Global Diversity Page

1 Paint Activity
2 Culture Graph
3 Cultural Geography Graph
4 Student's Work
5Lesson Plan One
6 Lesson Plan Two

Global Diversity Through Literature:
Iraq
graphic organizer

The Golden Sandal
By Rebecca Hickox
Illustrator Will Hillenbrand
magical

This story is an Arabian Cinderella story. It is about a little girl named Maha who is in a moral struggle with her stepmother and stepsister. Maha finds a friend in a magical fish that she saves and puts back in the ocean. The fish acts as Maha's saviour and gets her out of many bad situations with the evil stepmother. Maha's father is not aware of the way Maha is being treated while he is at work, and so the torture to Maha continues day after day. Maha has the chance, with the help of her magical fish, to attend a bride's henna in the town and slowely her fate begins to change.

Critical Thinking Questions:

How do you feel about the way Maha is being treated?

How would you describe Maha's stepmother and stepsister?

What could Maha do to show her father how she is being treated?

How should Maha treat her stepmother and stepsister when she leaves home and doesn't have to live there anymore?

Learning About the Culture
Designing a Basic Graphic Organizer

	Iraq
Language		Culture
	Food

Language - The people in Iraq do not speak English. Click on the word LANGUAGE and find out what the written and oral language is of the Iraqi people.

Food - Iraqi cuisine is awesome; Click on the word FOOD go to this site and find a recipe that uses the spice curry powder.

Culture - Click on the word CULTURE and look through the website. Find out what the primary natural resource is in Iraq.

Cultural Diversity Activity for Grades 3-5
Integrating Math and Science
Getting Information from Graphs

Look at the graph just above these questions. Use the graph to answer the following questions (1-5).

1. What is the highest approximate temperature in Najaf, in January?
2. If you were visiting Najaf in July, what type of clothing would you need to take with you?
3. Should you bring an umbrella to Najaf, Iraq if you were leaving in December and returning in February?
4. What is the lowest temperature one should expect in Najaf in July?
5. How much higher is the hottest temperature in July compared to January?

Geography

Iraq is located in the middle east bordering Iran and Kuwait. Iraq is a small country. It is only a little bit bigger than the state of Idaho. The terrain in Iraq is mostly desert. The weather consists of mostly mild to cool winters with dry, hot, cloudless summers. In the northern mountainous regions along Iranian and Turkish borders the country experiences cold winters with occasionally heavy snows that melt in early spring, sometimes causing extensive flooding in central and southern Iraq. There are approximately 27 million people living in this small country. Right now there is a war going on in Iraq between the people that want a democratic society and those that want a country run by a dictator. The United States is involved in this war and have lost many soldiers fighting for the democratic government. Iraq is beginning to rebuild their society and the democratic government is beginning to prevail. With time, they will be successful.

iraq

Children's Work

	These students are reflecting on their understanding of the story. They are drawing what they thought about as they did the picture walk and as they were looking through the questions and webpage.
Here the students are using the webpage to respond to the critical thinking questions. They are using the mouse and navigating their way up and down to view the picture and read the paragraph.
	Here the students are drawing what they thought about after reading the story and looking through the graphic organizer. They are very intrigued that they Iraq is so far away from the United States of America.
Here the students are drawing globes. They are so fascinated that they United States and Iraq are so far apart. We had to take a trip back to the computer and find out how many miles away. They don't have a concept of the miles, so I showed them a map and they were amazed.

Lesson Plan I

Learning About Our World Through Literature and Technology
Lesson 1 Learning With Technology About Our World
Title of Lesson: The Golden Sandal: A Middle Eastern Cinderella Story

General Information
Name:
School/Mentor Teacher:
Grade Level:
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:
Total Duration of Lesson: 55 minutes (This lesson can be presented in 2 sessions.)

Primary Learning Outcomes (PLO):
The Primary Learning outcomes to be achieved with this lesson include:
A. Student will be able to use the mouse while operating the computer to find information rleated to a multicultural children's story.
B. Students will listen to a story about another culture.
C. Students will work cooperatively in small group to make a story picture about things they learned from the story.

Related QCC and GPS Standards:
Grade: Kindergarten
Technology Integration
Strand: Basic Skills Technology Connection
A. Elementary students will use computers to view website developed for multicultural literature book.

Technologies that will be used in this lesson include:
A. Computer will internet connection.
B. A picture developed using a computer drawing program.
C. A designed website that includes computer painted picture and links to cultural websites that represent the country in multicultural literature book.

Part One: Paint Picture Activity
1. Work with a small group of students (2-5).
2. Show students the paint picture of the magical fish on the webpage: http://www.valdosta.edu/~chaldridge/global.html
3. Ask the children to use the mouse to point to various objects in the picture and tell them to describe them or name them.
4. Read the text under the picture then read the questions.
a. This story is an Arabian Cinderella story. It is about a little girl named Maha who is in a moral struggle with her stepmother and stepsister. Maha finds a friend in a magical fish that she saves and puts back in the ocean. The fish acts as Maha's saviour and gets her out of many bad situations with the evil stepmother. Maha's father is not aware of the way Maha is being treated while he is at work, and so the torture to Maha continues day after day. Maha has the chance, with the help of her magical fish, to attend a bride's henna in the town and slowely her fate begins to change.
b. Critical Thinking Questions:
    i.     How so you feel about the way Maha is being treated?
    ii.    How would you describe Maya's stepmother and stepsister?
    iii.   What could Maha do to show her father hwo she is being treated?
    iv.   How should Maha treat her stepmother and stepsister when she leaves home and doesn't have to live there anymore?
5. Write their responses individually on a large sheet of chart paper that also has the questions on it.

