Competency Goal 3The learner will analyze how individuals, families, andcommunities are alike and different.Objectives3.01 Compare similarities and differences between oneself and others.3.02 Describe similarities and differences among families in differentcommunities.3.03 Compare similarities and differences among cultures in variouscommunities.3.04 Identify multiple roles performed by individuals in their families andcommunities.3.05 Identify historical figures and events associated with various culturaltraditions and holidays celebrated around the world.3.06 Identify individuals of diverse cultures and describe on theircontributions to society.Competency Goal 13.01 Compare similarities and differences between oneself and others.Lesson 1
Alike and Different*This lesson may take several class periods*Materials: Class directory student forms (About Me sheet) and Venn diagramsfor each child (see next two pages)Introduction:Ask the students: What are some ways in which all the kids in this class arealike?What are some ways you are different?Chart children’s responses on the board. Brainstorm questions kids could ask tolearn more about each other and the diversity that exists within the classroom, forexample: What do you call your grandmother? (Nana, Bobci, etc.) What choresdo you do at home? Help student groups choose questions, conduct surveys,and create web charts to show responses.Class Directory: Distribute an information form for each child to complete.Items include name, birthday, three words that describe you, your favorite thing,your least favorite thing. Provided is a space for drawing a self- portrait. Later,the teacher can assemble all the forms in a class directory. The children can laterbrowse through the pages, discovering similarities and differences.Partner Interview: Distribute copies of the Venn diagram. Partners willinterview each other and record their similarities and differences. Have partnersask each other questions to learn more about one interesting “difference.” Modelthis process with a volunteer.About MeName: ____________________________Birthday: __________________________Favorite Color: _____________________Favorite Food: _____________________
Three Words to Describe Me:_____________________________________________________Favorite Things:____________________________________________________________________________________________________________________________________________________________________________________________________________________________Things I Don’t Like:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________*Draw a picture of yourself on the back of this sheet*My Partner and I: Similarities andDifferencesPartner 1Partner 2Both
Competency Goal 23.02 Describe similarities and differences among families in differentcommunities.Lesson 2Different Families*This lesson may take several class periods*Preparation: before carrying out this activity, ask children to bring in photos oftheir families (or drawings) to show the class.You will need:• photos of the childrens families (see above)• a copy of Mulukens story (next page)• a copy of Shakeel’s story (next page)• a note home to parents for homework assignment (next page)Ask the children to show their family photos or drawings to the class. Talk aboutthe different kinds of family that exist and explain that they are going to be findingout about some other families in different parts of the world.Read Mulukens story. Talk about Mulukens family and what it means to her.Draw attention to the fact that she lives in a compound, with all her relatives closeby. Ask children to think about the ways in which members of her family helpeach other (fetching water and firewood, cooking food, giving each other cuddles
etc.). What are the similarities in childrens own families? Most children in theclass will probably live in a nuclear or a single parent family, but explore whichother relatives or carers might be involved, or who might get together with themon special occasions, such as Christmas or New Year.Then read Shakeel’s story. He lives with his mom and dad, and his brotherand sister.Homework: Ask students to take home the letter located on the next page, andcomplete the task for homework. Spend some time over the next few classperiods sharing the assignments.Mulukens storyMy name is Muluken and Im seven years old. I live in a village called GerbaSefer which is high in the mountains in Ethiopia. My house is made of earth andwood and there are trees all around.Near my house is a canyon. I go there with my sister or friends. We climb on therocks and I can see for miles around. We watch the monkeys that live up there. Ilive with my family all around me, in a group of houses called a compound. I livewith my dad, my older sister Esketsenaf and my younger sister Mekdes. Mygrandmother also lives with us. Shes special because she does all the cookingand everything for us in the house. My mum works as a teacher in a school whichis 20 kilometers away. It is difficult to travel so far every day, so she comes homeon weekends and on the holidays. My uncle and his family live in the samecompound. I see them every day. Sometimes my uncle lets me ride his mule. Mycousin Zebawork is like another big sister. Another special person who lives nearmy house is the village elder. He is old and wise and kind to us children.In my village its easy to find someone to join in my games. My favorite game isplaying shop. We also play a game called Segne maksegno. This meansMonday and Tuesday and it is a sort of hopscotch.I started school this year. After breakfast, I walk to school every day with mysister. It takes about 15 minutes. I go to school in the mornings from 7:30 to12:30. In the afternoons a whole new group of children come to school. Thatsbecause the classrooms would be too small to hold all of us children together.Many children dont come to school all the time. Thats because most familieshere are farmers. When it is time to plough the land or harvest, lots of childrenare needed to help out at home.Theres no running water in my house so one of my jobs is to fetch clean waterfrom a pump and carry it back home. We always have to wash our hands beforewe eat. Theres no electricity so we use paraffin lamps at night and cook over awood fire. Another of my jobs is to collect firewood. Before I go to bed I like todraw. When my mum is home, I cuddle up with her to sleep.
