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Archive for the ‘Activities and Lessons’ Category

Teaching Activity: Regional Food Tour

A spread of Moroccan appetizers, which include dishes made from tomatoes and squash to potatoes and beans. (Fes, Morocco, October 2006) Image Source: Aaron Thompson

Did you know that CultureGrams features country-specific recipes for each of its 209 country reports? The following activity explores cuisines from around the world. This activity comes from the CultureGrams Teaching Activities PDF, which features more than 70 activities to help teachers make the most of our country, state, and province reports.

Grade level

9–12

Objective:

In this teaching activity, students compare foods from different continents and write about what they’ve learned. See the Teaching Activites PDF for Common Core and other national curriculum standards met by this activity.

Time requirement

Preparation: 30 minutes

In-class: 1 hour and 30 minutes, two different days

Materials

CultureGrams World Edition

CultureGrams Online Edition—Recipe Collection CultureGrams Online Edition—Interviews

Instructions

  1. Ask each student to select four countries, each from a different continent, for which there are corresponding interviews. To save time, you may wish to select these yourself. (For an index of all available interviews, access the main Interviews page.)
  2. Using the CultureGrams World Edition, have the students read the Diet section for each of their selected countries. They may also access the Recipe Collection to learn more about typical
  3. Ask each student to read one interview for each of the four countries he or she has What has each interviewee identified as a favorite food or foods?
  4. Have the students write a one-paragraph response essay identifying which of the four countries’ cuisine seems most appetizing to them. Of all the dishes described—in the World Edition Diet sections, Recipes, or Interviews—which would they most like to try?
  5. In a second short response essay, have the students compare the cuisine from the different continents. How did they differ? What staple foods, dishes, or popular ingredients were unique to one continent?

Extension activity

Have the students select a recipe from the Recipe Collection to make at home and bring to class. You may wish to select a limited number of options beforehand that have simple instructions and readily available ingredients.

Below are some photos of meals from the CultureGrams photo gallery.

This meal in Barbados includes curried chicken and lamb with okra and chickpeas. Bajan food is, for the most part, a unique combination of African and English traditions. (Bridgetown, Barbados, December 2015) Image Source: Joshua Ligairi

Fresh avocado, limes, crispy tortillas, soupy black beans, and a variety of sauces—all of these elements accompany the main focus of a classic Mexican meal: the taco. (Mexico City, Mexico, September 2008) Image Source: Peter Stone

This pub meal consists of pork sausages, peas, and Yorkshire pudding—a traditional English food made primarily of flour, eggs, and milk. (Newcastle, England, United Kingdom, October 2006) Image Source: Adam Blackwell

Mohinga is a soup that is eaten for breakfast, lunch, and dinner. It is made of rice noodles, catfish, and spices and garnished with lime, cilantro, and peanuts. (Mae Sot, Thailand, June 2010) Image Source: CultureGrams

A simple dinner of rice, fish, and fried plantain is served in a Brazilian restaurant. (Rio de Janeiro, Brazil, March 2007) Image Source: CultureGrams

 

CultureGrams Teaching Activity: The World Game

Looking for new ways to incorporate CultureGrams into the classroom? Look no further than CultureGrams’ collection of over 75 teaching activities! This collection of educationally engaging activities is organized by grade level and activity type. Each activity includes an objective, curriculum standard correlations, a list of materials needed, the amount of time required to do the activity, instructions, and extension activities. These activities help promote critical thinking, creativity, and problem solving.

If you don’t have access to CultureGrams, enjoy this free teaching activity today and sign up for a free trial of the product to access more.

The World Game

Grade level: K–5

Objective:
Students will develop basic map skills and learn about the worldwide appeal of soccer.

 


Time requirement:
Preparation: 40 minutes
In-class: 1 hour and 30 minutes

Materials:
CultureGrams Kids Edition
CultureGrams Online World Edition regional maps:
North America
South America
Europe
Africa
Asia
Oceania

Instructions
1. Divide the class into four groups, and assign each group one of four regions:

  • North and South America
  • Europe
  • Africa
  • Asia and Oceania

2. For each region, print out a list of the countries in the Kids Edition. Have each group locate
these countries on the regional maps (listed above).

