lessonplans

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Opening activity for unit

TOPIC:
Individual family histories

LESSON:
Students will complete a questionnaire with their families concerning family histories.

MATERIALS:
questionnaire and pen or pencil

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:

Teacher will explain upcoming unit on cultural diversity and the importance of family history. This should be done at least one week prior to the start of the unit.
Teacher will pass out questionnaires and orally review each question.
Students should be prepared to share results of survey, including personal story or artifact, immediately prior to start of the unit.

METHOD OF EVALUATION:

Students will share orally results of their family questionnaires.

Family Search and Research

Take these questions home and answer them with your family. You may need to talk to grandparents, aunts, uncles, and other relatives.

What is the origin of your family surname? Include any information about name meaning and any changes the name has undergone.
Does your family have any traditions in giving first names to children? What significance do these first names have?
List traditions that have been handed down in your family (holidays, birthdays, vacations, weddings, etc.).
Find out about a family story that has been passed down through your family and retell it here. Talk to relatives to help you. It may be about courtship, marriage, family history, politics, religion, childhood events, etc.
Is there a famous or notorious person in your family's past? Tell something about him or her.
How did your parents, grandparents, great grandparents, etc. come to meet and marry?
What historical events have affected your family? (e.g. Depression, World Wars, Vietnam, natural disasters such as earthquakes, etc.)
Share a special family recipe that has been preserved and handed down.
Are reunions held among members of your family? How often? When and where are they held? Who's invited? Who comes? What are the traditional foods and activities? Are stories and photographs exchanged?
What languages have been important in your family's past and present?
What religion and religious practices ahve been important in your family?
What ties remain to the country from which your ancestors came?
Is there any family heirloom or artifact that has been passed down in your family?
List any new traditions that your family has initiated or you hope to initiate with your future family?
List anything else you feel is important and unique about your family.

Adapted from Teaching About Cultural Awareness by Gary Smith and George Otero, 1989, by Center forTeaching International Relations.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
AFRICAN AMERICANS-ENGLISH

TOPIC:
Rhymes and Reasons: Phyllis Wheatley

LESSON:
To recognize Black involvement in the Revolutionary War through poetry.

MATERIALS:
Rhymes and Reasons, pencil, paper

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:
Have the students read the story of Phyllis Wheatley, Rhymes and Reasons, and discuss the following points:

Define the word "poet." Compare one of her poems with one of Wendell Parker's, which can be found in the Poetry section of the IPS Guide.
Discuss how her life was different for a black female writer in the 1700's.
Discuss that everyone has talent and abilities, and how Phyllis Wheatley showed her talent.
Have students write their own poems and illustrate them.
Students may choose to sing their poem or role play their poems.

METHOD OF EVALUATION:
Completed poems may be displayed or gathered in a classroom booklet.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
AFRICAN-AMERICAN\LITERATURE

TOPIC:
Folk Tales and Legends

LESSON:
Students will recognize that Folk tales and legends are stories among the people of a particular culture.

MATERIALS:
Folk tales and legends (specifically: Anasi: The Spider Man, Cow-Tail Switch and Other West African Stories), paper, pencil or pen

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:
Folk tales and legends are stories that have been handed down through the years-at first, orally; then in written form-among the people of a particular culture.

Individually, read at least three Folk tales or legends and summarize them for your group in writing.
Report on these to your group and ask the group to decide which of the three they would like to dramatize.
Once this is decided, outline a skit or song for your group to present.

METHOD OF EVALUATION:
Large group evaluation of the students skit or song will be displayed in the classroom.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
AFRICAN-AMERICANS\MATH

TOPIC:
A METHOD OF TELLING TIME

LESSON:
To introduce early means of telling time with a high degree of accuracy.

MATERIALS:
Large narrow board, five feet in length, one foot in width; short board, two and one half feet in length and six inches in width.

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:

INTRODUCTION:
At first, Egyptians guessed the time during the day by looking at the sun to see how high it was. This was not accurate, so they divided the time between one sunrise and the next into twenty-four hours. They noticed that the shadow of a tree casts is shortest in the middle of the day. As the sun rises higher in the sky the shadow of the tree grows shorter and shorter until noon. After twelve o'clock, the shadow grows longer. Egyptians could tell time by measuring the shadows cast by rocks, trees, or sticks. Later they make a shadow clock. This was a long piece of wood with a crosspiece of wood at one end. Early in the morning the crosspiece was set toward the east and its shadow fell along the whole of the long arm. The shadow shortened as the sun rose higher. There was a scale on the long arm that marked off the hours. The place of the shadow on the scale showed the hours until noon, when the shadow disappeared. At noon, the crosspiece was set toward the west, and the hours of the afternoon could be measured by the lengthening shadows on the long piece.