Shakeel’s storyMy name is Shakeel and Im seven years old. I live in a suburb of the city ofHyderabad in India. Its hot, dry and dusty here, but other areas of India are lushand green. I have always lived here, and my father was born here too.I live with my mother and father, and brother and sister. At home we speak Urdu,which is one of many languages that are spoken in India. The main ones areHindi and English.I wake up at six oclock in the morning, just as the sun comes up. My brotherShabeer sleeps in the same room. Mum and dad are already up. My mumfetches water from the tap in the street so that we can all wash, and my dadwashes his auto-rickshaw. This is a taxi with three wheels.We are Muslims and say our prayers every morning. Then its time to eat. Forbreakfast I have salted parathas with tea. I like lots of sugar in my tea. Mumhelps me get ready for school.At seven oclock off I go to school. My dad gives me a lift on his way to work. Wesee lots of monkeys on the way.We have a blue and white uniform at school. There are about 40 children in myclass and so it gets very noisy. I like Craft and History best. Ive got four specialfriends - Rahim, Moulana, Ahmed and Suleman. At break time we play football.Its so hot and dusty that some children prefer not to wear shoes.I walk home from school with my big sister and our friends. It takes us quite awhile but on the way theres a very big tamarind tree. We stop and throw stonesto break off the juicy fruit. When I get home I milk and feed the goats. Thats myspecial job. I like it because then I can drink the milk. I also help my mum get theevening meal ready by cutting vegetables. We eat dinner at about 7.30pm. I likedal, potatoes and tomato curry. We all eat together if Dad is back from work.After supper I watch TV or listen while my sister reads a story. By nine oclock Iam in bed. I sleep with my favorite pillow, which I dont like anyone else to use. Acool fan keeps Shabeer and me comfortable until morning.Dear Parents,Please share a story with your child about your own childhood. For example: A
favorite memory, family tradition, or school experience. Together, draw a picturewith your child. With your permission, the students will share your stories anddrawings with the class.Thank you so much for all that you do,The Second Grade TeamCompetency Goal 3 and 43.03 Compare similarities and differences among cultures in variouscommunities.3.04 Identify multiple roles performed by individuals in their families andcommunities.Lesson 3
People Around the World Part 1 (2 class periods)In order to better understand diversity the students first need to learn a bitabout some other cultures and places around the world. To do thiseffectively, the teacher will first show a short video episode of Arthur: LosVecinos . This video is about understanding the differences of familiesfrom different countries. After watching the video about the family fromEcuador, discuss the differences that they noticed. Additionally, ask thestudents to share any stories they may have had with people from differentcultures.In addition to the video, there are a number of books that highlight thedifferences between children of different cultures around the world.Together, the class will read and discuss the books.As a closing exercise, ask each student to draw a picture that representssomething that they learned about from another culture.What ifWhat would you do if new neighbors from another country moved in next door?What if they did not speak English? What kinds of foods would you like them totry? What would you like to learn from them? Write about it below.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Competency Goal 3 and 43.03 Compare similarities and differences among cultures in variouscommunities.3.04 Identify multiple roles performed by individuals in their families andcommunities.Lesson 4People Around the World Part 2 (2 class periods)In addition to reading and discussing new cultural information, the studentswill have the opportunity to experience it. The students can get a taste ofother cultures through the demonstration of some games and dances fromother parts of the world. For games to play visithttp://www.topics-mag.com/edition11/games-section.htmClips of traditional Indian dancing can be found on youtube. Additionally,the students can participate in a simple teacher led dance lessons on theMexican Hat Dance or the Irish Jig, set to some music.Lastly, with the help of parent volunteers, the students can sample somesimple ethnic dishes. Such as Greek Baklava or Indian samosas.
