Diversity - Embracing Our Differences

EmbracingOur Differences 

Embracing Our Differences

You must be the change 

you wish to see in the world. – 

Mahatma Gandhi 

ABOUT THE ARTWORK: 

Acknowledge and Embrace” by Rachel Robbins, Ringling College 

of Art + Design, Sarasota, Florida, Faculty: Dee Hood 

ARTIST STATEMENT: “Looking at ourselves from a different perspective, or from a larger 

scale, the viewer may think about humanity and their role within it. I used the earth 

as a symbol to represent one common trait. The text is used throughout the piece to 

create rhythm as well as to express the message.” 

Contents 

[3 What is “Embracing Our Differences?”] 

[4 Know What You Are Talking About] [5 

Erase Racism: Jim Crow Laws] [6 Building 

Bridges] [7 Neighborhood Tally] [8 Art 

Around the World] [10 Spread the Word] [11 

Make A Difference] [12 Resource Equality] 

[13 The Changing Face of America] [14 

Images of Love] [15 Resources] 

02 

EMBRACING OUR DIFFERENCES 

Dear Reader, 

Embracing Our Differences ® is a juried outdoor art exhibition entering 

its fifth year. Our mission is to use art as a catalyst for creating awareness 

and promoting, throughout our community, the value of diversity, 

the benefits of inclusion and the significance of the active rejection of 

hatred and prejudice. The exhibit will contain 39 billboard-sized artworks, 

each accompanied by an inspirational quotation. 

Since 2004, the Embracing Our Differences ® exhibit has been viewed 

by more than 400,000 visitors. Last year, almost 21,000 students and 

teachers attended the exhibit – free of charge thanks to our School Bus 

Program – for a firsthand observation and discussion concerning the 

importance of diversity in our lives. 

We began this project because hate crimes are 

such a critical issue in our society and we hoped 

our message would speak to people. We did 

not anticipate the overwhelming and positive 

response that we received from the general 

public. Nor did we anticipate the profound 

effect it would have on students and the strong 

interest we would have from educators. 

This year we received more than 1,600 entries from around the 

world. Almost half of the 39 works of art selected for the final exhibition 

are from students. Due to increased funding, we will be able to 

increase the number of visiting students by 25 percent; we have also 

been able to provide educators with more materials for a diversity curriculum. 

Newspapers in Education is an essential part of this curriculum. 

We invite you to participate in creating a society that is more inclusive 

for all. Please bring your friends and family members and visit this free 

exhibition. Tell others about your experience. Thank the educators who 

have undertaken the field trips and created programs on diversity and 

inclusivity for your children. Help your children to be the change you 

wish to see in the world! 

Michael Shelton, Executive Director 

Embracing Our Differences 

www.embracingourdifferences.org 

ON THE COVER 

“Joyfully Celebrate Life,” by Kala, Yonkers, New York. 

ARTIST STATEMENT: “Five children dance in the warp of a magic carpet. 

Each child is a beautiful color, separate from the rest. The weft that unites 

them are the threads that run through all cultures, make us one while 

preciously unique at the same time. To embrace our differences is to enter 

into endless enchantment and unimagined experiences.” 

A Herald-Tribune Media Group Newspaper-in-Education Publication

What is 

WHAT ISEmbracing Our Differences? 

WHAT IS OUR 

Embracing Our Differences? 

EMBRACING OUR DIFFERENCES? 

OUR DIFFERENCES? 

E 

mbracing our Differences is an outdoor art exhibit intended to 

demonstrate, in a positive way, that diversity enriches our lives; 

that respect for differences in our thoughts and beliefs elevates the 

human experience; and that the active rejection of prejudice and 

hatred enhances our own freedom. 

The exhibit is being used to open up dialogue and understanding in our community. 

It features 39 billboard size images created by professional artists, art 

students, and school children from Florida, around the country and the world. 

Their creations reflect their interpretation of our message: “enriching lives 

through diversity.” 

Embracing Our Differences grew from the traveling exhibition, “Coexistence” 

produced by the Museum on the Seam, located at the Damascus Gate at the 

entrance to the old city of Jerusalem. That theme, coexistence, is also a basis 

of this current exhibition. Take your time, look at the images and reflect on the 

theme of diversity and of coexistence: 

• Think about what diversity and coexistence mean to you. 

• Explain how the word diversity and the images and text will 

influence your life. 

• Explain the difference between coexistence and tolerance. 

• Describe the difference between respect and tolerance. 

Where does coexistence fit? 

Discuss This! 

DISCUSS THIS! 

Discuss the following questions: 

• Who is reflected (or not) in your 

life, school and community? 

• Why is coexistence and diversity 

important? 

• What happens when coexistence 

exists, and when it does not? 

• What types of things cause conflict 

between neighbors? 

Here are some discussion questions 

that you can use to open up dialog 

with your family, friends, and at 

your school: 

• Who are the artists? Where do they come 

from? What motivated their piece? 