DIRECTIONS:
Construct a shadow clock outside.

Mark the long board into twelve equal parts. Number the parts from six to six. (See Diagram)
On a sunny morning, right after school begins, take the class to a sunny point outside. Put the long board down and the short crosspiece set toward the east so that a pole or some other tall object is located along side the 12 on the chart.
Throughout the day check the timepiece with the students.
Compare this with the time on the school clock.

METHOD OF EVALUATION:
Check the students understanding throughout the activity.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
AFRICAN - AMERICAN\SCIENCE

TOPIC:
EGYPT'S GIFT TO THE WORLD: IRRIGATION

LESSON:
To introduce the basic concepts involved in irrigation.

MATERIALS:
Large rectangular pan, Plaster of Paris, four six inch pencil shaped sticks, small rock or weight, small cup or lid, strong cord.

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:

INTRODUCTION:
The flooding of the Nile year after year left thin layers of soil which gradually raised the land so the surrounding fields came to be higher than the river. For six months the river gave Egypt water. The water was very low during the remainder of the year. Farmers saw that water stayed in hollows in the low ground. There the land was green and fertile. The land on the higher ground was dry and cracked by the heat of the sun. They began to make the hollow places larger so more water could be helped long after the flood season had passed. Then when the dry season came, they let water from the pools run into ditches which they dug through the fields. As far as the water reached, the land remained green and fertile. The farmers invented the SHADUF for raising water up to high fields. This was a long pole on which a skin bucket was hung by a rope. The other end was weighted down with a ball of hardened mud. The worker pulled down the empty bucket and dipped it into the river. When it was full, he raised it and swung it around so it could be emptied into a ditch five or six feet above the river.

DIRECTIONS:
Make a model SHADUF.

Four inches from the short end of a pan, mold from plaster of Paris, a ledge, five inches in height and four inches in width.
Using the remainder of the pan, mold a series of parallel rows, one half inch in width and one inch high, running parallel to the short ends of the pan.
Before the plaster dries, scoop out a two inch strip, running from the plaster bank to the end of the pan.
Lash the three sticks together to form a II shaped structure. Place the posts into the center of the wet plaster bank.
Lash the remaining stick to the cross beam of the II formation so that the long end points toward the center two inch strip. Lash the weight to this end.
Tie the lid or cup to the end of a seven inch cord. Tie the free end to the other end of the weighted pole.
When plaster dries, paint the raised surfaces green.
Fill the empty space in back of the bank with water.
Dip the cup into the water. The weight should cause the cup to submerge. Gently guide cup of water to the other side of the bank where the water is dumped into the two inch moat. The water then flows into the small parallel rows.

METHOD OF EVALUATION:
Observe the activity.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
AFRICAN AMERICANS\ SOCIAL STUDIES

TOPIC:
DECLARATION OF INDEPENDENCE

LESSON:
Review the Declaration of Independence

MATERIALS:
Declaration of Independence, paper, pencil or pen

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:

Discuss the meaning of "All men are created equal."
Define the phrase "Life, liberty, and the pursuit of happiness."
Discuss the meaning of "Inalienable rights."
Discuss how each one of the phrases above affect our daily lives.
Class project - Have students write what the word "Independence" should be and either read, sing or role play.
Research: Students should be able to identify famous Americans who have worked to achieve the goals of the Declaration of Independence.

METHOD OF EVALUATION: RESEARCH FROM NUMBER 6

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Asian Americans/English

TOPIC:
The students will be learning about fables/proverbs by reading selections from A Chinese Zoo.

LESSON:
The students will listen to several selected fables/proverbs and then create their own proverb/fable. They will also produce a fan to go with their writing.

MATERIALS:
12" x 18" sheets of white construction paper, 8 fan patterns, crayons or markers or colored pencils, theme paper, pencil.

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:

Read at least three selections from the fables/proverbs and show the fans to the students.
Discuss the traits of a fable/proverb with the students emphasizing that fables/proverbs usually use animals to teach a moral or lesson.
Assign the students to write their own fable/proverb, making sure to include a moral, and then create their own fan to go with their fable/proverb. Provide the fan patterns to the students so they can trace them unto their construction paper. This can be done as a homework assignment and turned in the next day for a grade.

METHOD OF EVALUATION:
The finished product can be used for the method of evaluation.

