Teacher Materials - All Together Now...racial, ethnic, religious, and nationality backgrounds are...

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Teacher Materials

This packet is designed to accompany the All Together Now app for students in Years 2 and 4

Version updated: August 14, 2016

This Teacher Materials Packet was assembled by

the University of Maryland consulting team of Dr. Melanie Killen, Laura Elenbaas, and Michael T. Rizzo

Contact information: Dr. Killen, mkillen@umd.edu,

University of Maryland, College Park, USA

Text for the scenarios that accompany the app were created by Gabiann Marin of Telltale Scripts and Story Development

Digital illustrations were developed by Sarah Gleeson of Meekins Design

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Teacher Materials Packet

Table of Contents

Research background for the app………………………………………………………..……………….……3 Instructions to students before playing the app……………………………………………….……5 Ideas for teachers to foster classroom discussion after students play the app

Week 1…………………………………………………………………………………………………………………..…7 Week 2……………………………………………………………………………………………………………………..9 Week 3……………………………………………………………………………………………………………………11 Week 4……………………………………………………………………………………………………………………13 Week 5……………………………………………………………………………………………………………………15 Week 6……………………………………………………………………………………………………………………17 Week 7……………………………………………………………………………………………………………………19 Week 8……………………………………………………………………………………………………………………21

Vocabulary word bank……………………………………………………………………………………………..…23 Suggested resdings about prejudice in childhood…..……………………………………………26 All Together Now is a national Australian charity dedicated to reducing racism through education. The predominant location for racism to occur among children is at school, with the majority of perpetrators being other students. At All Together Now, our response to this problem is to provide an evidence-based web app in order to teach students how to identify and challenge all forms of exclusion and bias, resulting in positive behavioural change.

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Research Background for the App Why was this app created?

Prejudiceandracismcontinuetobepersistentanddetrimentalaspectsofsociallife,limitingindividualaspirationsandcontributionstosociety,creatingintergrouptensionsandconflictsthatreduceproductivityandsocialharmony,anddismantlingeffortstoformajustandcivilsociety.

Extensiveresearchinsocialpsychologyhasshownthat,whileexplicitprejudicehasdeclineddramatically

overthepast50years,implicitbiasesremainpervasive.Moreover,extremesocietalconditions(suchasforcedimmigrationpatternsduetogovernmentalupheavalsorcivilwar)createrenewedconditionsforthere-emergenceofexplicitbiasandprejudicialattitudes.

Thisinterventionisdevelopmentallyappropriatebecauseitprovidesawaytodiscusscomplexissues

aboutraceandprejudicethatemergeintheeverydaylifeofchildreninfamiliarsettingssuchasatthepark,ontheplaygroundandathome. What is the role of children’s peer relationships for reducing prejudice?

Peersareimportanttochildren,providingsourcesofaffiliation,friendship,support,intimacy,andloyalty.Positivepeerrelationshipscanbufferchildrenfromexperiencesofbullyingandhelpchildrentoacquirenotionsoffairness.However,peergroupsalsohaveanegativerolewhengroupidentitycreatesin-groupbiasandout-groupdistrust.Inearlychildhood,childrenareofteninteractingwithsame-grouppeers.Astheymoveintochildhood,biasesemergeandbegintoaffecthowtheytreatout-grouppeers.Yet,childrenalsoknowthattherearetimeswhenchallengingone’sowngroupistherightcourseofaction,asdepictedinthescenariosintheAllTogetherNowapp.

Thebenefitsofpositivepeerrelationshipsarealsowellknown.Childrenwhohavefriendsofdifferent

racial,ethnic,religious,andnationalitybackgroundsarelesslikelytodisplayimplicitbias,andmorelikelytorejectsocialexclusionbasedonrace,ethnicity,orotherformsofgroupmembership(Killen,Elenbaas,&Rutland,2015).Inadditiontodirectcross-groupfriendships,indirectcontact(readingbooksaboutpeerswhohavecross-groupfriendships)canalsoreduceprejudiceandbias.

Unfortunately,cross-raceandcross-ethnicfriendshipsoftendecreasewithage.Thus,effortstopromote

positiveintergroupfriendshipsareessentialforreducingprejudiceandbiasbeginningearlyinchildhoodandcontinuingonintoadolescenceandadulthood.Interventionsdesignedtopromotepositiveintergroupattitudesinchildhoodalsohavepositiveeffectsforreducingadults(parents’andteachers’)biasesgiventhatadultsareofteninvolvedinteachingorparticipatingintheprogramsdesignedforchildren.

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Research Background for the App Do children understand what it means to treat others fairly?

Childrennaturallydevelopinclinationstobefairtoothers,tocareaboutother’swelfare,andtodistributeresourcesinanequalmannerasearlyas3and4yearsofage.Childrenandadolescentsdislikeindividualsinpositionsofauthoritywhodothingsthatareunfairorunequal;theyviewtheinflictionofharmaswrongbecausetheyunderstandthenegativeintrinsicconsequencesoffeelingpainandwhatitmeanstobeavictim.EncouragingchildrentostandupforthefairandequaltreatmentofothersisacoreprincipleoftheAllTogetherNowapp.

Do we have to address prejudice early?

Whensubtlepatternsofdiscriminationandantagonismbetweenpeersgounchecked,negativeoutcomesoftenfollow.Sometimesadultsdonotpayattentiontosubtleformsofprejudicialattitudesinchildhoodwiththeexpectationthatthenegativeconsequencesareminor,negligible,ortemporary.Yet,itisveryimportanttoaddressissuesofprejudiceinchildhood.

Childrenwhoexperienceprejudiceandbiasareatriskforlongtermnegativeconsequencesintermsof

academicachievementandsuccessintheworkforce(Killen,Rutland,&Ruck,2011).Asiswellknown,stereotypesaredeeplyentrenchedbyadulthood;thetimeforinterventionandchangeischildhood. What can we do about prejudice and biases in childhood?

Educatorsareuniquelypoisedtopromotepositiveintergroupsocialrelationshipsinchildhood.Intergroupsocialrelationshipsareonesinwhichtwoormoreindividualsarefromdifferentbackgrounds(suchasethnic,racial,religious,ornationality).Oneofthemostsignificantpredictorsforrejectingprejudicialattitudesistheexperienceofcross-raceandcross-groupfriendships.Thisisbecausehavingafriendofadifferentracial,ethnic,ornational(orothergroupcategory)backgroundprovideschildrenwiththedirectevidencetorejectastereotypicimageorattitudethattheyhearinsociety(throughthemediaorfromadultmessages).

Teachers,parents,andothernon-parentaladultsplayaveryimportantroleinpromotingpositive

attitudestowardsothersandreducingprejudiceinchildhood.Thisroleistohelpchildrenunderstandtheconnectionsbetweenactsandconsequences,tolearnthehistoryandcultureofgroupsthataredifferentfromtheirown,topromoteconceptsofequalandfairtreatmentofothers,andtolearnhowtoresolvesocialconflictsinconstructiveways.Thesefoundationspavethewayforgeneralisingpositivesocialskillsinintergroupcontexts.