• Why do you feel the quote was matched 

with the image? 

• How does the quote enrich the image? 

• What types of artistic images have 

been created? 

• Choose an image from the exhibition, or 

within these pages, that you like the most 

and tell why. 

• Give the poster a title or a name. 


“Diversity Adds Up!” by Toby Thompson, Sarasota, Florida 

ARTIST STATEMENT: “I am an emotional and passionate artist that loves 

metaphors, color and typography as art forms.” 

There never were in the world two opinions 

alike, no more than two hairs or two grains, 

the most universal quality is diversity. 

– Michel de Montaigne, French Philosopher (1533-1592) 

• Chose a second image: What similarities 

are there to the first? What are some of 

the differences? How do they relate to 

each other? 

• Explain how these posters promote and 

can open a dialogue about diversity. 

• How do these images relate to the 

world today? 

• Using the theme of diversity and this 

series of posters, how can this exhibition 

help us change the ways we feel and 

think about issues? 

• Discuss things in your own community 

that separate and divide humans. What 

can be done to bring communities and 

humans together in a state of coexistence? 

• Choose an image from the exhibition, 

• How can these issues be resolved 

or within these pages: How does this 

peacefully? 

piece make you think about diversity 

and tolerance? 

A Herald-Tribune Media Group Newspaper-in-Education Publication EMBRACING OUR DIFFERENCES 03

KNOW WHAT YOU ARE 

TALKING ABOUT 

Diversity (di-VER-sit-ee) –The variety or 

difference between people or groups in 

a community. 

C 

elebration 

of diversity includes being different as an individual, recognizing 

that others are different from you, and appreciating the differences. 

America. The United States. The Melting Pot. Quilt of Many Colors. 

Land of Opportunity... 

The United States is one nation, but many different people. 

We are many different ages, we are many different colors. We speak different 

languages, we celebrate different holidays, we practice different religions. We live in 

big stone houses or tiny apartments. We are poor, rich and somewhere in-between. 

The differences among our people give our nation diversity unlike any other country 

in the world. 

DIVERSITY IS VARIETY. 

As people, we celebrate diversity. But at the same time, we often struggle to 

overcome the prejudices that come with these differences. 

This special section will explore the issues that arise for us all in this diverse, 

multicultural society. When you understand differences better, you’ll see there are 

countless opportunities in your life to celebrate diversity. 

Newspaper Activity 

Know What You’re Talking About 

Define the following words. Then look for articles in the Herald-Tribune 

that use these words. Clip the articles and compare and contrast the 

issues in the articles. (Answers, page 15) 


“Turn Your Back On Racism” by Kayla Cloonan, 12th Grade, 

Port Charlotte High School, Port Charlotte, Florida Teacher: Tiffany Coffey 

ARTIST STATEMENT: “My piece is layered with meaning: equality, 

acceptance and friendship. We should judge people for the 

uniqueness of their personalities and the quality of their minds, 

instead of their appearances.” 

Where bigotry rejects and hate divides; 

hope heals and love conquers. 

– Grace Carlson, Champion for Kids & the Environment, Sarasota, Florida 

HOW DIVERSE ARE WE? 

These figures are from the United States Census Bureau, 

Population Estimates Program, for the year 2005. 

Race Total Percent 

Total Population 293,655.4 100.0% 

One race 289.216.7 98.5% 

White 236,057.8 80.4% 

Black/African American 37,502.3 12.8% 

American Indian 

and Alaska Native 2,824.8 1.0% 

1. Prejudice 

4. Immigration 

7. Multicultural 

Asian 12,326,2 4.2% 

2. Tolerance 

3. Discrimination 

5. Melting Pot 

6. Assimilation 

8. Affirmative Action 

9. Stereotypes 

Native Hawaiian 

and Other Pacific Islander 505.6 0.2% 

Two or more races 4,438.8 1.5% 

FLORIDA STATE CHARACTER EDUCATION MANDATE: Statute 1003.42 (s) 

(For description see page 15.) 

04 


Hispanic or Latino 

(any race) 41,322. 14.1% 

White alone 

not Hispanic or Latino 197,840.8 67.4% 


ERASE RACISM 

J 

im Crow was not a person, yet affected the 

lives of millions of people. Named after a popular 

19th-century minstrel song that stereotyped African 

Americans, “Jim Crow” came to personify the system 

of government-sanctioned racial oppression and segregation 

in the United States. 

Jim Crow laws were explicit and often highly specific in imposing second-class 

citizenship on African Americans and other non-whites. Yet Jim 

Crow customs could be even more pervasive than laws. Black men, for 

example, knew that avoiding physical contact with white women was not 

sufficient; the mere act of making eye contact, or offering to light a cigarette, 

was considered anathema by whites. 

