Avoiding the “It’S a Small World” Effect

Promising Practices

Avoiding the “It’s a Small World” Effect

A Lesson Plan to Explore Diversity

Jason L. Endacott & Freddie A. Bowles

Introduction 42% of younger students living in house- move beyond the Contributions Approach holds where someone is fluent in more than by adding perspectives and concepts to the If you have ever visited Disney World one language (Abbot & Brown, 2006). curriculum (Additive Approach), chang- in Florida you might have had the op- As a result, classroom instruction ing the curriculum so that students can portunity to take a journey on the “It’s a about other cultures all too often resem- view CLD groups from the target group’s Small World” ride in the Fantasyland area bles the Disney version of “It’s a Small perspective (Transformation Approach), of the park. The journey is a slow-moving World” with Fantasyland-like cultural and ultimately involve students in making boat ride through a world that represents stereotypes, ceremonial activities, and decisions and taking action on important over 100 nations featuring hundreds of traditional dress that can lead to serious social issues (Social Action Approach). robotic children dressed in ceremonial misunderstandings about the depth and Such a transformation cannot occur in costumes, many of whom are also partak- complexity of global societies. a single lesson. However, it is our hope that ing in the stereotypical customs identified educators who see value in the lesson we with their nations. The Perfect Venue present here might consider this learning The Disney World message proclaims experience as a jump-start towards the that while we are all different, we are also Social studies instruction presents the ultimate goals Banks describes. all the same. The individuals who created perfect venue for guiding young learners The lesson that follows helps students the ride in the 1960s hoped to “dissolve on their own journeys toward cultural move beyond the Contributions Approach boundaries” and did so with the best of competence in learning to understand and through the use of cultural universals, which intentions as they sought to engender a accept themselves, other people, and all of Brophy and Alleman (2006) define as: sense of global harmony, shared experi- society (Gallavan, 2011). Students’ abilities ence, and human universality. Most likely to view the world from the perspective of …domains of human experience that have the ride was never intended to be a serious self and others aligns with the National existed in all cultures, past and present. They include activities related to meeting tool for learning about other cultures. Council for the Social Studies (NCSS) basic needs for food, clothing, and shelter, Alas, the Disney version of “It’s a Small Curriculum Standards for Culture (1.1), as well as family structures, government, World” stands as an ironic reminder that which directs teachers to “include experi- communication, transportation, money or our understanding of other cultures often ences that provide for the study of culture other forms of economic exchange, reli- lacks authentic detail since “educators who and cultural diversity” (www.socialstuides. gion, occupations, recreation, and perhaps have only superficial knowledge of cultural, org/standards/strands, 2012). other factors as well. (p. 5) racial, and ethnic differences cannot ad- Young learners need to be given oppor- Cultural universals can be extremely dress them sufficiently in instructional tunities to discover “culturally-based like- useful in helping students understand the programs and policies” (Gay, 2005, p. xvi). nesses and differences” and to “explore and lives of others through a shared sense of At the same time, elementary school ask questions about the nature of various human experience because they represent social studies teachers are hampered not cultures, and the development of cultures common concerns that most people relate only by the daunting task of acquiring across time and place” (www.socialstuides. to, regardless of their cultures or places sufficient cultural knowledge but also by org/standards/strands, 2012). Providing in the world. We all need food, clothing, dwindling instructional time for social these experiences at the intermediate el- and shelter, but we satisfy these needs in studies in the elementary school, even ementary school level is developmentally many different ways that depend upon our though their students represent an increas- ideal since students in grades three through cultural values. Through a more authentic ingly diverse population with as much as five are most open to people different from sense of similarity we can explore our dif- themselves (Curtain & Dahlberg, 2012). ferences more responsibly. To accomplish these weighty tasks, Jason L. Endacott is an assistant professor Banks (2008) advocates for a four-step The Lesson: of social studies education curriculum transformation model. The and Freddie A. Bowles is an associate professor first step, known as the Contributions Ap- “A Smaller World of foreign language education, proach, is similar to the “small world” ef- of Cultural Universals” both with the College of Education fect. At this level, content about culturally This lesson asks students to consider and Health Professions and linguistically diverse (CLD) groups cultural universals and cultural values as at the University of Arkansas, are simplistic and limited to holidays and depicted in authentic images of families Fayetteville, Arkansas. heroes. The educator’s goal should be to

