Anti-Bias Activity

What's on the Inside
(Anti-Bias Activity)

 

Introduction

Do you ever remember hearing 'it's what's on the inside that counts' or 'don't judge a book by its cover?' Wasn't it always a great reminder to seek the totality of people, and not just rely on our initial visual impression, which is often skewed by personal history and beliefs. Of the four types of activities that address the anti-bias educational goals; cultural relevance, diversity, bias, and activism or social action activities, this activity, taken from Stacey York's Roots and Wings emphasizes the importance of teaching bias activities. Young children need the guidance of adults to help them distinguish fair vs. unfair treatment, and what stereotypes and prejudice look like (York 225). Teachers are in a unique position to profoundly influence the development of a child. As Vivian Gussin Paley said in the film Starting Small, "the teacher, I think, is in the preeminent position, more so than the doctor, the lawyer, or any other profession I can think of, to invent a kind society."

 

"What's on the Inside" (York 236) is an ideal learning tool for children ages 3 to 8 because it excites their senses, propels their natural curiosity, and reaches them emotionally while it teaches an essential lesson about judgment. Roots and Wings states that this activity is developmentally appropriate for preschool and kindergarten children because it is "designed to help children explore, examine, and talk about their feelings" (York 190). In doing this activity the children will benefit in a variety of ways. The following quotes come from the article "Goals for Anti-Bias Curriculum" supplied by Professor Bliss.

1. They will "recognize, appreciate, and respect the uniqueness, beauty, value, and contribution of each child."
2. It will "foster positive self-esteem and a positive self-concept in children."
3. It will "promote respect towards others."
4. It will "provide children with a positive experience exploring similarities and differences."
5. It will "encourage children to respect other cultures."
6. It will "increase children's ability to interact, talk and play with people who are different than them."
7. It will "help children notice and do something about unfair behavior and events."

Materials

• A variety of canned foods with the labels removed. (Must be ready to eat once opened.)
• Can Opener.
• Forks and Spoons.
• Napkins.
• Chalkboard or Whiteboard to write on.
• Paper.
• Crayons.

Activity Description

 

All the cans have been placed out for the children to see. Since all the labels were removed

prior to beginning they all look the same. Ask the children if they can guess what's inside the cans. With each child's name written on the board notate their idea next to their name. Help them open the cans and invite them to taste the food within.

 

Creating a discussion amongst the class, ask, "How are cans and people alike? Can you get to know a person by how they look on the outside? Some people think they can tell if they will like someone, or not, based on how they look. That's not fair. We can't judge people by looking at them. We have to get to know them. What 's on the inside is what counts" (York 236).

 

Find out what each child actually had in their can when they opened it, and mark their answer next to their original guess with a slash to separate them. A discussion can be lead about noting how different their first guess was to the actual contents, and whether they liked the food inside or not, they at least took the time to try it out for themselves, and now they know. Knowledge empowers us. Compare this with people and stereotypes, talking and asking for the children's ideas about how someone might feel if they were judged strictly by what was on the outside without someone taking the time to get to know who they really are (adapted from York's "What's on the Inside" activity, 236).

 

Supplemental Activity

With all the fresh ideas circulating in the classroom, ask the children if they can think of something they feel is really special about them that not everyone may know about them. Using crayons and paper (be sure to have multicultural skin tone crayons and colored papers available) have the children draw that special something about themselves on the paper. Go around with each child and write that special something on the back of their paper with their name lightly so the other kids aren't able to see. Collect all the papers and mix up the order. With everyone in a circle share each picture saying what the special thing is from the back. Ask the kids to guess who they think it might be, then ask the child whom it actually is to come over, give them a hug, ask them if there is anything they would like to add about their special something, and have everyone thank that person for sharing that about themselves.

 

Fortifying Books

To strengthen the lesson about avoiding judgments, read the children Halfway to Perfect: A Dyamonde Daniel Book by Nikki Grimes. Dyamonde knows that what's on the inside is what matters. She sets out to help her friend Damaris accept herself for who she is, and feel good about herself. This book also uses eating habits to illustrate its anti-bias message which ties in seamlessly with the "What's on the Inside" activity.

 

 

The Robot Book by Heather Brown is another excellent choice to share with the children. It exemplifies the lesson of 'it's what's inside that counts' by showing the construction of a robot in an interactive way. The robots body parts move, which gives the children a tactile experience to nurture their developmental abilities at this age. It reveals the secret of what makes the robot tick at the end of the book. Helping children make compassionate connections during circle time after reading this will further support the activity lesson.

 

Conclusion

In conclusion I want to say that in teaching bias activities, a teacher must not hesitate to stand up and open her/his mouth to voice injustice. In a world that is constantly becoming more politically correct, and with fear of stepping on anyone's toes, or having litigation suits brought against someone for saying the wrong thing, I think it is important to keep in mind the great teachers we have all had that spoke up for people who could not. Sure it was dangerous, life threatening sometimes, but if someone doesn't stand up for equality and justice, no one will. As a self proclaimed teacher it is important to remember what we are trying to accomplish with children, and clearly define our philosophy of education and the goals we have in place to achieve it.

