CURRICULUM TIES
GRADE 1
Perspective Picture
ACTIVITY:
Students use a picture of an issue and are instructed to act out/tell stories about the different perspectives.
EXAMPLES:
-Image of the fish in the ocean and the fisherman trying to feed his family. What is the fishes perspective? What is the perspective of the fisherman and his family? How do they conflict?
-Image of an oil refinery on an ocean spilling pollution. What are the persepctives? How do they conflict?
OBJECTIVE:
Students begin to understand that there are multiple perspectives on all topics. This activity provides an opportunity for students to devlop skills in communicating to understand perspectives. They also engage in problem solving and take their first steps in understanding their own perspectives what influences them.
OUTCOMES:
L.A.
1.1 - express ideas and develop understanding -share personal experiences prompted by oral, print and other media texts
SOCIAL - BENCHMARKS
Social Participation as Democratic Practice -“drawing attention to situations of injustice where action is needed”
Communication - “express opinions and present perspectives”
Community Show & Tell
ACTIVITY:
Community Show & Tell - students are given a letter home to parents outlining the scheduled day that their child will be sharing their significant item to the class. This item will represent a group or community the child belongs to. The student will be given an opportunity to describe the item and it’s meaning and how their membership to the group enriches their identity. Throughout the course of the presentations, students will be exposed to a variety of groups and cultures -- demonstrating diversity, multiplicity and the unique influences that make up their persepctive.
EXAMPLES:
-Students may bring anything that represents their belonging to a community sports, religion, culture, family etc.
-Yoga mat
-Dance shoes
-First Communion Cross
-Circle Drum
OBJECTIVE:
Students will expand on their understanding of how to embrace our difference and respect those who differ from us. This will also give the students insight to understanding multiple perspectives and the first steps to understanding what shapes their own.
OUTCOMES:
SOCIAL
1.1.1 value self and others as unique individuals in relation to their world:
• appreciate how belonging to groups and communities enriches an individual’s identity (I)
• appreciate multiple points of view, languages, cultures and experiences within their groups and communities (C, CC)
• demonstrate respect for their individual rights and the rights of others (C, I)
• recognize and respect how the needs of others may be different from their own (C)
1.1.2 value the groups and communities to which they belong:
• demonstrate a willingness to share and cooperate with others (C, PADM)
• appreciate how their actions might affect other people and how the actions of others might affect them (C)
• demonstrate a willingness to resolve issues and/or problems peacefully (C, PADM)
• assume responsibility for their individual choices and actions (CC, I)
1.1.4 determine what makes their communities thrive by exploring and reflecting upon the following questions for inquiry:
• In what ways do people cooperate in order to live together peacefully? (C, I)
• How do groups make decisions? (PADM)
• In what ways do people help one another at home, at school and in groups to ensure the vitality of their community? (C)