Key Takeaway(s):

• A common microaggression and stereotype towards Asians is the idea that they all “look the same.” It is important to emphasize in the conversation that Anna’s emotions may be coming from a place where she experiences this all the time.

Discussion idea(s):

• Try and promote empathy here, by asking how students would feel if they were Anna and if people often didn’t pay attention to the details of who you are as a person

Sample prompts:

• How would you feel if someone assumed something incorrectly about you?

Key words: Microagression, assumption

Key Takeaway(s):

• Multicultural and multi-racial relationships always take work and there will likely always be disagreements. Disagreements are not wrong to have, it just means that people are different and value different aspects of life.

Discussion idea(s):

• Acknowledging that many people live a way of life which integrates multiple cultures, and how we can integrate other cultures into our lives.

Sample prompts:

• Is it right for Albert to want his wife and two kids to embrace his christian holiday?
• What might be the emotions that come with Christmas that Albert is trying to share with his family (excitement, joy, giving spirit, deep love and affection)?
• Are there other ways for him to share those emotions with them?

Key words: Multiculturalism, religion, acceptance

Key Takeaway(s):

• The coaches need to respect Mark's religious beliefs, and also for Mark to consider the obligations to his team. The debate should focus on which one takes priority

Discussion idea(s):

• Discuss the obligations of the coach to his players, and the players to their team. Discuss religious holidays, and their cultural importance.

Sample prompts:

• Should someone be reprimanded for respecting their family’s traditions?
• What is the difference between a holiday that someone has the right to miss work, school, and extracurricular activities for and what is an example of a holiday that is not? (Religious holidays are acceptable, a general public holiday like halloween is not)
• What do you think about the fact that some holidays, like Christmas, are automatically given as a “day off” for everyone, and others like Islamic or Jewish holidays need to be requested?

Key words: Religion, rights, responsibility

Key Takeaway(s):

• It is important to note that this scenario exists today in many “post-colonized” countries, not necessarily with their bank notes, but with a variety of upheld political systems, conditions, ideas and traditions that can be traced back to the colonizing country

Discussion idea(s):

• Focus on how it happened, and what are the consequences. Should the money be changed to have local people on it.

Sample prompts:

• Do you think that seeing the colonizer King’s face often (because it is on money) might affect the people of the country. If the answer is yes, ask: How they think it might affect the people of the country?

Key words: Colony, colonizer, royalty, opression

Key Takeaway(s):

• Be mindful of the fact that in many cultures, having a respect for parents and elders is emphasized and the approach to sharing a disagreement may look different (some may be more passive, some more upfront, some less confrontational) depending on someone’s cultural upbringing.

Discussion idea(s):

• Focus on family and individuality.
• Interesting fact: Article 14 of the UNCRC (United Nations convention on the rights of the child) says that children and young people are free to be of any or no religion.

Sample prompts:

• If you disagree with your parents, how might you discuss it with them?

Key words: Individuality, freedom, choice, values

Key Takeaway(s):

• For many cultures, food is an intrinsic part of family bonds. Comments which isolate and shame a child who receives a cultural lunch from a parent can not only make them feel ashamed of their culture, instead of feeling appreciation, honour, and pride.

Discussion idea(s):

• The idea that people should be able to eat culturally relevant foods, and that others can also be offended by scent. Many schools limit scents and foods (such as peanuts)

Sample prompts:

• Do students have the right to eat anything in schools regardless of aroma or scent?
• How can we replace judgement with curiosity, when we face something new that at first seems strange to us?

Key words: Scents, allergies, cultural, bullying, isolation

Key Takeaway(s):

• Being accepting of religious and cultural differences is important.

Discussion idea(s):

• It is important for friends to accommodate each other. This scenario friends can accommodate Samara, or she can accommodate her friends. Focus on which party should be accommodating.

Sample prompts:

• Do the needs of the few supersede the needs of the many?
• Should Samara get her own pizza/slice?

Key words: religion, dietary restrictions, accommodation, allyship

Key Takeaway(s):

• A common microaggression towards the Muslim and Sikh community, is the idea that the people “are all the same”.

