Diversity Discussion Starters

D iversity Discussion Starters

A Collection

of Ice Breakers

Designed

to Start

Conversation

about

Diversity

College of Agricultural SciencesAgricultural Research and Cooperative Extension

3 Introduction5 LifeSkills

8 DiscussionStarter1 “Diversity”

9 DiscussionStarter2 “TheManandtheEagle”

10 DiscussionStarter3 “ColorBlind”

11 DiscussionStarter4 “Crayons”

12 DiscussionStarter5 “TheCrayonBoxThatTalked”

14 DiscussionStarter6 “IfAlltheTreesWereOaks”

15 DiscussionStarter7 “TheBlackBalloon”

16 DiscussionStarter8 “TheColdWithin”

17 DiscussionStarter9 “ACat&AMouse”

19 DiscussionStarter10 “WelcometoHolland”

21 DiscussionStarter11 “WhereMonstersCanGrow”

22 AdditionalResources/References

23 LifeSkillsChart

Contents

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Diversitymeansdifferencesandincludesallofusinourrichandinfinitevariety.Currently,technologicaladvancesaremakingcommunica-tionaroundtheworldeasierandfaster.TheU.S.populationisundergoingdemographicchanges.Asaresultofthesechanges,diversityismoreprevalentinschoolsandintheworkplace.Thesedemographicchangesalsocreatetheneedtoim-plementmulticulturaleducationalexperiencesinbothformalandnonformaleducationalsettings.Asyouthdevelopmentleadersprovidequal-ityeducationalexperiencesforyouth,utilizingcurriculathatareinclusiveofdiversityeducationtrainingisimportant.Weneedtoprepareyouth(andpeopleofallages)tofunctionandsucceedinadiversesocietyandworld.

Overview

Thispublicationisdesignedtohelpfacilitatediscussionaboutdiversityamongyouthandadults.Diversityisdiscussedinabroadsenseinthispublicationthroughavarietyofstoriesandpoems.Eachstoryandpoemissetupasanactiv-itythatincludesabriefdiscussionandseveralthought-provokingquestions.Theseactivitiescauseyouthandadultstothinkcriticallyaboutthemeaningofdiversity.Thisguideisalsode-signedtohelpyouthandadultsvaluetheirownculturesaswellasotherpeople’sculturesandtoreflectonthelivesandperspectivesofpeoplewhoaredifferentfromthemselves.

Goals of this Guide

Thisactivityguidewillhelpfacilitatediscussionaboutdiversity.Thegoalsofthisguideare:n Toprovidematerialsthatwillfurtherprompt

discussionaboutdiversityandrelatedissues.n Toofferthought-provokingquestionsregard-

ingdiversityforusewithvariousaudiences.

Introduction

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How Can These Activities Boost an Understanding of Diversity?

Learningaboutdiversitycanbefun.However,beginningtodiscussthetopicofdiversitycanbedifficult.Therefore,thispublicationwillprovideactivitiesthatcanhelpparticipants:n Defineandthinkabouthowtheyinterpretthe

term“diversity.”n Interpretthestories’andpoems’meaningfor

themselves.n Sharetheirfeelingsregardingthestoriesand

poems.n Acceptandrespectdifferencesandsimilarities

betweenthemselvesandothers.

When and Where Should These Activities Be Used?

Thematerialsandactivitiesinthispublica-tionareappropriateforusebyteachers,youthdevelopmentleaders,diversityeducators,child-careprofessionals,andeducationprofession-alsinothersettings.Althoughthematerialsinthispublicationareappropriateforelementaryschool–ageyouth,manyofthediscussionstartersareadaptableforusewithpeopleofavarietyofages.Infact,adultswillbenefitfromengaginginthought-provokingdiscussionsandquestionsfoundinthisdiscussionguide.Selecttheques-tionsthataremostappropriateforthegroup.Adaptingthematerialsforvariousaudienceswillbeleftuptothefacilitator’sdiscretion.

Thisguidecanbeusedavarietyofways.Thefacilitatorsmayselecttheapproachthatbestsuitstheirgroups’needs.Facilitatorsshouldknowthattheactivitiesinthisguideshouldbeusedasdiscussionstartersoricebreakers.However,manyactivitiesmayserveasthebasisforanentireles-son.Inbothcases,thefacilitatorsshouldallowampletimefordiscussionattheendoftheactiv-ity.Thiswilldependonthesizeofthegroup,thesetting,andtheamountoftimeavailable.Thefacilitatorsmustselecttheactivitiesthatfittheirgroupsandtheirsituations.

Note to Facilitators

Discussionofunresolvedfeelingsisimportantforclarificationanddissolvinganymisunder-standings.Sincediscussingthetopicofdiversityoftenleadstorevealingpersonalinformation,participantsneedtofeelcomfortablewhentakingpartintheseactivities.Theseactivitiesshouldbeconductedinanenvironmentthatallowspartici-pantstofeelcomfortablewithsharing.

