Our World: Culture and Cultural Diversity

A 5-Lesson Social Studies Unit for Third Grade

By Arika Jackson

Students at this grade level will be participating in hands on activities, use

trade books for better understanding, and will relate social studies themes
to real life experiences to help clarify importance and reasoning. The unit
will focus on the Kentucky state standards for social studies that focus on
cultures and cultural diversity in the world and the Common Core Reading
standards that focus on character traits and cause and effect.
 Standards
1. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence
of events
2. CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and
myths from diverse cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in the text.
3. SS-EP-5.2.2 Students will identify and compare the early cultures of diverse
groups of Native Americans (e.g., Northwest, Southwest, Plains, Eastern
Woodlands) and explain why they settled in what is now the United States.
4. SS-EP-2.1.1 Students will describe cultural elements (e.g., beliefs, traditions,
languages, skills, etc.)
 Featured Books
All book photos were retrieved from Google Images.

1. Cheyenne Again by Eve Bunting: This book is about a Cheyenne Boy who in the late
1800s is taken from his parents and was sent to a boarding school to learn the white
mans ways. Young Bull struggles to hold on to his heritage. This book would be a great
one to spark a conversation about heritage and the importance of knowing your heritage.

2. One Green Apple by Eve Bunting: This book is about a young girl who is a Muslim
immigrant in the United States. Farah feels alone until the class takes a trip to the trip
apple orchard and she starts to discover there are a lot of things that sound the same as
they did at home. Farah soon connects with the other students and begins to feel that
she belongs.

3. Heart and Soul by Kadir Nelson

a. This book teaches students about African American history through different
subjects: slavery, abolition, the declaration of independence.
 Featured Books
4. Mirror by Jeannie Baker
a. This is a wordless book that shows two cultures. Students would see the
similarities and the differences of the cultures through the picture.

5. The Way We Do it In Japan by Geneva Cobb Iijima

a. This book is about a by who moved from America to Japan. This book will show a
different perspective in taking an American child and placing them in another
culture. Most books show children immigrating to America but not the other way
around.

6. The Name Jar by Yangsook Choi

a. The Name Jar is a story of a young girl from Korea who moves to America. Unhei
is anxious that American kids will like her. So instead of introducing herself on the
first day of school, she tells them she will choose a name by the following week.
Her new classmates are fascinated by this and help her by starting a name jar.
Her classmates discover her actual name and the special meaning and
encourage her to use it. Students will learn about how names take different
meanings.
 Additional Thematic Books
1. Be My Neighbor by Maya Ajmera
a. This book shows how children around the world live. It shows that children live in
community with others, sharing homes, resources, and experiences with
neighbors.
2. Two Centuries of Black Louisville by Mervin Aubespin, Kenneth Clay and J. Blaine
Hudson
a. This book shows the history of African Americans in Louisville in pictures and in
words. It shows the struggle of slavery and life after slavery. It will open the
students eyes up to a world that most of them do not have knowledge about.
3. The Music in Derricks heart by Gwendolyn Battle-Lavert
a. This is a fictional tale of a budding musician. It includes details of the Deep South
with pecan trees, bare feet, and sweltering sunshine and its music. This tale of
Uncle Booker T. teaching Derrick how to play the harmonica and how Derrick
take the instrument seriously. Students will learn from this story the value of hard
work and music. They will understand how African American music took a lot of
hard work to get the kind of recognition it receives today.
4. Dreaming of America: An Ellis Island Story by Eve Bunting
a. A true story of the first Ellis Island immigrant, fifteen year old Annie Moore. Most
students do not know about the story of Ellis Island and this book would be a
good way to introduce them to that history.
5. Abuelas Weave by Omar S. Castaneda and Enrique O. Sanchez
a. This story introduces children to the culture of Guatemala through little
Esperanza, who works with her abuela-her grandmother- on weavings to sell at
the public market.
6. The Bat Boy and His Violin by Gavin Curtis
a. This book is about a boy who loves to play violin but his father thinks it is a waste
of time. This student will help students learn about African American music and
the many different genres it is associated with.
7. The Birchbark House by Louise Erdrich
 a. This is a story of Ojibwa girl, living on an island in Lake Superior around 1847.
The little girl is a sole survivor of a small pox epidemic and was taken in by
another Ojibwa family.
8. Going Home, Coming Home by Truong Tran and Ann Phong
a. This story is about a girl who is from America but her parents are from Vietnam.
She travels with her family to visit Vietnam and learn about the culture.
9. Samuel Eatons Day: A Day in the Life of a Pilgrim Boy by Kate Waters and Russ
Kendall
a. This book will show students life during Pilgrim times. It follows a young boy who
is living in an early American settlement in the year 1627.
10. Fly Free! by Roseanne Thong and Eujin Kim Neilan
a. This book is about a young Vietnamese girl who helps another girl one day which
in turn starts a string of good deeds.
11. I See the Sun in Afghanistan by Dedie King and Judith Inglese
a. This book is culturally relevant in today's society in relation to the war. This book
shows them a day in Afghanistan through the eyes of a young girl.
 Lesson 1
What is Culture?
Overview
This lesson focuses on students creating a definition for culture. They will read a text
and annotate to pick out pieces of the characters culture. They will also complete a Get
the GIST organizer.

