A Lesson on Racial Differences.

A Lesson on Racial Differences. We live in an ever changing world filled with human diversity. Today's children Today's Children was the first nationally syndicated radio soap opera in the United States. Created and written by Irna Phillips, it aired from flagship station WMAQ in Chicago from 1932 to 1938, and later in national syndication (without the involvement of WMAQ) from 1943 must be taught how to not only live in such a diverse global community, but to understand the benefits that this diversity offers them. This article is designed to help educators realize these goals by teaching the values of tolerance and understanding to nursery school nursery school,educational institution for children from two to four years of age. It is distinguishable from a day nursery in that it serves children of both working and nonworking parents, rarely receives public funds, and has as its primary objective to promote and pre-kindergarten three and four year old children. Through the use of a very simple and yet unique lesson utilizing M & M candies, young and impressionable im��pres��sion��a��ble?adj.1. Readily or easily influenced; suggestible: impressionable young people.2. minds come to see that differences in skin color are not how people should be judged. Instead, strength of character should be the yard stick for measuring personal worth. Since looks can be deceptive de��cep��tive?adj.Deceptive or tending to deceive.de��ceptive��ness n. , in the final analysis the only true way to ascertain this strength of character is by taking the time to learn what people are like on the inside. The methodologies and strategies depicted de��pict?tr.v. de��pict��ed, de��pict��ing, de��picts1. To represent in a picture or sculpture.2. To represent in words; describe. See Synonyms at represent. in this article have been successfully employed by this author over the course of many many years of actual classroom teaching experience. If properly utilized, they can prove to be a valuable tool for combating racism and instilling in��stillalso in��stil ?tr.v. in��stilled, in��still��ing, in��stills also in��stils1. To introduce by gradual, persistent efforts; implant: "Morality . . . important and needed values into today's students. Lesson Objectives To help students develop a better understanding and tolerance of racial differences Student Population Nursery school and Pre-kindergarten classes children 3 and 4 years of age Materials One bag of M & M candies for each student Methodologies/Strategies This lesson is a very simple attempt on the part of the teacher to show young children that any racial differences between them, their friends, or any of their classmates Classmates can refer to either: Classmates.com, a social networking website. Classmates (film), a 2006 Malayalam blockbuster directed by Lal Jose, starring Prithviraj, Jayasurya, Indragith, Sunil, Jagathy, Kavya Madhavan, Balachandra Menon, ... should not be a significant factor for judging character. I have found that this lesson, although quite elementary in nature, leaves a rather long-lasting impact. Former students, now in their late teenage years, have returned to tell me that even after more than a decade and a half they still remember this particular lesson. They say that it stands out in their minds and is in fact one of their most vivid school memories. Some have even told me that it helped them develop those crucial first impressions that have remained with them ever since. It has been documented that educators, sociologists, and even parents have observed that children begin to notice differences in skin color in Verb 1. color in - add color to; "The child colored the drawings"; "Fall colored the trees"; "colorize black and white film"color, colorise, colorize, colour in, colourise, colourize, colour other children as early as the ages of three or four. These observations are reinforced by what they see on television and in books and magazines. As a natural part of their growth process they notice these distinctions and begin to formulate questions about these differences. This is a crucial period in which teachers and parents can set a pattern for better understanding between the races. It is a unique opportunity to begin to instill in��stillv.To pour in drop by drop.instil��lation n. the values of tolerance and understanding. I begin this lesson by informally speaking with the three and four year old nursery school children and Pre-kindergartners. I chat with them about what they like and what they hate. I ask them about their favorite toys and television shows and anything else that will give me a better understanding of who they are, what they believe, and just what is important to them. Eventually, I tell them how their teacher has informed me that they are an excellent class and that they are among the brightest and nicest children she has ever taught. My purpose here is to establish two perceptions in their minds prior to the actual beginning of the lesson. First, I want them to believe that they are academically capable of understanding what I am about to teach them. Secondly, I want them to believe in their innate goodness as young people. Nice people do nice things, and they are nice people. By helping to foster individual and group self esteem this initial dialogue sets the stage for a successful lesson. My major teaching tool for this lesson is several bags of M & M candies. I begin by passing out one bag to each of the students. Already I am a hit with them. First of all most children love this candy. The children also like this idea because together we are changing the normal classroom routine. We are eating candy in class. In a way we are breaking the rules, and we all know that breaking the rules can be fun at times. I next ask the children to open the packages and divide the candy up according to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. color. I tell them to put all the red ones in one group, all the greens in another, all the yellow ones in a third, and so on. Once this task is accomplished I instruct in��struct?v. in��struct��ed, in��struct��ing, in��structsv.tr.1. To provide with knowledge, especially in a methodical way. See Synonyms at teach.2. To give orders to; direct.v. them to place one red M & M into their mouths and slowly allow it to dissolve A Web site design technique borrowed from the film and video industry in which the transition between two Web pages is represented visually by one page fading into another. Also known as a "soft cut," the result is achieved in the HTML coding of the images to gradual pre-determined . I tell them that as they do this they are to try to remember just what this red M & M tastes like. After a short time I tell them to chew chewChewing tobacco. See Smokeless tobacco. up the red M & M and then place a green one into their mouths. Once again I instruct them to slowly allow it to melt in their mouths and to picture in their minds just what this second green M & M tastes like. I also tell them to think about how this green M & M tastes different compared to the first red one they tasted. After they finish eating the green M & M I repeat the process going through one M & M