Teacher Script: Walk a Mile in Their Shoes

Warm Up: Agree/Disagree Line (10 minutes)

"Good morning/afternoon, everyone! Today, we're going to dive into a really important skill called perspective-taking. But before we get into what that means, let's get our minds warmed up."

"I'm going to read a series of statements. I want you to physically move to one side of the room if you strongly agree with the statement, and to the other side if you strongly disagree. If you're somewhere in the middle, you can stand in the middle. There are no right or wrong answers, just your honest opinion. Ready?"

• "Pineapple belongs on pizza."
• "It's always better to tell the truth, no matter what."
• "Video games are a waste of time."
• "Everyone should learn to code."
• "If someone is sad, it's always best to try and cheer them up immediately."

"(After each statement, briefly ask a few students from different positions why they chose that side. Encourage them to explain their reasoning briefly.)"

"Great job! Did you notice how for each statement, there were people on different sides? Even for something like pineapple on pizza, people have strong feelings! This shows us that people often see the world, or even simple things, very differently. And that brings us to our topic today: perspective-taking."

Introduction to Perspective Taking & Video (15 minutes)

(Display Slide 1: Walk a Mile in Their Shoes)

"Our lesson today is called 'Walk a Mile in Their Shoes.' It's a common saying, but what do you think it means? (Pause for student responses). Exactly! It means trying to understand what it's like to be another person. Today, we're going to explore what perspective-taking is, why it's super important, and how we can all get better at it."

(Display Slide 2: What is Perspective Taking?)

"So, what is perspective-taking? At its heart, it's about seeing the world through someone else's eyes. It's trying to understand their thoughts, their feelings, their experiences – even if they're totally different from your own. It's about recognizing that everyone has a unique story, and those stories shape how they view things. It's not about always agreeing with them, but it IS about understanding them."

"Why do you think this skill might be important in your daily life? (Allow 1-2 student responses)."

(Display Slide 3: Why is Perspective Taking Important?)

"To help us understand just how important this is, let's watch a short video. Pay attention to what the video says about how understanding others can impact situations."

(Play the video embedded in Perspective Taking Slide Deck)

"What did you take away from that video? What was one key message? (Encourage a few students to share)."

(Display Slide 4: The Benefits of Different Views)

"As the video highlighted, and as you just shared, there are huge benefits to practicing perspective-taking. It helps improve our communication, makes our relationships stronger, helps us resolve conflicts more peacefully, and most importantly, it dramatically increases our empathy – our ability to understand and share the feelings of another. Think about a time you had a disagreement with someone. Do you think understanding their side more clearly might have changed how things played out?"

Reading & Discussion: The Power of Perspective (10 minutes)

(Distribute Reading: The Power of Perspective and Discussion Prompts)

"Now, you're going to read a short text called 'The Power of Perspective.' As you read, think about the examples given and how they relate to what we've just discussed. You can read this individually or with a partner quietly for about 5 minutes. After reading, we'll have a brief discussion using the prompts I've given you."

(After 5 minutes of reading)

"Alright, let's discuss. Using your Discussion Prompts, let's talk about the reading. What was one new idea you got from the reading? (Facilitate discussion based on the prompts. Encourage students to share examples or connect to their own lives)."

Activity: Scenario Cards & Worksheet (15 minutes)

(Display Slide 5: How Can We Practice It?)

"Perspective-taking is a skill, and like any skill, it gets better with practice! Here are some ways we can actively practice it every day: (Briefly review points on slide)."

(Display Slide 6: Time to Practice!)

"Now, let's put these strategies into action! I'm going to divide you into small groups. Each group will receive some Activity: Scenario Cards. Your task is to discuss the scenario from the perspective of different people involved. Then, you will use the Worksheet: My Perspective, Your Perspective to record what you think each person might be thinking and feeling. Remember, try to genuinely step into their shoes, even if you wouldn't feel the same way."

"You'll have about 10 minutes for this group activity. Afterwards, we'll quickly share some key insights as a class. Any questions?"

(Circulate, providing guidance and facilitating discussion within groups. After 10 minutes)

"Alright, let's bring it back together. Who would like to share one interesting perspective they discovered in their scenario? What did you learn by trying to understand someone else's point of view?" (Allow a few groups to share briefly).