Content Area/Theme/Grade Level

Literacy and Social Studies-Culture/Diversity-3 rd Grade

Objectives
Students will be able to define culture.
Students will be able to retell the story Cheyenne Again.

Common Core Standards

1. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence
of events
2. CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and
myths from diverse cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in the text.
3. SS-EP-5.2.2 Students will identify and compare the early cultures of diverse
groups of Native Americans (e.g., Northwest, Southwest, Plains, Eastern
Woodlands) and explain why they settled in what is now the United States.
4. SS-EP-2.1.1 Students will describe cultural elements (e.g., beliefs, traditions,
languages, skills, etc

Materials
Cheyenne Again by Eve Bunting
Book Basket with IDR Books
Highlighters
Pencils
GIST Graphic Organizer

Anticipatory Set
Have students do a quick write that ask them to tell what they think culture is. Share
using think-pair-share strategy then share out.

Procedures
Tell students that you are going to make statements about peoples way of life. If the
statement that you make is true about the students way of life, the student should stand
up. Before you make the next statement, students should sit down again. Use the
following statements:
You speak more than one language.
You have put your tooth under your pillow for the tooth fairy.
There is a story that is passed down in your family.
You celebrate the holiday, Cinco de Mayo.
You celebrate Kwanzaa.
You celebrate Chanukah.
Your family recycles.
You are expected to do a job or chore at home.
1. Ask students what they noticed about the activity. Lead students in discovering
that in their very own classroom they may share different ways of life with some
students but not with others. Formulate culture meaning as a class.
2. Close Read #1: Students will have 15-20 minutes to read the text and annotate
the text (can break the text down into sections or have them do it with a partner)
Post focus questions for students to respond to as they read the text: 1. What do
you know about the characters, setting, and plot?, 2. Retell the story in your own
words, and 3. List some features of the main characters culture.
3. Discuss with group or elbow partner what they annotated and then discuss as a
class. If students did not read the entire text, the teacher can read it aloud or
have them listen to a recording. The entire text does not have to be read in that
one day.
 4. Work as a class to use the Get the GIST organizer to review what the story was
about. You can complete as a class or complete part of it together and then they
can work with a partner to do the rest.

Closure Activity
During Independent Reading (IDR), students will choose a book from the IDR Book
Basket and do a close read answering the same questions as above and completing the
GIST graphic organizer.

Students will start making a foldable about the different cultural aspects. This foldable
will focus on food, traditions, dress, clothes, art, etc.

Assessment(s)
Teacher Observation and Students IDR work
Lesson 2
Who are the Cheyenne Indians? Part 1
Overview
The students will do a 2nd close read of Cheyenne Again. They will read and analyze the
character using a graphic organizer. They will also learn more about the Cheyenne way
of life.

Content Area/Theme/Grade Level

Literacy and Social Studies-Culture/Diversity-3 rd Grade

Objectives
Students will be able to define different aspects of the Cheyenne Culture.
Students will be able to describe a character by their feelings, actions, sayings (words),
and thoughts.