3. Have students access the “Games and Sports” page for each country on their list. Have them determine in which countries soccer is popular and highlight these countries on their regional maps. What number or percentage of the countries on their lists play soccer?

4. As a class, discuss their findings. Explore some reasons why soccer is such a popular sport around the globe (inexpensive to play, introduced by colonial powers, etc.).

5. During an international soccer competition (e.g., World Cup, UEFA European Championship, Africa’s Cup of Nations) assign each student a country to follow during the competition. Use the success of particular teams to launch a discussion about those countries. Internet sites that may be useful include:

International Football Federation (FIFA)
Union of European Football Associations
U.S. Soccer Federation

Image from CultureGrams Mozambique Slide Show “Homemade Soccer Ball.” Photo by Salym Fayad

 

Celebrate Flag Day!

US Flag

Photo credit: Serfs UP ! Roger Sayles via Foter.com / CC BY-ND

 

Teach your students the history of Flag Day and why we honor Old Glory on June 14.

 

“This flag, which we honor and under which we serve, is the emblem of our unity, our power, our thought and purpose as a nation.”–Woodrow Wilson, U.S. President, 1856-1924

 

  • The Flag Resolution of June 14, 1777, stated that the flag of the United States should “be made of thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new Constellation.”

 

  • The idea of a holiday celebrating Old Glory was first proposed in a newspaper editorial in June 1861 by Charles Dudley Warner, an editor of the Hartford Evening Press, two months after the start of the Civil War.

 

  • Flag Day was first observed on June 14, 1877, one hundred years after the flag was officially adopted.

 

  • Wisconsin school teacher Bernard Cigrand made a public proposal for establishing a holiday to celebrate the American flag.

 

  • Woodrow Wilson signed a proclamation establishing June 14 as Flag Day in 1916.

 

  • President Harry Truman signed legislation proclaiming June 14 as Flag Day in 1949.

 

Did you know? There have been 27 different versions of the U.S. flag. Our current flag, the 50-star flag, is the longest-used version of the U.S. flag, having been adopted on July 4, 1960, following the addition of Hawaii as our 50th state.

 

Have your students learn more about Flag Day in SIRS Discoverer and SIRS Issues Researcher.

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Developing Visual Literacy

Dadès Gorges, Morocco. April 2017. Photo by Rachel Ligairi.

When I was in Morocco this spring, I took pictures of all the usual things, like stunning geometric architecture, carefully piled spices for sale, and lines of camels walking among majestic Sahara dunes. But this image, of no great photographic value, turned out to be one of my favorites because it suggests a story.

If you “read,” or understood,  a story from this photo the first time you glanced at it, that’s probably because you’re visually literate. At some point, you developed the skill of analyzing visual clues related to subject, framing, angle, light, focus, composition, and context in order to understand an image’s purpose and perhaps even something about the place or people it represents. You have probably been using this skill long enough that you do it without thinking, but that won’t be true for someone less experienced. And according to Common Core and McRel national standards, having such strategies on hand to interpret the content and style of visual media is a must for today’s students.

So how might you guide students to help them move from a passive viewing of this photo to a well-supported reading of it? One way might be to lead them through this exercise, available from the National Archives. Let’s work through the exercise’s steps together, using the photo featured here.