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Teacher Instructions to Students before Playing the App

AllTogetherNowandtheATNScientificAdvisoryBoard(madeupofdevelopmentalandsocial

psychologistsinAustraliaandtheU.S.)designedauniqueprogramtoaddresstoleranceandinclusion.TheAustralianGovernmentDepartmentofEducationandTraininghasbeenworkingwithAllTogetherNowtoenableeducatorstousethisuniqueprogramintheclassroomcontext.Earlyformsofpositiveintergrouprelationshipssetthestageforalifetimeofpositiveconsequences,suchasthemotivationtoattendschool,achieveacademicandcareersuccess,andthedesiretocelebratediversityandformnewfriendships.

Teachers’ introduction:Weencourageteacherstoprovideageneraloverviewforstudents

aboutthegoalsofthisgamepriortochildrenplayingtheapp.Thegoalistokeeptheconversationgeneralandfocusedonconflictresolutionratherthanondiversityspecificallybeforechildrenbegin.Thisistoencouragechildrentomakechoicesaboutinclusionorexclusionbasedontheirownthoughts,ratherthanontheteacher’ssuggestions.

Hereisasuggestionforpointstomaketotheclasspriortoplayingtheapp:“Anewprogramhasbeendevelopedforstudentslikeyouinwhichyougettoplayagameonthe

computerthatinvolveskidslikeyouinsituationswhereconflictsarise.Andyouaregoingtohelpthemsolvetheseconflicts.

Thesearenotkidsthatyouknowpersonally,butthesekindsofsituationsareonesthathappenevery

day.Youmightrecogniseitontheplayground–somethingyousawyesterdayortoday-andwewantyoutohelpthemfigureoutthebestthingtodo.

Inthisgameyouwillhearaboutkids.Youwillbeaskedhowthedifferentcharactersfeel,whetheryouthinkwhattheydidwasallrightornotallright,andwhy.

Thenyouwillalsobeaskedtodecidehowtheyshouldresolvetheirconflict.Afteryoumakeyourdecision

youwillseewhathappensnextbasedonhowyouansweredit.Thesestorieswillhavepeoplewhoarefromdifferentbackgroundsandyouwillbeaskedtofigurethis

out.Whenyouaredonewewilltalkaboutwhatyouthinkaboutit.Talkingabouthowweresolveconflictsis

importantforlearninghowtogetalongwellwithothers.Conflictsarepartofeverydaylife;thismeansthatlearninghowtoresolveconflictsinapositivewayisveryessentialformakingfriendsandbeingamemberofagroup,aclassroom,aschool,aneighbourhood,andourglobalcommunity.”

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Ideas for Teachers to Foster Classroom Discussion after Students Play the App

Thissectionincludeseighttwo-pageguidesforhowtocreateclassroomdiscussionsafterchildrenplay

eachsegmentoftheAllTogetherNowapp(thereareeighttotalsegments).

Eachtwo-pageguidecoversthetopicsforthatweek’sscenarioandprovidesaframeworkforteacherstocreateclassroomdiscussionsaboutthethemesfortheweek.

Withineachweekwehighlight:1. Themainthemes

2. Thetake-awaymessages

3. Children’sinterpretationsandevaluationsoftheexchangesbetweencharactersineachstory

4. Solutionsforsolvingsituationsinwhichonechildfeelsexcludedorrejectedbecauseoftheirgender,

race,ethnicity,religion,ornationality

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Week 1 Setting: The playground Group focus: New kid at school Teacher Introduction 1. Main theme: Themainthemeforthisweekishelpingchildrentoidentifywithindividualswhoare

excluded.Everyonehasbeen“new”atsomepoint,andthisweek’sstoryprovidesastarttotheconversationusinganexperiencethateveryonecanrelateto,whichissomeonenewatschool.Childrenunderstandtheperspectiveofboththeexcludedandtheexcluderswhichhelpstoopenuptheconversation.

2. Why we chose the topic: Asafirststep,it’shelpfultohavethe“target”ofexclusionbeneutral(a“newkid”),beforesteppingintoissuesofracialexclusion.

3. Take-away message:Thetakeawaymessageisthatincludingsomeonenewisnotashardasitmightseematfirst,andthatdoingthismakesthenewchildfeelmorecomfortableintheirnewenvironmentwhileaddingafunnewperspectivetoyourusualactivities.

Student Interpretations 1. What happened in the story? WejustheardthisstoryaboutBlake,Matt,andConnor.What

happenedinthestory? 2. What did you choose to have happen? DidyouchoosetoinviteBlaketojoinMattandConnor,

ordidyouchoosetonotinvitehim?Whydidyoumakethisdecision?

Student Emotions/Motivations Attributions (Perspectives of Matt, Connor, and Blake) 1. Perspective 1:

a. WhatdidConnorthinkaboutinvitingBlaketohangoutwiththem?WhydidConnorthinkthat?b. HowmightConnorfeelifMattagreestoinviteBlake?HowmightConnorfeelifMattdoesn’twantto

inviteBlake?2. Perspective 2:

a. WhatdidMattthinkaboutinvitingBlaketohangoutwiththem?WhydidMattthinkthat?b. HowdidMattfeelaboutConnorwantingtoinviteBlake?

3. Perspective 3: a. WhatwasBlaketryingtodo?b. HowdidBlakefeelwhenMattbrushedhimoff?c. HowmightBlakefeelifConnorandMattaskhimtohangoutwiththem?HowmightBlakefeelifthey

continuetoignorehim?

Student Evaluations of the Characters’ Choices 1. Evaluation of negative choice: DoyouthinkitwouldbeOKornotOKforMattandConnorto

keepignoringBlakethenextday?Whydoyouthinkit’sOKornotOK?

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2. Evaluation of positive choice:DoyouthinkitwouldbeOKornotOKforMattandConnortoaskBlakethehangoutwiththemthenextday?Whydoyouthinkit’sOKornotOK?

Guided Interpretations: Suggestions for Teacher-Led Discussions 1. Teacher reiteration of main message: Themainthemeforthisweekwastothinkabouthow

othersfeelwhenweignorethem,andhowitcanbeeasyandfuntoincludesomeonewho’snewatschool.2. What did we learn?: Thisweekwelearnedabouthow,byinvitingsomeonewhowasnewatschool,

MattandConnorfoundanewfriendwholikedalotofthesamethingsthattheydid.3. Probing children’s identification of themes: Itcanbescarystartingoutatanewschool,and

lotsofkidscoulduseahandmakingnewfriends.Whenwebrushpeopleawaythough,ouractionscanhavearippleeffect.DidyounoticewhathappenedtoBlakewhenMattandConnorwereignoringhim?

Solutions 1. Enabling children to identify with the activities of the context

a. Whatdoyouliketodoatrecess?b. Doyouandyourfriendseverinvitenewpeopletojoinyou?

2. Have you ever experienced this? a. Haveyoueverbeennewatsomething?What’sthelastgamethatyoulearned?b. Hasanyoneeverexcludedorignoredbecauseyouwerenew?Becausetheythoughtyouwouldn’tfit

inwiththem?c. Haveyouevernoticedsomeoneelsebeingexcludedorignoredbecausetheywerenew?