Part Two: Reading the Story
Introduction to the Story
1. Read the title of the book, author, and illustrator.
    a. The Golden Sandal
    b. Author: Rebecca Hickox
    c. Illustrator: Will Hillenbrand
2. Do a picture walk with the students.
3. Ask some questions or point out words or objects:
    a. Maha carries baskets and trays on her head.
    b. The word "luckless."
    c. Can fish really talk?
    d. How did the stepmother and stepdaughter begin to act after Maha's father married the stepmother?
    e. What is a Bride's henna?
    f. What types of things were important to Maha? Today things that are important to us are cars, jewelry, houses, video games, clothes. What is different about the things we care about and the things Maha cares about?
4. Read the story to the children.
5. Ask the children to decorate or enhance the chart picture with their own words or pictures related to the story.

Assessment of the Primary Learning Outcomes:
1. Ask: Now that we have visited my website, and listened to a story about Iraz, tell me what you wrote or drew on the chart paper from the story and why you chose to draw that picture?

Rubric:

Level 3	Level 2	Level 1
Student is able to use the mouse to control the computer with no or little assistance.	Student is able to use the mouse to control the computer with much assistance.	Student is not able to use the mouse to control the computer.
Student responded with accuracy to all the questions about the culture and were able to draw or write words accurately that related to the story.	Student responded with accuracy to some of the questions about the culture and were able to draw or write words accurately that related to the story	Student was unable to respond with accuracy to questions about the culture, and did not draw pictures that accurately represented the story.

Lesson Plan II

Learning About Our World Through Literature and Technology
Lesson 2 Learning About Our World Through Literature and Technology
Title of Lesson: The Golden Sandal: A Middle Eastern Cinderella Story

General Information
Name:
School/Mentor Teacher:
Grade Level:
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:
Total Duration of Lesson: 55 minutes (This lesson can be presented in 2 sessions.)

Primary Learning Outcomes (PLO):
The Primary Learning outcomes to be achieved with this lesson include:
A. Student will be able to use the mouse while operating the computer.
B. Students will be able to respond to questions about a diverse culture and language other than the English culture.

Related QCC and GPS Standards:
A.    Grade: Kindergarten
        Technology Integration
        Strand: Basic Skills Technology Connection
        5 Topic: Basic Skills
        Standard: Operates basic technology tools and applications.
B.   Grade: Kindergarten
       Social Studies Georgia Performance Standard
       Geographic Understandings
       SSKG1: The student will describe American culture by explaining diverse community and family celebrations and customs (this also includes the cultures represented by children from other countries who are enrolled in our cshools, whose native language is other than English).

Materials and Equipment
1. Computer with Internet connection set to your Golbal Diversity Graphic Organizer
2. Multicultural children's book:
             Hickox, Rebecca. (1998). The Golden Sandal: A Middle Eastern Cinderella Story. Holiday House.
3. Colored markers
4. Crayons
5. Chart Paper
6. A pair of golden sandals
7. Golden chocolate coins
8. Access to paint program

Technology Connection
Technologies that will be used in this lesson include:
1. Computer with Internet Connection
2. A picture developed using a computer drawing program (Paint)
3. A designed website that includes computer painted picture and links to cultural websites representing Iraq
Elementary students will use computers to view website developed for multicultural literature book.

Procedures:
Part One: Introduction
1. Work with a small group of students (2-5).
2. Show students the graphic organizer located on the webpage: http://www.valdosta.edu/~chaldridge/global.
3. Talk about the country and how it relates to the story read to them: The Golden Sandal: A Middle Eastern Cinderella Story
    a. What is did you notice in the story that is different than what we do in the United States?
    b. Did you notice the types of shoes the little girls were wearing?
4. Ask students if they have any questions about the story and use this opportunity to relate the story to the graphic organizer.

Part Two: Teaching the Primary Learning Outcome
1. Ask the students to take turns reading the questions for each website.
2. Give students a piece of notebook paper and have them label the paper 1-3 with their name at the top right hand corner.
3. Have the students take turns visiting the websites to find the answers/provide the information that is requested in the questions for each website.
    a. Click on the word LANGUAGE and find out what the written and oral language is of the Iraqi people. (http://www.arab.de/arabinfo/larabic.htm)
    b. Click on the word FOOD and find a recipe that uses the spice curry powder. (http://www.middle-east.freeuk.com/Chap1/Chapter1.htm)
    c. Click on the word CULTURE and find what the primary natural resource is in Iraq.
         (http://www.worldalmanacforkids.com/explore/nations/iraq.html)

Part Three: Assessment
1.    Give students a piece of blank construction paper. Have the students write words and draw pictures that relate to what they learned from going through the web sites.
2.    Ask the students to describe and tell what they drew or wrote.

Assessment of the Primary Learning Outcomes:
A. Technology Integration: Student will be assessed through observation while using the mouse to control the computer.
B. Social Studies: Student will be assessed through answers to questions, illustrations, and discussions about diverse cultures.

Closure:
1. Read student responses together, or ask each student to read or tell what they drew on the chart.
2. You will need to save the students' pictures and answers as evidence for your lesson plan learning goals.

Rubric:

Level 3	Level 2	Level 1
Student is able to use the mouse to control the computer with no or little assistance.	Student is able to use the mouse to control the computer with much assistance.	Student is not able to use the mouse to control the computer.
Student responded with accuracy to two of the critical thinking questions about the story.	Student responded with accuracy to one of the critical thinking questions about the story.	Student responded with accruacy to noe of the critical thinking questions about the story.

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