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Learningandfacilitatingdiscussionaboutdiver-sityisn’tallthatwillresultfromusingthisguide.Thisguidealsoallowsparticipantstheopportu-nitytopracticeskillsthattheywillbeabletouseinreallife.

Thissectionwillexplainthemanyskillspartici-pantswillgainbyworkingthroughtheactivitiesinthisguide.ThedefinitionofeachlifeskillhasbeenadaptedfromTargeting Life Skills, byPa-triciaA.Hendricks,formerIowaStateextensionyouthdevelopmentspecialist.Lifeskillsfoundinthisguideinclude:n ValuingDiversityn ThinkingCriticallyn LearningtoLearnn ProblemSolvingn Cooperationn CaringforOthersn WorkinginaTeamn DecisionMakingn Communication

Definition of Life Skills

Valuing Diversity—recognizingandwelcomingfactorsthatseparateordistinguishonepersonfromanother.Italsomeansbeingawareofthemanysimilaritiesanddifferencesamongpeopleandtheircultures.Invaluingdiversity,onemustbewillingtoacceptthatdifferencesareokayandlearntovalueone’sownuniquenessand“special-ness.”

Thinking Critically—canbethoughtofastalkingthingsoverwithyourselfinyourmind,decidingwhattothinkordo,andimprovingthequalityofdecisionmaking.Thecritical-thinkingprocesscanbestatedasasetofquestionsyouaskandansweryourself.n Observingthesituationcarefully:DoIagree

withwhatisbeingsaidordone?

n Examiningyourreaction:HowdoIreallyfeelaboutwhatisbeingsaidordone?

n Consideringalternativeresponsesandoppos-ingviewpoints:BasedonwhatIknow,isthestatementtrue?

n Decidingamongthealternatives:Whatim-plicationdoesthisdecisionhaveonmyfutureandme?AmIwillingtousethisinformationinmakingdecisions?

Learning to Learn—acquiring,evaluating,andusinginformation;understandingthemethodsandskillsforlearning.n Observingorusingthesensestogainnewin-

formationorfindingnewwaystouseinforma-tion.

n Understandingthemeaningoftheinforma-tion.

n Questioningtogainmoreinformation.n Usingthelearnedinformationinnewsitu-

ations,tosolveproblems,ortochangeyourbehavior.

n Beingabletobreakdowninformationintoparts.

n Integratingpartsofinformationtoformawhole.

n Judgingthevalueofinformationforagivenpurpose.

n Beingabletocommunicateinformationtosomeoneelse.

n Supportingtheeffortsofotherstolearn.

Problem Solving—clearlyidentifyingaproblemandaplanofactionforresolutionoftheprob-lem.Theproblem-solvingprocessinvolvesthefollwing:1. Identifying/clearlydefiningtheproblemsitua-

tion.2. Gatheringinformation;consideringpriorities,

resources,needs,andinterests.3. Thinkingofalternativesolutions.4. Comparingandselectingthebestalternatives.

Life Skills

5

5. Planningastrategy—settingagoalanddeter-miningwaystoreachthatgoal.

6. Carryingouttheplan—applyingthesolutiontotheproblem.

Cooperation—workingoractingtogetherforacommonpurposeormutualbenefit.Thisin-cludesthefollowingskills:n Communicatingeffectivelyn Settinggroupgoalsn Usingsocialskillsn Interactingeffectivelywithothersn Buildingandmaintainingtrustn Providingleadershipn Engagingindiscussionandcontroversythat

producesresultsn Managingconflictn Acceptingresponsibility

Caring for Others—showingunderstanding,kindness,andconcerntowardothers;givingat-tentiontothewell-beingofothers.n Showingsensitivitytoother’ssituationsand

theirwell-being.n Beingsympathetic;capacityforsharingorun-

derstandingthefeelingsofanother;compas-sion.

n Involvingoneselfinhelpingothers;demon-stratingconcern.

n Beingabletoacceptexpressionsofconcernfromothers.

Working in a Team—workdonebytwoormorepeople,eachdoingpartsofthewholetask.Teamworkinvolves:n Communicatingeffectively.n Identifyingacommontask.n Dividingataskbyidentifyingcontributions

byeachperson(roles).n Acceptingresponsibilityforyourpartofthe

task.n Coordinatingtheinteraction(workingto-

gether)tocompletethetask.n Sharingaccomplishment.

Decision Making—choosingamongseveralal-ternatives.Thedecision-makingprocessincludes:1. Specifyinggoalsandconstraints(limits).2. Generatingalternatives.3. Consideringrisksandappraisingalternatives.4. Choosinganalternativetoimplement.

Communication—exchangingthoughts,infor-mation,ormessagesbetweenindividuals;sendingandreceivinginformationusingspeechwritingandgestures.Messagesmustbesentandreceivedforcommunicationtohavetakenplace.Someexamplesare:n Reading:consideringideas,thoughts,infor-

mation,ormessagesthathavebeenwritten.n Speaking:talkingorverbalcommunication;

conversation;planning,organizing,andpre-sentingaspeech.

n Listening:hearingandinterpretingverbal(spoken)communications.

n Givingfeedback:respondingtocommunica-tion.

n Observing:beingattentivetoandinterpret-ingnonverbalcommunication,suchasbodylanguageandgestures.

