In this activity, participants analyze passages for the Intercultural Development Continuum (IDC) stages, as well for the representations of gay rights and diversity. 

Through this activity, participants will learn about naturalization, collectivism, assimilation, and xenophobia. 

Participants of this activity will define empathy and "the dark side of empathy."

After reading this article, participants will identify the limitations, risks, and possibilities of empathy in tourism.

During this question-based activity, participants will pair up and discuss their personal background. 

This is a media resource that teaches participants to understand the dangers of misunderstanding unfamiliar cultural practices and emic interpretations. 

This is a media resource. It teaches participants about "single stories" and how narratives can create stereotypes.

Through completing this crossword puzzle, participants will develop more curiosity toward cultural differences. 

During this activity, participants will examine underlying cultural values. 

This is a media resource. Participants should examine their ideas about culture and the arbitrariness of cultural customs. 

Through this Thiagi simulation game, participants interrogate assumptions, examine communication methods, and consider what happens when not all members of a group use the same "rules." 

This activity teaches participants how to deal with unfamiliar cultural norms and how to deal with their initial reactions.

This activity examines cultural assumptions, as well as the relationship between donors and receiving parties. 

This worksheet is from AFS Intercultural, with graphics by Julien Peyre (AFS France). 

In this widely-used group activity, participants learn how individual decisions are determined by cultural values. 

Janet Bennett created this activity, which teaches participates to identify stages in the Intercultural Development Continuum (IDC) through analyzing passages. 

In this activity from Virginia Cabrera, participants answer questions about their culture and identify. They pull slips/questions from a jar. 

In this activity by Virginia Cabrera, participants use an interactive Kahoot game to identify the Intercultural Development Continuum (IDC) stages. 

Virginia Cabrera designed this activity, in which participants learn to identify microaggressions. 

Jane Elliott first piloted the Blue eyes-Brown eyes exercise on April 6, 1968, the day after the assassination of Dr. Martin Luther King, Jr.

This article by Sandra Fowler "defines cross-cultural training and briefly traces its history. The power of using simulation games for cross-cultural training is described.  The history of the author is intertwined with the use of simulation games for cross-cultural training. Personal history with specific games...is traced, and trainers who have influenced the author's development as a simulation gamer are cited" (Fowler, p. 464).

Williamson, D. (2002). Forward from a critique of Hofstede’s model of national culture. Human Relations, 55(11): 1373-1395. https://doi.org/10.1177/00187267025511006

According to Lederman (1992), "The process of debriefing is not ancillary to the educational experience to which it is tied. Debriefing is an integral part of any learning experience that is designed to be experience based.... Although a good debriefing may look as it if is natural and spontaneous, it is a predictable process with necessary parts and elements..."

Orr, L. M. & Hauser, W. J. (2008). A re-inquiry of Hofstede's cultural dimensions: A call for 21st century cross-cultural research. The Marketing Management Journal, 18(2), 1-19. 

"The point of the debrief is not necessarily to make sure all the participants take away the exact same thing—they won’t. That’s the beauty of intercultural learning. However, you do want to ensure most of your learners take away something of value—a new way of seeing things, a connection they hadn’t made before, or a question to consider. And you want to ensure that you have a sense of what that is, and that it’s not completely contrary to the goals of the activity" (Harvey, 2019).