Common Core Standards

 1. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence
of events
2. CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and
myths from diverse cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in the text.
3. SS-EP-5.2.2 Students will identify and compare the early cultures of diverse
groups of Native Americans (e.g., Northwest, Southwest, Plains, Eastern
Woodlands) and explain why they settled in what is now the United States.
4. SS-EP-2.1.1 Students will describe cultural elements (e.g., beliefs, traditions,
languages, skills, etc

Materials
Cheyenne Again by Eve Bunting
Book Basket with IDR Books
Highlighters
Pencils
Analyzing Character Traits Graphic Organizer

Anticipatory Set
Show the video (first 4-5 minutes): https://www.youtube.com/watch?v=K2gU3FQ8S4E .
Have students do a quick write or drawing about something they learned about the
Cheyenne Indians and have them compare it to their own life.

Procedures
1. Review previous lesson. Have students share their annotations (1 or 2) and then
discuss what they story was about.
2. Close Read #2: Students will have 15-20 minutes to read the text and annotate
the text (can break the text down into sections or have them do it with a partner)
Post focus questions for students to respond to as they read the text: 1. Who is
the main character of the story? How do you know this character is the main
character? 2. Look for evidence in the text to describe the main characters
feelings, and 3. What are some similarities in the culture in the book to the video?
 3. Discuss with group or elbow partner what they annotated and then discuss as a
class.
4. Discuss character traits meaning. Do charades and then generate list of
character traits.
5. Work as a class to complete the character analysis graphic organizer. to analyze
Young Bull.

Closure Activity
During IDR, students will read the same book that they picked from the book basket the
day before. They will complete a 2nd close read of the book using the same questions as
above and completing the Character Analysis.

Students will start to make a brochure or shutter book about the culture they are reading
about. This brochure or shutter book will include a map of the country or region the
culture is mostly in, information about the food, clothing, traditions, etc.

Assessment(s)
Teacher Observation and IDR Work.
 Lesson 3
Who are the Cheyenne Indians? Part 2
Overview
The students will do a 3rd close read of Cheyenne Again. They will read and analyze the
character using a graphic organizer. They will also learn more about the Cheyenne way
of life.

Content Area/Theme/Grade Level

Literacy and Social Studies-Culture/Diversity-3 rd Grade

Objectives
Students will be able to define different aspects of the Cheyenne Culture.
Students will be able to describe a character by their feelings, actions, sayings (words),
and thoughts.

1. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits,

motivations, or feelings) and explain how their actions contribute to the sequence
of events
2. CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and
myths from diverse cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in the text.
3. SS-EP-5.2.2 Students will identify and compare the early cultures of diverse
groups of Native Americans (e.g., Northwest, Southwest, Plains, Eastern
Woodlands) and explain why they settled in what is now the United States.
4. SS-EP-2.1.1 Students will describe cultural elements (e.g., beliefs, traditions,
languages, skills, etc

Materials
Cheyenne Again by Eve Bunting
Book Basket with IDR Books
Highlighters
Pencils
Analyzing Character Traits Graphic Organizer

Anticipatory Set
Show the video (last 4-5 minutes): https://www.youtube.com/watch?v=K2gU3FQ8S4E .
Have students do a quick write or drawing about something they learned about the
Cheyenne Indians and have them compare it to their own life.

Procedures
1. Computer Lab: Students research more about the culture that is depicted in the
book they are reading about. Fill in 2 of the cultural aspects.
2. Review previous lesson. Have students share their annotations (1 or 2) and then
discuss what they story was about. Have students share out their thinking about
the characters feelings.
3. Close Read #3: Students will have 15-20 minutes to read the text and annotate
the text (can break the text down into sections or have them do it with a partner)
Post focus questions for students to respond to as they read the text: 1. Look for
evidence in the text to describe the main characters actions and 2. What are
some similarities in the culture in the book to the video?
4. Discuss with group or elbow partner what they annotated and then discuss as a
class.
5. Work as a class to complete the character analysis graphic organizer to analyze
Young Bull.

Closure Activity
During IDR, students will read the same book that they picked from the book basket the
day before. They will complete a 3rd close read of the book using the same questions as
above and completing the Character Analysis.

Students will continue to make a brochure or shutter book about the culture they are
reading about.
Assessment(s)
Teacher Observation and IDR Work.
 Lesson 4
New Student
Overview
The students will do a 4th close read of Cheyenne Again. They will read and analyze
the character using a graphic organizer. They will continue to learn more about culture
and diversity through activities and research.

