Grade Three Social Studies, Unit 1: Communities in the World

Students will demonstrate an understanding and appreciation of how geographic, social, cultural and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru. Despite the focus being on these 4 countries, it is important to still have resources that reflect Canada’s multiculturalism.

• Videos
• Class Activities

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Tamales - Labour of Love
Melissa Elmira Yingst shares how making tamales for Christmas Eve are truly a labor of love in Mexican households. This video is presented in ASL (American Sign Language) and captioned.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Discussion about bonding with family, how it looks different for each person
  ​- Discussion about the significance of food in some cultures
• Accessibility: 
  - Captioned by creator

Namwayut: We Are All One. Truth and reconciliation in Canada
Chief Robert Joseph shares his experience as a residential school survivor and the importance of truth and reconciliation in Canada.

• Curriculum connection: 
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
  - 3.1.4 - Examine economic factors that shape communities in other parts of the world. Main industry/ goods and services produced and exported/ main economic resources
• Suggested use: 
  - Supplementary to talking about Truth and Reconciliation
  ​- Can use as an introduction, or as one perspective of Residential Schools
• Accessibility: 
  - Autogenerated captions

10 Fun Facts about China for Children
Whether you are looking for a documentary on China or Fun facts, we have you covered! These facts about China are great for elementary school students in class or going through homeschooling.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• Suggested use: 
  - Introduction to learning about different cultures
  ​- Do more research as a class on one of the top 10 facts
• Accessibility: 
  - Transcription available 

Who am I? What's on my Head? 
An animated video focused on spreading knowledge about Sikhism and the turban. This video is kid friendly.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• Suggested use: 
  - Use as a hook to talk about what makes us all unique and special
  - Can also be used to introduce symbolism/significance in religion
• Accessibility: 
  - Closed captioning available on video 
  - Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students
  - Transcription available ​

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. 

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Discussion about living different lives at home and at school
  - Discussion about the integration of different cultures in Canada. What might that look like?
• 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.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• Suggested use: 
  - Could use as a hook to discuss the difficult of moving to a new country and how we must treat all people with respect and kindness
• 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. 

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Discussion about immigration
  - Talk about the different experiences people have
  ​- Discussion about friendship, making sacrifices
• Accessibility: 
  - Closed captioning available on video 
  - 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.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• 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.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• 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.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• 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.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Discussion about exploring a country from an outsider's perspective
  ​- Use as an introduction to learn more about Mexico
• Accessibility: 
  - Closed captioning available on video 
  - Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students
  - Transcription available ​

New Zealand: Maori Culture
"Travel Kids" explore New Zealand's Maori culture.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• 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
  

Hair Love
Cherry, tells the heartfelt story of an African American father learning to do his daughter’s hair for the first time.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• 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
  

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.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• 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, search on internet 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

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.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Celebrate Lunar 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

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.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Discussion about traditions learned from the video
  - Can use as an idea to have students share their own cultural traditions
  - Use as an introduction to learn more about a culture's traditions
• Accessibility: 
  - Closed captioning available on video 
  - 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.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• Suggested use: 
  - Have students reflect on if they have any special foods that they eat at home, what makes it special to them and their family? Is it traditional? A part of their culture? Give students the space to share and discuss what food means in their home
  - Great opportunity for teacher to talk about how food is universal and has significant meaning in all cultures
• Accessibility: 
  - Transcription available
  - Closed captioning available on video 
  - Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students

Being Different is Beautiful 
Animated video that outlines the differences and similarities between people from diverse cultures.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• Suggested use: 
  - Link to personal identify and uniqueness
  - What makes you special? Have students create a mind map about all the different things that make them unique (tie to culture/religion/talents/interests etc)
• ​Accessibility: 
  - Transcription available
  - Closed captioning available on video 
  - Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students
  

Chinese Spring Festival
春节 (chūn jié) - ‘Spring Festival’ is the Lunar New Year, and the most important Chinese holiday of the year. For Chinese people, 春节 (chūn jié) is a time for being with family.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Discussion about Lunar New Year - observations (similarities and differences)
  ​- Introduction to learning about the ways people from all over the world celebrate a new beginning 
  ​- Discussion about how students spend quality time with their family
• Accessibility: 
  - Closed captioning available on video 
  - Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students