A copy of this book can be checked out at the Bittersweet branch of the Mishawaka-Penn Public Library. The card catalog number is y398.2 D378C.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Asian Americans/Literature

TOPIC:
A Vietnamese folktale entitled "A Friend's Affection" found in the book The Golden Carp and other Tales from Vietnam.

LESSON:
Since only one copy of this book is available, the teacher will read the story and then discuss the moral of the story with the students. As with most folktales from the Orient, a strong moral is found.

MATERIALS:
Copy of the book The Golden Carp and other Tales from Vietnam.

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:

Read "A Friend's Affection" with the class either by reading the story to the students or having the students take turns reading parts of the story.
Pause periodically to ask appropriate questions. (Example: At the top of page 16 and ask the class why they think Doung Le did not recognize his friend Luu Binh.)
At the end of the story, ask the students to find at least two ways that Luu Bihn's and Duong Le's situations were the same,
Have the students reflect and then respond in a journal writing on the following: In your opinion, was Duong Le's treatment of Luu Binh a fair one? If you believe so, give two reasons why you believe it was fair. If you do not believe the treatment was fair, give at least two other things Duong Le could have done differently for Luu Binh.

METHOD OF EVALUATION:
No method of evaluation will be used with this lesson unless you want to check the students' journal response.

A copy of this book can be checked out at the Bittersweet branch of the Mishawaka-Penn Public Library. The card catalog number is y398.2 V994.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Asian Americans/Math

TOPIC:
Tangrams-an ancient Chinese puzzle game.

LESSON:
The students will be playing a version of the game Tangoes. Tangoes uses a set of tangrams to solve given puzzles. This is an ideal game for developing problem solving skills while working in a group setting.

MATERIALS:
10 tangram sets, xeroxed copies of Tangram Pattern Cards No. 7962 from Ideal School Supply Co. (cards B-1 to C-4).

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:

Inform the students that tangrams are seven geometric shapes (one parallelogram, two small triangles, one medium triangle, two large triangles, and one square) which can be manipulated to form objects, shapes, and figures. Also tell them that they will be playing a version of an ancient Chinese game called Tangoes.
Hand out one set of tangrams per group and one packet of Tangram Pattern Cards per group.
The students will be working in groups of threes and fours. If the students' math abilities in spatial and logical are known, a grouping of high-medium-low would be best for this activity.
Have the groups work through the packet, filling in the puzzles using all seven pieces to duplicate the forms shown on the different pattern cards.
Circulate around the room, checking the puzzles as groups complete them. For each puzzle correctly solved, the teacher, after verifying a correct solution, awards one point.
At the end of the class, total points to find a "winning group". If you keep track of bonus points in your class, the points earned from this activity could be added to the students bonus points they are accumulating.

Note:
A variation of this activity might be to assign the specific pieces to only one student in the group. They would be the only ones who could place or move that piece.

METHOD OF EVALUATION:
No evaluation will take place for this activity.

Tangram sets can be made for this activity by tracing and cutting the tangram shapes out of tagboard.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Asian Americans/Science

TOPIC:
Kol noboris/Japanese fish kites

LESSON:
After a discussion on Boys' Day, a Japanese holiday celebrated on May 5th, the students will be creating their own kol noboris/Japanese fish kites. The kol noboris are shown in the resource book Multicultural Art Activities-pages 41-43.

MATERIALS:
colored tissue paper 18" x 24", colored tissue paper 12" x 9", white paper strip 12" x 1", yarn, glue, single-hole paper punch, scissors, patterns for fish body.

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:

Read the excerpt at the top of page 41 of the resource book Multicultural Art Activities. It will familiarize the students with the concept of the Japanese holiday Boys' Day. Explain to the students that they will be creating their own kol noboris.
Provide the students with the needed supplies and have then follow the given procedures.
Procedures: Fold the large sheet of tissue paper in half lengthwise. Attach the two halves of the fish pattern together. Draw the fish shape against the fold of the paper, using the pattern. Carefully cut out the fish. Open the folded shape, and glue the paper strip along the top straight edge of the fish. This will be used to form the mouth opening. Turn over the fish and decorate with contrasting colors and fanciful shaped. Designs should be symmetrical and well balanced. Streamers and fins can be added. When finished, turn the fish over to the wrong side. Apply dots of glue to the curved sides of the fish shape and glue together. Cut off one end of the paper strip evenly with the head. Curve the strip into a circle, and glue to the inside of the head as shown in the illustration. Punch a hole into the paper strip and attach yarn to hang the fish kite. Suggestion: When the student are finished with this activity, the fish kites can be hung around the room for decoration.