  • A quick scan of the photo reveals that it’s a candid documentary type image. The caption offers the location, date, and photographer’s name.
  • An observation of the photo’s parts reveals a man dressed in traditional clothing squatting to take an action shot of a man in athletic clothing climbing a rock face. On or near the rock face itself is graffiti and some kind of cable or line.
  • In trying to make sense of the photo, students may look at the caption to see who took the photo, where it was from, and when. With a little bit of research, they would learn that I am not a native of Morocco, that the Dadès Gorges is a dramatic mountainous landscape popular among rock climbers, and that spring is a common time for climbing enthusiasts and tourists alike to visit the area.
  • Based on all of this information, students can make some inferences as to why the photo was taken and what story or stories this photo is telling. To help them make this final leap, you might ask questions like the following:
    • Where would you guess each person in this photo is from? What might their clothing tell you about them?
    • What might their relationship be?
    • Why might the man in blue be taking a photo of the man in orange?
    • Why might the photographer have chosen to frame this image to include both the climber and the man photographing him? What is the effect of giving each figure equal focus and space in the image?
    • What might this photo tell you about tourism and environmental protections in Morocco? What sources could you find that would deepen this knowledge?

Students should now be able to write a paragraph about this photo. And the story they suss out will likely be something similar—at least in broad strokes—to the one I experienced and intended in taking the photo, which might be fun to share at the end of the exercise. And if the paragraph a student wrote is not close, that’s fine too, as long as the student can muster visual and contextual evidence to support their interpretation.

Here’s my story:

The man in blue was a local Moroccan guide who had been hired to lead my small tour group through the Dadès Gorges. The area is quite dependent on tourists, both those that come to climb there and those passing through on their way to the sand dunes of Merzouga. One of the men in our group was an Austrian mountaineer. At one point, after we had passed several foreign climbers, the mountaineer started to scale one of the walls we were walking by. This delighted our tour guide, who grabbed the mountaineer’s camera and excitedly started taking several shots, despite the Austrian’s protests that the climbing he was doing was utterly basic and not worth photographing.

My purpose in taking the photo was to document this unusual moment of a Moroccan photographing a tourist, since it’s nearly always the other way around, and to explore the idea of what people choose to photograph when they are confronted with foreign people or places. All day, we tourists had been taking photos of things that were utterly ordinary to the locals, including food, clothing, and transportation methods that seemed unique compared to our home countries. And now our guide was doing the same—with the difference that his photos were not on his own camera. Delighted though he was by what to him was a rather novel sight, he was still an employee catering to the satisfaction of one of his employers, a mountaineer accustomed to the Swiss Alps, who he assumed would want a photo of himself a couple feet off the ground. So the photo is also meant to turn on its head the usual power relationship between the subject and creator of travel images. 

For more visual literacy resources, see the CultureGrams Teaching Activities and extensive Photo Gallery.

CultureGrams Kids Edition Scavenger Hunt

In order to be successful in using a research database, students need to learn how that database works, of course–what content it offers, how the database can best be navigated, and what tools and features are available to help them in their research. And with all the databases and other online resources out there, it is a real challenge to find the time to train younger users on how to use the wide array of resources that are available to them.

But all is not lost! We’ve come up with a new scavenger hunt to help students become familiar with the CultureGrams Kids Edition. This is in addition to the scavenger hunt that we already developed for CultureGrams more broadly. By working through these twenty questions, either in groups or individually, students will learn about the country reports in the database and what categories of information are available, what supplemental features there are, how the data tables work, what multimedia resources they can access, how to cite CultureGrams as a source, and much more. And when students have completed the scavenger hunt, they will be much better prepared to do their own research in CultureGrams to prepare a presentation, create a poster, or write an essay because they will know what information the product has to offer them to do their work.

Kids Edition Scavenger Hunt

*Each of the questions is followed by parenthetical information that suggests where the answers can be found.

