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Lessons from the Road: Diversity and Inclusion

Context:

This activity is designed to bring groups together through shared experiences, and have
students reflect on their own experiences in relation to those around them. The
statements are designed so participants think about their own identities, privileges,
experiences, and to help the participants gain awareness of the diversity within the class
community.

Materials needed:
Writing utensils
Copies of Crossing the Line worksheet
Blank sheets of paper
Notecards
Quiet space with enough room to form circle
Approximately 35-40 minutes

Introduction:
Optical Illusion Image Discussion (ie: Herman Grid)
What do you see?
What is an optical illusion?
o Sometimes what we perceive differs from reality. This happens with people
too.
Can you think of a time when your first impression of someone was different than
reality?

Part I: Individuals Complete Crossing the Line Worksheet


Were going to spend the next half an hour doing an anonymous activity that allows us to
share more about ourselves while learning about the diversity in this room. Its important
to remember some ground rules for this activity:
This is a silent activity no talking, laughing, etc. This will allow everyone to fully
experience the activity.
Respect is important during this activity respect each others opinions,
experiences, and feelings. We want everyone to feel comfortable so we will keep
this a safe space without judgment.

You will each receive a list of yes/no statements and a pencil. You will NOT put your name
on the paper, but you will respond to each statement with a Y if it applies to you and an
N if it does not.

Some statements will have some gray areas or may confuse you. Simply define the
words from your own point of view in other words, use your own interpretation to
respond to the statement.
Part II: Group Crosses the Line
After collecting all worksheets, randomly redistribute them so students have someone
elses responses. Ask students to stand (if theyre able) and form a circle with their new
worksheet.

For this portion of the activity, Im going to read the statements aloud you will
represent the responses and experiences of the person whose worksheet you now hold. If
the person responded yes, you will step into the circle when I read the statement.

Pay attention to the circle and how others responded as we move through these
statements. We will continue to remain silent for this part of the activity.

The goal is NOT to guess whose worksheet you are holding.

Part III: Reflection and Discussion


Give students a blank sheet of paper and a notecard and prompt them to do the
following:

The blank sheet of paper is a space for you to reflect on your thoughts and feelings
during this activity. Consider:
What was this experience like? How did this experience make you feel?
Why might we have spent time doing this today?
What will you do moving forward now that youve done this activity?

The notecard is a space for you to share a question, concern, thought, or feeling with us
(your instructors).

After providing ample time for the written reflection, ask the students to share aloud a
takeaway from the activity.

End the discussion by thanking everyone for participating. You may want to share how
this activity has affected you as well.
Crossing the Line Activity

Explanation: This is an activity meant to encourage reflection on our own experiences and better
understand the diversity in this room.

In order to maintain confidentiality, we will collect the paper and then randomly hand the papers
back. Each person will receive someone elses paper. Once the papers have been passed out,
each statement will be read aloud by the facilitator. Each group member will be asked to step in if
the statement on the paper they are holding has been marked YES.

Instructions: Respond to the following statements by writing Y for yes or N for no in the left
column:

I
___ played sports in high school
___ have traveled to a country that speaks a language other than English
___ got picked on in school
___ am the first person in my family to go to college
___ was a leader in high school
___ got suspended from school
___ was rejected from a college I wanted to attend
___ have grandparents that were born outside of the United States
___ have/had an eating disorder/problem
___ have a learning challenge
___ have a step parent
___ take medication on a daily basis for health reasons
___ have broken someones heart
___ have caught myself judging someone before I even met them
___ have dated someone outside of my race
___ have raised-grown-killed food for my consumption
___ have a friend or family member who has been sexually assaulted or raped
___ have experienced privileges based on my gender
___ have been followed around a store when I shopped
___ have been the target of a racist comment
___ abandoned my faith at some point in my life
___ know the meaning of an upside down pink triangle
___ have had someone close to me die
___ love someone who has been or is in jail
___ have danced/entered a gay bar
___ have been asked to answer for my entire race; as if I was the expert
___ have a friend or family member, or I have thought about or attempted suicide
___ have someone that I love that has been affected by alcoholism
___ am close to someone who is homosexual
___ have a friend or family member, or I was abused as a child
___ feel comfortable walking down the street holding hands with my partner
___ have been on welfare or social services
___ depend on financial aid to attend college

Adapted from various sources.

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