Ashley L.

Einspahr
TE 408 Human Relations
University of Nebraska at Kearney

                                
Activity #1 Worry Beads-Greek Art:

Page 134-135: Teaching is advocacy. Advocacy is also helping students grow and flourish. For
Maria Federico Brummer, advocacy takes on a collective meaning that encompasses the welfare
and future of her students and their community.

Bridging the textbook to the teaching idea: The students will learn about Greek culture. They
will learn about the different traditions, food, and customs that are common in Greece. While
reflecting on what their own traditions are. They will discuss it in class, but only those that want
to share. The second part to the activity is to make worry beads. Worry beads are something the
Greek use for relaxation and enjoyment. It helps with active minds slow down and think clearly.
Helping active students find a calming activity will help strengthen their ability to slow down.
This sets the student up for success for their future by giving them a relaxing, quite activity they
can do at any time. I hope that the students will continue to use this in their everyday life.

Materials needed:

1. Social studies textbook about Greece

2. Colored String
3. Beads
4. An example worry beads

Directions for the activity:

1. Begin the activity with a discussion about different culture’s. Lead the discussion and
make sure to hit on these points: (be sure to let those students discuss their own culture
also)
a. How it is okay to be different.
b. That we can be part of many cultures.
2. Begin to introduce the specific culture about Greece. Talk about all the different
traditions and customs that are practiced there.
3. Then introduce worry beads.
4. Handout items that can be used to make worry beads. Help the students understand they
can use this during the day as long as they are quite.
5. After learning about worry beads have everyone showcase their own creation.
6. The class then can have an ongoing piece of culture from Greece and a way to relieve
stress.

References:

https://www.wgu.edu/heyteach/article/Exploring-Cultures-in-Your-Classroom-Activities-to-
Try1710.html

https://greekcitytimes.com/2017/10/16/komboloi-history-greeces-famous-pastime/
Activity #2 My Multicultural Self

Page 35: “We teach who we are” Teaching is always about relationships and about being
oneself. By brining themselves into the role of teacher, they develop stronger bonds with the
students.

Bridging the textbook to the teaching idea: As a teacher you can lead this by example. It
would work best if during the first few weeks the teach introduced themselves in depth. Then ask
the children to do the same. This is the foundation of the student/teacher relationship. Knowing
the background and experiences of each other strengthens the relationship. As stated on page 34,
relationships are the heart of teaching. This activity will strengthen that and also make the whole
class aware of everyone’s culture.

Materials Needed:

1. Pencil/pen
2. Circles Handout

Directions for the activity:

Ask participants to pair up with somebody they do not know very well. Invite them to introduce
themselves to each other, then follow these steps:

1. Ask participants to write their names in the center circle. They should then fill in each
satellite circle with a dimension of their identity they consider to be among the most
important in defining themselves. Give them several examples of dimensions that might
fit into the satellite circles: female, athlete, Jewish, brother, educator, Asian American,
middle class, and so on. 
2. In their pairs, have participants share two stories with each other. First, they should share
stories about when they felt especially proud to be associated with one of the identifiers
they selected. Next, they should share a story about a time it was particularly painful to
be associated with one of the identity dimensions they chose. 
3. The third step will be for participants to share a stereotype they have heard about one
dimension of their identity that fails to describe them accurately. Ask them to complete
the sentence at the bottom of the handout by filling in the blanks: "I am (a/an)
____________ but I am NOT (a/an) _____________." Provide your own example, such
as "I am a Christian, but I am NOT a radical right Republican." Instructions for steps 1, 2,
and 3 should be given at once. Allow 8-10 minutes for participants to complete all three
steps, but remind them with 2 minutes remaining that they must fill in the stereotype
sentence. 
4. Probe the group for reactions to each other's stories. Ask whether anyone heard a story
she or he would like to share with the group. (Make sure the person who originally told
the story has granted permission to share it with the entire group.) 
5. Advise participants that the next step will involve individuals standing up and reading
their stereotype statements. You can simply go around the room or have people randomly
stand up and read their statements. Make sure that participants are respectful and listening
 actively for this step, as individuals are making themselves vulnerable by participating.
Start by reading your own statement. This part of the activity can be extremely powerful
if you introduce it energetically. It may take a few moments to start the flow of sharing,
so allow for silent moments. 
6. Several questions can be used to process this activity: 
1. How do the dimensions of your identity that you chose as important differ from
the dimensions other people use to make judgments about you? 
2. Did anybody hear somebody challenge a stereotype that you once bought into? If
so, what? 
3. How did it feel to be able to stand up and challenge your stereotype? 
4. (There is usually some laughter when somebody shares common stereotype such
as "I may be Arab, but I am not a terrorist" or "I may be a teacher, but I do have a
social life.") I heard several moments of laughter. What was that about? 
5. Where do stereotypes come from? How are they connected to the kinds of
socialization that make us complicit with oppressive conditions?