1. What tree is a national symbol of Haiti? (Haiti country landing page)
2. What is a smorgasbord in Sweden? (Sweden Food category)
3. What are the 5 largest and 5 smallest countries in the world? (Extremes Data Tables or Build-Your-Own)
4. The Netherlands has twice as many __________ as cars. (Netherlands landing page/Did You Knows)
5. How do you say (Can You Say It)
a. “Let’s have a barbecue” in Aussie English? (Australia Can You Say It)
b. “Hello” in Hindi in India? (India Can You Say It)
c. “No” in German? (Germany Can You Say It)
d. “Please” in Somali (Somalia Can You Say It)
6. What are some of the chores that kids in Madagascar do each day? (Madagascar Like as a Kid category)
7. Find a recipe from three countries on three different continents. (Recipes)
8. Find two interviews of children from two separate countries. List two things you have in common with the children and two things that are different. (Interviews)
9. What is the average life expectancy of a Brazilian compared to the average life expectancy of someone in the world as a whole? (Brazil landing page/Infographic)
10. What percentage of New Zealand’s population is Hindu? (New Zealand Religion category/pie chart)
11. What happened in 1219 in Afghanistan? (Afghanistan History category/Time Line)
12. Name one famous person from Mexico and tell what made them famous. (Mexico Famous People)
13. According to the Money and Economy category for Chile, Chile is the world’s largest producer of what? (Chili Money and Economy category)
14. Which country has the highest percentage of women in parliament? Spain, Thailand, or the United States? (Country Data Tables)
15. How far is it from the capital of Ukraine to the capital of Nicaragua? (Distance Calculator)
16. Find the photo “Cowboy” in the Myanmar photo gallery. What is the cowboy in the photo herding? (Myanmar Photo Gallery)
17. What type of vehicle is used to retrieve children from school in the video “School Pickup” from Vietnam. (Vietnam Video)
18. Create an MLA citation for the flag of Togo. (Flag Gallery or Togo landing page)
19. Of all the countries in the world, which one would you most like to visit? Explain why.
20. If you could live in any country in the world other than the country where you currently live, what would you choose and why?

To find the correct answers, check in the comments area. And be sure to let us know how the scavenger hunt works for your classes.

Classroom Activities for World No Tobacco Day

Every year on May 31, the World Health Organization designates as World No Tobacco Day to advocate for policies to reduce tobacco consumption through education about the health and other risks associated with tobacco use. The theme for 2017 is “Tobacco – a threat to development.” The focus of the campaign is to provide information on the threat the tobacco industry poses “to the sustainable development of all countries, including the health and economic well-being of their citizens.”

No Tobacco Day 2017 Poster

No Tobacco Day 2017 Poster (Credit: World Health Organization)

Here are some learning activity ideas for your classroom to mark World No Tobacco Day:

* Global Benefits of Tobacco Control: Have your students research the benefits of tobacco control for countries around the world through examples provided on the Who Health Organization’s Tobacco Free Initiative. Also, as an option, you can have students dig deeper and use CultureGrams to learn general background information for these countries.

* Debate Over Smoking Bans: Point students to the Smoking Bans Leading Issue on SIRS Issues Researcher. Ask them to argue a viewpoint and list supporting evidence in an essay or oral presentation.

* Global Effects of Tobacco Control: Ask students to use the World Health Organization Tobacco Control Country Profiles to research the way two different countries address tobacco control. Have them list the facts they find and also provide examples of how each country’s tobacco control or lack thereof affects its health and sustainability.

* Public Service Announcement: Have students create a short video directed to their peer group on the harmful effects of tobacco using research from the World Health Organization and the Centers for Disease Control.

* Infographic: Ask students to create an infographic or poster that illustrates the health effects of tobacco on the body using Piktochart, Canva, or another program.

Let us know your thoughts on teaching students about issues related to tobacco use. Tweet us #ProQuest.

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Teaching Activity: Tracing the Effects of Slavery

Frear’s Silk Dept (circa 1882), via Wikimedia Commons

This activity comes from the CultureGrams Teaching Activities PDF, which features more than 70 activities to help teachers make the most of our country, state, and province reports.

Grade level: 9–12

Objective: Students will understand the geographical scope of the slave trade. They will be able to trace some of the lingering socioeconomic and cultural effects of slavery across the world. See the Teaching Activites PDF for Common Core and other national curriculum standards met by this activity.

