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YouLEAD Jr. Diversity 101: 3rd -5th Grade – Virtual Program  

Program Description: Students learn the meaning of the term’s diversity, culture, identity, and inclusion. They will participate in an activity where they will draw a “What People Think About Me” comic. The activity encourages them to think about how people may make assumptions about others and how students may have more in common than initially considered.  

Students will discuss the statements and brainstorm ways we can respond to people when they make an assumption about us. We will also discuss inclusion and watch a short video on how to make a new friend. 

Learning Objectives:  

  • I can recognize that people are diverse, but in many ways are the same
  • I can identify 1 part of my own identity
  • I can include others who are different from me inside and outside of school

 

YouLEAD connection to Ohio’s Learning Standards

  • 3-5.A2.1.b: Identify personal strengths based on interests and qualities
  • 3-5.C1.2.b: Identify and acknowledge others’ viewpoints, knowing that both sides do not have to agree, but can still be respectful.
  • 3-5.C3.2.b: Participate in cross-cultural activities and acknowledge that individual and group differences may complement each other.

Connections to Ohio’s K-12 Social and Emotional Learning Standards

  • 4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own ideas clearly.
  • 4.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
  • 4.1c: Pose and respond to specific questions to clarify or follow-up on information and make comments that contribute to the discussion and link to the remarks of others.

Keep the Conversation Going at Home 

Books for Students: 

  • Craft, J. (2019). New kid. HarperCollins.ISBN 9780062691194  
  • Curtis, C. P. (2013). The Watsons go to Birmingham–1963. Yearling.ISBN 044022800X 
  • Ogle, R. (2019). Free lunch. WW Norton.ISBN 978-1324003601  
  • O’Neill, K. (2020). The Tea Dragon Society. Oni Press.
  • Ryan, P. M. (2000). Esperanza rising. Scholastic.ISBN 0-439-12041-1 

Books for Adults: 

  • Hagerman, Margaret A. (2020) White Kids: Growing Up with Privilege in a Racially Divided America. ISBN 978-1479802456.
  • Eberhardt, Jennifer L. (2019) Biased: Uncovering the Hidden Prejudice that Shapes What We See, Think, and Do. ISBN 978-0735224933 
  • Coates, T. (2015). Between the world and me. One World.ISBN 9780812993547 
  • Lareau, A. (2011). Unequal childhoods: Class, race, and family life with an update a decade later (2nd ed.). University of California Press.978-0520271425

Ted Talks, Podcasts, Videos, Articles:  

  • “The Danger of a Single Story”: Chimamanda Ngozi Adichie 
  • “Why Representation in Classroom Books is Important”, Valentina Gonzalez
  • Teaching Tolerance: Reading Diversity, a tool for selecting diverse texts
  • “What Assumptions Do Kids Make About Each Other?| Reverse Assumptions”: SoulPancake

YouLEAD Programs:

#ReThink Labels: 6th-12th Grade

Program Description: In this program, students explore how labels can both build up and tear down a person and how these words can divide schools, neighborhoods and communities. Students examine labels they have encountered in their own lives and reflect on stereotypes in order to become advocates for inclusion in their school communities.

Learning Outcomes:

  • I can identify my beliefs, stereotypes, assumptions and prejudice when encountering people.
  • I can begin to understand the many identities others have without judging them.
  • I can identify one actionable step to stop labeling people and/or groups of people.

YouLEAD connection to Ohio’s Learning Standards

Connections to Ohio’s K-12 Social and Emotional Learning Standards

  • A4.2.c Recognize the importance of confidently handling tasks and challenges, while reframing negative thoughts and engaging in positive self-talk.
  • A4.3.c Demonstrate basic self-advocacy academically and socially.
  • C1.2.c Demonstrate respect across school, community, face-to-face and virtual settings, when viewpoints or perceptions differ.
  • C1.3.c Demonstrate empathy through understanding of others’ feelings and acknowledgement of their perspective.
  • C3.1.c Discuss how positive or negative stereotypes of an individual or group can be unconscious and may lead to discrimination and prejudice.
  • C3.3.c Demonstrate respect for human dignity virtually and in person.

YouLEAD Diversity 101: 6th-12th Grade- Virtual Program 

Program Description: During this program, students are introduced to concepts of diversity, inclusion and identity. They discuss how they are alike and how they are different through the context of an icebreaker activity. Students have the opportunity to engage in self-reflection around their own identities and the identities of their peers. Students learn about bias and assumptions related to identity through the lens of “single stories”. They also discuss the actions that they can take to include others. 

Learning Objectives: 

  • I can define diversity, inclusion, and identity. 
  • I can identify at least three parts of my own identity. 
  • I can identify what it feels like to be included. 
  • I can identify skills and behaviors I can use to include others. 

 

Learning Outcomes:

  • I can define diversity, inclusion and identity.
  • I can identify at least three parts of my own identity.
  • I can identify what it feels like to be included.
  • I can identify skills and behaviors I can use to include others.

