Classroom+Activities

= __Classroom Activities:__ =
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__Early Elementary: (an activity from scholastic)__
__Objective:__ Students will create a heritage passport to show their understanding of their own culture and bring in food from their own traditions to share with the class. __Materials:__
 * 18.C.1 ** Describe how individuals interacted within groups to make choices regarding food, clothing and shelter.
 * Letter to parents informing them of Diversity Day and the Heritage Food Festival. See sample text below.
 * Students' completed Family Tree (PDF), Page from History, and Charting their Course world map from Lesson One.
 * Students' completed Travel Log (PDF) and Passport (PDF) from Lesson Two
 * Small United States flag students have colored in or drawn.
 * 2 x 3 inch flags for each country in students' heritage
 * Scoring rubric for grading Heritage Project. (See sample text below)
 * Optional: Letter to parents regarding Class Heritage Cookbook. (See lesson extensions below)
 * Reference books which include pictures of world flags
 * Thank you notes for parents who speak or lead an activity at Diversity Day.
 * Assorted colors of construction paper
 * Posterboard or tri-fold display boards
 * Re-sealable sandwich bags
 * Paper/pencils
 * Colored pencils/markers/art supplies
 * Stapler/gluesticks
 * Scissors
 * Rulers/yardsticks
 * Computer/printer

__Procedures:__
 * One Week:** The steps below will take approximately 2-3 class periods. The actual duration is dependent upon your due date.
 * Step 1:** Send home the letter to parents regarding Diversity Day. You may also want to ask for volunteers to set and/or clean up.
 * Step 2:** Tell students that they have worked so hard learning about their family background that they need to show off what they have accomplished. The way they're going to do this is by putting together a display of their finished pieces.
 * Step 3:** Distribute a copy of the Project Guidelines to each student. Go over the guidelines and expectations for a successful outcome. Inform students they still need to complete a few components of the project before they can begin putting it all together.
 * Step 4:** Provide one copy of the blackline American flag to each student and allow time for them to color it. Before starting, have students look at the flag in your classroom to review the color of the top stripe and the shade of blue used behind the stars. This seems like a common sense step that you could skip. However, speaking from experience, without referring to this minor detail, you may have many rather undesirable brick-red, white, and teal flags. This would also be the perfect time to review the meanings of our flag's stars and stripes.
 * Step 5:** Visit your school's computer lab or allow students to use classroom computers to find flags from every country that's a part of their heritage. This can be done easily by cutting and pasting clip art from popular publishing or word processing programs. Students should resize the flags identically, (2x3 inches each works well). Students should print and cut out the flags they need. If you prefer, ask students to draw the flags on white construction paper you've pre-cut.
 * Step 6:** Tell students to choose theme colors for their project that coordinate with the flag colors of their country. Using computers or on pieces of 6x18 inch construction paper, have students create the title banner for their projects. Remind students the title needs to include the name of their country. Give various ideas for titles such as "Katie's Trek through Scotland" or "Charlie's Visit to Venezuela."
 * Step 7:** Once all of the components of the project are finished, model how to put it all together. Using a student's completed pieces, demonstrate how to neatly organize and lay out the Family Tree, Page From History, world map, passport, travel log, flags, and title. Because there are so many parts, I show students how they can staple two sandwich bags to the bottom of the posterboard and use these as clear holders for their passport and travel log. Once again reinforce importance of a project's appearance and the need for all students to use their personal best effort while completing the project.
 * Step 8:** At this point if there is still more to be done, send the project home to be completed. I normally will not send projects home with students until I feel the major portion of the work has been done by the students. Once projects go home, many parents begin to feel a sense responsibility to "help" their children. Although the children may welcome the help at home, your students will feel a greater sense of accomplishment when the work is their own, and they can stand by it proudly. Personally, I also prefer to grade the work of an 8 year old than the artistic styling of a 38 year old!
 * Step 9:** While you are waiting for the projects to be returned, check in with students daily to determine if they need any guidance or extra materials such as construction paper.
 * Step 10:** Once projects have been returned to school, allow time for the students to share what they have learned with their classmates. Provide time at the end for students to receive compliments from their classmates.
 * Step 11:** Grade your students' projects using a rubric that follows the point values established in the Project Guidelines. Whenever grading the final product of a unit, I always provide many personal comments. The compliments you pay your students acknowledging their successes are remembered much longer than the point values you assign them.
 * Step 12:** Proudly display your students' completed projects in a place for all to see.

__Late Elementary:__
__Objective:__ Students will choose one of the goods of Cote d'Ivoire and create an add campaign depicting why this good is important to consumers and what it can be used for in order to show what affects how consumers choose goods.
 * 15.B.2a ** Identify factors that affect how consumers make their choices.

__Materials:__ __Procedure:__ 1. after discussing the key goods/services of Cote d'Ivoire, students will be able to work in groups to research a chosen good from that nation. 2. Students should fill out the given content web with information that they find on that good. 3. Ideas: Why is this good important? What is this good used for? Who depends on this good? How will it benefit others? 4. Students will use their findings to create a short (3-5 min.) add campaign and poster to present to the classroom about their item/service. 5. Students need to keep in mind that consumers purchase goods based upon visual representation and their own personal need.
 * computer access for research
 * list of goods/services in Ivory Coast that bring large revenue
 * pictures of goods
 * Content web

__Fine Arts:__
__Objective:__ Through creating masks and a fable, students will use their own personalized dance moves while creating a song to express Cote d'Ivoire's customs through music and dance interpretation.
 * 26.A.1d Music: ** Relate symbol systems (e.g., icons, syllables, numbers and letters) to musical sounds.
 * 26.B.1a Dance: ** Perform basic locomotor, non-locomotor movements and traditional dance forms and create simple dance sequences.

__Materials: __ __Procedure:__ 1. as a whole group introduce the french folktale pdf. 2. discuss folktales and fairy tales of the student's customs. What are some examples that they have heard? 3. discuss mask pdf. ; this is a custom of Cote d'Ivoire. Most of their music and interpretive dance styles depict basic stories of the land and passed down tradition. 4. have students create their own masks/ costumes to go along with a fable of their choice. This will then be placed with tribal music. 5. examples of masks can be shown for extra assistance.
 * mask template
 * coloring tools
 * @http://www.itv.scetv.org/guides/FrenchFolktales.pdf
 * @http://www.highlandsofohio.com/images/Masks_and_Mask_Culture.pdf
 * http://news.nationalgeographic.com/news/2006/06/060602-birdflu-dance.html - new dance move craze

**Want another activity idea?** (click for PDF) = = __*Games for kids__*

Resources: @http://www.foodbycountry.com/Algeria-to-France/C-te-d-Ivoire.html Scholastic Inc. 2011.retrieved: April 30,2011. @http://www2.scholastic.com/browse/lessonplan.jsp?id=119 @http://www.gowestafrica.org/kids/lessons/Cote-dIvoire.pdf

Jessica Douglas © Illinois State University Date of creation: March 31, 2011 Last modified: May 1, 2011 e-mail: Jldoug2@ilstu.edu