DIVERSITY
RESOURCE UNIT - ED 417
Winter 2002
Lynda Hicks
Michelle Hunt
Edward Wilson
TABLE OF CONTENTS
SectionPage Number
Introduction …………………………………………………………………. 1
Content ……………………………………………………………………… 1
Objectives …………………………………………………………………… 3
Activities ……………………………………………………………………. 4
Evaluation ……………………………………………………………………10
Instructional Resources ………………………………………………………11
Teacher References ……………………………………………………….11
Student References ………………………………………………………..12
Media References ………………………………………………………… 14
I. INTRODUCTION
A.General Theme:Diversity is a familiar term in todays world. It is also a fact that the United States population is rapidly becoming more and more diverse. Based on the concepts that ignorance is the root cause of fear and it is fear that generates hatred, we believe that education about the diverse cultural backgrounds of Americans should be an important aspect in the primary grades.
B.Who:This unit is designed for a second grade class.
What:We have selected six categories of Americans to present in this unit:
Asian AmericansArab Americans
Hispanic AmericansNative Americans
African AmericansJewish Americans
Videos, artifacts, pictures, books, and other resources will be used to generate interest in the cultures of these diverse Americans.
When:The unit is designed to include sessions of varying lengths and will require students to do some research on their own or in groups
Where: Most of the unit can take place in the classroom, with trips to the library for research if necessary. If relevant points of interest are available locally, field trips could be added.
How long: Each category is planned for one week, but could be extended.
II.CONTENT
A.Summary of subject matter:Students will experience perhaps their first exposure to six categories of ethnic Americans. For each category, a video from the American Cultures for Children Video Series, copyright by Schlessinger, 1997 will be used to introduce the particular cultural group. A myriad of other resources will be available to embellish each section. It is anticipated that, with the use of such things as K-W-L charts, the students will be driven by their own desire to learn about each cultures customs, festivals, food, clothing, arts and crafts, history, religion, country of origin, famous people. Music from the various ethnic groups will be included at various times throughout the unit, either as soothing background music or as an opportunity for the class to learn and sing songs together. Additionally, the teacher will plan some specific activities to ensure that students learn certain things about each group. Tying the lessons together, each child will complete a multicultural quilt picture including a block representing something the child learned from studying each of the ethnic American groups.
B.Concepts/Vocabulary:
cropcache pitharpoonharvest
homelandirrigationbundle staple
celebrateceremonyfestivaltribe
holyhonorsacredshaman
spiritbandcradleboardselder
houseritualarrowcanoe
duelmoccasinwarriorclan
puebloreservationpilgrimagekachina
tipiadobebuffaloharmony
nativemicaobsidiancopper
fastinginventancienttotem pole
hardtackfry breadpotlatchtotem
weaverNavajoloomspinning
dyeWindow Rockyuccamohair
carding combburrsfibersspindle
IslamMiddle EastmosqueMuslim
KorankebabsArabArabic
veilhijabchadorassa
Druzemassarharamhalal
Malcolm XHarriet TubmanGeorge Washington Carver
Martin Luther KingRosa ParksNAACPPaul Laurence Dunbar
Harlem renaissanceKwanzaanon-violencebanjo
soul foodguavacivil rightsUnderground Railroad
Afro-AmericangreensBlack AmericanAfrican American
Cesar ChavezJoan Baezpietafiesta
conjunto musicPancho Villapinatamigrant
muralmigrantnachostacos
tortillasburritoschilichile peppers
JewishAsianHanukkahdreidl
sabbathmatzohsTorahchallah bread
kosherJudaismHebrewbagels
JapanChinamenorahKorea
Festival of LightsVietnamKislev chopsticks
synagogueHan-boktemplesage
immigrantrefugeeBuddhismpaddy
Confuciusdemonstrateprotesterinvade
status
III.OBJECTIVES
A.Cognitive objectives
1)The learner will be able to identify the cultural background associated with items presented, such as artifacts, photographs, and etc.
2)Given photographs of people from various cultures, the learner will identify ways in which they are similar or different.
3)Given a particular cultural background, the learner will be able to recite at least one fact relating to that culture and/or the Americans of that background.
B.Affective objectives
1) Students will demonstrate an appreciation for the diverse nature of our country.
IV.ACTIVITIES
Week # 1 - Native American Culture
Introduction:
This lesson will begin with the video Native American Heritage (one of the American Cultures for Children Video Series, copyright by Schlessinger, 1997). After the video, the teacher will lead a discussion to develop a K-W-L chart for the class and subsequently for each child.
Outcome:
The students will learn some things about Native American Culture and will develop an interest in learning more about Native American Culture.
Development:
Resources are limited only by the teachers imagination and accessibility to sources and funds. Artifacts, maps, jewelry, clothing, rugs, decorations, models, etc. could be placed around the room to spark the childrens interest. The children will each choose a question from the K-W-L chart and research the answer during the week, using books available in the classroom, the Internet, encyclopedias and possibly information available at home. They will write the question and the answer and these will be shared at the end of the week. If possible, a Native American could be invited to speak informally with the children at some point during the week.
