Stronger Together: Diversity in Action

1. Stronger Together: Diversity in Action

2. Overview Introduction Expectations Lesson 1: The World of Work Lesson 2: Fairness at Work Lesson 3: Support at Work Lesson 4: Diversity at Work

3. Expectations My expectations of you… One person speak at a time Be respectful and value the opinions of your peers Have fun! What the class can expect… Ask questions when you are unsure of a concept or would like further explanation An equal opportunity to participate

4. Lesson 1 The World of Work

5. Teamwork What does TEAM stand for? • Together • Everyone • Achieves • More • T • E • A • M Student Workbook pg. 2

6. Teamwork Ground Rules for Teamwork • Trust one another and communicate openly • Value constructive, specific feedback • Recognize each other’s contributions • Pitch in to help when necessary • Respect one another • Value each other’s opinions • Support one another • Listen actively to one another • Take turns speaking • Add on to each other’s thoughts to find the best ideas Student Workbook pg. 2

7. Teamwork What else helps us work well in teams? Add your own ideas to the list. How can you tell if the team is not working well? How can you improve the way your team works? Student Workbook pg. 2

8. Teamwork

9. What’s it for? Work with your group to list 10 different uses for your item. Student Workbook pg. 3

10. Job Journey How do you think most people get a job? • Could the job be done by either gender? Why or why not? • Could a person with vision loss, hearing loss or limited mobility do this job? Why or why not? • Could a person of any age do this job? Why or why not? Go to Lesson 2: Fairness at Work Go to Diversa-cize! Student Workbook pg. 4

11. Diversa-cize! Student Workbook pg. 6

12. Lesson 2 Fairness at Work

13. Getting to “Yes” Scenario 1: A student must have experience when applying for a first part-time job. On the way home from school a student sees a “Help Wanted” sign at a takeout pizza restaurant. The owner is looking for help over the suppertime rush hour. The student likes to cook pizza at home and applies for the job. The owner is seeking someone older who already has experience making pizza, even though this is a part-time position. The owner feels he cannot risk hiring someone new when he is so busy. Student Workbook pg. 8

14. Getting to “Yes” List the different points of view of each side: 1. likes employees who know what they are doing 2. has a lot of business at the same time each day - suppertime 3. is too busy to train someone inexperienced • is a good cook 2. is willing to work 3. likes making pizza What does each of them need? Extra income, work experience in something he/she likes to do. Reliable help, someone he can trust to make a quality pizza quickly. Student Workbook pg. 8

15. Getting to “Yes” Brainstorm some ways that they could resolve their differences and reach an agreement. Have the student watch him at work when business is slow. Have the student run errands or do other work until he gets to know him/her. Speak to the students references to determine his/her character. Get a letter from a teacher or coach stating how reliable he/she is. Offer to shadow the owner for free to learn the job. Bake a pizza and bring it for the owner. What is the consequence of not resolving the conflict? The owner does not have the help of an eager student who wants to learn the pizza business; the student does not gain work experience or income. Student Workbook pg. 8

16. Getting to “Yes” Read the scenario card that has been assigned to your group and answer the following questions. • Imagine yourself in the person’s place. Describe the person’s point of view. • What is he/she thinking, worrying about, hoping to see happen? • Describe his/her feelings. • Why is he/she feeling this way? • Describe what each side wants. • What does each side need/want. Why? Student Workbook pg. 11

17. Getting to “Yes” Read the scenario card that has been assigned to your group and answer the following questions. • Think about solutions that the other side would like and that you could live with. • Brainstorm all sorts of possible options for solutions, and list them without judging or feeling that they must be carried out. Try to think of things where both parties gain something. • Describe the consequences of not resolving the conflict. • Are you willing to try and resolve this conflict? • What would happen if the conflict was not resolved? Student Workbook pg. 11

18. Getting to “Yes” Scenario 2: Storeowners should not have to serve students. The storeowner claims that every time one student comes in, she becomes distracted and other students then enter the store to steal from her. Having too many students in the store at once causes her to fear she could be swarmed. She has posted a sign saying that students are not allowed in the store unless an adult accompanies them. The student was given money by his parents to buy lunch at the store. Without the ability to shop at this store, which is closest to the school, the student will not be able to have any lunch.

