DIVERSITY

1. DIVERSITY By: Gretchen Busch and Toni Wilson ED 417-02 Ohio Social Studies Strands Second Grade

2. Table of Contents  American Heritage • People and Societies • World Interactions • Citizenship, Rights, and Responsibilities • Democratic Process • Decision Making and Resources • Science, Technology, and Society

3. American Heritage This strand includes aspects of the past that help to make American people unique among the people of the world, while at the same time recognizing what they have in common with others.

4. American Heritage Activities • The students will learn and sing the song “The Great American Melting Pot.” As a group, create body movements that correlate with the lyrics. • As a class, make a vegetable stew and discuss the variation of vegetables that give the stew its taste. This activity will then be linked to the different people that make up American culture. • The students will learn cultural dances from America’s past • The students will present an oral report on a chosen amazing American. • Read the book LIBERTY! by Allan Drummond to the class. Following the reading, the students will build their own Statue of Liberty.

5. American Heritage Websites http://www.school-house-rock.com/Grea.html This site contains the music and lyrics to the song “The Great American Melting Pot.” http://www.foodweb.com/virtualcookbook/meltingpot/melt.html This site contains several recipes form a variety of cultures found in the American society. http://library.thinkquest.org/J001272F/folklife/tqdance/dances2.htm This site contains cultural dance found in the American society.

6. American Heritage Websites http://www.americaslibrary.gov/cgi-bin/page.cgi This site offers the history of numerous amazing Americans. It also allows you to explore the states. See, hear, and sing songs from different cultures in America’s past. http://papertoys.com/statue.htm This site contains a paper cutout of the Statue of Liberty.

7. People and Societies This strand recognizes that the United States and the world encompass many different racial, ethnic, and religious groups.

8. People and Societies Activities • The students will choose a holiday and plan their own cultural celebration. • In a Venn Diagram, the students will compare and contrast the celebration of Christmas to another cultural celebration. • The students will create a decoration for each of the cultural celebrations discussed. (Example: kmara centerpiece and menorah) • The students will participate in an activity that explores the importance of individual differences using paper plates. • Read the book Whoever You Are by Min Fox to the class. Following the reading, the students will view themselves in a mirror and draw a picture of themselves using multi-cultural crayons/markers. The drawings will then be made into a class collogue.

9. People and Societies Websites http://www.kidskourt.com/Holidays/KwanPage.htm Introduces children to the cultural celebrations of Kwanzaa. http://www.kidsdomain.com/holiday/chanukah Introduces children to the cultural celebrations of Hanukah. http://www.kids-space.org/ Allows children to view cultural dress from several different parts of the world.

10. People and Societies Websites Three Kings Day! http://www.elbalero.gob.mx/kids/about/html/holidays/home.html Introduces children to the cultural celebration of Three Kings Day. http://webquestdirect.com.au/harmony/party/teachers.htm This website guides children in their planning of a cultural celebration.

11. World Interactions This strand explores the links people make around the world as they attempt to address common problems.

12. World Interaction Activities �Students will choose a country and create the flag of the country. They will then list five facts about the country on the back of the flag. Each flag will be hung around the room for viewing. �Brainstorm ideas about how we, as Americans, can help Afghan children. We will write a letter to President Bush explaining our ideas and suggestions. �We will use our newly acquired Spanish vocabulary to label familiar objects around the room. �Each student will be responsible for writing and illustrating an Arabic letter and sharing it with the class. The Arabic alphabet will be displayed under the English alphabet. �Children will create an African mask of their choice. We will discuss the use of the mask in the African culture. �Students will choose a country and create the flag of the country. They will then list five facts about the country on the back of the flag. Each flag will be hung around the room for viewing. �Brainstorm ideas about how we, as Americans, can help Afghan children. We will write a letter to President Bush explaining our ideas and suggestions. �We will use our newly acquired Spanish vocabulary to label familiar objects around the room. �Each student will be responsible for writing and illustrating an Arabic letter and sharing it with the class. The Arabic alphabet will be displayed under the English alphabet. �Children will create an African mask of their choice. We will discuss the use of the mask in the African culture. World Interaction Activities

13. World Interaction Websites http://pbskids.org/africa/mask/index.html Students create an African mask while finding out the many purposes of the mask. http://www.horus.ics.org.eg/html/learn_arabic.html Students learn the Arabic alphabet. LET'S TRY ORIGAMI http://www.jinjapan.org/kidsweb/virtual/origami/origami.html Students make origami of their own.

14. World Interaction Websites http://www.vivaspanish.org/greetings.htm Students learn commonly used greetings in Spanish. http://www.public.asu.edu/~apnilsen/afghanistan4kids/index2.html Uses various crossword puzzles to quiz the students on their knowledge of Afghanistan.

15. Democratic Process This strand examines the principles of democracy and explores the extent to which government reflects those principles.

