Differences Beyond Race
*This lesson is my adapted lesson from a curriculum guide written by Tony Mazzarella and Barbara Christesen, and produced by Sunburst. The lesson deals with cultural differences that exist between school age children. The lesson contains a video clip with questions and worksheets.
Grade Level: 1st-2nd Grade Time: 2 days
Framework:
This lesson directs children to look at differences that exist within the individual person versus their appearance. In particular, it looks at cultural differences and how we can show respect towards these differences. The lesson ties in with the previous lessons because it discusses accepting differences. In addition, culture is one part of race that gets tied together so often that it too becomes a feature that is easily targeted for ridicule by others. I want students to comprehend that people have values and beliefs, which should approached with an open mind. Also, I want students to know people with the same culture may do things differently from each other, therefore we should not always take one perspective as the only source of information and truth.
Objectives:
Guiding Questions:
MMSD Standards:
Behavioral Science-
NCSS Standards:
Culture-
Materials:
Opening Activity:
Have students sit on the carpet or in their seats and tell them they will be doing an activity to get to know their peers better. Give students 10 minutes to go around and ask the questions on the "Class Interview" activity sheet. Come back together as a class and read each one. After the teacher reads a question, allow time for students to raise their hand if the question applies to them. Discuss how there are differences between the students that go beyond their physical appearances.
Procedures:
Show students the video. Then have them discuss what they saw. Define the word "culture" and talk about how it relates to the students. As a class or in pairs, have students fill out the "Who Showed Respect" activity sheet to further discuss the video clip. Extend the conversation by the students to how one can show respect for people who have a different culture from their own. Write down the students' ideas and use the previous ideas from Lesson 3. Also, discuss the following questions with the students: In what ways was Shau-shing different from her parents? Why were Nicole and Caitlin so surprised when they saw her? Why wouldn't Caitlin accept the cookie that Shau-shing offered her? Which of the girls showed respect for Shau-shing? How? How do you think Shau-shing felt being in a strange new place where nobody understood what she was saying? How would you have felt? What are some ways you can communicate with someone when you can't speak their language?
Then give students the "Family Traditions" activity sheet to bring home and fill out for the next day. Inform parents they have this activity sheet to fill out so students can share them with their peers the following day. Also tell students to find out where their parents or ancestors are from, along with what their culture is. On the next day, show students a map of the world and point out the United States with a marker so students know where it is. Have students share what they wrote about for their activity sheet, as well as their culture and where their ancestors are from. Mark on the map where each student's ancestors are from, make sure to have enough markers for each student. After, discuss with the students what they notice about the map and where people's ancestors are from. Think about how culture relates to the mapping of the country. Inform students that what we just did is learn a little more about each other. Discuss ways in which students can learn about people they encounter who are different from them.
Closing:
Conclude the lesson by reading I Am Different! Can You Find Me? by Manjula Padmanabhan. Have students think about why language is seen as part of someone's culture. Tell them to think about the definition of culture. Restate some things students have learned and end the lesson with the notion that culture includes many things and it should be respected since it is part of what we have been learning, which is respecting differences.
Assessment:
To assess the students' understanding of the material, have students draw a picture of how they can show respect to a person who has a different cultural identity. Tell students to include a sentence or two about their picture. I would also assess the chart with the students' ideas by analyzing the students' thoughts about what respect is and what it looks like. Also, observe students' reactions and participation as their peers are sharing their traditions and where their ancestors are from. This is because it would show whether students are following what they have been discussing in terms of respecting people's differences or not. See if students are paying attention to their classmates when they are sharing and listen for the remarks that are made. If students are making rude comments or not paying attention, it might be necessary to discuss what showing respect means.
Differentiation:
-I realize it might be difficult for students to get assistance in filling out the activity sheet and/or get information as to where their ancestors are from. If this becomes the case, I would help the student fill out their sheet and discuss with them that it is okay to say the United States for the mapping activity because they were born here.
