Alternative Identity ACtivities

Objective: To have participants consider their origins and community membership, the things that have shaped them.

Materials needed:

• George Ella Lyon’s poem “Where I’m From” handout (attached)
• “Where I’m From” poem template (attached)
• Writing utensils
• Paper

Steps:

1. Give students a copy of the poem and read it aloud.
   • Kentucky’s 2015-2016 poet laureate George Ella Lyon believes that “the question of where you are from reaches deep.”

2. Give students a copy of the poem template and time to write their poem.

• Lyon says, “Remember, you are the expert on you. No one else sees the world as you do; no one else has your material to draw on. You don't have to know where to begin. Just start. Let it flow. Trust the work to find its own form.”

3. Encourage sharing out to the group by sharing your own poem first (if you wrote one) and asking for volunteers who are comfortable reading theirs out loud.

4. Lead a debrief discussion using the following questions as a guide:

• How did it feel to write your poem?
• How did it feel to share your poem?
• What were some commonalities across the poems?
• What were some differences across the poems?
• What is something that you learned from listening to other poems?
• What was your favorite line from your poem? Why was this line your favorite?
• What was one of your favorite lines from someone else’s poem?
• What is something from your poem that might surprise people that you are glad you shared?
• Now that you have heard other people’s poems, is there anything that you want to add to your own?

Objective: “This activity highlights the multiple dimensions of our identities. It addresses the relationships between our desires to self-define our identities and the social constructions that label us regardless of how we define ourselves.”

Materials needed:

• Bubble map handout
• Social groups handout
• Writing utensils
• Paper

Steps:

1. Pass out the bubble map handout. Give participants ~5 min. to fill in the center circle with their name and then write some of their most salient identities in the surrounding circles.
   • Use the social groups handout if needed to give participants ideas for what can go in these surrounding circles. Note that they can also use any other words or identifiers that they may have that aren’t on this list.

2. Give participants some silent reflection time (~10 min.) to write down their answers to the following prompts:

• Describe a time you were especially proud to identify with one of the descriptors you used above.
• Describe a time it was especially difficult to be identified with one of your identifiers or descriptors.
• Fill in the sentences at the bottom of the bubble map handout:
  1. I am (a/an) _____________________ but I am NOT (a/an)_____________________.
  2. I am (a/an) _____________________ AND I am also (a/an)_____________________.

3. Ask those who are comfortable to share some of their responses to the above questions. Lead a debrief discussion on the activity using the following prompts as a starting point:

• Did doing this activity make you think differently about any of your identities?
• Did doing this activity make you think differently about any of the identities you don’t hold?
• What’s the difference in the two questions at the bottom of the bubble map? Are some parts of your identity mutually exclusive while others are not? Is there another type of map that would better represent your identity?

Objective: To allow participants to expressively celebrate their proudest identities.

Materials needed:

• Coat of Arms handout (attached)
• Pens, colored pencils, markers, crayons

Steps:

1. Introduce the “Coat of Arms” activity and pass out the worksheet.
   • “A coat of arms is a visual representation of a person or family’s heritage, identity, and values. We can use our own coat of arms to demonstrate to others our pride in our identities.”
   • “You can use the prompts in each section of the paper to guide you in making a rough draft of your shield. We’ll have time to work more on it at the end of the lesson, but we want to get you started on thinking about what in your life you find pride and strength in.”

2. Give participants 10 or so minutes to work on the worksheet. Encourage them to express themselves in a variety of ways, including through narrative writing, poetry, song lyrics, or drawing.

3. Facilitate a share aloud -- Have each girl share something that they have identified as giving them pride or strength on their Coat of Arms. Facilitator should share first.

• “We have some time now to share something we decided to put on our Coat of Arms. On my coat of arms, I identified … as something that gives me pride/as something that gives me strength. Let’s go around and each share something on our Coat of Arms.”

4. Lead the class in a debrief discussion about the activity using the following prompts:

• How do you feel about being able to share about something you have pride in?
• What did you hear that helped you think about what you find strength in?
• What similarities did you see in what each person shared?
• What differences did you see in what each person shared?
• After hearing about everyone else’s coat of arms, is there anything you would like to add to yours?
• What did you learn about yourself from this activity?
• What did you learn about each other from this activity?
• How did this activity affect the way you think about your identity?
• How did this activity change the way you might perceive other people’s identities?