METHOD OF EVALUATION:
No method of evaluation is necessary for this activity.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Asian Americans/Social Studies

TOPIC:
Chinese New Year/Chinese dragon.

LESSON:
After a short discussion on the Chinese New Year, the students will create their own "Dancing Dragon" as shown in the resource book Multicultural Art Activities from Teacher Created Materials, Inc., pages 32-33.

MATERIALS:
school-sized milk carton, scissors, glue, bendable plastic straw, pencil glitter, 9" x 12" red, black, and white construction paper, crayons, thin tissue paper streamers of various colors and lengths, pattern for dragon head.

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:

Read the excerpt contained on the top of page 32 of the resource book Multicultural Art Activities. Explain to the students that they will be making their own "Dancing Dragon".
Provide them with the needed supplies and have them follow the given procedures.
Procedures: Cut off the top of the milk carton. Cover the exterior of the carton with red paper. Turn the bottom side of the carton to become the front of the dragon's face. The open side will be the back of the head. Poke a hole into the center of what is now the bottom side of the carton. Insert a bendable plastic straw and tape in position as shown. Draw the pattern shapes on the construction paper and then cut out. Use colors as desired. Cut the head on a fold. Glue all facial features to each side of the head. Add designs with a black marking pen or crayon. Glue the outer head spikes to the edges of the box on two sides. Glue the head piece to the box. The dragon's snout will extend out from the box. Add glitter where desired. Glue several streamers around the open side of the carton (the back of the head).

METHOD OF EVALUATION:
No method of evaluation is necessary for this activity.

You should start to collect the milk cartons at least a week ahead of this activity so they can be rinsed out and dried well beforehand.

BIBLIOGRAPHY

Cavanaugh, Betty Gaglio. Multicultural Art Activities. Teacher Created Materials, Inc. Huntington Beach, 1994.

Demi. A Chinese Zoo: Fables and Proverbs. Harcourt Brace Jonanovich Publishers San Diego, 1987.

Vuong, Lynette Dyer. The Golden Carp. Lothrop, Lee & Shepard Books New York, 1993.

Cavanaugh, Betty Gaglio. Multicultural Art Activities. Teacher Created Materials, Inc. Huntington Beach, 1994.

Han, Suzanne Crowder. The Rabbit�s Escape. Henry Holt and Company New York, 1995.

Han, Suzanne Crowder. The Rabbit�s Judgment. Henry Holt and Company New York, 1991.

Quayle, Eric. The Shining Princess and other Japanese Legends. Arcade Publishing New York, 1989.

Steidl, Kim Sakamoto. Portraits of Asain-Americans. Good Apple Carthage, IL, 1991.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Hispanic Americans/English

TOPIC:
The Spanish language has had great influence on both common words and place-names in the U.S.

LESSON:
Students will be provided with lists of Spanish words which have English equivalents. They must predict the meaning of each and attempt pronunciation. They will then make lists of place names in the U.S. and predict the meaning of each.

MATERIALS:
Paper, pencils

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:

Teacher should lead discussion on the influence early explorers have on our language and explain the concept of cognates to students. Using a cognate as an example, teacher should elicit possible meanings and pronunciations.
Students should be provided with attached list of cognates. In teams of two, they should list English equivalents and attempt pronunciation notation.
Students should then create list of place names in the United States and predict meaning of each.
Students should then share both lists with each other. The two teams should reach concensus on accuracy of cognates and combine the place-name lists.

METHOD OF EVALUATION:
Groups should then be given opportunity to share work with whole class, checking accuracy of cognates and creating one class list of place-names.

Cognates

Spanish English Pronunciation

el chocolate
el tomate
las botas
el limon
aplaudir
la rosa
el mapa
el papel
la musica
el musico
la botella
la cafeteria
mucho
la ensalada
los numeros
los colores
el vegetal
el explorador
inteligente

Cognates

Spanish English Pronunciation
el chocolate chocolate choh-coh-LAH-teh
el tomate tomato toh-MAH-teh
las botas boots BOH-tahs
el limon lemon lee-MOHN
aplaudir applaud ah-plah-oo-THEER
la rosa rose ROH-sah
el mapa map MAH-pah
el papel paper pah-PEHL
la musica music MOO-see-cah
el musico musician MOO-see-coh
la botella bottle boh-TEH-yah
la cafeteria cafeteria cah-feh-teh-REE-yah
mucho much MOO-choh
la ensalada salad ehn-sah-LAH-dah
los numeros numbers NEW-mehr-dohs
los colores colors coh-LOH-rehs
el vegetal vegetable veh-heh-TALHL
el explorador explorer ehks-ploh-rah-DOHR
inteligente intelligent een-teh-lee-HEHN-teh

