We are excited for the World Cup coming up in June! Sports events like this are a great way to connect more with family and friends, share camaraderie (or even friendly competition), and create opportunities to learn about different countries … Continue reading →
|Scooped by James Graham|
One way of teaching family heritage and country is taking advantage of big global events such as the Olympics, or the FIFA World Cup. The latter is being held again in 2014! The concept on this blog – that meaningful connections with kids can be made through sport – can be adapted for use in a classroom setting where students are learning about family origins and heritage.
Only 36 nations participate in the World Cup finals, so not every child’s family country of origin will be represented, yet teachers can still encourage students to learn about and describe their heritage in light of a global event like the World Cup. Students in Early Stage 1 can participate in activities such as making or painting country flags (helpful resource for flags is: http://www.worldatlas.com/webimage/flags/flags.htm), or even painting a flag onto a plain white t-shirt. Flags are a great way of making visual connections with the concept of country and national identity.
Framing concepts in terms of fun themes is a great way of making ideas and learning more tangible and concrete. A class ‘world cup day’ could be held, where students are asked to bring in an item synonymous with their parents’ or grandparents’ country of origin, and show these items to the class using simple describing language: “my parents [or grandparents] came from… and in that country…”
Using a stimulus like the World Cup helps children locate their family heritage and nationality in place and time. Johnson explains the notion of cognitive place-making (understanding place to be a true location, not just an abstract space) as being a response to common curiosities that children have, such as ‘what is it like?’, and ‘why should it matter?’ (Johnson, 2012, p. 831). The World Cup, an exciting, global event, offers a unique opportunity to harness this natural fascination, and educate students as to the diverse places and cultures associated with their classmates and their families.
Johnson, J.T. (2012). Place-based learning and knowing: critical pedagogies grounded in indigeneity. GeoJournal 77, 829-836.