5. If time allows, give participants more time to decorate and add to their coat of arms.

First Impressions

Objective: A low stakes activity to have participants get to know each other better and reflect on how first impressions or assumptions about others’ identities can often be wrong.

Materials needed:

• Index cards
• Pens/pencils
• Basket/bucket/bowl

Steps:

1. Have all participants sit in a circle or around a table.

2. Instruct each participant to write down one fact about their background, identity, history, or interests that most people in the room might not know. Have them fold the card in half. Pass around the basket/bucket/bowl and have each participant deposit their card.

3.As the facilitator, draw cards from the basket and read them out loud. Have each participant write down who they think wrote the card and then have each person reveal who they wrote down & the have writer of the card reveal themselves. Continue to draw cards until none are left. Repeat for as many rounds as desired or as time allows.

4. Lead a debrief discussion. Prompt participants to think about the following questions:

• Why did you associate certain statements or facts with certain people?
• Were you right or wrong most often?
• Did anyone associate or not associate anything with you that surprised you?
• Did you learn something about someone else in the group that surprised you?
• How will you use what you learned today during the rest of your time with CompuGirls and beyond?

5. ~~optional: End the game by using the same process and have each person anonymously write a compliment to someone else in the group. Read them out loud.

Objective: To encourage communication between participants and promote understanding of their similarities and appreciation of their differences.

Materials needed:

• Several flip charts or large sheets of paper
• Markers

Steps:

1. Divide the room into small groups of 4 - 6 or so.

2. Distribute a flip chart or large sheet of paper and markers to each group.

3. Have each group draw a large flower on their piece of paper with the same number of petals as members of the group.

• In the center of their flower, each group should write down one thing they have in common.
• In each petal of the flower, one group member should write something about them that is unique.
• NOTE: instruct participants that they cannot use physical attributes such as hair color or height and that they have to think a bit deeper than that.

4. Once each group has completed their flower, bring it back together for a large group discussion. Have a volunteer from each group present their flower and encourage dialogue using the following prompts:

• What were your groups similarities and differences?
• Was it easy for you to find similarities and differences?

5. Pose the following question to the whole group: “What is the importance of talking with others to discover our similarities and differences? What is the value in appreciating both?”

Objective: “This activity will allow participants to think about their own identities and the impact they have on their lives. Demonstrate how different identities resonate with different people. Encourage group disclosure and bonding.”

Materials needed:

• Forced choices worksheet
• Pens/pencils

Steps:

1. Introduce the activity:
   • “We all have different, complex, intersecting identities that make experiences different for each person. This activity will allow us to explore how different parts of our identity resonate with us, and will also give us the opportunity to learn about each one.”

2. Pass out and explain the forced choices worksheet.

• “Draw a line to match the list of identities on the left to the statements on the right. Each identity can be used more than once, and please fill in the blank spaces on the left hand column with any additional identities that you hold that aren’t listed. For example, I might add….for myself.”
• Ask if anyone needs clarification on any of the identities listed.

3. Lead a debrief discussion using the following prompts to get started:

• What are 1-2 words to describe what this activity was like for you?
• Are there any identities from the left hand column that you didn’t use? What do you think this means?
• Are there any identities from the left hand column that you used more than others? What do you think this means?
• Did you add any additional identities to the left hand column? What were they?
• Were any of the statements from the right hand column difficult to answer?
  • Which ones? Why?
  • What about the ones that were easy to answer?
• Why do you think we had you do this activity?

Objective: To allow participants to expressively celebrate their proudest identities.

Materials needed:

• Paper
• Pens, colored pencils, markers, crayons
• Index cards

Steps:

1. Introduce the activity and have students select 2 or so of their most salient identities
   • “Flags are used by organizations like countries, states, and sports teams to represent important parts of their identity. Flags like the United States, which has fifty stars to represent its fifty states, or India, which has a stripe of orange to represent Hinduism, a stripe of green to represent Islam, and a white stripe in the middle to represent peace and unity. Personal identity flags can be used to demonstrate to others the most salient identities we hold.”
   • “Which identities are most important to you? Think back to the flag examples of the U.S. and India, what symbols could you use to represent these identities visually? What symbols could you use to represent these identities visually?“
     1. Encourage participants to think about geometric or color-based symbolism to make their flag look more like a flag

2. Give students time to design and create their flag on paper and ask them to write their own 4-5 sentence “artist statement” - a short statement about what they chose to include in their flag and why on an index card.