19. Getting to “Yes” Scenario 3: Girls should be allowed to play on boys’ hockey teams. A female hockey player has reached a superb ability in the game and is seeking new challenges. The next level up for her is a boy’s team. She tries out for the team and finds out that she plays at the boys’ level. However, the coach will not let her play; claiming that it is a boy’s league and not one for boys and girls. He fears that the boys would be too protective of her and that she would not be physical enough, reducing the team’s chances of winning games.

20. Getting to “Yes” Scenario 4: Students are asked to contribute to a photography club budget, but not all of the students can afford to do so. The students who join the school photography club are asked to contribute $50.00 each for the rental of additional lighting equipment that the school doesn’t provide. The student executive of the club maintains that the additional equipment is necessary for students to gain professional experience. Several students know that their parents cannot afford the $50.00 fee. They suggest that there might be other ways to obtain the equipment, such as teaming up with another club or asking professional photographers to donate what they no longer use. The executive insists the fee is necessary so that the club members can use the equipment whenever they want.

21. Getting to “Yes” Scenario 5: All students should be allowed to audition for a dance show featuring ethnic dancing. There is an in-school cultural showcase of ethnic dancing. One student, who is not of the same ethnic origin, would like to join a group to learn the dance. The group feels that this student could not understand the dance without the right ethnic background. The student studies ballet and is well known to be a good dancer; she wants to broaden her dance repertoire.

22. The Fairness Quiz! • In what year did Canada receive its Charter of Rights and Freedoms? • How many years after Confederation in 1867 did all Canadian women win the right to vote in a federal election? • Citizens of Canada have the right to: b. 1982 c. 51 Years - 1918 d. enter, remain and leave Canada, and work in any province Student Workbook pg. 12

23. The Fairness Quiz! • Under Canadian law, individuals cannot be discriminated against on the basis of: • Canada is a bilingual country, giving equal rights to people who speak French and English. What one province is also bilingual? • Who is equal before and under the law in Canada? b. race, national or ethnic origin, colour, religion, sex, age or mental or physical disability. d. New Brunswick c. Every individual Student Workbook pg. 12 & 13

24. The Fairness Quiz! • At what age must Canadians retire? • Who has the right to vote in Canada? • How often must we have elections in Canada? • Everyone in Canada has which one of the following fundamental freedoms: d. Never – there is no mandatory age of retirement, except for some specific professions c. Canadian citizens over the age of 18 a. Every 5 years e. All of the above Student Workbook pg. 13

25. The Fairness Quiz! • How does it feel to have your marks re-graded based on a coloured dot? • Was it a fair way to be graded? Why or why not? • Why is it important to one another? • Is the re-grading of marks in this manner acceptable in Canadian Society? Why not? • Would it be legal in Canada to re-grade a group like this? Why not?

26. Accessibility Sight Touch Hearing Taste Smell What are your 5 senses?

27. Accessibility

28. Braille Alphabet Use the Braille Alphabet to write out your name. Student Workbook pg. 14

29. Sign Language Practice signing the words “hello” and “goodbye” Student Workbook pg. 15

30. Mobility A gentle curving ramp Accessible curb cut Wheelchair-accessible vehicle An elevator Kneeling buses with flat floors Wheelchair lifters and hand controls Wheelchair-access seating A stair lift Discuss within your groups what devices or actions could overcome the barriers to accessibility. Complete the table. Go to Accessibility Challenge Go to Lesson 3: Match the Mentor Student Workbook pg. 16