Beyond the ever-volatile theme of interracial romance, blacks endured 

many other indignities on a daily basis: they were expected to address 

whites as “Mr.” or “Mrs.” while whites addressed blacks by their first 

names, “boy” or “girl,” or “nigger.” Depending upon the specifics and 

circumstances, violation of the unwritten rules could easily result in insult, 

beating, or lynching. 

Jim Crow laws, and many of its customs, are no longer a part of 

American society. Many African Americans – and members of other racial 

and ethnic groups – have achieved success through opportunities their 

parents and grandparents could hardly have imagined. 

Yet the legacy of Jim Crow is a powerful one. Despite decades of progress 

and equality in the eyes of the law, few would argue that ours is a 

truly color-blind society. The many differences between now and the Jim 

Crow era are striking; in some cases, so are the parallels. 

A Brief History of Jim Crow 

Promises Betrayed (1865–1896) 

After the Civil War, African Americans 

were denied political and civil rights, 

and the right to own land. They were 

subjected to disfranchisement and segregation 

enforced by law, as well as lynchings, 

beatings and burnings. African 

Americans created their own political, 

economic and educational opportunities, 

which included the founding of 

Tuskegee Institute and the all-black 

town of Mount Bayou, Mississippi. In 

1896, the Supreme Court upheld the 

doctrine of “separate but equal.” 

Fighting Back (1896–1917) 

Denied their rights, blacks created 

their own churches, schools, businesses, 

and clubs. Despite resistance and riots, 

Charlotte Hawkins Brown built quality 

schools while black musicians created the 

blues and jazz. The National Association 

for the Advancement of Colored People 

(NAACP), an interracial civil rights organization, 

was founded to help fight for 

black rights and against segregation in 

the federal government. 

Don’t Shout Too Soon (1918–1940) 

Race riots roared as African American 

soldiers returned from WWI. The white 

president of Fisk University was ousted 

due to black students striking. Hundreds 

of thousands of blacks left the South, 

including musicians and writers who 

gave birth to the Harlem Renaissance. 

Sharecroppers, aided by Communist 

organizers, began to oppose their landlords. 

The NAACP began to challenge 

Jim Crow in the courts. 

Terror and Triumph (1940–1954) 

After WWII, returning African American 

soldiers were unwilling to resume life in 

segregated America. The Supreme Court 

made all-white political primaries illegal 

and blacks organized voter registration 

drives. President Harry Truman involved 

the federal government in civil rights 

issues. A student strike against unequal 

schools in Farmville, Virginia, became 

one of five cases that the U.S. Supreme 

Court reviewed when it ruled segregation 

unconstitutional in May of 1954 in 

Brown v. Board of Education. 

– From www.pbs.org/wnet/jimcrow 

Erase Racism 


“One Heart” by Rebekah Fazioli, 9th Grade, Bayshore High School, 

Bradenton, Florida, Teacher: Kathy Cocciolone 

ARTIST STATEMENT: “When you put the black and white hands together to make the 

heart, it says we can embrace our differences and love... no matter what we are.” 

If people believe in the power of love instead of 

the love of power, world peace is possible. 

– Melody Mishkin, 8th Grade, Pine View School, Sarasota, Florida 

Newspaper Activity 

Citizen’s Rights 

Jim Crow laws were a clear violation of the rights of American 

citizens. Similarly, in Europe, Hitler’s actions after World War I 

were a clear violation of the rights of Jewish citizens. Search 

the Herald-Tribune for examples of an elected government 

violating the rights of its citizens. Read the article. Think about 

the repercussions of such an action. In a brief essay, explain the 

main points of the article and how you feel it violates citizen’s 

rights. Share this information with your class. 

SUNSHINE STATE STANDARDS: LA.A.1.2-4; LA.A.2.2-4; LA.B.2.2-4; LA.C.3.2-4; LA.E.2.2-4; 

SS.A.3.2-4; SS.C.1.2-4; SS.C.2.2-4; SS.D.2.2-4 


BUILDING BRIDGES 

T 

hroughout history, there are 

hundreds of examples of nations 

battling their neighbors over land, 

beliefs, or even life style. Research 

the turmoil in one of the following 

countries in your school media center 

or local library: Ireland South Africa, Israel, Iraq, 

Vietnam, United States of America, Sierra Leone, 

Bosnia-Serbia, Yugoslavia, Iran, Korea, Germany, 

Rwanda, Somalia, Lebanon, Ukraine, Guatemala, 

Chile, El Salvador, Uganda, Nicaragua, Cambodia, 

Kosovo, Tibet, East Timor, Republic of the Congo, 

and Poland. 

Israel has adopted several educational programs 

promoting coexistence. Although there are many 

differences between neighbors, in order to promote 

coexistence, one must embrace the similarities and 

celebrate the differences in culture. Here are some 

“rules of the road” when building bridges and developing 

programs to foster coexistence. 

• Recognize the importance of language: 

Language is at the base of one’s national identity. 