3. Divide students into groups of 3 or 4. Have them share their flag and artist statement and use the following prompts for discussion:

• Which identities did you choose to include in your flag?
• What symbols did you use to represent these identities?
• Why did you choose these symbols? What do they mean to you?

4. Bring the groups back together and facilitate a large group discussion using the following prompts:

• How did you feel doing this activity?
• When did you notice connections between multiple identities?
• Were there any symbols that could represent more than one identity?
• Why did you decide to include the identities you chose?
• Did you connect a symbol that you saw in your small group with one of your own identities?
• Do you have anything you would like to add to your flags now?
• Was there any identity/symbol you felt like you could identify with as well?
• Was there an aspect of all the flags in your small group that connected everyone’s identities?
• What about the identities you included in your flag are you most proud of?

Objective: “This activity focuses on what are our salient identities in particular circumstances [and how] our different identities intersect, interact, and affect our daily lives.”

Materials needed:

• Identity signs (Ideally, print these out and hang them up beforehand)
• Tape (or some other material to hang op the signs)

Steps:

1. Introduce the activity, explaining that participants will be asked to get up and move to stand under one of the identity discussion statements posted around the room.
   • Have them congregate in pairs or small groups under each sign.
   • Give participants 5 or so minutes to discuss the statement that they have selected.
   • (Alternatively, for those mobility/disability concerns, consider passing the statements around to different groups as they remain seated).

2. After ~5 min., have participants move to a new statement, encouraging them to mingle with different people than those that were at their last station.

• Repeat this process as time allows or until participants have had a chance to get around to all of the statements. (~~note: make it clear that participants do not have to engage with any of the statements that make they do not wish to answer and that they should reveal only what they are comfortable with)

3. Lead a debrief discussion using the following prompts to get started:

• How did it feel to do this activity?
  • What did you find challenging? What did you find enlightening?
• Which of the statements was the most difficult to answer? The easiest? Why?
• Did you learn anything from anyone who has a different identity from you in the room that surprised you?
• Do you think having conversations about identity is beneficial? Why or why not?
  • Would you like to see more people talking about identity outside of this room? What can be done to make that happen?

Objective: “This activity allows participants to explore the concept of identity, and

the diversity of identities represented amongst them.”

Materials needed:

• Large open space (big enough for participants to create a comfortable circle)
• List of identity statements (attached)

Steps:

1. Explain that you will now be doing an activity to explore the concept of identity, and will be asking the participants to reflect on their own identities.

2. “Ask participants to move to make a large circle in the middle of the room. The facilitator should read a list of identities them. Participants move into the circle a few feet if the identity applies to them. Important to note: moving into the circle is challenge by choice. Participants should not “call one another out” if someone does not move into the circle for a group with which they identify.”

3. “Once participants move into the circle, facilitator reads “Notice who’s in, notice who’s not. Thank you.” Important to do after every single identity, even if no one has moved into the circle.

• Note to participants that this activity is completely non-verbal. They alone determine if the identities read apply to them.”

4. “After reading the identities provided, ask the participants if there are any identities they would like to put out to the group that were not read. They are only allowed to say an identity to which they belong. Continue as long as there is time. Be sure to wait a full 10 seconds for anyone to share an identity. Feel free to share an identity to get the participants thinking (ex: feminist, politically conservative, vegetarian, etc.)”

5. Following the activity, lead a debrief discussion using the following statements as prompts:

• How are you feeling right now?
• What did you notice about how you/others participated in this activity? (ie. size of steps, confusion, could step in for multiple identities w/i a category, etc.)
• What feelings/thoughts did you have when you moved into the circle for an identity?
• What did it feel like to move in to the circle by yourself, or watch other people move in by themselves?
• Were there any identities that you could have moved in for, but didn’t? Why?
• How does this activity relate to the CompuGirls program as a community?
• How do we connect with students and create community when they are “the only one?”
• What things can we do so that everyone can step in for the last statement – “feeling proud of who you are?”

Objective: To introduce participants to the idea of multiple identities and have them get to know one another better.