Content Area/Theme/Grade Level

Literacy and Social Studies-Culture/Diversity-3 rd Grade

Objectives
Students will be able to define different aspects of a culture.
Students will be able to describe a character by their feelings, actions, sayings (words),
and thoughts.

1. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits,

motivations, or feelings) and explain how their actions contribute to the sequence
of events
2. CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and
myths from diverse cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in the text.
3. SS-EP-2.1.1 Students will describe cultural elements (e.g., beliefs, traditions,
languages, skills, etc

Materials
Cheyenne Again by Eve Bunting
Book Basket with IDR Books
Highlighters
Pencils
Analyzing Character Traits Graphic Organizer
Anticipatory Set
Tell students that they will be getting a new students in class that is from a different
country. Have a discussion about what are somethings we can do to make sure the
students feels welcome and is comfortable in our classroom (Possible answers may
include give them a tour, explain the rules, smile and be nice, say hi, etc.). Ask students
why it is important to make them feel comfortable and welcome? (Possible answers
may include: he/she wont know anyone, may not understand the language or culture,
may not understand how we do things, etc.)

Procedures
1. Computer Lab: Students research more about the culture that is depicted in the
book they are reading about. Fill in 2 more of the cultural aspects.
2. Review previous lesson. Have students share their annotations (1 or 2) and then
discuss what they story was about. Have students share out their thinking about
the characters actions.
3. Close Read #4: Students will have 15-20 minutes to read the text and annotate
the text (can break the text down into sections or have them do it with a partner)
Post focus questions for students to respond to as they read the text: 1. Look for
evidence in the text to describe the main characters sayings (words), 2. What
lesson did a character learn from the events in the story? or What lesson can the
reader learn from reading this story?, and 3. If the character was to come to our
school, what would be different/same for him/her.
4. Discuss with group or elbow partner what they annotated and then discuss as a
class.
5. Work as a class to complete the character analysis graphic organizer to analyze
Young Bull.

Closure Activity
During IDR, students will read the same book that they picked from the book basket the
day before. They will complete a 4th close read of the book using the same questions as
above and completing the Character Analysis.

Students will continue to make a brochure or shutter book about the culture they are
reading about.
Homework: Students will interview parents or some other family member to discover a
family tradition.

Assessment(s)
Teacher Observation and IDR Work.

Lesson 5
Culture and Heritage
Overview
The students will do a 5th and final close read of Cheyenne Again. They will read and
analyze the character using a graphic organizer. They will continue to learn more about
culture and diversity through activities and research.

Content Area/Theme/Grade Level

Literacy and Social Studies-Culture/Diversity-3 rd Grade

Objectives
Students will be able to define different aspects of a culture.
Students will be able to describe a character by their feelings, actions, sayings (words),
and thoughts.
 1. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence
of events
2. CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and
myths from diverse cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in the text.
3. SS-EP-2.1.1 Students will describe cultural elements (e.g., beliefs, traditions,
languages, skills, etc

Materials
Cheyenne Again by Eve Bunting
Book Basket with IDR Books
Highlighters
Pencils
Analyzing Character Traits Graphic Organizer

Anticipatory Set
a. Prepare students for the video by explaining that it is about a girl named Zoey.
She is meeting her great aunt to find out more about her family from Thailand.
Ask the students to listen carefully to try and find out what way of life Zoey is
about to learn from her great aunt.
b. Log into Discovery Education and search for the video How Culture and
Heritage Shape Our Communities (16:00). Project and Play the first segment:
Zoey Meets Her Great Aunt (2:28).
c. Ask students to do a think-pair-share activity to answer the following questions:
What way of life is Zoey learning about? (food)
Why do Zoey and her aunt have trouble communicating? ( They speak
different languages. Her aunt speaks Thai.)

Procedures
1. Computer Lab: Students research more about the culture that is depicted in the
book they are reading about. Fill in 1-2 more of the cultural aspects.
 4. Review previous lesson. Have students share their annotations (1 or 2) and then
discuss what they story was about. Have students share out their thinking about
the characters sayings (words).
5. Close Read #5: Students will have 15-20 minutes to read the text and annotate
the text (can break the text down into sections or have them do it with a partner)
Post focus questions for students to respond to as they read the text: 1. Look for
evidence in the text to describe the main characters thoughts, 2. What lesson did
a character learn from the events in the story? or What lesson can the reader
learn from reading this story?, and 3. What is a tradition that is talked about in the
story?
6. Discuss with group or elbow partner what they annotated and then discuss as a
class.
7. Work as a class to complete the character analysis graphic organizer to analyze
Young Bull. Discuss character traits and the evidence we have to back them up.

