Social Justice for Little Learners

Racial Identity and Racism: “The Name Jar” by Yangsook Choi

Grade Level: Grade Two

Topic: Racial Identity and Racism

Book Title: “The Name Jar”

Author: Yangsook Choi

Link to Purchase: https://a.co/d/jlEXooo

Link for Online Read-Aloud :  https://youtu.be/uc16P3ZaDaY?si=Q_zEPXzsddtLnPJ1

Discussion Prompts/Questions:

  • Before sharing the story, familiarize yourself with the pronunciations of the Korean names. Don’t be afraid to make mistakes when pronouncing the names, but definitely do try!
  • Before reading, have students share their own names (even if the class already knows them!), and tell something they like about their names. If they know the meanings of their names, this is a great time to share them!
  • “Imagine if no one ever said your name correctly. How do you think you would feel?” Emphasize the importance of honouring and respecting peoples’ names, and that doing our best to say names correctly is part of this honour and respect.
  • “If you were going to choose a new name for yourself, what do you think it might be? Why might you choose that name?”

Follow-Up Activity:

  • Have students design their own “name stamp”, like those that Unhei and Joey/Chinku have. They could use the letters of their names in an interesting way, or could use symbols that they choose to represent themselves. This activity could stop with drawing, or could extend to shaping and drying clay to use with an ink pad.
  • The shared video link includes a reading by the author, and a directed drawing activity. Students may enjoy completing this activity!

BC Core Competency Connections:

Personal and Social

  • Positive Personal and Cultural Identity
    • I am aware of myself as different from others.
  • Social Awareness and Responsibility
    • I am aware that other people can be different from me.
    • In familiar settings, I can interact with others and my surroundings respectfully.
    • I can identify when something is unfair to me or to others.

Thinking

  • Creative Thinking
    • I get ideas when I use my senses to explore.
  • Critical Thinking
    • I can explore with a purpose in mind and use what I learn.

Communication

  • Communicating
    • In familiar settings, I communicate with peers and adults.
    • I can understand and share basic information about topics that are important to me.
  • Collaborating
    • In contribute during group activities, cooperate with others, and listen respectfully to their ideas.

BC Curricular Connections:

  • Understand (Big Ideas):
    • Stories and other texts help us learn about ourselves and our families. (ELA 2)
    • Everyone has a unique story to share. (ELA 2)
    • Through listening and speaking, we connect with others and share our world. (ELA 2)
    • Local actions have global consequences, and global actions have local consequences. (SS 2)
    • Individuals have rights and responsibilities as global citizens, (SS 2)
  • Know (Content):
    • Diverse characteristics of communities and cultures in Canada and around the world. (SS 2)
    • Rights and responsibilities of individuals regionally and globally. (SS 2)
    • Cultural and social awareness, achieved by exploring self-identity, acknowledging cultural differences, honouring indigenous traditions. (Career Education 2)
  • Do (Curricular Competency):
    • Comprehend and connect (reading, listening, viewing)
      • Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community. (ELA 2)
      • Demonstrate awareness of the role that story plays in personal, family, and community identity. (ELA 2)
      • Use personal experience and knowledge to connect to stories and other texts to make meaning. (ELA 2)
    • Create and communicate (writing, speaking, representing)
      • Exchange ideas and perspectives to build shared understanding. (ELA 2)
    • Recognize causes and consequences of events, decisions, or developments in their lives. (SS 2)
    • Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events. (SS 2)
    • Make value judgements about events, decisions, or actions, and suggest lessons that can be learned. (SS 2)
    • Share ideas, information, personal feelings, and knowledge with others. (Career Education 2)
    • Develop and demonstrate respectful behaviour when participating in activities with others. (Physical and Health Education 2)


FPPL Link:

  • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
  • Learning involves recognizing the consequences of one’s actions.
  • Learning is embedded in memory, history, and story.
  • Learning requires exploration of one’s identity.

BC ELF Link:

  • Early years spaces are inclusive.
  • Play is integral to well-being and learning.
  • Relationships are the context for well-being and learning.
  • Learning is holistic.

TFT Through-line Link:

  • Justice Seeking
  • Community Building

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