Materials needed:

• A wide variety of stickers
• Markers
• Name tags
• Attached poster
• Handout: small group discussion questions (attached)
• Large group discussion questions (attached)

Steps:

1. Introduce the concepts of social groups and social group membership.

• Social group = A group of people who share a range of physical, cultural, linguistic, and/or characteristics based on socially constructed categories. Eg., race, gender, age, religion, nationality, socio-economic class, sexual orientation, physical/developmental/psychological ability and ethnicity. [Adams, M., et al eds., Teaching for Diversity and Social Justice: NY: Routledge, 1997.]
• Social group membership = A social group an individual belongs to by virtue of their race, ethnicity, gender, socio-economic class, age, religion, sexual orientation, and physical/developmental/psychological ability.

2. Divide the room into groups of 3 to 4.

3. Allow participants time to read the list of social groups on the poster and ask questions, prompting them to think about the groups they me be a member of and the groups they identify with the most.

4. Have participants select 3 groups they relate to the most and feel comfortable sharing with others.

5. Have participants place corresponding stickers of their selected groups on their nametag or some other visible location.

6. In the small groups, have participants talk in their small groups for 5-10 minutes using the prompts provided.

7. Bring the group back together for a large group discussion using the prompts provided.

Small Group Discussion Questions

• What three groups/categories did you choose?
• Why did you choose these groups/categories?
• What impact do these groups or roles have on yourself?
• What impact do these groups or roles have on your relationships?
• What impact do these groups or roles have on your professional interactions?
• What similarities and differences in experience did emerge in your group?
• What else...?

Objective: To introduce participants to the concept of identity and to highlight how complex and interconnected different parts of their identities can be. To introduce participants to the notion of the ways in which individual identities impact group dynamics and group identities.

Materials needed:

• Markers, crayons, colored pencils
• Pens/pencils
• Individual puzzle template
• Group puzzle template
  • Print beforehand and cut out and shuffle all of the individual pieces [feel free to enlarge the image to make this easier]

Steps:

1. Introduce the activity, explaining that you will be thinking about individual and group identities today as the interconnected pieces of a puzzle.

Part One - Individual Puzzles

1. Pass out the individual puzzle template.
2. Have participants draw a self-portrait or some other expressive artwork that represents them on one side of the puzzle.
3. Instruct participants to cut up their puzzle.
4. On the back of each puzzle piece, have participants write down one of their identities (i.e. - “black”, “daughter”, “artist”, “student”, “scientist”, “woman”, etc.)
5. Have participants put their puzzles back together.
6. Lead a debrief discussion using the following prompts to get started:
   • What picture did you draw on your puzzle to represent yourself? Why?
   • What are some of these identities that you wrote on the back of your puzzle?
   • Which of these identities mean the most to you?
   • Would your puzzle be complete without any of these identities?

Part Two - Group Puzzle

1. Explain that now that we have thought about our individual selves as containing many different pieces, we are now going to think about the group as a complex whole.
2. Distribute the puzzle pieces, dividing them as evenly as possible amongst the participants based on group size (there are 42 pieces in the group puzzle template)
3. Invite participants to consider the identities that were most important to them in their individual puzzles. Have them write each of these on a puzzle piece.
4. Allow participants time to reconstruct the puzzle. [optional: tape the puzzle together and invite participants to take turns contributing to a group artwork on the reverse side]
5. Lead a debrief discussion using the following prompts to get started:
   • How did making this group puzzle feel in comparison to the individual puzzles?
   • Did anything surprise you about the group puzzle?
   • What are some of the identities shared by the group?
   • What unique identities do you bring to the table?
   • What identities are not represented in our picture? What do you think this means? What sort of implications does this have?
   • What would happen if any one of the pieces weren’t there?
   • Why do you think we had you do this? What is one thing you learned during this activity?

Objective: “This workshop has been designed to provide [participants] with an opportunity to understand the intricacies of privilege and to explore the ways that we enjoy privileges based on being members of social identity groups in the United States. Please note that this exercise is not meant to make anyone feel guilty or ashamed of her or his privilege or lack of privilege related to any social identity categories. Rather, the exercise seeks to highlight the fact that everyone has SOME privilege, even as some people have more privilege than others. By illuminating our various privileges as individuals, we can recognize ways that we can use our privileges individually and collectively to work for social justice. The purpose is not to blame anyone for having more power or privilege or for receiving more help in achieving goals, but to have an opportunity to identify both obstacles and benefits experienced in our life.”

Materials needed:

• List of privilege statements
• Space large enough for participants to form a straight line with an arm’s length between them and the person on their left; there should be space in front of the line to move forward 10 steps or behind to be able to move back 10 steps.