3. Bystander roles: a. Ifyouseesomeonebeingexcludedorignored,whatcouldyoudoaboutit?b. Howdoyouthinkyouwouldgoaboutchangingsomeone’smindtogetthemtoseeit’snotsohardto

includeothers?4. Challenging unfair actions of in-group:

a. Haveyoueverheardoneofyourfriendssayingthatit’sbettertojuststicktotheusualroutine,andnotworthittoreachoutandincludesomeoneelse?

b. Whatcouldyousaytothemtohelpthemrealisethatitmightbefuntomeetnewpeople?

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Week 2 Setting: Dance team Group focus: Aboriginal People Teacher Introduction 1. Main theme: Themainthemeforthisweekistheinclusionofothersfromdifferentculturalgroupsand

howlearningaboutnewwaysofdoingthingsbenefitseveryone.Thisenablesstudentstolearnthattheirownwayofdoingsomethingcanbeenhancedbylearningsomethingnewfromotherswhoarefromdifferentethnicandculturalbackgrounds.

2. Why we chose the topic: Thistopicisimportanttodiscusswithchildrenbecausetheydonotalwaysrecognisethebenefitsofincludingotherpeersfromdifferentbackgroundsandthebenefitsthatcancomeaboutfromtryingnewthingsfromothercultures.

3. Take-away message: Thetakeawaymessageisthat,byincludingindividualswhoaredifferentfromyouintoyouractivities,youcanmakesomeoneelsefeelthattheyarepartofyourgroup,andyoucanmakeyourownactivitiesmorefun.

Student Interpretations 1. What happened in the story? SowejustheardthisstoryaboutMaggie,Chloe,andKala.What

happenedinthisstory?2. What did you choose to have happen? DidyouchoosetogiveKalaanauditionordidyou

choosetonotlethertryout?Whydidyoumakethisdecision?

Student Emotions/Motivations Attributions (Perspectives of Kala, Maggie, and Chloe) 1. Perspective 1:

a. WhatdidMaggiethinkaboutlettingKalajoin?WhydidMaggiethinkthat?b. HowmightMaggiefeelifKalaisallowedtoaudition?HowmightMaggiefeelifKalaisnotallowedto

audition?2. Perspective 2:

a. WhatdidChloethinkaboutlettingKalajoin?WhydidChloethinkthat?b. HowmightChloefeelifKalaisallowedtoaudition?HowmightChloefeelifKalaisnotallowedto

audition?3. Perspective 3:

a. WhatwasKalatryingtodo?WhydidKalawanttodothat?b. HowmightKalafeelifsheisallowedtoaudition?HowmightKalafeelifsheisnotallowedto

audition?

Student Evaluations of the Characters’ Choices

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1. Evaluation of negative choice: DoyouthinkitwouldbeOK/notOKforMaggieandChloetonotinviteKalatoaudition?Whydoyouthinkit’sOK/notOK?

2. Evaluation of positive choice: DoyouthinkitwouldbeOK/notOKforMaggieandChloetoinviteKalatoaudition?Whydoyouthinkit’sOK/notOK?

Guided Interpretations: Suggestions for Teacher-Led Discussions 1. Teacher reiteration of main message: Themainthemeforthisweekwastothinkabouthow

includingpeoplefromdifferentculturalgroupscanhelpuslearnaboutothers,andmaybeevenimprovethewaywedothings.

2. What did we learn?: Thisweekwelearnedabouthow,byinvitingsomeonefromanAboriginalheritage,MaggieandChloelearnedacoolnewdancethattheywouldn’thaveotherwisegottolearn.Theyalsogottomakeanewfriend,whowashappytobeapartoftheirdanceteamandteachthemnewthings.

3. Probing children’s identification of themes: DoyouthinkMaggieandChloewouldbebetteroffiftheyletKalaauditionornot?Howmighttheybebetteroff?

Solutions 1. Enabling children to identify with the activities of the context

a. Canyouthinkofsomethingthatyouliketodo,thatmaybesomeoneelselikestododifferentlythanyoudo?Whatabouttheholidaysyoucelebrate,sportsyouplay,artyouenjoy,orthegamesyouplay?

b. Whataresomeofthewaysthatyouthinkitwouldbecooltotryanewversionofsomethingthatyouenjoy?

2. Have you ever experienced this? a. Haveyoueverbeenexcludedbecauseyoudidthingsdifferentlyfromsomeoneelse?b. Haveyouevernoticedsomeoneelsebeingexcludedfromsomethingbecausetheylikedtodothings

differently?3. Bystander roles:

a. Ifyouseesomeonebeingexcludedfordoingthingsdifferently,whatcouldyoudoaboutit?b. Howdoyouthinkyouwouldgoaboutchangingsomeone’smindtogetthemtoseetheimportanceof

tryingnewthings,especiallyfromdifferentcultures?4. Challenging unfair actions of in-group:

a. Haveyoueverheardoneofyourfriendssayingthatit’sbettertojuststicktoyourways,andnotincludeotherpeoplebecausetheywouldchangethings?

b. Whatcouldyousaytothemtohelpthemrealisethatitmightbefuntotrynewthings?

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Week 3 Setting: Birthday party Group focus: Muslim Teacher Introduction 1. Main theme: Themainthemeforthisweekisthatgettingtoknowpeoplepersonallyisthebestwayto

findoutwhatthey’rereallylike.Specialeventsaregreattimetocelebrateyourculture,butit’sgoodtobeopentoincludingothersfromanotherculturalbackground.Infact,childrencanevenhelptheirfriendsovercomediscomfortandworriesbysettingupopportunitiesforpositiveinteraction.

2. Why we chose the topic: Thistopicisimportanttodiscusswithchildrenbecausestereotypesarepervasivethroughoutchildhood,andcanexacerbatetensionsbetweengroups.It’snormaltowanttoshareone’sownculturaltraditionswithfriends,butwhenfriendsshowstereotypes,it’simportanttostepupandchallengetheseexpectations.

3. Take-away message:Thetakeawaymessageisthatchildrenhavetopowertopromoteunderstandingbetweenpeers.Thebestwaytofindoutifsomeoneisgoingtolikewhatyoulikeistotalktothemyourself,andthisissomethingthatchildrencanfacilitate.

Student Interpretations 1. What happened in the story? WejustheardthisstoryaboutMadhi,Sal,Amir,andJames.What

happenedinthisstory? 2. What did you choose to have happen? DidyouchoosetoinviteJamestothepartyornot?Why

didyoumakethisdecision?

Student Emotions/Motivations Attributions (Perspectives of Madhi, Sal, Amir, and James) 1. Perspective 1:

a. What did Madhi think about inviting James? Why did Madhi think that? b. How might Madhi feel if James is invited? How might Madhi feel if James is not

invited? 2. Perspective 2:

a. What did Sal think about inviting James? Why did Sal think that? b. How might Sal feel if James is invited? How might Sal feel if James is not invited?

3. Perspective 3: a. What did Amir think about inviting James? Why did Amir think that? b. How might Amir feel if James is invited? How might Amir feel if James is not

invited? 4. Perspective 4:

a. What do you think James wanted to do? Why did James want to do that? b. How might James feel if he is invited? How might James feel if he is not invited?

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Student Evaluations of the Characters’ Choices 1. Evaluation of negative choice: DoyouthinkitwouldbeOK/notOKforMadhitonotinvite

Jamestohisbirthdayparty?Whydoyouthinkit’sOK/notOK?2. Evaluation of positive choice: DoyouthinkitwouldbeOK/notOKforMadhitoinviteJamesto

hisbirthdayparty?Whydoyouthinkit’sOK/notOK?

