Grade One Social Studies, Unit 1: My world, my home, my community
Students will demonstrate an understanding and appreciation of how identity and self-esteem are enhanced by their sense of belonging in their world and how active members in a community contribute.
Same Difference
Live action book-reading mixed with animated images that addresses the sensitive and sometime divisive issues of beauty and identity through Lida and Lisa, two first cousins who find themselves at odds with each other over their physical differences. With the help of their wise grandmother, the girls soon realize that their bond is deeper than what they see and our differences are what make us beautiful.
Live action book-reading mixed with animated images that addresses the sensitive and sometime divisive issues of beauty and identity through Lida and Lisa, two first cousins who find themselves at odds with each other over their physical differences. With the help of their wise grandmother, the girls soon realize that their bond is deeper than what they see and our differences are what make us beautiful.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals - Suggested use:
- Have students survey each other of what they all have in common. Pair up students to have them present their "same differences" - Accessibility:
- Transcription available
- ASL interpretation of book available
Being Different is Beautiful
Animated video that outlines the differences and similarities between people from diverse cultures.
Animated video that outlines the differences and similarities between people from diverse cultures.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.1.2 - Value the groups and communities to which they belong: how will they show respect to group members/peers/ understand that their actions impact others/ and work through problem solving - Suggested use:
- Make an individual list of what each student feels is unique about themselves, and create a class list of what students think they have in common that makes them a community - Accessibility:
- Transcription available
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
The Sandwich Swap
Animated video about two friends from different cultures who eat different foods.
Animated video about two friends from different cultures who eat different foods.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.2.1 - Appreciate how stories and events of the past connect their families and communities to the present: language/ traditions/ celebrations/ ancestors connect to their sense of identity/ family comparisons between past and present - Suggested use:
- Recipe swap: have students pair up and "swap" family favourites with the other student's family. Have them document their experience making it and trying it - Accessibility:
- Transcription available
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
The World’s Family
Introduces children to various cultures, religion and basic geography concepts.
Introduces children to various cultures, religion and basic geography concepts.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
-1.2.1 - Appreciate how stories and events of the past connect their families and communities to the present: language/ traditions/ celebrations/ ancestors connect to their sense of identity/ family comparisons between past and present - Suggested use:
- Discussion on what makes each student different and what brings them all together - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Kids Share Their Cultural Tradition
Five kids share cultural traditions from their heritage. Frankie shares a Filipino tradition. Nicolina talks about her Italian family. A girl from Turkey shares a Turkish nursery rhyme. A boy from Korea shows us how to perform a Korean New Years Bow. A boy from Kenya's Luo Tribe shares a traditional dish.
Five kids share cultural traditions from their heritage. Frankie shares a Filipino tradition. Nicolina talks about her Italian family. A girl from Turkey shares a Turkish nursery rhyme. A boy from Korea shows us how to perform a Korean New Years Bow. A boy from Kenya's Luo Tribe shares a traditional dish.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.2.1 - Appreciate how stories and events of the past connect their families and communities to the present: language/ traditions/ celebrations/ ancestors connect to their sense of identity/ family comparisons between past and present - Suggested use:
- Show & tell classroom edition
- Have a discussion on learning and trying different practices from different cultures, and how to be respectful towards these practices - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
How Chinese People Celebrate Chinese New Year
Spring Festival is the Lunar New Year, and the most important Chinese holiday of the year. For Chinese people, it is a time for being with family.
Spring Festival is the Lunar New Year, and the most important Chinese holiday of the year. For Chinese people, it is a time for being with family.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.2.1 - Appreciate how stories and events of the past connect their families and communities to the present: language/ traditions/ celebrations/ ancestors connect to their sense of identity/ family comparisons between past and present - Suggested use:
- Celebrate Chinese New Year and its traditions, where students can clean the classroom, make food, and other widespread activities. Ideal to use this close to celebration - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Eid Celebration & Facts For Kids
Discover not just the significance of Eid, but also the joy of giving, that is so strongly rooted in the tradition of this much-celebrated holiday.
