This simulation activity enables participants to experience the effects of inclusion and exclusion. 

In this activity, participants are provided with sets of Facts/Opinion Statement Cards and asked whether the statements on the cards are facts or opinions. 

In this activity, students will experience what it might be like for someone with a learning disability. 

In this activity, the facilitator will use a glass of milk and powdered chocolate drink mix to explain why people have different skin colors.

In this activity, participants will be divided into groups, and each group will be given a large ziplock bag with different art supplies in each bag. All groups, despite having different supplies, will be asked to create the same type of poster. The goal of this activity is for participants to "examine people's attitudes toward and expectations with different economic backgrounds" (Penn State Extension, 2017). 

Counter-storytelling, a method often used in critical race theory, highlights the stories of individuals who are marginalized within society. It aims to push back against dominant narratives that often privilege certain voices over others.

This activity introduces the concept of counter-storytelling through the points of view of Asian/Asian American individuals who have experienced racialized microaggressions. Participants will first read excerpts from Yeo et al. (2019) and watch three videos that depict Asian/Asian American perspectives on the microaggressions they endure because of their race. Then, they will discuss these videos as examples of counter-stories and identify what they can learn from these perspectives. 

There is often a tendency to equate culture with nationality. However, cultural behaviors, values, and identities often transcend national borders, or many different cultures can coexist within the same country. Therefore, this activity asks participants to consider how culture is both bigger and smaller than nationality by first mapping out subgroups within a particular country and then identifying cultural identities that eclipse the national border and appear throughout the continent/region surrounding that country. 

The discussion guide in this activity provides questions that highlight the relationship between tradition, values and identity portrayed in the movie Whale Rider. After viewing the movie, participants will discuss these questions and reflect on how they see some of the themes play out in their own lives.

This activity asks participants to write an essay defining, applying, and critiquing the term intersectionality. To prepare for writing this essay, participants will read several documents. In the first part of their essay, participants will juxtapose these readings and do a bit of research to discuss the history of the term “intersectionality” and to demonstrate how the concept is applied in a current social justice movement. They will then read critiques so that, in the second part, they can discuss their own position on the possibilities and limits of the intersectionality for advancing the goals of a social movement they care about.

This activity brings together Sisneros et al.’s (2008) Web of Oppression, the concept of intersectionality, and the COVID-19 pandemic. The lesson presents two options for discussing the relationship between intersectionality, the Web of Oppression, and issues related to the COVID-19 pandemic:

• In Option 1, participants are provided with a short reading about intersectionality and several articles on how COVID-19 has impacted different marginalized groups. Then, using the Web of Oppression, they will discuss how people with interconnected, marginalized identities face greater health and economic consequences as a result of the pandemic. The approach is primarily cognitive. 
• In Option 2, participants will do their own research on how different communities represented on the Web of Oppression have been affected by COVID-19. Then, after watching two videos, they will discuss the term intersectionality and how it connects to the Web of Oppression and issues related to the COVID-19 pandemic. The approach is more constructivist. 

This article describes a social experiment facilitated by CBS This Morning co-host Tony Dokoupil, where he showed Republicans and Democrats the exact same clip of a confrontation between police and protestors. He asked each person who was the aggressor in the situation. Democrats were overwhelmingly more likely to say the police, while Republicans were overwhelmingly more likely to say the protestors. 

The article also references the concept of the "bias blind spot," meaning that individuals often have trouble determining when they are being biased.  

This activity enables participants to recognize the impact of various social identities on people's lives and how those identities intersect with compounding effects. Each participant will be given an identity card, and whenever a statement is read by the facilitator, they must respond to that statement based on their assigned identity. 

This activity asks participants to analyze two 20/20 specials, Children of the Mountains (2009) and Children of the Plains (2011), using Sisneros et al.’s (2008) Web of Oppression and the concept of intersectionality and consider how identity contributes to discrimination and disadvantage.

This activity asks participants to write an essay defining, applying, and critiquing the term intersectionality. 