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Inanefforttoprovidequalitypoemsandstories,wediligentlysoughtinformationoneachoftheworks.We,thecreatorsofthisactivityguide,exhaustedeverypossibleavenuetofindauthorinformationandtogainpermissionforincludingeachwork.Wewanttoensureourworkreflectsthehighestlevelofintegrityandprofessionalism.Allitemsarebelievedtobeinthepublicdomainunlessotherwisenoted.Ifyouknowthatanitemdisplayedisnotinthepublicdomain,pleasenotifyuswiththepublishinginformation.Uponverification,theitemwillberemovedfromthepublicationunlesspermissiontouseithasbeengrantedbytheauthor.

Copyright Information and Disclaimer

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Diversity

Author unknown

Thesecond-gradeschoolteacherposedasimpleenoughproblemtotheclass.“Therearefourblackbirdssittinginatree.Youtakeaslingshotandshootoneofthem.Howmanyareleft?”

“Three,”answeredthefirst7-year-oldboywithcertainty.“Onesubtractedfromfourleavesthree.”

“Zero,”answeredthesecond7-year-oldboywithequalcertainty.“Ifyoushootonebird,theotherswillflyaway.”

Discussion

Theproblem,asitturnsout,wasnotsosimpleafterall.Insomewaysitgetstotheveryheartofwhatthefussisallaboutregardingculturaldiver-sityandtheneedtorecognize,understand,value,and,finally,manageit.

Questions

n Pretendyouwereintheclassinthestory.Howwouldyouhaveansweredtheteacher’squestion?

n Whydoyouthinkthetwo7-year-oldstudentsansweredthequestionthewaytheydid?

n Takeamomenttothinkaboutwhatdiversitymeanstoyou.Doyouthinkitmeansthesamethingtootherpeople?

n What’sthecorrectanswer?Isthereonlyonewaytoanswerthequestion?

n Howdopeople’sperspectivesplayaroleinhowtheymayanswertheteacher’squestion?

n Whydoyousupposethefirstchildanswered,“Three,”whilethesecondchildanswered,“Zero”?

n Theauthorofthisvignetteillustratestheview-pointsofchildrenwhogrewupindifferentenvironments.Whatisthelessontheauthoristryingtopresent?

n Reflectonthestory.Doyouthinkbirdscanbecomparedtohumansituations?Whyorwhynot?

Discussion Starter 1

8

The Man and the Eagle

Author unknown

Therewasonceamanwhohadneverseenaneagle.Onedayamagnificenteaglelandedonhiswindowsill,andwhenhesawit,heexclaimed,“Whatanuglycreature!”Themangrabbedtheeagleandpulleditintohishouse.“First,I’mgoingtofixthatcurvedbeakofyours.”Heusedafiletoremovethehookintheeagle’sbeak.“Thoseclawsareviciouslooking,”themansaidasheclippedtheeagle’sclawsuntiltherewaslit-tleleft.Whenhefinished,themansaid,“There,nowyoulookbetter.”Andheputthebirdbackonhisopenwindowsillandshooeditaway.Youcanimaginehowlongthenewlytrimmedeaglelastedinthewild.

Discussion

Themanchangedthebirddrasticallyinthisstory.Withoutvaluingthebird’sspecialquali-ties,themanalteredthebirdtowhathethoughtwouldbebetter.Thisstorycanbeusedtodiscussdiscriminationandtheeffectithasonthosewhoarediscriminatedagainst.

Questions

n Thinkabouttheeagleforamoment.Howimportantdoyouthinkitisfortheeagletohaveitsclawsandsharpbeak?

n Whyaretheeagle’sbeakandclawsimportanttoitssurvival?

n Afterreadingthisstory,whydoyouthinkthemanchangedthebird?

n Didthemanknowtheimportanceoftheeagle’sclawsandbeak?Ifheknewmoreabouteagles,doyouthinkhewouldhaveappreci-atedtheeagleinsteadofchangingit?

n Haveyouevertriedtochangeapersonwhoisdifferentfromyou?

n Aresomepeoplecruelinthismannertopeoplewithwhomtheyarenotfamiliar?

n Doyouthinkit’sethicaltochangepeoplebecauseyouthinktheircharacteristicsaredif-ferentorsomehowlesssuperiortoyours?Ifso,inwhatsituationdoyoufeelthisisjustified?

n Whathappenswhenpeopleplacetheirbeliefsonothers?

n Canallpeoplebejudgedbythesamestandardofbeauty?Whyorwhynot?

n Inyouropinion,whatmakesapersonbeauti-ful/attractive?

n Whatroledoesaperson’spreferenceplayindecidingwhatisbeautifulorattractive?

n Howdowetreatpeoplewhodon’tlooklikeus—havedifferentskincolors;aretaller,thin-ner,orheavier;havebracesorglasses;useacanetowalk;havewrinkles;areolder,young-er,deaf,orblind?

n HowdoesthisstoryparallelthehistoryofAmerica?


