Explore, Learn, Share, Teach...One World Education www.oneworldeducation.org Copyright 2008 One World Education, Inc. All Rights Reserved One World Ambassador: Talia Harris Learning Activity #3: The Color of Culture Focus Area(s): Social Studies, Language Arts, Foreign Language Grades: 9 th -12 th Objective(s): LW discuss how the dynamics of difference and sameness play a part in cross- cultural exploration. LW summarize the historical roots of Mexico’s multi-racial population and the relationship between those groups today. LW describe the racial demographics of Mexico, including the categorization and language used to define groups based on skin color. Preparation: Paper, writing utensils, timer, class copies of Circles of My Multicultural Self, Circles of My Multicultural Self: Group Discussion, Jigsaw Graphic Organizer, Jigsaw Articles, and class set of highlighters. Duration: 60-90 minutes Reflection Prompt: Talia writes, “I felt like I had become a part of the Morelia culture, but one thing kept reminding me that I wasn’t entirely a part of their culture. It was the constant reminder that I was an African-American. In Morelia, African-Americans, like myself, weren’t seen on the streets, only TV; it was an unrealistic sight for the Morelians. In Mexico I experienced no racism, but I surely felt I was the reason for a lot of people’s curiosity. I felt that I made a connection with my new family and friends that was deeper than race and skin color—a connection not made outside of my new home…Everywhere I went people were staring at me, yelling ‘Morena.’” Procedure: Step 1: Ready, Set, Write! Invite the students to join you in a “madman” free-write. Explain that you will reveal an incomplete sentence on the chalkboard/overhead and that everyone, including the teacher, will write to complete the sentence and begin a free-write.
Transcript
Explore, Learn, Share, Teach...One World Educationwww.oneworldeducation.org
Copyright 2008 One World Education, Inc. All Rights Reserved
One World Ambassador: Talia Harris
Learning Activity #3: The Color of Culture
Focus Area(s): Social Studies, Language Arts, Foreign Language
Grades: 9th-12th
Objective(s): LW discuss how the dynamics of difference and sameness play a part in cross-
cultural exploration. LW summarize the historical roots of Mexico’s multi-racial population and the
relationship between those groups today. LW describe the racial demographics of Mexico, including the categorization
and language used to define groups based on skin color.
Preparation:Paper, writing utensils, timer, class copies of Circles of My Multicultural Self, Circlesof My Multicultural Self: Group Discussion, Jigsaw Graphic Organizer, JigsawArticles, and class set of highlighters.
Duration: 60-90 minutes
Reflection Prompt: Talia writes, “I felt like I had become a part of the Moreliaculture, but one thing kept reminding me that I wasn’t entirely a part of theirculture. It was the constant reminder that I was an African-American. In Morelia,African-Americans, like myself, weren’t seen on the streets, only TV; it was anunrealistic sight for the Morelians. In Mexico I experienced no racism, but I surelyfelt I was the reason for a lot of people’s curiosity. I felt that I made a connectionwith my new family and friends that was deeper than race and skin color—aconnection not made outside of my new home…Everywhere I went people werestaring at me, yelling ‘Morena.’”
Procedure:Step 1: Ready, Set, Write!Invite the students to join you in a “madman” free-write. Explain that you willreveal an incomplete sentence on the chalkboard/overhead and that everyone,including the teacher, will write to complete the sentence and begin a free-write.
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1. Make sure everyone has paper and a writing utensil on their desk and areready to write.
2. Tell the students the amount of time that they will be writing. Five minutes issuggested. (Although it can be more fun if you choose a silly amount, suchas 4 minutes and 24 seconds.)
3. Explain that once they read the prompt they must begin writing immediatelyand may not stop writing until you instruct them. They must stop writingwhen the timer goes off. There will be no talking or questions during this freewriting time.
4. Give examples of what to do in the case that they are writing and feel theyhave nothing left to say. Tell them they should write from their stream ofconsciousness, and if they feel they have nothing left to write they shouldwrite exactly that. Give examples of how to continue writing. “I havenothing left to write about my experience, but I remember a story mygrandmother told me…,” or “I wonder what Johnny is writing about, maybe heexperienced a time when…”
5. Tell the students that all writing is confidential and will not be sharedinvoluntarily. Reveal the prompt and start the timer. Prompt: “One thingkept reminding me that I wasn’t entirely a part of their culture. Itwas the constant reminder that I was…”
6. When the writing is complete, ask for volunteers to share their writing.Emphasize that this is not a polished piece of writing, nor will it be revised orpublished, and that the expectations are not about good writing, but aboutaccessing their thoughts spontaneously on paper.
Step 2: Circles of my Multicultural Selfadapted from http://www.edchange.org/multicultural/activities/circlesofself.html
1. Distribute copies of “Circles of My Multicultural Self” and give students threeto five minutes to complete the graphic organizer.
2. Distribute copies of “Circles of My Multicultural Self—group discussion.”Allow students 5-10 minutes to write their responses to the 3 questionsindependently, and then share out in a class discussion, or move directly intoa class discussion of these questions.
