Objective:
Define bullying and bias
Differentiate using examples
Reflect on impact of these behaviors on individuals and communities.

1. Pair up with a classmate.
2. Share a time you witnessed or experienced unfair treatment.
3. Discuss the feelings involved and what happened next.

Bullying:
Intentional, repeated harm or intimidation
Targets individuals with less power

Bias:
Unfair attitudes or prejudices
Directed at a person because of group identity

• Intent: Bullying is deliberate harm; bias may be unintentional.
• Repetition: Bullying repeats over time; bias can occur once.
• Target: Bullying aims at individuals; bias targets groups.
• Power: Bullying involves power imbalance; bias exists across power levels.

In groups of 3–4:
• Sort each scenario card into Bullying, Bias, or Neither.
• Prepare to explain one card’s placement to the class.

1. Choose a scenario you sorted.
2. Describe how you would feel if you were the target.
3. Write one supportive response you could offer.

• We defined bullying and bias.
• We differentiated them using key characteristics.
• Tomorrow: Exploring empathy and perspectives.

Objective:
• Define empathy
• Role-play empathic vs. non-empathic responses
• Reflect on supportive listening

1. Recall a time you felt left out or misunderstood.
2. Share the situation and emotions with a partner.
3. Listen for feelings and needs.

Empathy = Understanding and sharing another person’s feelings.

• Listening without judgment
• Acknowledging emotions
• Offering support

In groups of 3:
• Assign roles: Target, Bystander, Supporter
• Use Empathy Scenario Cards
• Follow the Role-Play Guidelines Sheet

Enact scenario twice:

1. Without empathy
2. With empathic support

• How did the target feel each time?
• What changed when empathy was used?
• Which empathic actions felt most helpful?

Using the Perspective Reflection Worksheet:

1. Describe how the target likely felt.
2. Write one empathic response you would offer.

• Empathy means understanding feelings.
• We practiced supportive listening.
• Next: Identifying bias and microaggressions.

Objective:
• Define stereotypes, bias, microaggressions
• Sort real examples into categories
• Reflect on constructive responses

1. Recall an example of a stereotype or unfair comment.
2. Share the situation and emotions with a partner.
3. Be prepared to share one example aloud.

Stereotype: Overgeneralized belief about a group
Bias: Prejudice for or against someone
Microaggression: Subtle, often unintentional, slights toward a group

In groups of 3–4:
• Use Stereotype Example Cards and Microaggression Scenario Cards
• On your Bias Analysis Worksheet, sort each card into “Stereotype,” “Microaggression,” or “Neither”
• Be ready to explain one sorting decision

• Which examples were tricky to categorize?
• How might the target feel?
• How could someone respond supportively?

On your Bias Analysis Worksheet:

1. Choose one microaggression you sorted
2. Describe a supportive response you could offer
3. Write how this response helps the target

• We defined bias, stereotypes, microaggressions
• We practiced sorting and discussing real examples
• Next: Communication skills & resolving conflict

Objective:
• Learn active listening behaviors
• Practice “I” message communication
• Apply a step-by-step conflict-resolution flowchart

1. Recall a conflict or disagreement.
2. Pair up and describe what happened and how it felt.
3. Listen for emotions and communication barriers.

Active Listening:
• Eye contact and nodding
• Paraphrasing what you heard
• Asking clarifying questions

“I” Messages:
• I feel…
• when…
• I need…

See Active Listening & 'I' Messages Poster.

• Use the I-Message Template Sheet
• One student shares a minor disagreement
• Partner listens actively and responds with an “I” message
• After 4 minutes, switch roles

• Groups of 3: Person A, Person B, Mediator
• Use Conflict Role-Play Scenario Cards
• Follow the Conflict Resolution Flowchart:

1. Identify the problem
2. Express feelings with an “I” message
3. Brainstorm solutions
4. Agree on next steps

On your template or in your journal:

1. Write one “I” message you could use next time
2. Name one active listening behavior you’ll practice

• We learned active listening and “I” messages
• We practiced resolving conflict step-by-step
• Next: Exploring cultural identities & being allies

Objective:
• Explore personal cultural identities
• Define allyship and key strategies
• Practice intervening to support peers

1. Walk around and read peers’ Cultural Identity Reflection Worksheets.
2. Notice similarities and differences.
3. Return to seats and share one surprise.

• Quadrant 1: Cultural Heritage
• Quadrant 2: Core Values
• Quadrant 3: Interests & Hobbies
• Quadrant 4: Community Roles

Use your Identity Shield Template.

Allyship = Using your voice and actions to support those facing bias.

Key Strategies:
• Speak Up
• Offer Support
• Include Others

See Allyship Strategies Poster.

In pairs:

1. Role A: Observer acting out an exclusion or biased comment.
2. Role B: Ally practices one strategy from the poster to intervene.
3. After 4 minutes, switch roles and try a different strategy.

Use Ally Scenario Cards.

• Which ally strategies felt most effective?
• How did the ally’s actions help the target?
• What challenges did you face when intervening?

1. Write one concrete ally action you will take this week.
2. Share your plan with a partner.
3. File your reflection in your notebook.

• We explored our identities and practiced allyship.
• Effective allies speak up, support, and include others.
• Next: Planning a restorative project to rebuild our community.

Objective:
• Design a restorative project demonstrating empathy
• Plan steps to address past harm and promote inclusion
• Rehearse presentation using peer feedback

1. Pair up with a classmate.
2. Share one key learning (empathy, bias recognition, communication, or allyship).
3. Discuss how this learning can guide your restorative project.
4. Invite 2–3 pairs to share highlights.

• Hand out Restorative Project Guidelines.
• Review:
– Project purpose and audience
– Format options: poster, skit, letter, digital slideshow
– Must include empathy and actionable steps
• Answer questions and clarify expectations.

1. Form your project groups or individual teams.
2. Use the Project Planning Worksheet to:
   • Define project goal & audience
   • Choose format & assign roles
   • Outline key messages & activities
   • Plan materials & timeline
3. Begin filling in your worksheet.

1. Pair up with another group.
2. Present your project outline or draft.
3. Use the Presentation Rubric to give feedback on:
   • Clarity of message
   • Demonstration of empathy
   • Audience engagement
4. Incorporate suggestions for improvement.

• Remind: Final presentations scheduled for next class.
• Ask students to write one sentence: “My project will help rebuild trust and inclusion by…”
• Collect completed worksheets.
• Encourage students to prepare any materials needed for presentation day.