Time requirement

Preparation: 30 minutes

Monument of the Four Moors, Livorno, Italy, via Wikimedia Commons

In-class: 50 minutes, less if students read selections at home

Materials

CultureGrams World Edition

Helpful maps from UNESCO

Understanding Slavery Initiative (timelines, maps, paintings, and images of artifacts)

Instructions

  1. Explain to the students how, besides being a general atrocity and a personal tragedy for the millions of Africans who were sold as slaves, the African slave trade has had a major effect on the history of the world. Slavery has influenced the historical development and current cultural and socioeconomic conditions of many nations: African nations from which individuals were captured and nations in the Americas to which Africans were brought as
  2. Divide the class in half to form two groups. Have each group read from these selections in class or at home:
Group One Group Two
United States (History) Angola (History)
Antigua and Barbuda (History, Arts, Holidays) Botswana (Religion)
Barbados (History, Language, Arts) Malawi (History)
Haiti (History, Population) Mozambique (History)
St. Lucia (History, Population, Holidays) Senegal (History)
St. Kitts and Nevis (History, Flag description) Sierra Leone (History, Population, Religion)
St. Vincent and the Grenadines (History, Holidays)
  1. Ask the students in Group Two to discuss the circumstances surrounding the African side of the slave trade, in addition to any long-lasting effects it has had on populations or
  2. Ask the students in Group One to discuss the history and cultural impact of slavery in those countries. What did it take to end slavery? What types of economies were created as a result of the slave trade? How did it influence the arts and languages of the Americas?
  3. Have each group prepare a short presentation to share their findings with the other group.
  4. As a class, analyze the Country and Development Data for all of the countries. Which statistics might slavery have influenced and how?

Carving of slave caravan, alternate, Lake Malawi Museum ,by Tim Cowley via Wikimedia Commons

Extension activity

For background information, read the International Labor Organization’s (ILO) report on modern-day slavery (summary of facts below).

  • Almost 21 million people are victims of forced labour – 11.4 million women and girls and 9.5 million men and boys.
  • Almost 19 million victims are exploited by private individuals or enterprises and over 2 million by the state or rebel groups.
  • Of those exploited by individuals or enterprises, 4.5 million are victims of forced sexual exploitation.
  • Forced labour in the private economy generates US$ 150 billion in illegal profits per year.
  • Domestic work, agriculture, construction, manufacturing and entertainment are among the sectors most concerned.
  • Migrant workers and indigenous people are particularly vulnerable to forced labour.

Explain to the class that slavery still exists and briefly discuss the various forms it takes (i.e. child and bonded laborers, sex slaves, domestic servants, agricultural workers, etc.). For homework, instruct students to look up a current event dealing with a form of modern-day slavery, then do a write-up that summarizes the event and analyzes the laws and circumstances that result in continued slavery; they might also compare the effects of modern-day slavery with those of the African slave trade.

In this article, students can put a face to modern descendants of the African slave trade and hear their perspectives.

Promoting Media Literacy: Educators’ Resources

“Never have we had so much information at our fingertips. Whether this bounty will
make us smarter and better informed or more ignorant and narrow-minded
will depend on our awareness of this problem and our educational response to it.”
–From Evaluating Information: The Cornerstone of Civic Online Reasoning
(published November 22, 2016, by the Stanford History Education Group)

Fake news and media literacy have been hot topics lately. The Oxford Dictionaries Word of the Year for 2016 was post-truth–an adjective defined as “relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief.”

How can librarians and educators teach digital and media literacy skills when many have not had formal training or education on these skills themselves?

The Center for Media Literacy in Santa Monica, California, was a pioneer in media literacy education. In 2005, this list of the five core concepts of media literacy was created, along with key questions for each one.

MEDIA LITERACY: CORE CONCEPTS & KEY QUESTIONS

  1. All media messages are constructed. [Who created this message?]
  1. Media messages are constructed using creative language with its own rules. [What creative techniques are used to attract my attention?]
  1. Different people experience the same media message differently. [How might different people understand this message differently from me?]
  1. Media have embedded values and points of view. [What lifestyles, values, and points of view are represented in, or omitted from, this message?]
  1. Most media messages are constructed to gain profit and/or power. [Why is this message being sent?]

This post offers some resources for promoting and teaching media literacy in the digital age. They were largely compiled from two webinars: Teaching Digital Literacy (edWeb) and Information Literacy in the Age of Fake News (School Library Journal).

