The Tree of Life in Michigan: An Introduction to the Diversity of
People, Places, and Culture
A Preschool Unit Plan by
Stephanie Hinshon
Sabrina Ponder
Michelle Toucher
Chanda Levene
Mark Moroni
Michael Mercier
Table of Contents
- Introduction of Goals
- Major Concepts
- Michigan Content
Standards for Social Studies
- Early Childhood
Standards of Quality
- Pre-requisites/skills
- Road Map
- Lesson plans
- Center Activities
- Cultural Foods Snack
Tasting
- Field Trip
- Culminating Project
- Daily Song
- Bibliography
Introduction of Goals
The topics of diversity and culture can become very controversial when they are discussed in the educational setting. Sometimes when discussing these topics, the feelings of confusion and hostility can overwhelm students because either a student feels that he or she is being misunderstood or because a student does not understand a cultural tradition. However, these feelings of confusion and hostility could be defused if students are given the opportunity to explore these topics at an early age. As someone once said, “Knowledge is power,” and if students are given the opportunity to learn the complexities that make up diverse populations and cultures, they will have the knowledge and power to understand the world in which they live. Moreover, that opportunity to learn these complexities can begin as early as preschool.
According to the Early Childhood Standards of quality, students should be taught to “respect cultural diversity and different culture groups, as well as, their contribution to society.” They need to expose students to traditions and practices of different cultures. They can do this through song, dance, foods, books read aloud, clothing, and hands on activities.
When a child enters preschool, they already have the cognitive ability to begin making comparisons, applying past experiences to new situations, associate memory with a particular experience and action, and they learn from direct experience (Michigan State Board of Education, 1995). Having this in mind, it is logical to begin teaching a child at this developmental stage the acceptance of diverse populations and the cultures they bring. This unit, “The Tree of Life in Michigan,” was designed to help preschool students begin their exploration in diversity and culture.
Major Concepts
· People are in some ways are alike and in some ways are different.
· Culture is a way of life of a group of people including clothing, food, music, art, and entertainment.
· Although we are from different cultures, we live, play, and work together in our community.
· Introduce and explain diverse population living in Michigan.
· Activate their prior knowledge of diverse populations the now of in Michigan.
· Taste ethnic foods and view ethnic clothing.
· Construct diverse crafts.
· Read and listen to books about ethnicity and culture.
· Sing songs related to diversity and culture
Michigan
Content Standards for Social Studies
Strand
II. Geographic Perspective
Students will use knowledge of spatial patterns on earth to understand processes that shape human environments and to make decisions about society.
Standard
II.I Diversity of People, Places and Cultures
All students will describe, compare, and explain the locations and characteristics of places, cultures, and settlements.
Early Childhood Standards of Quality
Social
and Emotional Development
Children will accept and appreciate their own gender, family, race, cultures, and language.
Strategies:
· Children will learn valuable characteristics of their own and others’ cultures and ethnicities; share their favorite foods and customs; have adults in their families share with the class.
· Children will learn about women and men of distinction from their own and others’ cultures; read about, be read to, see films about male and female heroes; dramatize stories from the lives of great people.
Social
Studies
Respect cultural diversity and different cultural groups, as well as, their contributions to society.
Strategies:
· Be exposed to traditions and practices from other cultures by listening to stories, singing songs, eating food, Ect.
· Observe the teacher model acceptance for those of cultures other than his/her own.
Pre-requisites/skills
We assume preschool students will be developing or may possess (very limited) the following skills:
· The ability to run, hop, gallop, climb, balance, push, pull, and skip.
· Will have high energy levels but tire easy.
· Awareness of their body and space.
· Their fine motor skills such as grasping, buttoning and zipping, and manipulating tools such as scissors and paintbrushes.
· Hand/eye coordination
· The ability to work individually and in small groups
· Ability to listen to directions
· Some computer skills
· Ability to work collaboratively with a group such as taking turns and resolving conflicts
Time Line: The tree of life in Michigan: An introduction to the diversity of
people, places, and culture.
Day 1,
Introduction
Day 2, African
Day 3, Mexican
Read aloud
Day 4, India
Read
aloud
Center
Day 5, Middle Eastern
Read aloud Adras/tic- tac-toe
Day 6, Asian
Read aloud Japanese
fan