Just as language creates bridges and ties between 

people, it can be an obstacle to contact. Language 

differences must be taken into account. On the other 

hand, the study of language can be used as a bridge 

for coexistence. 

• Coexistence can be an unstated goal: The 

premise behind the experiential programs is to 

engage parties in joint activities that everyone 

enjoys. The close proximity will, over time, 

promote coexistence. 

• Teachers and administrators must support 

projects run in their schools: The principal must 

demonstrate a clear interest in the program to insure 

it is viewed as an important component of the curriculum. 

Similarly, teachers’ support is vital to encouraging 

student participation and supporting the changes 

resulting from the program. 

• Parents should be involved: The support and 

cooperation of parents are essential. Projects should 

be viewed as an opportunity to spread the message 

of coexistence beyond the classroom and into homes 

and communities. Joint activities that involve the 

communities and parents foster mutual tolerance. 

• Preparation is needed prior to interactions: 

Before engaging in any joint activities, it is important 

to spend time preparing for the meetings. Students 

and teachers should be intimately involved in planning 

the interactions. Sessions to examine stereotyped 

thinking, generalizations and prejudice are 

important to prepare groups for encounters. The 

establishment in advance of clear rules also makes 

meetings work more harmoniously. 

• Promoting coexistence is facilitated by government 

support: The Israeli Ministry of Education 

provides an example of how a governmental body 

can play an important role in introducing coexistence 

projects into the schools. 

• Careful student selection enhances prospects 

for success: Highly motivated students will influence 

their peers. 

• It is important for projects to be consistent 

and ongoing: Ongoing multiyear programs reinforce 

a consistent commitment to improving crosscultural 

relations. 

– Source: The American-Israeli Cooperative Enterprise 

at www.jewishvirtuallibrary.org 

Activity 

Talk Is Cheap 


“Awesome” by Sarah Carr, 12th Grade, Port Charlotte High School, Port Charlotte, 

Florida , Teacher: Tiffany Coffey 

ARTIST STATEMENT: “A lot of people walk around thinking they are totally separate 

from each other. I believe we are all together and there to help one another. I explored 

the idea of six people handcuffed to each other, forced to be together - in hopes they 

will discover they are more alike than they imagine.” 

06 


How do we talk about people when 

they are not around? 

Write down how you think 

or talk about the following: 

My School 

My Class 

My Neighborhood 

With My Friends 

In the World 

How can you change the way you talk about these 

areas to foster acceptance of diversity? 

A Question of Unity. Just because I’m a different race, why do you hate me? Just because I’m young, why do you 

not trust me? Just because I’m a little bit overweight, why do you taunt me? Just because I am different. 

– Derrek Gunnells, 8th Grade, Booker Middle School, Sarasota, Florida 



“We All Connect” by Brittany Targaszewski, 5th Grade, Fruitville 

Elemantary School, Sarasota, Florida, Teacher: Alma Vega 

ARTIST STATEMENT: “Each unique part of the faces represents a different 

person and race. The can all be drawn together to make one face of many 

colors. Even though we are all different, when you combine our parts, we 

are the same - human. If we share our personalities we can find some way 

to connect to one another.” 

Friends celebrate the things they 

have in common and delight in the 

things that make them different. 

– Unknown 

Neighborhood Tally 

Check all of the boxes that apply 

for each of the statements below 

FEMALE 

MALE 

ELDERLY 

ASIAN AMERICAN 

AFRICAN AMERICAN 

HISPANIC 

NATIVE AMERICAN 

WHITE 

YOUNG 

OLD 

1. I am 

2. My neighborhood is 

3. My school is 

4. My friends are 

5. People who come to my house are 

6. My teacher is 

7. Our principal is 

8. Our school superintendent is 

9. The doctor I visited last was 

10. WE shop at a store run by 

11. The cashiers are 

12. Our mayor is 

13. Our city council is 

14. Our bank manager is 

15. Most police officers are 

16. Our mail carrier is 

17. Our repair people are 


Art Around The World 

ART AROUND THE WORLD 

4 

1 

 

 

 

 

“Similar” by Mirek Antoniewicz Wroclaw, Poland 

 

 

“Black & White Tourists Visit Egypt” 

by Margo Cormier Splane Ontario, Canada 

 

5 

“A Heart Full of Love” 

by Ching Ching, Teoh Georgetown, Malaysia 

2 

“Cultural Diversity” 

by Jane Tagg Egremont, England 

The first day or so, we all pointed to our countries. The third or 

fourth day, we were pointing to our countries. By the fifth day, 

we were aware of only one Earth. – Sultan Bin Salman al Saud, Saudi Astronaut 

6 

“Every Soldier Belongs To A Family” 

by Mohammad Wahiduzzaman Dhaka, Bangladesh 

“The World’s Children are One Loving 

Family” by Luo Sihang 4th Grade, Xiamen Datong 

Elementary School Xiamen, China (Sarasota Sister City) 

Teacher: Luo Ping 

3 

Art Around 

The World 

ACTIVITY Letter Writing 

All the artists and images here represent 

a different culture than ours. 

