A Child’s Place in Time and Space
1.5 Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places. 1. Recognize the ways in which they are all part of the same community, sharing principles, goals, and traditions despite their varied ancestry; the forms of diversity in their school and community; and the benefits and challenges of a diverse population.
TSW understand the diversity of the classroom and community.
TSW interpret what it means to be a diverse society.
TSW create a project that reflects his/her culture.
The Audacious Little Princesses
Thinking Cloud handout
Venn Diagram handout
Diversity Graph handout
The Diverse Family handout
The Audacious Little Princesses book.
The teacher reads aloud The Audacious Little Princesses to the class. Discuss the book emphasizing the diversity of the characters. Next, hand out the thinking cloud and ask students to raise it in the air if they want to answer. Ask the following questions:
1. How were the girls different from one another? How were they the same?
2. How is your culture different from others.
3. Why is diversity important for everyone to understand?
Talk to the class about what it means to be diverse. draw examples from the class and engage them in conversation about their own diversities. As students share about their cultural backgrounds, use a map to point out where their ancestors are from. Allow students to pair-share, discuss their culture and then share with the class.
Day 1: Hand out the venn diagram and fill it out with them. On one side list how the girls are the same, on the other side how they are different and in the center how each student can relate to one of the princesses. next, pass out the graph handout and take a toll of how many different cultural backgrounds are in the class. Discuss the results with the class. Point out that we live in a society that is very diverse and that our similarities and differences make us unique and special. Before the lesson is over ask students to go home and talk to their parents about their cultural heritage for tomorrow’s activity.
Day 2: Allow students to work in groups of five or more to discuss their cultural heritage. Hand out the diverse family page. Explain to the class that they will fill out only the column about themselves. After giving the class enough time to collaborate and answer the question, reconvene and fill out the column about other students together. Ask students about their own heritage and fill in the column about others and ask students to also write it down.
To assess the class, students will bring to school an item that represents their culture. For example: a sombrero, a pair of moccasins, a dashiki, a menorah or a food item. They will write a paragraph and present to the class. They will answer the following questions:
1. Describe what this item looks like, feels like, and taste if it’s a food item. What is it used for?
2. What does this item mean to you and your family?
3. The student draws a picture of the item.