Spanish	English	Pronunciation
el chocolate	chocolate	choh-coh-LAH-teh
el tomate	tomato	toh-MAH-teh
las botas	boots	BOH-tahs
el limon	lemon	lee-MOHN
aplaudir	applaud	ah-plah-oo-THEER
la rosa	rose	ROH-sah
el mapa	map	MAH-pah
el papel	paper	pah-PEHL
la musica	music	MOO-see-cah
el musico	musician	MOO-see-coh
la botella	bottle	boh-TEH-yah
la cafeteria	cafeteria	cah-feh-teh-REE-yah
mucho	much	MOO-choh
la ensalada	salad	ehn-sah-LAH-dah
los numeros	numbers	NEW-mehr-dohs
los colores	colors	coh-LOH-rehs
el vegetal	vegetable	veh-heh-TALHL
el explorador	explorer	ehks-ploh-rah-DOHR
inteligente	intelligent	een-teh-lee-HEHN-teh

Place-Names

Colorado
Colored State

Florida
Place of Flowers

Montana
Mountain

Rio Grande
Big River

El Paso
The Pass

San Antonio
Saint Anthony

San Jose
Saint Joseph

Santa Fe
Saint Faith

Pueblo
Small Town

San Francisco
Saint Frances

Los Angeles
The Angels

San Diego
Saint James

Trinidad
The Trinity

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Hispanic Americans/Literature

TOPIC:
Literature analysis of Hispanic stories

LESSON:
In cooperative groups of 4-5, students will read and identify each of the elements of point of view, characterization, plot development, dialog, and figurative language.

MATERIALS:
Selections of Hispanic stories (see bibliography for suggestions), paper, pencils

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:

Review the five story elements to be explored. Have at hand a selection of Hispanic stories to give each group of 4 or 5 students.
Each group should choose a story to read, either as a group or individually. Each member should choose or be assigned one story element to analyze.
After reading the story, each member should report his or her analysis of given element to the group.
Each group should then report to the class and analyze group results for any pattern of simlarities in any of the elements.

METHOD OF EVALUATION:
The teacher should use methods of cooperative learning evaluation as well as evaluating group sharing of step four above.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Hispanic Americans/Math

TOPIC:
Flow Charts

LESSON:
Pairs of students will create flow charts of daily experiences to better understand the creation of software. This work was pioneered by Celestino Beltran, a Mexican-American engineer.

MATERIALS:
Paper, pencils, rulers

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:

Teacher should read background information to students on the need for computers to be programmed with accurate information in order for them to function. Introduce Beltran as pioneer in the field of software development.
Ask students to brainstorm ways to organize directions for a given task, such as toothbrushing. Elicit the idea of a graphic display. Teacher should use blackboard/overhead to create an example of a flow chart.
Students should brainstorm other possibilities for activities that would lend themselves to the creation of a flow chart. List on board.
Students should be given time to create flow charts of directions for a common task in teams of two.
Teams should trade charts and pantomime the completion of the task by following chart exactly. This should emphasize the need for exact language and directions.

METHOD OF EVALUATION:
Ways to improve should be listed on board as a group, as the result of number 5 above.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Hispanic Americans/Science

TOPIC:
Chemical properties of medicinal herbs

LESSON:
Students will use chromatography paper to analyze the chemical composition of common herbs. This activity is inspired by Eloy Rodriguez, a Mexican-American professor of biology and chemistry.

MATERIALS:
pencil, Hispanic herbal remedies or those used by students' families, isopropyl alcohol, acetone, water, beakers or wide-mouthed jars, chromotography paper or heavy coffee filter paper, paper clips, thin rod, parafilm or plastic wrap, capillary tube, mortar and pestle, hot plate

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:
Complete information is on attached sheets.

Teacher should provide background information on Dr. Rodriguez and his work isolating chemicals in herbs.
Teacher should elicit from students any "home remedies" their families may use. Make predictions about why they do/don't work.
Working in teams of 2 or 3, students make an extract of chosen herb.
Students will follow steps to separate the extract on chromatography paper.
Students complete the worksheet provided during this activity.
Results should be shared with another team, who will check for accuracy of methodology.

METHOD OF EVALUATION:
Teacher should monitor group work using cooperative learning strategies. Conclude with discussion of remedies used by students and check predictions made about their effectiveness.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Hispanic Americans/Social Studies

TOPIC:
Multi-media presentations of historic events

LESSON:
Students will create multi-media presentations of events in Hispanic American history.

