This document provides information about comparing cultural similarities and differences found in Indiana families. It includes definitions of culture, similarities, and differences. It then outlines three hands-on activities for students to learn about their classmates' families and cultural traditions through drawing family portraits, group discussion, and creating a mural. References include literature about celebrating Thanksgiving, Hanukkah, and an Amish mystery story.

1. By Stacie Evans Celebrate our Differences

2. Indicator: 1.3.8 Human Systems: Compare cultural similarities and differences, such as family traditions and customs, and the traditional clothing and food of various ethnic and cultural groups found in Indiana. (Core Standard) Geography Strand

3. Culture: the behaviors and beliefs characteristic of a particular social, ethnic, or age group. Similarities: an aspect, trait, or feature like or resembling another or another's. Differences: the state or relation of being different. Custom: an established way of doing things. Definitions

4. compare similarities and differences in customs, foods, play, recreation, and celebrations of families in the community. Students will:

5. 1. Give each student a sheet of white drawing paper. Place art supplies where they can be easily shared. 2. Tell them that they are going to draw a picture of their family. 3. Suggest that they draw a picture of a special custom or celebration that they do together as a family. 4. Encourage students to write about the activity on the picture. 5. As students are drawing, circulate around the room and ask students to explain why they chose to draw that activity. Activity: Drawing Family Portraits

6. 1. Divide students into small groups to share their family portraits. 2. Encourage students to talk to one another about their portraits, who is in them, what they are doing together, and why the activities are important to them. 3. Encourage students to ask each other questions about their portraits and find out as much as they can about each other. 4. Gather students back together into a large group. 5. Ask students to volunteer information about their families. As students talk about their families and celebrations, write the information on the chalkboard and ask the class questions such as: “Does anyone else celebrate [insert name of holiday] like this? How is this family different from yours?” Group Discussion

7. 1. Cover a bulletin board or large wall with the mural paper. 2. Tell students that they are going to draw their family celebrations on the paper to create a mural. 3. Have small groups of students take turns working on the mural. 4. Encourage those students who are not working on the mural to ask questions of the students who are working. 5. As students are taking turns drawing and questioning, circulate and assist students with their art or their inquiry. Mural Painting

8. Thanksgiving / Deborah Heiligman: Discusses the origins of Thanksgiving Day and how people around the country share traditions and celebrate today. Celebrating Hanukkah / by Diane Hoyt-Goldsmith: Presents the history, traditions, and significance of Hanukkah as it is celebrated by a Jewish family in San Francisco Simeon's fire / CathrynClinton: Able to hear, see, and feel things that no others can, Simeon Zook finds himself in the midst of a dangerous mystery on his Amish farm as barns suddenly become ablaze and family animals are put at risk, causing him to put his Amish traditions aside and use his hidden gift to find out who is to blame for such evil doings Literature

9. Literary information taken from http://encore.evpl.org Definitions taken from: www.dictionary.com Activity taken from: http://www.indianastandardsresources.org/files/soc/ss_1_5_5.pdf References