31. Accessibility Challenge • A website accessible to everyone • An intersection that allows everyone to cross safely • An accessible Automatic Teller Machine (ATM) • An accessible movie theatre • Accessible electronic devices like cell phones and tablet computers. Determine how you will meet your challenge for: • A person with vision loss • A person with hearing loss • A person with limited mobility Finally, describe how your device/venue/site would work. You have been assigned to one of the following challenges. To create: Student Workbook pg. 17

32. Lesson 3 Support at Work

33. Match the Mentor Student Workbook pg. 18 Mary Poppins Sword and the Stone The Matrix Harry Potter Harry Potter Star Wars Back to the Future Up Cinderella Pinocchio Pirates of the Caribbean The Jungle Book The Lion King Charlottes Web The Karate Kid The Lion, The Witch, and The Wardrobe Match the mentor with the protégés.

34. What Makes a Good Mentor? What are the personal qualities that make the characters you looked at good mentors to their protégés? Why do you think these qualities are important or necessary in a mentor? Student Workbook pg. 18

35. The Old Wrench Answer the following questions: • What makes Mr. Grabowski a good mentor to Ryan? • How does Ryan demonstrate that he has learned something from his mentor? • What does Ryan gain from recognizing Mr. Grabowski’s role in his life? Student Workbook pg. 19 & 20

36. What Makes a Good Mentor? A good mentor is someone who: • Has a willingness to share skills, knowledge and expertise • Demonstrates a positive attitude an acts as a positive role model • Takes a personal interest in the mentoring relationship • Exhibits enthusiasm in the field • Values ongoing learning and growth in the field • Provides guidance and constructive feedback • Is respected by colleagues, friends and others • Sets and meets ongoing personal and professional goals • Values the opinions and initiatives of others • Motivates others by setting a good example Student Workbook pg. 21

37. Lesson 4 Diversity at Work

38. The Couscous Game! Rules: - 5 teams. Give your team a name. - 30 questions total - Played in 6 rounds. - Each team sends a different representative for each round. Representatives can ask the team for help if needed. - If the team doesn’t know the answer, anyone from another team can now answer. - The person who gives the correct answer is awarded a point for their team. - The team with the most points wins the game.

39. The Couscous Game Round 1 • Which country/region does couscous come from? • In the US there is Hollywood, in India there is… • What is the favourite sport of Pakistan? • What is the name of the long loaf of bread eaten in France? • What is the national dish of Britain? North Africa, Algeria, Morocco Bollywood Cricket Baguette Curry Student Workbook pg. 22

40. The Couscous Game Round 2 • What is the name of the official Canadian sport that came from our First Peoples? • Sushi comes from what country? • What famous dance originated in Argentina? • What country is famous for its souvlaki? • Flamenco is the traditional music of what country? Lacrosse Japan, Korea Tango Greece Spain Student Workbook pg. 22

41. The Couscous Game Round 3 • What type of music is Bob Marley famous for? • Where did reggae music originate? • Pasta is the famous dish of what country? • In what country was basketball invented? • Dim sum originated in what country? Reggae Jamaica Italy Canada China Student Workbook pg. 22 & 23

42. The Couscous Game Round 4 • David Beckham is a soccer player from what country? • Nelson Mandela is the national hero of what country? • What is the most popular sport in Brazil? • Injera is the famous bread of what country? • What country put the first man and woman into space? England South Africa Soccer or football Ethiopia Russia Student Workbook pg. 23

43. The Couscous Game Round 5 • The didgeridoo comes from what country? • Pho is the famous beef soup from what country? • Bagpipes originated in what country? • The tortilla is the staple food of what country? • What country is famous for its tea plantations? Australia Vietnam Scotland Mexico Sri Lanka or Ceylon Student Workbook pg. 23

44. The Couscous Game Round 6 • Adobo is the famous dish of what country? • Ballet was developed in what country? • In what country did the first humans emerge? • Dragon boat racing comes from what country? • What country is famous for flying kites? Philippines Russia Kenya China Afghanistan Student Workbook pg. 23

45. Rapid-fire Wrap-Up On your cue card: What is the best thing about working together with a diverse group of people?

46. Thank You!