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Perspective Switch

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Lashawndra Elmore

Tier 1
For Schools

Lesson Plan

Switching Lenses Plan

Students will identify at least one similarity and one difference between their viewpoint and a partner’s on a given scenario.

Understanding different perspectives is vital for empathy, recognizing our own biases, and promoting respectful interactions in school and in life.

Audience

7th & 8th Grade

Time

30 minutes

Approach

Interactive activities and structured discussions.

Materials

  • See It Another Way, - Debate Moderator Script, and - Two-Sided Scenario Cards

Prep

Material Preparation

10 minutes

  • Review all generated materials (Switching Lenses Plan, See It Another Way, Debate Moderator Script, Two-Sided Scenario Cards).
    - Print and cut out the Two-Sided Scenario Cards (one set per pair of students).

Step 1

Warm-Up: Opinion Line-Up

5 minutes

  1. Begin with a quick "opinion line-up" activity. Present a controversial but age-appropriate teen issue (e.g., "Should school start later?").
    2. Ask students to physically position themselves along an imaginary line in the classroom, from "Strongly Disagree" to "Strongly Agree". Encourage them to briefly explain their stance.

Step 2

Introduce Perspective Protocol

5 minutes

  1. Using the See It Another Way slide deck, introduce the concept of "stepping to the left"—literally or figuratively taking another person's position or viewpoint.
    2. Explain that this isn't about agreeing, but about understanding.

Step 3

Scenario Card Discussions

15 minutes

  1. Divide students into pairs. Provide each pair with a set of Two-Sided Scenario Cards.
    2. Instruct partners to pick a card and assign sides (e.g., "Person A argues for Side 1, Person B for Side 2").
    3. After 5 minutes, have them "switch lenses"—swap roles and argue for the opposite side. Encourage them to use the Debate Moderator Script to guide their discussion.
    4. Circulate and observe, prompting students to dig deeper into their assigned perspectives.

Step 4

Share and Reflect

5 minutes

  1. Bring the class back together. Ask a few pairs to share one similarity and one difference they observed between the two viewpoints on their scenario.
    2. Facilitate a brief discussion: How did actively taking another perspective feel? Was it challenging? What did you learn?

Step 5

Cool-Down: Fairness Reflection

Optional

  1. As a cool-down or exit ticket, ask students to write a short response to: "How does understanding different perspectives help us create a fairer world?"
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Slide Deck

See It Another Way: Switching Lenses

Ready to explore new viewpoints?

Welcome students and introduce the engaging title of today's lesson. Briefly explain that we're going to explore different ways of looking at situations.

What's Your Take?

Quick Opinion Line-Up:

Should cell phones be allowed during lunch at school?

Introduce the "Opinion Line-Up" activity. Read a relevant teen issue (e.g., "Should school uniforms be mandatory?"). Instruct students to move along an imaginary line based on their agreement/disagreement.

Step to the Left

Understanding vs. Agreeing:

What does it mean to 'step into someone else's shoes'?

Explain the concept of 'stepping to the left'—physically or mentally placing yourself in another person's position. Emphasize that it's about understanding their viewpoint, not necessarily agreeing with it. This links to the key concepts of perspective-taking and respect.

Scenario Challenge

Work in pairs with the Two-Sided Scenario Cards.

First, argue for your assigned side.

Then, switch roles!

Explain the instructions for working with the scenario cards. Students will argue one side, then swap roles and argue the opposite. Remind them they will use the Debate Moderator Script to help guide their discussion. Distribute the Two-Sided Scenario Cards now.

What Did You See?

Share Out:

What similarities and differences did you find in viewpoints?

How did it feel to argue for a different side?

Bring the class back together. Ask a few pairs to share their experiences. Prompt them with questions like: "What similarities or differences did you find? Was it hard to argue a side you didn't agree with?"

Fairness Check

How does understanding different perspectives help us create a fairer world?

Present the cool-down question. This encourages reflection on how perspective-taking relates to fairness and respect in the real world. Allow time for students to write their responses.

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Script

Debate Moderator Script: Switching Lenses

Teacher Introduction:
"Alright everyone, now that you have your Two-Sided Scenario Cards and are in your pairs, you're going to act as respectful debaters. One of you will start as 'Side 1' and the other as 'Side 2'. Use this script to help guide your discussion, making sure you truly explore each perspective. Remember, it's about understanding, not necessarily agreeing."

