Objectives:
To demonstrate and eradicate the myth that “they all are alike”
To identify cross cultural and culture specific aspects used in short stories or poetry by writers from different ethnic backgrounds
To focus on diversity within New Haven
To research personal family origins and traditions
Materials:
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Bag of fresh green beans (as many beans as students)
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Newsprint
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Three sheets of heavy tagboard
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Markers
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Individual student portfolios
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Assess to computer
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Copies of the following short stories:
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Little Things Are Big
by Jesus Colon
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My Dzmgeon Shook
by James Baldwin
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A Lakota Wornan’s Story
by Mark St. Pierre
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Copies of the following poems:
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Variety in Black
by Denise Sanders Brooks
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The Man from Washington
by James Welch
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AmeRican
by TatoLaviera
Note: Any selection of short stories or poems by ethnic writers can be used.
Time:
Two weeks
Procedures:
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1. Ask each student to pick a bean from the bag. Tell them to study their bean, learn as much as they can about it, give it a name and a history, and then introduce their bean to the class.
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2. Beans should be returned to bag. Shake the bag and then spread them out on a table. Ask students to pick up their beans. In most cases, students will easily find their bean. Ask students to explain how they were able to do so. In the discussion that follows, students should generalize that not are alike just as not all people of any racial group are alike.
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3. Ask students to write in their Directed Dialog Journal responses to the following questions: What does it mean to be a part of their racial group(s)? What does it mean to be African American? What does it mean to be Latina/ Latino? What does it mean to be Native American? What does it mean to be Euro-American? What does it mean to be Asian-Pacific Islander? What does it mean to be of mixed parentage? How are they seen? What does their family expect of them? What does society expect of them? What doors are open to them? What doors are closed? What are advantages and disadvantages in our society of being in that racial group? What do they like about that racial group?
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4. Have students to read the short stories and poems selected. In groups of three to five students identify and record on newsprint, the aspects of cross cultural and cultural specifics located in each selection. By consensus determine how each selection would change if the ethnicity of the characters changed or that of the authors. The ensuing discussion will help to illuminate students’ assumptions about other races and cultures.
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5. Have students write a recipe poem for each ethnic group. Within groups, students are to produce a miniature recipe book of diversity.
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6. Have students to focus on the diversity in New Haven. Ask students to develop a survey of questions to be answered as a class. Questions might include: What racial and ethnic groups are present in New Haven? What languages are spoken? What countries are represented? What are some of the problems faced because of the diversity? How are they being addressed by the groups and government? Encourage students to use internet and other historic documents. The information gathered should be presented visually and in written form. This activity will help to acknowledge and celebrate the diversity in New Haven.
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7. Ask students to research their family’s origins and traditions, using interviews, photos, and mementos. Some students will not be able to trace their roots quite easily. Give those students options to research an aspect their community’s history—perhaps of their town, school, church, an organization, or a landmark. Using tagboard, construct a trypic to display objects that pertain to their topic. Take this opportunity to invite parents and other community members to view the displays.