Game: Empathy Charades! (5 minutes)

(Display Slide 7: Game Time: Empathy Charades!)

"To really flex our empathy muscles, let's play a quick game called 'Empathy Charades.' I'll describe a situation or an emotion, and one of you will act it out without speaking. The rest of the class will try to guess the situation or emotion, focusing on their body language and facial expressions. The goal is to tune into those non-verbal cues that often tell us a lot about what someone is experiencing."

"(Provide a few examples: Someone who just found out they got a bad grade, someone who lost their favorite toy, someone who is nervous about public speaking, someone who is overjoyed by good news, someone who is confused by a difficult math problem. Keep it quick and lighthearted)."

Wrap-up & Cool Down (5 minutes)

(Display Slide 8: Reflect and Grow)

"Fantastic job today, everyone! We've covered a lot about perspective-taking, why it's important, and how to practice it. Remember, this is a lifelong skill that will help you in all aspects of your life. Keep practicing listening, asking questions, and trying to understand others."

"For our cool-down today, I want everyone to think of one word that describes something you learned, how you feel about perspective-taking now, or one key takeaway from today's lesson. We'll go around the room and share just one word. (Go around the room, allowing each student to share their word)."

"Finally, for those of you who want to explore this topic even further, there's an optional Project Guide: Community Perspective Project available, along with a Rubric: Community Perspective Project. This project will give you a chance to apply these skills in your own community. Feel free to grab a copy on your way out or access it digitally."

"Thank you for your excellent participation today!"

Warm Up: Agree/Disagree Line

Instructions: The teacher will read a statement. Move to one side of the room if you strongly agree, to the other side if you strongly disagree, or stand in the middle if you are neutral. Be ready to explain your reasoning briefly.

Statements:

1. Pineapple belongs on pizza.
2. It's always better to tell the truth, no matter what.
3. Video games are a waste of time.
4. Everyone should learn to code.
5. If someone is sad, it's always best to try and cheer them up immediately.

The Power of Perspective

Imagine two friends, Alex and Ben, both saw a car accident. Alex, who was standing on the corner, saw the car run a red light. Ben, who was walking out of a store, saw a pedestrian suddenly dart into the street. If asked to describe what happened, they might have very different stories. Was one of them wrong? Not necessarily. They simply had different perspectives.

Perspective is how we see and understand the world around us. It's like looking through a unique window – each person has their own window, shaped by their experiences, beliefs, culture, and even where they physically stand. What one person sees as a problem, another might see as an opportunity. What one person finds offensive, another might find humorous.

Why does this matter?

Understanding perspective is a superpower. When we try to see things from someone else's point of view, we unlock several important abilities:

1. Empathy: This is the ability to understand and share the feelings of another. When you try to imagine why someone is upset or happy, you develop empathy. It helps you connect with people on a deeper level.
2. Better Communication: If you understand where someone is coming from, you can communicate more effectively. You can choose your words more carefully, explain things in a way they'll understand, and avoid misunderstandings.
3. Conflict Resolution: Many arguments happen because people can't see each other's side. By understanding different perspectives, you can find common ground, negotiate, and resolve conflicts more peacefully.
4. Tolerance and Acceptance: The world is full of diverse people with diverse ideas. Perspective-taking helps us appreciate these differences rather than judge them. It teaches us that there isn't always one

Discussion Prompts: The Power of Perspective

Use these prompts to guide your discussion after reading "The Power of Perspective."

1. What does the phrase "seeing through a unique window" mean to you in the context of perspective-taking?
   
   
   
   
   
   
   
2. Can you think of a time when your perspective on something was different from a friend or family member? What happened?
   
   
   
   
   
   
   
   
   
   
   
   
3. The reading mentions that understanding perspective helps with empathy. How do you think these two concepts are connected?
   
   
   
   
   
   
   
4. Why is it important to consider someone else's background or experiences when trying to understand their perspective?
   
   
   
   
   
   
   
5. How might practicing perspective-taking help you in school or with your friends?
   
   
   
   
   
   
   

Activity: Scenario Cards

Instructions: In your groups, read each scenario. Discuss what each person in the scenario might be thinking and feeling. Consider their background, motivations, and the situation. Use the Worksheet: My Perspective, Your Perspective to record your group's thoughts.