-Since this lesson is for first graders, I would do the discussion of the video and the activity sheet that goes with the video as a large group. My reasoning is that students might be confused with the questions so I would rather have a discussion about the questions and the video as one whole class. I think it would be interesting for students to hear what their classmates have to say.
-If it is difficult to attain a copy of the video, have students act out or read out the script, which is attached below. It is the file titled "cultural differences script."
Lesson Extension:
A possible extension for this lesson is to have students look at books of various cultures and write down three things they learned about a particular culture. This would be like a mini research where the teacher provides the resources and narrow down what students are looking for. It would be interesting to also immerse students in one culture very different from all the cultures of the students through inclusion of history, food, language, and more. For this, it would be much more authentic to get a community member or two who are part of the culture chosen to come into the classroom and help inform the students. The reason for this is so students learn how cultural differences exist and think about how it feels to explore a different culture. Also, I want students exposed to more than one form of information. It is important to note to the students that people within a culture also do things differently, therefore the guests might celebrate or do things differently from their friends who are of the same culture.
Sources:
Christensen, B. (Teacher's Guide), & Mazzarella, T. (Writer). (2000). Student Workshop: Respecting Differences. Pleasantville, NY: Sunburst Communications, Inc.
Materials Files:
*This lesson is my adapted lesson from a curriculum guide written by Tony Mazzarella and Barbara Christesen, and produced by Sunburst. The lesson deals with cultural differences that exist between school age children. The lesson contains a video clip with questions and worksheets.
Grade Level: 1st-2nd Grade Time: 2 days
Framework:
This lesson directs children to look at differences that exist within the individual person versus their appearance. In particular, it looks at cultural differences and how we can show respect towards these differences. The lesson ties in with the previous lessons because it discusses accepting differences. In addition, culture is one part of race that gets tied together so often that it too becomes a feature that is easily targeted for ridicule by others. I want students to comprehend that people have values and beliefs, which should approached with an open mind. Also, I want students to know people with the same culture may do things differently from each other, therefore we should not always take one perspective as the only source of information and truth.
Objectives:
- Students will perform class interviews as the opening activity.
- Students will watch a video on cultural differences.
- Students will answer the worksheet associated with the video.
- Students will distinguish ways in which someone can show respect to people who have a different culture.
Guiding Questions:
- What is culture?
- How can we show respect to someone who has a different culture?
- How can we learn about someone who has a different culture?
MMSD Standards:
Behavioral Science-
- Examine similarities and differences between family, community, and national traditions, customs and celebrations.
- Identify self as an important member of groups.
- Demonstrate empathy for feelings of others.
- Retell past events or biographies.
- Describe personal and family changes.
- Identify a globe as a model of the earth and recognize land masses and bodies of water.
NCSS Standards:
Culture-
- Human beings create, learn, share, and adapt to culture.
- Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place.
- The study of people, places, and environments enables us to understand the relationship between human populations and the physical world.
Materials:
- Sunburst Communications "Cultural Differences" video
- "Who Showed Respect" activity sheet
- "Family Traditions" activity sheet
- "Class Interviews" activity sheet
- Parent/Guardian assistance
- Map
- Little markers to point out places on the map
- Chart paper
- I Am Different! Can You Find Me? by Manjula Padmanabhan
Opening Activity:
Have students sit on the carpet or in their seats and tell them they will be doing an activity to get to know their peers better. Give students 10 minutes to go around and ask the questions on the "Class Interview" activity sheet. Come back together as a class and read each one. After the teacher reads a question, allow time for students to raise their hand if the question applies to them. Discuss how there are differences between the students that go beyond their physical appearances.