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NOTE: During discussion, it is important to help students draw outconnections between the free-write they did in response to Talia’s prompt inStep 1 and the identity topics that come up during the Circles of MulticulturalSelf activity. Important discussion themes are: the way we identify ourselvesvs. the way others identify us; feelings associated with being a minoritywithin a group; feelings of acceptance, inclusion, difference, and rejection.
Conclude the discussion with why Talia didn’t feel entirely part of Morelianculture. Reveal the entire reflection prompt, where Talia identifies her race asthe thing that made her different within Mexican culture.
Step 3: JigsawAn explanation of the Jigsaw instructional strategy can be found athttp://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/
1. Organize students into “home” groups. (The size of these groups depends onthe number of students and articles you want to use.)
2. Distribute copies of the various articles to the groups, making sure that eachgroup member has a different article.
3. Distribute one “Jigsaw Organizer” to each student.
4. Have students get up and find their “expert” group, finding all other studentswith the same article to be in the same group.
5. The “expert” groups will take turns reading the article aloud. Students shoulduse highlighters to identify main ideas and key phrases.
6. After reading the article, “expert” groups will discuss what is important aboutthe article and brainstorm ways in which they can teach the “home” groupthis information. Groups should work together to form a single sentencesummary of their article and write it in the right-hand column of the JigsawOrganizer.
7. Students return to home groups. Each student teaches about their articleand learns from the others. After each student teaches his/her article, theother group members should fill in the graphic organizer with what theylearned.
Articles: The following articles provide background and analysis of Mexico’s blackpopulation and the discrimination they face. Read all articles ahead of time. Usethem to make decisions about grouping and differentiation in the Jigsaw activity.
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• Mexico’s Forgotten Race Steps into the Spotlighthttp://www.guardian.co.uk/world/2005/jul/06/mexico
• African Roots Stretch Deep Into Mexicohttp://www.mexconnect.com/mex_/feature/ethnic/bv/spec0303.html
• Racial Classifications in Latin Americahttp://www.zonalatina.com/Zldata55.htm
• Mexico’s Black History is Often Ignoredhttp://articles.latimes.com/2008/apr/13/local/me-afromexside13
• A Real Blended Familyhttp://articles.latimes.com/2008/apr/13/local/me-afromex13
Checking for Understanding:Provide students with a scenario for their writing—While studying abroad in Mexico,Talia wrote a letter to them in which she shares about her experience in Morelia.(Show students the reflection prompt again. Pretend this was an excerpt of whatTalia wrote to them). Assign students to write a letter back to Talia. Student lettersshould:
• Relate to Talia by sharing an experience when they were in the minority,felt different or were discriminated against because of a characteristic oftheir identity.
• Offer some historical insight to Talia about how people of African descenthave been regarded and treated in Mexico. Include at least 3 referenes tosomething learned in the Jigsaw readings.
Global Action Activity:Allow your students to learn about world cultures through direct experience, byparticipating in classroom correspondence with a current Peace Corp volunteer.http://peacecorps.gov/wws/correspond/
Extension Activities:• Have students return to the sentence, “I am _____, but I am not _____,” from
the Circles of My Multicultural Self. What is at the root of this stereotype,misconception, or generalization? Research the history and background of thatgeneralization, and share that information with the class as an oral presentation,poster, blog, discussion board, etc. Have students evaluate how they canadvocate for that group and dispel stereotypes in a positive manner using theinformation they learned in their research. Use “I am I am not” graphic organizerfor scaffolding.
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• For more activities in teaching the understanding of culture within and beyondthe United States visit the Peace Corps’ Building Bridges Classroom Guide toCultural Understanding athttp://www.peacecorps.gov/wws/publications/bridges/.
Additional Resources:More articles about Afro-Mexicans:• Afro-Mexicans: Mexico’s Forgotten Roots
http://www.laprensa-sandiego.org/archieve/february10-06/afro.htm• Africa’s Legacy in Mexico: What is a Mexican?
http://www.smithsonianeducation.org/migrations/legacy/almmx.html• The African Presence in Mexican National Identity
Related OWEd Resources: Unit Resource 1: Previewing the Experience (Mexico) Unit Resource 2: Understanding the Experience (Mexico) Unit Resource 3: Culture Cube (Mexico) Unit Resource 4: Reviewing the Experience (Mexico) Circles of My Multicultural Self Circles of My Multicultural Self- Group Discussion Jigsaw Organizer I Am, But I Am Not graphic organizer
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Circles of My Multicultural Self
This activity highlights the multiple dimensions of our identities. It addresses the importance ofindividuals self-defining their identities and challenging stereotypes.
Place your name in the center circle of the structure below. Write an important aspect of youridentity in each of the satellite circles -- an identifier or descriptor that you feel is important indefining you. This can include anything: Asian American, female, mother, athlete, educator, Taoist,scientist, or any descriptor with which you identify.
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Circles of My Multicultural SelfGroup discussion
1. Share a story about a time you were especially proud to identify yourself withone of the descriptors you wrote in the circles of my multicultural self.
2. Share a story about a time it was especially painful to be identified with oneof your identifiers or descriptors you wrote in the circles of my multiculturalself.
3. Name a stereotype associated with one of the groups with which you identifythat is not consistent with who you are. Fill in the following sentence:
I am (a/an) ____________ but I am NOT (a/an)___________.