Competency Goal 5 and 63.05 Identify historical figures and events associated with various culturaltraditions and holidays celebrated around the world.3.06 Identify individuals of diverse cultures and describe on theircontributions to society..Lesson 5Christmas Around the WorldYou will need:• a copy of the passage about Christmas around the world(next page)• a quiz for each child (next page)The best way to discuss holidays around the world is similar to the way in whichthe cultural diversities were taught in lesson 3. Read (teacher should read thisfirst and paraphrase for discussion with students) and discuss the followingpassage with the students. The students will be quizzed about what they learn.Christmas Around the WorldIn England, Ireland, Scotland, and Wales:
Many Christmas customs originated in England, Ireland, Scotland, and Wales. Thesecustoms include sending Christmas cards and hanging a sprig of mistletoe in a room orhallway. According to tradition, a person may kiss anyone standing under the mistletoe.On Christmas Eve, children hang up stockings for Father Christmas, the British versionof Santa Claus, to fill with presents. On the afternoon of Christmas Day, most Britishfamilies watch their monarch give a special Christmas message on television. InEngland, dinner on Christmas Day features roast turkey and dessert of mince pie andplum pudding.During the days before Christmas, children or groups of adults go from house to housesinging Christmas carols. Children ask for money for themselves, but adults usually askfor money for charity. This tradition began many years ago, when visitors sang carols inreturn for a drink from the wassail bowl. The bowl contained hot punch made from ale,apples, eggs, sugar, and spices. The word wassail comes from Was haile, an old Saxongreeting that means Be healthy. Today, English people at large parties still drink punch,but it is usually made from wine and other alcoholic beverages, fruit, and spices.In Ireland, people put a lighted candle in their window on Christmas Eve as a sign ofwelcome to Mary and Joseph. In Wales, people have caroling contests during theweeks before Christmas. Roast turkey is the main course for dinner. People in Scotlandalso have roast turkey and exchange small gifts. Some Scottish families decorate aChristmas tree and sing carols, but most hold their main celebrations on New YearsDay.In France, children put their shoes in front of the fireplace so Pere Noel (FatherChristmas) can fill them with gifts. Many families attend midnight Mass and then have afestive supper called Le reveillon. Large numbers of French families also decorate theirhomes with small Nativity scenes. In these scenes, clay figures called santons (littlesaints) portray the story of Jesuss birth. Some people put additional santons in theirNativity scenes every year. They buy these figures at special holiday fairs that are heldbefore Christmas.In Germany, Saint Nicholas visits childrens homes on Saint Nicholas Eve, December
5, and delivers candy and other sweets to be opened on December 6, Saint NicholasDay. According to one tradition, the Christkind (Christ child) sends the gifts on ChristmasEve. This tradition is most popular in the mainly Roman Catholic region of southernGermany. In the northern, mainly Protestant areas, parents usually say theWeihnachtsmann (Christmas Man) brings the gifts.Most German families have a Christmas tree that they decorate with lights, ornaments,and tinsel. Spicy cakes called lebkuchen are made in various shapes and used asdecorations.In Spain, people dance and sing in the streets after midnight Mass on Christmas Eve.Most Spanish homes and churches display a miniature Nativity scene called aNacimiento.In the Netherlands, Belgium, and Luxembourg, according to legend, SaintNicholas gives presents to children on Saint Nicholas Eve, December 5, which they openon December 6, Saint Nicholas Day. Wearing a red robe, he arrives on a boat fromSpain and rides down the streets on a white horse. His servant, Swarte Piet (BlackPete), accompanies him. Saint Nicholas goes down the chimney of each house andleaves gifts in shoes that the children have put by the fireplace.In Australia and New Zealand, December comes during the summer. Many peoplecelebrate Christmas by going on a picnic or to the beach. Schoolchildren have a six-week summer vacation at Christmastime. Caroling takes place in many cities and towns.Popular Christmas foods include turkey and plum pudding. Both Father Christmas andSanta Claus are popular symbols of gift giving in Australia and New Zealand.In Latin America. The nine days before Christmas have special importance in Mexico.These days are called posadas, which means inns or lodgings. On each day, Mexicansreenact Mary and Josephs search for lodgings on the first Christmas Eve. Two childrencarrying figures of Mary and Joseph lead a procession of people to a particular house.The people knock on the door and ask for lodgings. They are refused at first but finallyare admitted.