What are the similarities of all these images? 

What values are they exploring? 

Choose and image and write a letter to the artist. 

FLORIDA STATE CHARACTER EDUCATION MANDATE: Statute 1003.42 (s) 

(For description see page 15.) 

“A Man’s A Man For A’ That” by David Ewles 

Dunfermline, Scotland (Sarasota Sister City) 

08 EMBRACING OUR DIFFERENCES 

A Herald-Tribune Media Group Newspaper-in-Education Publication 

A Herald-Tribune Media Group Newspaper-in-Education Publication EMBRACING OUR DIFFERENCES 09 

7

Spread The Word 

Spread The Word 

Here’s an art activity that can help spread the word about celebrating diversity. 

USING THIS SPACE AND THE NEWSPAPER, 

make a collage artwork to show diversity, liberty, 

freedom or prejudice — or a combination 

of them all! 

USE PHOTOGRAPHS OR CARTOONS you may 

find in the paper, headlines, words or images 

from ads. Remember that one image should 

draw your eye into the collage, so make sure 

you have one that is dramatic. Use colored 

crayons or markers to highlight parts of your 

artwork, if you like. If you need more space, 

use a separate sheet of paper. 

“SIGN” YOUR COLLAGE BY PICKING AN IMAGE 

OR WORD out of the paper that could be a 

symbol of you. Paste it in the lower right corner. 

When you have finished, mount your collage 

on construction paper and display them 

in your classroom or a school hallway. 

10 



MAKE A DIFFERENCE 

ow can you help to promote diversity, foster coexistence 

and help make the world a better place? Here are suggestions 

of websites that will help you make a difference in your 

life, your community, and the world at large. 

Suggestion? Begin with the organization or issue that matters 

most to you, that touches you in some way: and then, start small. As 

you go along, your contribution may grow larger and larger. 

H 

www.peachjam.org 

The mission of the PeaceJam Foundation is to create a new generation of young 

leaders committed to positive change in themselves, their communities and the 

world through the inspiration of Nobel Peace Laureates. 

Make A Difference 

www.tolerance.org 

TONS of lessons and ideas on how to promote acceptance. Tolerance.org is a 

principal online destination for people interested in dismantling bigotry and creating, 

in hate’s stead, communities that value diversity. (Read more about how we 

define “tolerance.”) 

http://www.freerice.com 

FreeRice is a sister site of the world poverty site, Poverty.com. FreeRice has 

two goals: Provide English vocabulary to everyone for free and help end world 

hunger by providing rice to hungry people for free. This is made possible by the 

sponsors who advertise on the site. 

http://www.humanityquest.com/topic/Index. 

asp?theme1=tolerance 

HumanityQuest.com is building a community and portal for the exploration of 

human spirits, values, attitudes, principles and emotions. We thematically explore 

a growing list of over 500 human values, using in person and online study 

groups, discussions groups, creative arts activities, resource links, and computer 

technology. Be sure to send feedback and suggestions about this site to us. We 

enjoy hearing from you. 

ABOUT THE ARTWORK 

“Peace Train” by Todd Wennberg, 11th Grade, Bayshore High School, 

Bradenton, Florida, Teacher: Kathy Cocciolone 

ARTIST STATEMENT: “I referred to “The Little Engine Who Could” because it is 

a message of accomplishment that is taught to us at a very young age. I want 

everyone to realize that they can accomplish anything they set their mind to. 

Maybe we will all set our minds on peace and tolerance.” 

We need diversity of thought in the world 

to face the new challenges. 

– Tim Berners-Lee, British Physicist 

http://stopbullyingnow.hrsa.gov/ 

Stop bullying in your elementary and middle school. 

http://www.tolerance.org/teens/ 

?source=redirect&url=mixitup# 

Mix It Up at Lunch Day — to be held on November each year — is a simple call 

to action: take a new seat in the cafeteria. By making the move, students can 

cross the lines of division, meet new people and make new friends. 

http://www.oneisgreaterthannone.org/home.asp 

For months, a group of 14 year-old girls talked about starting a charity. These 

eight girls were determined to make a difference in someone’s life, but never 

seemed to agree on “who, what, where or how”. They did however have the 

answer to the most important question. “Why?” 

http://www.becauseitmatters.net/ 

Research tells us that those actions would make us feel good. And, what’s 

equally important, when we feel good we extend those good feelings to the next 

person we encounter. When we communicate in a more respectful and effective 

way, our brain chemistry signals us to feel better about the world around 

us. When we feel better about the world around us, we pass it along. We pay it 

forward. Our quality of life is improved. 