Triangulation: Verification/Fact-Checking/Hoaxes

Triangulation is defined by Joyce Valenza as trying to “verify or corroborate the information in multiple sources, including traditional media and library databases.”

FactCheck.org: A nonpartisan, nonprofit from the Annenberg Public Policy Center of the University of Pennsylvania that monitors “the factual accuracy of what is said by major U.S. political players in the form of TV ads, debates, speeches, interviews and news releases.”

Hoaxy: A tool created by the Observatory on Social Media at Indiana University that visualizes how claims in the news–and fact checks of those claims–spread online through social networks.

Hoax-Slayer: Allows Internet users to check the veracity of a large number of hoaxes. Owned and operated by Brett Christensen.

PolitiFact: An independent fact-checking website created by the Tampa Bay Times newspaper to sort out the truth in American politics. It rates the accuracy of claims by elected officials and others on its Truth-O-Meter.

Politwoops: Tracks deleted tweets by public officials, including people currently in office and candidates for office. From ProPublica, an independent, nonprofit newsroom that produces investigative journalism in the public interest.

Snopes: Founded by David Mikkelson in 1994, the site bills itself as “the definitive Internet reference source for urban legends, folklore, myths, rumors, and misinformation.”

Lesson Plans/Curriculum Resources

Center for News Literacy: Offers a wide range of resources in their Digital Resource Center, including a 14-part curriculum, lesson plans, and a glossary. From Stony Brook University’s School of Journalism.

Checkology® Virtual Classroom: “Teaches students in grades 6-12 how to navigate today’s challenging information landscape by using the core skills and concepts of news literacy through a series of engaging digital experiences that use real-world examples of news and information and guided instruction from journalists and other experts.” From the News Literacy Project.

Media Education Lab: Creates free multimedia curriculum materials to help learners of all ages advance knowledge, skills, and competencies. From the Harrington School of Communication at the University of Rhode Island.

Media Literacy Clearinghouse: Developed by media education consultant Frank W. Baker, this site offers resources and workshops for K-12 educators promoting critical thinking to help students read media messages.

NewseumED: Offers free learning tools on media literacy and our First Amendment freedoms. From the Newseum, an interactive museum in Washington, D.C., that “promotes, explains and defends free expression and the five freedoms of the First Amendment.”

SchoolJournalism.org: Part of the American Society of News Editors‘ Youth Journalism Initiative, this site presents lesson plans, curriculum resources, articles and research on news, information and media literacy.

Curation

Headline Spot: Find thousands of the best and most useful U.S. and world news sources by media type, subject or location/region.

Kiosko: A visual daily press directory that gives access to the world’s largest news sites and displays a readable image taken from today’s frontpage cover of each newspaper. (Also available in French and Spanish.)

Other Resources

AllSides Dictionary: This resource bills itself as “a human look at hot-button terms from every perspective.” Created by over 30 volunteer mediators and educators who span the socio-political spectrum, it allows users to browse issues and terms as defined across the political bias spectrum.

Community of Online Research Assignments: An open access resource for faculty and librarians, intended to be a collaborative space for adapting and experimenting with research assignments and sharing the success or lessons learned so that others may benefit. Also includes a Teaching Toolkit featuring a wide range of resource types.

The CRAPP Test (Currency, Relevance, Authority, Accuracy, Purpose): A list of questions to help you evaluate the information you find.

The Digital Citizenship Institute: Committed to “promoting social good through the use of social media and technology” by “partnering with districts, schools, parents and organizations to provide a community approach to digital citizenship.” Founder and CEO is Dr. Maryalice Curran.

The Center for Media Literacy: An “educational organization dedicated to promoting and supporting media literacy education that provides leadership, public education, professional development and educational resources nationally and internationally.”

Google Reverse Image Search: Begin your Google search by grabbing and dragging an image to Google Reverse Image Search in order to learn more about where it originated, and where else it is appearing. View a YouTube video of Google Image Downloader by Michelle Luhtala.

Making Sense of the News: Literacy Lessons for Digital Citizens:  A six-week Massive Open Online Course (MOOC) created by the University of Hong Kong and the State University of New York and offered through Coursera. It seeks to provide learners with “tools that teach you not what to read and consume, but rather how to critically consume information and make yourself more informed and engaged.”

* * *

ProQuest Resources

See our guided research worksheet on How to Identify Fake News in 10 Steps. Also see ProQuest Guided Research products, which equip students to learn information literacy skills. Free trials are available.

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CultureGrams’ Teaching Activities: One Religion, Many Practices

Looking for new ways to incorporate CultureGrams into the classroom? Look no further than CultureGrams’ collection of over 75 teaching activities! This collection of educationally engaging activities is organized by grade level and activity type. Each activity also includes a national curriculum standard correlation.  If you don’t have access to CultureGrams, enjoy this free teaching activity today and sign up for a free trial of the product to access more.

One Religion, Many Practices

 

 

 

 

 

 

 

 

 

 

National Standards for Social Studies

 Culture

  • Standard C [Middle Grades]: Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can explain and give examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture.
  • Standard E [Middle Grades]: Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can articulate the implications of cultural diversity, as well as cohesion, within and across groups.

Developed by the National Council for the Social Studies

Standards for Geography Human Systems

  • Standard 10: The geographically informed person knows and understands the characteristics, distributions, and complexity of Earth’s cultural mosaics.

Developed by the National Council for Geographic Education

Grade level:

6–8

Objective:

Students will compare the practice of a single religion across multiple countries and interviews.

Time requirement:

Preparation: 10 minutes

In-class: 1 hour and 30 minutes, two different days

Materials:

CultureGrams World Edition

CultureGrams Online Edition—Interviews

Instructions:

1. Have students read three interviews with people who practice the same religion. The interviews featured below represent the perspectives of three Muslims from Kuwait, Mali, and Syria. Students can also find religion excerpts about Catholicism (Javier: Bolivia, Trina: Costa Rica, and Petrosse: Mozambique) and Buddhism (Sai: Cambodia, Dawa: Nepal, and Chhun: Cambodia) just to name a few.


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. What differences do students notice in the way the interviewees practice their religion? Differences may be found in how often a person attends worship services, how important they consider religion in their life, ways they worship, and holidays they celebrate.

3. Now have students read the Religion section of each interviewee’s country in the World Edition report. What do these sections say about the religion? How does the information in the report compare to the information in the interviewees’ answers? How does the practice of the religion vary between countries?

4. Have students write a short essay on their observations about the ways a single religion varies in different areas and between individual observers of that religion. They may also speculate on why this could be.

Try out CultureGrams’ Teaching activities in your classroom and let us know what you think by tweeting us @CultureGrams.

Star Wars @YourLibrary: Ideas for May the 4th Be With You Day

Featured blogger Dawn Treude, a Library Assistant in Youth Services, provides tips for Star Wars programs at your public or school library.

There has never been a better time to be a Star Wars fan. Libraries are well suited to provide force-filled programming that may be scaled up or down depending on age groups, space, and budget parameters. In light of May the 4th Be With You Day, I wanted to share some successes we’ve had at the Scottsdale Public Library celebrating Star Wars.

Star Wars Collection Table Display. (Photo Courtesy of Dawn Treude.)

Star Wars Collection Table Display. (Photo Courtesy of Dawn Treude.)

While I think it’s always a good time for a Star Wars program, the two main opportunities are May the 4th Be With You Day in May and Star Wars Reads, which is now the entire month of October. The beauty of participating in these events is they are heavily promoted by Lucasfilm, Disney, StarWars.com and various publishing partners, like D.K. Books, across multiple social media platforms. In addition, printable resources and some promotional items are available for free to schools and libraries. (More on that below.)

