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Diversity

Activities for
Youth and Adults

College of Agricultural Sciences


Cooperative Extension
Why is appreciating How can these activities When and where should
diversity important for boost understanding of these activities be used?
youth and adults? diversity?
The activities in this publication are
The face of the United States and its Learning about diversity can be fun. appropriate for use by teachers, youth
workplace is changing. A growing The activities in this publication can leaders, child care professionals, and
number of neighborhoods and commu- help participants: human service professionals. While
nities contain a complex mix of races, most of the activities are appropriate for
cultures, languages, and religious Recognize how we place self-imposed older youth (middle school and above)
affiliations. At the same time, the limits on the way we think and adults, some of the activities may be
widening gap between the rich and the Discover that, in many ways, people adapted for younger children. Decisions
poor is creating greater social class from different cultures and back- should be based on the facilitators
diversity. In addition, the U.S. popula- grounds hold similar values and knowledge of the groups cognitive level
tion includes more than 43 million beliefs and needs.
people with physical and mental Become more aware of our own
challenges. cultural viewpoints and the stereo- Some of the activitiesincluding
types we may have inadvertently Connect the Dots, First Impres-
For these reasons, todays youth and picked up sions, and Proverbscan be used as
adults are more likely to face the Accept and respect the differences discussion starters or icebreakers. Others
challenges of interacting and working and similarities in people. may be the basis for an entire lesson,
with people different from themselves. such as What Do You Know or What
The ability to relate well to all types of Have You Heard? In either case, the
people in the workplace is a leadership facilitator should allow enough time for
skill that is becoming increasingly discussion at the end of each activity.
important. Understanding, accepting, Debriefing is important for dealing with
and valuing diverse backgrounds can unresolved feelings or misunderstand-
help young people and adults to thrive ings. It is equally important to conduct
in this ever-changing society. activities in an atmosphere of warmth,
trust, and acceptance.

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Connect the Dots

Procedure: Discussion:
Goal:
Begin the activity by telling participants Why is it that most of us did not think
Participants will experience the that youd like to challenge their of going outside the boundaries to solve
fact that we often unconsciously thinking. Pass out copies of the the problem?
limit our perspectives and Connect the Dots handout and
alternatives. pencils. Ask participants to try to To solve the problem, we had to get
complete the puzzle following the outside of our usual way of thinking
Time:
directions on the handout. Ask partici- outside of the box we put ourselves in.
1530 minutes, depending on pants who already know the solution or We had to literally draw outside the
discussion. figure out the solution before time is lines. This is what is required of us
called to please turn their paper over when we interact with people who are
Materials: and allow the others to figure out the different from us. We have to look at
Copies of the Connect the Dots solution themselves. Give participants other ways of thinking about
handout, a pencil with an eraser three to five minutes to work on the thinking.
for each participant, an overhead problem.
projector, and a marker. Drawing outside the lines is very
At the end of that time, have partici- difficult because we are so used to our
pants put down their pencils. Ask if own way of thinking and our own point
anyone has found the solution. If so, ask of view that it is hard to see other points
that person to come to the overhead of view. To successfully interact with
Solution projector and demonstrate the solution people from different backgrounds and
for the group. If no one has found the different cultures, we must learn to look
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solution, draw the correct solution for at the world from many points of view.
v

the group.
v

3 Ask participants to share examples of


situations when finding a good solution
to a problem required thinking outside
of the box.

2 v 1
v

3
Connect the Dots

Directions:
Connect all of the dots with four straight lines. Do not lift your pencil off the paper. Do not retrace any line. Lines may cross if
necessary.

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First Impressions

Procedure: Discussion:
Goal:
Pass out copies of The Herman Grid. Are the gray dots really there?
Participants will discover that Ask participants to share their first
their first impressions of people impression of this image. Ask if they see This is an example of how we some-
are not always true. gray dots in the white spaces. times see things that do not exist.
Sometimes this happens when we see
Time: people, too. Ask participants to think
1020 minutes, depending on about the following questions:
discussion.
Have you ever had a wrong first
Materials: impression of someone who had a
Enough copies of The Herman different background or came from
Grid for each participant. another culture?