http://www.nothingbutnets.net/ 

Nothing But Nets is a grassroots campaign to save lives by preventing malaria, 

a leading killer of children in Africa. While the UN Foundation has been working 

with the UN to fight malaria for years, it was a column that Rick Reilly wrote 

about malaria in Sports Illustrated, challenging each of his readers to donate 

at least $10 for the purchase of an anti-malaria bed nets -- and the incredible 

response from thousands of Americans across the country -- that led to the creation 

the Nothing But Nets campaign. 

http://www.invisiblechildren.com/ 

Motivated by the unseen war in Northern Uganda, Invisible Children was created 

by three young filmmakers with a singular mission: To use the power of stories 

to change lives around the world. 

http://www.youthnoise.org 

Youth Noise is a youth-led online program dedicated to inspire, connect and 

empower youth everywhere. 

http://www.dosomething.org 

This organization sponsors youth-led community change through service learning. 


esource Equality 

RESOURCE 

EQUALITY 

FOOD FOR THOUGHT 

Food Security: a situation that exists when all people, at all time, have 

physical, social and economic access to sufficient, safe and nutritious food 

which meets their dietary needs and food preferences for an active and 

healthy life. 

Think About It: 

• Each day, 25,000 people die of hunger 

• In developing countries, 777 million people do not have access 

to sufficient and adequate food. 

• In countries in transition, 27 million people suffer from undernourishment 

and 11 million people are undernourished in industrialized countries. 

• Approximately 70 percent of all available water is used for irrigation. 

WATER FOR LIFE 

According to the United Nations, “having access to safe and sufficient 

water and sanitation are now recognized as basic human rights. Being able 

to wash one’s hands and drink clean water can have a major impact on 

family hygiene and health. Women play an especially important role in this 

process. Because people who are poor are most likely to get sick, and ill 

health perpetuates poverty, it triggers a vicious cycle.” 

Think About It: 

• 1 billion people lack access to improved water supply. 

• 2.4 billion people lack access to improved sanitation. 

• Every day, diarrhoeal diseases from easily preventable causes claim the lives 

of approximately 5000 young children throughout the world. 

• With simple hygiene measures such as washing hands after using the 

toilet or before preparing food, most of these deaths are preventable. 

ENERGY SUSTAINS 

Energy is central to sustainable development and poverty reduction 

efforts. It affects all aspects of development – social, economic, and environmental 

– including livelihoods, access to water, agricultural productivity, 

health, population levels, education, and gender-related issues. 

Think About it: 

• About two billion people have no access to electricity at all. 

• About one billion people use electricity from uneconomic sources 

• Some two and one-half billion people in developing countries, mainly in 

rural areas, have little access to commercial energy services. 

• More than two million children died from acute respiratory disease in 

2000; 60 percent of those deaths were associated with indoor air pollution 

and other environmental factors. 

12 



“It’s Time To Clean Up Our Act With Mother Earth” by Brent DeLess, 

Parrish, Florida 

ARTIST STATEMENT: My artwork has helped me embrace, love and understand 

the planet we live on. I’ve been an active in groups like Save The Children, Children 

International, Arbor Society, Save the Wildlife and Save the Oceans.” 

We all live on the same planet, we need to keep 

it safe and clean, together. 

– Cydney Parker, 5th Grade, Willis Elementary School, Bradenton, Florida 

Newspaper Activities 

Exist Together 

An ecosystem is a living community of plant and animals that need 

each other to exist. An ecosystem is a dynamic complex of plant, animal 

and microorganism communities and their non-living environment 

interacting as a functional unit. We all live in an ecosystem. Look 

through the Herald-Tribune to find examples of things that you and 

your family need to exist in your community. Make a list of these things 

in a notebook. Next to each item, write down why you need this item 

to exist in your community. Share your information with your class. 

SUNSHINE STATE STANDARDS: LA.A.1.2-4; LA.B.2.2-4; LA.C.2.2-4; LA.C.3.2-4; SS.B.2.2-4; SC.F.1.2-4; 

SC.G.1.2-4 

Why Water 

A lot of water is wasted because so many people give little thought to 

where water comes from and where it goes after they use it. Yet less 

than one percent of Earth’s water is available for human consumption. 

Plus, there is no new water on earth. 

Look through the Herald-Tribune to find pictures of things that contain 

water. Create a collage with these items. You can also research 

the importance of water in our everyday lives. Write a well-developed 

paragraph discussing the images you find and the importance of 

water in our lives. Present your project to the class. 

SUNSHINE STATE STANDARDS: LA.A.2.2-4; LA.B.2.2-4; LA.C.1.2-4; LA.C.3.2-4; SC.D.1.2-4; SC.D.1.2- 

4; SC.D.2.2-4; SC.F.1.2-4; SC.G.1.2-4; SS.B.2.2-4 


THE CHANGING FACE OF AMERICA; 

WILL IT DIVIDE US OR UNITE US? 

an you imagine a country where all the 

people are the same color, come from 

the same place, practice the same traditions, 

hold the same religious beliefs and 

speak the same language? 