MATERIALS:
reference books containing relevant historical information, tape recorders/CD players, video cameras ,tapes of sound effects, posterboard, markers, paints, props as needed, tapes

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:
This activity may take longer than one period.

Teacher will review the various groups which make up Hispanic Americans (Puerto Ricans, Cubans, Mexicans, Aztecs, Incas, etc.). He or she will provide students with various articles and exerpts of Hispanic American history. (See bibliography.)
Students will be assigned to cooperative groups of 3 to 4 students. Each group will choose an event or person from given readings.
Students will create a 3-5 minute multi-media presentation depicting the person or event they have chosen. They may use audio, video, graphic, or performance art, but must include at least two media in their presentations. They must also prepare a one-page overview of their subject.
Groups will present their work to the class.

METHOD OF EVALUATION:
Teacher will evaluate written work for Historical accuracy.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Jewish Americans/English

TOPIC:
Build a Pyramid of Peace

LESSON:
Students will create a poem of peace written from the perspective of a Jewish person. Perhaps this person has survived a Concentration Camp during the Holocaust.

MATERIALS:
Statements by Martin Neimoeller, Martin Luther, and words from the Horst Wessel Song, a Nazi anthem. Excerpt from movie SCHINDLER'S LIST. Glossary of Jewish words. Pyramid of Peace form. John Denver's song "I Want to Be Free", John Lennon's song "Imagine", and the song "Tradition" from FIDDLER ON THE ROOF.

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:
As a large group view the portion of the movie SCHINDLER'S LIST where the real-life Jewish survivors are show at the end of the movie. Students will then read aloud the statements by Martin Neimoeller, Martin Luther, and the words from the Horst Wessel Song, which is a Nazi anthem. Students will share their reactions to each of the statements and how they reflect on the Jewish people. As students listen to songs by John Denver, John Lennon, and "Tradition", they will create their own poems of peace. The poems will be written on the form provided. The glossary of Jewish words will provide ideas so students may incorporate these words in the poems. Students will cut out their poems, and mount them in a pyramid fashion. Explain to students that the pyramid is like a delicate support system in which each individual in a community matters.

METHOD OF EVALUATION:
Large group evaluation of the pyramid.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Jewish Americans/Literature

TOPIC:
What's A Person Worth to You?

LESSON:
Students will develop a role-playing situation from a Jewish family's point of view based on information provided on the Holocaust.

MATERIALS:
Excerpt from movie Schindler's List.
Role-playing situation sheet

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:
Student's will be placed in groups of 3-4. Each group will read the hand-out "Slavery and Labor" and decide together the answer to the following questions:

What is a person worth to you?
Why did the two men grin meaningfully? The answer should be based on the impressions of the dialogue in this scene from Schindler's List. After a large group discussion of the possible answers, student's will receive the roll-playing situations sheet. Each group of students will select one of the situations. The group will write a short script from a Jewish family's point of view to present to the class. The skit should introduce the situation and provide a possible outcome. The written script will be turned in.

METHOD OF EVALUATION:
Large group sharing and evaluation of skits. Group grade for written script.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Jewish Americans/Math

TOPIC:
Take a Chance with a Jewish Dreidel Top

LESSON:
Students will estimate the percentages of lives lost during the Holocaust and develop a game of chance using the Jewish dreidel top.

MATERIALS:
Calculators, form to create a dreidel top, the song "A Dreidel Song", pencil, construction paper.

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:
In small groups of 3, students will use calculators to estimate how many classrooms in the building it would take to equal the number of Jewish lives lost in the Holocaust. This will help students to conceptualize the depth of devastation of 6 million murdered Jewish people. Students will then estimate what their chance of survival would be if they lived in Nazi Germany as a Jew. Each group will present their findings to the class. Groups will then develop a game of chance using the Jewish dreidel top. Each group will create their own top using the pattern provided. As they develop the game of chance, students will listen to "A Dreidel Song." Each group will present their game of chance to the class. Written instructions for the game must be turned in.

METHOD OF EVALUATION:
Large group discussion of the games developed. Group grades on the written instructions for the game.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Jewish Americans/Science

TOPIC:
Famous Jewish Americans: Albert Einstein

LESSON:
Students will learn about the accomplishments of Albert Einstein.

MATERIALS:
Excerpt from movie I.Q., List of famous Jewish Americans, brief biography of Einstein, glossary of words used by Einstein while developing his theories.