Guided Interpretations: Suggestions for Teacher-Led Discussions 1. Teacher reiteration of main message: Themainthemeforthisweekisthatgettingtoknow

peoplepersonallyisthebestwaytofindoutwhatthey’rereallylike.Birthdaysareaspecialtimetocelebrateourfamiliesandourculture,butsometimesfriendscanbeuncomfortableaboutinvitingothersfromadifferentculturalbackground.Whenthathappens,wecanhelpourfriendsfindoutforthemselvesthatpeoplefromotherculturesarenotsodifferent.

2. What did we learn?: Thisweekwelearnedabouthowfriendscansometimeshavestereotypesaboutpeopleofothercultures.SalwasworriedthatJamesmightnotlikethefoodatMadhi’sbirthdayparty,butwowwashesurprised!ItturnedoutJameswasactuallyexcitedtocome.Madhihadtobebravetostanduptohisfriend,butheknewthatSalhadtoseeforhimselfthatJameswouldbeafunpersontoinvitetotheparty.Thesetypesofattitudesareonesthatwecanallwatchfor,andhelpeachotherseepaststereotypes.

3. Probing children’s identification of themes: WhywasSalworriedaboutinvitingJames?WhydidhethinkJameswouldn’tlikethefoodattheparty?HowdidMadhiknowthatitwouldbealrighttoinviteJames?WhataboutAmir,washemorelikeSalormorelikeMadhi?

Solutions 1. Enabling children to identify with the activities of the context

a. Whatdoesyourfamilydoforyourbirthday?Whodoyouusuallyinvite?b. Whattypesoffoodsdopeopleinyourneighborhoodeat?Doyoulikeanyfoodsfromothercountries?

2. Have you ever experienced this? a. Haveyoueverbeennervousaboutinvitingsomeonetohangoutwithyoubecauseyouthoughtthey

wouldn’tfitinwithyourotherfriendsfromyoursameculture?Haveanyfriendsevertoldyounottoinvitesomeonetoyourbirthdayparty,ornottoinvitesomeonetohangoutwithyou,becausetheythoughtthatpersonwouldn’tlikepartsofyourculture?

b. Haveyoueverbeenleftoutbecausesomeonethoughtthatyouwouldn’tbeinterestedinthesamefoodsorgamesasthem?

c. Hasanyoneeveraskedyouwhetherornotyoulikethesamefoodsthattheydo?3. Bystander roles:

a. Ifyourfriendwantstoexcludesomeonebecauseofassumptionsaboutthem,whatcouldyoudoaboutit?

4. Challenging unfair actions of in-group: a. Nowthatyou’veheardaboutMadhi,Sal,andJames,whatideasdoyouhaveforhelpingpeoplesee

forthemselvesthatculturedoesn’tlimitwhatpeopleliketodo?

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Week 4 Setting: A Fun Park Group focus: Sudanese Teacher Introduction 1. Main theme:Themainthemeforthisweekistheinclusionofothersfromdifferentculturalgroupsand

notmakingassumptionsaboutthembasedonculturalstereotypes.Thisenablesstudentstolearnthattheirexpectationsofhowotherswillactmaynotalwaysbecorrect,especiallywhenexpectationsarebasedonstereotypes,andthatthebestwaytofindoutwhatsomeoneislikeistotalktothem.

2. Why we chose the topic: Thistopicisimportanttodiscusswithchildrenbecausestereotypesarepervasivethroughoutchildhood,andevenrelativelyinnocuousones(e.g.,beingshy)areharmfultoeveryoneinvolved.Gettingchildrentorecognisewhentheirexpectationsarebasedonstereotypes,andlearninghowtochallengetheseexpectationsiscriticalforyoungchildren.

3. Take-away message:Thetakeawaymessageistonotmakeassumptionsaboutothersbasedontheirculturalorethnicheritage.Thebestwaytogettoknowifsomeoneisgoingtobeshy/outgoing,nice/mean,etc.istotalktothemandgettoknowwhotheyareandwhattheylikefirsthand.

Student Interpretations 1. What happened in the story? SowejustheardthisstoryaboutChristy,Imogen,Miranda,and

Lanfen.Whathappenedinthisstory?2. 3. What did you choose to have happen? DidyouchoosetoinviteLanfentothefunparkornot?

Whydidyoumakethisdecision?

Student Emotions/Motivations Attributions (Perspectives of Lanfen, Christy, and Imogen/Miranda) 1. Perspective 1:

a. WhatdidChristythinkaboutinvitingLanfen?WhydidChristythinkthat?b. HowmightChristyfeelifLanfenisinvited?HowmightChristyfeelifLanfenisnotinvited?

2. Perspective 2: a. WhatdidMirandaandImogenthinkaboutinvitingLanfen?WhydidMirandaandImogenthinkthat?b. HowmightMirandaandImogenfeelifLanfenisinvited?HowmightMirandaandImogenfeelifLanfenisnotinvited?

3. Perspective 3: a. WhatdoyouthinkLanfenwantedtodo?WhydidLanfenwanttodothat?

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b. HowmightLanfenfeelifsheisinvited?HowmightLanfenfeelifsheisnotinvited?

Student Evaluations of the Characters’ Choices 1. Evaluation of negative choice:DoyouthinkitwouldbeOK/notOKforChristy,Miranda,and

ImogentonotinviteLanfentothefunpark?Whydoyouthinkit’sOK/notOK? 2. Evaluation of positive choice: DoyouthinkitwouldbeOK/notOKforChristy,Miranda,and

ImogentoinviteLanfentothefunpark?Whydoyouthinkit’sOK/notOK?

Guided Interpretations: Suggestions for Teacher-Led Discussions 1. Teacher reiteration of main message: So,themainthemeforthisweekwastothinkabout

howourassumptionsaboutpeoplefromotherculturalgroupsmaynotalwaysberight.Thebestwaytogettoknowsomeoneistotalktothemtolearnaboutwhotheyareandwhattheylike.

2. What did we learn?: Thisweekwelearnedabouthow,bynotinvitingsomeonebecauseweexpectedthemtonothaveagoodtime,basedontheirculturalandethnicheritage,wecanloseoutontheopportunitytohavealotoffunwithnewpeople.MirandaandImogenmayhaveexpectedLanfennottohavefunbecauseoftheirassumptionsabouther,butintheendtheyallgottolearnabouteachotherandhaveatonoffunatthefunpark.

3. Probing children’s identification of themes: DoyouthinkChristy,Miranda,andImogenwouldbebetteroffiftheyinvitedZoeorLanfen?Howmighttheybebetteroff?

Solutions 1. Enabling children to identify with the activities of the context

a. Haveyoueverbeentoafunparkbefore?Whatgroupsofpeopledidyouseethere?b. Didyounoticethatcertainculturalgroupsstayedawayfromrides,ordidyounoticethattherewere

somepeoplefromalldifferentgroupsenjoyingtheridestogether?2. Have you ever experienced this?

a. Haveyoueverbeenexcludedbecauseofwhatsomeonethoughtthatyoulikedordidn’tlike,ratherthancomingandtalkingtoyouaboutit?

b. Haveyouevernoticedsomeoneelsebeingexcludedfromsomethingbecauseofwhatpeoplethoughttheymightormightnotlike,withoutaskingthemaboutit?

