This project does not require a huge time commitment and is fairly simple to use in all primary classrooms.  I see it becoming a springboard to deeper, global connections between classrooms and teachers.

Age Level: 6-9 

Objectives:

The students will learn that cultures, although ostensibly dissimilar, present more likenesses than differences.

The students will express their unique cultural identity through a research project to promote classroom diversity and understanding.

The students will navigate nonfiction literature and websites to locate information. 

The students will create a wiki page.

Materials: 

“Whoever You Are” by Mem Fox

Whoever You Are Assignment Sheet.doc

Whoever You Are Rubric.doc

Country Flag Sheets of your students countries (will vary by teacher)

www.countryreports.org or other online research sites

World Map

Pushpins

Scholastic (or other student-type) Encyclopedias

Various books about countries and continents

Procedure:

Before the project begins, send an email to parents asking about each child’s cultural heritage.

Read “Whoever you Are” by Mem Fox.

Have a discussion about cultural heritage.

Hand out Country Study handouts to all children.

Encourage children to fill in only the top section of their heritage.

As a class, record all countries listed on a giant map using push pins. Children will begin to see that others in the classroom may have similar origins.

Encourage students to discuss possible parings amongst themselves. For example, if three students have Korean heritage, they may choose to study Korea together. Students with no matches need to be assured that this project is simple to complete by themselves and that teacher support will be heavily given to those in this situation.

Encourage students to begin researching their country. This may take several days.

On the last two days, students will create a wiki to report on their country.

Students can add sounds and pictures to the wiki with teacher supervision.

Evaluation:

Whoever You Are Rubric.doc

Accommodations:

This section will alter by teacher.

You may want to consider using videos and books on tape to assist low-level readers.

You may also want to heavily monitor how groups are formed.

I set a timer for myself for every six minutes to monitor specific students with low motivation or reading skills.