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 Five: Making Connections Discuss with your class the connections between these three objects/cultures. Although each culture has a different form of art, each form served the purpose of communication. Each used symbols to tell a story or to convey meaning, i.e. although Maya women have access to contemporary clothing like t-shirts, many choose to continue to make and wear huipiles because they believe it is important to communicate their identities. The Hmong women traditionally embroidered on clothing, but when they were in refugee camps, they started making story cloths to record their history and past ways of life. Although Kiowa and Comanche women may use contemporary baby strollers for daily use, many still make traditional and decorative cradle boards for use on special occasions. This serves to continue a tradition and to communicate their heritage. It attests to the special treatment of babies in their culture. • • • • Discuss how each object is both utilitarian and aesthetic, i.e. huipiles are clothing but also have decorative weaving and embroidery; Hmong story cloths are forms of record-keeping and story telling but are also embroidered works of art; Kiowa and Comanche cradleboards were used to carry babies while keeping a woman’s arms free, but they are also works of art with intricate beadwork. Discuss how identity plays a role in the designs, symbolism, media, and colors used in each object. Have your students bring or wear an article of clothing that they feel expresses their culture or identity. Ask them to show the example to the class or a small group and describe why it is important to them. Have students discuss ways in which they record their history or stories, i.e. journals, diaries, letters to friends, blogs, twitters, or through painting, drawing, or sketching, etc. Have students ask their parents or guardians what was used to carry or hold them. Why did their parents use the baby carriers that they chose? (For instance, did they look for the safest car seat? Did they use a cradle that had been passed down in the family?) How did these change as they grew? 40
Teachers: Enlarge by 162% on 11x17 paper Haffenreffer Museum of Anthropology
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
Page 7 and 8: EXPLORE THE CULTURES OF THE WORLD W
Page 9 and 10: WHAT IS CULTURE? — VOCABULARY Beh
Page 11 and 12: WHAT IS CULTURE? — REFERENCES Boo
Page 13 and 14: WIDA Consortium standards for Engli
Page 15 and 16: LESSON PLAN ONE — TEACHER INSTRUC
Page 17 and 18: HUIPILES AND THE HIGHLAND MAYA OF G
Page 23 and 24: EXPLORE THE CULTURES OF THE WORLD P
Page 25 and 26: PAJ NTAUB AND THE HMONG OF CHINA AN
Page 27 and 28: PAJ NTAUB AND THE HMONG — REFEREN
Page 29 and 30: EXPLORE THE CULTURES OF THE WORLD C
Page 31 and 32: CRADLEBOARDS AND THE KIOWA AND COMA
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Page 35 and 36: LESSON PLAN TWO Lesson Plan Two: Th
Page 37 and 38: LESSON PLAN TWO — TEACHER INSTRUC
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Page 43 and 44: LESSON PLAN THREE Lesson Plan Three
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Cultural Lesson Plans for Teachers about the ... - Brown University

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