Scenario 1: The Group Project

• Person A: Works diligently on their part of the group project for weeks, finishing early.
• Person B: Waits until the last minute to do their part, then asks Person A for help, claiming they had a family emergency (which is partially true, but they also procrastinated).
• Person C (Teacher): Sees that Person A's work is excellent and Person B's work is rushed, and knows Person A often carries groups.

Consider: What is each person thinking? What are their feelings? What might be their underlying motivations?

Scenario 2: The New Kid

• Person A (New Kid): Just moved to a new town and school, feeling nervous and a bit lonely. They are very quiet during lunch.
• Person B (Classmate): Sees the new kid sitting alone and thinks they might be unfriendly or don't want to talk.
• Person C (Classmate): Sees the new kid and remembers how hard it was when they were new last year.

Consider: What are the new kid's thoughts and feelings? How might Person B and C interpret the new kid's quietness differently, and why?

Scenario 3: The Broken Phone

• Person A (Teenager): Accidentally drops their parent's expensive phone and breaks the screen. They are terrified to tell their parent.
• Person B (Parent): Just got paid and has a lot of bills to pay. They are stressed about money and rely on their phone for work.

Consider: What is the teenager thinking and feeling? What about the parent? How might their different concerns clash when the news comes out?

Scenario 4: The Game Loss

• Person A (Team Captain): Their team just lost a crucial game. They are visibly upset and yelling at teammates for mistakes.
• Person B (Teammate): Made a few errors during the game, feels terrible, and is now being yelled at by the captain.
• Person C (Coach): Saw both good plays and mistakes from everyone, understands the team is young, and is focused on long-term improvement.

Consider: What is driving the captain's anger? How is the teammate feeling? What is the coach's perspective on the loss?

Worksheet: My Perspective, Your Perspective

Instructions: For your assigned scenario, fill out the sections below. Try to genuinely step into each person's shoes and imagine what they are thinking and feeling.

Scenario Number:

Person 1:

• What might they be thinking?
  
  
  
  
  
  
  
• What might they be feeling?
  
  
  
  
  
  
  
• What might be influencing their perspective? (e.g., past experiences, goals, fears)
  
  
  
  
  
  
  

Person 2:

• What might they be thinking?
  
  
  
  
  
  
  
• What might they be feeling?
  
  
  
  
  
  
  
• What might be influencing their perspective? (e.g., past experiences, goals, fears)
  
  
  
  
  
  
  

Person 3 (if applicable):

• What might they be thinking?
  
  
  
  
  
  
  
• What might they be feeling?
  
  
  
  
  
  
  
• What might be influencing their perspective? (e.g., past experiences, goals, fears)
  
  
  
  
  
  
  

Group Reflection:

• What was challenging about trying to understand these different perspectives?
  
  
  
  
  
  
  
• How could understanding these different perspectives help resolve any potential conflict or improve the situation?
  
  
  
  
  
  
  
  
  
  
  
  

Game: Empathy Charades!

Instructions: One student will be chosen to act out a situation or emotion (without speaking) while the rest of the class tries to guess what is being conveyed. Focus on body language, facial expressions, and gestures to understand the actor's perspective.

Example Situations/Emotions to Act Out:

• Someone who just found out they got a really good grade on a test.
• Someone who just dropped their lunch tray in the cafeteria.
• Someone who is nervous about giving a presentation in front of the class.
• Someone who just lost their favorite sports game.
• Someone who is trying to understand a very confusing math problem.
• Someone who is excited about an upcoming school trip.
• Someone who is annoyed by a loud noise.
• Someone who is patiently waiting for their turn.
• Someone who is surprised by a pop quiz.
• Someone who is feeling left out.

Game Rules:

1. The teacher will secretly show one student an emotion or situation.
2. That student will act it out using only their body and face – no talking!
3. The rest of the class will raise their hand to guess what they think the actor is experiencing or portraying.
4. The first student to correctly guess gets to be the next actor (or the teacher can choose).

Goal: Pay close attention to non-verbal cues to understand the

Answer Key: Understanding Perspectives Quiz

Here are the answers and explanations for the quiz questions.