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:
Students will look over the list of accomplished Jewish Americans. As a large group we will watch the excerpt from the movie I.Q. where Einstein is riding on the back of a motorcycle. We will have a brief discussion about this action by a famous scientist. We will then continue by reading about the life of Einstein. Again a discussion of why Einstein would give up his citizenship and his theory of relativity will follow. In groups of 4-5 students, 5 questions should be developed. Each question will be directed to Albert Einstein. The questions would need to reflect the information our community would like to know about Einstein. Perhaps a question will ask about how he could help our community. A spokesperson will then be selected by the group to share the questions. Perhaps the instructor may choose to dress up like Einstein and try to answer the questions asked.

METHOD OF EVALUATION:
Each group will turn in their set of 5 questions and a group grade will be given. The class will vote to choose the best 3 questions asked of Einstein

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Jewish Americans/Social Studies

TOPIC:
Honoring Human Rights

LESSON:
Students will read selected portions of Jewish history and compare and contrast the needs all humans must have to live.

MATERIALS:
Handout-background of Jewish people, the chronology of dates given for laws and regulations against the Jewish people, the Honoring Human Rights sheet.

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:
In small groups, assigned selected portions of the Jewish history will be provided. Using the jig-saw method, a spokesperson will explain what each group learned from their assigned reading. A background will be established to focus on the Holocaust of World War II. Using the chronology sheet, the class as a whole group will discuss the number of rights imposed against the Jewish race. Students will be placed in groups of 3-4. Each group will be asked to present the loss of one of the human rights the Jewish people had lost during World War II. Students will then complete the Honoring Human Rights activity sheet as an individual activity.

METHOD OF EVALUATION:
Honoring Human Rights activity sheet will be graded on completion. Students will receive an individual grade. The sheets will be discussed as a whole group once they are graded and returned.

BIBLIOGRAPHY
(Jewish American)

Cooper, Ruth Ann. Middle School Journal. "From Holocaust to Hope: Teaching the Holocaust in the Middle School.", March, 1994.

Cwiklik, Robert (1987). Albert Einstein and the Theory of Relativity. Barron's Educational Series, Inc. Eisen, Durwoon and Co., Inc.

Jaffe, Charlotte and Lieberman, Marilyn. Interaction Publishers, Inc. "DBA Interact Neighborhood", 1995.

Reef, Catherine (1991). Albert Einstein Scientist of the 20th Century Dillon Press, Inc.

Samuels, Ruth (1967). Pathways Through Jewish History. KTAV Publishing House, Inc.

The Mailbox, The Education Center, Inc. April/May, 1995.

VIDEOS

Schindler's List

I.Q.

MUSIC

"A Dreidel Song"

"Imagine" John Lennon

"I Want to be Free" John Denver

"Tradition" from Fiddler on the Roof

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Native Americans/ English

TOPIC:
Using Indian Pictographs

LESSON:
Students are to use Indian pictographs to tell a story about an event that happened to them or a family member. After writing the story, the student will share it with the class through display and/or oral interpretation.

MATERIALS:
Information on pictographs - pps. 180, 181, 195, 202, 203 from More Indian Lore, Lamb and Shultz. Newsprint, pens or markers.

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:
The teacher provides some background on the purpose of this artistic form of communication and also on the importance of a written history. History includes family and community anecdotal stories as well as major historical events. Students are given a set of the handouts on Indian pictographs, and the stories are read from page 195 and/or pages 202-3. Students are then instructed to write a family or personal story using the sample pictographs. Students may also create their own pictographs to better tell their story. After completion of their story, students will share their writing with the class. All may be read aloud, or a few may be read aloud with all drawings put on display.

METHOD OF EVALUATION:
Student pictographs will be displayed in the classroom or hallway.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:

Native Americans/ Reading

TOPIC:
Indian Folk Tales

LESSON:
Students will hear an example of an Indian folk tale. The tale, "Stay-at-Home Indian", will also emphasize the use of Indian names to signify a person's character traits. Students then will select an Indian name for themself or for a family member and write an acrostic poem using the chosen Indian name.

MATERIALS:
A copy of the story "Stay-at Home Indian", More Indian Lore, Lamb and Shultz. Paper and pen.

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:
The teacher will read the story "Stay-at- Home Indian" to the class (students may read the story quietly or students may help with the oral reading). Students will then create a mind-map(web) for themself or a member of their family using character adjectives, interests, and events of the person's life. After studying the mind-map, the student will select an Indian name for the person. Then an acrostic poem is written about the person using the letters in the Indian name to begin each line of the poem. The poem may be illustrated to further enhance the writing.

METHOD OF EVALUATION:
Completed poems may be displayed or gathered in a classroom booklet.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Native Americans/ Math

TOPIC:
Rug Weaving

LESSON:
Students will learn that the Native Americans used geometric designs to create their woven rugs.

