Cultural Diversity Unit Plan
Created by:Charlene Barbieri & Maria Rodriguez
Ana G. Mendez University System
EDAG 662
Prof. Martinez
- Students will be divided in groups to work on a "Literature Circles" activity.
- Each student within the group will have a task.
- Groups will be given a different story based on their academic level (DI).
- Students will keep track of their work in their Reading logs.
- At the end of the lesson, each group will present their work.
Learning Goal:
Students will be able to determine the main idea from simple texts that contain familiar vocabulary used in context and identify cultural artifacts, symbols, and images of the target culture(s) within the text.
(WL.K12.NH.2.1; WL.K12.NH.6.4)
Learning Scale
Level 4
I can successfully write a short story, which includes several cultural aspects from my own culture.
Level 3
I can determine the main idea from simple texts that contain familiar vocabulary used in context and identify cultural artifacts, symbols, and images of the target culture(s).
Level 2
I can determine the main idea of a text, but have difficulty supporting my reasoning with evidence from the text.
Level 1
I can sometimes determine the main idea of a text, but have difficulty identifying supporting details.
Entry
I can read a fiction story and understand it.
Warm Up Activities:
Stories:
- Cultural Diversity Video: "Intercultural Communication Adventure with Little Pilot"
- Reflection about the video
African American
Asian American
European American
On the morning of December 7, 1941, Jeanne Wakatsuki says farewell to Papa’s sardine fleet at San Pedro Harbor in California. But soon the boats return, and news reaches the family that the Japanese have bombed Pearl Harbor in Hawaii. Papa burns his Japanese flag and identity papers but is arrested by the FBI. Mama moves the family to the Japanese ghetto on Terminal Island and then to Boyle Heights in Los Angeles. President Roosevelt’s Executive Order 9066, which he signs in February 1942, gives the military the authority to relocate potential threats to national security. Those of Japanese descent in America can only await their final destination: “their common sentiment is shikata ga nai” (“it cannot be helped”). One month later, the government orders the Wakatsukis to move to Manzanar Relocation Center in the desert 225 miles northeast of Los Angeles.
The plot of this story is of a quilt that moves through four generations of a family that migrates to America. The story begins with the first generation migrating to American, specifically New York. The story identifies how different New York is from Russian. As a gesture to remember their home country a quilt is made. The quilt then travels through four generations where it is used as a tablecloth, a huppa and welcomes new babies. There is no climax to the story but the passing of time is important to the message of family traditio
The War of the Wall is a short story sbout a controversy over a wall between a woman who is trying to decorate it by painting, and the children who do not want that. The story starts as ‘Me’ and Lou is late for school and are arguing with the woman who is urging to paint the wall. However, the children think that the wall is important and it should not be painted or decorated by individuals. When they return from school, the lady is doing something strange to the wall. The painter lady continues her work, and ‘Me’ and Lou decides to be in war between her for the wall. Everyone is nice to the woman, unfortunately, providing supper, and checking her painted clothes. The woman continually proceeds her work, becoming more and more bizarre and crazy as the work is developed. The children gets madder as the impolite woman rejects the fine dinner and arbitrarily continues her art.
Native American
Mexican American
On a series of vignettes, The House on Mango Street covers a year in the life of Esperanza, a Chicana (Mexican-American girl), who is about twelve years old when the novel begins. During the year, she moves with her family into a house on Mango Street. The house is a huge improvement from the family’s previous apartment, and it is the first home her parents actually own. However, the house is not what Esperanza has dreamed of, because it is run-down and small. The house is in the center of a crowded Latino neighborhood in Chicago, a city where many of the poor areas are racially segregated. Esperanza does not have any privacy, and she resolves that she will someday leave Mango Street and have a house all her own.
The main character in Virginia Driving Hawk Sneve's "The Medicine Bag" is a
young boy named Martin, who lives in a city away from his ancestors' Sioux reservation. He struggles with feelings of shame and pride about his great-grandfather. At first,Martin makes up wild fantasies to brag about his great-grandfather even though he is ashamed of him. However, by the end of the story, his boasting has changed to a true pride in his heritage.
Culminating Activity
- Students will be dressed to represent their folkloric attire (these students will be receiving people)
oPledge of Allegiance & Star Spangled Banner
o Student Parade (Multicultural Parade)
o Artistic Show (dances, mimicry, etc.)
o Community may rotate though table which will have different cultural aspects represented (flag, pictures, food, music, books, ect.)
Cultural Diversity
Unit Plan Presentation