1. Grade 4 “Promoting Respect” Workshop Which color do you want to be
Grade 4 “Promoting Respect” Workshop Which color do you want to be? Greater Mankato Diversity Council

2. Introduction And you Instructions:
Facilitator A - Re-introduce the GMDC and remind students of the activity completed in third grade ( Big Orange Splot)
Each facilitator should try to mention something relevant to the topic of the lesson (teasing/bullying) as part of their introduction.
Facilitator B - Introduce self. Have each student state their name and something they like to do. Briefly discuss that the choices were varied, indicating that all of us are unique and have personal preferences or biases.

3. Diversity? Activity 1: Definitions Instructions:
Instructions:
Ask students to: 1) define diversity 2) give examples of diversity
You could mention how diverse things are that students like to do (from introduction).
Simple definition: Differences
Throughout the definition exercise, the students’ definitions could be written on a board (assuming there is a space outside of the Smart board.

4. = Stereotype? Activity 1: Definitions Instructions:
Ask students to: 1) define the word, 2) give some examples
Example: all tall black persons are basketball players
Definition: generalization of the entire group based on one person or small number of the people

5. Prejudice? Pre judice Before judging Activity 1: Definitions
Instructions:
Definitions
Ask students to: 1) define prejudice and 2) give some examples
e.g., thinking that kids with expensive shoes will make better friends than kids who have old, cheaper shoes.
 Definition: Pre-judging -- Judging people based on superficial information without knowing them; thought -- not action.
Before
judging

6. Discrimination Stereotype Prejudice Discrimination In your brain
Take action
Stereotype
Prejudice
Discrimination
Activity 1: Definitions 
Instructions:
Ask students to: 1) define discrimination and 2) give some examples
Discrimination: Action (non-action) based on bias, stereotype or prejudice

7. Is teasing discrimination?
Activity 1: Definitions 
Instructions:
Ask students if teasing is a form of discrimination
Point out that we all tease each other, but have we really thought about it?
Ask students if they tease or get teased…how do they feel?
Note: teasing could be a friendly gesture. Some suggest “taunting” would be the better word for discrimination.

8. Tease or Praise? Activity 2: Damage Heart Activity
Goal: This activity shows students the effect that bullying/teasing can have on “the inside.” It also shows that even when apologized to, the hurt doesn’t necessarily go away.
Material: Cardboard Figures: Shaped like a person about 2ft tall and 1ft wide. It will have two layers so that it can be opened up like a card to reveal a heart inside. There will be two figures that look the same on the outside, but on the inside one figure will have a perfectly intact heart and the other figure’s heart will be folded up and possibly torn or frayed.
Instructions:
Facilitators introduce the activity explaining that it has to do with the effects of bullying/teasing.
Each facilitator will hold one of the cardboard figures without opening it.
The facilitators will role play the teasing by using situations the fourth graders will be familiar with such as incidents in the hallway, lunchroom, playground, bus.
One facilitator will  demonstrate teasing while the other uses positive comments.

9. Tease or Praise? Activity 2: Damage Heart Activity Instructions:
The facilitators then open up the cardboard figure cards to reveal what they look like on the inside.
Discuss with the students why the figure that was complimented has an intact heart and why the one that was teased has a damaged heart.
After discussing how the teasing was hurtful on the inside -- even though this could not be seen on the outside -- the facilitator that had been teasing the figure with the damaged heart will say that they now realize the damage they had caused and apologize to the figure. As they apologize, they will unfold the heart so it looks more intact.
Ask the students what they notice about this.
Is the heart perfectly healed now that the figure was apologized to or is there still some damage remaining?

10. One Instruction: Read “One” by Kathryn Otoshi
Before you read, prep the class:
This is a story about how we treat each other, what makes us feel welcome, happy, and important, and what makes us feel lonely, sad and unimportant.
Pay attention to colors and what the colors mean.
Pay attention to the word “count”. Count refers to two different meanings in this book -- something that matters and numbers.
After you read, pause to ask the students questions such as:
After Red says “Red is hot, Blue is not” you could ask how they think Blue feels?

