The heritage share has given my students with European ancestry new
respect for our Hmong students from Laos…. It helped my community to build
tolerance and acceptance.
Matthew Christen, a
teacher at Logan Middle School, La Crosse, Wisconsin, created a thematic focus
for a week of advisory/homeroom meetings using the Circle of Power and Respect
(CPR) format. A thematic CPR can lead to rich and rigorous academic extensions
and social growth beyond the morning meeting time.
notice connections across (and differences between) cultures; to acknowledge the
diversity in the school community.
How it works: Each day during
the week, have two, three, or four students share something about their cultural
heritage. You can add greetings, games, and Daily News messages that relate to
the heritage shares to complete the CPR meeting
- Before the designated week of Heritage CPRs, use the interactive part of
your Daily News message to gather information from students about languages
spoken by their ancestors. Ask them to research how to say “good morning” in
their ancestors’ language(s). See www.elite.net/~runner/jennifers/gmorning.htm
or similar websites for standard greetings in hundreds of languages.
- Volunteers sign up to share on one of the designated Heritage CPR days. The
teacher may wish to go first to model the process for students.
- Match the daily greeting language options during “Heritage CPR Week” to
students scheduled to share each day.
Example: On Monday, you might have
students greet each other in Mandarin (“Ni zao”) or Shambaa (“Onga mahundo”),
because the students sharing that day have ancestors
from China and Tanzania
who spoke these languages.
- Invite students to research and prepare to teach activities played by their
ancestors (if they are unable to do this, other activity options are listed
Formal “Good morning” greeting each day,
using languages of the ancestors of the students sharing
A student shares information or a story about her
ancestry highlighting a custom or tradition related to it. Sharers may bring an
artifact or picture related to the custom or tradition.
is a picture of my grandpa Raymond; he’s Scotch-Irish. The week before Christmas
he takes us out to cut down a tree on his farm. I am ready for questions and
Students who have prepared to teach a game
related to their heritage may do so. Encourage them to
- Clarify the steps of the game and model how to play
- Discuss the rules with the group
- Monitor the game as it’s being played
- Lead a group reflection discussion that centers on what went well and what
could be done better the next time.
- I Never, customs or holidays not observed
Examples: I have never
celebrated the Asian New Year; I have never observed Yom Kippur; I have never
received an Easter basket; I have never been to a wedding; I have never been to
- Me Too, using customs or holiday traditions
Examples: My family has
dinner every Sunday with my grandparents; we go to a relative’s house for
Thanksgiving every year. Everyone who has also done so responds by saying, “Me,
- Cold Wind Blows, using family customs or traditions
Examples: A cold
wind blows for anybody who has received a Valentine’s Day card; a cold wind
blows for everyone who has been inside a place of worship other than his/her
own; a cold wind blows for anyone who has a relative who has studied his/her
See originsonline.org for complete games
Interactive chart ideas (some can be
used for journaling or as a partner share or prompt for a personal essay):
- What’s your favorite custom or holiday from your cultural traditions?
- What do you know and/or believe about how that custom came to be?
- What’s something you respect or admire about a custom or tradition from a
culture other than your own?
- Did people in your family immigrate to this country? If so, how many
generations ago did they come to the United States?
- In writing, describe something you learned about someone else’s culture
while listening to your classmates as they shared yesterday.
- Why do you think people of different cultures sometimes do not get along?
What price do they pay for rejecting each other’s customs?
Success: On Monday, before the start of CPR, remodel appropriate listening
skills and remind students how to ask interesting, open-ended questions. If a
student brings in an object (photo, memento, etc.) to accompany a share, set the
parameters for touching/examining the object before the share
Christopher Hagedorn is a Developmental Designs
consultant and staff writer for Origins. Scott Tyink is a Developmental
Designs consultant for Origins
This article first appeared in
Developmental Designs: A Middle School Newsletter, Winter 2008