Molly of Denali​
An action-adventure comedy that follows the adventures of feisty and resourceful 10-year-old Molly Mabray (Sovereign Bill), an Indigenous girl. Molly helps her mom and dad run the Denali Trading Post, a general store, bunkhouse, and transport hub. Each episode follows Molly, her dog Suki and her friends Tooey and Trini on their daily adventures, from fishing to building snow forts to delivering a camera to friends on a volcano via dog sled.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• Suggested use: 
  - Have the students relate their life to Molly's
  - Have students start a journal of words or customs they encounter in the video
• 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 and this animated rap, calls attention to all the different religions and nationalities that make up our great country.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• 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
  

Jaime Lo, Small And Shy​
This film has a lot to teach about sacrifice and the fact that we never know what’s going on in someone else’s life. Jaime Lo is a shy and quiet young girl from Hong Kong who lives in Canada. Now, Jaime’s father must return to Hong Kong to seek work and is gone for many months. This is the first time their family has split up, and it’s a sacrifice that Jaime’s father must make to provide a better life for his children. As Jaime comes to understand this, she expresses her gratitude in the most touching way. 

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Talking point about the sacrifices families/parents often go through when immigrating to a new country 
  - Discussion on identity 
  - Developing empathy for those who move to a new country
  - Opportunity to talk about the many sacrifices, the challenges, the adjustments it takes to move to a new country
• Accessibility: 
  - Closed captioning available on video 
  - Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students

Roses Sing On New Snow
This beautifully animated film tells the story of Maylin, a young Chinese woman forced to cook in her father’s restaurant, only to have all the credit, and tips, given to her brothers. A woman’s place in society differs depending on your cultural background, and it may be an eye opener for some kids to see how Maylin is treated. But what I love about this film is that, when given her moment at the end, she stands up for herself and sets an example for every little girl — and boy — watching. 

• Curriculum connection: 
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
  -3.1.4 - Examine economic factors that shape communities in other parts of the world. Main industry/ goods and services produced and exported/ main economic resources
• Suggested use: 
  - Students can remember a time that they were treated unfairly. Then, they could think about how they could treat others in their classrooms, homes, and school fairly
• Accessibility: 
  - Closed captioning available on video 
  - Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students
  

The Chinese Violin
In this animated short, a young girl and her father move from China to Canada, bringing only their Chinese violin along for the journey. As they face the challenge of starting fresh in a new place, the music of the violin connects them to the life they left behind and guides the girl towards a musical future.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Discussion about the power of music - its ability to transcend the barriers of language because it is (arguably) a language itself
  ​- Discussion about the immigrant experience
• Accessibility: 
  - Closed captioning available on video 
  - Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students
  

Alaa
An animated stop motion true story of a young Syrian boy’s experience in coming to Canada starring Alaa Khalaf. 

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Class discussion on the immigration experience
  ​- Can use as an exemplar for a unit on making stop animation: focus on experience
• Accessibility: 
  - Closed captioning available on video 
  - Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students
  

Lights For Gita
Every culture comes with celebrations and rituals, and this film teaches all about the Hindu festival of lights, Diwali, while also showing how hard change can be. Gita is anxious to celebrate Diwali in her new Canadian home and invites her friends to light the diya and see the fireworks. But her plans are thwarted by an ice storm and she is left longing for her celebrations back home. Through her story, kids will see what it’s like to leave behind everything you know and love, but still create new traditions that are just as meaningful. 

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.2.1 - Appreciate elements of global citizenship: recognize how their actions can affect others across the world and vice versa. Respect the equality of ALL human beings
• Suggested use:
  - Use to talk about how traditions/celebrations are meaningful in many different religions, cultures, communities etc.
  - Have students reflect on their own traditions/celebrations - what makes them meaningful? How do they celebrate these traditions/celebrations? Teacher should be prepared to acknowledge that some children may not feel personally connected to their culture/religion/community etc. If so, relate to different celebrations that students may partake in at school, with friends etc.
• Accessibility: 
  - Closed captioning available on video 
  - Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students

From Far Away
Growing up in Canada, it’s hard to imagine what life is like in a war-torn country. Adjusting to a new home is a Herculean feat, especially when you don’t speak the language. Meet Saoussan, a seven-year-old girl from Beirut who is doing just that since moving to Canada in search of a safer life. This is a film that will open kids’ eyes to different realities and encourage them to be kind to others. 

