3FN12 – Social Studies – Diverse Communities

How do FreeNode lessons work?

FreeNodes are instructor-led schooling lessons with a unique approach, granting you the freedom to independently teach using a personalized lesson plan. This autonomy enables you to tailor your lessons to suit students’ individual needs, learning styles, and interests.

To use a FreeNode, read the provided class outline & follow the formatting provided for each class. Make sure to touch on the Theocratic Connection in each class. Follow the outline closely so it is aligned with our main at-home curriculum.

How Do I Use the FreeNode?

Read this lesson plan before class to familiarize yourself with the ideas and concepts you’ll be teaching the students. You may print this page out if you need to use it as a reference point during live classes.

This lesson is a guide, but feel free to expand on the content or decrease/increase what you teach depending on the learning levels of the students in your class or the amount of time you have to cover the material.

Can I show videos in FN classes?

Yes, feel free to include additional material to supplement the class lesson material. Videos, Physical Objects, Games, Activities, etc. are okay to share in live classes.

Videos should have no advertisements or logos and should be viewed by you before showing them to the students to ensure no offensive or questionable content is included.

The video should make up only 1-3 minutes of the live class and should not take the place of instructor-led instruction. Videos should be supplementary only.

How do bookmarks work?

Bookmarks help you keep track of lessons you’re going to teach in future live classes. The bookmarks you see are for all your bookmarked lessons across all grades.

You can bookmark a lesson by visiting the lesson you want to bookmark and clicking the “bookmark” button in the bookmark section.

You can remove a single bookmark by visiting a lesson you’ve bookmarked and clicking the “bookmark” button again to unbookmark it.

You can clear all of your bookmarks by clicking the “clear all bookmarks” button. Be careful, this will erase all of your bookmarks.

Class Lesson Plan

Objectives:

Students understand what diversity means and how it enriches communities.
Students learn how migration creates diverse communities.
Students understand how biomes affect culture.
Students recognize the diversity of Jehovah’s people and how it unites them.

Materials:

Whiteboard
Visual aids (pictures of different cultures: clothing, homes, food, etc.)
A world map to show migration and diversity in regions
Interactive online resources such as videos and games (optional)

Introduction (2 minutes):

Ask students to think about the people in their community and how they might be different from one another. Introduce diversity as the differences in people’s race, ethnicity, beliefs, and cultures, and explain how diversity enriches communities.

Theocratic Connections:

Discuss the diversity of Jehovah’s people, who come from many countries and speak thousands of languages. Highlight how, despite these differences, Jehovah’s people are united by their love for Him. Reference Revelation 7:9, which describes a great crowd from all nations, tribes, peoples, and tongues standing together.

Activity 1 – What Is Culture? (8 minutes):

Define culture as the way a group of people live, including their traditions, clothing, food, language, and beliefs. Use examples:

Clothing: Colorful saris in India or thick sweaters in Norway.
Homes: Cabins in Slovenia or stilt houses in Chile.
Food: Spicy dishes in India or warm meals in Germany.

Discuss how biomes (like hot or cold regions) influence culture and how people adapt their lives to their environment.

Optional: Show pictures of different cultures and ask students how the biome may have influenced their clothing, food, or homes.

Activity 2 – Migration and Diversity (8 minutes):

Explain that when people migrate to new places, they bring their culture with them, creating diversity. Discuss:

How diversity makes communities stronger by introducing new ideas, skills, and languages.
How food, music, and traditions from different cultures become part of a community.

Optional: Ask students to share examples of foods, words, or traditions from other cultures that they’ve tried or learned about.

Activity 3 – Diversity Among Jehovah’s People (8 minutes):

Highlight the diversity of Jehovah’s people:

They come from many countries and speak thousands of languages.
Their unity is based on shared beliefs and love for Jehovah.
Examples of how Jehovah’s culture affects their lives (e.g., modest dress, avoiding blood, enjoying Kingdom songs).

Explain that Jehovah’s people share the good parts of their cultures while being united in serving Him.

Optional: Have students share ways they see diversity in their congregation or community.

Conclusion (4 minutes):

Recap the importance of diversity in communities:

Diversity enriches communities by bringing new ideas, traditions, and skills.
Valuing diversity helps individuals grow and learn from others.
Jehovah’s people are a global example of how diversity and unity can exist together.

Ask students: “What’s one thing you’ve learned about diversity that makes you appreciate it more?”

Assessment:

Evaluate students through class discussions and their ability to identify how migration, culture, and biomes contribute to diversity. Assess their understanding of diversity among Jehovah’s people.