16. Democratic Process Activities Children will post a response to an article online about their opinion concerning the Serbian democracy topic. Fill out the online application to be President for the day and develop a campaigned based on their feelings of diversity. Students will compare American democracy to Mexican democracy. The students will contrast the role of an American president and a Japanese emperor. Students will discuss the role of the United Nations and American democracy.

17. Democratic Process Websites http://www.elbalero.gob.mx/kids/government/html/gobierno/home.html http://www.jinjapan.org/kidsweb/japan/j.html http://www.factmonster.com/spot/un1.html

18. Democratic Process Websites http://www.pbs.org/democracy/kids/presforaday/index.html Students apply to be President for a day! http://www.timeforkids.com/TFK/magazines/story/0,6277,93725,00.html Allows students to read article about the process of democracy in Serbia and give their opinion concerning the issue.

19. Science, Technology, and Society This strand cover the contributions of the scientific world and addresses the ever-changing world in which we live.

20. Science, Technology, and Society Activities Students will obtain a pen pal online from another country. They exchange emails on a biweekly basis and find out the differences between the countries. Students engage in a simulation about the Maya people. Through this simulation, the student decode the Mayan hieroglyphics to find out who is buried in the tomb. The students will read journal articles from school children in Africa. From these journal entries, the students are to compare the similarities and differences in technology from Africa and the United States. The students will learn about the Japanese “tomagotchis.” They will then each adopt their own virtual puppy that will be taken care of on a daily basis. As a class, we will discuss the different animals in several countries (panda-China). The students will then monitor the events of a real panda through the internet. The students will take observations and prediction about why the panda is engaging in these activities.

21. Science, Technology, and Society Websites http://www.kidscom.com/cgi-bin/registration/kc/kc_register.pl This site allow students to have their own pen pal through the internet. Virtual Puppy http://www.virtualpuppy.com/ This site allow the students to adopt their own virtual puppy. These puppies are similar to the Japanese “tomagotchis.” http://www.nationalgeographic.com/bureau/index.html This site is a simulation that takes students on an adventure to find out more about the Maya.

22. Science, Technology, and Society http://pbskids.org/africa/ This site gives the students a look into the lives of school children in Africa. They can read through their journals and interesting questions. http://natzoo.si.edu/Animals/GiantPandas/ Students watch the everyday activity of a real panda. Live cameras video the panda and are available around the clock.

23. Decision Making and Resources This strand focuses on the context for examining those activities that are part of an adult’s public life.

24. Decision Making and Resources Activities The students will learn about the importance of voting. Each child will present his or her presidential campaign created previously in the week to participate in a mock election. Children will participate in “Weekly Reader’s” online “Speak Out” section. Each week children will work on writing their responses to the questions posted. They will then email their letter with their decision about what would be best concerning the question presented. Students research the natural resources found in different countries. Students will pair up and create a Venn Diagram of the natural resources found in each country. Students will participate in a collection of food for the needy. Students will list how they choose their friends. As a class, outline the qualities of a good friend.

25. Decision Making and Resources Websites http://www.pbs.org/democracy/kids/vote/ At this site, students learn about voting and amendments that have changed the vote. Kids can actually vote! http://www.weeklyreader.com/kids/grade2/speakout.asp Children respond to challenging questions, stating their views. http://www.jinjapan.org/kidsweb/japan/k.html Kids learn about the economy and industry in Japan.

26. Decision Making and Resources Websites http://www.peacecorps.gov/kids/ This site tells kids all about exploring other countries. http://216.167.3.245/kids/make.html Encourages children to participate in juvenile diabetes research.

27. Citizenship, Rights, and Responsibilities This strand focuses on decisions individuals and societies make, addressing wants.

28. Citizenship, Rights, and Responsibilities Activities ∆Read “We the Kids…” by David and discuss the basic rights of the citizens in the United States. ∆As a class, discuss the Bill of Rights and create a Classroom Bill of Rights. ∆Discuss the rights and responsibilities of American citizens using words young students understand. Students will develop a quiz that contains things that they feel every immigrant should know before becoming a U.S. citizen. ∆Students will make a timeline showing the years that amendments were passed helping minorities and people with disabilities gain equal rights. ∆Students will research the responsibilities of children in other countries. They will present their information to the class orally.

29. Citizenship, Rights, and Responsibilities Websites http://www.elbalero.gob.mx/kids/government/html/derecho/home.html This site tells the basic rights of Mexicans provided by the Constitution. http://www.pbs.org/democracy/kids/vote/timemachine.html At this site, students learn about the amendments to the Constitution that effected the voting process as well as the people involved in voting. http://www.whitehouse.gov/kids/constitution/billofrights.html Lists and describes the Bill of Rights.

30. Citizenship, Rights, and Responsibilities Websites http://www.voteutah.org/learning/citizenship/rights.html Outlines the struggle of minorities for equal rights throughout history. http://bensguide.gpo.gov/3-5/citizenship/index.html Defines the process of becoming an American citizen.