Discover not just the significance of Eid, but also the joy of giving, that is so strongly rooted in the tradition of this much-celebrated holiday.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.2.1 - Appreciate how stories and events of the past connect their families and communities to the present: language/ traditions/ celebrations/ ancestors connect to their sense of identity/ family comparisons between past and present - Suggested use:
- Celebrate Eid and its traditions, where the students talk about the importance of giving back to the less fortunate, make food, and other widespread activities. Ideal to use this close to Eid (note: there are two Eid celebrations in a year, research further to find out when this celebration takes place) - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Hair Love
Cherry, tells the heartfelt story of an African American father learning to do his daughter’s hair for the first time.
Cherry, tells the heartfelt story of an African American father learning to do his daughter’s hair for the first time.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.2.1 - Appreciate how stories and events of the past connect their families and communities to the present: language/ traditions/ celebrations/ ancestors connect to their sense of identity/ family comparisons between past and present - Suggested use:
- Prompt discussion about how everyone looks different and how it's important to love yourself the way you are because everyone is unique and that's great - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Traditional Clothes in Indian Culture
India is known across the globe for its diversity and variety, especially in language, food and clothing. This video brings to you an interesting story on Indian culture, helping kids understand the different types of Indian traditional clothes.
India is known across the globe for its diversity and variety, especially in language, food and clothing. This video brings to you an interesting story on Indian culture, helping kids understand the different types of Indian traditional clothes.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.1.3 - Examine how they belong and are connected to their world by exploring and reflecting upon the following questions for inquiry: What groups/communities do you belong to? How do we recognize different groups? How do we belong to more than one group? How do these groups help us? - Suggested use:
- Research and recreate (drawing or an actual project) traditional clothes of the students (if they have any)
- Students do research on India's traditional clothing and recreate it in the form of a project for Art or Social Studies - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Canada's Diversity
Canada is known for its great diversity. This animated rap calls attention to all the different religions and nationalities that make up our great country.
Canada is known for its great diversity. This animated rap calls attention to all the different religions and nationalities that make up our great country.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.1.3 - Examine how they belong and are connected to their world by exploring and reflecting upon the following questions for inquiry: What groups/communities do you belong to? How do we recognize different groups? How do we belong to more than one group? How do these groups help us? - Suggested use:
- Have students make a rap about the diversity and uniqueness of their class - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
The Longest Named Place In Canada
An animated song celebrating the Cree language and how it’s the root of many of the names of Canadian places, including Pekwachnamaykoskwaskwaypinwanik Lake.
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
An animated song celebrating the Cree language and how it’s the root of many of the names of Canadian places, including Pekwachnamaykoskwaskwaypinwanik Lake.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals - Suggested use:
- Have students make their own town names which relates to something about them being unique - Accessibility:
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Peru: Machu Picchu
"Travel Kids" explore Peru and the cultural significance of Machu Picchu.
"Travel Kids" explore Peru and the cultural significance of Machu Picchu.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals - Suggested use:
- Prompt discussion about things kids learned about the culture and places they saw - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Egypt: Mummies & Cultures
"Travel Kids" explore ancient Egyptian culture.
"Travel Kids" explore ancient Egyptian culture.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals - Suggested use:
- Prompt discussion about things kids learned about the culture and places they saw - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
New Zealand: Maori Culture
"Travel Kids" explore New Zealand's Maori culture.
"Travel Kids" explore New Zealand's Maori culture.
- Curriculum connection:
-1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals - Suggested use:
- Prompt discussion about things kids learned about the culture and places they saw - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Kenya: Baby Elephants and Culture
"Travel Kids" explore Kenya and its elephant babies.
"Travel Kids" explore Kenya and its elephant babies.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals - Suggested use:
- Prompt discussion about things kids learned about the culture and places they saw - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Italy: Gladiators Culture
"Travel Kids" explore Italy and its past culture.
"Travel Kids" explore Italy and its past culture.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals - Suggested use:
- Prompt discussion about things kids learned about the culture and places they saw - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
India: Safari and Culture
"Travel Kids" explore India and its safari.
"Travel Kids" explore India and its safari.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals - Suggested use:
- Prompt discussion about things kids learned about the culture and places they saw - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Ukraine: Puppets Culture
"Travel Kids" explore Ukrainian culture and puppets.
"Travel Kids" explore Ukrainian culture and puppets.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals - Suggested use:
- Prompt discussion about things kids learned about the culture and places they saw - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Thailand: Tigers and Culture
"Travel Kids" explore Thailand, its culture and tigers.
"Travel Kids" explore Thailand, its culture and tigers.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals - Suggested use:
- Prompt discussion about things kids learned about the culture and places they saw - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Mexico: Town and Culture
"Travel Kids" explore Mexico and its culture.
