1 Understanding

Diversity
blackboard, pictures of different landforms, festivals
and temples, charts, and newspaper clippings

 Appreciate the influence of the vast size of the land, different races from an early period.
 Role of ‘unity in diversity’.

At the end of the lesson, students will be able to
 understand the different diversities we see in
Indian society
 know how different land terrains and climatic
conditions result in different lifestyle, culture,
and so on
 recognize the different dance, music, and art forms
of different regions
 appreciate the underlying bond that brings people
closer and to feel as one nation
Through the course of the lesson, students will be able to
 define the terms such as culture, race, and ethnicity
 give examples of the different types of diversity
present in India
 relate the different customs to the physical features
of the land and climate
 create posters or slogans connected to unity in
diversity
 apply the value of 'we are different; we are same'
in class and outside

Warm up and introduction Get the responses to the questions and note their
Ask the students the following questions: reaction to the last question.
 Do you like ice cream?  Do they like it?
 What is your favourite flavour?  Would they say ‘boring’ or ‘not interesting’?
Write such remarks on board.
 Imagine you are all taken to an ice
cream parlour but you all get only vanilla
00:15 Give them another ‘Imagine’ situation.
flavoured ice cream. Imagine as you enter the class tomorrow all of you look
How would it be? exactly the same. Describe your feeling.

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 Ask the students the following questions.
 In what ways are they different from one another?
Do all of them speak the same language at home?
 Are their food habits the same?
 tWhat about important festivals celebrated at
home?
 Would you like looking at ‘you’ sitting next to you?
 Now, how do all of us look like?
 Let them describe their neighbours (the teacher should
ensure that they don't pass any negative comment.)
 Get them to bring out the word 'different/variety'.
 Write the word ‘diversity’ on the board. Ask them for
the meaning and explanation.

Guided reading
Students can read aloud the text in turns. Teacher
should make it clear what is expected of the students
while discussing the text.
Positive reinforcement
Whenever the students carry forward the lesson
by sharing their ideas, the teacher can appreciate
the class with some stickers or anything else. This is
also applicable for the students who show a better
understanding and contribute to the class discussion.
 They can stop wherever they have doubts; however,
it is to be done with a prearranged signal such as
00:50 raising left hand or thumbs up sign or any other.
 Students' doubts can be thrown open to the entire
class for clarification.
 When students respond, it enables the teacher to
know the level of understanding of the class.

Extended knowledge
Explain the terms ‘race’ and ‘ethnicity’ in clear terms.
Tell how race includes physical characteristics such as 00:40
skin colour, hair, eyes, and other physical characteristics
while ethnicity includes cultural factors such as country
of birth or origin, language, and nationality. (Ethnic group
refers to people with a set of shared social, cultural and
historical experiences.)
Teacher can lay emphasis on the close connection
between the physical features of the land, its climate
and the socio-cultural life of people and make students The students can interpret the pictures and come out
appreciate diversity. with their impressions. Guide them with probing/leading
Show examples with pictures or charts of people, land, questions so that they will be able to appreciate the wide
food, and so on from Rajasthan and the northeast; range of climate, flora and fauna, and also the variety of
similar pictures of land in the south to be put in contrast customs, cultural practices, and so on.
with pictures from Himachal Pradesh and Kashmir.

Recommended reading:
The Sneetches and Other Stories by Dr. Seuss can
be read by the students in group (if the book is not
available in the library, the teacher can recommend
getting copies for the school library or if the 00:25
students can afford it, ask them to get it as a shared
possession).

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  You can have a class discussion of what they have
00:25 understood from the story. The idea that we can be
different does not mean that the superiority of any one
group has to come through definitively.
 Ask the students to narrate instances from their lives
where the idea 'we are different; we are same' can be
applied.
Textual exercise:
Students can discuss and find the answers with guidance from
teacher;include the activity given on page 213.
The answers can be written as home assignment.

Recommended activities:
A celebration of appreciating cultural diversity can be arranged
with the permission of the head of the institution and the
cooperation of other teachers, parents, and class students; this
can happen over a week or four days.
 A day for showing diversity in terms of functions, festivals
and associated songs and dances where the students can
put up colourful charts showing celebration of different
festivals, showcasing the songs and dances on stage can be
arranged.
 Fun with food (another day) where students can bring
special and unique dishes belonging to different states or
regions from the chaat varieties, dhokla, chole bhature,
sandesh, rosagulla to our own idli, paniyaram, puttu and
dosa; can be shared with friends, teachers or put up in small 00:40
stalls for sale if it is permitted (this has to be supported by
colourful pictures of different dishes with their names and a
few recipes as visual representation).
 A day for competitions — all the students or only class 6
students (choice as per the convenience and feasibility) to
prepare music/dance/posters/banners/collage (Theme –
appreciating unity in diversity); parents or some teachers or
important people in the community who work for a social
cause can be invited as the judges.
 A day for dress up and role play when the students of
class 6 in groups of three can dress up as people from
different states or tribes and walk on the stage. They can
speak a few sentences about their unique nature in the
respective language.

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 A day for quiz can be alloted. This is to be opened for
the entire school after learning about diversity; they
should be able to answer the questions with the help
of the teacher. Students will frame the rules and assign
With the help of the teacher, small cards with pictures of
points. Two students can be quiz masters wherein one
different monuments, temples, folk dances, festivals, or
person can note down the points and the other could
any other feature can be prepared. Ask the students to
ask questions. The participants can pick up the card
prepare three clues for each picture.
and within the allotted time, they should identify the
picture or answer any related question.

https://www.youtube.com/watch?v=6X3BnWzirF4 (video: India: Unity in Diversity)

Understanding Diversity

Diversity Diversity in India Unity in Diversity

• Language • Landforms • National flag
• Food diversity — valleys, • National Anthem
• Festivals and mountains, plains, • National
so on islands, deserts, holidays such as
and coastlines Independence Day,
• Social diversity Republic Day ,and
— religion, caste, Gandhi Jayanthi
language, culture • The Constitution and
freedom struggle