The September 11 World Trade Center tragedy sparked many different views across America. More than anything else, it reminded us that many of our ancestors hailed from cultures found throughout the world, that perhaps we have not taken time to truly learn about and respect diverse cultures within our midst. Perhaps we have been too disconnected.
If we were to canvass America's population, we would find that at some point our ancestries are rooted in Europe, Africa, Asia, South America, and beyond. Imagine taking a fun-filled journey through storytelling and research to explore those countries of origin, experiencing the terrain, the people and the way they adapt to their geographic surroundings. Perhaps despite recognizing the obvious diversity between cultures, we would make a fascinating discovery: we're not so different after all. We are in fact connected. This is the primary objective of my curriculum unit,
A Story, A Story: Embracing Geography, Culture,
and
Diversity Through Film and More.
Targeted at students in Grade 3, this unit introduces young learners to a sampling of locales found in Africa, Asia, and Europe. The unit is divided into five sections: the first three provide a regional overview of diverse terrain and an up-close look at select countries within each of the three regions: Cote d'Ivoire, Senegal, Burkina Faso, Southern France, China, Poland and geographic areas surrounding the Czech Republic city of Prague. The fourth and fifth sections provide engaging culminating activities.
A Story, A Story
puts the accent on geography and language arts through related storymapping and fact-finding activities. Students are given audio-visual-tactile experiences to compare and contrast geographic aspects of each country while zeroing in on common thread experiences and lifestyles across cultures.
The introduction and study of each locale will be followed by a folkloric children's film presentation:
Not One Less
(China),
Le Ballon Rouge/The Red Balloon
(Southern France),
The Beggar of Soutile
(Cote d'Ivoire),
One Drop of Milk
(Burkina Faso and Southern France), and
Zlateh The Goat
(the Prague/Poland). Each of these cinematic tools is rich in literary content. Each film gives the student a feel for the terrain while providing a glimpse at lifestyles that could possibly be found in each specified locale.
Although developed for third graders,
A Story, A Story
is modifiable to accommodate students in Grade Levels 2, 4 through 6. The unit can be implemented at any time during the course of the school year. However,
Zlateh The Goat
, a moving Hanukkah folktale written by Pulitzer prize-winning folklorist Isaac Bashevis Singer, can be presented during December. The
Beggar of Soutile
, a stunning film on human accountability to one's fellow man, is highly recommended for use during December through February (which traditionally marks the beginning of Kwanzaa and African American-Heritage month).
A Story, A Story
is an interdisciplinary unit: Geography (identifying land features re: targeted countries, reading maps, becoming familiar with geographic terminology), Language Arts (with emphasis on critiquing, comparing, evaluating and comprehending text; oral presentation; and research, reports, and expository writing), and Art (creating a map and landmarks using assorted media) serve as a primary focus of this unit and are well integrated therein. Written in compliance with New Haven Public School System Social Studies and Language Arts standards, each unit embraces the standards as noted below:
Content Standard 1.0 Diversity
Students will
-
- read, view, and listen to multiple sources that reflect diversity of culture
-
- compare the similarities and differences within different communities
-
- compare traits found in communities from another time or place with that of the students community
-
- describe similarities and differences among community services
Content Standard 3.0 Geography
Students will
-
- read, view and listen to multiple sources concerning geography
-
- locate places on a map relative to another site on the map
-
- identify physical features of a specific geographic locales
-
- compare the impact of weather on life in that environment
Content Standard 5.0 Language Arts/Viewing & Interpreting
Students will
-
- establish a purpose for viewing
-
- view a variety of visual materials that reflect different cultures
-
- view a variety of media, technological format, non-print materials and charts reflective of the grade level curriculum
-
- create materials to be viewed by others
-
- discuss what they already know about the topic
-
- take notes and record information regarding viewed selections
Before You Begin
Recognize that for some students, the mere mention of geography results in scowled faces and
"Man, that's boring stuff--we're just gonna be learnin' about land and water!"
attitudes. Set the tone by introducing the unit in an enticing way:
"Explorers! During the upcoming weeks, we will take several fascinating excursions. Don't worry! We won't be flying on a 747, but we will be visiting far away places in several interesting, interactive ways!"
You have just dangled the carrot before the horse! At this point highlight the meaning of geography, and why it is essential to know? Convey that geography is more than a simplistic study of the earth's surface: it is an up-close, wide-lens view of landmasses--continents and countries, climate, flora and fauna, natural resources, inhabitants, and ways that living things interact with their environ. Geography is a vehicle through which people can learn about each other.
Additionally, recognize that when introducing countries through cinematic presentations, instructors must be mindful of the year in which the film is created coupled with the year that the film portrays. Time and modernization has impacted many of these countries. As a result, portrayed scenes may distort student perception of countries or region, as they exist today. Internet research, independent reading using photo essays and age appropriate non-fiction works, coupled with objective insight and instruction on your behalf are the tools needed to help students embrace non-distorted views.
Also be mindful of who created the film, its overall intent, and the types of images being projected: some foreign filmmakers use this genre to make political and social statements regarding events during specific time periods in the country's history. Some films created by those outside of the viewed culture are stereotypical in content. Terms and images derogatory in nature such as
tribes, huts, primitive people, jungle, wild animals, weird, mystical, exotic, enchanting environ
, and more may be projected. Such depictions are inaccurate and often prove offensive to people of diverse cultures. They too perpetuate a misunderstanding and continuance of such negative perceptions among young learners.
Make every effort to introduce students to bias-free terminology such as "original" or "indigenous people" or "aboriginal inhabitants", "townships", "mud-slabbed dwellings", "rural community", "communal areas", "dense equatorial or tropical forests." When identifying people by their place of origin, encourage students to be specific. e.g., a young
Ivoirian
boy versus an
African
boy, a
Szechwan
youngster, versus an
Asian
youngster.
In teaching about diverse cultures, our background knowledge is crucial if we want to objectively project accurate images of our world, dispel stereotypes, and eliminate misconceptions too frequently projected.
