1. Topic-
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| Heritage Quilt: A look into America's demographics |
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2. Content-
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Explore the influence of various world cultures on the US
Key Vocabulary: heritage, culture, demographics |
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3. Goals: Aims/Outcomes-
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1. Students will understand their own heritage.
2. Students will understand their classmates heritage.
3. Students will relate heritage to America's demographics. |
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4. Objectives-
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1. Students will research their family history to determine where
they came from prior to the United States.
2. Students will learn the historical significance of their heritage
and various ways to represent that heritage (i.e. food, music, language).
3. Students will design a quilt square to represent their heritage.
4. Students will see how the entire class' heritage combines to form
America's heritage. |
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5. Materials and Aids-
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| Computers with Internet for research, maps, paper, pens, markers |
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6. Procedures/Methods-
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A. Introduction-
1. Ask students where their family is from? Write each place on
the board.
2. Put quote on board: "You cannot spill a drop of American blood
without spilling the blood of the whole world...We are not a nation,
so much as a world." -Herman Melville
3. Ask students to free write for three to five minutes about what
they think the quote means.
4. Call on students randomly to share what they think the quote means. |
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B. Development-
1. Refer back to the board about where students are from. Make note
of how many students said somewhere other than America.
2. Refer to America as the melting pot/ mixed salad/ mosaic. Give
background/review from middle school history of how America is made
up of immigrants starting with the first settlers coming from Europe.
Reference the only natives to the country as the Native Americans.
3. Explain to students that the class is going to learn about each
of their heritage originating before their family settled in America.
If the student is Native American, that person should investigate
his or her Native American heritage (i.e., where was their tribe located
before European settlement). Each student should have assignment handout.
4. Teacher will present an example of the quilt square that each student
will create based on their heritage. |
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C. Practice-
1. Ask students what ways culture can be represented. If students
need extra help coming up with ideas, ask students to refer to teacher
example.
2. As a class, compile a list of ways to represent culture (i.e. food,
quotes, maps, language)
3. Ask class why those particular things represent culture. |
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D. Independent Practice-
1. Students will research family history starting with interviewing
family members to determine where his or her family originated from.
2. Students will then do research into that culture. Students should
research the history of the culture, the geographic location, the
types of people that make up that culture, rituals, language, etc.
3. Students will make a quilt square using paper and any artistic
tools they want to represent their culture.
4. Students will write a 2 page paper explaining how their quilt square
represents their history based on the research the student did. |
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E. Accommodations (Differentiated Instruction)-
1. Students with special needs can participate in the artistic process
or have help with the research/art.
2. ELLs will need help reading through research. Some research can
be done through oral history. |
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F. Checking for understanding-
1. Each student will present his or her square in a three minute
presentation.
2. The rest of the class will ask the presenter questions regarding
his or her research/quilt square.
3. Teacher will put each square together to make a quilt and hang
in the classroom.
4. Teacher will ask the class to reflect on how the quilt is a good
representation of America.
5. Teacher will ask class to write down three things they learned
about another culture.
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G. Closure-
1. Teacher will put Melville quote back on the board and reflect
on how America is made up of people from various ways of life.
2. Teacher will tell class that the year will highlight tolerance
towards all people because we are all different and alike at the same
time. |
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7. Evaluation-
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| Teacher will evaluate students based on participation, quilt square,
reflective paper, and presentation. |
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