It would be a pretty ordinary place to live, wouldn’t it? Kind of dull 

and uninspiring? 

As one person put it, “When you are surrounded by sameness you 

get only variations of the same.” How true that is! 

America, of course, is anything but ordinary. It is a country full of 

diversity; a colorful, ever changing place to live and work. 

But some people don’t like diversity. Living with people of different 

racial, ethnic and cultural heritage often threatens them and makes 

them feel uncomfortable. And when these people let their fears take 

over, problems arise. 

You probably know by now that the United States has always had 

such problems. They have been worse at some times and in some 

places than others, but they are always present. 

That’s why it is important to take a long, hard look at our diverse 

nation and to understand the problems tat can divide us. Only then 

can we begin to work toward the solutions that will unite us. 

C 

Newspaper Activities 

We Are America 

• People are sometimes identified by race 

or ethnicity in newspaper stories. Go 

through your Herald-Tribune and mark 

such examples. Discuss why you think 

this is done. 

• Racial tensions can lead to violence. Look 

in the Herald-Tribune for stories and 

photographs about such violence. Discuss 

with your teacher and classmates some 

alternative actions when confronting racism 

and other problems. 

• Find examples in the Herald-Tribune of 

the positive effects of diversity. Clip one 

example and work with your classmates 

in designing a bulletin board display. 


“We Are America” by Nicolas F. Shi, Washington, DC 

ARTIST STATEMENT: “My work has been influenced by my Salvadorian upbringing, my 

Chinese heritage, and my formal education in the United States. In my paintings, I mix 

the boldness of contemporary American art with the harmony and simplicity of traditional 

Chinese paintings and the bright colors of Central America.” 

If some people were purple, and some people 

were green, who would we discriminat against? 

Sound ridiculous? Sound familiar? 

– Madeline Black, Center for Education, Montesorri School, Sarasota, Florida 

• Many movies deal with issues concerning 

diversity. The Joy Luck Club explored the 

lives of Asian immigrants in the United 

States. Many of director Spike Lee’s films 

deal with African-American issues. Check 

the movie listings and reviews in the 

Herald-Tribune’s Thursday Ticket section. 

Are there movies centered on cultural 

or racial themes? Discuss how movies 

reinforce or dispel racial or cultural stereotypes. 

Rents such a movie to show in 

class, then write a review about how it 

handles a diversity issue. 

FLORIDA SUNSHINE STATE STANDARDS: A.2.2.8; A.2.3.5; A.2.3.8; A.2.4.4; A.2.4.7; A.2.4.8 

• Daily newspapers, like the Herald- 

Tribune, reflect our multicultural society. 

Using items you clip from the newspaper, 

make a collage that illustrates how 

our varied cultures form a vital, 

vibrant society. 

• Watch the Herald-Tribune for examples 

of prejudice, stereotyping, discrimination 

and racism in action. What were the 

consequences of these actions. Share one 

example with the class. 


Images of Love 

This artwork, “The Love Series” is 

part of a larger body of work by the 

artist. The series gathers and depicts 

the world’s most inspiring peace 

activists, to show that the call for 

non-violence is being made from 

every corner of the world and from 

every generation. 

The Names 

of Love & Peace 

14 

Below are the names of these activists. Identify what 

the specific activities and activism that this person is 

known for, and why you think the artist chose them 

for the piece. 

(From Top, Left to Right) 

ROW 1 

Mahatma Gandhi 

The 14th Dalai Lama 

Anne Frank 

Cesar Chavez 

Nelson Mandela 

Aung San Suu Kyi 

ROW 2 

Martin Luther King Jr. 

Mother Teresa 

Susan B. Anthony 

Bob Marley 

Wangari Maathai 

Harvey Milk 

ROW 3 

Rigoberta Menchu Tum 

Thich Nhat Hanh 

Betty Friedan 

Coretta Scott King 

Cindy Sheehan 

Mother Jones 

ROW 4 

Elizabeth Cady Stanton 

Corbin Harney 

Rosa Parks 

Dana Reeves 

Henry David Thoreau 

Amy Goodman 


ABOUT THE ARTWORK 

“The Love Series” by Autumn Rooney, Los Angeles, California 

ARTIST STATEMENT: “The average American is exposed to approximately 3,000 advertisements 

per day. What if we were exposed to 3,000 images and messages of love per day?” 

Leave a Legacy: Life your life, embracing the 

beauty in every person you meet. Your kindness 

will long be remembered and you will leave the 

world a better place. – Elizabeth C. Bertelsen, Sarasota, Florida 

Images of Love 


RESOURCES 

Web sites 

Museum on the Seam 

www.coexistence.art.museum 

The Rise and Fall of Jim Crow 

www.pbs.org/wnet/jimcrow 

Book 

Respecting Our Differences - A Guide to Getting Along 

in a Changing World. By Lynn Duvall, published by Free 

Spirit Publishing. 