Steps:

1. Have participants form a straight line across the room about an arm’s length apart, leaving space in front and behind.

2. Read the Purpose from above, to help provide context for the exercise.

3. State the following:

• “Listen to the following statements, and follow the instructions given. For example, when I read “If you have blue eyes, take one step forward,” only people with blue eyes will move and everyone else will stand still. Each step should be an average length step. This activity should be done in silence and if anyone feels uncomfortable stepping forward and backward on any statement I read, then please stay where you are, but remember the statement read. This is an introspective exercise and it’s important for you to understand how privilege affects your life, but it is not designed to make you share things which you don’t wish to share.”

4. Read the statements one at a time allowing time for participants to take a step.

5. When all the statements have been read process the activity using the following questions. Start the question answer session by going around the room, and have each student share one word that capture how they are feeling right now. If they do not want to share, have them say, “pass”.

• Would anyone like to share how they felt while completing this exercise?
• How did it feel to be one of the students on the “back” side of the line?
• How did it feel to be one of the students on the “front” side of the line?
• Did anyone think they had experienced an average amount of privilege, but it turned out to be more or less than they thought?
• If anyone was alone on one side, how did that feel?
• Was anyone always on one side of the line? If yes, how did that feel?
• Were there certain sentences that were more impactful than others?

Objective: “To gain a greater awareness of social identity groups; to define themselves in the context of social identity groups, to reflect upon the differences and similarities that exist within and among various social groups; and to share experiences with one another as it relates to social justice issues.”

Materials needed:

• Social identity groups handout
• Social identity wheel handout
• Discussion questions handout
• Writing utensils

Steps:

Individual Activity:

• Pass out the Social Identity Groups/Social Identity Wheel Handout.
• Introduce the topic of social identity groups and the purpose of the exercise. Mention that the wheel is only for them to see and will not be turned in and that they should only share what they are comfortable sharing.
• Refer them to the front side of the handout for examples and further definitions of what each social identity group

Discussion in Pairs or Small Groups:

• Pass out the discussion questions handout and divide the room into pairs or small groups of 3 or 4.
• Instruct participants to talk through the discussion questions posed with reference to how they filled out the social identity wheel, while keeping in mind the four points in the center of the wheel (i.e. identities they think about most often, etc.) for the larger group discussion after the pair discussion.
• Again, remind everyone that they only have to share what they are comfortable disclosing

Large Group Discussion:

• Ask for pairs/small groups to volunteer if they are comfortable to share one thing they came to learn about either themselves or their partners in their discussion with regard to a social identity group they identify with. You could also have participants to share their thoughts on any one question in particular.
• Potential large group discussion prompts:
  1. Ask for people to share which identity groups they think about most often or least often. Why do you think that is?
  2. From listening to everyone’s answers- Are there patterns that seem to emerge (in particular for you or more general)?
  3. What did you learn new about yourself through this exercise?
  4. How do you think these social identities help us in thinking about coalition building and ally work?

Objective: “People often compare themselves to others. They also wear different masks or put on different faces, depending on the particular norms of the social situation they are in. Masks [allow us to navigate the world and] avoid getting hurt. Teenagers, in particular, often go through tumultuous times and experience a rollercoaster of emotions, leaving them more vulnerable to loss of identity. This activity allows participants to analyse, demonstrate, and explore the different ways they [relate to others].”

Materials needed:

• Paper mask templates (attached)\
• Paper
• Pencils/pens
• Markers/colored-pencils/crayons
• OPTIONAL: popsicle sticks & glue/tape

Steps:

1. Open with a discussion explaining the objectives described above. Prompt the group to begin thinking about why people wear masks and how the masks they wear change daily based upon the situation they’re in. Ask them to think about how they act at home vs. how they act at school or when hanging out with their friends. Ask them to think about how they act around different people, from friends and family to teachers, authority figures, and strangers.
   • ~~optional: give participants 5 or so minutes to silently reflect and/or do a free write in response to these questions.

2. Distribute the mask templates handout and have participants decorate the three masks based on how they present themselves most often.