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.2.1 - Appreciate elements of global citizenship: recognize how their actions can affect others across the world and vice versa. Respect the equality of ALL human beings
• Suggested use: 
  - Use as a hook to discuss how Alberta and Canada has many people from all over the world
  - Great talking point for students to share their own experiences of moving to a new city/province/country
  ​- Students who may not have experienced this can think about going to a new school, joining a new team etc. What kinds of feelings did/would arise when you're in a brand new community or space?
• Accessibility: 
  - Closed captioning available on video 
  - Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students
  

Lili's Persian New Year
When Lola 'ruins' Lili's Nowruz party, Lili discovers a new way of looking at her little sister and makes a fresh start with her for the New Year.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: ​
  - Celebrate Nowruz and its traditions. Ideal to use this close to Nowruz (March 20)
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​
  

Nowruz: How 300 million people celebrate Persian New Year 
About 300 million people across the world celebrate Persian New Year - or Nowruz.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: ​
  - Celebrate Nowruz and its traditions. Ideal to use this close to Nowruz (March 20)
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​
  

Hanukkah Dos and Don'ts
Who knew there were rules for Hanukkah?

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  ​- Celebrate Hanukkah and its traditions. Ideal to use this close to Hanukkah
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​

Lunchbox Rap Battle: Rosh Hashanah
Celebrate Rosh Hashanah with this rap.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• Suggested use: 
  - Celebrate Rosh Hashanah and its traditions. Ideal to use this close to Rosh Hashanah
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​

Lunchbox Rap Battle: Vaisakhi 
Celebrate Vaisakhi with Tony and Janaye as they dance their way into a brand new solar new year. 

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• Suggested use: 
  - Celebrate Vaisakhi and its traditions. Ideal to use this close to Vaisakhi
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​
  

Lunchbox Rap Battle: Diwali
Get up, jump up, get down - Diwali’s here with a fresh new sound.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• Suggested use: 
  - Celebrate Diwali and its traditions. Ideal to use this close to Diwali
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​
  

Chinese New Year, kids style
Chinese people around the world are ringing in the new year. Hear from some kids in Canada about how they celebrate the holiday.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• 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 Chinese New Year. Also keep in mind that several Asian countries celebrate this holiday and they refer to it as Lunar New Year
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​
  

Eid Mubarak!
Eid Mubarak! Join Tony, Janaye and families from across the country as they celebrate Eid. 

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  ​- 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• 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 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​
  

Kwanzaa is an African-inspired holiday
Did you know that African-Canadians celebrate Kwanzaa every year, starting on Dec. 26? For seven days, they get together with their families, eat African food, dance, drum, and celebrate the seven principles of Kwanzaa. Even though the holiday is based on African traditions and culture, it’s not celebrated in Africa. It was invented by an American man from Kenya in the 1960s.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  ​- 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  ​- Learn about Kwanzaa and its traditions. Ideal to use this close to Kwanzaa
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​
  

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.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• Suggested use: 
  -  Great hook to use to talk about no matter how we look, we are all beautiful and unique, even if we happen to look different than our own family members
• Accessibility: 
  - Transcription available
  - ASL interpretation of book available

Phyllis Webstad Orange Shirt Day Presentation​
Orange Shirt Day is an annual event held each September 30th in remembrance of the Canadian Residential School system and the impact of this government policy on First Nations. Phyllis Webstad presents her memories of Residential schools and the meaning of Orange Shirt Day.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  ​- Talk about Orange Shirt Day
  - Use as an intro to talk about the significance of "every child matters"
• Accessibility: 
  - Transcription available
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​

How to Pow Wow
A short video on CBC kids about "Cottonball" the puppet that learns about the history of Pow Wows - what they are, who can attend, and the significance behind them.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  ​- Discussion about the significance of Pow Wows
  ​- Introduction to a specific tribe in Indigenous culture - maybe one in your region
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​

Cottonball Builds a Teepee
Watch one little cat build one huge teepee.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Use as a way to learn more about the Indigenous peoples of Canada, more resources here
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​​

Cottonball Learns about Throat Singing
Learn about Throat Singing.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Use as a way to learn more about the Indigenous peoples of Canada, more resources here
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​

3 Cool Facts About Totem Poles
Janaye learns about Totem Poles with Master Carver Keith.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Use as a way to learn more about the Indigenous peoples of Canada, more resources here
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​

Indigenous History Month
Celebrate National Indigenous History Month with a rap about Indigenous change-makers Jeremy Dutcher, Dr. Stanley Vollant, Jesse Cockney, and Alanis Obomsawin. The term Indigenous represents First Nations, Métis, and Inuit people. 