3. Bystander roles: a. Ifyouseesomeonebeingexcludedbecauseofassumptionspeoplearemakingaboutthem,whatcould

youdoaboutit?b. Howdoyouthinkyouwouldgoaboutchangingsomeone’smindtogetthemtoseetheimportanceof

talkingtopeopleandgettingtoknowthem,ratherthanjustmakingassumptionsaboutthem?4. Challenging unfair actions of in-group:

a. Haveyoueverheardoneofyourfriendsmakingassumptionsaboutotherpeoplebasedtheirculturalorethnicheritage?

b. Whatcouldyousaytothemtohelpthemrealisethatitwouldbebettertojusttalktootherstoseewhattheyactuallylike?

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Week 5 Setting: The beach Group focus: Indian Teacher Introduction 1. Main theme: Themainthemeforthisweekisintroducingchildrentosomeofthechallengesthat

minoritygroupsinAustraliaface,andemphasizingtheongoingthemeofnotmakingassumptionsaboutothersbasedonculturalstereotypes.Thisstoryenablesstudentstotaketheperspectiveofachildwhohasexperienceddiscriminationandidentifysomeofthebarrierstoinclusionthatshefaces.

2. Why we chose the topic: Itiscrucialforchildrentorecognisethatdiscriminationhaslong-termharmfuleffects.Peersfromminoritybackgroundsmayfeelasenseofthreatthatmakesthemworry.Childrenwhorecognisetheexistenceofdiscriminationarebetterequippedtoincludeothersandmakethemfeelwelcome.

3. Take-away message: Thetakeawaymessageisthatitishardtobeamemberofagroupthatexperiencesdiscrimination.Ifweallworktogethertomakesurethatnewcomersfeelwelcome,wecanmakelifeinAustraliaeasierandmorefun.

Student Interpretations 1. What happened in the story? WejustheardthisstoryaboutAshna,Chandani,andJo.What

happenedinthisstory? 2. What did you choose to have happen? DidyouchoosetohaveAshnagooverandplaywith

JoorstaywithChandani?Whydidyoumakethisdecision?

Student Emotions/Motivations Attributions (Perspectives of Ashna, Chandani, and Jo) 1. Perspective 1:

a. WhatdidAshnathinkaboutgoingovertobuildsandcastleswithJo?WhydidAshnathinkthat?b. HowmightAshnafeelifshewentovertoplaywithJo?HowmightAshnafeelifshestayedwithChandani?

2. Perspective 2: a. WhatdidChandanithinkaboutgoingovertobuildsandcastleswithJo?WhydidChandanithinkthat?b. HowmightChandanifeelifAshnawentovertoplaywithJo?HowmightChandanifeelifAshnastayed

withheranddidn’tplaywithJo?3. Perspective 3:

a. WhatdoyouthinkJowantedAshnaandChandanitodo?WhydidJowantthemtodothat?b. HowmightJofeeliftheyjoinedher?HowmightJofeeliftheydidn’tjoinher?

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Student Evaluations of the Characters’ Choices 1. Evaluation of choice: DoyouthinkitwouldbeOK/notOKforChandanitosaythatAshnashouldn’t

playwithJobecause,inChandani’sexperience,AussiekidsonlyliketoplaywithAussiekids?Whydoyouthinkit’sOK/notOK?

Guided Interpretations: Suggestions for Teacher-Led Discussions 1. Teacher reiteration of main message:Themainthemeforthisweekwastothinkabouthow

peoplefromcertainculturalgroupsaresometimestreatedverybadly.Peopledon’ttrustthemanddon’twanttobefriendswiththem.Thisisnotafairthingtodo,anditcanreallyhurtkidsfromthesegroups.TheystarttothinkthatAustraliansarenotfriendly,andtheygetnervousaboutbeingtreatedbadlyagain.

2. What did we learn?: LotsofAustralians,likeJo,areveryhappytomeetpeoplefromotherculturalbackgrounds.Joknewthatmosteveryonelikesbuildingsandcastlesatthebeach,andshesawachancetoinviteAshnaandChandanitohavefunwithher.EventhoughChandaniwasworried,intheend,shehadagreattime!Wecanalldothingslikethistomakesurethateveryonefeelswelcomehere.

3. Probing children’s identification of themes: DoyouthinkAshnawouldbebetteroffifshehadlistenedtohersisterandstayedawayfromJo,orgoneovertoseeforherself?Howmightshebebetteroff?DoyouthinkChandaniwillbeworriedaboutplayingwithotherAussiekidsnow,orwillshefeelbetteraboutmakingfriends?

Solutions 1. Enabling children to identify with the activities of the context

a. Haveyoueverbeentothebeach?Whatgroupsofpeopledidyouseethere?b. Didyounoticethatcertainculturalgroupsonlydidcertainthings,ordideveryonedosimilarthings?

2. Have you ever experienced this? a. Hasanyoneeverwarnedyouaboutplayingwithpeoplefromanotherculturalbackground?Wheredoyouthinktheygotthatidea?

b. Howdiditmakeyoufeeltohearthat?3. Bystander roles:

a. Ifyouseethatsomeoneisnervousaboutjoininganactivitywithpeoplefromanotherculturalbackground,whatcouldyoudoaboutit?

b. Nowthatyou’veheardaboutJo,Chandani,andAshna,whatnewideasdoyouhaveforhowwecanallmakesurethateveryonefeelswelcomeinAustralia?

4. Challenging unfair actions of in-group: a. Haveyoueverheardanyonesaysomethingnegativeaboutpeopleofanotherculturalgroup?Howcouldyouhelpthemrealisehowharmfulthatis?

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Week 6 Setting: The park Group focus: Indonesian Teacher Introduction 1. Main theme: Themainthemeforthisweekisstandingupforsomeonewhoisthebuttofajokeorthe

targetofbullying.Standingupforothersenablesstudentstobuildastrongerpeercommunity,andensurethateveryoneisabletolearnandplay.

2. Why we chose the topic: Thistopicisimportanttodiscusswithchildrenbecauseithighlightstheimportanceofbystandersinchallengingbullyingandtargetedexclusion.Mostchildrenrecognisethatbullyingiswrong,butfewerseetheimportanceofbystandersinstoppingit,andfewerstillunderstandtheappropriatewaystointervene.Gettingchildrentorecognisetheobligationthatbystandershavetointervene,andtheappropriatewaystodoso,iscriticaltominimisingtheharmfuleffectsofbullying.

3. Take-away message: Thetakeawaymessageistorealisethatbystandersplayacriticalroleinwhetherbullyingandtargetedexclusioncontinuesornot.Whenwitnessingbullyingortargetedexclusion,thereareanumberofthingsthatchildrencandotostoporpreventbullyingfromhappening,includingstandingupforthevictimisedpeer,and,ifthatdoesnotwork,contactingateacherorauthoritymember.

Student Interpretations 1. What happened in the story? SowejustheardthisstoryaboutJayden,Tyler,Lucas,Brian,and

Adi.Whathappenedinthisstory? 2. What did you choose to have happen? DidyouchoosetohavethemstickupforAdiorwalk

awayandsaynothingaboutit?Whydidyoumakethisdecision?