Magazine 

Teaching Tolerance Magazine - Published through the 

Southern Poverty Law Center, Montgomery, AL. 

Editor: Sara Bullard. A semi-annual magazine made 

available free to educators through a written request to: 

Teaching Tolerance, 400 Washington Avenue, Montgomery, 

AL. 36104. 

Other 

Anti-Bias Curriculum: Tools for Empowering Young 

Children. National Association for the Education of Young 

Children, Washington, D.C. 

150 Ways Teens Can Make A Difference: A Handbook 

for Action. By Marian Salzman and Teresa Reisgies with 

several thousand teenage contributors. Peterson’s Guides, 

Princeton, NJ. 

Erase the Hate. A special program produced by USA 

Network, hosted by Martha Plimpton, which focuses on 

young people concerned with bias, prejudice and hate. 

Prejudice: Answering Children’s Questions. An ABC 

Special, hosted by Peter Jennings. April 25, 1992. 

U.S. Census Bureau 

National Information Center for Children and Youth 

with Disabilities. Washington, D.C. 

National Council for the Social Studies. Washington, D.C. 

FLORIDA STATE CHARACTER EDUCATION MANDATE: Statute 1003.42 (s) A character-development 

program in the elementary schools, similar to Character First or 

Character Counts, which is secular in nature. Beginning in school year 2004-2005, the 

character-development program shall be required in kindergarten through grade 

12. Each district school board shall develop or adopt a curriculum for the characterdevelopment 

program that shall be submitted to the department for approval. The 

character-development curriculum shall stress the qualities of patriotism; responsibility; 

citizenship; kindness; respect for authority, life, liberty, and personal property; 

honesty; charity; self-control; racial, ethnic, and religious tolerance; and cooperation. 


“WHAT IF?” by Gregory Rumph, Sarasota, Florida 

ARTIST STATEMENT: “What if we embraced our differences as opposed to magnifying 

them? What if armies did not have to exist? The metaphor of warring guns becoming 

shaking hands speaks volumes.” 

I’ve never met a stranger. 

– Louis Armstrong, Jazz Trumpeter & Singer (1901-1971) 

DEFINITIONS From page 3 

1. Prejudice — A feeling for or against something without any good reason. For 

instance, if you believe that a certain group of people is inferior because of their 

religion, gender, physical characteristics or race, and you don’t really know anything 

about them, then you are prejudiced against them. 

2. Tolerance — Recognizing and respecting the beliefs and practices of others. 

3. Discrimination — Treating someone badly or unfairly because of the person’s 

race, age, sex or handicap. 

4. Immigration — Moving into a country where you and your family were not born 

and living in that country permanently. 

5. Melting Pot — Term often used to describe a place, like America, where people 

of different cultures, races and social groups come to live and work together. Today’s 

interest in diversity has made the term somewhat out of date. Instead of melting or 

blending together totally, different groups seek to keep their identities as they blend 

with other groups. America today is more like a quilt or a salad — each item recognized 

while being part of something bigger. 

6. Assimilation — When different cultural traditions blend until they are all very 

similar. 

7. Multicultural — Relating to, or designed for, different cultures. 

8. Affirmative Action — A government policy for creating special opportunities in 

jobs or education for people who might otherwise suffer from discrimination. 

9. Stereotypes — An opinion you form about ALL people in a group, based on 

things you have heard about SOME people in that category. 


EmbracingOur Differences 

Embracing Our Differences 

Embracing Our Differences ® 

2008 Outdoor Juried Art Exhibition 

39 Billboard Sized Works of Art with 

Companion Inspirational Quotes 

on Diversity and Inclusivity 

March 30 – May 4 

Sarasota’s Island Park Along the Bayfront 

Embracing Our Differences ® 2008 will visit: 

North Port, May 8 – May 31, 2008 

North Port High School 

For more information: 

www.embracingourdifferences.org 


“In The Long Run” by Katie Allen, 8th Grade, Pine View School, 

Osprey, Florida, Teacher: Mark Goebel 

ARTIST STATEMENT: “My piece says that people are like a race, and in life it 

doesn’t matter what type of race it is. What matters is how well you run the 

race, and live your life. The colors of the different lanes in the track, which 

are the colors of the rainbow, represent all the different kinds of people in 

the world and how they can all come together in harmony and make 

something great.” 

The human race is not the race of one human; 

it is a journey best traveled together. 

– Cindy Cuffage, North Port, Florida 

For additional information regarding the Herald-Tribune’s 

Newspaper in Education program, please contact Mary Charland, 

Newspaper In Education Manager at (941) 361-4545 

or email mary.charland@heraldtribune.com 

This publication was produced by the Custom 

Media Group of the Herald-Tribune Media Group. 

Editor: Emily Leinfuss Designer: Kim Collister 

16 


www.nieonline.com/sarasota

Diversity - Embracing Our Differences

Create successful ePaper yourself

Delete template?

Save as template?