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Use as a way to learn more about the Indigenous peoples of Canada, more resources here
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​

The word Indigenous - explained
Indigenous people are the first people to live in a place. In Canada, Indigenous people belong to a number of different communities or nations. CBC Kids News’s Sid and Ruby explain.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Use as a way to learn more about the Indigenous peoples of Canada, more resources here
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​

Today's Thing: Hoop Dancing
Janaye learns about Hoop Dancing from Emilee Ann.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Use as a way to learn more about the Indigenous peoples of Canada, more resources here
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​

Today's Thing: Fancy Shawl Dancing
Niimin shows Janaye some Fancy Shawl Dancing footwork, and shows off her skills in Studio K.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Use as a way to learn more about the Indigenous peoples of Canada, more resources here
• Accessibility: 
  - Closed captioning available on video
  ​- Accessible for hard of hearing and nonverbal
  - No descriptive captioning available for visually impaired students​

Multicultural Game from Africa and Asia: Mancala
Mancala is a multicultural game that has been around for centuries. Forms of this game were played in ancient Africa and Asia. There are many different names, boards and rules of play for Mancala, but most are played on wooden boards with beads, stones or glass game pieces. Children in Africa would play by scooping holes in the dirt to create a game board. Refer to website for full game-play instructions.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Use as a hook to introduce different cultural games, students can then verbally or in written form share about games from their cultures or complete research about the different cultural games
• Accessibility: 
  - Accessible for hard of hearing, and nonverbal

Multicultural Game from Thailand: Takraw
Website contains a brief description of the game as well as a video on what the game looks like in action. 

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.1.2 - Examine the social/ cultural and linguistic characteristics that affect quality of life in communities in other parts of the world. What determines quality of life/ how do traditions/ celebrations and beliefs connect to a person’s identity? How do communities use infrastructure/ make decisions and regulate?
• Suggested use: 
  - Use to study how different cultures view problem solving, physicality
  - Use to learn about cooperation in different cultural games
  - Use to talk about the ways that different cultures have fun
• Accessibility: 
  - Accessible for hard of hearing, and nonverbal

Painting Beauty: Creating Self-Portraits
The goal of these lessons is to help students develop their racial or ethnic identities in a safe and open classroom environment, and appreciate the broad spectrum of beauty in our diverse, multicultural world.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• Suggested use: 
  - Website has details on how to use
• Accessibility: 
  - Accessible for nonverbal, some accommodations may be required during discussion 
  ​- For hard of hearing and visually impaired students some accommodations may be required at some parts of the activity 

The Colours of Me
To begin this lesson, ask students to share what they know about skin. Students will most likely share things like “it covers our bodies” or “it can be different colours.” Allow students to share their thoughts with the person sitting next to them before sharing out with the class. You could absolutely collect their thoughts on a circle map if you wanted.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• Suggested use: 
  - Website has details on how to use
• Accessibility: 
  - Accessible for nonverbal, some accommodations may be required during discussion 
  ​- For hard of hearing and visually impaired students, some accommodations may be required at some parts of the activity 

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.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• Suggested use: 
  - Discussion about identity, race, and culture
  ​- Use as a supplement or wrap up activity to a lesson (such as the Civil Rights Movement) or to wrap up the Multiculturalism unit
• Accessibility: 
  - Accessible for hard of hearing, and nonverbal

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.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.2.1 - Appreciate elements of global citizenship: recognize how their actions can affect others across the world and vice versa. Respect the equality of ALL human beings
• 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.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• 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 then 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: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.2.1 - Appreciate elements of global citizenship: recognize how their actions can affect others across the world and vice versa. Respect the equality of ALL human beings
• Suggested use: 
  - Listen to one story a day to get perspective on children their age from around the world
• Accessibility: 
  - Accessible for 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.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• Suggested use: 
  - As a culminating activity, students can create a puppet show based on themselves and they can create a story in which they are invited to participate in a cultural celebration from India, Tunisia, Peru or Ukraine. They could script their puppet show on what they have learned about a new culture, what the experience has been like, and what they think has been the most interesting thing to learn from this past year. They can work with peers to include a variety of perspectives and learning
  - More suggestions included in the link
• 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 3rd 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: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
  - 3.2.1 - Appreciate elements of global citizenship: recognize how their actions can affect others across the world and vice versa. Respect the equality of ALL human beings
• 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 colorful. Children draw their portraits on a crayon cutout. And all the crayons are places into a giant box of crayons - and either hung up around the classroom or showcased.

• Curriculum connection: 
  - 3.1.1 - Appreciate similarities and differences among people and communities: beliefs/ traditions and customs of groups and communities other than their own
• Suggested use: 
  - Website has details on how to use
• Accessibility: 
  - Accessible for non verbal, hard of hearing; some accommodations required