During the week, the book, The Goat in the Rug, by Charles L. Blood and Martin Link, will be presented as a read-aloud, followed by class discussion lead by the teacher and then sharing with a buddy. For the art portion of this lesson, the students will create a patterned rug using paper, crayons, colored pencils, and/or scissors and glue. This will be their quilt section for Native American Culture.
Week # 2 - Arab American Culture
Introduction:
This lesson will begin with the video Arab American Heritage (one of the American Cultures for Children Video Series, copyright by Schlessinger, 1997). After the video, the teacher will lead a discussion to develop a K-W-L chart for the class and subsequently for each child.
Outcome:
The students will learn some things about Arab American Culture and will develop an interest in learning more about Arab American Culture.
Development:
Resources are limited only by the teachers imagination and accessibility to sources and funds. Artifacts, maps, clothing, rugs, decorations, models, pictures, etc. could be placed around the room to spark the childrens interest. The children will each choose a question from the K-W-L chart and research the answer during the week, using books available in the classroom, the Internet, encyclopedias and possibly information available at home. They will write the question and the answer and these will be shared at the end of the week. If possible, an Arab American could be invited to speak informally with the children at some point during the week.
During the week, the book, Sittis Secrets, by Naomi Shihab Nye, will be presented as a read-aloud, followed by class discussion lead by the teacher and then sharing with a buddy. Also, for the art portion of this lesson, the students will decide what they want to include on the quilt section for Arab American Culture.
Week # 2 - African American Culture
Introduction:
This lesson will begin with the video African American Heritage (one of the American Cultures for Children Video Series, copyright by Schlessinger, 1997). After the video, the teacher will lead a discussion to complete a graphic organizer.
Outcome:
Students will learn and understand some things about the African American culture. Students will learn about art, clothing, food, literature, and music of the African American Culture.
Development:
Resources will include books, magazines, the Internet, and other multimedia resources. While other resources may be limited due to accessibility and funding, art supplies may come from the Art department and parents, and faculty, staff, and/or parents may donate food. Students will each choose a person or aspect of African American Culture from the graphic organizer. Students will be able to research their topic during the week using the different resources stated above. Students will keep a journal on what they learn each day. Each day students will learn about a different aspect of African American Culture whether it is art, clothing, food, literature, and music. For the art lesson, students will make a collage that will be included on a quilt of different cultures. The reading lesson will consist of an African or African-American folk tale, from Black Folktales by Julius Lester. The food, clothing, and music will conclude the weeks lesson.
Week # 4 - Hispanic American Culture
Introduction:
This lesson will begin with the video Hispanic American Heritage (one of the American Cultures for Children Video Series, copyright by Schlessinger, 1997). After the video, the teacher will lead a discussion to complete a graphic organizer.
Outcome:
Students will learn and understand some things about the Hispanic American Culture. Students will learn about the art, clothing, food, literature, and music of the Hispanic American Culture.
Development:
Resources will include books, magazines, the Internet, and other multimedia resources. While other resources may be limited due to accessibility and funding, art supplies may come from the Art department and parents, and faculty, staff, and/or parents may donate food. Students will each choose a person or aspect of African American Culture from the graphic organizer. Students will be able to research their topic during the week using the different resources stated above. Students will keep a journal on what they learn each day. Each day students will learn about a different aspect of Hispanic American Culture whether it is art, clothing, food, literature, and music. For the art lesson, students will make a collage that will be included on a quilt of different cultures. The reading lesson will consist of a Hispanic Folktale from The Day It Snowed Tortillas: Tales From Spanish New Mexico, by J. Hayes. The food, clothing, and music will conclude the weeks lesson.
Week # 5 - Jewish American Culture
Introduction:
This lesson will begin with the video Jewish American Heritage (one of the American Cultures for Children Video Series, Copyright by Schlessinger, 1997). After the video and a discussion, the teacher will give directions for comparing and contrasting the Jewish holiday of Hanukkah and the Christian holiday of Christmas. Students will make a Venn Diagram based on these similarities and differences. They will then be asked to make a menorah and dreidl to celebrate the Jewish holiday. A closing activity will be for each student to make a picture based on what they learned about the Jewish religion to add to a paper quilt that is added to at the end of each cultural lesson.
Outcome:
Students will learn about why Hanukkah is celebrated, what a menorah and dreidl is and what they stand for, what latkes are and enjoy eating some made by the teacher, and be able to compare the Jewish celebration to the Christian celebration.
Development:
Resources come from books and Internet sites. Food for the celebration could be donated by parents, the school, or outside resources. The menorah can be made from paper towel rolls, or other art supplies available at the school. After the video, the teacher can ask questions to ensure comprehension. A worksheet could be developed to do together in class to reinforce comprehension. After this review, the focus can be aimed at Hanukkah and the celebration of the holiday with cooking of food, making of the menorah, and making of dreidls to celebrate the holiday. If possible this activity should take place just before the actual Hanukkah holiday.