Discussion idea(s):

• It important to know and acknowledge the differences between religions

Sample prompts:

• Why is it important to get to know a person as an individual? Why is it important to learn about a religion from a person who is in it, instead of making assumptions?

Key words: Religion. Differences, respect

Key Takeaway(s):

• For many religions, prayer is a sacred ritual. Some people in some religions might invite an observer while they are in prayer, but others might believe that prayer is a private moment.

Discussion idea(s):

• Here the emphasis should be on the idea of consent and how to appropriately learn about someone's religion.

Sample prompts:

• Why is it important to be respectful about someone’s religion?
• What are examples of respectful behaviour when learning about someone's religion?

Key words: Respect, privacy, consent

Key Takeaway(s):

• This is an example of cultural appropriation. Cultural appropriation: when someone of a majority group adopts cultural aspects of a minority group in a way that is disrespectful, stereotypical, or that exploits the minority group.
• Explain this definition, and explain what each word means in a way that a child might be able to relate to it.

Discussion idea(s):

• The discussion should focus around cultural appropriation and awareness of cultural traditions. Discuss what is and isn't acceptable when using or embracing parts of different cultures.

Sample prompts:

• Why might it be disrespectful for someone who does not participate in the religion or traditions, to wear a bindi for style alone?

Key words: Cultural appropriation, appreciation, respect, majority, minority

Key Takeaway(s):

• In Canada, Religious dress and grooming must be accommodated unless it might cause harm or unnecessary hardship. It is a protected human right in Canada.

Discussion idea(s):

• Focus on human rights

Sample prompts:

• If you were Felix, what are some ideas that you could suggest to Ahmed instead of asking him to shave his beard?
• How would you word the conversation so that it was respectful of Ahmed’s culture/religion?

Key words: Human rights, freedom

Key Takeaway(s):

• It might be good to introduce the term ableism. Here, the scenario is pretty straight forward, and most youth likely will be able to ‘put two and two together’ and understand that it isn’t nice that Kingston has been sitting on the side. A key learning is that excluding others based on ability is wrong.

Discussion idea(s):

• The discussion should focus around ableism and inclusion.

Sample prompts:

• Why is it important to include those who are differently abled? How can we create opportunities for everyone to participate?

Key words: ableism, inclusion, ally

Key Takeaway(s):

• It is important that when supporting someone with a disability, we allow them to lead by indicating where and when the support is needed, so that we are not undermining someone’s self-autonomy and capacity for self-support.

Discussion idea(s):

• Focus on helping others, and when you should or shouldn't. Is consent required?

Sample prompts:

• How might it be frustrating for a person with a disability to receive unsolicited help? How should his classmates offer help? If someone is unable to ask for help, should you help them?

Key words: Differently abled, disability, ally, saviour

Key Takeaway(s):

• There are several ways that someone who is part of the deaf community might choose to communicate with people and several factors that might go into that choice, including personal preference, or comfort. It is important to defer to a deaf person concerning their choice of expression and communication.

Discussion idea(s):

• Is it appropriate to say something like this, and why or why not.

Sample prompts:

• Do you think that the cashier really thinks it would have been easier for Marta to read lips, or does he really mean that it would have been easier for him?
• How else could they have communicated?

Key words: microaggression, ableism

Key Takeaway(s):

• The socioeconomic differences between people, and how not everyone has equal access to goods and services. It is unfair to bully someone for their family's socioeconomic status.

Discussion idea(s):

• This discussion should focus around different socio economic backgrounds and the understanding that not everyone has the same means. Stress the importance of kids accepting others regardless of their families resources.

Sample prompts:

• Do you think we all come to school with equal resources from home (meaning an equal amount of emotional support, financial support, familial support etc)?
• What is an ally?
• What does being an ally look like? What is privilege and what does it look like in this scenario?

Key words: Privilege, poverty, ally

Key Takeaway(s):

• This is a very common reality for many kids who grow up with a socio-economic disadvantage. In many cultures, it is expected that kids respect their parents by helping with family priorities.
• Though it is illegal for a child to work at a legal place of employment, this situation still happens when families are forced to survive with little financial resources.