3. Lead a debrief discussion. If it feels appropriate, have participants attach a popsicle stick to their mask so that they can hold it up to their face during discussion. Use the following prompts to get started:

• Ask for volunteers to discuss their masks and how and why they change depending on the situation they are in.
• Which mask do you feel most comfortable in?
• Which mask would you like to get rid of?
• Do you think masks are necessary? Are they bad, good, or neither?
• Why do people wear masks?
• What would the world be like if no one wore masks?
• How will you use what you have learned today?

Objective: “Identity Circles (also known as Identity Cards or Value Circles) is a deeper get-to-know-you game, during which you will have an opportunity to discuss with many friends the values that make up your identity and how you prioritize them in your life.”

Materials needed:

• Index cards (10 for each participant)
• Pens/pencils
• Large open space (big enough for participants to create a circle)

Steps:

1. Divide the group in half and create an inner and outer circle facing each other. (If there is an uneven number of participants, join in yourself to create an even number for pairing).

2. Give each participant 10 index cards and something to write with. Prompt participants to think about their values and what makes up their identity and have them write a value/identity on each index cards. Examples:

• Race (e.g. Hispanic, Asian, Black, Caucasian, etc.)
• Religion (e.g. Muslim, Christian, Athiest, etc.)
• Occupation (e.g. Engineer, Artist, Student, Teacher, Doctor, unemployed, etc.)
• Family (e.g. sister, brother, mother, father, daughter, son, etc.)
• Traits (e.g. athletic, musical, artistic, analytical, creative, funny, etc.)
• Activities (e.g. sports, cooking, comic books, making movies, etc.)
• Health (e.g. healthy, immobile, mobile, depressed, diabetic, etc.)
• Socio-economic (e.g. wealthy, middle-class, financially struggling, etc.)

3. Have participants share with the person sitting across from them why they chose to write down one of the values they chose for ~3 min. After they have shared, have participants rip up one of their cards, explaining that doing so should help them imagine how it would feel to live without that part of their identity and how they prioritize their values.

4. Instruct the outer circle to move one space to the right. Continue the process of sharing and ripping until all participants are left with only one card, representing their most important value.

5. Lead a debrief discussion using the following as prompts to get started:

• Ask for some volunteers to share the value they are left with. What is it? Does it feel like the most important part of your identity? Why?
• How did it feel to rip up all of your other cards? Is there any part of your identity you actually could imagine living without? How would your life be different?
• Did you learn anything that surprised you?

Alternative Instructions:

1. Instead of ripping up the cards, have participants order their 10 values and share them & their rationale for their ordering with a partner.

Objective: Ideally done close to the beginning of group formation but can be done any time -- allows participants to declare ownership of their identities and to set boundaries with the rest of the group in terms of what they need from other people to feel validated.

Materials needed:

• Tape
• “What I Want You to Know” handout (attached)
• Writing utensils

Steps:

1. Introduce the activity: “This activity will give you the chance to introduce yourself to the group in your own words, and will help you relate to one another more easily as we begin our time together.”

2.Distribute the handouts. Get participants started by modeling sample responses to the prompts provided yourself.

3. Give participants ~10 min. or so to reflect and write down their responses.

4. Once everyone is finished, go around the room and have each person introduce themselves according to the four prompts. (~~optional: Write down what each person states in their “what I need from you” section as the basis for group ground rules/safe space guidelines.)

5. Lead a debrief discussion using the following prompts to get started:

• Describe what this activity was like for you in 1-2 words. Why did you choose those words?
• What was it like to introduce yourself like this? Were the prompts helpful or no?
• Did you feel affirmed by the group? Why or why not?
• What are some things you can do in your time with CompuGirls to make your peers feel more comfortable and included?

Objective: “This activity will allow participants to disclose some personal information about their heritage. The activity focuses on names and what they mean to individuals. This also encourages participants to ask meaningful questions and find out more information about their peers.”

Materials needed:

• What’s in A Name worksheet
• Writing utensils

Steps:

1. Introduce the activity -- “One of the first things we are given after we are born is a name. Knowing a name can mean knowing a person.”

2. Pass out the worksheets and give participants a few minutes to complete them.

3. Pair participants up and have them discuss their answers to the first question, and have them switch partners for each subsequent question.

4. Lead a debrief discussion using the following prompts to get started:

• What are 1-2 words that describe what this activity was like for you?
• How did it feel to answer questions you may never have been asked?
• Was there information that you left out? Why?
• Did any of your peers‟ responses surprise you? Why?
• Did you have any preconceived notions or assumptions about anyone‟s names before the activity?