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Color Blind

Clever Black

IfallofuswerecolorblindIknowit’sthenwewouldfindThatoftheproblemsfacingnationsThere’dnotbeoneonracerelations.

Thecolorofafellow’sskinIsjustontop,andverythinHe’sreallyjustthesamedownunder,Buthowwetreathimmakesmewonder.

Iaskedapreacher—anicefellowIfsoulswereblackorwhiteoryellow;HesaidhethoughtthesoulofamanWasneitherwhite,norblack,nortan.

Hesaidhethoughtthatitwastrue,FromlisteningtoaGodheknewThatwewouldsomeday,somewherefindThatevenChristwascolorblind.

Discussion

Judgingothersbythecoloroftheirskinisaformofstereotyping.Lookupthiswordinadiction-aryanddiscussanystereotypesyouhaveaswellasonesothershavemadeaboutyou.Thinkabouttheeffectithadonyouandonothers.

Questions

n Whatdoyouthinkitmeanstobecolorblind?n Doyoubelieveitispossibletobecolorblind

intoday’ssociety?n Whatdothecolorsofpeople’sskinssayabout

them?Doesitaccuratelydescribetheirperson-ality,intelligence,orability?

n Whydopeoplehavedifferentskincolors?n Canyounameagroupofpeoplewhowere

persecutedsimplybecauseofthecoloroftheirskin?

n Haveyouevermadejudgmentsaboutpeoplebecauseofthecoloroftheirskin?Ifso,whatdidyouthink?Didyourealizeyouweremak-ingassumptionsatthetime?Howdidyoufeelaftermakingthatassumption?Pleaseshareyourexperience(s).

n Howdopeople’supbringingsaffecttheiracceptanceofpeoplewhoaredifferentfromthemselves?

n Hasanyoneevermadeanassumptionaboutyoubasedonyourrace(physicalattributes)?

n Whatdopeople’sskincolorsmeantoyou?n Whatdoesracialprofilingmean?n Whateffectsdoyouthinkracialprofilingwill

haveonthosewhoaretargeted?Whataboutthosewhodotheprofiling—aretheywrong?

n Isracismtheonlyreasonnationsfight?Ifnot,whatotherreasonsexist?


10

Crayons

Author unknown

Wecouldlearnalotfromcrayons:Somearesharp,Somearepretty,Somearedull,Somehaveweirdnames,andarealldifferentcolors,Buttheyallhavetoliveinthesamebox.

Discussion

Appreciatingdiversityisvaluingwhatmakesussimilaraswellasdifferent.Thispoemtalksaboutlearningtolivetogetherandappreciatingtheuniquequalitiesofothers.Encourageparticipantstolookaroundthemselvesandtakenoteofallthethingsthatmakethemwhotheyare.Thispoemisspecialbecauseitcanbeadaptedtodis-cussallareassuchasgender,age,physicalabili-ties,intelligencelevels,racial/ethnicbackgrounds,economicstatus,beliefs,familystructures,placesofresidence,andsoforth.

Questions

Howarepeoplesimilartoaboxofcrayons?n Haveyoumetpeoplewhohavedistinctnames

ortalkdifferentlythanyoudo?Howdidyoureactwhenyoufirstmetthem?Howdidtheyreacttoyou?

n Do the ways people look indicate their level of intelligence?

n How can people with varying traditions, be-liefs, and values learn to live together in the same community? What would you expect to be the positive and negative about that type of situation?

n Whatifeveryoneintheworldwasexactlythesame?Iftheyalllookedthesame,talkedthesame,sharedthesameviews,practices,andtraditions,whatkindofworldwoulditbe?Doyouthinkthiswouldbeaplaceyou’dwanttolive?Whyorwhynot?Explain.


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The Crayon Box That Talked

Shane DeRolf, reprinted with permission from Random House, Inc.

Whilewalkinginatoystore,thedaybeforetoday,Ioverheardacrayonboxwithmanythingstosay.

“Idon’tlikeRed,”saidYellow.AndGreensaid,“NordoI.”AndnooneherelikesOrange,butnooneknowsjustwhy.

“Weareaboxofcrayonsthatdoesn’tgetalong,”saidBluetoalltheothers,“Somethinghereiswrong!”

Well,Iboughtthatboxofcrayons,andtookithomewithme,Andlaidoutallthecrayonssothecrayonscouldallsee....

TheywatchedmeasIcoloredwithRedandBlueandGreen,andBlackandWhiteandOrange,andeverycolorinbetween.

TheywatchedasGreenbecamethegrassandBluebecamethesky.TheYellowsunwasshinningbrightonWhitecloudsdriftingby.