"Travel Kids" explore Mexico and its culture.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals - Suggested use:
- Prompt discussion about things kids learned about the culture and places they saw - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
The Friends of Kwan Ming
After his father’s death, Kwan Ming is forced to leave China to find work to provide for his mother. He makes new friends on his voyage, but none of them can find jobs. When the work does come, Kwan Ming cedes the best jobs to his friends and gets stuck with the worst one, but he soon learns that generosity and loyalty pay off. This film exposes kids to the immigrant experience; teaches the value of friendship, loyalty and hard work; and has just the right amount of magical realism thrown in for fun.
After his father’s death, Kwan Ming is forced to leave China to find work to provide for his mother. He makes new friends on his voyage, but none of them can find jobs. When the work does come, Kwan Ming cedes the best jobs to his friends and gets stuck with the worst one, but he soon learns that generosity and loyalty pay off. This film exposes kids to the immigrant experience; teaches the value of friendship, loyalty and hard work; and has just the right amount of magical realism thrown in for fun.
- Curriculum connection:
- 1.1.3 - Examine how they belong and are connected to their world by exploring and reflecting upon the following questions for inquiry: What groups/communities do you belong to? How do we recognize different groups? How do we belong to more than one group? How do these groups help us?
- 1.1.4 - How do our communities thrive? Cooperation and peace living/ decision making/ helping others/ how does caring for the natural environment help others? - Suggested use:
- Discussion prompt on sacrifice, community, found family - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Mela's Lunch
This short drama from the Playing Fair series recounts the shaky beginnings of a friendship between Allison and Mela, a girl who recently immigrated to Canada from India. Mela is trying hard to make friends and get used to her new surroundings, but Peter and other classmates make her feel unwelcome and out of place. Though Allison initially goes along with the group, the film shows that differences in skin colour and country of origin need not be an obstacle to friendship or self-esteem.
This short drama from the Playing Fair series recounts the shaky beginnings of a friendship between Allison and Mela, a girl who recently immigrated to Canada from India. Mela is trying hard to make friends and get used to her new surroundings, but Peter and other classmates make her feel unwelcome and out of place. Though Allison initially goes along with the group, the film shows that differences in skin colour and country of origin need not be an obstacle to friendship or self-esteem.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.1.3 - Examine how they belong and are connected to their world by exploring and reflecting upon the following questions for inquiry: What groups/communities do you belong to? How do we recognize different groups? How do we belong to more than one group? How do these groups help us? - Suggested use:
- Discussion prompt on respect, finding common ground, and friendship - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Joe
This animated short tells the story of Seraphim "Joe" Fortes, one of Vancouver's most beloved citizens. Born in the West Indies, Joe Fortes swam in English Bay for more than 30 years. A self-appointed lifeguard at first, he became so famous that the city of Vancouver finally rewarded him with a salary for doing what he loved best. He taught thousands of people to swim and saved over a hundred lives. Yet there were some who did not respect him because of his skin colour. Through his determination, kindness and love for children, Joe helped shift attitudes.
This animated short tells the story of Seraphim "Joe" Fortes, one of Vancouver's most beloved citizens. Born in the West Indies, Joe Fortes swam in English Bay for more than 30 years. A self-appointed lifeguard at first, he became so famous that the city of Vancouver finally rewarded him with a salary for doing what he loved best. He taught thousands of people to swim and saved over a hundred lives. Yet there were some who did not respect him because of his skin colour. Through his determination, kindness and love for children, Joe helped shift attitudes.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.1.3 - Examine how they belong and are connected to their world by exploring and reflecting upon the following questions for inquiry: What groups/communities do you belong to? How do we recognize different groups? How do we belong to more than one group? How do these groups help us? - Suggested use:
- Discussion prompt on uniting together because of shared interests - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Veronica
Nine-year-old Veronica Makarewicz leads a double life. Born of Polish parents, she dances Polish dances, goes twice weekly to a Polish school, and talks to Polish customers in her parents' bakery. But this film shows that she is also very Canadian.
