The facilitator will perform a mathematical card trick and then encourage participants to dig beneath the surface of the trick through asking questions. Then, participants will connect their curiosity about the card trick to intercultural curiosity. 

This activity challenges participants to interrogate stereotypes and recognize how individuals are unique. Each participant will be given a lemon and asked to closely examine it and note its unique characteristics. Then, their lemon will be mixed up with all the others and they will be asked to pick it out from the group based on their previous observations. Finally, they will reflect on how this activity relates to stereotypes.

This activity enables participants to share information about themselves, learn about others in the group, and actively move around the room and engage with others. It's a classic icebreaker that is easily revised with a specific group in mind. 

University of Michigan LSA Inclusive Teaching Initiative offers a variety of icebreakers that can be used to build community in a classroom setting.

In this activity, participants write short poems where each line begins with “I Am,” which will allow them to describe what’s most important to the formation of their identities.

In this activity, participants write short poems where each line begins with “I am from,” which allows them to describe their heritage using the details and memories most important to them. Through their poems, they can reflect on their own cultural heritage and connect with each other. 

This activity challenges participants to recognize and analyze their reactions to a variety of cultural values. Participants will move to various locations around the room based on their opinions about value statements read by the facilitator.

This activity challenges participants to build empathy and a sense of team identity by listening and sharing. They will ask and answer some questions that help them better understand each other as both individuals and cultural beings

Participants first write a short poem about where they're from and then share either with the entire group or with a partner or small group. 

This activity challenges participants to expand their curiosity about unfamiliar cultural experiences. Using a deck of picture cards, they will compare their familiar and unfamiliar experiences with others in the group to gain insights about cultural difference.

During this activity, participants will be asked to draw a floor plan of a house based on their own experiences and understandings of how houses are typically arranged. They will then compare their floor plans and discuss the differences between them. The goal is to help participants understand cultural differences in the organization of space.

In this activity, participants discover similarities between one another, discuss how we perceive difference, and analyze how we form groups and how our perceptions play into group-formation.

These questions enable participants to increase their level of curiosity about others and develop active listening skills. 

This assortment of buttons serve as conversation starters and help participants employ different roles and perspectives in a group. 

After passing around an apple and dropping it while saying something mean about it, participants will then pass around a different apple and everyone in the group will compliment the person holding it. 

In this activity, participants identify the similarities and differences across the group, as well as what makes each individual unique. 

This Thiagi activity enables participants to understand the benefits of forming diverse groups rather than flocking to individuals who are similar to them. 

This icebreaker activity helps participants become more comfortable with taking risks and sharing about themselves. 

For this activity, the facilitator writes icebreaker questions on a beach ball. Participants throw the ball to each other and answer the question under their right thumb. 

This Thiagi activity can be used as an icebreaker to learn more about the common personal experiences they share. 

In this activity, participants mingle with others in the room and find a partner who is different from them in at least six ways (beyond physical appearance). 

In this activity, participants pair up and ask each other 25 questions that develop deeper connections through the sharing of life experiences and intellectual/emotional positions. 

Citation:

Prime, H., Wade, M., & Browne, D. T. (2020). Risk and resilience in family well-being during the COVID-19 pandemic. American Psychologist.

The current article draws from pertinent literature across topic areas of acute crises and long-term, cumulative risk to illustrate the multitude of ways in which the well-being of children and families may be at risk during COVID-19.

Citation:  

Salerno, J. P., Devadas, J., Pease, M., Nketia, B., & Fish, J. N. (2020). Sexual and Gender Minority Stress Amid the COVID-19 Pandemic: Implications for LGBTQ Young Persons’ Mental Health and Well-Being. Public Health Reports, 135(6), 721–727. https://doi.org/10.1177/0033354920954511

The indirect psychological harms of the COVID-19 pandemic for those who belong to minoritized communities are complicated, exacerbated, and compounded by experiences and stressors specific to their marginalized social identities. In this regard, lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) adolescents and young adults have received limited public health attention. This commentary aims to provide a nuanced perspective on the potential indirect mental health effects of the COVID-19 pandemic crisis on LGBTQ young persons.

As a contestant on the Kaun Banega Crorepati, an Indian version of Who Wants to Be a Millionaire? Jamal surprises everyone by being able to answer every question correctly. Accused of cheating, Jamal recounts his life story to the police, illustrating how he is able to answer each question correctly.