v What I liked least and why
v What was easiest and why
v What was hardest and why
FAMILY INVOLVEMENT:
v Ask the students to poll their parents/guardians or community members to see if any
have had some first-hand experience with another culture. Perhaps they have traveled
to another country as students or as military personnel or as tourists. Perhaps some
have hosted a foreign exchange student in their home or had immigrants from another
country as their neighbors. Perhaps some have lived in other parts of the United
States where they were able to learn first hand about another culture (Example: the
Mexican culture's impact in Texas; the Native American Indian culture’s impact in
the Midwest, etc.)
MODULE 3:
v Ask the students to poll their parents/guardians to see if any have very strong feelings
about the cultures in which they were raised. Although teachers have to exercise
caution when presenting religious topics in the public school classroom, students
would still gain insight into other cultures if parents/guardians could present their
religious cultures as information and not as persuasion. Hearing what Jewish,
Quaker, Catholic, Protestant, Greek Orthodox, etc. families value would enlighten
many students.
I Can Be Different
v Invite the parents/guardians or community members to come to the class to speak
about what they learned about another culture. Suggest that they bring samples of
clothing, music, food, etc. Perhaps they have photographs, slides, homemade videos,
or picture books to show as well. Stories are very appealing to students, so if the
parents/guardians can tell anecdotes and give personal experiences, their talks will be
all the more interesting.
v Many parents/guardians might have been reared in homes in which the culture of
their heritage from their mother countries was valued; parents/guardians could talk
about dances, foods, holidays, family customs, leisure activities, dating, etc. that were
honored in their homes. Students might want to ask which customs they believe
should be preserved and which are better to forget.
v This would also be a good time to allow students and parents/guardians to speak
together about their own cultures. Invite your ProTeam students and their
parents/guardians to share details about family experiences, customs, traditions,
celebrations, belongings, needs, and behavior.
v Another option would be to have the parents/guardians and students do research in
the public library or on the Internet on a particular culture. Sufficient time should be
given so that parents/guardians can schedule a time to visit the library with their sons
PROTEAM DREAMQUEST CURRICULUM
3-31