In this activity, students discover how the U.S. power structure is dominated by certain groups. Students identify particular groups (adults, men, Muslims, etc.) who have more or less power in our society. This activity includes a discussion about the effects of systematic and institutionalized stereotyping.
If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.
This activity allows students to reflect on and express the feelings associated with positive and negative memories. Students are asked to draw a positive memory on one side of a sheet of paper and a negative memory on the other side. The participants then go around and share their memories and discuss.
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This worksheet asks the student to rate the top five items that have influenced their entire life and the top five things that influence their lives currently.
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This drawing activity allows students to spend time developing future goals and thinking of ways to achieve them. The students are asked to draw their 1yr, 5yr and 10yr goals. The goals are then discussed in a group and the participants are asked how they think they can achieve each goal.
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This activity is designed to help students increase their self-awareness and to learn to self-disclose to others in the group. The students are asked to draw unfinished sentences from a basket and to supply their own conclusion to the sentence. An example would be “On the weekends, I usually….”
Examples of unfinished sentences: 15 Unfinished Sentences
This activity involves identifying profane words in music provided by the group. The profane words are discussed in terms of who they are geared towards, what they promote, their purpose, etc. Students are encouraged to think critically about the stereotypes that these words perpetuate.
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The Heart is an activity designed to help students understand the consequences of assumptions. Each student is asked to think about assumptions that are made about different identities (i.e. woman: cute, emotional, etc.). After writing these assumptions on post-its and putting them up on signs with the identities written on them, students are asked to think about the characteristics of a new born baby. How do the assumptions cover up all of the good qualities that each of us starts out with?
If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.
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