Examining Privilege and Oppression
This discussion-based activity guides students in understanding privilege and oppression as concepts.
Sample Activities
This section catalogues resources that are appropriate for a variety of classroom settings. Each activity includes the overview, goals, and instructions for implementing the activity successfully and includes advice on how to best utilize it. Several resources fit into more than one category, so you may find them under multiple tabs. If you have any feedback about these resources or would like to have an additional activity included, please use our contact form to reach us.
Racial Bias Test
This reflection-based activity guides students in understanding their implicit racial bias.
BARNGA
In this activity, students play a card game silently, each operating with a different set of rules, unbeknownst to them.
Core Values
In this activity, students will explore their personal values by examining a list of values and ranking each of them from “always valued” to “least valued.”
Who Owns the Zebra?
In this activity, student groups will work to solve the logic puzzle “Who Owns the Zebra?”
Personal Identity Wheel
The Personal Identity Wheel is an activity that encourages students to reflect and describe their identity through skills they have, favorite books, hobbies, etc.
Social Identity Wheel
In this activity, students will identity social identities (race, gender, sex, socio-economic status, etc.) and reflect on the various ways those identities impact their lives and perceptions.
The Spectrum Activity, Questions of Identity
In this activity, students will be prompted to critically consider their identities and the relationship between identity and context.
The Five Minute Poem
In this activity, students spend five minutes writing a brief four-stanza poem about where they are from.
Web of Connectedness
In this activity, the class sits in a circle while the facilitator poses a discussion question or questions, passing a ball of yarn or string to each person who speaks.