Student Emotions/Motivations Attributions (Perspectives of Adi, Brian, and Lucas): 1. Perspective 1:

a. WhatdidLucasandBrianthinkaboutlettingAdiwing?Whydidtheythinkthat?b. HowmightLucasandBrianfeelifJadenandTylerstickupforAdi?Doyouthinktheymightfeelguilty

aboutwhattheydid?c. HowmightLucasandBrianfeelifJadeandTylerjustwalkawayanddon’tstickupforAdi?Doyou

thinktheywouldrealisewhatthey’vedone,orwilltheyjustkeepswingingandforgetwhattheydidtoAdi?

2. Perspective 2: a. WhatdidJadenandTylerthinkaboutwhatLucasandBriandidtoAdi?Whydidtheythinkthat?b. HowmightJadenandTylerfeeliftheystickupforAdi?HowmightJadenandTylerfeeliftheyjust

walkawaydon’tstandupforAdi?3. Perspective 3:

a. WhatdoyouthinkAdiwantedtodo?WhydidAdiwanttodothat?

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b. HowmightAdifeelifJadenandTylerstuckupforhimandgothimaturnontheswings?HowmightAdifeelifJadenandTylerjustwalkedawayanddidn’tstandupforhim?

Student Evaluations of the Characters’ Choices 1. Evaluation of negative choice: DoyouthinkitwouldbeOK/notOKforJadenandTylertojust

walkawayandnotsayanythingtoLucasandBrian?Whydoyouthinkit’sOK/notOK? 2. Evaluation of positive choice: DoyouthinkitwouldbeOK/notOKforJadenandTylertostand

uptoLucasandBrianforAdi?Whydoyouthinkit’sOK/notOK?

Guided Interpretations: Suggestions for Teacher-Led Discussions 1. Teacher reiteration of main message:So,themainthemeforthisweekwastothinkabouthow

importantitistostickupforpeerswhoarebeingbullied.Oftentimes,bullieswillstoppickingonsomeoneiftheirfriendsorgroupmemberstellthemtostopandthatwhatthey’redoingiswrong.

2. What did we learn?: Thisweekwelearnedabouthow,bynotstandingupforsomeonewhoisbeingbullied,youareallowingthebullyingtocontinue.IfJadenandTylerdidn’tsaysomething,LucasandBrianwouldkeepbullyingAdi.Bystandinguptothem,JadenandTylerhadanopportunitytohelpLucasandBrianrecognisethatwhattheyweredoingwasn’tfunny–itwaswrong.ThebestthingtheycouldhavedonewastotalktoLucasandBrianaboutwhattheyweredoingandtrytogetthemtoseewhyitwaswrong.

3. Probing children’s identification of themes: WhatdoyouthinkJadenandTylercouldhavesaidtoLucasandBriantogetthemtorecognisewhyitwaswrongtosaythosethingstoAdi?

Solutions 1. Enabling children to identify with the activities of the context

a. Haveyoueverbeentoaparkbefore?Whatkindsofthingsdoyouliketodoatthepark?2. Have you ever experienced this?

a. Haveyoueverbeentoldthatyoucouldn’tplayonsomeoftheequipmentbefore?Howdidyoufeelwhenyouweretoldyoucouldn’tplay?

b. Haveyouevernoticedsomeoneelsebeingtoldthattheycouldn’tplayonsomeoftheequipmentbefore?Howdoyouthinkitmadethemfeel?

3. Challenging unfair actions of in-group: a. Haveyoueverseenorheardoneofyourfriendsbullyingorexcludingsomeoneelse?

4. Bystander roles: a. Ifyouseesomeonebeingbulliedorexcluded,whatcouldyoudoaboutit?b. Howdoyouthinkyouwouldgoaboutchangingsomeone’smindtogetthemtoseethatbullyingisn’t

coolorfunny?

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Week 7 Setting: Football Group focus: Gender Teacher Introduction 1. Main theme: Themainthemeforthisweekisgettingstudentstoexpandtheirawarenessofexclusion

andrecognisethatabilityisnotlimitedbygender.Racial,ethnic,andculturalexclusionarethemainfocusonthisapp,butgender-basedstereotypesandexclusionarealsowidespreadinchildhoodandadulthood.

2. Why we chose the topic: Thistopicisimportanttodiscusswithchildrenbecauseitillustrateshowstereotypescancropupinmanycontexts,providinganopportunityforchildrentoconnecttheirdevelopingawarenessofracialstereotypestobroaderissuesofdiscrimination.Thisstorydepictsanindividuallearningfirsthandthattheirgenderstereotypesaboutgirlswerewrong,andhighlightshoweveryonedeservesachance.

3. Take-away message: Thetakeawaymessageisthatyouneverknowwhatpeoplearecapableofuntilyougivethemachancetoshowwhattheycando.Makingassumptionsaboutwhatotherscandobasedontheirgendermayevenmeanlosingoutonavaluableandtalentedfriendorteammember.

Student Interpretations 1. What happened in the story? WejustheardthisstoryaboutBrandon,Nico,andSarah.What

happenedinthisstory? 2. What did you choose to have happen? DidyouchoosetohaveBrandonpickSarahfortheir

team,orpickanotherboy?Whydidyoumakethisdecision?

Student Emotions/Motivations Attributions (Perspectives of Nico, Brandon, and Sarah) 1. Perspective 1:

a. WhatdidNicothinkaboutpickingSarahfortheirteam?Whydidhethinkthat?b. HowmightNicofeelifBrandonpickedSarah?HowmightNicofeelifBrandonpickedsomeoneelse?

2. Perspective 2: a. WhatdidBrandonthinkaboutpickingSarahfortheirteam?Whydidhethinkthat?

3. Perspective 3: a. WhatdoyouthinkSarahwantedtohappen?WhydidSarahwantthattohappen?b. HowmightSarahfeelifsheknewBrandondidn’twanttopickherjustbecauseshe’sagirl?How

mightSarahfeelifsheknewNicowantedtopickherbecauseshe’sgoodatfootball?

Student Evaluations of the Characters’ Choices 1. Evaluation of negative choice: DoyouthinkitwouldbeOK/notOKforBrandontorefusetopick

Sarahbecauseshe’sagirl?Whydoyouthinkit’sOK/notOK?

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2. Evaluation of positive choice: DoyouthinkitwouldbeOK/notOKforBrandontolistentoNico,whoknowsthatSarahisgreatatfootball?Whydoyouthinkit’sOK/notOK?

Guided Interpretations: Suggestions for Teacher-Led Discussions 1. Teacher reiteration of main message: Themainthemeforthisweekthatgenderdoesn’ttell

youwhatapersonisgoodat.Wehavebeentalkingaboutgettingtoknowpeopleandnotmakingguessesaboutwhatthey’relikebasedontheircultureorwherethey’refrom,butthereareotherkindsofassumptionsthatpeoplemaketoo,includinggenderstereotypes.

