The central idea of this unit is how sharing artifacts is a fundamental characteristic of humans that connects them to each other and culture.

After the whole class has learned about different cultures in the community through books and internet articles, higher level students will work collaboratively in groups to research and gather more detailed information about different cultures within their own community. They will create a PowerPoint or Prezi and present it to the class. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

In this lesson, students will learn about Celia Cruz and the use of objects to discuss people. They will understand how artifacts can help us understand people in the past.

In this lesson, students learn facts about the country of Ireland and its legends.

Students learn about community celebrations and their importance to a community's culture heritage. Students compare different celebrations, including place, time, purpose, history, food and drinks, activities, and other important ideas associated with culture.

In this lesson, students pack their own "culture trunk" as they learn more about cultural contributions found in their community.

Enrich your lessons of North Carolina history and culture by connecting the past to crafts that are easy and fun to make in your classroom. Supply lists and instructions are provided on each page! Make copies as needed for your students and share accompanying histories to add meaning to the activities. This resource's link takes you to a very short form that gives you free downloadable access to the complete PDF book.

In this lesson, students reflect on their own family traditions that make them unique and write a short statement about it.

In this lesson, students create a display of words, sayings, and things from other countries that have become part of our vocabulary and lives.

In this lesson, students will identify family traditions that are unique to them. Students will interview their family and present a selected tradition.

This site provides information to enable teachers to broaden their tools for teaching about multiculturalism. Beginning on page 24, flower cloths or story clothes are described as important to the culture of the Hmong People who are from China. When the Hmong became refugees in Thailand, they began to sew cloth with stories or myths from Hmong history. These are the story cloths. They are important to the Hmong because the Hmong had no written language until the 1950s, and relied on oral histories passed down from generation to generation in these story clothes. Photographs are provided. This is an example of how artistic expression contributes to community. Students can make their own "story cloths" with a drawing or painting.

Students will explore a grocery store in search of food traditions brought to America by immigrants.

In these units, students can discover the Spanish and Mexican roots of American cowboy culture in this set of four lessons, divided into grades K–2, 3–5, 6–8, and 9–12. The youngest students look for the Spanish origins of cowboy words (lasso from lazo, for example). Older students do a bit of translation work: they compose a rhyming cowboy ballad based on a Mexican corrido.

Using the Zimbabwean folktale "Mufaro's Beautiful Daughters" by John Steptoe, students will learn strategies and methods on how to describe the overall structure of a story. Students will also be shown how to show respect for other cultures through the use of this book, world maps, graphic organizers and other African folktales.This lesson was developed by Lisa Bruet as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

The teacher will use the book, Lon Po Po by Ed Young. The students will learn strategies and methods on how to describe the overall structure of a story. The students will also be shown how to show respect for other cultures through the use of this book, world maps, graphic organizers and other Chinese folktales. While reading this Chinese folktale, the students will be able to explain how the artistic expressions of the culture contributes to the community through food, crafts, and stories. This lesson was developed by Lisa Bruet as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students will compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. The students will be able to understand how the cultures differ in food, language and arts through the two stories that are being compared and contrasted. Then, the students will use these tools that they know to help broaden and expand their cultural views by intergrating the folktales into the math, language arts and social studies curriculum.This lesson was developed by Lisa Bruet as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will collaborate together to choose, design, plan, and implement groups roles to determine what materials are needed to complete the project.  The teacher observe as student groups complete projects during the school day to ensure participation is achieved in an equitable manner. Students will select and research a specific folktale from the unit  Upon completing the group project, students may research a folktale independently provided the group agrees and their project goals are met.This lesson was developed by Lisa Bruet to fulfill requirements of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.                

Students will collaborate with a group of students and select a Culture Project to complete together in school.  The group will choose, design and plan and implement what the groups roles will be and what materials are needed to complete the project.  The teacher should allow the students to work on projects in school so that equal participation is taking place and can be observed. The students may select the countries in the folktale unit to research or one of their own as long as the project goals are met and agreed upon by all members in the group.This lesson was developed by Lisa Bruet as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, students will have the opportunity to be part of a Colombian legend. In this case, the legend of "El Dorado". Also they will get to know part of the history of a Pre-Colombian civilization. This lesson was developed by Carolina Vargas-Escobar as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.