WINTER 2013 43 © Caddo Gap Press 2013 Promising Practices from around the world. Upon completion everybody to be aligned in their thinking u What are some things that all people of the learning experience, the students in regard to the concepts of culture and from around the world have in common, should understand that while it is pos- cultural universals. For the purposes of no matter where they live? sible to make valid cultural contrasts instruction, this lesson adopts the NCSS u What do we need? and comparisons through those aspects definition of culture as listed in the per- of culture that are universal, the cultural formance expectations: “Culture” refers to u What do we use? values that partially guide our lives are the behaviors, beliefs, values, traditions, u What do we do? far more complex. Anytime we study other institutions, and ways of living together societies from a distance, we are limited by of a group of people. Help guide the students towards seeing “representations” of that culture, whether Group the students in cooperative patterns in their responses. Eventually, the the representations are authentic or not. learning groups or quads according to your list should contain categories such as food, The lesson takes place in a fourth- preferred manner of selection. Each group clothing, and shelter, family, government, grade classroom over two or three days and should have a scribe, a reporter, a time- communication, transportation, religion, consists of three parts: (a) introducing and keeper, and a spell-checker. Draw a large jobs, and so forth. defining culture and cultural universals, two-column T-chart on the board and label (b) inquiring about cultural values across one column as “Culture” and the other as Part Two: cultures, and (c) exploring cultural uni- “Universal.” Give each group a large sheet Cultural Value Inquiry versals. Specific NCSS Theme 1: Culture of poster paper and ask them to replicate across Cultural Universals performance expectations include: the chart on their papers. Now the list of cultural universals is Using their charts, have the students used to begin the second phase of the les- Knowledge—Learners will under- brainstorm their impressions when they son, which asks the students to discuss, stand: hear the word “culture” and write their an- identify, and describe the cultural beliefs u “Culture” refers to the behaviors, beliefs, swers in the appropriate columns. Students and values that are reflected in their lists values, traditions, institutions, and ways from previous classes have described cul- of cultural universals. There are some of living together of a group of people ture as “the foods they eat,” “the languages cultural values that many members of a u Concepts such as: similarities, differences, they speak,” or “the clothes they wear.” particular culture might identify with or beliefs, values, cohesion, and diversity These entries are relatively rudimen- share (e.g., “American work ethic”), but it Processes—Learners will be able to: tary answers because it is widely accepted is also important to remember that there among social scientists that the “values, are many subcultures and microcultures u Explore and describe similarities and symbols, interpretations, and perspec- differences in the ways various cultural within that larger culture with very dif- groups meet similar needs and concerns tives are what distinguish one people from ferent values. another in modernized societies, not arti- Part Two is based on a modified ver- Products—Learners demonstrate facts, material objects, and other tangible sion of the initial steps of the value inquiry understanding by: aspects of human societies” (Banks, 2008, model (Banks & Banks, 1999), which was u Selecting a social group, investigating the p. 56.) Even though these responses reflect designed to assist students in identifying commonly-held beliefs, values, behaviors, a simplified understanding of culture, they value conflicts, examining them reflective- and traditions that characterize the are a good place to start the discussion. ly, making moral choices, and discussing culture of that group, and creating an Once the students have finished their them with others. illustrated description of findings lists, each group “reporter” should read the Begin Part Two by introducing the group’s list aloud while the teacher writes concept of “cultural values” as those as- Part One: the responses on the board or screen for all pects of life that individuals or groups Introducing Culture and Cultural Universals to see. The process is repeated with the con- place a high worth or value on (Banks, The lesson begins by showing a You- cept of “universal” on the other side of the 2003). Select one of the cultural universals Tube video of the Disneyworld ride “It’s a chart. Previous responses have included from the T-chart such as food or recreation. Small World” to find out if your students “everybody knows” and “the world,” which It is a good idea to start this activity with can recognize the ride from their own should be combined and refined to help a relatively innocuous cultural universal personal experiences or other background the students understand what “universal” such as recreation or food because these knowledge. Ask the students to describe means in this context. universals are shared aspects of our cul- what they notice in the video so that you By separating or deconstructing the tures and can be used to scaffold discus- can begin construction of a “word wall” of concept into two separate words, the stu- sion about other core values that could be descriptors on the white board or screen dents are more likely to understand what touchier issues to discuss. for reference throughout the lesson. can otherwise be a difficult idea. After The teacher could begin the brain- Depending on the background of your finishing the T-Chart, guide the students storm by stating: students, it is quite likely that many if towards bringing the words “culture” and People from different cultures might think “universal” together into “cultural univer- not all of your students, have never expe- differently about (cultural universal). rienced the Disney ride. That is fine; the sal,” the aspects of culture that everybody Sometimes people from the same culture video communicates and gets the point in the world addresses in one way or an- will think differently about the same across sufficiently. Tell your students other. aspect of their culture. Therefore, it is that they are going to have the chance to Continue by asking the students for important that we identify the different study other cultures in a more realistic or examples of cultural universals and writ- values that people have. When you think authentic way than the video portrays. ing them on the board. The class may need about (cultural universal) what do you and your family value?” This learning experience requires to be prompted with questions such as:

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After giving students a brief time to reflect, as the values that they may reflect. The inexpensive and is useful far beyond the record student responses on the screen or images for this part of the lesson appear in scope of this lesson. white board. a book published by the Sierra Club titled In preparing the presentation for this The concept of “values” can be a dif- Material World: A Global Family Portrait lesson, it is only feasible (and necessary) ficult one to understand. Older students (Menzel, Mann, & Kennedy, 1995). The to use a small selection of the available may be able to grasp the idea that values Material World series seeks to capture the images. Seven to ten slides are enough to represent beliefs in what is good or bad, “…common humanity of the peoples inhab- communicate the objective of the lesson, right or wrong, true or false, fair or unjust, iting our Earth and the great differences though the students always want to see and so on. Younger students may need to in material goods and circumstances that more of the pictures. Figues 1 to 4 illustrate have the concept simplified into notions of make rich and poor societies” (p. 7). some examples of the images available in what is or is not important. To accomplish this, the photographer the Material World series. For example, if “recreation” is chosen captured hundreds of images of families Introduce the images by telling the from the list, the students may create a from around the world and their posses- students that they will be viewing pictures list of items their family places importance sions or “stuff” by literally removing all of families from around the world and that on when they have free time. The teacher of their belongings and placing them in these images will show examples of many draws attention to the likelihood that even front of their homes. The families pose for of the same cultural universals that they people from the same culture might belong the picture with their belongings and the listed in Part One of the lesson. On the to another subculture and that our cultural end result is an authentic set of images of screen or board, project or write the fol- values are reflected in many ways because “typical” people and many of their cultural lowing questions for students to consider of our differences within any one culture. universals. While Material World is com- as they view the images: Direct the students to turn their poster monly used to illustrate economic differ- u What do you see in this picture? papers over and record a second cultural ences around the world, the visual staging universal. The teacher may choose one or of a family’s material possessions can also u How would you describe the people in may ask groups to choose their own from provide us with a window into their culture this picture? What do you think is impor- the list created earlier. Ask the students to and cultural values as well. tant to them? brainstorm their families’ values regarding The Material World series is available u Can you find examples of cultural that chosen cultural universal. as a book and curricular materials are also universals in this picture? How are they When time is called, reporters read available for purchase, including a Pow- the same or different from your cultural their results. If the universal is common to erPoint presentation loaded with images universals? all groups, the teacher records responses and information. It is possible to teach u What might these cultural universals for the class. If groups have different uni- this part of the lesson using images that tell us about the cultural values this fam- versals, the scribes come to the board and are similar to those in the Material World ily holds? How are these values the same record as their group reporter reads the series, though the book itself is relatively or different from your own? responses. Discussion regarding the results focuses on importance, similarities, and differences among their cultural values. Figure 1 Material World Image of Mexican Family It is important that students appreciate that their cultural values differ in many ways, and that these values are extremely important to the people who hold them, which means that both the people and their values deserve respect. To this end, the teacher may want to ad- dress one of the cultural universals on the list that is aligned with these specific students’ core values. This topic should be supported by a discussion of how important it is to respect the rights of others to have unique values, even when we do not understand them or when they come into conflict with our own. This discussion is important for Part Three of the lesson when students will need to be mindful of their respect for the cultural values of others around the world.