MATERIALS:
"The Navajo I Spider Woman Weaves a Rug", pps. 127-130 from Multiculturalism in Mathematics, Science, and Technology. Colored pencils or markers,18"x24" sheet of paper, ruler, cardboard, scissors.

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:
Students will receive copies of pages 127-130 on "The Navajo I Spider Woman Weaves a Rug." They will learn a little of the method of rug weaving and the use of geometry in the patterns. Students will follow the directions on page 129 of "The Navajo I Spider Woman weaves a Rug" for creating their own burntwater design for a rug. Students will use colored pens or pencils and self-designed templates to create their product.

METHOD OF EVALUATION:
The finished painted rugs may then be put up for display.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Native Americans/Science

TOPIC:
Circles and Connections

LESSON:
Students will study the section entitled, "The Native Americans I Circles and Connections" from Multiculturalism in Mathematics, Science, and Technology: Readings and Activities , Addison-Wesley. In groups of 4-5 students, the students will study circular patterns found in nature, cycles, and the ecosystem. They will also note human being's influences on nature.

MATERIALS:
Pages from Multiculturalism in Mathematics, Science, and Technology, pps. 119-122. Markers and newsprint paper.

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:
Students will study the pages 119-122 from Multiculturalism in Mathematics, Science, and Technology in groups of 4-5. The groups then will have options for their project. They could complete one or more of the following:

Mime various creatures and life forms in either the forest or pond community and show their connections to each other
Write a song about ecology using a familiar tune and sing it to the class
Draw several examples of items in nature that have a circular form
Draw a background for either a forest or pond ecosystem and illustrate various forms of life in that system that could be placed on the background
Create a two-sided chart listing how human beings are both helpful and harmful to nature
Create a flow-chart of the oxygen-carbon dioxide cycle or any other cycle in nature
Find articles in newspapers and magazines showing human being's harm to nature and create a poster incorporating those articles
Create an ecology board game based on some of the information studied.

METHOD OF EVALUATION:
Final products will be shared with the class orally or through display.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Native Americans/ Social Studies

TOPIC:
Famous Native Americans

LESSON:
Students will learn biographical facts about some famous Native Americans from our nation's history. Their lives will be seen in contrast/comparison to each other and their significant events will be detailed on an accurate timeline.

MATERIALS:
Biographical data on several Native Americans taken from More Indian Lore , Lamb and Shultz. Large paper and markers for class time line. Newsprint and markers for Venn diagrams.

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:
The class will be divided into groups of 3-4 students. Each group will be given biographical information on one of eight Native Americans. The group will read the information and become familiar with the dates and key events in the person's life. The group will list the key events in chronological order for use later on. Two groups will then combine to compare and contrast their two characters using a Venn diagram design. Later the whole class will complete a timeline indicating the birth, death, and other key events for their Native American.

Native Americans to be studied could include the following: Joseph Brant( pps. 100-101); Little Turtle (pps. 102-103); The Prophet (pps. 104-105); Osceola (pps. 106-107); Chief Joseph (pps. 112-113); Sitting Bull (pps. 114-115); Geronima (pps. 116-117); Sacajawea (pps.1200-121). Additional information on Native Americans could be gathered from other sources.

METHOD OF EVALUATION:
The cooperative group timeline will be displayed in the classroom or hallway, and the Venn diagrams will be shared with the class orally and visually.

COMMUNITY CONNECTS PEOPLE: DIFFERENT BUT ALIKE LESSON PLAN

SUBJECT:
Culminating activity for cultural diversity unit.

TOPIC:
Creating your own cultures.

LESSON:
Students will work in small groups to design a new culture.

MATERIALS:
markers, pens, pencils, paper, posterboard, magazines, scissors, glue, and any other appropriate materials the students wish to use

LEARNING STYLES ADDRESSED:

DESCRIPTION OF ACTIVITY:
This activity may take more than one period. Teams should determine the time frame.

Teacher will elicit from students common elements of all of the cultures studied. These should be listed on board.
Teacher will divide the students into cooperative groups of 4 students.
Each group will be responsible for the creation of an entirely new culture. Each must include a map, description of holiday or religious event of the culture, at least two laws which apply to the inhabitants of the culture and penalties for breaking them, a language which names at least 20 things in the culture, and drawings of at least 3 unique items of clothing worn by the culture.
Each group will share their culture and commonalities will be emphasized. Work should be displayed.

Adapted from Comparing Cultures by John Pickering, 1994 by J. Weston Walch, Publisher