Nine-year-old Veronica Makarewicz leads a double life. Born of Polish parents, she dances Polish dances, goes twice weekly to a Polish school, and talks to Polish customers in her parents' bakery. But this film shows that she is also very Canadian.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.1.2 - Value the groups and communities to which they belong: how will they show respect to group members/peers/ understand that their actions impact others/ and work through problem solving - Suggested use:
- Discussion prompt on multiple identities within (relating to more than one identity marker)
- Foods from around the world classroom activity
- Project/presentation on multiple identities of students (e.g. daughter, sister, student, best friend, athlete, mathematician, etc.) - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Who am I? What's on my Head?
An animated video focused on spreading knowledge about Sikhism and the turban.
An animated video focused on spreading knowledge about Sikhism and the turban.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.2.1 - Appreciate how stories and events of the past connect their families and communities to the present: language/ traditions/ celebrations/ ancestors connect to their sense of identity/ family comparisons between past and present - Suggested use:
- Compare the video to children's own lives (similarities/differences)
- Discussion prompt on what respect means - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
If the World Were a Village of 100 People: A Story About the World's People
Animated video using a 100-person village as an analogy for the different continents in the world.
Animated video using a 100-person village as an analogy for the different continents in the world.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.1.2 - Value the groups and communities to which they belong: how will they show respect to group members/peers/ understand that their actions impact others/ and work through problem solving - Suggested use:
- Compare the video to children's own lives (similarities/differences)
- Discussion prompt on what respect means - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
The Magic Quilt
In this short film, which mixes live action with cutout and embroidery animation, a group of children finds a magic quilt that is their passport to a voyage of discovery. They step inside the quilt and as they travel through its velvet farmlands and satin cities, they experience the multiculturalism of Canada. The quilt is torn and the magic broken when a quarrel breaks out. Once the quilt is repaired and harmony restored, the children have learned that patience and goodwill are needed to mend and maintain quilts, friendships, and nations.
In this short film, which mixes live action with cutout and embroidery animation, a group of children finds a magic quilt that is their passport to a voyage of discovery. They step inside the quilt and as they travel through its velvet farmlands and satin cities, they experience the multiculturalism of Canada. The quilt is torn and the magic broken when a quarrel breaks out. Once the quilt is repaired and harmony restored, the children have learned that patience and goodwill are needed to mend and maintain quilts, friendships, and nations.
- Curriculum connection:
- 1.1.2 - Value the groups and communities to which they belong: how will they show respect to group members/peers/ understand that their actions impact others/ and work through problem solving
- 1.1.3 - Examine how they belong and are connected to their world by exploring and reflecting upon the following questions for inquiry: What groups/communities do you belong to? How do we recognize different groups? How do we belong to more than one group? How do these groups help us? - Suggested use:
- Group discussion prompt around community, respect, empathy, equity
- Art project: each student could fashion their own quilt piece and include something special about their own identity, and fashion all the pieces together as a visual representation of classroom community.
- Connected resources: Tar Beach by Faith Ringgold and The Keeping Quilt by Patricia Polacco - Accessibility:
- Closed captioning available on video
- Accessible for nonverbal
- No descriptive captioning available for visually impaired or hard of hearing students
Multicultural Paper Dolls
Students create paper dolls and dress them based on traditional clothes worn by their families’. Students learn about their own culture through creating the dolls and the cultures of their classmates at presentation time.
Students create paper dolls and dress them based on traditional clothes worn by their families’. Students learn about their own culture through creating the dolls and the cultures of their classmates at presentation time.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.1.3 - Examine how they belong and are connected to their world by exploring and reflecting upon the following questions for inquiry: What groups/communities do you belong to? How do we recognize different groups? How do we belong to more than one group? How do these groups help us? - Suggested use:
- Website has details on how to use - Accessibility:
- Accessible for hard of hearing, nonverbal
- Additional supports and accommodations required for visually impaired students
Activities that Promote Racial and Cultural Awareness
Children develop their identity and attitudes through experiences with their bodies, social environments, and their cognitive developmental stages (Derman-Sparks, 1989). As these three factors interact, young children progress through certain stages of racial and cultural awareness. This resources lists the stages of racial awareness in children, and several classroom activities they can engage in.
