MULTICULTURAL

LESSON ACTIVITY
Hyley DiBona's 11th Grade English Class
OBJECTIVE AND GOAL:
◦ OBJECTIVE: ◦ GOAL:
In my 11th grade English class, Develop multiple, individual
students will be able to analyze by historical perspectives and develop
pointing out important struggles and an educational environment that
accomplishments of historically promotes respect for differences and
famous, diverse individuals, difference of perspectives.
showing respect and appreciation
towards these struggles and
accomplishments, and respecting
each student’s perspective on their
conclusions.
MATERIALS:
◦ Laptop/school computer
◦ Bucket (in teacher's possession)
◦ Paper
◦ Pencil
◦ Entrance slip handout
◦ Exit slip handout
 ◦ Let’s begin by doing a starter activity that involves
knowledge and reflection. I have given each student
a handout/entrance slip that asks you to write the
name and accomplishment of a historical individual
that inspires you. I then have asked you to state the
DO FIRST: culture that individual is from: African American,
European, Chinese, Indian American, Arab
American, Hispanic, etc.)
◦ I will give you five minutes to complete this
entrance activity and then allow whoever would
like to share to be able to do so.
MINI-LESSON: (slides 4-11)
◦ Let’s look at some historical figures from different cultural backgrounds. I
will touch on some important aspects and details about these individuals
regarding their lives, struggles, and accomplishments. I have also provided
YouTube links to watch videos on these historic figures as part of your group
practice later in this lesson as needed.
 FREDERICK DOUGLASS
◦ African American slave who fought
for the rights of African American
people
◦ Immense efforts through advocacy to
make people across the world
understand the barbarity and cruelty
of slavery in new ways
◦ Wrote infamous books becoming one
of the best writers America has ever
produced
 ALBERT EINSTEIN
◦ German immigrant who believed that
imagination was more important than
knowledge
◦ Was noticed in 1905 for his ideas and
theories and published 4 landmark
papers during that period
◦ Was part of the battle for civil rights
in the US after becoming a US
citizen.
 MABEL PING-HUA
◦ Chinese suffragist leader 
◦ At 16, she led a March of suffrage
and displayed her intersectional
feminism
◦ Promoted girls’ education and the
right to vote
 CHIEF MANUELITO
◦ Navajo leader rallying against
oppression of US military
◦ Advocated for education and peace
among the Navajo people
◦ Signed a treaty in 1868 which
resulted in the US government
allowing Navajos to return to their
homeland
 FRANK SINATRA
◦ Italian entertainer and one of the most
influential and talented entertainers
the world has ever seen
◦ Civil rights activist who advocated for
equal rights for all 
◦ His anthem is his infamous song “My
Way”, recorded in 1969
 ABU NASAR AL-FARABI
◦ Renowned early Islamic philosopher
◦ Known as the first teacher in the
Eastern World because of his
knowledge and the title of the second
teacher in the Western World
◦ Used the Quran and Hadith for deep
thinking purposes and to prove his
many points.
 CESAR CHAVEZ
◦ Mexican American labor leader and
civil rights activist
◦ After joining the navy, he became a
grassroots organizer for a Latino civil
rights group
◦ Fought for equality for farm workers
and was the head of the United Farm
Workers of America
GUIDED PRACTICE:
◦ From the details we have explained, please share with me who you were
most inspired by and why? This individual does not have to be the person
whose cultural background you identify with.
◦ I will go around the room and ask you one by one for your brief answers.
 ◦ I have a bucket that has pieces of paper that
list each individual cultural background we
have discussed today. Each piece of paper
either says: African-American, German,
Asian, Indian American, Arab, or Hispanic.
I will call you up two at a time and you
or your partner will pick one of the pieces
INDEPENDENT of paper from the bucket. This will be your
culture of focus today.
PRACTICE: ◦ Once you and your partner pick your
culture at random, it is then going to be
your responsibility to pick a historic
individual of your choice who is part of that
culture. You may use the individual we
addressed within this lesson, or you may
pick a new one with my approval.
 ◦ By researching the accomplishments, struggles,
and goals of your chosen historic individual, and
taking into consideration the world we live in today
based on prior and present knowledge, you and
your partner will then do a page long written
response explaining how you think this individual
would feel about the world we live in today (one
INDIVIDUAL paper per group of two). This can be in terms of
how far we have come musically, in terms of
PRACTICE equality, or educationally depending on the
background of your historic individual. Please feel
(CONTINUED): free to use as many sources as you’d like, but
please save a separate document of these sources,
because we will be APA and MLA formatting these
sources next week.
◦ Please note: You may use the YouTube video links
as a source if you have chosen to use one of the
individuals we discussed today, but you must also
include at least one other source of your own
 ◦ Before we leave today, I am going to pass out
another handout which will be your exit slip. This
slip asks you to list the cultural group and the
individual you researched today. You are then asked
EXIT SLIP: to list one thing you respect most about this
individual based on your research, as well as one
positive thing you would like to tell this historic
individual. Please drop these exit slips in the basket
on your way out today.
 Works Cited
◦ Chief Manuelito [Video file]. (2020). Retrieved from https://www.youtube.com/watch?v=_8fwQy3g_dc