References:

http://www.edchange.org/multicultural/activities/circlesofself.html

http://www.edchange.org/multicultural/activities/circlesofself_handout.html
Activity #3 Digital Story:

Page 92: Yolanda Harris challenges societal preconceptions about her students by forging
strong relationships with them and encouraging them to develop their confidence.

Bridging the textbook to the teaching idea: As Yolanda does, a teacher must encourage
students. With this activity students are able to describe what they feel and then later reflect
on it at the end of the year. Yolanda said “It keeps me alive as a person. I love to see students
who feel like I felt, ‘I can’t do it, I can’t do it,’ and then have that moment when they see that
they can do it, there is not better feeling.”

Materials needed:

1. Camera with video capabilities, or IPad, a recording device

2. Pencil/pen
3. Paper

Directions for the Activity:

1. Explain and define digital storytelling. Have the students write down what they want to
accomplish in their life, school, or social life.
2. Depending on the class size, split into two groups or leave as one big group
3. Delegate a videographer for each group
4. When recording, have the student tell the camera what they want to achieve.
5. Once the student records, have a 1:1 conversation with the student to help them make
mini goals to achieve the final goal.
6. Once everyone has done this look over famous people’s goals and how they achieved it.
Discuss with them that anything is possible.
7. Put together the videos as one big one and at the end of the year/semester play it back
with them. See if they achieved their goals or not and have reflection time.

References:

https://www.edsurge.com/news/2015-08-26-a-guide-to-producing-student-digital-storytellers

https://www.edutopia.org/blog/social-justice-projects-in-classroom-michael-hernandez
Activity #4 Poverty:

Page 106: Challenging misconceptions, untruths, and stereotypes. Providing all students with
the necessary material and emotional resources to learn. Drawing on students’ talents and
strengths to enhance their education. Creating a learning environment that promotes critical
thinking and support agency for social change.

Bridging the textbook to the teaching idea: Teaching about poverty lets the students
become aware of it. But having them do the research and acting out, makes poverty real.
With this activity it will accomplish just that.

Materials needed:

1. Mac and cheese

2. Student supplies: computer, access to internet, Word or Google Docs

Directions for the Activity:

1. Have students’ group into groups of 3 or 4.

2. Have them choose to research about a third world country.
3. Have students write a page on how poverty affects the life of someone living there.
4. Give the students time to present their findings.
5. Once all groups have presented, give each group a select amount of mac and cheese.
(some get the most expensive kind, some get the generic brand, some get the cheapest,
and some get none.) This represents the different levels in the world.
6. Have the students tell about their experiences and what they learned.

References:

https://letscultivategreatness.com/5-activity-ideas-for-teaching-about-world-poverty/

I did this activity at a FFA National Conference.

Closing Paragraph:  
When a person is able to be aware of differences, they can embrace them and be a more
understanding and empathetic person. These people who are able to do such thing make great
educators. As an educator you don’t get to choose who you teach. Understanding that not all
people are alike or have the same opportunities as others is a great reflective opportunity.
Showing that you are open will give you better relationships and opportunities. Being a role
model for students in this chaotic time will improve the future for them.