Colorschangingastheytouched,becomingsomethingnew.TheywatchedmeasIcolored.TheywatchedmetillIwasthrough.

AndwhenI’dfinallyfinished,Ibegantowalkaway.AndasIdidthecrayonboxhadsomethingmoretosay....

“IdolikeRed!”saidYellowAndGreensaid,“SodoI!And,Blue,youwereterrific,Sohighupinthesky!”

Weareaboxofcrayons,EachoneofusisuniqueButwhenwegettogether...Thepictureiscomplete.


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Discussion

Thisisavividstoryaboutaboxofcrayonsthatdidnotgetalong.Atfirsttheydislikedeachother,butafterlearningtovalueeachother’suniquequalities,thecrayonsintheboxbegantoappreciateeachotherastheyworkedtogethertocreateabeautifulpicture.Youngchildrenwillrelatetothesecolorfulcharacters.Usethiscare-fullycreatedstorytopromoteopen-mindednessandcooperationandtodispelstereotypesaboutdifferentgroupsofpeople.

Questions

n Whydidn’tthecrayonsinthisboxgetalong?n Whydidthelittlegirltaketheboxofcrayons

home?n Whatdidittakeforthecrayonstobeginto

appreciateeachother?n Whatwerethebenefitsoftheboxofcrayons

workingtogether?n Arepeoplesometimeslikethisboxofcrayons?

Inwhatwaysdoyouthinktheyaresimilartotheboxofcrayons?

n Istheboxofcrayonssimilartoyourclass-room,club,orgroup?Howisitsimilar?Howdoesitdiffer?Explain.

n Doyouthinkthisboxofcrayonsbecamemoreopen-mindedtowardeachother?Werenewfriendshipsformed?

n Eachcrayonhadauniquequalitythatcon-tributedtothepicture.Thinkoftwouniquequalitiesyouhaveasanindividual.Sharethemwithapartnerorthegroup.Listenasyourpartnersharestheirqualities.Takenoteofanysimilarand/ordifferentqualitiesthatyouandyourpartnerhave.

n Pretendyouandyourfriendswerelikethisboxofcrayons.Whatwouldthepicturethatyoucolorlooklike?

13

If All the Trees Were Oaks

Author unknown

WhatifallthetreeswereoaksHowplaintheworldwouldseem;Nomaplesyrup,bananasplits,Andhowwouldorangejuicebe?

Wouldn’titbeaboringplace,Ifallthepeoplewerethesame;Justonecolor,justonelanguage,Justonefamilyname!

~But~

Iftheforestweretheworld,Andallthepeoplewerethetrees;Palmandpine,bambooandwillow,Liveandgrowinharmony.

Aren’tyouglad,mygoodfriend,Differentthoughwebe;Weareheretohelpeachother,Ilearnfromyou,andyou,fromme.

Discussion

Thispoempaintsapictureofhowtheworldwouldbewithoutdiversity.Usethispoemtodiscusstheimportanceofvaluingdifferencesinpeople.Remember,thefocusshouldbebroadinscope—donotlimitdiscussiontoraceissues.Expanddialoguetoincludephysicaldisabilities;learningstyles;placesofresidence:urban,rural,andsuburban;rich,poor;age;gender;religion;morals,values,traditions,andmore.

Questions

n Howistheforestliketheworld?n Thepoemlistsfourdifferenttypesoftree—

palm,pine,bamboo,andwillow.Whataresomeofthedifferencesfoundinpeople?Makealist,thenshareitwithothersinthegroup.

n Whatwoulditbelikeifallyourfriendswereexactlythesame?Iftheylikedthesamethings,talkedthesame,andactedthesame,wouldyouhaveasmuchfunwiththem?

n Whatwouldhappenifallthepeopleintheworldwerethesame?Whatkindsoftradi-tionswouldexist?Whatholidayswouldwecelebrate?Whichholidayswouldnolongerbecelebrated?Howdifficultwoulditbetodecideonthoseimportantthings?Whatwouldwegainandwhatwouldwelose?

n Doyouthinkitispositiveornegativethateveryoneintheworldisdifferent?Explain.

n Howimportantisittolearnfrompeoplewhoaredifferentfromyou?

n WhatkindsofthingscanyoulearnfromapersonwhocomesfromanotherpartofthecountryoracountryoutsidetheUnitedStates?

n Howdoourdifferenceshelpeachotherandallowustolearnfromeachother?

n Whatarethebenefitsofdiversity?


The Black Balloon

Author unknown

Thelittleblackboywatchedaman,BlowupballoonsonedayWheneachballoonwasfilled,themanLeteachonefloataway.

Thelittleboywatchedpatiently,Andwavedeachonegood-byeAsalltheprettybrightballoonsWentdriftingtowardthesky.

HeaskedthemanifblackballoonsWouldgoupliketherest.Themansaid,“Son,I’llblowoneup,Andputittothetest.’”

Andwhentheblackballoonwasfilled,Theywatcheditriseandglide.“It’snotthecolor,son,”hesaid,“Butwhatyou’vegotinside.”