Part 1: Exploring Your Assigned Side (5 minutes)

Person A (Starting as Side 1): "Let's begin. From your perspective as Side 1, what are the strongest reasons why this viewpoint is valid or important?"

Person B (Starting as Side 2): "Okay, now consider Side 2. What are the key arguments or feelings someone with this viewpoint would have?"

Person A (Moderating/Prompting): "To help us understand Side 2 even better, can you tell me what concerns or challenges someone on this side might be facing?"

Person B (Moderating/Prompting): "And for Side 1, what is the core value or belief that drives this particular viewpoint?"

Part 2: Switching Lenses (5 minutes)

Teacher Prompt: "Time to 'step to the left'! Now, Person A, you will argue for Side 2. Person B, you will argue for Side 1. Remember, you're putting yourselves in their shoes!"

Person A (Now arguing for Side 2): "Alright, from this new perspective (Side 2), what makes this viewpoint so compelling or necessary?"

Person B (Now arguing for Side 1): "And looking at Side 1 from this fresh angle, what are the most important points to consider?"

Person A (Moderating/Prompting): "Thinking as Side 2, what misinterpretations or unfair judgments might people make about this position?"

Person B (Moderating/Prompting): "From Side 1's perspective, what solutions or compromises might be possible that still uphold their core beliefs?"

Part 3: Reflecting on Both Sides (Transition to Class Discussion)

Teacher Prompt: "Excellent work! Now, before we come back together as a class, take a moment to discuss with your partner: What was one surprising similarity or difference you noticed between the two perspectives?"

Both Partners Discuss:

  • "I found it interesting that both sides..."
  • "A big difference I noticed was..."
  • "It was challenging to argue for [Side X] because..."
  • "I gained a new understanding of [Side Y] by..."

Teacher Closing:
"Thank you for engaging in this challenging and important exercise. This 'switching lenses' skill is incredibly valuable. Let's now share some of your insights as a whole class."

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Activity

Two-Sided Scenario Cards

(Instructions: Cut along the dotted lines to create individual scenario cards. Each card presents a situation with two distinct viewpoints. Students will discuss these in pairs, arguing for each side.)

Scenario Card 1: The Group Project

Situation: Four students were assigned a major group project. Two students did most of the research and writing. One student contributed very little, and another helped with design but missed several meetings.

Side 1: The Overworked Student

  • You are frustrated and angry. You feel it's unfair that you and one other person did the majority of the work while others slacked off. You believe grades should reflect individual effort, and you're worried your grade will suffer because of your teammates. You think the teacher needs to know who did what.

Side 2: The Struggling Teammate

  • You feel guilty but also overwhelmed. You've been dealing with a difficult family situation at home, which has made it hard to focus on schoolwork. You tried to contribute but fell behind. You're embarrassed to admit your struggles and worry about being judged. You wish your teammates would be more understanding.

Scenario Card 2: The Online Comment

Situation: A popular student posted a picture online that a less popular student found hurtful and mocking, even though the caption was vague and didn't directly name anyone.

Side 1: The Poster

  • You posted a picture that you thought was funny, just a silly moment. The caption was vague on purpose, so you didn't think anyone would be hurt by it. You believe people are too sensitive online, and you didn't mean any harm. You don't think you should have to apologize for something that wasn't aimed at anyone specific.

Side 2: The Hurt Student

  • You immediately recognized yourself in the picture and felt targeted and humiliated, even though your name wasn't mentioned. You know other students in your friend group saw it and are now talking. You feel betrayed and wish people would think before they post. You want the picture taken down and an apology, but you're scared to say anything.

Scenario Card 3: The Library Noise

Situation: The school library has become a popular place for students to socialize during lunch, leading to a lot of noise. The librarian wants to enforce a strict "no talking" rule during lunch hours.

Side 1: The Librarian/Quiet Students

  • You value the library as a quiet place for study and reading. The noise during lunch is disruptive and makes it impossible for students who need to focus or relax. You believe a strict "no talking" rule is necessary to maintain a productive and respectful environment for everyone.

Side 2: The Socializing Students

  • You see the library as a central and comfortable place to meet friends during lunch, especially when other common areas are crowded. You don't intend to be disruptive, but conversations naturally get louder. You feel that banning talking completely is too harsh and takes away a valuable social space.
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