2. What did we learn?: Thisweekwelearnedabouthow,bymakinganassumptionaboutwhatSarahcoulddo,Brandonmissedoutonavaluableandtalentedteammember.LikeNico,weknowthatgirlscanbeverygoodatfootball.It’spracticethatmakespeoplegoodfootballplayers,notgender.So,whenwegotochoosepeopleforourteam,orevenjustchoosepeopletohangoutwith,it’simportanttofindoutwhatthey’rereallylikeandnotmakeguessesbasedonwhattheylooklikeorwhetherthey’reagirloraboy.Youneverknowwhatpeoplearecapableofuntilyougivethemachancetoshowwhattheycando.

3. Probing children’s identification of themes: Whydidn’tBrandonlistentoNicowhenhesaidthatSarahwasreallyquickandplaysfootballalotontheweekends?DoyouthinkBrandonstillthinksgirlsarenotgoodatfootball,ordidSarahchangehismind?

Solutions 1. Enabling children to identify with the activities of the context

a. Doyouplayanysports?What’smostimportantwhenyou’repickingteams?2. Have you ever experienced this?

a. Haveyoueverbeentoldthatyoucouldn’tplayorleftbehindfromagamejustbecauseyou’reagirlorjustbecauseyou’reaboy?

b. Howdidyoufeelthen?3. Challenging unfair actions of in-group:

a. Haveyouheardanyotherthingsaboutwhatboysaregoodatorwhatgirlsaregoodat?Whosaysthesethings?Doyouthinkthosearealwaystrue?

b. Whatcouldyousaytoapersonwhohadastereotypeaboutwhatgirlsorboysaregoodatornotgoodat?

4. Bystander roles:

Ifyouseesomeonebeingexcludedfromagamebecauseoftheirgenderortheirrace,whatcouldyoudoaboutit?

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Week 8 Setting: TV show Group focus: Vietnamese

Teacher Introduction 1. Main theme: ThemainthemeforthisweekisrecognisinghowdifferentrolesinmoviesandTVshows

canbeharmfultoothers.2. Why we chose the topic: Thistopicisimportanttodiscusswithchildrenbecauseimplicitand

explicitmediamessagesaboutgroupsofpeopleareeverywhereintoday’ssociety.Helpingchildrenrecogniseandchallengeharmfulbiasesinthemediacanenablethemtomakepositivechoiceswiththeirmediacontent.

3. Take-away message: Thetakeawaymessageistorecognisehowbiasesinthemediacanbeharmfultoothers,andtothinkaboutwhatchildrencandotoavoidcontributingtothosebiases.

Student Interpretations 1. What happened in the story? SowejustheardthisstoryaboutGeorgeandBin.Whathappenedin

thisstory? 2. What did you choose to have happen? DidyouchoosetohaveGeorgetellBinhnottobesilly,

thatit’sjustashow,ordidyouchoosetohaveGeorgeaskwhyBinhdoesn’tliketheshow?Whydidyoumakethisdecision?

Student Emotions/Motivations Attributions (Perspectives of George and Binh) 1. Perspective 1:

a. WhatdidGeorgethinkabouttheTVshow?WhatdidGeorgethinkaboutwhyBinhdidn’tliketheTVshow?Whydidhethinkthat?

b. HowmightGeorgefeelifhetalkstoBinhandBinhsayshedoesn’twanttowatchtheshow?HowmightGeorgefeelifhetellsBinhtostopbeingsillyandthatheknowsBinhisn’tlikethat?

2. Perspective 2: a. WhatdidBinhthinkabouttheTVshow?Whydidhethinkthat?b. HowmightBinhfeelifGeorgetalkstohimabouttheshowandaskswhyhe’supsetbyit?Howmight

BinhfeelifGeorgetellshimtostopbeingsillyandthatheknowsBinhisn’tlikethat.

Student Evaluations of the Characters’ Choices 1. Evaluation of negative choice: DoyouthinkitwouldbeOK/notOKforGeorgetotellBinhto

stopbeingsillyandthatheknowsBinhisn’tlikethat?Whydoyouthinkit’sOK/notOK? 2. Evaluation of positive choice: DoyouthinkitwouldbeOK/notOKforGeorgetotalktoBinh

abouttheshowandaskswhyhe’supsetbyit?Whydoyouthinkit’sOK/notOK?

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Guided Interpretations: Suggestions for Teacher-Led Discussions 1. Teacher reiteration of main message: So,themainthemeforthisweekwastothinkabout

howdifferentrolesinTVshowsandmoviescanmakeotherpeoplefeelandwhatwecandotounderstandtheirperspectivebetter.

2. What did we learn?: Thisweekwelearnedabouthow,byalwayshavingVietnamesepeopleportrayedasthebadguys,Binhfeltuncomfortablewiththeshow.Wealsolearnedhow,byaskingBinhaboutwhyhedoesn’tliketheshow,ratherthanjusttellinghimnottobesilly,GeorgewasabletoseewhytheshowwashurtfultoBinh.

3. Probing children’s identification of themes: WhatdoyouthinkaboutdifferentrolesinTVshowsandmovies?WhatdoyouthinkisthebestthingthatGeorgecouldhavedonetomakesurethathisfriend,Binh,hadagoodtime,too?

Solutions 1. Enabling children to identify with the activities of the context

a. WhataresomeofyourfavoriteTVshowsandmovies?Whoarethemaincharacters,good“guys”andbad“guys”?

b. HaveyouevernoticedthatthesamegroupsofpeopletendtobecastforthepositiveandnegativerolesinTVshowsandmovies?

2. Have you ever experienced this? a. HaveyouevernoticedthatagroupthatyoubelongtowascastasthevillainsinaTVshowormovie?

Howdidthismakeyoufeel?b. Haveyouevernoticedthatafriendofyourswasthesameethnicorculturalgroupthatwasbeing

negativelyportrayedinaTVshowormovie?3. Challenging biased messages:

a. Whatcanyoudotomakesurethatyourfriendsdon’tfeeluncomfortablebecauseofhowtheirgroupisportrayedinTVshowsormoviesthatyou’rewatching?

b. Isitenoughtojustnotwatchtheshowaroundthem,ordoyouthinkthatitwouldbeworthittostopwatchingtheshowaltogether?

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Vocabulary Word Bank Thefollowingisalistofwordsthatreflectcentralconceptsandthemesthatarisewhendiscussingprejudiceandbiaswithchildren.Discussingtheseconceptscanhelptoestablishasharedclassroomvocabularyaroundissuesofracialexclusionandinclusion.Eachwordisaccompaniedbyadefinitionandanexamplefromoneofthestoriesintheapp. Discrimination: Discriminationmeansdenyingsomeonetheopportunitytodosomethingsolelybecauseoftheirrace,gender,religion,ornationality.Discriminatingagainstsomeonemakesthepersonfeelbadespeciallybecausethereisnothingthattheydidtodeservebadtreatment.

Exampleintheapp:LucasandBrianwerediscriminatingagainstAdibynotlettinghimplayontheswingsjustbecausehewasfromadifferentbackgroundfromthem.Fortunately,LucasandBrianstuckupforAdi. Empathy: Empathymeansidentifyingwithwhatsomeoneelseisgoingthrough.Havingempathymeanstakingthetimetothinkaboutthefeelings,thoughts,andattitudesofanotherperson.