Part Three: Comparing Cultural Universals In Part Three, students analyze images of various families from around the world to identify many different approaches to cultural universals as well

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Figure 2 make with our money can also reflect our Material World Image of Kuwaiti Family cultural values. The students often pointed out items in the pictures that were indications of relative wealth or poverty. One example is the four upscale automobiles sitting among expensive rugs and furniture in the foreground of the picture of the family from Kuwait (Figure 2). One student asked, “Are they rich because of oil?” This teachable moment lead to a discussion of the differences between people in the same culture. “Not everybody is rich in Kuwait. Many people are actually quite poor. Do you think that everybody in Kuwait lives like this?” With prompting, the students were quick to recognize that a picture of one family does not necessarily represent all families from that culture. This outcome was especially applicable when it came to the values that underlie the cultural universal of family structure. In the images of the South African, Cuban, and Samoan families (not shown), some students remarked on the extended family members pictured in the photos, and many of the When this lesson was shared in the students thought Buddhism was to the students were able to relate to living with fourth-grade classroom, the students were Bhutanese family, one student responded extended relatives in their own lives. drawn immediately to many of the posses- with, “All of their fancy things are religious, This revelation was followed by a sions or items with which they were most fa- so it is probably what they spend all their discussion about how living with extended miliar in their own lives. For instance, when money on.” This discovery lead to a fur- relatives is often an economic necessity for viewing the picture of the family from Japan ther discussion about how the choices we some families, while for others an extended (Figure 3), one student mentioned, “They have a lot of shoes!” Since this particular Figure 3 group of students included a large percent- Material World Image of Japanese Family age of recent immigrants from Mexico, the slide depicting the Mexican family (Figure 1) created great excitement. Student com- ments included “I remember those houses” and “I miss that time.” Pets were also noticed quite frequently, which lead to a conversation about who owns pets, what kinds of pets people from different cultures might have, how pets are different from other animals that are owned for work or food, and how the animals people keep can help us understand their cultural values. The students also were able to identify some of the core cultural values that were represented in the Material World images. For example, when viewing the image of the Bhutanese family, one student remarked that most of the family’s possessions appeared to be either farming tools or religious items. This observation lead to a discussion about how this family probably spent most of their day (subsistence farming) and which religion this family probably practiced (Buddhism). When asked how important the

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Figure 4 representation of Americans in general. Material World Image of Bhutanese Family Write these questions on the board or project on the screen:

u Does this American family look like your family? How are they same or different?

u Are their cultural universals the same as yours? What about the values that their cultural universals represent?

u How do you think an image like this might influence how other people from around the world understand American culture? Most students in the class indicated that this family was like their own family in some ways but not like their family in other ways. For example, their cultural universals indicate that the family is quite religious, yet they may not practice or value religion in the same way. Students also discussed the cultural values behind recreation by pointing out and discussing the piano and mounted animal heads on the family’s garage. Particularly interest- ing was a discussion about the various cultural approaches to transportation and how we might compare and contrast the large trucks in the American family’s driveway family structure is a cultural norm or tra- very different from families of many of the with the Kuwaiti family’s cars, Thai family’s dition. students in your classroom. scooter, Cuban family’s bicycles, and South As the presentation progresses, the Upon reaching this last slide, the African families walking down a road that students should begin to see that there are students should answer the previous set also served as a footpath. many elements of life that connect them of questions as they consider their impres- Such a conversation about how cultur- to people from other places while there sions of this particular Texas family as a are also many ways in which our cultural al values are often reflected in our choices universals and values are considerably different. As one student surmised, “It’s Figure 5 like picturing what you think they are, but Material World Image of American Family they’re not.” If students provide inappropriate or culturally insensitive responses, they should be reminded of Part Two when they reflected on their own cultural values. It is important for the students to understand that, even though the values of others may seem strange or conflict with our own values, the people and their values are just as meaningful to the people who hold them and deserve the same respect we reserve for our own.