11. One How did you like the story? Why? Do you sometimes feel like Blue?
First set of questions after reading “One”:
How did you like the story? Why?
Do you sometimes feel like Blue?
Why does Red pick on Blue? (Is it because he is quiet? Or because he is different from him?)
Why does Blue feel bad about being Blue? Is what Red says untrue when he says “Red is hot, Blue is not?”
How did you like the story? Why?
Do you sometimes feel like Blue?
Why does Red pick on Blue?
Why does Blue feel bad about being Blue? Is what Red says true when he says “Red is hot, Blue is not?”

12. One Do other colors like Blue?
Second set of questions:
Do other colors like Blue?
Why do you think other colors are afraid to help Blue?
Do you sometimes feel like Purple, Green or Orange?
Do other colors like Blue?
Why do you think other colors are afraid to help Blue?
Do you sometimes feel like Purple, Green or Orange?

13. One Who was it that stood up to Red?
Third set of questions:
Who was it that stood up to Red?
What did One do to let Red know that picking on the other colors was not OK behavior? (answer: He stood up straight and tall like an arrow…show the page).
Who was it that stood up to Red?
What did One do to let Red know that picking on the other colors was not OK behavior?

14. One What number would like to be in the book?
All colors (numbers) stood up against Red in the end. Would you be able to do that if you see someone getting teased? Will you stand up?
Look at all the people standing up. If all of these people stood up like an arrow and said “NO,” do you think it would help stop someone from getting teased and hurt?
Can all of you promise to stand up for someone else when they are getting teased or picked on?
Third set of questions:
What number would you like to be in the book?
Not everyone wants to be #1. To stand up against a bully is not a easy thing to do. If some students want to be , that would be OK.
All colors (numbers) stood up against Red in the end. Would you be able to do that if you see someone getting teased? Will you stand up?
Look at all the people standing up. If all of these people stood up like an arrow and said “NO,” do you think it would help stop someone from getting teased and hurt?
Can all of you promise to stand up for someone else when they are getting teased or picked on?

15. One What happened to Red in the end?
Fourth set of questions:
What happened to Red in the end? (answer: He turned another color. Then Red laughed and joined the fun.)
What do you think about that ending?
Do you think it was hard for Blue to be nice to Red in the end?
We all can forgive and be nice to each other, even to someone who used to pick on people.
We all count and let’s be like One!
What happened to Red in the end?
What do you think about the ending?
Do you think it was hard for Blue to be nice to Red in the end?
We all can forgive and be nice to each other, even to someone who used to pick on people.
We all count -- let’s be like One --it only takes one!

16. What can 4th graders do to stop teasing/bullying?
Closing:
Ask students what they learned today.
Prompt discussion on how teasing is related to stereotyping, prejudice and discrimination.
Prompt discussion on how discrimination is hurtful and remind students to think about why they treat someone the way they do before they act unfairly based on prejudice.
Ask students to think of a time when they were teased or witnessed someone else being discriminated against and have them give examples of  how they would have liked to have been helped or what they could do to help others.
Stand up to the bully, stand up for the bullied, tell adult/teachers etc.

17. Feedback
1= Strongly Agree 2=Agree 3=Disagree 4=Strongly Disagree
Today I learned more about what the words, “stereotype,” “prejudice” and “discrimination” mean.
I have learned from the book “One” that teasing is very hurtful.
I understand that discrimination in the forms of teasing, bullying, and/or picking on others happens a lot.
Just like number One in the book, I can think of ways to treat other students and adults fairly.
Watch the time.
One facilitator (or ask teacher’s help) will distribute the Students Feedback sheets. Explain 1, 2, 3, 4
Read questions
Ask for any comments at the bottom
Thank all the students for their participation and administer the feedback survey, encouraging honest answers and comments on the bottom
Please write any comments on this presentation at the bottom of the sheet.

18. Thank you!
Thank all the students again for their participation.