This is an absolute shock! This can't be for real....BUT IT IS!!
Look at the "story" - 2nd part

http://www.tolerance.org/teach/resource ... gen-112006


A Teaching Kit for Preschool and Elementary Grades

Rhinos and RaspberriesRhinos & Raspberries: Tolerance Tales for the Early Grades showcases 12 stories from around the world and is designed to promote both character education and literacy in preK-6 classrooms.

Featuring a forward by Newbery Medal-winning children's author, Lois Lowry, this groundbreaking anthology is free to classroom teachers; the kit provides:

* A hardcover book for teachers that includes 12 fully illustrated stories, along with activity ideas, discussion prompts and 10 lesson plans.

* Six copies each of two smaller, softcover books for student reading in small groups.

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Rhinos & Raspberries: Friendship Without Barriers


Fall 2006 -- Teaching Tolerance's release "Rhinos and Raspberries: Tolerance Tales for the Early Grades," is a literature-based teaching kit for grades preK-6. This lesson is excerpted from the teaching kit.


Objectives

* Students will understand what they can do to make friends.
* Students will understand the things they do to discourage friendship.

Time and Materials

* One or more class sessions
* Poster paper and markers

Note: This lesson is especially relevant to the study of "Papalotzin and the Monarchs/Papalotzin y las monarcas" and "Old Joe and the Carpenter," but it can be adapted for use as a friendship theme for any of the stories.

The Lesson
This lesson examines what it means to be a friend. Many of the stories in this book address friendship. This lesson compares unkind or unfriendly behaviors with kind or friendly behaviors.

Discussion
Discuss of the image of the wall in "Papalotzin and the Monarchs/Papalotzin y las monarcas" or the bridge in "Old Joe and the Carpenter." Use these questions as a guide:

* Why do you think the Great North would build a wall around itself or Old Joe would want a fence? Why do you think this? Are there both good reasons and bad reasons?

* Have you ever seen someone you know "wall out" someone else? What was that like? Have you ever had a friend make an apology -- "build a bridge" -- after saying or doing something hurtful? What was that like?

* How do you think it feels to be kept out of something you want to be a part of, or to be put on the other side of a wall or a fence?

* If someone puts up a wall or fence, what do you think you can do to tear it down? How would you do that?

Extending the Lesson
After the discussion, have students make two lists. The first is what others might say to put up a wall. For example, "You can't play with us anymore."

The second is a list of things others say to tear walls down/build bridges. For example, "We would like it if you played with us at recess today." Keep the two lists up in the classroom and refer back to them as necessary.
As an alternative activity, have students write a letter to a character in one of the stories, describing how the character behaves to encourage or discourage friendship.


Order Rhinos & Raspberries
Rhinos and Raspberries: Tolerance Tales for the Early Grades is free to educators working with youth in grades preK-6. Order now.

Mix It Up
For more ideas on addressing social boundaries at school, visit Mix It Up.
http://www.tolerance.org/teach/activiti ... sp?&ar=697