Discussion

Youngpeopleoftenlooktotrustedadultstoprovidethemguidanceandclarityinlife.Thispoemdepictsasituationinwhichayoungboywonderedifthecoloroftheballoonaffecteditsabilitytofloataway.Thiscanbeusedtodiscusshowphysicalcharacteristicsmayormaynotaf-fectaperson’spotentialinlife.Asyoufacilitatediscussionbesuretotalkaboutstereotypingandhowittoomayaffectaperson.

Questions

n Howdifferentweretheballoonsinthestory?Whatdidtheyallhaveincommon?

n Whydoyouthinkthismanwasfillingbal-loonsandthenlettingthemfloathighintothesky?

n Whatdoyouthinkmadetheboyaskabouttheblackballoon?

n Dothecolorsofpeople’sskinsdeterminewhotheyareinside?Whatdothecolorsofpeople’sskinssayaboutthem?

n Doesthecolorofyourskinoradisabilitydictateyourpotentialinlife?Willithelporhinderyourfromaccomplishingyourdreamsandgoals?

n Whydopeoplemakepredeterminedjudg-mentsaboutothers?Whatshouldyoudowhenpeoplearoundyoumakejudgmentsaboutanotherperson?Howcanyouhandlethesituation?

n Doyoubelievethatourworldjudgespeoplebytheiroutsidedifferencesorthebeautywithin?

n Whatlessonsdidtheboylearnfromthisencounter?

n Whatquestionsmighttheboyhavefollowingthisencounter?


15

The Cold Within

James Patrick Kinney

SixhumanstrappedbyhappenstanceinbleakandbittercoldEachpossessedastickofwood,Orsothestory’stold.

Theirdyingfireinneedoflogs,thefirstwomanheldhersbackForonthefacesaroundthefireShenoticedonewasblack.

Thenextmanlooking’crossthewaySawonenotofhischurchAndcouldn’tbringhimselftogiveThefirehisstickofbirch.

ThethirdonesatintatteredclothesHegavehiscoatahitch,WhyshouldhislogbeputtouseTowarmtheidlerich?

TherichmanjustsatbackandthoughtOfthewealthhehadinstore,AndhowtokeepwhathehadearnedFromthelazy,shiftlesspoor.

Theblackman’sfacebespokerevengeAsthefirepassedfromhissight,ForallhesawinhisstickofwoodWasachancetospitethewhite.

AndthelastmanofthisforlorngroupDidnaughtexceptforgain,GivingonlytothosewhogaveWashowheplayedthegame.

Thelogsheldtightindeath’sstilledhandsWasproofofhumansin.Theydidn’tdiefromthecoldwithout,Theydiedfromthecoldwithin.

Discussion

Thisstorydepictssixhumansbroughttogetherbyacommonhappenstance.Eachindividualinthegroupsatsilently,harboringprejudicesagainsttheothersinthegroup.Intheend,thegroupperishedbecauseoftheirinabilitytogetpasttheirnegativeviewsofothers.Thisisapowerfulstorythatcanbeusedtoshowwhatcanhappenwhenpeopleholdprejudicedviews.

Questions

n Howdoyouthinkthesixpeopleinthispoemdied?Why?

n Describehowthisstorymadeyoufeel.n Whatisthefireametaphorforinthisstory?n Pickonecharacterfromthisstory.Describe

thecharacter.n Whatsurprisedyouaboutthecharactersin

thisstory?n Whatassumptiondideachofthecharacters

makeabouttheothersaroundthefire?n Whatmajoreffectdidthecharacters’opinions

haveontheirlives?n Whatdoyoufeelcontributedtoeachperson’s

decisionnottosharehisorherlogofwood?n Doyouthinkitisokayforpeopletoactthis

way?Whyorwhynot?n Haveyoueversharedanyofthethoughtsor

beliefsofthesixcharacters?n Howdoyouthinkthisstoryshouldhave

ended?Ifyoucouldrewritetheendingofthisstory,wouldyou?Whatwouldyouchangeandwhy?

n Thispoempresentsthestoryoffivemenandonewoman,eachwiththeirownprejudicethatinhibitsrationalthought.Whatwouldyouhavedoneifyouweretrappedinthebleakandbittercoldwithadyingfireandyouhadastick?Wouldyouhavehesitatedtoshareyourstickofwood?

n Explainthelastverse.Whatimpactdoesthisversehaveonthewayyouviewothers?


