|
construction paper to fold it into thirds to make a brochure. Tell the students that they can pick a community they are a part of and create a brochure for that community. For example, if they want to create a 'family community' brochure, they may want to draw pictures of their family or write what their family does together, or what their family means to them. After the children are finished creating their community brochure, have them show their creations. Ask why they chose that particular community. Tell them to go home to their family community and share their creation. The completion of a brochure with pictures and words about their community can be the assessment criteria. To extend this lesson, the class could go on field trips to different community landmarks. Discuss how that particular place is unique to the community.
In a large class students may pair up, or work in small groups in order to conserve time.
It's a Small World After All
Primary Subject - Social Studies
Grade Level - 3
During the first days of school, have the teacher introduce her/himself. Include your own cultural background. Bring in items that show your culture: clothes, food, music, pictures, games etc. Then instruct the students that they will be getting the chance to teach the other children about their own culture. Have the students keep notes on every student in the class.
During scheduled share time let the student speak in front of the class about themselves. Be sure as a teacher that the student says positive statements about self. Through modeling demonstrate to students how you think their cultural is interesting and fascinating. Let the children ask questions about that person.
During that month, brainstorm with students on how other cultures have contributed to humankind, i.e. the Chinese inventing paper, how did this change our lives. This can link to the next unit which is world history. Be sure that the students document their findings for assessment exam purposes.
After every student has shared, have a small world party. Each student can use the items that they found about their culture to decorate their desks. Students can then walk around the room visiting each person's desk. Afterwards come together as a class and discuss what you saw. Show them that you have a whole world just in you classroom.
After every week (on the following Monday), test the students on how well they know their fellow students (the ones that presented the previous week). Give them a list of the names of students that presented the previous week and have them write down what they learned about that student. Have them write between 2-3 things that they learned. Also, on the exam, have the students write down what each culture has contributed to humankind.
If the child is uncomfortable speaking about his/her own culture or feels that they have the same background as another student give them
|
|
