Lesson Two: Diversity   Getting On or Off the Bus

Key Concepts and Issues: This lesson plan explores the theme of diversity from the perspective of recognizing that differences equal strengths. That seeing and understanding these qualities is vital to accepting differences in others. Understanding differences leads to knowledge and insight into other cultures and experiences whether one interacts with an individual or a group.

Objectives/Outcomes:

Students will:

• Learn to accept differences in others
• Gain insight into other cultures and experiences
• Reaffirm their own cultural identity while learning from others
• Work together in teams
• Hone their communications skills
• Critically assess situations and events
• Benefit from real world experiences

Case Study: Getting On the Bus

Maya is planning her first cross-Canada vacation. She is traveling with a group from her high school to each of the provinces and territories. She is very excited because this is the first time she is going somewhere on her own without her family. Maya is doubly excited about this trip for another reason. During the year, her English class developed an online communities project with schools across the country.

For example:

• Sean is a Muslim and does not drink alcohol or eat pork;
• Lise, Sasha and Roberto are used to having wine with
  their meals even though, technically, they are under age;
• Roberto is a smoker and feels this is okay because it is
  readily accepted in his culture;
• Maya plays on her school basketball team but the others
  don’t care for the game;
• Sean and Roberto are huge soccer fans but Maya and
  Lise aren’t interested;
• Sean prays five times per day and carries a prayer
  rug with him on the trip;
• The others aren’t particularly religious and don’t attend
  services on any regular basis even though Roberto says
  his grandparents are strict Catholics;
• Maya has a strict curfew when she is at home but Lise and
  Roberto can stay out as late as they like even on weekdays;
• They all like different types of food and different music
  but share an interest in hip hop music.

Following are some sample scenarios that Maya and her friends
encounter on their trip:

• Roberto sits at the back of the bus and smokes, even though others around him object;
• Sean interrogates every waiter in every restaurant to ensure he is not breaking any of the laws governing food by eating pork;
• Lise and Roberto and Sasha regularly stay out after curfew because that is what they are used to and they try to convince Sean and Maya to do the same, even though the tour company has rules against it;
• The others find it disconcerting when Sean stops everything he is doing so he can pray, whether it is on the bus or in the middle of a tour;
• No one else among her new friends likes or understands basketball and they also can’t figure out why Maya is so obsessed with it just because she plays on her school team;
• Sean is critical when he sees the others in situations where they or others on the tour are drinking alcohol;
• Roberto is always perfectly groomed and never wears short pants, which the girls think is very funny.

Teacher Directed Discussion

Step One: (1 Period)

Have students in the class read the above scenarios. Teachers should

characters has different ideas, attitudes and perspectives that shape their outlook and actions. Introduce the idea of “being on the bus” as a metaphor for fitting in and sometimes this is difficult to do when an individual interacts with a diverse group. The idea is to be open-minded and then figure out how all of the experience, knowledge and skills within the group can be harnessed to solve problems and challenges.

Spearhead a general discussion with the class about Maya’s situation. What do students think? Do they feel that Maya will be able to accept the differences in her new friends and have an enjoyable trip? Perhaps members of the class have some experiences of their own they wish to share? Have they traveled under similar circumstances? Students share their comments and insights with the rest of the class.

Creating an Action Plan

Step Two: (1 Period)

Divide the class into groups of three or four. List the
scenarios from Step One:

• Roberto sits at the back of the bus and smokes, even though
  others around him object;
• Sean interrogates every waiter in every restaurant to ensure he
  is not breaking any of the laws governing food by eating pork;
• Lise and Roberto and Sasha regularly stay out after curfew
  because that is what they are used to and they try to convince
  Sean and Maya to do the same, even though the tour company
  has rules against it;
• The others find it disconcerting when Sean stops everything
  he is doing so he can pray, whether it is on the bus or in
  the middle of a tour;
• No one else among her new friends likes or understands
  basketball and they also can’t figure out why Maya is so
  obsessed with it just because she plays on her school team;
• Sean is critical when he sees the others in situations where
  they or others on the tour are drinking alcohol;
• Roberto is always perfectly groomed and never wears short
  pants, which the girls think is very funny.

