Global Diversity
Through Literature Activity

1 Paint Activity
2 Learning About The Culture
3 Getting Information from Graphs
4 Children's Work
5 Lesson Plan I
6 Lesson Plan II


North America

Tallchief:  America's Prima Ballerina
Maria
by Maria Tallcheif with Rosemary Wells
Illustrations by Gary Kelley

Ballerina

    Maria Tallchief grew up on an Indian Reservation in Oklahoma with dreams of becoming a ballerina.  Her Osage Indian heritage did not allow women to dance, but Maria's parents sent her to dance lessons as a child.  She practiced piano and dance daily with hopes of becoming a "Prima Ballerina."  Will she meet her goal?

1.   What do you think "Prima Ballerina" is?  What do you think they do?

2.    Why do you think Maria wanted to become a "Prima Ballerina"?

Learning About The Culture


Powerpoint

                 
        Seal      Dreamcatcher      Feather      Cross      Food Pyramid                     
History           Language        Government         Religion             Food

1. FROM THE HISTORY LINK:  What is another name commonly used to refer to the Osage Indian Tribe? 
            
2. FROM THE LANGUAGE LINK:  What are two ways to say "hello" in the Osage Language?
            
3. FROM THE GOVERNMENT LINK:  How many articles are included in the newly proposed Osage Constitution?
            
4. FROM THE RELIGION LINK:  What was one of the religious/superstitious beliefs of the Osage?
            
5. FROM THE FOOD LINK:  What is one recipe that you would enjoy sampling from the Native American cuisine?

            


Do you like playing computer games?  If so, check this out:


JUST FOR FUN!


Cultural Diversity Activity for Grades 3-5

Integrating Math and Science
Getting Information from Graphs

Chart


1.) Do you think you need an umbrella often in Pawhuska, Oklahoma?

2.) If you visit Pawhuska in July, should you have lots of shorts and short-sleeved shirts in your suitcase or should it be full sweaters and coats?

3.) Compare/Contrast the weather in Pawhuska to the weather where you live?

4.) Explain why you think it rains more/less in January or July according to the chart above?

5.) Would July be a good month to make snowmen in Pawhuska?  Why or Why not?




Map of Pawhuska, Oklahoma:

Map


Geography Infomation about Pawhuska, Oklahoma:   
Pawhuska is a city located in Osage County, and is the County Seat of Osage County.  In the 2000 Census, the total population of Pawhuska was recorded as 3,629, including 1,513 households and 954 families living in the city.  The average family size in Pawhuska is 3 people.  Pawhuska is the capital of the Osage Native American tribe and is the only Indian Reservation in Oklahoma.

Children's
Work
Lesson I

Student    Student   Student

Student    Work   Finished

Drawing   Drawing   Drawing

Drawing  Drawing


Lesson II



  
Computer   Computer   Finished

Paint  Paint  Paint

Paint

Lesson Plan I

Lesson I:  Learning With Technology About Our World
Cultural Challenges
Grade Level:  Kindergarten
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:
Total Duration of Lesson:  55 minutes.

Primary Learning Outcomes (PLO)
The primary learning outcomes to be achieved with this lesson include:

A. Student will be able to use the mouse while operating the computer to find information related to a multicultural children’s story.

B. Students will listen to a story about another culture.                                                                                  

C. Students will work cooperatively in small group to make a story picture about things they learned from the story.

Related QCC & GPS Standards

A.    Grade: K
Technology Integration
Strand: Basic Skills Technology Connection
Technologies that will be used in this lesson include: computer with Internet connection, a picture developed using a computer drawing program, and a designed website that includes computer painted picture and links to cultural websites that represent the country in multicultural literature book.  Elementary students will use computers to view website developed for multicultural literature book.


B.    Part One: PAINT PICTURE ACTIVITY
1. Work with a small group of students (2-5).  Show students the PAINT picture on your page.
Ask the children to use the mouse to point to various objects in the picture and tell them to describe them or name them.
Read the text under the picture then read the questions.  Write their responses individually on a large sheet of chart paper that also has the questions on it.
1.   What do you think a "Prima Ballerina" is?   What do you think they do?

2.    Why do you think Maria wanted to become a "Prima Ballerina"?
////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
Reading the story:
Introduction to story:
1.   The Title of the book is:  Tallchief:  America’s Prima Ballerina; by Maria Tallchief with Rosemary Wells; Illustrated by Gary Kelley
Ask some questions or point out words or objects:
                Vocabulary Terms:  Native American; Indian; Prima Ballerina; Tu-Tu; Reservation

a. What does the character on the cover of the book look like?

b. What is an Indian Reservation?

c. Why didn’t girls dance in the “old days”?

Read the story to the children
Ask the children to decorate or enhance the chart picture with their own words or pictures related to the story.

Assessment of the Primary Learning Outcomes
Now that we have visited my website, and listened to a story about Native American culture, tell us what you wrote or drew on the chart paper from the story and why you chose to put it on the page.

