About  
 

UNICEF Ireland wants to support you to start a global movement for change beginning in our own communities. Stay connected online with other activists like you. 

Contact
 

If you would like more information, getting involved or posting a blog about your activism, please email us at itsaboutus@unicef.ie

Thanks to our Supporters
 

Irish Aid for supporting youth activism within UNICEF Ireland. 

 #UPROOTED 

 MY CULTURE - PRIMARY 

MY CULTURE - In this lesson children are encouraged to identify similarities and differences between cultures and the benefits of cultural diversity. This workshop could be taught to coincide with World Culture Day on the 21st May. 

RESIDENCE
 

YOU WILL NEED

Prior Learning
Knowledge and understanding of:
  • The Convention on the Rights of the Child
Vocabulary
Identity - the fact of being who or what a person or thing is.
Culture - the learned ideas, customs, and social behaviour of a particular people or society.
Multicultural refers to a society that contains several cultural or ethnic groups. People live alongside one another, but each cultural group does not necessarily have engaging interactions with each other. 
Intercultural describes communities in which there is a deep understanding and respect for all cultures. People accept the cultural differences with respect and live equally.

Resources 

  • Student Learner Journal 

  • Post-it notes

  • iPads/tablets/laptops

  • Plantain 

BACKGROUND RESOURCES

LEARNING OBJECTIVES

  1. Discover what is unique to Myanmar (Burma) and the Ivory Coast

  2. Compare and contrast the two countries with Ireland

  3. Examine different cultural perspectives 

CURRICULUM CONNECTIONS

3rd/4th Class

SPHE > Myself > Self-identity > Self-awareness

  • Recognise, describe and discuss individual personality traits, strength, limitations, interests and abilities

  • Explore the factors that influence his/her self-image

  • Realise that each person has a unique contribution to make to various groups, situations and friendships.

 

5th/6th Class 

SPHE > Myself > Self-identity > Self – awareness

  • Recognise and appreciate that each person is a unique individual and that this individuality is expressed in many different ways

  • Reflect on his/her experiences and the reasons for taking different courses of action

  • Accept his/her own image and explore some of the factors that affect his/her self-image and beliefs about himself/herself. 

Introduction:

Introduce students to the many ways cultures welcome each other.  For fun, ask students to mimic the greetings to each other. Find out if there are people from other cultures in your class that would have a different way to greet people in their culture. 

Distribute the post-it notes and ask the children to write down what they think life in the Ivory Coast and Myanmar is like, based on what they have seen on the videos already. Show Desmond and Jamalida’s videos. In pairs, children discuss what they recorded and compare it to what Desmond and Jamalida said in their videos. Children share their response with the class.

 

Development:

Assign half the class to Desmond and the other half to Jamalida. The children will use computers to view the videos again and to research further information on Burma and the Ivory Coast. Using the Venn Diagrams in their learner journals, ask them to record descriptions of Ireland in one circle and descriptions of either Burma (Myanmar) or Ivory Coast in the other. In the space where the two circles meet in the middle, ask the children to record similarities.  

 

The children will present their findings to the class.  

 

Extension:

Bring in plantain (as seen in Desmond’s video) for the children to taste.

 

Discussion Points

What is unique about your culture?

What makes you proud of your culture?

Would you like to visit Burma or the Ivory Coast? Why?

How are these countries different to Ireland?

How are they similar?

 

Action 

In support of the campaign, children can display/post copies of their Venn Diagrams and pictures of them tasting plantain. Alternatively, the school could hold a celebration of World Culture Day (May 21) in school.

ACTIVITY

Closure

Share with the children the poster on Convention of the Rights of the Child. Ask them to determine which rights are significant to the topic they have been discussing. 

Article 4 (Protection of rights) The government has a responsibility to make sure your rights are protected. They must help your family protect your rights and create an environment where you can grow learn and reach your potential. 

Article 22 (Refugee children): You have the right to special protection and help if you are refugees (if you have been forced to leave your home and live in another country), as well as all the rights in the Convention.

Article 29 (Goals of education): Your education should help you use and develop your talents and abilities to the fullest. It should also help you to respect others, human rights and you own and other cultures. It should also help you learn to live peacefully, protect the environment and respect other people. 

Article 30 (Children of minorities/indigenous groups): Minority or indigenous children have the right to learn about and practice their own culture, language and religion. The right to practice one’s own culture, language and religion applies to everyone; the Convention here highlights this right in instances where the practices are not shared by the majority of people in the country.