color at a time; orange, dark brown, yellow, blue, and so on. Once we have completed eating one of every color M & M I begin to engage the students in a discussion through the use of preplanned questions. I ask the class to describe the differences in taste between the red M & M and the green M & M. I then ask them to tell me the differences between the green M & M and the orange one. I continue this strategy by using several combinations of colors not of the white race; - commonly meaning, esp. in the United States, of negro blood, pure or mixed.See also: Color . Initially some students will tell me that they can indeed taste a real difference between the different colors of M & M candies. This is a normal response. They assume that since I asked such a question then there must be an appropriate answer. Eventually though one student will raise her hand and announce that there is no real taste difference between any of the colors of M & Ms. She will tell me that all the candies taste good, but all of them really taste the same. This is my cue. I then ask this student to explain in more detail just what she means. I begin with the following query. If there is no real big difference in taste, then just what is it that you taste when you eat the candy? Her response is that, no matter what color they are, what she tastes is the chocolate when she eats any of the M & M candies. At this point 1 feign feign?v. feigned, feign��ing, feignsv.tr.1. a. To give a false appearance of: feign sleep.b. confusion and look puzzled. What chocolate? I ask. The little girl, usually with several of her classmates chiming in, then proceeds to tell me the chocolate is inside each piece of candy. My next set of questions are fairly predictable at this point. Are you saying then that what's important in these M & M candies is what's on What's On (Traditional Chinese: 熒幕八爪娛) is a weekly half-hour TV series that airs on Fairchild Television. FormatOriginally started in 1996, the show is currently the longest-running program in Fairchild Television history. the inside? Are you saying that the color on the outside makes no real difference? The response is almost always an immediate and resounding re��sound?v. re��sound��ed, re��sound��ing, re��soundsv.intr.1. To be filled with sound; reverberate: The schoolyard resounded with the laughter of children.2. yes. The basic foundation for fulfilling the objectives of the lesson has now been established. In my next volley volley/vol��ley/ (vol��e) a number of simultaneous muscle twitches or nerve impulses all caused by the same stimulus. vol��leyn. of questions I attempt to piggy-back off what they have just learned and relate it to a more important example, namely people. If what you are saying is true, that it's what's inside that counts and not what the outside looks like, then is it the same with people? Does it matter if I am black, or white, or light tan as long as I am a good and kind person on the inside? I can almost hear them thinking. After some consideration I once again receive a chorus of yeses. It is usually at this point that I ask the students to tell me about any individual they know that is a nice and kind person. After each story I ask them to describe for me what the person looks like. If I am not told, I always ask them to tell me the color of the person they had spoken about. This part of the lesson helps to reinforce and expand upon the idea that good and decent people come in all shades. The benefits of this simple, yet highly effective, lesson are rather numerous. First of all it helps lay the ground work for developing the higher level critical thinking skills of problem solving problem solvingProcess involved in finding a solution to a problem. Many animals routinely solve problems of locomotion, food finding, and shelter through trial and error. and analysis. Secondly, this lesson can be expanded and personalized per��son��al��ize?tr.v. per��son��al��ized, per��son��al��iz��ing, per��son��al��iz��es1. To take (a general remark or characterization) in a personal manner.2. To attribute human or personal qualities to; personify. in future weeks to include not only people of color Noun 1. people of color - a race with skin pigmentation different from the white race (especially Blacks)people of colour, colour, colorrace - people who are believed to belong to the same genetic stock; "some biologists doubt that there are important , but anyone who may look different than any individual child in the class including tall people, shorter people, thin people, overweight OverweightRefers to an investment position that is larger than the generally accepted benchmark.Notes:For example, if a company normally holds a portfolio whose weighting of cash is 10%, and then increases cash holdings to 15%, the portfolio would have an overweight people, people who are physically or mentally challenged, people of different nationalities or ethnicities, old people, or any of the vast array of possibilities that our diverse society may offer. Finally, this lesson is unique in one sense. In all probability the essential beliefs that this lesson is attempting to instill are most likely being fostered at home as well. In most cases they have already been told by their parents that what's important about a person isn't what they look like, or how fast they can run, or how much money they have, or any of a dozen other things, but what they are like on the inside. We as parents have preached this axiom for centuries in an attempt to develop sound moral values in our children. This classroom lesson works to reinforce this very message. Let me end this lesson by saying that I would be remiss re��miss?adj.1. Lax in attending to duty; negligent.2. Exhibiting carelessness or slackness. See Synonyms at negligent. if I did not point out that there is one danger that teachers who utilizes this lesson should take into consideration. I cannot stress enough that this is a crucial point to understand and master. The purpose of this lesson is not to try to instill in these young minds the idea that there is no physical differences in people of different colors. If we try to teach this concept, then the children's own senses will quickly point out to them that this is just not the case. Remember it was their initial curiosity about differences in skin colors that prompted this lesson in the first place. Instead, the purpose of this lesson is to teach these young and impressionable minds that the differences in skin color are not what is important. What is important is what the person is like inside. This is what makes them nice or mean. This is what makes them good people or bad. In closing, I strongly urge both nursery and Pre-kindergarten school teachers to utilize this lesson and begin today the long and arduous ar��du��ous?adj.1. Demanding great effort or labor; difficult: "the arduous work of preparing a Dictionary of the English Language"Thomas Macaulay.2. task of developing the much needed skills of understanding and tolerance that our students will need to practice in this ever changing global world. Correspondence concerning this article should be addressed to Dr. Joseph S. C. Simplicio, P.O. Box 1132, Shepherdstown, WV 25443.