Has someone from a different back-


ground or another culture ever had the
wrong first impression of you?

Ask participants to share and discuss


their examples in the large group or in
small groups.

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The Herman Grid

Instructions
Look at the squares and you will see gray dots appearing at the intersection of the horizontal and vertical white lines.

From Casse, Pierre (1981). Training for the cross-cultural mind: A handbook for cross-cultural trainers and consultants, 2nd edition.
Washington, D.C.: The Society for Intercultural Education, Training, and Research.

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Proverbs

Procedure: Discussion:
Goal:
In advance, print the pairs of proverbs This activity shows that although we
Participants will discover that, in on the next page on index cards so that have many differences when we
many ways, people from different each proverb appears on a separate card. compare ourselves to other kinds of
backgrounds and cultures hold people, we also have many similarities.
similar values and beliefs. Count the number of participants in We may have different ways of talking
the group and select enough cards to and different behavior patterns, but
Time: equal the number of participants. If many of our most basic needs and
1520 minutes. there is an uneven number of partici- interests are similar.
pants, the leader must participate in this
Materials: activity. Make sure that the cards are
A set of paired Proverb Cards. selected in matching pairs (one card
with a proverb from the United States
and one card with a similar proverb
from another country).

Mix up the cards and pass out one card


to each participant. When all cards have
been distributed, ask participants to
move around and find the person who
has a card with a similar proverb. Ask
partners to stand together when they
have found each other. For each set of
partners, one person should have a
proverb from the United States and the
other person should have a proverb
from another country.

After most people have found their


partner, ask those who have not found
their partner to raise their hands. Ask
those with raised hands to search among
themselves for partners. When everyone
has found their partner, ask each pair to
read their proverbs out loud to the
group. Ask the person with the proverb
from the other country to read first,
followed by the person with the proverb
from the United States.

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Proverbs

He makes a wine cellar from one My house burned down, but it was a A sparrow in the hand is better than a
raisin. (Lebanon) relief the bedbugs died. (Korea) cock on the roof. (Russia)
He makes a mountain out of a mole- Every cloud has a silver lining. (United One bird in the hand is better than
hill. (United States) States) two in the bush. (United States)

Even a tiger will appear if you talk He who is not in sight, is not in the Where something is thin, thats where
about him. (Korea) heart. (Tanzania) it tears. (Russia)
Speak of the devil and he will appear. Out of sight, out of mind. (United A chain is only as strong as its weakest
(United States) States) link. (United States)

God is a good worker, but he loves to Two captains sink the ship. (Japan) Not everyone who has a cowl on is a
be helped. (Spain) Too many cooks spoil the soup. monk. (Russia)
God helps those who help themselves. (United States) Dont judge a book by its cover.
(United States) (United States)
By trying often, the monkey learns to
You can force a man to shut his eyes, jump from the tree. (Zaire) As you cooked the porridge, so must
but you cant make him sleep. Practice makes perfect (or, if at first you eat it. (Russia)
(Denmark) you dont succeed, try, try again). As you sow, so shall you reap. (United
You can lead a horse to water, but you (United States) States)
cant make him drink. (United States)
A person that arrives early to the Every seed knows its time. (Russia)
A little in your own pocket is better spring never gets dirty drinking water. All in good time. (United States)
than much in anothers purse. (Spain) (Zaire)
One bird in the hand is better than The early bird gets the worm. (United
two in the bush. (United States) States)

If you climb up a tree, you must climb I will not cry over a mishap and injure
down that same tree. (Ghana) my eyes. (Tanzania)
What goes up, must come down. It is no use to cry over spilt milk.
(United States) (United States)

From the rain into the gutter. Trust in God but tie your camel. (Iran)
(Germany) God helps those who help themselves.
From the frying pan into the fire. (United States)
(United States)

