Culture may be defined as a unit of people who share the same language, values, traditions, religion and race. In America, different cultures may not be obvious to first graders because it seems that as a "melting pot" we all share the same language and traditions. Probing deeper allows the students to explore what makes groups of people a "culture." In some parts of the country, varying cultures are more obvious. Distinguish between race and ethnicity for the students. Race is based on physical traits, such as brown skin. Ethnicity is based on shared culture. In this manner, a Hispanic student may state her race as Hispanic, but her ethnicity as Cuban, or another student may say his race is Asian, but his ethnicity is Chinese. By comparing the similarities and differences between cultures, first graders are aware and more sensitive of cultures other than their own.
Use flesh tone activities to discuss different races, but also discuss how flesh tones vary even within races of people. For example, among Hispanics there are blonds, brunettes and people with ebony hair who may have brown or blue eyes. Provide crayons or knee-high nylons in the following colors: red, yellow, pink, tan, brown, black, white and ivory. Have each child find a crayon or nylon that best matches their own flesh tone. Discuss negative "color" identification of people and guide the class to avoid prejudices and sensitive issues that may be a result of regional or familial influences. Discuss how the color of a person's skin does not decide who that person is, but what that person does is important. Discuss how flesh tone does not decide ethnicity.
Introduce music and food from different cultures. Desserts are often sweeter and more appetizing to look at, so start with these to tempt the palettes of first graders. Don't tell them before hand where the food is from, because just knowing this may make picky eaters refuse to eat something "different". Instead let all of the children eat it then discuss where the food originated. Compare and contrast different cultures music. Do not single children out and ask them what "their" country does or doesn't do. Remember: we live in a society of blended families, some formed by transracial and transcultural adoption. A Korean student might be adopted by Caucasian parents or an Ethiopian student may have Hispanic parents. Do not assume just because a student is of a certain race or ethnicity that they know about or practice any traditions, religion or anything else specific to a particular culture.
Ask the students if anyone knows how to say hello in a language other than English. Prior to class, purchase a package of index cards and write the word, "Hello," in a different language on each card. Pass the cards out to the students. Have each student attempt to read the "Hello" card they have. Discuss where in the world each language is spoken. Discuss where each ethnic group/culture is most heavily populated in the United States. Discuss which "hellos" sound similar to other languages. Make the point that although all of these languages are different, the word "hello" itself means the same thing.