After each posada ceremony, Mexicans feast and celebrate. Children enjoy trying tobreak the pinata, a brightly decorated paper or clay figure containing candy and smallgifts. The pinata may be shaped like an animal, an elf, a star, or some other object. It ishung from the ceiling, and the children take turns trying to hit it with a stick whileblindfolded. When someone breaks the pinata, the gifts and candy fall to the floor, andthe children scramble for them.In Venezuela, people have a late supper after returning from midnight Mass onChristmas Eve. Most of these meals include hallacas, which are corn-meal pies stuffedwith chicken, pork, beef, and spices. A favorite Christmas dish in Argentina is ninosenvueltos (wrapped children). It consists of rolled beef slices filled with seasonedmincemeat.Children in some Latin-American countries, including Brazil, Colombia, and parts ofMexico, receive gifts on Christmas Day. In Argentina, Puerto Rico, Venezuela, and mostareas of Mexico, the wise men leave the presents on the eve of Epiphany.In Asia. Christmas is not widely celebrated there. In areas where Christmas isobserved, people follow such Western customs as attending religious services,decorating Christmas trees, giving presents, and singing carols.In Japan, Christians are a minority, yet the popular aspects of Christmas are increasinglyseen. Gifts are exchanged, lights decorate business districts, and department storesoften display Christmas trees. Even Santa Claus makes his appearance in the crowdedstores.In Africa, as in Asia, the celebration of Christmas is not widespread because most ofthe countries have a small Christian population. Missionaries brought Christmascustoms to Africa and so people in the Christian communities generally follow Westerntraditions. However, Africans sing carols and hymns in their own languages. In Ethiopia,members of the Ethiopian Orthodox Church hold religious services on Christmas,January 7. The major celebration takes place nearly two weeks later at Epiphany.Christmas Around The World QuizName _________________Date __________________
1. Circle two names for Santa ClausSaint Nicholas Santa Man Pere Noel Rudolph2. In France, where does Pere Noel leave gifts for children?A. In a sock C. In the kitchen sinkB. In a shoe D. Under the Christmas Tree3. In Ireland, people put __________ in their windows to show a sign ofwelcome to Mary and Josephcandy toys lights small cakes4. What do people in Australia and New Zeland do to celebrate ChristmasA. Drink hot Chocolate C. Build a snowmanB. Picnic on the beach D. Build a fireTrue or False5. _____ In Asia and Africa, not very many people celebrate Christmas.6. _____ In Australia, Christmas happens in the summer.Competency Goal 5 and 63.05 Identify historical figures and events associated with various culturaltraditions and holidays celebrated around the world.3.06 Identify individuals of diverse cultures and describe on theircontributions to society..Lesson 6Holidays Around the WorldYou will need:• a copy of the passage about holidays around the world(next page)
• a quiz for each child (next page)Lesson 6 will be led just as lesson 5 was led. Read (teacher should read thisfirst and paraphrase for discussion with students) and discuss the followingpassage with the students. The students will be quizzed about what they learn.Holidays Around the WorldShichi-Go-SanIn Japan, children who are three, five, or seven years old are thought to be especiallylucky. So, on November 15, families who have children of these ages take part in a veryold festival. This special childrens festival is called Shichi-Go-San, or "Seven-Five-Three."On this day, the children dress in their finest clothes. Some wear Western-style clothes.Others follow the old customs. They wear traditional kimonos, which are beautiful,brightly colored robes made of cotton or silk. And every child has a long, narrow paperbag. On each colorfully decorated bag there are pictures, usually of a pine tree, atortoise, and a crane. These are symbols of youth and long life.When everyone is ready, the families go to a shrine, or place of worship. There, theygive thanks for the good health of the children. They also ask for a blessing for the futurehealth and happiness of the children.