Discussion idea(s):

• Focus on responsibility to school and to family.

Sample prompts:

• How can the community support Khai’s family at this time?

Key words: family, responsibility, education

Key Takeaway(s):

• Many kids are overworked through school, after school programs, sports and family responsibilities. However, access to programs and sports is also a privilege. It is a balance, and one that is not easy to create.

Discussion idea(s):

• On the advantages and disadvantages of extracurricular programs.

Sample prompts:

• How might a person who is enrolled in many extracurricular activities have an advantage in life?
• In what ways might it hold them back?
• How might a person without these “advantages” benefit from having to work or entertain themselves independently?”

Key words: Privilege, extracurricular activities

Key Takeaway(s):

• A food desert is an area where people have very limited access to healthy, affordable food.
• Somebody living in a food desert faces daily obstacles preventing them from going to a grocery store and buying fresh, nutritious foods like fruits and vegetables.

Discussion idea(s):

• What is a food desert, and how does it affect people? Discuss possible solutions.

Sample prompts:

• Should it be a right for everyone to have easily accessible food?
• Should it be a right that all children be provided with food if they are expected to be enrolled in school and to be learning?
• How is learning and nutrition connected?

Key words: Food desert, accessibility, poverty

Key Takeaway(s):

• It is important to emphasize that being an ally means that you are supporting someone in a dignified way. Allies should also listen and learn from those they are trying to support.

Discussion idea(s):

• Discuss what it means to be an ally, and how to be one appropriately.

Sample prompts:

• Why might it isolate someone (meaning it might make them feel like they are doing life alone and like they don’t belong) to constantly be left out of expensive field trips?
• How might a school make sure that they are including Jack moving forwards?

Key words: Ally, dignity, privilege

Key Takeaway(s):

• This is an example of socio-economic disadvantage that one might have in a school.
• Students should understand that not everyone has the same amount of support and resources at home.

Discussion idea(s):

• The differences between privileged and not, and the benefits that come with them

Sample prompts:

• What are some community resources that you know of, for someone who is in Noor’s position?
• How would you offer help to Noor?

Key words: privilege, tutor, academic success

Key Takeaway(s):

• It must be emphasized that caring for one's family is not only an okay thing to do, but also a positive cultural value, even if it is not understood in North America. It is important to know that a family does not have to change their cultural values just because they live in Canada.

Discussion idea(s):

• Focus on the needs of the family here in Canada, outweigh the needs of the family abroad.

Sample prompts:

• Whose needs matter more?
• What would you do if your relatives needed financial support but your immediate family did as well?

Key words: Support, socioeconomic status, immigration

Key Takeaway(s):

• When someone houseless is looking to receive subsidized housing, it often takes years before a spot opens up. Homeless Shelters are great resources, but are sometimes full in cities that do not have enough shelters, or during certain seasons throughout the year.
• The lack of options and affordability can leave only one option available, to live in a tent or shelter outside.

Discussion idea(s):

• Housing issues,and park accessibility. Students should discuss how to solve homelessness, and if public space is for all.

Sample prompts:

• Is there a solution to decrease the amount of people who must turn to homeless encampments for housing?
• If parks are for everyone, is it right that someone lives there? What if it's their only option?

Key words: Homelessness, Affordable housing, poverty

Key Takeaway(s):

• A homeless person has the right to be served as a customer alongside everyone else, however the restaurant has the right to deny service. In this instance, it is important to highlight that a current customer has offered to buy a meal.

Discussion idea(s):

• Ask students to empathize with the homeless man, and try to understand his position.

Sample prompts:

• Is it wrong for the waiter to have intervened?
• What are their rights as a human being, concerning the way they are treated?

Key words: Homelessness, privilege, human rights

Key Takeaway(s):

• This is an example of racial profiling, and policing black men. This racist attitude and behaviour can result in the arrest or harm of an innocent person.

Discussion idea(s):

• Unpack the harms caused by profiling and assumptions.