Procedures:
Show students the video. Then have them discuss what they saw. Define the word "culture" and talk about how it relates to the students. As a class or in pairs, have students fill out the "Who Showed Respect" activity sheet to further discuss the video clip. Extend the conversation by the students to how one can show respect for people who have a different culture from their own. Write down the students' ideas and use the previous ideas from Lesson 3. Also, discuss the following questions with the students: In what ways was Shau-shing different from her parents? Why were Nicole and Caitlin so surprised when they saw her? Why wouldn't Caitlin accept the cookie that Shau-shing offered her? Which of the girls showed respect for Shau-shing? How? How do you think Shau-shing felt being in a strange new place where nobody understood what she was saying? How would you have felt? What are some ways you can communicate with someone when you can't speak their language?
Then give students the "Family Traditions" activity sheet to bring home and fill out for the next day. Inform parents they have this activity sheet to fill out so students can share them with their peers the following day. Also tell students to find out where their parents or ancestors are from, along with what their culture is. On the next day, show students a map of the world and point out the United States with a marker so students know where it is. Have students share what they wrote about for their activity sheet, as well as their culture and where their ancestors are from. Mark on the map where each student's ancestors are from, make sure to have enough markers for each student. After, discuss with the students what they notice about the map and where people's ancestors are from. Think about how culture relates to the mapping of the country. Inform students that what we just did is learn a little more about each other. Discuss ways in which students can learn about people they encounter who are different from them.
Closing:
Conclude the lesson by reading I Am Different! Can You Find Me? by Manjula Padmanabhan. Have students think about why language is seen as part of someone's culture. Tell them to think about the definition of culture. Restate some things students have learned and end the lesson with the notion that culture includes many things and it should be respected since it is part of what we have been learning, which is respecting differences.
Assessment:
To assess the students' understanding of the material, have students draw a picture of how they can show respect to a person who has a different cultural identity. Tell students to include a sentence or two about their picture. I would also assess the chart with the students' ideas by analyzing the students' thoughts about what respect is and what it looks like. Also, observe students' reactions and participation as their peers are sharing their traditions and where their ancestors are from. This is because it would show whether students are following what they have been discussing in terms of respecting people's differences or not. See if students are paying attention to their classmates when they are sharing and listen for the remarks that are made. If students are making rude comments or not paying attention, it might be necessary to discuss what showing respect means.
Differentiation:
-I realize it might be difficult for students to get assistance in filling out the activity sheet and/or get information as to where their ancestors are from. If this becomes the case, I would help the student fill out their sheet and discuss with them that it is okay to say the United States for the mapping activity because they were born here.
-Since this lesson is for first graders, I would do the discussion of the video and the activity sheet that goes with the video as a large group. My reasoning is that students might be confused with the questions so I would rather have a discussion about the questions and the video as one whole class. I think it would be interesting for students to hear what their classmates have to say.
-If it is difficult to attain a copy of the video, have students act out or read out the script, which is attached below. It is the file titled "cultural differences script."
Lesson Extension:
A possible extension for this lesson is to have students look at books of various cultures and write down three things they learned about a particular culture. This would be like a mini research where the teacher provides the resources and narrow down what students are looking for. It would be interesting to also immerse students in one culture very different from all the cultures of the students through inclusion of history, food, language, and more. For this, it would be much more authentic to get a community member or two who are part of the culture chosen to come into the classroom and help inform the students. The reason for this is so students learn how cultural differences exist and think about how it feels to explore a different culture. Also, I want students exposed to more than one form of information. It is important to note to the students that people within a culture also do things differently, therefore the guests might celebrate or do things differently from their friends who are of the same culture.
Sources:
Christensen, B. (Teacher's Guide), & Mazzarella, T. (Writer). (2000). Student Workshop: Respecting Differences. Pleasantville, NY: Sunburst Communications, Inc.
Materials Files:
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
cultural_differences_script.doc | |
File Size: | 1576 kb |
File Type: | doc |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
family_traditions.doc | |
File Size: | 331 kb |
File Type: | doc |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
who_showed_respect.doc | |
File Size: | 369 kb |
File Type: | doc |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
class_interview.doc | |
File Size: | 410 kb |
File Type: | doc |