1. What does 'perspective-taking' primarily mean?

• Correct Answer: C. Trying to understand someone else's thoughts, feelings, and experiences.
• Explanation: Perspective-taking is about stepping into another person's shoes to grasp their point of view, even if it differs from your own. It's not about agreement, but about understanding.

2. Which of these is a benefit of practicing perspective-taking?

• Correct Answer: B. It can lead to better communication and stronger relationships.
• Explanation: By understanding others' perspectives, we can communicate more effectively, show empathy, and build trust, all of which strengthen relationships and reduce conflict.

3. Describe one strategy you can use to better understand someone else's perspective.

• Possible Answers: Active listening, asking clarifying questions, considering their background/experiences, imagining yourself in their situation, observing non-verbal cues.
• Explanation: Any of these strategies help us gather more information and truly consider the other person's reality, moving beyond assumptions.

4. If your friend is upset about a low test score, but you think they studied enough, which action best demonstrates perspective-taking?

• Correct Answer: C. Ask them why they are so upset and listen to their feelings.
• Explanation: This action shows empathy and a desire to understand their emotional state and reasoning, rather than imposing your own judgment or dismissing their feelings.

5. How confident do you feel in your ability to try and understand someone else's perspective after this lesson?

• Correct Answer: N/A - Self-assessment.
• Explanation: This is a personal reflection question designed to gauge individual learning and confidence. There is no single correct answer.

Project Guide: Community Perspective Project

Project Goal:

To apply your perspective-taking skills to understand different viewpoints within your school or local community on a specific issue.

Project Steps:

1. Choose an Issue (Week 1): Identify a local issue in your school or community that affects different groups of people in different ways. Examples:

   • A new school rule (e.g., cell phone policy, dress code)
   • A local environmental concern (e.g., littering, park maintenance)
   • A community event that some people love and others dislike.
   • A debate on school lunch options.
     
     
     
     
     
     
     

2. Identify Different Perspectives (Week 1-2):

   • Who are the different groups of people affected by this issue? (e.g., students, teachers, parents, local business owners, younger kids, older adults).
   • For each group, brainstorm what their perspective might be. What are their potential concerns, hopes, or feelings about the issue?
     
     
     
     
     
     
     
     
     
     
     
     

3. Gather Information (Week 2-3):

   • Option A: Interviews (Recommended): Interview at least two people from different identified groups. Ask open-ended questions to understand their viewpoint. Remember to be respectful and genuinely listen. (e.g., "How does [issue] affect you?" "What are your biggest concerns about it?" "What do you hope happens?")
   • Option B: Observation/Research: If interviews aren't possible, observe public comments, news articles, or official statements to infer different perspectives.
     
     
     
     
     
     
     
     
     
     
     
     

4. Analyze and Reflect (Week 3):

   • Compare the different perspectives you gathered. How are they similar? How are they different?
   • Did anything surprise you? Did you change your own perspective after learning more?
   • How might these different perspectives lead to conflict or misunderstanding if not considered?
     
     
     
     
     
     
     
     
     
     
     
     

5. Present Your Findings (Week 4):

   • Create a presentation (e.g., poster, digital slideshow, short video, written report) that outlines:
     • The issue you chose.
     • The different groups you identified.
     • The perspectives of at least two different groups (supported by interview quotes or observations).
     • Your reflection on how understanding these perspectives can help address the issue or foster greater community understanding.
       
       
       
       
       
       
       
       
       
       
       
       
       

Important Dates:

• Issue & Groups Identified: [Date]
• Information Gathering Complete: [Date]
• Final Presentation Due: [Date]

Tips for Success:

• Choose an issue you are genuinely curious about.
• Approach interviews with an open mind and a respectful attitude.
• Focus on understanding, not on changing anyone's mind.
• Use the Rubric: Community Perspective Project to guide your work.

Rubric: Community Perspective Project

Project: Community Perspective Project

Student Name: ____________________________
Date: ____________________________

Teacher Comments:

Cool Down: One Word Reflection

Instructions: Think about today's lesson on perspective-taking. In one word, describe:

• Something you learned
• How you feel about perspective-taking now
• One key takeaway from today's lesson

My one word is: