NCDPI – AIG Instructional Resource: Background Information
Resource Title:
Respect for Different Cultures Equals Peace
Subject Area/Grade Level (s):
Social Studies/K
Time Frame: 1-2 hours
Common Core/Essential Standard Addressed:
K.C.1 Understand how individuals are similar and different (K.C.1)
K.C.1.2 Explain the elements of culture (how people speak, how people dress, foods they eat, etc.
Additional Standards Addressed:
1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
1.RL.3 Describe characters, settings, and major events in a story, using key details.
1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger
groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
Brief Description of Lesson/Task/Activity: After reading books about different cultures (the differences/similarities in language, dress, homes,
food, art), the teacher and class will discuss how people in different cultures dress differently, eat different foods or foods that are made in
different ways, live in different homes, and have different celebrations. The teacher could make a simple slide show or get some images from
the internet to show students different cultures and their dress, foods, celebrations, etc. The higher level students will read Don’t Laugh at Me
by Steve Seskin and Allen Shamblin and participate in a seminar discussion.
Type of Differentiation for AIGs (include all that apply):
Adaptations for AIGs:
Content
x Process
Enrichment
x Extension
x Acceleration
x Product
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
Explanation of How Resource is Appropriate for AIGs: This task is appropriate for higher-level students because while they continue to work
with the Essential Standard for this grade level, they will also extend their critical thinking and communication skills by participating in a
discussion seminar (ex. Paideia Seminar). Students will need to listen to their peers and respond to text that has been read with reasoning,
justification for their opinions, and details from the book.
Needed Resources/Materials:
 Books for reading about different cultures: My Granny Went to Market by Stella Blackstone; Off to the Sweet Shores of Africa: And
Other Talking Drum Rhymes by Uzoamaka Chinyelu Uoubagha; Mama, Do You Love Me? By Barbara M. Joosse; Caribbean Alphabet by
Frane Lessac; Abuela’s Weave by Omar S. Castaneda; The Story of Chopsticks by Ying Chang Compestine; The Way We Do It in Japan by
Geneva Cobb Iijima; Africa is Not a Country by Margy Burns Knight; Hello World!: Greetings in 42 Languages Around the Globe by
Manya Stojic; The Colors of Us by Karen Katz
 Books for Lesson: Don’t Laugh at Me by Steve Seskin and Allen Shamblin; Can You Say Peace? By Karen Katz
 Attachment: Pre-Seminar Questions
Sources: NA
TEACHER NOTES: The teacher should find books about different cultures around the world. I have listed some examples above in the Needed
Resources/Materials section. She will need the following two books: Don’t Laugh at Me by Steve Seskin and Allen Shamblin; Can You Say
Peace? By Karen Katz
NCDPI AIG Curriculum Resource Outline
STAGE ONE: ENGAGE
The teacher will read books about different cultures. This could take several days or meeting times. An interesting book that I have listed in
Needed Resources/Materials is Can You Say Peace? By Karen Katz. This book allows for conversation about “peace” and how appreciating
different cultures and different people help us move toward “peace” among peoples and nations. The teacher can allow students to say
“peace” in many different languages and show students the map or globe to show where the people are from for each place/language. She can
continue reading books or find clips on the internet that show different cultures. The teacher can discuss with students how different cultures
of the world dress differently, eat different foods, have different rules, currency, languages, homes, etc. If the teacher can find some articles of
clothing from different cultures, she may bring those for kids to dress up in (sometimes fabrics just draped in different ways can represent
clothing, hats, etc. from different cultures.) The teacher may also have pictures or currency from different cultures, particularly if she has
traveled.
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
STAGE TWO: ELABORATE
After reading books and having discussions about different cultures with the whole class, the teacher can show students pictures and video clips
of various cultures and their dress, homes, foods, holidays and celebrations, currency, and hear their languages. The teacher and students may
also create a Venn Diagram to compare/contrast our culture with another culture. Then the class will engage in a discussion about how
spectacular our world is because people are different. It makes life so much more interesting that people are different. Talk about peace and
how the world would be a much more peaceful place if people accepted and appreciated differences in others. Tell students that in many
countries wars are raged simply because people have different religions than themselves or they look different. Ask students to think of positive
things that can come about because of differences (For example, you may get to try a new food that you have never tried before, new fashion
can come about from other places in the world, you may learn new ways of doing things, having fun, or celebrating from others).
Then higher level students will read/be read Don’t Laugh at Me by Steve Seskin and Allen Shamblin. After reading the book, the
teacher/facilitator will lead the higher level students in a seminar discussion. The teacher will provide students with the attachment, PreSeminar questions, so students can consider the questions before seminar. (The teacher may require students to write out their answers or just
read the questions and consider what they think about each to prepare for the seminar). Then the same questions will be used by the
teacher/facilitator during the seminar.
STAGE THREE: EVALUATE
The teacher will assess students on how deeply they considered the Pre-Seminar questions. She will assess how well students participated in
the seminar (when I conduct a seminar, I tally how many times students authentically respond---not just when they say they agree with
someone or when they make a statement similar to someone else’s, but when they justify their opinions or they have novel contributions).
TEACHER NOTES: I think all students need to hear the book, Don’t Laugh at Me by Steve Seskin and Allen Shamblin, so after the higher level
students have the seminar, I would read the book to the whole class (or if you prefer, you can begin by reading it to all students and then have
the seminar with higher level students). There is also a CD with the song that goes with the book. That would be a great song to start your
special sharing time/classroom meeting each day of the year as a reminder to students to appreciate differences. Check out this website:
http://www.youtube.com/watch?v=HTNVXlirF4Y
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project