Language of Unity

Celebrating Diversity

Teacher Lesson Guide

(swipe to advance)

Objectives

  • Problem Solving

  • Awareness

  • Reflection

Lesson Design

45-60 Minutes

5 Min: Review Learning Objectives
20 Min: Literary Discussion: Three Languages
5 Min: Supporting Activity: Cause and Effect Mash-Up
10 Min: Reinforcing Activity: Vision Board
3 Min: Closing Activity

Objectives

  • Practice awareness and critical thinking of aspects of diversity surrounding language and system skills by:

    • participating in an investigation and reflection of cause and effect

    • considering and sharing personal beliefs and values with the group

  • Reflect on how it feels to experience the struggles of intercultural relations

  • Discuss what actions can be taken to strive toward equity, celebration and preservation of cultural differences

Lingo List

Language of Logic

cause

effect

true

faulty

fallacy

post hoc

non sequitur

logical

over-simplified

Character Words

honorable

noble

playful

shy

stoic

strong

fortuitous

loyal

tricky

stubborn

courageous

brave

timid

logical

Language of Values

adventure

altruism / Helping

balance / beauty

caring / charity

compassion

creativity / curiosity

determination

empathy

friendship

fun / humor

generosity / gratitude

honesty / Integrity

independence

peace

positivity

responsibility

support / teamwork

Different languages reflect the ethos of the culture from which they derive. Anthropologist Wade Davis says that different languages actually manifest different ways of being. At a time when many of the world’s languages are going extinct we are faced with losing a massive diversity of cultural knowledge. Mathematics, Science and Art are also ways of thinking that contribute to culture in similar ways as language.

In this lesson students will focus on awareness of different ways of being and thinking depending on several cultural factors.

Guiding Questions for Class:

How does our language change the way we think about ourselves and the world? What language is important to you? How is our language perceived and treated by other cultures? How do we grow and change by learning new languages?

Reading:

The Three Languages

An aged count once lived in Switzerland, who had an only son, but he was stupid, and could learn nothing. Then, said the father, ’Hark you, my son, try as I will I can get nothing into your head. You must go from hence, I will give you into the care of a celebrated master, who shall see what he can do with you.’ The youth was sent into a strange town, and remained a whole year with the master. At the end of this time, he came home again, and his father asked: ’Now, my son, what have you learnt?’ ’Father, I have learnt what the dogs say when they bark.’ ’Lord have mercy on us!’ cried the father; ’is that all you have learnt? I will send you into another town, to another master.’ The youth was taken thither, and stayed a year with this master likewise. When he came back the father again asked: ’My son, what have you learnt?’ He answered: ’Father, I have learnt what the birds say.’ Then the father fell into a rage and said: ’Oh, you lost man, you have spent the precious time and learnt nothing; are you not ashamed to appear before my eyes? I will send you to a third master, but if you learn nothing this time also, I will no longer be your father.’ The youth remained a whole year with the third master also, and when he came home again, and his father inquired: ’My son, what have you learnt?’ he answered: ’Dear father, I have this year learnt what the frogs croak.’ Then the father fell into the most furious anger, sprang up, called his people thither, and said: ’This man is no longer my son, I drive him forth, and command you to take him out into the forest, and kill him.’ They took him forth, but when they should have killed him, they could not do it for pity, and let him go, and they cut the eyes and tongue out of a deer that they might carry them to the old man as a token.

The youth wandered on, and after some time came to a fortress where he begged for a night’s lodging. ’Yes,’ said the lord of the castle, ’if you will pass the night down there in the old tower, go thither; but I warn you, it is at the peril of your life, for it is full of wild dogs, which bark and howl without stopping, and at certain hours a man has to be given to them, whom they at once devour.’ The whole district was in sorrow and dismay because of them, and yet no one could do anything to stop this. The youth, however, was without fear, and said: ’Just let me go down to the barking dogs, and give me something that I can throw to them; they will do nothing to harm me.’ As he himself would have it so, they gave him some food for the wild animals, and led him down to the tower. When he went inside, the dogs did not bark at him, but wagged their tails quite amicably around him, ate what he set before them, and did not hurt one hair of his head. Next morning, to the astonishment of everyone, he came out again safe and unharmed, and said to the lord of the castle: ’The dogs have revealed to me, in their own language, why they dwell there, and bring evil on the land. They are bewitched, and are obliged to watch over a great treasure which is below in the tower, and they can have no rest until it is taken away, and I have likewise learnt, from their discourse, how that is to be done.’ Then all who heard this rejoiced, and the lord of the castle said he would adopt him as a son if he accomplished it successfully. He went down again, and as he knew what he had to do, he did it thoroughly, and brought a chest full of gold out with him. The howling of the wild dogs was henceforth heard no more; they had disappeared, and the country was freed from the trouble.

After some time he took it in his head that he would travel to Rome. On the way he passed by a marsh, in which a number of frogs were sitting croaking. He listened to them, and when he became aware of what they were saying, he grew very thoughtful and sad. At last he arrived in Rome, where the Pope had just died, and there was great doubt among the cardinals as to whom they should appoint as his successor. They at length agreed that the person should be chosen as pope who should be distinguished by some divine and miraculous token. And just as that was decided on, the young count entered into the church, and suddenly two snow-white doves flew on his shoulders and remained sitting there. The ecclesiastics recognized therein the token from above, and asked him on the spot if he would be pope. He was undecided, and knew not if he were worthy of this, but the doves counselled him to do it, and at length he said yes. Then was he anointed and consecrated, and thus was fulfilled what he had heard from the frogs on his way, which had so affected him, that he was to be his Holiness the Pope. Then he had to sing a mass, and did not know one word of it, but the two doves sat continually on his shoulders, and said it all in his ear.

