Stopping Prejudice in Its Tracks: Muslim Couple Denied Service
- Balance Learning Resources
- Nov 19
- 4 min read
Updated: Dec 17
Grade Level: 6-12
Duration of video 1: 7 minutes, 3 seconds
Themes: Inclusion • Respect for Differences • Fairness in Action • Non-violent Response to Prejudice • Courage & Empathy in Action • Upstander vs. Bystander Behavior
Video credit: ABC – “What Would You Do?” (embedded via YouTube’s Standard License). All rights belong to the original creators.
Description:
Students analyze a hidden-camera scenario from What Would You Do? in which a Muslim couple is denied restaurant service because of their appearance. Using 10 Upstander Steps, students evaluate how bystanders respond and identify which reactions show courage, kindness, and inclusion. Students then discuss and role-play what they themselves can say or do to stand up for others when prejudice or unkind behavior occurs.
Lesson Plan:
🎯 OBJECTIVES (SWBAT):
Identify unfair treatment and discriminatory behavior (name the prejudice taking place)
Evaluate real reactions in the video using evidence and criteria.
Analyze feelings of target and upstander before and after the intervention.
Apply the 10 Upstander Steps to generate safe, truthful, inclusive responses.
Reflect on how individual choices protect dignity for everyone.
Propose a verbal or behavioral “upstander action” they can take in a similar real-life situation.
🧰 MATERIALS:
Video 1: What Would You Do: Waitress discriminates against Muslim family | WWYD (7:03)
Student Worksheet 1: Upstander Steps (Printed for each student or digital copy).
Paper and pens/pencils for students to take notes during the video.
Index cards or sticky Post-it notes for reflection and Exit Ticket.
SMARTboard or projector
📋 LESSON FLOW
Hook:
Write on the board: “What would you do if you saw someone being treated unkindly, unfairly, or targeted due to prejudice?” Let students share a few ideas.
CONNECTION: Teacher says:
“We’re going to watch real people witness prejudice. As you watch, take notes on these two questions. We will discuss them after the video.”
How do you think people who were the targets of prejudice felt?
What did the bystanders do?
Watch the video 1: What Would You Do: Waitress discriminates against Muslim family | WWYD (7:03)
WHOLE CLASS DISCUSSION: Discuss with students:
What prejudice did you see in this video? (Islamophobia)
Even though the targets of the aggression were actors, how do you think they would have felt if this aggression was real?
Who was silent? What did their silence do?
Who tried to help? What did they do?
How was it helpful when a bystander spoke up and became an upstander?
Even though the targets of the prejudice were actors, if this were a real situation, how do you think they would have felt when upstanders stood up for them?
BYSTANDER TO UPSTANDER - 10 SPECIFIC STEPS:
Ask students: “Why do you think some bystanders, who feel bad for the targets, don’t say anything?”
Say: “Sometimes bystanders are afraid that the aggressor will attack them if they stand up and become an upstander. However, there are ways that people can be upstanders and support the target of the aggression without becoming targets themselves.”
Hand out Student Worksheet 1: Upstander Steps (printed for each student or digital copy) and review with the students - including the two footnoted skills at the end of the sheet.
PARTNER ACTIVITY:
Say:
“Imagine you were in the restaurant when this happened. Discuss with your partner how you could use each of the 10 Upstander steps from Student Worksheet 1: Upstander Steps.
ROLE PLAY:
Divide students into groups of 3 or more.
Ask each group to create a scenario where someone is unkind, unfair, or prejudiced towards someone, and have an upstander use one of the upstander steps from Student Worksheet 1: Upstander Steps.
Teaching Tip: Have quiet students play the aggressor [safe way to practice power], and outspoken students play the target of the aggression [builds empathy].
REUNITE CLASS FOR REFLECTION:
Which upstander steps were the easiest to do?
What changed the moment you spoke up?
What does doing ‘nothing’ do to society?
How does speaking up protect everyone’s dignity?
How does being an upstander help society?
What is the difference between a ‘bystander’ and an 'upstander'?
EXIT TICKET:
Give students Post-it notes and ask them to write:
Finish this sentence: ‘I want people to feel _________ when I speak up.’”
Name one Upstander Step you plan to do this month and where you might use it.
Place the Post-it notes on the wall in one area of the classroom to serve as a reminder.
ASSESSMENT:
Answer the questions below in response to the following "cafeteria" scenario:
“A classmate refuses to sit with another student because of their religion.”:
What would a bystander do?
What could YOU do as an upstander?
After using your Upstanders Steps, how would the target of the aggression feel? How would you feel?
FURTHER STUDY:
Read the articles below and write a brief report about discrimination in the United States.
MORE PRACTICE:
Teach the following lessons so students can practice their 10 Upstander Steps:
Teacher Notes:
This lesson does not require debate - it focuses on behavior, not belief. The teacher’s role is to stay neutral, guide observation, and help students practice safe, compassionate responses.
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