◦ Frank Sinatra: One of the Most Influential Figures of the 20th Century [Video file]. (2018). Retrieved from
https://www.youtube.com/watch?v=zC0gVdA0J3s

◦ Frederick Douglass: Crash Course Black American History #17 [Video file]. (2021). Retrieved from
https://www.youtube.com/watch?v=7QOTexnD-NE

◦ Great Philosopher: Al-Farabi-Muslim Hero| Muslim Heroes & Inventors | Islamic Cartoon: IQRACartoon [Video file]. (2019). Retrieved
from https://www.youtube.com/watch?v=XmnzPiiDTm0

◦ Hidden Figuras: Mabel Lee [Video file]. (2018). Retrieved from https://www.youtube.com/watch?v=8ChtxrRvUQg

◦ The Life and History of César Chavez [Video file]. (2021). Retrieved from https://www.youtube.com/watch?v=wEhYtGHQP5I

◦ Who was Albert Einstein [Video file]. (2011). Retrieved from https://www.youtube.com/watch?v=ZMVKvO-gTs8
REFLECTION:
◦ The specific subject concepts that were taught include gaining knowledge and
evaluating historical individuals (history), as well as reflecting on what we know
about the world today (evolution of society). The skills that were taught include
analyzing and drawing conclusions based off stored knowledge as well as gained
knowledge through research. In terms of multicultural knowledge, the skills that were
achieved were acceptance by understanding how to appreciate different cultures and
embracing different perspectives by being able to put yourself in the perspective of an
individual from a possibly different culture than one’s own. The level of student
engagement in the teaching and learning process is expected to be high due to the
transitions between individual answers and assessments, teaching the lesson as a
whole, to breaking the students up into groups of two. I believe the change in dynamic
throughout the lesson will keep the students on their toes, interested in what comes
next, and give them the ability to feed off each other’s ideas.
REFLECTION (CONTINUED):
STRENGTHS:
◦ Students learn to appreciate new cultures and
recognize multicultural achievement and
struggles
◦ Incorporation of group work
◦ The idea of “choice” is incorporated when
choosing topic figure ultimately promoting
student interest
◦ Students are reaching the higher levels of
Bloom's Taxonomy in terms of synthesis and
evaluation
WEAKNESSES:
◦ There is less information easily available for
certain cultural groups. Therefore: there will
most likely be an unequal amount of
information available to each group of students
based on their assigned culture which could
result in this assignment being harder for some
and easier for others
◦ Like all group work where only one assignment
is turned in, one individual could be putting in
most of the work while the other is contributing
little to none