Rubric:

Level 3

Level 2

Level 1

Student is able to use the mouse to control the computer with no or little assistance.

Student is able to use the mouse to control the computer with much assistance.

Student is not able to use the mouse to control the computer.

Student responded with accuracy to all the questions about the culture and were able to draw or write words accurately that related to the story.

Student responded with accuracy to some the questions about the culture and were able to draw or write words accurately that related to the story.

Student was unable to respond with accuracy to questions about the culture, and did not draw pictures that accurately represented the story.




Lesson Plan II

 
Learning About Our World Through Literature and Technology
Everything Osage
Grade Level:  Kindergarten
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:
Total Duration of Lesson:  55 minutes.


Primary Learning Outcomes (PLO)
The primary learning outcomes to be achieved with this lesson include:

A. Student will be able to use the mouse while operating the computer

B. Student will be able to respond to questions about a diverse cultures and languages other than English from the cultures.

Related QCC & GPS Standards
A. Grade: K
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.


B. Grade: K
Social Studies Georgia Performance Standard
Geographic Understandings
SSKG1: The student will describe American culture by explaining diverse community and family celebrations and customs (this also includes the cultures represented by children from other countries who are enrolled in our schools, whose native language is other than English)

Materials and Equipment
1. Computer with Internet connection set to your Global Diversity Graphic Organizer

http://www.osagetribe.com
http://www.native-languages.org/osage.htm
http://www.osageindians.com/
http://www.republic.k12.mo.us/highschool/teachers/kstephen/oz2d.htm
http://www.thegutsygourmet.net/indian.html

2. Multicultural children’s book: list title of book and author in APA style
Tallchieft, M. (1999).  Tallchief:  America’s Prima Ballerina.  New York:  Puffin Books

3. Colored markers, crayons, and chart paper

4. Paper or props related to the multicultural story that you read in lesson I 

5  Markers, crayons, points, etc.  You can also use the PAINT program if there is time for each student to create a PAINT picture.(Students’ work will be scanned or saved and will be posted on your Global Diversity page.)

Technology Connection
Technologies that will be used in this lesson include: computer with Internet connection, a picture developed using a computer drawing program, and a designed website that includes computer painted picture and links to cultural websites that represent the country in multicultural literature book.  Elementary students will use computers to view website developed for multicultural literature book.

Step One Introduction
Show students the graphic organizer and talk about your country and also how it relates to the story you read them earlier
After reading the story of Maria Tallchief, I will show the students my graphic organizer.  After the students have reviewed my graphic organizer, I will begin by discussing Osage Indians and what specific ties they have to the Native American population.   I will then address what knowledge the students have of Native American culture through questions.  Then I will introduce the Osage culture to complete the introduction.
(Estimated Time 15 minutes)
 
Step Two: Teaching the Primary Learning Outcome
Ask the students to take turns reading the questions for each web site and ask them to tell you what they see or to provide the information from the questions:
1. What is another name commonly used to refer to the Osage Indian Tribe? 
             http://www.osagetribe.com/
2. What are two ways to say "hello" in the Osage Language?
             http://www.osage-ncoa.org/pages/language.shtml
3. How many articles are included in the newly proposed Osage Constitution?
             http://www.osageindians.com/
4. What was one of the religious/superstitious beliefs of the Osage?
             http://www.republic.k12.mo.us/highschool/teachers/kstephen/oz2d.htm
5. What is one recipe that you would enjoy sampling from the Native American cuisine?
             http://www.thegutsygourmet.net/indian.html

Step Three: Assessment
a. Give students props or paper, and ask them to write words or draw pictures that relate to what they learned from going through the web sites.
b.  Ask them to describe and tell what they drew or wrote.
(Estimated Time: 15 minutes)
 
Assessment the Primary Learning Outcomes
A. Technology Integration
Student will be assessed through observation while using the mouse to control the computer and using the drawing program.
B. Social Studies
Student will be assessed through answers to questions, illustrations, and discussions about diverse cultures.
(Estimated Time:  15 minutes)

Closure
Read student responses together, or ask each student to read or tell what they drew on the chart
You will need to save the students’ pictures and answers as evidence for your lesson plan learning goals.  Later you will scan the students’ papers to place in your ECE Portfolio.  You will also share your chart in class when you present your activity
 
Rubric:

Level 3

Level 2

Level 1

Student is able to use the mouse to control the computer with no or little assistance.

Student is able to use the mouse to control the computer with much assistance.

Student is not able to use the mouse to control the computer.

Student responded with accuracy to two of the critical thinking questions about the story

Student responded with accuracy to one of the critical thinking questions about the story

Student responded with accuracy to none of the critical thinking questions about cthe story


      


My Hub Page
Resources for Parents and
Their Students

Global Diversity Page
Exploring the World through Literature
Topic  Page
 Electronic Reading File

Exploring Maps and Graphs
LiveText Link Globe