Sample prompts:

• What are Jerome’s rights in this situation?
• How can Jerome keep himself safe?

Key words: Racism, racial profiling

Key Takeaway(s):

• This is an example of racial profiling, and surveillance of a brown man, that may also be due to islamophobia. This stereotype is harmful to the brown and islamic community, and it can cause great distress.

Discussion idea(s):

• Allyship, and ways to be an ally

Sample prompts:

• If Stacey has a conversation with her neighbours, what are the key points that she could bring up?
• How do you think Mohammed might feel while being watched all the time? How might that affect him?

Key words: Racism, over policing, stereotype

Key Takeaway(s):

• The grandmother in this scenario is being racist– it could be by way of overt comments or by way of speaking with microaggressions. Racism can be found in many places, even within our own families and social circles. We all have unconscious biases and prejudices; it is important to try and be aware of them.

Discussion idea(s):

• Family discussions and allyship with friends. What is appropriate to be an ally to a friend when it comes to family.

Sample prompts:

• Without shaming your grandmother, how might you introduce the idea that her words and thoughts are harmful?
• Would you say anything to your friend before they arrive?

Key words: Racism, intergenerational

Key Takeaway(s):

• Racism still exists in sports today. For example, in May of 2023, Vinicius Junior, a black soccer player who is considered one of the best in the world, contemplated leaving the field during a game in Valencia, Spain, after facing constant racist taunts from fans in the bleachers.
• There are many other examples of racism in sports, in the NFL and NHL and in may other sports.

Discussion idea(s):

• Focus on if students believe racism exists in sports, locally and globally.

Sample prompts:

• What are some things sports leagues can do to decrease racial discrimination in sports?
• What do you think being anti-racist has to do with having good sportsmanship?

Key words: Racism

Key Takeaway(s):

• Actions have consequences. Regardless of the environment, how you treat others can result in consequences in unexpected ways. Online interactions are still hurtful, and affect people in real life.

Discussion idea(s):

• Students should understand cyberbullying, and the impacts it can have in person.

Sample prompts:

• Do you think cyberbullying can carry over to school? What could be the possible impacts? Should consequences be isolated to where they took place?
• Is it easier to say something mean online vs in public?

Key Takeaway(s):

• Athletes have the right, just like everyone else in Canada as per the Canadian Charter of Rights and Freedoms, to have freedom of thought, belief, opinion and expression. So long as the protest is non-violent, respectful, and genuine, the athlete is allowed to express their political opinion in this manner.

Discussion idea(s):

• Focus the discussion on protesting, and a person's right to protest. Discuss what are appropriate and inappropriate ways of protesting.

Sample prompts:

• Why might the player choose to protest in this way?
• How does experiencing racism connect to patriotism?
• Do you think you have to stand for the national anthem?

Key words: Protest

Key Takeaway(s):

• This is an instance of colorism. That is because colorism is discrimination within a race or an ethnic group of people based on skin tone, based on the fact that those lighter-skinned within a minority group are more accepted and favoured in society.

Discussion idea(s):

• Students should discuss the difference between colourism and racism. Discuss how to approach family and friends when they say something that you think is inappropriate.

Sample prompts:

• What caused colourism?
• Do you think it’s rooted in colonialism?

Key words: racism, colourism, colonialism

Key Takeaway(s):

• Mental health stigma can include believing that children cannot experience a decline in mental wellbeing, believing that mental health supports are not needed, or that anything to do with mental health is not real. The big takeaway here is that mental health stigma can prevent someone who needs support for their mental health from seeking further help. We must believe people when they reach out to us about their mental health, no matter their age or even our thoughts about their situation.

Discussion idea(s):

• Mental health stigma affects all ages. Students should discuss the effects of stress, what stress looks like, and ways to deal with it.

Sample prompts:

• How can you be a safe person for someone to reach out to about their mental health?
• Why is it so hard for some people to discuss mental health struggles?

Key words: Mental health, stigma, stress

Key Takeaway(s):

• This example highlights ageism. The cousin is undermining the grandmother because of her age. Many seniors occasionally have trouble finding the words to express themselves.

