TITLE:        LOOKING INTO THE MIRROR
    A Survey to Racial, Cultural and/or Socio-Economic
    Intolerance

AUTHOR:    TONY L. TALBERT; CHINA SPRING HIGH SCHOOL
           CHINA SPRING, TX.

GRADE LEVEL:     7-12

OVERVIEW:   Students often fail to feel and understand the
impact of racial, cultural, and/or socio-economic
intolerance in their own lives in relation to other
individuals.  For this reason, this lesson is intended to
deliver a vivid portrayal of intolerance and inequality as
well as provoke a response to the various types of
intolerance that exist in our multicultured society.

PURPOSE:   The intent of this lesson is to provide various
activities that will provide the student with a deeper
understanding of relationships and intolerance that has
existed in our society both past and present.  Because
teachers should be story tellers, we must provide education
that can be seen, felt, tasted, heard, smelled, and touched.
It is only through a deeper understanding of the diverse
people around us will we begin to realize success in solving
the world\'d5s most elusive problem- PEACE.

OBJECTIVES:   After this lesson students should be able
to...
1.   Identify various racial, cultural, and/or socio-
     economic groups that have been targets of inequality
     and intolerance.
2.   Discuss the components which lead to intolerance
     through a cause and effect framework.
3.   Offer written and oral proposals to solve inequality
     and intolerance on a local, state, national, and global
     scale.
4.   Identify and seek to end inequality and intolerance in
     their own personal lives and racial, cultural, and
     socioeconomic circles.

RESOURCES/MATERIALS:
poster board, markers, videos, "Animal Farm", guest
speakers.

ACTIVITIES AND PROCEDURES:
1.   Students should be asked to orally list several
     incidences in which they have been the recipients or
     the perpetrators of racial, cultural, and/or
     socioeconomic intolerance.

     *  Students should be asked to discuss why they were
        recipients or perpetrators of this intolerance.

2.   Discuss with students how they felt during and after
     their experience with intolerance or injustice.

3.   Show video clips of individuals who have either been
     the recipients or perpetrators of racial, cultural,
     and/or socioeconomic intolerance.

     *  Discuss with students the scenes viewed during
        and after the film clips.
4.   List individuals or groups in history who have either
     been the recipients or perpetrators of racial,
     cultural, and/or socioeconomic intolerance.

5.   Students should be encouraged to list and discuss the
     cause and effect relationships for these incidences of
     intolerance throughout history.

6.   Using one or all of the following familiar tales,
     develop a monologue, talk show, or a vignette (using
     students or not) and discuss an incidence of
     intolerance due to racial, cultural, and/or
     socioeconomic reasons.

     *  The dialogue in this activity can be taken from
        actual speeches made by characters in history,
        literature, or personal information.

     A.  Three Little Pigs:
     Why did the Wolf seek to destroy the pig species?  What
     does the wolf have to say and what do the pigs have to
     say?  What would be the result of the destruction of
     the pig species?  How could the issue be resolved
     peacefully? (Create your own questions)

     B.  Cinderella:
     Why was Cinderella the object of her families abuse?
     Why did she not feel comfortable attending the dance
     (with all the aristocrats) in one of her own dresses?

     What problems might arise as she develops a
     relationship in a new socioeconomic group?
     (Create your own questions)

     C.  The Ugly Duckling:
     What physical difference or deformities cause the
     duckling to be an outcast?
     What positive and negative aspects of the ducklings
     physical differences can we find?
     How can the physical differences be used for the
     ducklings benefit?
     Was the ducklings final transformation into a beautiful
     swan physical or mental?
     (Create your own questions)

7.   Read or discuss George Orwell\'d5s Animal Farm.

     *  Before beginning the reading or discussing, tell
        the class that you all are going to make some
        rules for the class that everyone must obey.
        After making the rules and mutually agreeing on
        each of them,  select a group of students that
        will be exempt from the rules.  This group of
        students can be selected for any heterogeneous
        reason.  The group selected, should be talked to
        privately and informed that no other member of
        the class is to be informed of the experiment.

     *  The experiment will allow this selected group to
        gradually disobey the selected rules.  When other
        students complain they are to be reprimanded and
        informed not to question the central authority
        figure.
     (WORD OF ADVICE:  DISCUSS YOUR PLANS WITH THE
     ADMINISTRATION PRIOR TO THIS EXPERIMENT.)
     *  Begin to read or discuss Animal Farm.  After a
        period of time various class members will begin
        to discover the secret of your experiment.
     (OPTION:)
     A) You can call them aside and make them apart of
        the chosen group.
     B) You can isolate them from the rest of the class.)
     *  Discuss the effects of this experience with the
        class upon completion of the experiment.

8.   Students can make posters with themes or racial,
     cultural, and/or socioeconomic intolerance.  (Penn

     State has recently distributed a poster with racial
     slurs and derogatory language on it to provoke a
     response to this type of language with the student
     body.)

     *  A time line of intolerance can be developed in
        class and displayed for all to see.  (The events,
        people, places, and cause and effect of racial,
        cultural, and/or socioeconomic intolerance
        throughout history can be displayed.)  This
        project allows for students to see the similarity
        of events

9.   Guest Speakers to discuss various levels and areas
     of racial, cultural, and/or socioeconomic
     intolerance.

10.  Students should be encouraged to write a proposal,
     develop a hypothesis and conjecture a conclusion on
     how to:
     A. Stop one culture from dominating another.
     B. Ways to encourage racial, cultural, and/or
        socioeconomic harmony in our city, state, nation,
        world.

     *  Any problem or issue is acceptable.  The
        problem(s) or issue(s) should be placed on the
        board and left for the entire year.  Accept
        proposals at any time during the year.

     *  The proposals should be written and then orally
        delivered to allow class discussion and debate on
        the solutions raise

     *  Students should be asked to develop and take a
        survey among their peers, family, and community
        on various issues discussed in class.  These
        surveys and their results should be reported and
        discussed in class.

TYING IT ALL TOGETHER:

1.   Constant discussion and debriefing of issues after the
     monologues, guest speakers, proposals, etc. are
     necessary for the instructor to monitor progress and
     reaction to the lesson.
2.   Display the posters, time line, and written proposals
     at all times to remind students of the need to solve
     issues of intolerance in our society and around the
     world.
3.   Oral presentation of written proposals and discussion
     of issues and survey are necessary for the sharing of
     the diversity of ideas in the class.
4.   Encourage students to always seek to end racial,
     cultural, and/or socioeconomic intolerance through
     peaceful measures.