Sankofa
To Go Back and Get
Sankofa means, in the Akan language of Ghana, " reach back and get it" (san - to return; ko - to go; fa - to look, to seek and take). The Asante Adinkra symbols represents Sankofa as a bird with its head turned backwards taking an egg off its back, or of a stylized heart shape. It is often associated with the proverb, “Se wo were fi na wosankofa a yenkyi," which translates to, "It is not wrong to go back for that which you have forgotten."
The sankofa symbol appears frequently in traditional Akan art, and has also been adopted as an important symbol in an African American context. It is one of the most widely dispersed adinkra symbols, appearing in modern jewelry, tattoos, and clothing.
Taken from: http://en.wikipedia.org/wiki/Sankofa
The sankofa symbol appears frequently in traditional Akan art, and has also been adopted as an important symbol in an African American context. It is one of the most widely dispersed adinkra symbols, appearing in modern jewelry, tattoos, and clothing.
Taken from: http://en.wikipedia.org/wiki/Sankofa
Lesson:
Culture Clash Maps
Introduction to Lesson
This is a lesson I do on the first day of the school year, or within the first week. Building a strong rapport with students is essential to having a successful year. One way to begin building relationships with students is through sharing our cultures with one another and creating a safe space where all are welcome.
Materials & Resources
Steps for Activity
Journal Entry
Have students begin by answering the following prompt:
"Take a look around the classroom. In your opinion, would you say we are all the same or all different? Explain using complete sentences, details, and academic language."
Think-Pair-Share
Once students are finished writing, have them share their responses with a partner. On the first day of school, I usually use "High Five" as a paring strategy. Have students stand, make eye contact with someone, high five them, introduce themselves, then share their responses.
Culture Clash Map Activity
Pass out the graphic organizer and directions to all students. Review the instructions with students before allowing them to begin. Students will have three shapes in front of them and each shape will represent a different aspect of their identity. Help students brainstorm ideas if they are struggling to complete the task.
Making Connections
Next, students will share with their partner. After a few minutes, each pair will get up and find another pair to share with (groups of four). As a small group, students will discuss what they each have in common and begin making connections between their shapes. Each small group will then join another, making a group of 8. They will repeat the same steps as mentioned above.
Creating the Map
Then, the teacher will call up each group of 8, one at a time. They will place their shapes on the large scroll of butcher paper while explaining the connections they were able to make amongst them selves. The next group of 8 will come up and do the same thing. The teacher will lead a class discussion as students present and draw connections between each group as they present. Eventually, all groups will have placed their identity icons on the wall and each shape should be connected to at least one other shape.
Discussion
Finally, the teacher will lead a large group discussion on the map they've just created.
This Culture Map is a great way to begin the year and should remain up all year long.
This is a lesson I do on the first day of the school year, or within the first week. Building a strong rapport with students is essential to having a successful year. One way to begin building relationships with students is through sharing our cultures with one another and creating a safe space where all are welcome.
Materials & Resources
- Culture Clash map Handouts (See handouts below)
- Butcher Paper, large enough for the entire class
- Markers
- Color Pencils
- Tape
Steps for Activity
Journal Entry
Have students begin by answering the following prompt:
"Take a look around the classroom. In your opinion, would you say we are all the same or all different? Explain using complete sentences, details, and academic language."
Think-Pair-Share
Once students are finished writing, have them share their responses with a partner. On the first day of school, I usually use "High Five" as a paring strategy. Have students stand, make eye contact with someone, high five them, introduce themselves, then share their responses.
Culture Clash Map Activity
Pass out the graphic organizer and directions to all students. Review the instructions with students before allowing them to begin. Students will have three shapes in front of them and each shape will represent a different aspect of their identity. Help students brainstorm ideas if they are struggling to complete the task.
Making Connections
Next, students will share with their partner. After a few minutes, each pair will get up and find another pair to share with (groups of four). As a small group, students will discuss what they each have in common and begin making connections between their shapes. Each small group will then join another, making a group of 8. They will repeat the same steps as mentioned above.