Once you’ve decided to do a Star Wars program, you need to settle on an age group. We’ve tailored ours to the 5-11-year-old set to great success. I’ve used teen volunteers for bigger programs and run a single Star Wars Family Storytime by myself, taking advantage of the parent helpers in the room. These programs are a big draw when featured prominently in your library’s calendar of events. They’re also a great opportunity to highlight the Star Wars materials in your collection.

Origami Yoda Display. (Photo Courtesy of Dawn Treude.)

Origami Yoda Display. (Photo Courtesy of Dawn Treude.)

With kids, no program is complete without some Origami Yoda activities to challenge them! I’ve become an expert at making Yoda and Darth Paper. The kids love making them, especially when they get to choose the colored foil paper for the light saber. Since we do so much Star Wars programming, I took the time to make a permanent origami display.

Star Wars Display Stations. (Photo Courtesy of Dawn Treude.)

Star Wars Display Stations. (Photo Courtesy of Dawn Treude.)

For bigger programs, I choose to have stations and let the families move at their own pace between them. Our branch has a patio near the Youth area, so I spread out to avoid congestion. I take advantage of the free printables from StarWars.com and use the crosswords, word searches, and puzzles for what I like to call the Jedi Mind Tricks area.

The Death Star Trash Drive. (Photo Courtesy of Dawn Treude.)

The Death Star Trash Drive. (Photo Courtesy of Dawn Treude.)

For games and activities, Pinterest has provided some of the best ideas, under the guise of birthday party planning. I created an X-Ring Toss game using a library book cart and made lightsabers using pool noodles. But my best creation was the Death Star Trash Dive. I stuffed a library book bin with extra summer reading prizes, some of my Star Wars swag and our famous sea serpent from storytime. The kids loved digging through it to find a treasure or two.

Jedi Trials Obstacle Source Featuring Lightsabers. (Photo Courtesy of Dawn Treude.)

Jedi Trials Obstacle Source Featuring Lightsabers. (Photo Courtesy of Dawn Treude.)

We’ve made a Jedi Trials obstacle course with collapsible tunnels, yarn mazes and of course lightsaber precision training where padawans balance a balloon on their lightsaber. (Note: the lightsabers require supervision, especially if siblings are using them!)

In addition to having games and movement-centered activities in our Star Wars programming, we’ve also incorporated art. Two of the biggest hits are simple and low-cost. The first involves some planning, as you save withdrawn Star Wars items for a few months. These damaged or falling apart materials then become repurposed for scene creation. We supply blank paper, crayons, markers, glue sticks and scissors and the kids supply the imagination. They cut characters and starships out of the books and create their own story on the page. I personally can’t watch the book cutting, but the kids really get into it.

Handprint Wookiees. (Photo Courtesy of Dawn Treude.)

Handprint Wookiees. (Photo Courtesy of Dawn Treude.)

More recently, I took a risk with finger paint during a Star Wars themed Family Storytime and we made handprint Wookiees, an idea I saw on Pinterest. As you can see, the results were amazing.

I encourage costume wearing for all our Star Wars events and often wear my own Jedi gear. In our local area, there are Star Wars costume groups that have volunteers who are available to attend events in costume at no cost. Demand is high, so plan accordingly!

My Favorite Resources

ART2D2’s Guide to Folding and Doodling by Tom Angleberger

The Star Wars Craft Book by Bonnie Burton

‘Star Wars Reads’ Returns This October: This is a post from starwars.com that has nice downloadable options

Star Wars Reads Color the Page: This is a printable activity book from Lucasfilm Ltd

Pinterest: A search with the keywords Star Wars, storytime, birthday party, and activities returns helpful resources

Google: A search for Star Wars Storytime will yield useful information

The new movies have given a new generation the opportunity to become Star Wars fans. Big or small, I can guarantee that offering programming in the galaxy from far, far away, will bring your patrons in.

May the Force be with you!


Dawn Treude

Dawn Treude is a Library Assistant in Youth Services at the Scottsdale Public Library in Scottsdale, Arizona. A regular attendee at San Diego ComicCon, she enjoys sharing her passion for Star Wars with children and families.

 

 

 

 

 

 

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