Children develop their identity and attitudes through experiences with their bodies, social environments, and their cognitive developmental stages (Derman-Sparks, 1989). As these three factors interact, young children progress through certain stages of racial and cultural awareness. This resources lists the stages of racial awareness in children, and several classroom activities they can engage in.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.1.3 - Examine how they belong and are connected to their world by exploring and reflecting upon the following questions for inquiry: What groups/communities do you belong to? How do we recognize different groups? How do we belong to more than one group? How do these groups help us? - Suggested use:
- Website has details on how to use - Accessibility:
- Accessible for hard of hearing, nonverbal, some accommodations required
One Globe Kids - Friends Around the World
An app that explores the lives of kids around the world through stories and games. Users pick one of eight kids from five countries: Haiti, the Netherlands, Indonesia, Burundi, and the United States. They can choose to read that child's story, select "tell me about yourself" to engage in a dialogue, learn phrases or count to 10 in the child's native language, or read more facts about the child's hometown.
An app that explores the lives of kids around the world through stories and games. Users pick one of eight kids from five countries: Haiti, the Netherlands, Indonesia, Burundi, and the United States. They can choose to read that child's story, select "tell me about yourself" to engage in a dialogue, learn phrases or count to 10 in the child's native language, or read more facts about the child's hometown.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.1.3 - Examine how they belong and are connected to their world by exploring and reflecting upon the following questions for inquiry: What groups/communities do you belong to? How do we recognize different groups? How do we belong to more than one group? How do these groups help us? - Suggested use:
- Website has details on how to use - Accessibility:
- Accessible for nonverbal
Multicultural Night Ideas for Elementary School
Whether you're a teacher, an administrator or a members of the public at an elementary school, consider organizing a multicultural night at your school. Such an affair celebrates the diverse cultures that likely make up your school, as well as the world.
Whether you're a teacher, an administrator or a members of the public at an elementary school, consider organizing a multicultural night at your school. Such an affair celebrates the diverse cultures that likely make up your school, as well as the world.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.1.2 - Value the groups and communities to which they belong: how will they show respect to group members/peers/ understand that their actions impact others/ and work through problem solving - Suggested use:
- Website has details on how to use. Ensure activity is respectful and cultural appropriation does not occur. Here is a good resource to identify cultural appropriation and instead promote cultural appreciation
Passports Around the World
Create passports for a multicultural night (check with post office if replica passports can be created for educational purposes, otherwise Canva is a great option). Have the name of the school and "Passport Around the World" printed on the cover. Arrange to have the passports distributed to each guest upon their arrival. As guests proceed through booths or spaces that are set up to honour different cultures, they can have their passports stamped with each country's name by someone who is working in the area. These passports will add to the fun and serve as a memento of the event.
Create passports for a multicultural night (check with post office if replica passports can be created for educational purposes, otherwise Canva is a great option). Have the name of the school and "Passport Around the World" printed on the cover. Arrange to have the passports distributed to each guest upon their arrival. As guests proceed through booths or spaces that are set up to honour different cultures, they can have their passports stamped with each country's name by someone who is working in the area. These passports will add to the fun and serve as a memento of the event.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.1.2 - Value the groups and communities to which they belong: how will they show respect to group members/peers/ understand that their actions impact others/ and work through problem solving - Suggested use:
- Website has details on how to use. Ensure activity is respectful and cultural appropriation does not occur. Here is a good resource to identify cultural appropriation and instead promote cultural appreciation - Accessibility:
- Accessible for hard of hearing, visually impaired, and nonverbal
Multicultural Food Day
Serve a menu of international foods at your multicultural night. Have the affair catered, or ask parents, administrators, teachers and other personnel to make dishes from a specific culture. To celebrate Mexican culture, make tacos, enchiladas and fajitas. For Italian culture, serve different types of pasta. To pay tribute to Jamaican culture, serve fried plantains and aki and saltfish etc. Each culture has its own type of food, and serving samples of these different types of food can help guests expand their palates and perhaps taste food that they may have never tried.
Serve a menu of international foods at your multicultural night. Have the affair catered, or ask parents, administrators, teachers and other personnel to make dishes from a specific culture. To celebrate Mexican culture, make tacos, enchiladas and fajitas. For Italian culture, serve different types of pasta. To pay tribute to Jamaican culture, serve fried plantains and aki and saltfish etc. Each culture has its own type of food, and serving samples of these different types of food can help guests expand their palates and perhaps taste food that they may have never tried.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.1.2 - Value the groups and communities to which they belong: how will they show respect to group members/peers/ understand that their actions impact others/ and work through problem solving - Suggested use:
- Website has details on how to use. Ensure you are aware of students dietary restrictions and accommodate to their needs (there should be options that cater to their needs) - Accessibility:
- Accessible for hard of hearing, visually impaired, and nonverbal
Who Am I?
