Cultural Lesson Plans for Teachers about the ... - Brown University

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LESSON PLAN TWO — TEACHER INSTRUCTIONS The Haffenreffer Museum of Anthropology BROWN Activity Three: Design Your Own Huipil, Story Cloth, or Cradle Design For this exercise, students can choose which object they want to make. If your class worked in groups for the readings, you may wish to keep students in those groups for this activity. Huipil option Draw the outline of a huipil on a sheet of paper. Make one photocopy for each student making a huipil. Have students research some of the designs on traditional Mayan huipiles in books and on the internet. Using paper and markers, have students draw their own huipil designs based on their research. Students can also create their own symbols. Have students share their designs with the class and have them explain the significance of their chosen symbols. Story cloth option Have students research some of the histories and stories depicted on Hmong story cloths. Many images of story cloths can be found with an internet image search of “Hmong story cloths.” Students should also talk to their parents or caretakers about their own families’ stories or histories. Then, based on what they have learned about the histories on Hmong story cloths, have students use large pieces of paper and markers or crayons to create their own story cloths about a part of their own or their family’s history. Some possible ideas include their family’s migration to the United States or a move to a new city or state, how their parents or grandparents met, or scenes from their daily life. Alternately, just as Hmong story cloths depict stories or myths, students could depict their own myths or stories on their story cloth (i.e. how the leopard got its spots, a story about a special day, etc.). Have students share their stories with the class. Cradleboard option Draw an outline of a cradle from the side. Make a copy for each student making a cradleboard. Have students research symbols and common colors used in Kiowa and Comanche cradleboards. They can find photographs in books or on the internet. Using markers, crayons, and even some beads to glue on, have students design their own cradleboards. They can also create their own symbols. Have students share their designs and explain the significance of their chosen symbols to the class. Larger cradle and huipil outlines are available at the end of this Activities section. 38
LESSON PLAN TWO — TEACHER INSTRUCTIONS Activity Four (for grades 5-8): Research on the Regions Keeping the teams from Session One, have students research the climate and resources available to the three cultures: Assign a team to research the climate of Highland Guatemala and find out what resources the Maya obtain from their environment to make food, clothing, and their homes. The Haffenreffer Museum of Anthropology BROWN Assign a team to research the climate of the mountainous areas of China, Laos, North Vietnam, and Thailand. Have them find out what resources were available to the Hmong in their homelands. Assign a team to research why the Kiowa and Comanche moved from their northern homes to the southern Plains in the 1800s. Have them find out what resources were available in the north and what resources were available in the southern Plains. Each student will write an essay about their topic. Have students switch papers for peer editing. Each team will present their findings to the class. 39
Page 1 and 2: The Haffenreffer Museum of Anthropo
Page 3 and 4: ABOUT THESE MATERIALS Brown Univers
Page 5 and 6: CURRICULUM STANDARDS National and S
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Page 11 and 12: WHAT IS CULTURE? — REFERENCES Boo
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