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Pipe Cleaner Similarities

Procedure: anyone else made a creation that


Goal: represents the same concept or a similar
Place the pipe cleaners on a central table
Participants will discover the one. If so, ask them to stand. Continue
and ask each person to select four pipe
various things they have in until nearly everyone has had an
cleaners in the colors of their choice.
common with others, regardless opportunity to stand.
of background, race, or culture. Step 1.
Discussion:
Tell participants that their task is to
Time: shape the pipe cleaners to represent Ask what participants learned from this
something that is very important in activity. Note the fact that everyone in
2030 minutes.
their life or something that is an the room is different. Note specifically
Materials: important goal in their life. Allow about any differences that are apparent, such
five to seven minutes. The trainer as the ages of group members, the parts
Enough pipe cleaners so that each of the state they are from, the types of
should circulate around the room to
participant has four. Long pipe community they live in, or the positions
observe the creations that participants
cleaners are best, although the they hold.
make.
shorter variety may be used.
Provide a variety of colors. Ask the participants the following
Step 2.
Working with the person next to them, questions:
ask participants to try to guess what
What did you notice about the concepts
each others creations represent.
we chose to have our pipe cleaners
Step 3. represent?
As a total group, ask participants to
What if this group was filled with
stand if their creation represents the
people from very diverse backgrounds?
concept that you name. For example,
say, If your creation represents What are the chances that many of
these same concepts would surface?
something to do with religion, please
stand. Note the number of people who
Conclude by pointing out that regard-
are standing. Once they are seated, call
less of our backgrounds, those things
upon those to stand whose creation
that are very important to us are often
represents another concept. Concepts
similar for all of us. So, if you found
may include religion, family, friends,
yourself on a deserted island with
money, education, health, or others that
someone you consider to be very
you notice.
different from you, and you think you
couldnt possibly have anything to talk
When most people have had a chance to
about, think about your pipe cleaners
identify with one of the groups stand-
and you will have plenty to talk about.
ing, ask those who have not yet stood to
The same principle could apply to
raise their hands. Ask one of the people
almost any situation in which you are
with a raised hand to share what his or
interacting with someone who has a
her creation represents. Then ask if
background different from yours.
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Chain of Diversity

Procedure: Start a chain by overlapping and gluing


Goal: together the ends of one strip. Pass a
This activity is a strong follow-up to an
Participants will discover and glue stick to each person and ask the
initial discussion about differences and
recognize the many ways in which participants to add all six of their strips
similarities among people from different
they are similar and are different groups. to the chain. Continue around the
from others in the group, as well room until all participants have added
as the ways in which each person their strips to the chain.
Introduce this activity by inviting
is unique. participants to look at some of their
Discussion:
own similarities and differences. Pass
Time: bundles of colored strips around the Ask participants to reflect on the many
1530 minutes, depending on the room. Ask each participant to take six things they have in common, as well as
number of participants. strips. Ask participants to think of ways the ways that each person in the group
in which they are similar to and is unique. Conclude by pointing out
Materials: different from the other people in the that even though members of the group
room. On each strip, participants come from different backgrounds, in
Glue sticks and enough strips of
should write down one similarity and many ways they are the same. Display
colored construction paper so that
one difference. When completed, each the Chain of Diversity on a bulletin
each participant will have six
person should have written six ways in board or around the doorway of your
strips. Strips should be about 1.25
which they are similar and six ways in meeting room. The Chain of Diversity
to 1.5 inches wide.
which they are different from the other will symbolize the common aspects and
people in the room. the uniqueness that each person
contributes to the group.
Tell participants to be prepared to share
what they have written on two of their
strips with the whole group. If group
members are having difficulty, give
some examples of ways that people may
be different or similar, such as appear-
ance, birth order, the type of commu-
nity in which they live, hobbies and
interests, age, parental status, or marital
status. Ask each person to share two
ways he or she is the same and two ways
he or she is different from the other
people in the room.

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What Do You Know or What Have You Heard?