Outside the shrine, there are stalls where the parents buy candy and toys to fill thechildrens paper bags. After the families return home, the children give some of theircandy to visiting friends and relatives. In return, the children are often given gifts. Finally,the day may end with a party.Guadalupe DayGuadalupe (pronounced gwahth ah LOO pay or GWAHD uhl OOP) Day commemoratesthe day that the Virgin Mary is believed to have appeared to Juan Diego, a MexicanIndian. According to legend, on Dec. 9, 1531, Juan was hurrying over Tepeyac Hill, inwhat is now Mexico City, when a vision appeared to him. A lady told him to ask thebishop to build a shrine where she stood. But the bishop did not believe Juan until thevision appeared again, on December 12, and produced a sign. The lady later appearedto Juans uncle and called herself Holy Mary of Guadalupe. Our Lady of Guadalupe(often called the Virgin of Guadalupe) became the patron saint of Mexico.Roman Catholics throughout Mexico and in parts of the southwestern United Statescelebrate the feast of Our Lady of Guadalupe on December 12. The Roman CatholicChurch declared Juan Diego a saint on July 31, 2002.Saint Lucia DayDown the village street comes a small group of young people. At the head of the groupwalks a pretty girl in a long, white dress. Upon her head she wears a crown of greenleaves and seven glowing candles. In her hands she carries a tray of little cakes. Behindher walk some younger girls, also in white, carrying candles. A number of boys in tall,pointed hats follow them. Processions such as these can be seen in all parts of Swedenon Saint Lucia Day, December 13. The girls and boys bring cakes and coffee tofactories, homes, hospitals, and offices.The girl with the crown represents Saint Lucia, a young Christian girl. She was killed byRoman soldiers about fifteen hundred years ago for refusing to give up her religion.Because Saint Lucia was an Italian, her day is also celebrated in Italy. There, peoplehonor her with bonfires and parades on her feast day.Boxing DayBoxing Day is a holiday celebrated in Australia, Canada, New Zealand, and the UnitedKingdom. It falls on December 26, which is also Saint Stephens Day. The publicobservance of Boxing Day takes place on the following Monday if December 26 falls ona Saturday or Sunday. The traditional celebration of Boxing Day included giving moneyand other gifts to charitable institutions, needy individuals, and people in service jobs.The holiday may date from the Middle Ages (A.D. 400s-1400s), but the exact origin is
unknown. It may have begun with the lords and ladies of England, who presentedChristmas gifts in boxes to their servants on December 26. Or it may have begun withpriests, who opened the churchs alms (charity) boxes on the day after Christmas anddistributed the contents to the poor.Holidays Around The World QuizName _________________Date __________________1. What does Shichi Go-San mean?A. Seven, Five, Three C. Merry ChristmasB. Thank you D. Five Million2. What is the name of the fancy robe worn in Japan?A. Bath robe C. KimonoB. Dress D. T-Shirt3. Guadalupe Day is celebrated inA. France C. SpainB. Brazil D. Mexico4. What do the people of Sweden eat on Saint Lucia Day?A. Candy C. Little CakesB. Carrots D. DonutsTrue or False5. _____ On Boxing Day, people normally give money to a charity or theneedy.
Assessments1. about me page(lesson 1)2. venn diagram (lesson1)3. participation grade based on listening to and respecting others sharing(lesson 2)4. story and drawing done with family member (lesson 2)5. What if paper (lesson 3)6. participation grade based on following directions and listening to readings(lesson 3)7. picture drawn demonstrating a cultural tradition (lesson 3)8. participation grade for participating in multi-cultural activities9. Christmas around the world quiz (lesson 5)10.Holidays around the world quiz(lesson 6)