16

A Cat & A Mouse

Dr. J. Norris & Dr. C. Whetten Texas A&M UniversityReprinted with permission ©1999

Thesettingisatypicaldocksidesceneinaforeignportsomewhereintheworld.Thecat,ratherthanbeingatypical,scrawny,underfedspecimen,iswellfedandpowerful.Themouseisthetypical,small,meek,desperatecreaturewewouldexpect.Thecatischasingthemouse.Themouseisjustaboutfinishedwhenhespiesaholeinthewall.Inalast,desperateattempthesprintsanddivesintotheholejustaheadofthecat.Withpoundingheartandheavinglungs,hecannotbelievethatheissafe.Ashebeginstore-gainhiscomposure,hebeginstoworryabouthisimmediatefuture.Hequicklyseesthattheholedoesnothaveanotherexitandhewillhavetogobackoutoftheentrance.Butheknowsthatthecatwillbewaitingforhim.Suddenly,hehearsadogbarkingjustoutsidethehole...“Ruff!!Ruff!!Ruff!!”Now,themousebeginstoreasonthatdogshatecats,andthatcatsarefrightenedofdogs,andifthereisadog,thenthecatmustbegone.Feelingextremeelationathisgoodfortune,themousesauntersforthoutoftheholeonlytobegrabbedupbythecat.Asthecatdanglesthebeatenmousebyhistailinpreparationforatastymorsel,themouseinaplaintive,dejectedvoicesays,“ButIdon’tunderstand.IknowIheardadogbarking.”Andthecat,withaslygrinspread-ingacrosshisface,replies,“Tobesuccessfulintoday’sworld,onemustbebilingual.”

Discussion

Thisstoryprovidesavividpicturethatwillallowparticipantstoimaginehowthemousefeelsbe-foreheisswallowedupbythecat.AsbusinessesintheU.S.becomemoregloballyfocused,theneedtoprepareyouthtobecompetitiveinthemarketplaceisevenmoreprevalentalongwiththeneedtoteachsensitivity.Usethisstorytodis-cusstheimportanceofgainingmarketableskillssuchaslearninganotherlanguage,otherthananativetongue.


17

Questions

n Didtheendingofthestorysurpriseyou?Whyorwhynot?

n Describethecat’sspecialskill.Howdidsheuseit?

n Whatdoesitmeantobebilingual?n Whatanalogydoesthe“bilingualcat”applyto

therealworldtoday?n Whatarethebenefitsofbeingbilingual?n Howimportantisopen-mindednesstoexperi-

encingotherculturesandlanguages?n Doyouthinkstudentsshouldberequiredto

learnanotherlanguageinschool?Whyorwhynot?

n Whatotherskillsareusefultohavewheninteractingwithpeoplewhospeakanotherlanguage?

n Dopeople’sabilitiestospeakmultiplelan-guagesincreasetheirmarketabilityintheworkplace?

n Explainwhyyouagreeordisagreethatyouhavetobebilingualtosucceedintoday’sworld.

n Haveyoueverbeenfacedwithanunusualproblemorsituationthatrequiredyoutouseaspecificskill?Whatwasthesituationandwhatskill(s)didyouuse?

n Writeaboutatimewhenyou’vebeeninasituationsimilartooneofthecharacters.Howdidyougetthroughit?Whatdidyoulearnasaresult?

n Howimportantisittolearnotherlanguages?Doesitincreaseyourchancesofcommunicat-ingwithothers?Explain.Doyoufindittobeausefulcommunicationtoolorskill?

n Ifyoucouldrewritetheendingofthisstory,howwouldyouchangeit?

n Whodoyouthinkthecatandthemouserepresentinoursociety?

n Ifthemouseinthestorywasdeaf,howwouldthisstorydiffer?Whatchallengeswouldthemouseface?

18

Welcome to Holland

Emily Perl Kingsley ©1987 by Emily Perl KingsleyAll rights reserved

Iamoftenaskedtodescribetheexperienceofraisingachildwithadisability—totrytohelppeoplewhohavenotsharedthatuniqueexperi-encetounderstandit,toimaginehowitwouldfeel.It’slikethis....

Whenyou’regoingtohaveababy,it’slikeplanningafabulousvacationtrip—toItaly.Youbuyabunchofguidebooksandmakeyourwonderfulplans.TheColiseum.Michelangelo’sDavid.ThegondolasinVenice.YoumaylearnsomehandyphrasesinItalian.It’sallveryexciting.

Aftermonthsofeageranticipation,thedayfinallyarrives.Youpackyourbagsandoffyougo.Severalhourslater,theplanelands.Thestewardesscomesinandsays,“Wel-cometoHolland.”

“Holland?!?”yousay,“WhatdoyoumeanHolland??IsignedupforItaly!I’msupposedtobeinItaly.AllmylifeI’vedreamedofgoingtoItaly.”

Butthere’sbeenachangeintheflightplan.They’velandedinHollandandthereyoumuststay.

Theimportantthingisthattheyhaven’ttakenyoutoahorrible,disgusting,filthyplace,fullofpestilence,famine,anddisease.It’sjustadifferentplace.

Soyoumustgooutandbuynewguidebooks.Andyoumustlearnawholenewlanguage.Andyouwillmeetawholenewgroupofpeopleyouwouldneverhavemet.

It’sjustadifferentplace.It’sslowerpacedthanItaly,lessflashythanItaly.Butafteryou’vebeenthereforawhileandyoucatchyourbreath,youlookaround...andyoubegintonoticethatHollandhaswindmills...andHollandhastulips.HollandevenhasRembrandts.