Discussion idea(s):

• One focus area can be on different ways ageism might negatively impact someone.

Sample prompts:

• How can you be an ally to your grandmother?
• Was there a time when you struggled to express your thinking?

Key words: Ageism, allyship

Key Takeaway(s):

• This example highlights ageism and online bullying.
• Online hate is just as powerful as being hateful in person.

Discussion idea(s):

• One focus area can be on the importance of respect and passing judgement.
• Another focus area can be the on the harm of online bullying, and the repercussions that it can have both socially and in school.

Sample prompts:

• Why is it important to value people and what they have to offer equally, regardless of their age?
• Has anyone ever been Ageist to you?

Key words: Ageism, bullying

Key Takeaway(s):

• This is an example which includes social justice issues in the areas of sexism.
• Some students may be interested in relating it to recent issues in society today such as taking down statues of Colonial explorers or changing the names of institutions.

Discussion idea(s):

• One focus area can be on legacy, and its relationship to the present day.
• Another can be on the changing values of society over time.

Sample prompts:

• How might the girls entering this school feel when having to walk by a statue that honours someone who didn’t support girl’s education?
• Do you think the good someone has done, can outweigh the bad?
• What are some sexist views that still exist today?

Key words: Sexism, legacy

Key Takeaway(s):

• This is an example of gender stereotyping. People should be allowed to explore and pursue their interests regardless of gender.

Discussion idea(s):

• Students should discuss gender stereotyping and its effects.

Sample prompts:

• Why might pushing a gender role onto someone be harmful to their personal expression and development?
• Can you give an example of a gender stereotype?

Key words: Sexism, gender

Key Takeaway(s):

• In this scenario, James and his family are experiencing food insecurity, which around 5.8 million people across Canada experience (2021, CPHA).
• A big takeaway here whether we want to avoid using punitive measures towards someone like James.

Discussion idea(s):

• One discussion area might be on if it’s preferable to have a restorative justice approach, focused on making amends, and creating learning experiences

Sample prompts:

• Do you think James will learn from his mistake?
• What usually motivates you to do better when you are caught doing something wrong or inappropriate?

Key words: Restorative justice, poverty, socio economic status

Key Takeaway(s):

• This scenario is looking at equality of outcomes. The parents are creating a scenario where the sons are exercising reciprocal justice (“An eye for an eye”).

Discussion idea(s):

• Encourage the class to consider if this is fair, but also if it is the right approach to solve the problem.

Sample prompts:

• Is justice the same thing as retaliation?
• Is justice always doing equally to others what has been done to you?

Key words: Retaliation, Equality, equity

Key Takeaway(s):

• This scenario is looking at community development, and the effects of community loss. As developers build and change communities, sometimes past resources are created or removed.

Discussion idea(s):

• One area might be to discuss if there is a responsibility for developers to consult with local residents to identify community needs
• Another area of discussion could be around gentrification of low-income communities

Sample prompts:

• What is gentrification?
• Why might gentrification cause issues for families who have a lower-income?
• Should developers be required to keep community needs in mind?

Key words: Gentrification, developers, community building/needs

Key Takeaway(s):

• Understanding individual privilege and having sensitivity for those that do no have the privilege.

Discussion idea(s):

• Encourage students to consider “what is privilege?” (Are these privileges? Vacations? Brand name clothes? Hobbies? Lessons? Sports?). Is identity tied up with privilege?

Sample prompts:

• What is appropriate behaviour around privilege?
• How do they feel if someone flaunts what you don't have?
• Can others share expensive things without flaunting?

Key Takeaways:

• Respecting people's right to identify how they see themselves, and how they want to be addressed.

Discussion idea(s):

• One area of discussion could be around the importance of identity, and the impacts of when others don’t acknowledge one's identity.

Sample prompts:

• How important is your identity to you?
• If they did not respect aspects of who you are, how would you feel?
• Do you think it’s disrespectful to deny someone's choice of name?
• If a friend asked you to call them a different name, what would you do?