Who Am I? Race Awareness Game helps kids think about different ways people self-identify racial and cultural identity, and it gives adults tips for talking about diversity with kids. As part of the Race Awareness Project, the app uses photos and personal quotes from a diverse group of people as a basis for the simple question-and-answer game.
Who Am I? Race Awareness Game helps kids think about different ways people self-identify racial and cultural identity, and it gives adults tips for talking about diversity with kids. As part of the Race Awareness Project, the app uses photos and personal quotes from a diverse group of people as a basis for the simple question-and-answer game.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.1.2 - Value the groups and communities to which they belong: how will they show respect to group members/peers/ understand that their actions impact others/ and work through problem solving - Suggested use:
- Website has details on how to use - Accessibility:
- Accessible for hard of hearing and nonverbal
Puppet Show
Students design, create and perform a puppet show to teach others about a diversity, anti-bias or social justice theme from the central text.
Students design, create and perform a puppet show to teach others about a diversity, anti-bias or social justice theme from the central text.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals - Suggested use:
- Website has details on how to use - Accessibility:
- Accessible for hard of hearing, nonverbal presentation requires accommodation
Peer Tutoring Activity
Older students can study a variety of world cultures, then design and facilitate presentations and activities for the younger students during such observations as Asian New Years, Cinco de Mayo, and Earth Day. For their part, the 1st graders can learn numbers and basic greetings in several languages and teach these to the older students. As they progress through their project, all the students involved can develop and maintain a resource file. They can store copies of their research, activity plans, and contacts from which community members can draw.
Older students can study a variety of world cultures, then design and facilitate presentations and activities for the younger students during such observations as Asian New Years, Cinco de Mayo, and Earth Day. For their part, the 1st graders can learn numbers and basic greetings in several languages and teach these to the older students. As they progress through their project, all the students involved can develop and maintain a resource file. They can store copies of their research, activity plans, and contacts from which community members can draw.
- Curriculum connection:
- 1.1.1 - Value self and others as unique individuals in relation to their world: groups/ communities/ contributions from both groups and individuals
- 1.1.2 - Value the groups and communities to which they belong: how will they show respect to group members/peers/ understand that their actions impact others/ and work through problem solving - Suggested use:
- Website has variety of multicultural activities and traditions to use - Accessibility:
- Accessible for hard of hearing, visually impaired, and nonverbal (individual activities will require accommodations for students ability)
A Box of Crayons Drawing Activity
Inspired by the book The Crayon Box That Talked, this lesson will show children that when we all work together, the results are much more interesting and colourful. Children draw their portraits on a crayon cutout. All the crayons are placed into a giant box of crayons - and either hung up around the classroom or showcased.
Inspired by the book The Crayon Box That Talked, this lesson will show children that when we all work together, the results are much more interesting and colourful. Children draw their portraits on a crayon cutout. All the crayons are placed into a giant box of crayons - and either hung up around the classroom or showcased.
- Curriculum connection:
- 1.1.2 - Value the groups and communities to which they belong: how will they show respect to group members/peers/ understand that their actions impact others/ and work through problem solving
-1.1.4 - How do our communities thrive? Cooperation and peace living/ decision making/ helping others/ how does caring for the natural environment help others? - Suggested use:
- Website has details on how to use - Accessibility:
- Accessible for non verbal, hard of hearing some accommodation required
Art and Community Activism
Talking about activism, activists, and leaders helps children understand how change can happen in a community. This lesson will give students a chance to think about what these concepts mean and to consider the relationship between community activism and the visual arts.
Talking about activism, activists, and leaders helps children understand how change can happen in a community. This lesson will give students a chance to think about what these concepts mean and to consider the relationship between community activism and the visual arts.
- Curriculum connection:
- 1.1.3 - Examine how they belong and are connected to their world by exploring and reflecting upon the following questions for inquiry: What groups/communities do you belong to? How do we recognize different groups? How do we belong to more than one group? How do these groups help us?
-1.1.4 - How do our communities thrive? Cooperation and peace living/ decision making/ helping others/ how does caring for the natural environment help others? - Suggested use:
- Website has details on how to use - Accessibility:
- Accessible for non verbal, hard of hearing some accommodation required
