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\n\"Becoming\n\n
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\nLesson Planet Curated\n
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\nBecoming Us: Borderlands\n

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\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
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\nThree case studies make up a unit the looks at the power contentions and exchanges in the borderlands that have shaped the United States. The first case study focuses on creating the US southern border and the experiences of people...\n
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\n\"Human\n\n
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\nCurated OER\n
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\nHuman Settlement and Movement\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars are introduced to the way humans have settled and moved throughout history. In groups, they compare and contrast the settlement and movement of two different ethnic groups. They discover why some are more dominate in an...\n
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Lesson Plan
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\n\"Push/Pull\n\n
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\nCurated OER\n
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\nPush/Pull Factors and Welsh Emigration\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents view and discuss short sections of movies that relate to immigration. Working in groups, students create a map that shows directions of internal migration in their assigned geographical area. Students review ads/booklets created...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Affects of Environment on Native American Culture\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nYoung scholars research the culture of the Native Americans.  In this U.S. History lesson, students are given the major geological areas where the Indians lived prior to the arrival of the Europeans, then they create a notebook that...\n
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\n\"Exploring\n\n
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\nCurated OER\n
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\nExploring Ethnic Groups in Africa\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents research the ethnic groups located in African countries where African Americans immigrated. They view a multi-media presentation imbedded in this plan, then construct posters that represent ethnic groups.\n
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\n\"Immigration\n\n
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\nCurated OER\n
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\nImmigration and Settlement of Ethnic Groups in the Pacific Northwest\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nStudents examine ethnic history of the Pacific Northwest in the period 1850-1950. They research documents and images in digital archives to explore immigration of various ethnic groups that settled in the region during this period.\n
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\n\"The\n\n
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\nTeaching Tolerance\n
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\nThe Power of Words: Ethnic Stereotypes\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils study stereotypes that are associated with different ethniciites or regional groups. They examine how occupations can be hypothetically related to ethnic sounding names.\n
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\n\"History/Mystery:\n\n
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\nCurated OER\n
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\nHistory/Mystery: Regionalism and Ethnicity in the American Detective Novel\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners use mystery novels to focus on the history and ethnicity of different regions of the United States. As a class, they are introduced to the elements of a mystery and compare them to the other types of novels they have read. In...\n
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\n\"Why\n\n
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\nCurated OER\n
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\nWhy Kosovo? Why Now?\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers explain the establishment of the modern state of Yugoslavia and the breakup of the country. They examine the human characteristics of the region - ethnic groups, languages, and religions.\n
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Lesson Plan
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\n\"Food\n\n
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\nCurated OER\n
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\nFood Choices: A Socio-Cultural Decision\n

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\n\nFor Teachers\n\nK - 3rd\n
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\nLearners discuss their food preferences. Using a flannel board and food models students describe what they would like to eat for dinner. Learners compare their selections with their classmates. Students identify the nationality of ethnic...\n
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\n\"Different\n\n
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\nCurated OER\n
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\nDifferent Ethnic Groups in Ecuador, Panama and Argentina: Their Assimilation and their Contributions\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners research various Latin American countries and reflect on the different ethnic communities represented in that country and their contributions to the region. They make posters, perform skits and write letters about their research.\n
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\n\"Local\n\n
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\nCurated OER\n
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\nLocal Customs of Southeast Asian Countries\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents examine the cultural nuances of insular countries in southeast Asia. They perform skits demonstrating local customs of the countries examined, including greetings, visiting, business, drinking, and gift giving.\n
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\n\"Farming\n\n
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\nCurated OER\n
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\nFarming in a Fishbowl: How Ethnic Groups in\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders research Chinese agricultural needs and practices. They conduct an experiment with aquaculture and germinated rice as they take measurements and apply the scientific method.\n
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\n\"Raton\n\n
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\nCurated OER\n
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\nRaton Pass and Glorieta Battlefield\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nStudents complete a variety of activities that go along with the study of and possible fieldtrip to Raton Pass and Glorieta Battlefield on the Sante Fe Trail in New Mexico.\n
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\n\"China's\n\n
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\nCurated OER\n
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\nChina's Ethnic Minorities\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders are introduced to various Chinese ethnic groups. They consider how geography affects ethnic groups and examine artifacts produced by Chinese peoples. They prepare a presentation of their research and artifact interpretation.\n
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\n\"Colonization:\n\n
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\nCurated OER\n
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\nColonization: Africa\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nLearners analyze maps of Africa. They label physical features, tribal kingdoms, and European settlements, among other topics on the maps. They write reflective paragraphs on their work.\n
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\n\"Iraq,\n\n
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\nCurated OER\n
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\nIraq, Where's That?\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents identify the Middle Eastern countries on the map and the oil-producing countries of OPEC in the region. They examine whether the presence of important producing oil fields qualifies as a characteristic of this region.\n
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\n\"Skippyjon\n\n
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\nCurated OER\n
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\nSkippyjon Jones Lesson Plan\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nLearners meet an imaginative Siamese kitten pretends to be a Chihuahua when he is in time-out. In this Skippyjon Jones lesson plan, students develop an understanding of different cultures. They understand different dialects and...\n
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\n\"Defining\n\n
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\nCurated OER\n
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\nDefining Ethnic Minorities in China\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders, in groups, research some of China's 56 identified ethnic groups. They prepare maps and posters to display their research.\n
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\n\"Birth\n\n
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\nCurated OER\n
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\nBirth and Early Childhood\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders read and compare creation stories of different cultures around the world. They identify and define the concept of the cycle of life and collect and analyze birth and childhood folk beliefs and stories in their families...\n
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\n\"Yi\n\n
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\nCurated OER\n
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\nYi Peoples--Sanctioning Taboo In China\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents identify the minority and ethnic groups in China. Using the internet, they discover the types of languages spoken and research the policies in place to manage minorities. In groups, they role-play the different ethnic groups...\n
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\n\"Where\n\n
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\nCurated OER\n
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\nWhere Oh Where\n

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\n\nFor Teachers\n\n4th - 12th\n
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\nStudents read a current event article orally and make connections regarding the geographic themes of the newspaper location. In this current event article lesson, students use a map to locate where the event from their...\n
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\n\"Exploring\n\n
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\nCurated OER\n
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\nExploring Pottery of North Carolina\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders explore the pottery traditions of North Carolina through a progression of investigation and hands on experience. State Standards are addressed during this two to three week lesson on regional pottery techniques.\n
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\n\"Yaks,\n\n
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\nCurated OER\n
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\nYaks, Yurts, and Yogurt: A Look at China's Autonomous Regions\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents are introduced to five Chinese geographical areas. They, in groups, research these areas and develop presentations including information on the physical characteristics, climate, elevation, agriculture and language.\n
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