YouLEAD connection to Ohio’s Learning Standards

Connections to Ohio’s K-12 Social and Emotional Learning Standards

  • C1.1.d: Evaluate verbal, behavioral, environmental and situational cues that may influence the feelings of others.
  • C1.3.d: Demonstrate empathy through compassion in self and encourage in others.
  • C3.1.d: Examine and address explicit or implicit personal biases toward an individual or group.
  • C3.3.d: Analyze how one can build community that respects all human dignity virtually and in-person.
  • C4.3.d: Use positive problem-solving skills to balance personal and group needs and foster respectful group interactions.

Keep the Conversation Going at Home 

Books for Students: 

  • Albertalli, Becky (2016) Simon vs. the Homo Sapiens Agenda.ISBN 978-0062348685 
  • Latham, Jennifer (2017) Dreamland Burning.ISBN 978-0316384933 
  • Murphy, Julie (2017) Dumplin’.ISBN 978-0062327192 
  • Ness, Patrick (2015) The Rest of Us Just Live Here.ISBN 9781406361797 
  • Sartrapi, Marjane (2007) The Complete Persepolis.ISBN 978-0375714832 
  • Williamson, Lisa (2016) The Art of Being Normal. ISBN 978-0374302375 
  • Yoon, Nicola (2016) The Sun is Also a Star. ISBN 978-0553496680 

Books for Adults: 

  • Coates, T. (2015). Between the world and me. One World.ISBN 9780812993547 
  • Eberhardt, Jennifer L. (2019) Biased: Uncovering the Hidden Prejudice that Shapes What We See, Think, and Do. ISBN 978-0735224933 
  • Hagerman, Margaret A. (2020) White Kids: Growing Up with Privilege in a Racially Divided America. ISBN 978-1479802456. 
  • Lareau, A. (2011). Unequal childhoods: Class, race, and family life with an update a decade later (2nd ed.). University of California Press. ISBN 978-0520271425

Ted Talks, Podcasts, Videos, Articles: 

Socioeconomics: 6th-12th Grade- Virtual Program 

Socioeconomic Status (SES) explores the concept of SES and how it plays a role in our everyday lives. We begin by identifying key words and definitions, such as Education Level, Wealth, and Income. We then travel through a series of videos and activities to further our student’s understanding and application of their newfound knowledge.

Learning Objectives:

  • I can define socioeconomic status, wealth and income.
  • I can understand social and systemic barriers to creating sustainable income and wealth.
  • I can reshape negative perceptions of socioeconomic status for myself and others.

 

YouLEAD connection to Ohio’s Learning Standards

Connections to Ohio’s K-12 Social and Emotional Learning Standards

  • C1.3.d: Demonstrate empathy through compassion in self and encourage in others.
  • C3.1.d: Examine and address explicit or implicit personal biases toward an individual or group.
  • C3.3.d: Analyze how one can build community that respects all human dignity virtually an in-person.

Keep the Conversation Going at Home 

Books for Students: 

Books for Adults: 

Ted Talks, Podcasts, Videos, Articles:  

Conflict Resolution: 6th-12th Grade- Virtual Program 

Students have the opportunity to collaborate with peers to analyze and brainstorm how they would resolve conflicts. Through activities that focus on identifying and working through conflict systematically, this program gives students the tools they need to address conflict in their own lives and with those around them, and begins to identify larger conflicts in their communities and beyond. Students learn skills that will be foundational and adaptable and identify factors that lead to and exacerbate conflict.

Learning Outcomes:

  • I can understand that conflict is not inherently negative.
  • I can identify one area of conflict in my life.
  • I can build and practice skills for managing and resolving conflict.

YouLEAD connection to Ohio’s Learning Standards

Connections to Ohio’s K-12 Social and Emotional Learning Standards

  • C4.3.d: Use positive problem-solving skills to balance personal and group needs and foster respectful group interactions.
  • D2.1.d: Establish and actively participate in a healthy network of personal, school and community relationships.
  • D3.1.d: Demonstrate an ability to co-exist in civility in the face of differing perspectives to prevent conflict.
  • D3.2.d: Apply conflict management skills and strategies to manage intimidation, avoid and escape violence and maintain personal safety.
  • D3.3.d: Utilize problem solving resources and supports to facilitate conflict resolution, recognizing that seeking help is a strength.
  • E1.2.d: Implement a decision-making process to solve complex situations, including academic and social challenges.

Keep the Conversation Going at Home 

Books for Students: 

  • Chambers, V., & The Staff of the New York Times. (2020). Finish the fight! The brave and revolutionary women who fought for the right to vote. Versify.
  • Schulten, K. (2020). Student voice: 100 argument essays by teens on issues that matter to them. W. W. Norton & Company.

Books for Adults: 

Ted Talks, Podcasts, Articles:  

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