Teacher: Jennifer Fox School: Arlington Heights Elementary Grade: 3rd Grade Lesson Plan Type: Focus In Lesson 1 Unit Theme: African American History: Slavery & The Underground Railroad Lesson Plan Topic: Is skin color really that important? We are all different! Lesson 1: Looking at our classroom ancestry STANDARDS SOCIAL STUDIES true History 3.1 Students will describe how significant people, events and developments have shaped their own community and region; compare their community to other communities in the region in other times and places; and use a variety of resources to gather information about the past. Human Systems 3.3.8 Construct maps and graphs that show aspects of human/environmental Interaction in the local community, Indiana and communities within the region. READING READING: Comprehension and Analysis of Nonfiction and Informational Text 3.2 Students read and understand grade-level-appropriate material. The selections in the www.doe.in.gov/standards/readinglist.html illustrate the quality and complexity of the materials to be read by students. At Grade 3, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, books in many subject areas, children's magazines and periodicals, and reference and technical materials. 3.2.2 Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Ask questions and support answers by connecting prior knowledge with literal information from the text. Example: When reading informational materials about science topics or social science subjects, compare what is read to background knowledge about the subject. WRITING WRITING: English Language Conventions 3.6 Students write using Standard English conventions appropriate to this grade level. Objectives: Students will use prior knowledge to identify other countries and continents Students will interview family members to learn more about their family history/ancestry Students will share interesting facts about their family ancestry and locate/mark their family history on a world map Materials: Who are Your Ancestors worksheet Classroom World Map Star stickers Time: This lesson will span 2 class periods, each about 30 minutes. Primary Sources: All the Colors of the Earth by Sheila Hamanaka Family Trees examples Scholarly Knowledge: Ancestry is a family’s background, or lineage. Most of us have more than one lineage of ancestry. A family’s lineage can go back many generations. PROCEDURES Engage Student Interest: The lesson will begin when I read the book, All the Colors of the Earth by Sheila Hamanaka. Following the reading of the book, we will discuss the main idea of the story of how the book celebrates the color of children, and their ethnic diversity. We will further discuss what ethnic diversity is and how that may determine our skin color. Essential Question: What do you think your family’s ethnic diversity is? Initial Example: I will explain that our ethnic diversity comes from our “ancestry”. I will briefly explain my ancestry, with my background coming from Germany, Ireland, and Canada. One side of my family is German and Irish, and the other is French Canadian and Irish. I will also share how each of my family traveled from their respective countries to live in the United States in the mid 1800s. I will ask the question, “Could my ancestry determine the color of my skin?” New Example: I will first ask what a family tree is, and how it will help to find our ancestry. I will share a few famous Americans’ family trees. We will discuss the importance of each person to American history, and then share what observations are made from the family tree itself. Apply: The students will be shown more about the ancestry of my family, using the Who are your ancestors? worksheet. I will share my information as I model how to use the worksheet. I will again share my ancestry marking the countries using star stickers on our classroom world map, and I will also include facts about the countries my family have come from. I will also share a bit of history, or stories, of my ancestors as interesting facts. The students will then be assigned to find out about their own ancestry by interviewing family members who may be able to help. Assessment: The students will be asked to share what they discovered about their own ancestry from their interviews. Each student will be able to mark the countries of their ancestors on our classroom map with star stickers. They will also share interesting facts about their ancestry as well. Then, the kids will be asked, “Is it the color of your skin that is most important, or the ancestry and your ethnic diversity that makes you special?” We will share our opinions and generate a classroom discussion which is most important to consider. Finally, I will ask the class what is more important about slaves who had to work the fields so many years ago…the color of their skin, or their ancestry and backgrounds? Did their skin color really tell others that they were not important? Cumulating Activity: As each student shares their family’s ancestry, we will record each of the countries their ancestors derive from. As we create a classroom list of countries and tallies for the number of students who have ancestors in these countries, we will create a classroom graph to show the representation of our ancestry for these areas through a visual aide.