ButeveryoneyouknowisbusycomingandgoingfromItaly...andthey’reallbrag-gingaboutwhatawonderfultimetheyhadthere.Andfortherestofyourlife,youwillsay,“Yes,that’swhereIwassupposedtogo.That’swhatIhadplanned.”

Andthepainofthatwillnever,ever,ever,evergoaway...becausethelossofthatdreamisavery,verysignificantloss.

But...ifyouspendyourlifemourningthefactthatyoudidn’tgettoItaly,youmayneverbefreetoenjoytheveryspecial,theverylovelythings...aboutHolland.


19

Discussion

Raisingachildthathasadisabilityisanexperi-enceEmilyPerlKingsleyreferredtoassimilartoplanningatriptoItalybutbeingtakentoHol-landinstead.Therearedifferencesinthewaypar-entsfeelregardingthissubject.Eachindividual’sexperienceisuniquedependingonthesituationandseverityofthechild’sdisability.Thisstoryisawonderfulwaytogeneratedialoguewithadultsregardingthetopicofphysicalandmentaldis-abilities.

Questions

n Whataresomeofthestereotypesthatyouhaveheardaboutpeoplewithdisabilities?Thesestereotypesdon’tnecessarilyhavetobesomethingyoubelieve,justsomethingyoumayhaveheardatsomepointintime.Writedownasmanyasyoucan.Beopenandhonest;remembertoincludemental,physi-cal,emotional,anddevelopmentaldisabilitiesalongwithanyothers.

n Howcanaparentpreparetoraiseachildwithadisability(e.g.,hearingimpairment,Down’ssyndrome,autism)?Doesthepreparationchangewiththetypeofdisability?

n Inthisstory,“WelcometoHolland,”Kingsleywrote,“...thepainofthatwillnever,ever,ever,evergoaway....”Whatwasshereferringtohere?

n Inyouropinion,shouldchildrenwithlearn-ingdisabilitiesbemainstreamedintoregulareducationclasses?

n Imagineyoulostyourabilitytowalk,see,orhear.Howwouldyoureact?Wouldyouwanttoremainindependent?Doyouthinkyou’denlistthehelpofothers?Howwouldyouwantpeopletoreacttoyou?Howdoyouthinkyouwouldreacttoothers?

n Childrenwithdisabilitiesmustovercomemanychallengesinlife.Asparentsofable-bodiedchildren,howcanyouencouragethemtohavepositiveinteractionswithchildrenwhohavedisabilities?

20

Where Monsters Can Grow

©1998 RHLReprinted with permission from RHL School

BewareofthemonstersWhodwellinthemind,WhogrowintheshelterOfshadowstheyfind.

BewareofthedemonsWhohidefromthelights,WhoonlysurviveWhenourspiritslosesight.

ThosecreaturescanthriveWhereourknowledgeislow;TheyfillinthespacesOfwhatwedon’tknow.

BewareofthemonstersThatcauseustohate,TostrikeoutinangerWhenwecan’trelate.

ForignorancedarkensThemindandtheheart,AndhelpsallourmonstersTotearusapart.

ButlearningandthinkingWillstrengthenussoWewon’tbetheplacesWheremonsterscangrow.

Discussion

Thispoemremindsusthatthelackofknowledgecanleadtounwarrantedfears,anger,andevenhate.Ifwedonotmaketheefforttolearnaboutthethingswedonotknoworunderstand,wecreatebeliefsinourmindsthatdonotexistatall.Thispoemcanbeusedtodiscusshoweasyitcanbetomakeassumptionsintheabsenceofknowledge.

Questions

n Whoorwhatarethemonsters?n Whathelpsthesemonstersgrow?n Whatcanpreventthemonstersfromgrowing?n Inthispoem,whatdoesdarknessrepresent?

Whatdoeslightrepresent?n Whatisthemainideaofthispoem?


21

Flores,V.,andDonato,R.(1990).Multicultural Teacher Education: Research in the 1990’s.CollegeStation,Tex.:TexasA&MUniversityPrintingCenter.

Hanson,M.J.,Lynch,E.W.(1998).“Ethnic,Cultural,andLanguageDiversityinInterventionSettings.”InDeveloping Cross-Cultural Compe-tence: A Guide for Working with Children and Their Families.Baltimore,Md.:PaulH.BrooksPublishingCompany.

Hendricks,P.A.(1996).Targeting Life Skills.Ames,Iowa:IowaStateUniversityCooperativeExtension.

Additional Resources/References

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PreparedbyPatreeseD.Ingram,associateprofes-sorofagriculturalandextensioneducation,andMarneyH.Dorsey,master’sofsciencedegreecandidateinagriculturalandextensioneduca-tion.ReviewedbyCindyArblaster,4-H/youthdevelopmenteducatorinWestmorelandCounty,andWandaBraymer,4-H/youthdevelopmenteducatorinCrawfordCounty.

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