Week # 6 - Asian American Culture
Introduction:
This lesson will begin with the videos Chinese, Japanese, Vietnamese, and Korean American Heritage (one of the American Cultures for Children Video Series, Copyright by Schlessinger, 1997). Students will be divided up into four groups and asked to prepare a poster for one of the countries to show the following:
1. The type of food eaten
2. The type of clothes typically worn
3. Where the country is located
4. Festivals or celebrations of that country
5. One other interesting fact
A closing activity will be for each student to make a picture based on what they learned about the Asian country that they studied. They will affix that picture to a paper quilt they are creating with blocks representing each cultural lesson.
Outcome:
Students will gain an understanding of the culture of the four countries through their own research and the presentations of other groups.
Development:
Students will gain an understanding of various Asian cultures through the videos and the creation of posters. The posters can be displayed in a Multicultural Fair setting. The teacher may choose to elaborate on the fair by allowing students to dress up as people in their country would, make food from each of the countries, and make and play games from the countries.
V.EVALUATION
A.Multiple choice questions
1.Confucius was:
a.Emperor of China
b.A confused old man
c.The king of Korea
d.A wise man and teacher
2.Hanukkah is:
a.A Jewish holiday to celebrate the Festival of Lights
b.A small cap worn by people of the Jewish religion
c.A candle holder
d.A toy top
3.Arab Americans:
a.All follow the Islamic faith.
b.Come from many different countries, mostly in the Middle East.
c.Originally came from North America
d.Have only one country of origin
4.Native Americans:
a.Are all from one tribe
b.All live on reservations
c.Are from many different tribes
d.Came to North America from Europe
5.Martin Luther King, Jr. was:
a.An African American preacher/leader who led a non-violent movement
b.A king from Europe
c.A Mexican-American singer
g.An Alaskan politician
B.Other objective questions
1.Hanukkah is celebrated in the Jewish month of ______(Kislev)______.
2.Before there were stores, how did Native Americans make dye for their wool so they could make designs in rugs? ___(They made dye from plants.)_____
C.Short essay questions
1.Write about the food, clothing, religion, location, festivals, or one other interesting fact about the Asian country you were assigned.
2.Write a letter to a friend about a person you learned about during our studies about Asian Americans, Arab Americans, Hispanic Americans, Native Americans, African Americans, and Jewish Americans.
VI. INSTRUCTIONAL RESOURCES
a.Teacher references (4-6)
1.Celebrations Around the World: A Multicultural Handbook
This paperback reference book describes the history and customs of more than 300 holidays--national, religious, ethnic, seasonal, family. Many entries are followed by ideas for crafts, games, math and mapping exercises, cooking, parades, music and dance, debates, and research.
2.Teacher Talk: Multicultural Lesson Plans for the Elementary Classroom
Classroom-tested multicultural units, featuring role plays, games, and many other written and hands-on activities, were provided by teachers.
3.Ready-to-Use Multicultural Activities for Primary Children
The reproducible activities in this book can help young children learn about other cultures and develop good feelings about their own heritage. They are planned around various learning styles and emphasize multicultural contributions to art, music, literature, food, and other aspects of daily life.
4.More Than Moccasins: A Kids Activity Guide to Traditional North American Indian Life
These easy-to-do arts and crafts activities stress resourcefulness and respect for the environment. They are preceded by historical background and cover seven areas: everyday life, things to wear, song and dance, toys, food, games, and forms of communication. (Book)
5.U.S. Immigration: Creating a Human Tapestry From Prehistory to the Present
Made up of creative and challenging assignments, the 55 topical packets are ideal for cooperative learning, extra-credit projects, homework, or individualized instruction. Designed for gifted but adaptable for other students, activities focus on higher-level skills of analysis and research.
6.Teacher, They Called Me a ______!
This book provides 86 subject-related activities to build tolerance and help children overcome hurtful behaviors. Projects involve using reference materials, reading articles and stories, discussing, and creative writing.
7.Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development
This book presents essays by 80 teachers sharing strategies and activities they use in the classroom, demonstrating multicultural education as a catalyst for social change. It contains reproducible handouts and web site connections. Activities are cross curricular with a strong emphasis on social studies.
8.Multicultural Clip Art From Around the World
This book has reproducible folk designs, motifs, and symbols from seven continents and 38 cultures. Includes suggestions for using decorative art, short overviews on each group represented, and charts on symbols and their meaning.
9.The Arab Americans. Book. Alixa Naff. Chelsea House Publishers, 1988.
Discusses the history, culture, and religion of the Arabs; factors encouraging their emigration; and their acceptance as an ethnic group in North America.
10.African American Awareness For Young Children
This book provides teachers with material to engage children in literature that helps foster an appreciation of the African American experience and presents important role models. Teachers can easily incorporate informative units into existing early childhood curriculum.