The Final Slide: An Image of an American Family The final slide of the presentation is an image of an American family from the state of Texas (see Figure 5). This image is reserved for the end of the presentation because it brings the lesson full circle by asking the students examine a representative image of a family from their own culture. However, while this family is undoubtedly American, they are also quite likely to be

WINTER 2013 47 Promising Practices of housing or transportation can lead to mersion, and student responses indicating from around the world. The end result of a dialogue about why many Americans that “traveling everywhere in the world” such an endeavor would be a far deeper seem to place a high value on their cars would be the best way to learn about other and more authentic appreciation for how or trucks. cultures are not uncommon. Unfortunately, small our cultural worlds can be. while the majority of our students will not Lesson Conclusion have had that opportunity, they can use Lesson Plan Resources their newfound appreciation for cultural We want our students to appreciate universals and values to guide further PowerPoint Presentation with images of cultural universals (see http://www.menzel- that our understanding of other cultures investigation. and their cultural values is limited when photo.com/books/mw.php. for more information on the Material World Series) we study only representations of that Extension culture. When students see images of and Further Investigation traditional dress, holiday celebrations, References religious practices, or even everyday life, One way to enhance this initial lesson Abbott, M. G., & Brown, C. (2006). Going be- they are being exposed to a small slice of a and reinforce students’ understanding of yond 2005: The year of languages to realize culture that not everybody in that society other cultures and cultural values is to our vision. In A. L. Heining-Boynton (Ed.), will value in the same way. have the students examine other cultures in 2005-2015: Realizing our vision of languages As they found out with the discussion more depth. The Material World materials for all (pp. 1-14). Upper Saddle River, NJ: of cultural values in their own classroom are a helpful place to start this investigation Prentice-Hall. in Part One, the family next door may be Banks, J. A. (2008). An introduction to multicul- as they provide many more images than can tural education (4th ed.). Boston: Pearson extremely different than the family in be presented in a single lesson. Education. the picture. With that in mind, the les- Through our discussions we also Banks, J. A. (2003). Teaching strategies for ethnic son concludes with a writing assignment learned that many of the students thought studies. (7th ed.). Boston: Allyn & Bacon. that asks students to reflect upon their that using the Internet, books, or videos Banks, J. A., & Banks, C. A. M. (1999). Teaching understanding of cultural universals, would be useful in finding out more about strategies for the social studies (5th ed.). New their discoveries about cultural values, other cultures. These resources were avail- York: Longman. and the best way to study other cultures. able to them previously, but after this Brophy, J., & Alleman, J. (2006). Children’s Provide students with these questions to thinking about cultural universals. Mahwah, lesson, the students were in a stronger NJ: Lawrence Erlbaum Associates. help them guide their writing: position to put such resources to work in Curtain, H., & Dahlberg, C. A. (2010). Languages u How can cultural universals help us a more purposeful way. and children: Making the match (2nd ed.). learn about cultures and people from To extend the lesson, students should White Plains, NY: Longman. around the world? be encouraged to find examples of cultural Gallavan, N. P. (2011). Navigating cultural com- universals from other societies and hy- petence: A compass for teachers in grades K-5. u How do cultural universals help pothesize about the cultural values that Thousand Oaks, CA: Corwin Press. us understand the cultural values of underlie them. Using the resources avail- Gay, G. (2000). Culturally responsive teaching: others? Theory, research, and practice. New York: able to them, students should investigate, Teachers College Press. u How could assuming that everybody test out their hypotheses, and record their Menzel, P., Mann, C. C., & Kennedy, P. (1995). has the same cultural values lead to findings. Encourage them to consider how Material world: A global family portrait. San misunderstandings or conflict? different people within the same culture Francisco: Sierra Club Books. u Now that you have completed this or subculture may employ different cul- activity, what do you think is the best way tural universals or hold different cultural to learn about other cultures? values. u What will you remember most from Ultimately, the students could create this activity? an illustrated description of their findings and present their work to the rest of the When this class of fourth-graders was class. Ideally, these presentations would asked what they would remember most allow the students to talk about their about the lesson, the students’ responses original impressions of other cultures, included “Never mistake people for what the hypotheses they created about their you think they are” and “I will remember cultural universals, and the information that everyone is different in their own way.” they found about the cultural values that Perhaps the only way to authentically un- are reflected in the everyday lives of people derstand a culture is through complete im-

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