Open-Ended Questions:

After the reading, debrief the story using the open-ended questions below. 

Awareness
How does language impact how one is treated?

How does language impact equally and social structure?

How does our environment impact how much we have to struggle?

Reflection

What languages would you like to learn?

If you don’t understand someone else’s language, how can you communicate with them?

How does learning and study affect our future?

Problem Solving

If someone has less than you how can you help them be treated equally?

What are things you can do today to achieve your dreams and vision of your future?

How can you help others realize their gifts?

Critical Thinking Activity: Cause and Effect Mash Up

Read Aloud Purpose: The purpose of this exercise is to be creative, mixing and matching cause and effect statements to get strange, and even silly responses rather than necessarily concrete or realistic scenarios.

A crucial skill of critical thinking is understanding cause and effect multidimensionally.

Questions that begin with “why?” and “how?”, illuminate the relationship between cause and effect. A cause is generative of a subsequent condition or event or, otherwise called an effect.

In this activity, students will play with various phenomena and relate them in terms of origins and results. Sometimes the connection between cause and effect is clear, but often determining the exact relationship between the two is very difficult. Secondly, the exercise will highlight some basic grammar in a repetitive way helping students understand some technicalities of the English language.

Instructions:

  1. Begin the activity by reading the text below aloud and annotating the information in the “Cause and Effect” section below:

Cause and Effect: explains why something happened by focusing on the relationships between actions, motivations, or attitudes and the consequences which follow.

For a cause and effect to have validity, then, the cause must lead to the effect and not merely chronologically precede the effect. (Pause and write definition of Valid Cause and Effect on the board)

For instance, the fact that a raven flew my path a few minutes before my dog died does not prove cause and effect. The action of the raven merely occurred prior to my dog passing away.

Post Hoc - To argue cause and effect simply based on chronology creates a fallacy (something not exactly true). This fallacy is called post hoc.

Over-Simplified - Another faulty cause and effect argument that occurs when the relationship between the cause and effect is over-simplified and could be true sometimes but not all the time.

An example of over-simplification is: I woke up in the morning because the sun rose.

Non-Sequitur - A third kind of fallacy is called a non-sequitur. This occurs when there is no logic between the cause and effect.

2. Ask each student, and facilitator, to come up with three simple sentences (at least a subject and a verb) and in-person write on a sticky note, virtual: type in the chat, labeled as shown below:

Example:
They walked to the store.
It rained.
He is lonely.

3. In-person: Arrange students in a circle or line. Virtual: Facilitator will call participants

4. Facilitator will began a cause and effect sentence by reading aloud their sentence A.

5. Then, facilitator will call on the next student to add the conjunction because, and add their sentence A.

6. Pause, and ask the students to evaluate the cause and effect for validity (truth)

7. Continue this sequence round robin style until all the students have shared.

8. On (the) whiteboard, facilitator will keep track of cause and effect fallacious post hoc, over-simplified, or non-sequitur statements made using tally marks under each title.

This exercise may have created some silly scenarios but in reality, finding the truth about cause and effect relationships is extremely important. Think of engineering a bridge or a spacecraft- many lives might depend on being sure that all the factors that could cause an accident are removed.

Debriefing Questions:

  • How difficult was it to find the logic, or the truth in the statements that were created?

  • What was the funniest cause and effect that you heard?

  • What are some real examples that you can think of where the cause and effect was not logical?

  • What tools can help us find the truth or fallacy in arguments?

  • How can thinking about the possible effects of our actions help us and our community?

Reinforcing Activity: Vision Board

Purpose: To create a collage of images and words that share who we are and what we do.

Instructions:

  1. Read aloud to group
    A Vision Board is a collage of images and words that you should display in a prominent place to remind you of why you are who you are, and do what you do. Images and words can spark your motivation and remind you of your values, goals, or dreams. Include things that inspire you or contribute to making you happy and positive.

  2. Use the values language below to start thinking about values that are most important to you. Define words as needed.

  3. Have the students cut images/words cut from old magazines that bring to mind things that make them smile, feel motivated or inspired and paste them to a piece of cardboard, construction paper or butcher paper. Virtual: Students can use google slides to create a collage too. Give them a time limit and reminders along the way to help them progress to make time for students to share.

  4. At the end of the session, ask for students to speak for a minute about their Vision Boards.Google Slide Collage and discuss the questions below.

Value Language

adventure
altruism/helping
balance/beauty
caring/charity
compassion
creativity/curiosity
determination
empathy
friendship
fun/humor
generosity/gratitude
honesty/integrity
independence
peace
positivity
responsibility
support
teamwork

Debrief Questions:

  • How can focusing on our positive traits help us maintain a peaceful community?

  • What did you learn about another student by their vision board?

  • What do you feel might be missing about your vision board?

Today, we looked at how we are different, and similar by giving examples of how diversity is all around us while practicing how to be respectful and include everyone. We also got to see how it felt to learn new things about each other and celebrate our uniqueness.

FULL CIRCLE- Open-Ended Questions

Write the word diversity on the board and ask students if they know what it means. Acknowledge their responses and work toward the following definition: Being different from each other.

Ask students to share their thoughts and ideas about what makes us all different and what makes us the same. Let students know it is OK to be different and OK to be the same.

  • How might being thoughtful about language help support all of the diversity in our classroom? What about our neighborhoods?

  • How might helping others learn about the power of language make a better place to learn together?

  • What behaviors if any will you consider changing after this lesson?

  • How could today’s lesson help you practice the Four Awesome Questions?

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