper out on a table in the front or back of the room.
5. Instruct the students a group at a time to go to the table and take the sheet of
construction paper that matches their skin.
6. Once all of the students have a piece of paper, have them trace and cut out the
outline of their hand.
7. Have them write their name on the back of their hand and collect all the cut-outs
in big tub.
8. Have the students pick a hand out of the tub. Make sure they don’t get their own hand.
9. Once each student has the cut-out of a fellow student’s hand, instruct them to
write something on the hand about the other person. For example:
a. What makes them special
b. Something you like about them
c. A time when this person was kind
d. Something unique about how they look
10. Collect all the hands and post them around the room. It will symbolize the class holding hands and embracing their diversity.
Closure: Allow the students plenty of time to go around the room and read the things that their classmates wrote about one another. Guide them in a class discussion. Why is it important to notice what makes people special? What should you do it you see someone different than yourself? What should you do if you hear someone making fun of or being mean to someone because how they are different? Leave the hands posted for the rest of the unit to remind them that they are a class that is connected through their special qualities.
Assessment: The students will be graded informally on how well they participate in discussion and how they work on the art project. There is no formal assessment for this activity.
Standards Addressed:
• 2A.1a. Recognize that others may experience situations differently from oneself.
• 2A.1b. Use listening skills to identify the feelings and perspectives of others.
• 2B.1a. Describe the ways that people are similar and different.
• 2B.1b. Describe positive qualities in others.
• 3.C.1a Write for a variety of purposes including description, information,
explanation, persuasion and narration.
• 26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works
of art using manipulation, eye-hand coordination, building and imagination.
Special Needs Students Accommodations: For ADHD students, it may be helpful to have them sit in the front of the carpet area, or hold the book while you are reading aloud.  When working independently, make sure that they are sitting next to a responsible peer buddy who will keep them on task. You may also want to have this student hold the tub while people are picking their classmates’ hands.