Procedure: Begin unfolding the posted newsprint


Goal: sheets so that the labels are revealed. Tell
Before the presentation, label the top of
Participants will recognize the each sheet of newsprint with the name each participant to circulate around the
widespread use of stereotypes. of a different type of person or group. room to each sheet of newsprint and,
Try to include a variety of dimensions with a marker, write one thing that they
Time: of diversity. Examples may include either know or that they have heard
Women, Men, Teenagers, African about the people or group identified by
2030 minutes.
American Males, Asian Americans, the label. Emphasize that what they
Materials: Latino Americans, Catholics, Chris- write can be something that they
tians, Jews, Arabs, Moslems, Amish know or something they have heard.
Large sheets of newsprint, tape,
markers, and wall space or other People, Wealthy People, Poor People,
The Homeless, People on Welfare, Allow enough time for each participant
surfaces to which newsprint may to add a thought to each list. Then
be taped. People With a Physical Challenge,
Californians, Southerners, People 75 invite participants to take a few minutes
Years and Older, People Who Live in to observe the completed lists.
the Country, People Who Live in the
Discussion:
City, and others.
Ask participants the following questions:
Fold each sheet and tape the sheets on
the walls or other surfaces in a manner What do many of the comments we
that does not reveal the label. Leave have written on the lists represent?
enough space between them so that
small groups can form around each Are they all true?
sheet.
Where did they come from? (Responses
You may choose to introduce this might include parents, friends, teachers,
activity with a brief discussion about books, the media, and others.)
culture and its impact on our behavior.
Be sure to point out that culture is Lead a discussion about stereotypes and
something we begin learning as very the fact that we become conditioned to
young children; that the rules of our think about stereotypes on an almost
culture are often not written but are automatic basis when we see or hear
learned from those around us; and that about someone whose background is
as children we generally accept these different from our own. We all use
rules without question. stereotypes at one point or another. The
important thing is that we begin to
Tell participants you want to engage become more conscious of the fact that
them in an activity called What Do we are often thinking on automatic.
You Know or What Have You Heard? We must stop to ask ourselves if what
we are thinking is a fact or a stereotype.

11
Resources/References

Prepared by Patreese D. Ingram,


The activities in this publication assistant professor of agricultural and
have been adapted from activities extension education.
in a variety of resources. Informa-
tion about specific sources will be Penn State College of Agricultural Sciences
provided upon request. research, extension, and resident education
programs are funded in part by Pennsylvania
counties, the Commonwealth of Pennsylvania,
and the U.S. Department of Agriculture.
American Camping Association
50000 State Road 67 North This publication is available from the Publications
Martinsville, IN 46151-7902 Distribution Center, The Pennsylvania State
University, 112 Agricultural Administration
The Lively World of Intercultural Building, University Park, PA 16802. For
Communication information telephone (814) 865-6713.

Florida Cooperative Extension Service


Issued in furtherance of Cooperative Extension
Institute of Food and Agricultural
Work, Acts of Congress May 8 and June 30,
Sciences 1914, in cooperation with the U.S. Department
University of Florida of Agriculture and the Pennsylvania Legislature. T.
R. Alter, Director of Cooperative Extension, The
Byrnes, D. Teacher, they called me a Pennsylvania State University.
__________! Confronting prejudice
and discrimination in the classroom. A This publication is available in alterna-
tive media on request.
publication of The Anti-Defamation
League and The Utah State Office of The Pennsylvania State University is committed to
Education, 1995. the policy that all persons shall have equal access
to programs, facilities, admission, and employ-
Casse, Pierre. Training for the cross- ment without regard to personal characteristics
cultural mind: A handbook for cross- not related to ability, performance, or qualifica-
cultural trainers and consultants. tions as determined by University policy or by
state or federal authorities. The Pennsylvania State
Washington, D.C.: The Society for
University does not discriminate against any
Intercultural Education, Training, and
person because of age, ancestry, color, disability or
Research, 1981. handicap, national origin, race, religious creed,
sex, sexual orientation, or veteran status. Direct all
OMalley, M.R. and Davis, T. Dealing inquiries regarding the nondiscrimination policy
with Differences to the Affirmative Action Director, The
The Center for Peace Education Pennsylvania State University, 201 Willard
118-C East Main Street Building, University Park PA 16802-2801; Tel.
(814) 865-4700/V; (814) 863-1150/TTY.
Carrboro, NC 27516
The Pennsylvania State University 1999

1M299ps23915

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