Anti-prejudice activites for years K-3
|Scooped by Ellen Arvanitis|
Racism and Prejudice are two issues that unfortunately can be present on a school, community and global level. It is vital for students to understand that their role is to not accept racism and prejudice. Through this knowledge students will develop their cultural awareness and realise that it is also everyone’s collective role worldwide to not accept these issues.
I came across two resources that can assist in teaching ES1 students about the issues mentioned above. Please note that the two websites mentioned detail great lesson ideas/plans to be used in the classroom so I have not detailed lesson ideas, however, it is advised to explore these websites and accompany them with the ideas/views expressed below.
1- Clicking on the website above will provide you with a perfect introduction for this lesson. Follow the instructions on the website and also the teacher notes down the bottom. The students will explore how they are similar but different to each other through looking into the mirror and students will start to realise that many of these differences are due to their cultural heritage. This is a perfect introduction to the topic as it is age appropriate and is simple, without much preparation needed! This site also has some other great activities for ES1 within HSIE and other KLA's. A great resource!
2-The following site details a picture book (The skin I'm in) that should be used in a modelled reading lesson after the above activity and again, for lesson ideas take a look at the great suggestions on the website as it is set out perfectly for this.
What I must mention here, however, is that this book details roles for everyone to undertake to ensure they are not being racist or prejudice (p.17 onwards). These include “you must never keep racist behaviour a secret” and “you should never copy racist behaviour”. These are great statements to form a discussion around because they relate directly to the HSIE subject matter and make the story more relatable for the students.
The book also presents questions to the audience that require them to respond such as what days they celebrate during the year etc. Students can in this way turn to a thinking partner and respond to these questions OR as a class, share ideas in sharing circle.
Again, the conversation that can arise from this book is plentiful and once the students gain this foundational understanding on racism and prejudice, further lessons can be developed.
Why include this topic under this subject matter?:
Teaching students to not be racist or prejudice is vital to ensure they become globally aware citizens. Gilbert & Hoepper (2011) detail the importance of challenging the stereotypes that students/society may have towards different cultures. It is in hope that this multicultural lesson will also result in students developing an understanding of their sense of self (Gilbert & Hoepper, 2011).
Gilbert & Hoepper, (2011) also give way to the idea of ‘antiracist teaching’ and this should be incorporated into your teaching practices when teaching this lesson, and any other lesson in the classroom, to ensure that the role of not being racist or prejudice is shared within the school.
Through understanding the ideas detailed by Gilbert & Hoepper (2011), students can come to understand how their needs and the needs of other are met individually and co-operatively ( outcome SSES1).
Have students engage in a 'heads down thumbs up' activity after the above lesson/s. The teacher will read out and explain different scenarios and the students will decide if they are racist or prejudice. These scenarios may include for example "A new girl has joined our class and she looks different to everyone else because she has a darker skin colour, no one wants to be her friend because of this".
Students will put their thumbs up if this is racist/prejudice and leave them down if they think this is fair.
Gilbert, R. & Hoepper, B. (2011). Teaching Society and Environment. 4th Edition. South Melbourne: Cengage Learning Australia.