To prepare for writing this essay, participants will read several documents. In the first part of their essay, participants will juxtapose these readings and do a bit of research to discuss the history of the term “intersectionality” and to demonstrate how the concept is applied in a current social justice movement. They will then read critiques so that, in the second part, they can discuss their own position on the possibilities and limits of the intersectionality for advancing the goals of a social movement they care about.

This activity brings together Sisneros et al.’s (2008) Web of Oppression, the concept of intersectionality, and the COVID-19 pandemic. The lesson plan presents two options for discussing the relationship between intersectionality, the Web of Oppression, and issues related to the COVID-19 pandemic:

• In Option 1, participants are provided with a short reading about intersectionality and several articles on how COVID-19 has impacted different marginalized groups. Then, using the Web of Oppression, they will discuss how people with interconnected, marginalized identities face greater health and economic consequences as a result of the pandemic. This approach is primarily cognitive. 
• In Option 2, participants will do their own research on how different communities represented on the Web of Oppression have been affected by COVID-19. Then, after watching two videos, they will discuss the term intersectionality and how it connects to the Web of Oppression and issues related to the COVID-19 pandemic. This approach is more constructivist. 

This activity asks participants to consider the concept of intersectionality and apply it to a episode of the podcast Gravy. In this episode, the interviewee, Choya, discusses various aspects of his identity, including his vegetarianism, and how they affect his relationship with his family. 

This is a documentary about the power of cross-cultural friendships. It follows four Moroccan and four American university students as they travel together through Morocco and, in the process of discovering The Other, discover themselves. 

The film follows the 18-year-old daughter of British Indian Sikhs in London. She is infatuated with football but her parents have forbidden her to play because she is a girl. She joins a local women's team, which makes its way to the top of the league.

The film explores themes of alienation and disconnection against a backdrop of cultural displacement in Japan.

The film follows a Chinese-American family who, upon learning their grandmother has only a short while left to live, decide not to tell her and schedule a family gathering before she dies.

Note: A tool created for this movie is available at https://hubicl.org/toolbox/tools/649/objectives

Rani, an under-confident Punjabi girl from New Delhi embarks on her honeymoon to Paris and Amsterdam by herself after her fiancé calls off their wedding.

An old retired Shadow Puppet Chinese master, Lao Yang, has his quiet life disrupted his 6-year-old American grandson, who barely speaks Chinese. The movie is about their funny interactions and how they overcome differences in age, language and culture.

Set in Highland Park, Michigan, this film is the first mainstream American film to feature Hmong Americans.

María Fernández-Raga, Thierry Villard, Covadonga Palencia, Ana M. Castañón, Julio Viejo, and Fernando Gómez Fernández. 2019. Virtual Exchange in Engineering to realize a learning experience based on projects using ICTs. In Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM'19). Association for Computing Machinery, New York, NY, USA, 689–695. DOI:https://doi.org/10.1145/3362789.3362790

The specificity of this Project, based on project-based learning (ABP) in the subjects of Fluid Mechanical Engineering in the Degree of Electrical Engineering and Degree of Measurement Engineering, is that it includes collaborative work in teams with foreign students. It incorporates virtual exchange activities carried in English, which allow to improve a large number of soft skills developed thanks to the ABP combination with intercultural interaction. This aims at increasing the motivation of the students, and improving their communicative capacity in English. This proposal will also involve strengthening their teamwork skills, and using new technologies that are basic to enable communication between team members in two different countries. Other skills will also be developed, such as better time management, individual responsibility in the tasks assigned and improved communication for non-experts, since the work has been developed with students of different degrees. Finally, this proposal will be completed by peer assessment making them more aware of their ability and their performance in the tasks.

Custer L, Tuominen A. Bringing “Internationalization at Home” Opportunities to Community Colleges: Design and Assessment of an Online Exchange Activity between U.S. and Japanese Students. Teaching Sociology. 2017;45(4):347-357. doi:10.1177/0092055X16679488
  
In this article, the authors describe a virtual exchange activity that we conducted between our sociology courses at a community college in the United States and two universities in Japan. They show through their assessment of the students’ experiences that a well-coordinated, carefully crafted, technology-enhanced internationalization at home activity has the potential to offer important global learning opportunities and intercultural competency development for sociology students who may otherwise lack the means to participate in study abroad.