he has been can give him the opportunity to become a huge asset in the class. Hisexperiences will be beneficial to both the teachers and the students.While Rosa and I were not forced to stick with the thematic unit, we did so because our childrenhavenever seen Social Studies. This was previously stated in acultural context; however, geographically speaking, many of our students cannot evenlocate Africa on a map. If they cannot locate one of the only seven continents they willever have to know, it is crucial that their learning of geography start somewhere. Fourthgrade at Powel School is a great place to start. Rosa and I plan to teach the geography of both Africa and Ghana. We plan to teach the terrain of Ghana. We plan to teach thecultural traditions of the Ashanti people. And we plan to teach the history of the Ashanti peoples. Almost every aspect of Social Studies is touched upon in this curriculum.Furthermore, this curriculum is embedded in math, science, and literacy too.A final reason why we felt it important to teach the Ashanti tribe to our students is because they are lacking in cultural awareness. While reading a story about a Vietnamesefamily, a photograph was discussed in which the family was sitting on pillows on thefloor. Instead of recognizing that this was a cultural difference, the students automaticallyassumed the family was poor and could not afford chairs. With this curriculum, we hopeto open the minds of the children to all cultures Furthermore, we hope to decrease judgments and biases by exposing children to the idea that there are cultures outside of the one the children are living in. These cultures have their own unique qualities, muchlike the cultures within Philadelphia.