Creating the Map
Then, the teacher will call up each group of 8, one at a time. They will place their shapes on the large scroll of butcher paper while explaining the connections they were able to make amongst them selves. The next group of 8 will come up and do the same thing. The teacher will lead a class discussion as students present and draw connections between each group as they present. Eventually, all groups will have placed their identity icons on the wall and each shape should be connected to at least one other shape.
Discussion
Finally, the teacher will lead a large group discussion on the map they've just created.
- Are we alike or different?
- What are some benefits of sharing our differences?
This Culture Map is a great way to begin the year and should remain up all year long.
I Am Poem
Another activity I do in the beginning of the year is the I AM POEM. I am sure many of us have incorporated this activity throughout the year at some point. I prefer to use early in the year and share my poem with students as well, as an introduction to who I am. Below is the poem I share with my students and a frame to help students create their own.
Voicethread:
My Motivation
Reflection:
Respect
There was an organization I often volunteered for in high school called MEND, which stands for Meet Each Need with Dignity. At some point I thought to myself, that is my job as a human being, to meet each need with dignity. No matter who the individual is or where they come from, we each deserve that very basic human right. “Respect and value for all individuals,” means accepting my students, their families, and my colleagues for who they are as people and meeting them where they are.
Respect is a very large component of our classroom’s daily routines and culture. Every period, I greet my students at the door. Good morning. I’m glad you made it today. Welcome. Greeting them sets the tone for the remainder of the class period. Students’ affective filters are immediately lowered and most Monday mornings they’ll ask, “How was your weekend, miss?” Very rarely do students ask about my well-being to stall for time. I find they genuinely care about my life outside of school and I imagine this is because I have showed them the same level of respect.
My greatest strength as an educator, coach, counselor, and mentor has always been the ability to build strong rapports with students through honesty, transparency, and genuine interest and care. This ability is rooted in my unwavering devotion to the communities I serve, my commitment to change, and the love I have for the people of these communities. Dr. Cornel West said, “You can’t lead the people if you don’t love the people; you can’t save the people if you don’t serve the people.” I have lost count of how many times I have quoted these words and I do so again unapologetically. This statement continues to guide my daily interactions with students.
Recently, I had an interaction with a male student that made me question what the culture in my room is compared to others at my site. Earlier in the week, my colleagues and I had discussed his behavior and academic performance. Several teachers were in favor of recommending him for a behavioral plan or SST. I could not understand what was wrong with his behavior or performance because I was not experiencing what they were discussing. I left our meeting confused and surprised.
This young man later came into class, quiet as usual. However, he was non-compliant during a group activity. This was unlike him. I did not force him to work with his partner or draw attention to it. I knew something unusual had happened because he had a large bruise on his upper lip. After class, I approached him and asked, “Hey, how are you today?” He was shocked and taken aback.
“I’m sorry, miss. I just didn’t feel like talking to anyone today,” he snapped.
“That’s fine. I’m not mad at you. I’m concerned for you. Are you okay?”
“Thank you, miss. I’m fine. And I’m sorry for not doing what you said,” tension immediately dissipating from his shoulders.
Over the next few days, I monitored his behavior and continued to check in with him after class. By the end of the week he was a completely different kid. He was more involved in class activities and began showing a level of initiative I had yet to see from him. By this time, he had also given me a bit more information. I pieced as much together; he was abandoned by his mother, is being raised by his grandmother, and is gang affiliated. The bruise on his lip; most likely caused by a fight with rival gang member. All of this is valuable information I would have never learned had I not taken a moment to let him know I care – for him.
We know that when students’ affective filters are lowered and their basic needs are met, they are more likely to learn and be successful. The culture and climate in our classroom allows for this to take place every morning. Students walk in and are immediately at ease, feel respected and cared for. The male student I have discussed is now on track to earning A’s in both classes he has with me – not because of anything special done on my part. I only let him know I care and gave him a space to be successful. He has done the rest on his own.