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Tanenbaum Curriculum

Religions in my Neighborhood, p. 79
Lesson Name

Understanding Our Families’ Cultural Backgrounds
Grade Band

Elementary (Grades 3-5)

Middle School (Grades 6-8)
Required Materials

  • “Where in the World do Members of My Family Come From” handout

  • Map of the world

  • Red peel and press dots

  • Yellow and orange Post-It squares

  • Chart paper and markers (labeled “Languages” and “Traditional Foods”)
Standards / Competencies

CASEL Core Competencies

  • Self-Awareness

  • Social Awareness

  • Relationship Skills

  • Responsible Decision-Making

Common Core ELA-Literacy Standards

  • Speaking and Listening

  • Writing

  • Reading Informational Text

NCSS Social Studies Themes

  • Individual Development and Identity

  • Culture

  • Individuals, Groups, and Institutions
Recommended Time 1 hour
Essential Question Why is it important for us to know that our families have come from
many different cultural backgrounds around the world?
Learning Objectives

  • Identify where members of their family came from

  • Recognize that families can have ancestors who have come from one place or many different places around the world

  • Identify the languages spoken by members of their families

  • Describe similarities and differences in family backgrounds

  • Recognize that the United States is a nation of immigrants, some who came to America generations ago and others who have come very recently
Important Vocabulary

  • Immigrant: a person who comes to live permanently in a foreign country

  • Ancestry: one’s family or ethnic descent

  • Cultural Heritage: the traditions, languages, and artifacts passed down through generations
Activating Prior Knowledge Ask students to brainstorm a list of their favorite foods. List at
least 10 items on chart paper. Go down the list and ask students what
country the food comes from. Write down the country next to the item.
Example: Pizza – Italy. If students don’t know where a listed item comes
from, skip it and go to the next item. Then go back to the listed items
and provide the country. Example: Hot dogs—Germany. Ask: How do all
these different kinds of foods give us information about where we and
our ancestors came from?
Core Instruction Divide the class into three equal groups. Number the Groups 1-3.
Give each group Post-It squares in two different colors and a sheet of
colored dots. Ask students to use their homework sheets to place a red
dot on the map for the country or countries their ancestors come from.
On the yellow Post-It, print a language spoken by family members. On the
orange Post-It, print a food from their family’s cultural heritage.
Group 1 starts with the map, Group 2 starts with the “Languages” chart,
and Group 3 starts with the “Traditional Foods” chart. After completion,
discuss observations about the placement of the dots on the map,
languages spoken, and traditional foods. Ask how cultural backgrounds
are similar or different and why sharing this information is
valuable.
Wrap-up

Ask: How do you feel when you look at our map, see the
languages members of our families speak, or think about the foods we eat
that come from our cultural heritages? Generate a list of feeling words. Then ask: Who can give us a reason or reasons why you feel
this way? End the class by repeating some of the positive feeling words the students have provided.

Example: Yes, when I look at our map I also feel ___, ___, and ___ because I really value how everyone brings a different cultural heritage to our class, and I look forward to sharing more about each other.
Assessment

Reflection Cards: Give students slips of paper with one or more of the following questions:

  • What did you learn about your family’s cultural heritage today?

  • What was something interesting you learned about a classmate and their family’s cultural heritage?

  • What was your favorite part of the lesson?

  • What questions do you still have?
Learning Beyond Classroom Walls Drawings: Ask students to draw a picture representing their
family’s cultural heritage. This can be a flag, a traditional dish, or a
cultural symbol.

Download this lesson to access handouts.