Exampleintheapp:WhenJadenandTylerstuckupforAdiontheplayground,theywereshowingempathybecausetheythoughtaboutwhatAdiwasfeelinganddecidedtomakesurethathegotachanceontheswingslikeeveryoneelse. Equality: Equalityreferstotheequaltreatmentofothers.Treatingothersequallymeansunderstandingthatitwouldbewrongtogivesomepeoplespecialopportunitiesthataremeantforeveryonetohave.

Exampleintheapp:WhenChandanisaidthatotherAustralianchildrenhadtoldherthattheydidn’twanttoplaywithherbecauseshewasdifferentsheexperiencedunequaltreatmentfromothers.HersisterAshnahadapositiveexperienceplayingwithJowhichhelpedhersistertofeelbetteraboutmakingnewfriendsandtoseethattherearechildrentheiragewhotreatothersequally.

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Vocabulary Word Bank Fairness: Fairnessmeanstreatingeveryonejustlybasedontheirabilitiesandneeds.Issuesoffairnessoftencomeupwhenpeoplemakedecisionsabouthowtodivideupresourcesoropportunities,suchastoystoplaywithorwhogetstoplayonasportsteamorwhogetsnewschoolsupplies.Beingfairmeansnotfavouringonepersonoveranotherwheneveryonedeservesthesameopportunity.

Exampleintheapp:WhenNicosaidthatSarahwouldbeagoodpersontohaveontheirfootballteambecausebothboysandgirlsshouldhaveachancehewastalkingaboutfairness;treatingotherplayersbasedontheirabilities,nottheirgender. Mutual Respect: Mutualrespectreferstowhenindividualsrespecteachother’sgoals,desires,andvalues,andunderstandthateveryoneisentitledtotheirownbeliefs,aslongastheseopinionsarenotintentionallyharmfultoothers.Mutualrespectdoesn’thavetomeanthateveryoneagrees,butitmeansthatindividualsexpressingdifferentviewpointstreateachotherwithfairnessandrespect.

Exampleintheapp:WhenMaggieandChloeletKalaauditionforthedanceteam,theywereshowing

mutualrespect,becausetheyrespectedthefactthatshedanceddifferentlythantheydid,andintheend,theygottolearnsomethingnewfromher. Prejudice: Prejudicemeans“pre-judging”inawaythatisunfairtoothers,suchasexpectingthatsomeonewilllackcertaintraits,talents,abilities,andinterestsbasedsolelyontheirgroupmembership,suchasgender,race,religion,orculture.It’sunfairtoassumethatsomeonelackstalentsjustbecauseofthewaythattheylook.

Exampleintheapp:BeforeMaggieandChloeletKalaauditionforthedanceteam,theywereactinginaprejudicialwaybecausetheythoughtherstyleofdancewouldnotbegoodjustbecauseshewasfromadifferentbackground.Butoncetheygaveherachance,theyrealisedtheywerewrong.

Racism: Racismmeansbelievingthatpeoplefromoneraceorethnicityarebetterthanpeoplefromotherracesorethnicities.Beingracistmeansnotlikingpeoplejustbecausetheyareofacertainethnicheritageandtreatingtheminanunkindandunfairmanner.

Exampleintheapp:Unfortunately,racismappearsinmanyplacesinsociety;itcanalsoappearonTV.GeorgeandBinhsawashowthatwasracistbecauseitmadefunofpeoplebecauseofthewaythattheylook.BinhhelpedGeorgetoseehowpeoplefromminoritybackgroundsareoftenshowninanegativeway,creatinghurtfulfeelingsbythosewhoidentifywiththegroupthatistargeted.

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Vocabulary Word Bank Social Exclusion: Socialexclusionmeansshuttingsomeoneoutfromanopportunity,suchaswhenagroupofchildrenexcludesomeonefromanactivityforunfairreasons.Sometimesexclusionoccursoutoffearofsomeonenewwhomightwanttodothingsdifferently,creatingunnecessarymistrust.Learningnewwaysofdoingthingscanbeaverypositiveexperience,though.Itcanalsobeawaytodiscovernewthingsabouttheworldaroundyou.

Exampleintheapp:Atfirst,ConnorandMattwerebeingexclusivetowardsBlakebecausehewasnewandtheythoughthemightnotlikethesamethingsthattheyenjoyed;butintheendtheyrealisedthatbyincludingBlaketheyhadmorefun.

Social Inclusion: Socialinclusionmeansbeingopenandcuriousaboutotherswithadesiretoincludepeopleintoanactivityoranopportunity.Beinginclusivemeanslookingforwardtomakingfriendswithpeoplewhomighthaveanotherperspective.

Exampleintheapp:WhenChristy,Miranda,andImogeninvitedLanfentothefunpark,theywerebeinginclusive,becausetheydecidedtohavefunandsharetheirspecialtripwithsomeonenew. Tolerance: Tolerancemeansrecognisingthatmanycultureshavedifferenttraditions,customs,andconventions,andthatdiversityofthistypecanbesomethingtocelebrateandenjoy.Beingtolerantmeansthatyourecognisethatpeopleofdifferentethnicities,religions,orbeliefscanbefriends,sharegoals,andhavecommonvalues.

Exampleintheapp:WhenMadhihelpedSalseethatJameswouldbeagreatpersontohaveathisbirthdayparty,hewashelpinghisfriendbetolerant.

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Suggested Readings about Prejudice in Childhood Academic articles and books: Cameron, L., Rutland, A., & Brown, R. (2007). Promoting children’s positive intergroup attitudes towards stigmatized groups:

Extended contact and multiple classification skills training. International Journal of Behavioral Development, 31, 454–466. doi:10.1177/0165025407081474

Juvonen, J., Nishina, A., & Graham, S. (2006). Ethnic diversity and perceptions of safety in urban middle schools.

Psychological Science, 17, 393–400. doi:10.1111/j.1467-9280.2006.01718.x Killen, M., Elenbaas, L., Rizzo, M. T., & Rutland, A. (in press). The role of group

processes in social exclusion and resource allocation decisions. In A. Rutland, D. Nesdale, & C. Spears Brown (Eds.), Handbook of group processes in children and adolescents. New York, NY: Wiley.

Killen, M., Elenbaas, L., & Rutland, A. (2015). Balancing the fair treatment of others while preserving group identity and autonomy. Human Development, 58, 253–272. doi: 10.1159/00044415

Killen, M., & Rutland, A. (2011). Children and social exclusion: Morality, prejudice, and group identity. Wiley-Blackwell. doi:

10.1002/9781444396317 Killen, M., Rutland, A., & Ruck, M. (2011). Promoting equity, tolerance, and justice in childhood. Social Policy Report:

Sharing Child and Youth Development Knowledge, 25, 1–33. Nesdale, D. (2008). Social identity development and children’s ethnic attitudes in Australia. In S. M. Quintana & C. McKown

(Eds.), Handbook of race, racism, and the developing child. (pp. 313–338). Hoboken, NJ: John Wiley & Sons Inc. Nesdale, D., Maass, A., Durkin, K., & Griffiths, J. (2005). Group norms, threat, and children’s racial prejudice. Child

Development, 76, 652–63. doi:10.1111/j.1467-8624.2005.00869.x

AdditionalmaterialsandcurriculumideasareavailableattheTeachingTolerancewebsite:www.teachingtolerance.org