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Diversity

Diversity. My purpose for teaching diversity is for students to understand and respect everyone’s differences. I want my students to value their individualities and realize they are special. . About my Class. Kindergarten

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Diversity

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  1. Diversity • My purpose for teaching diversity is for students to understand and respect everyone’s differences. I want my students to value their individualities and realize they are special.

  2. About my Class • Kindergarten • Diverse group: Pacific Islander, Latino, African American, Mexican-American, Caucasian • Different religious beliefs: Atheist, a child that comes from a Jewish/Christian family • Boy who has hard time getting along with African American boys • Learn to respect everyone’s differences through my lessons

  3. Where in the World Did I Come From? • Taught over the course of four days • Focus area: Technology and History Purpose/Connections to Real World- Students will explore their differences and information about their heritage!

  4. Objectives and Standards • 1.2.K.C. :identifying important information within an informational text • 1.4.K.B. :illustrating to communicate with others • 1.9.K.A. :gaining information using technology resources

  5. Day 1 • Give students a better understanding of America’s culture • Discuss information about immigrants and how they make America’s diversity special • Assign three questions the students will ask their family members

  6. Sample Questions 1. What country did my ancestors come from? 2. What is my heritage? 3. How did our ancestors lead us into our hometown? 4. How did past relatives meet and marry (Were there any arranged marriages or elopements?) 5. Who is the oldest family person you personally know? 6. Does your family have any objects of sentimental value that have been handed down?

  7. Day 2 • Ask students to share the country their ancestors originally came from • Record the answers on chart paper • Help students brainstorm more information they could find about their cultural background • Take students to the computer lab to find more info.

  8. Day 3 • Ask students to share information they found about their family’s culture with the class: holiday traditions, customs, etc. • Project a family tree template on the board using the overhead • Discuss what a family tree is and model how to fill it out • Hand out family tree templates • Give students time to complete the family trees at home

  9. Example of a family tree for students

  10. Day 4 • Hand out another copy (final copy) of the family tree and have students recopy the information neatly and color it Another example

  11. Closing and Follow-Up Activity • Review all the info. learned during the lesson • Students go up in small groups and chart the path of their family on a large map using stickers • Compare and contrast everyone's different paths Follow-Up Activity: • Decorate the room with crafts from around the world

  12. Evaluation Questions • Were students able to follow directions? • Did they use the family tree effectively? • Did students correctly locate the countries of their heritage on a world map? • Do students understand that the ethnic backgrounds in this country are more diverse than in any other country in the world? • Do students understand the importance of family traditions?

  13. Materials • Interview questions • Family Tree template • Large world map • Small stickers • Chart paper • Dry-erase/chalkboard • Computers and printers

  14. Different Ability Levels • Struggle in all areas: 2 • Struggle in reading: 3 • Struggle in math: 1 • Gifted in all areas: 1 • Advanced in reading: 2 • Advanced in math: 1 • Advanced in writing: 1 Impairments: • One student who is legally blind and one who is missing a left hand Want to allow all students the same opportunities without limiting them

  15. Adaptations and Accommodations • One student lives with his grandparents so make it clear that the interview questions can be asked to anyone, not just parents • The two children with impairments will need assistance (use equipment and services that are available)

  16. Bloom’s Taxonomy Pyramid

  17. Applying Bloom’s Taxonomy to my Lesson Evaluation Discuss all that has been learned during the lesson Synthesis Construct a craft from their heritage Analysis Compare and contrast everyone’s different paths Application Complete family tree paper Comprehension Predict more information they could find about their cultural background Knowledge Tell their classmates where their ancestors originally came from

  18. “We have become not a melting pot but a beautiful mosaic. Different people, different beliefs, different yearnings, different hopes, different dreams.” ~Jimmy Carter

  19. Any feedback? What would you change/do differently?

  20. References 2010. Scholastic. Discovering Your Heritage. Retrieved from http://www2.scholastic.com/browse/lessonplan.jsp?id=117

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