 

References

Brown, Heather. (2013). The Robot Book. Accord Publishing, a division of Andrews McMeel. Print.

 

Bliss, Kellie. (2013). "Goals for Anti-Bias Curriculum." Article.

 

Grimes, Nikki. (2012). Halfway to Perfect: A Dyamonde Daniel Book. Penguin Group (USA)Incorporated. Print.

 

"Starting Small". (1997). Teaching Tolerance: A Project of the Southern Poverty Law Center. Film.

 

York, Stacey. (2006). Roots and Wings. Pearson Education Inc. Print.

 

 

 

Book Analysis of Daniel Keep Dreaming

 



Daniel Keep Dreaming

Written by Paige Lackey Martin.
Photography Illustrations by Angie Williams and Paige Lackey Martin.
Published in 2011.

Daniel is an inspired young artist with an unyielding passion for art. He encounters great difficulty whilst dealing with his father who has different ideas about the proper pursuit of dedication in life. His father (Mr. Chase) believes Daniel should put away his paintbrushes and engage in a practical field like science. Daniel's Grandmother and Mother on the other hand are very supportive of Daniel's passion to continue developing his art, as is his media teacher from school, named Mr. Hayes.

 

After winning first prize for one of his art pieces, Daniel is given the opportunity to create a large mural on the media wall at his school. He is overjoyed, but quickly realizes that his father will oppose this in light of the science fair coming up that Mr. Chase has demanded his son participate in. Daniel reluctantly agreed to submitting a science fair project, but decides to lie to his parents about working on it, in order to paint the media wall mural.

His plan backfires when his parents find out about the mural, and confront him on his deception. Daniel explains his reasoning for lying, and further implores for acceptance of his aspirations to be an artist. Despite being upset Mr. Chase surrenders to the sway of Daniel's champions and begins supporting his son's dreams into reality. The story concludes with the whole family sharing a proud moment over the accomplishment of Daniel's mural recognized in the local newspaper.

According to the stipulations in 10 Quick Ways to Analyze Children's Books for Racism and Sexism, set by the Council on Interracial Books for Children (1998), the minority culture of people of color are respectfully depicted in this story, and the scenario's could be relatable to any culture or ethnicity. A Caucasian family or family of any other race could have just as easily been portrayed, and thus there was no suspect of stereotypes detected.

Daniel and Calvin

What made it even more pronounced as a great source for multicultural education was Daniel's good friend, Calvin, whom from the pictures displayed showed him as a fair skinned boy. There was no point in the story that gave any indication that there was racial strain or stress over the two boys close friendship, and Calvin is shown having great admiration for Daniel's artistic talent.


Daniel has healthy self-esteem, and provides a wonderful role model for people to follow their dreams, even when antagonistic forces are at work. This story also advocates the importance of family support for children developing in a balanced way with a positive self-image. The women in this book signify wise and meaningful people of power in Daniel's life. He seeks out and welcomes the guidance of the matriarchal females in the household. After Mr. Chase had established a new edict for Daniel to put his art supplies away and focus on intellectual studies, Daniel's grandmother had this to say to console him: "Now Daniel, don't listen to anyone who tries to discourage you. You are a good boy with wonderful talent." (Martin, 2011, pg. 16) Daniel represents strength in his character as a boy who believes in himself, listens to his inner voice to never give up, but also receives a powerful lesson from his parents about honesty.

This story delivers a great message about the way a family pulls together to problem solve and through reciprocal communication and understanding opens a door for their family to grow ever closer through trust and respect.

Based on the warm, fuzzy feelings and the positive message this book portrays I would highly recommend it as a tool for culture and diversity education. The author self published her book, and she is the creator and instructor of a creative arts program for inner city kids in schools and non profits in the Atlanta, Georgia area. (Jacketflap.com, 2011) Knowing this it makes sense that her story had such a strong slant for the passion of art.

On many levels it represented highly esteemed values, such as equality and recognition (pertaining to talent), honesty, good communication, never giving up on one's dreams, inspiring others, confidence, commitment to one's ideals, and respect. Yes, especially respect! Respect for different perspectives, and the beauty that comes from accepting others' unique expression in this world, whether it involves race, gender, age, culture, or resistance to the status quo.

References:

10 Quick Ways to Analyze Children's Books for Sexism and Racism. Adapted from the original brochure which was published by the Council on Interracial Books for Children by the California State Department of Education. Sacramento, 1998.

Martin, P. L. (2011). Daniel Keep Dreaming. Page Martin Books.

Paige Martin's JacketFlap Profile. (2011). Retrieved from: http://www.jacketflap.com/profile.asp?member=pmarboooks.