On+Labelling+People.

"In a world filled with changes each and every day  I feel like I'm judged for what I do and say   I remember back to Barbies and play days in the park   when I didn't worry about other people's remarks.    But looking in the mirror I see to my surprise   a completely different person staring deep into my eyes   The carefree little child I saw at four and five   has now become a preeteen learning to survive." Alexandria Robinson, twelve. Project : On Labelling People.

__Aim .__ To raise awarenness of negative socio-cultural practices,labelling.

__Final outcome.__ Power Point presentation of the reflections gathered along the different activities, to be shown and discussed with other groups of the same age-level.

__Age group__ : Year 3 students at Secondary School, Argentina.

__Time:__ 6 classes.

__Objectives.__ Students will be able to:
 * Identify pre-conceptions, stereotypes and prejudices that lead people to "label" others. (Barret's 10th principle)
 * Become aware of how misleading and negative labels are. (Barret's 10th principle)
 * Analyse labels in our culture and compare them to other cultures' labels. (Barret's 5th and 9th principles)
 * Consider and compare an opposing idea, for example a situation in which labels can influence people positively. (Barret's 9th principle).
 * Reflect on the pros and cons of labelling people and reach a final critical conclusion.( Barret's 7th principle).
 * Share knowledge and promote discussion of global issues.(Barret's 11th principle)

__Activities.__
 * Class 1.** Poem "Who Are We?" by Benjamin Zephaniah.Wicked World.Penguin.2000.




 * Introduce the title and elicit answers to it.Work with adjectives and make a list on the board.
 * Read the poem and check coincidences with the words listed on the board.
 * Ask students to find the writer's opinion on labelling people on the text and justify their choice.
 * Ask : Is the author in favour of labelling? - Where does he say it on the text? - What's the writer's final conclusion about the topic? (Find it on the text)
 * Having the poem in mind,how would you answer the writer's last question?


 * Class 2.** Poem " Label This!" by Emily Adams.Chicken Soup for the Teenage Soul IV. Canfield,Hansen,Kirberger,Claspy.Scholastic,2005.
 * Refer to the poem "Who Are We?" by Benjamin Zephaniah to elicit the definition of the word "label".Reflect on the use of labels at school




 * Read the poem "Label This!" by Emily Adams. Explain students that the author is a 25-year-old musician who wrote this poem in her teens to her good friend Shara, who taught her that it's OK to be different.**Do not** provide the title.

__Label This!__ You don't have to listen to the rumors and hype or let others brand you with a stereotype. You don't need the clothes, or the shoes, or the car Just believe in yourself,and be who you are. ... You can try hard in school without being a geek, 'Cause there's way more to life than the popular clique Joining the band doesn't make you uncool It's those who say otherwise who are the fools. Join a team, or a club,or try out for the play Don't wait any longer, go for it today. ... You don't have to be great, just get out there and start and whatever you do, let it come from the heart. Be it music, or writing, or drama, or sports, Don't let anyone else make you think you fall short. ... Oh, the things you can do, if you be who you are, just be true to yourself, and you will go far. ... Oh, the people you'll meet of all different kinds just forget about labels and open your mind. ... Oh, the things you will learn and the worlds you will see if you say to yourself : "I am glad to be me!!"

Emily Adams.


 * Reflect on the poem. Ask : How did she feel at school? - Where is her current profession mentioned in the text? - What was she accused of because of her musical talent?
 * Students find the author's advice. They write more pieces of advice in groups. They share and compare them.
 * Ask students to create a title to the poem in groups. Choose the most original. provide them with the real,title and analyse it.
 * Reinforce the reflection on labelling people: It's negative consecuences, why it should not be done, and advice to avoid being hurt by it.


 * Classes 3-4.** "Born This Way".
 * Ask students to think about a situation where labelling people could be used to promote self-understanding and encourage a positive attitude to life.
 * Watch the Glee video on Lady Gaga's song "Born This Way". If possible, it would be a great idea to watch the series episode that contextualises the video.

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 * Reflect on the fears and prejudices the characters had to face in order to achieve their objective, What they had in mind when they sang this song, and what they needed to have to succeed.
 * Make students reflect on their weak points and make them public so as to move on. Ask them to design their own t-shirt.

Class 5. Preparation of the Power Point presentation.
 * Students decide the content of their presentations.In groups they work with different sections and then they decide on the final presentation. They should include all the material they want, and make a list of possible questions to organise a debate ( in Spanish).
 * Positive labelling. Ask students to reflect on their best qualities,those that make them proud of and create a t-shirt with all those positive adjectives based on the idea that "Not a single negative word can fully define a person", just a lot of positive things.

Class 6. Presentation and debate.

__Bibliography.__
 * 1) Material from the course "La dimensiòn global en la clase de Inglès de Secundaria, Interculturalidad y pensamiento crìtico" CIE Pergamino,December 2011.
 * 2) The Autobiography of Intercultural Encounters. Martyn Barret.[[file:11 principles.docx]]
 * 3) Through Other Eyes. [|www.throughothereyes.org.uk/]
 * 4) Open Spaces for Dialogue and Enquires. [|www.osdemethodology.org.uk]