Each group will pick a scenario and discuss it among themselves. Give each group 15 or 20 minutes for discussion time. How would they respond to the situation? What positive strategies can students employ to mitigate the possibility of conflict. If there is conflict, how would they resolve it constructively? Each group will select a spokesperson who will summarize their discussion orally for the benefit of the rest of the class in a two-minute presentation.

In Period Two, the same groups will select another scenario, one they did not discuss originally. The members of the group have now become the official Bus Authority. This is the legal entity or legislative body that has jurisdiction over buses and what takes place on those buses and the people who ride the buses. As the official Bus Authority, come up with a legislative or legal solution to the scenario chosen. This might come from the result of a legal debate. It may involve the passing of a new piece of “bus” legislation. Or perhaps, using existing rules and regulations if the situation warrants it. Again, the groups will discuss the scenario they have chosen for 15 or 20 minutes. They will select a spokesperson who will present their legal/legislative solution to the rest of the class.

Optional Extension Activities (1-2 Periods)

Step Three: Off the Bus

You may keep the same groups as before or divide the glass into new groups. Regardless, each group is still the official Bus Authority. Thinking about Maya and her friends as they travel across Canada, one of the group commits a transgression. The official Bus Authority must decide what this transgression is and describe how it violates Bus Authority rules. The transgression is serious enough that the individual who committed it, may be ejected from the bus. The Bus Authority will discuss the seriousness of the transgression. One member of the Bus Authority will present the situation to the rest of the class.

Step Four: A Second Action Plan

Working with the same groups, each will be divided in half. One half of the group will act in the role of advocate for the individual who committed the transgression. The advocates will defend the actions of the individual and make a case for their “client” to stay on the bus. The other half of the group will act as opponents of the individual. These people will state their reasons why the individual should be ejected from the bus. They will state their case detailing their reasons and in particular, how the actions of the individual have violated the laws of the Bus Authority.

Each group will make an oral presentation to the rest of the class. The groups will describe the situation and the potential outcome. Then, the advocates will state their case in favour of the individual and why they should be allowed to stay on the bus. The opponents will do the same describing why the individual should be ejected from the bus. The class will then vote on which side stated their case in the most convincing way. Each side will have about five minutes to make their presentation to the rest of the class.

Step Five: Comparison

In the television series, Get Outta Town! (www.getouttatown.tv),
the hosts experience 13 different cultures around the world.
Each of the co-hosts is different, speaks (for the most part) a
different first language, lives in a different environment, eats
different sorts of foods, has different interests and talents.
In each episode, there are both similarities and differences in
the lifestyles that the lead as compared to North Americans.
Select one episode from Get Outta Town! and compare and
contrast the lifestyle of the local co-host to that of the students
in class. This could form part of a group discussion with the
entire class or breakaway groups of 3-5 within the class itself.

Assessment and Evaluation

Evaluate the class teams on their oral reports:

Suggested criteria:

• Content (was the content/strategy clearly articulated and well thought out? Were the points the team made persuasive?)
• Presentation (was the presentation well-delivered, easy-to-hear and understand with good vocal quality, gestures, postures etc?)
• Effectiveness (were the points presented effective, how practical were the suggestions?)
• Teamwork (did the group work well and effectively together?)

Assess students on their written work:

Suggested criteria:

• Grammatically correct with sentences properly structured, i.e., use of complex sentence structure and correct verb tenses, spelling and punctuation
• Comprehension of the word/phrases—sentences clearly reveal the meaning
• Ideas are expressed clearly
• Information is well organized.

Evaluate students on their presentation work:

Suggested criteria:

• Present information clearly
• What have they done to enhance the presentation
• Effective use of oral and visual communication?

Student self assessment of team work:

Suggested criteria:

• Contribution to group knowledge
• Preparation undertaken for research and investigation
• Articulating goals, devising alternate solutions, selecting best alternatives
• Setting personal goals for working effectively with others