Closure Activity
During IDR, students will read the same book that they picked from the book basket the
day before. They will complete a 5th close read of the book using the same questions as
above and completing the Character Analysis.

Students will finish making the brochure or shutter book about the culture they are
reading about. They will do small group presentations over the next 2 days.

Assessment(s)
Teacher Observation and IDR Work.

Students will answer a short answer (constructed response) that has them identify 2
character traits of Young Bull and give evidence to support the character trait.

Work Stations
Work Station #1
Work Station/Center Title: Pen Pals or Research
Book Title/Author: Mirror by Jeannie Baker
Standard(s): SS-EP-2.1.1 Students will describe cultural elements (e.g., beliefs,
traditions, languages, skills, etc.)
Directions: Students will read the book and discuss the similarities and differences
between the cultures. After gaining permission from parents and administration, students
will go on the website www.epals.com and they will be able to communicate with other
children their age from another part of the world. They can write about their culture and
share pictures. There could be a swap of information. Students will make a poster
depicting the other culture and the similarities and differences. If we cant do pen pals,
students can research a culture and then make a poster to present.

Work Station #2
Work Station/Center Title: Whats in a Name?
Book Title/Author: The Name Jar by Yangsook Choi
Standard(s): SS-EP-2.1.1 Students will describe cultural elements (e.g., beliefs,
traditions, languages, skills, etc.) and RL 3.3 Describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how their actions contribute to the sequence
of events.
Directions: Students will pick a name out of a jar and research the meaning of it and
what culture it is from. They will then write and illustrate a story about a person with that
name. This story could include them showing how the character lives up to the name or
could have the person research their own name and then compare what they do to the
names meaning.

Work Station #3
Work Station/Center Title: Writing
Book Title/Author: The Way We Do it In Japan by Geneva Cobb Iijima
Standard(s): SS-EP-2.1.1 Students will describe cultural elements (e.g., beliefs,
traditions, languages, skills, etc.) and RL 3.3 Describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how their actions contribute to the sequence
of events.
Directions: After reading the featured book, the students will write 2-3 diary entries as
the main character. They will show their understanding of this character and his traits
and feelings. IT will also show their understanding of the culture that he is experiencing.
 Work Stations
Work Station #4
Work Station/Center Title: Art
Book Title/Author: Heart and Soul by Kadir Nelson
Standard(s): SS-EP-2.1.1 Students will describe cultural elements (e.g., beliefs,
traditions, languages, skills, etc.)
Directions: The students will create a collage showing the differences between
American culture and the culture depicting in the book. The pictures can be illustrated or
pulled from magazines. Students will also write a paragraph to explain their collage.

Work Station #5
Work Station/Center Title: Prologue and Epilogue
Book Title/Author: One Green Apple by Eve Bunting
Standard(s): SS-EP-2.1.1 Students will describe cultural elements (e.g., beliefs,
traditions, languages, skills, etc.) and RL 3.3 Describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how their actions contribute to the sequence
of events.
Directions: Students are going to come up with an epilogue for the character in the
book. How did her story end? Did she continue to get accustomed to the culture or did
she never fit in? (Idea came from Read, Write, Think). Once they do an epilogue, this
can be extended to have them do a prologue. What was she doing before she came to
America? What is her country and culture like?
 Websites
1. http://www.fcrr.org/
FCRR is a website from Florida that has a plethora of literacy graphic organizers,
games, and lessons for teachers to use.
2. http://www.storylineonline.net/
Storyline Online is a website that includes several books that are rea aloud to children by
celebrities. Many of the books are multicultural. Students, teachers, or parents can use
this site to read books.
3. https://www.readinga-z.com/
Reading A-Zhas a vast library of printable and projectable books on 27 different levels.
Each book has a lesson plan and can be tires to common core standards. There are
also comprehension quizzes, discussion questions, fluency, and phonics activities. This
is mainly used by teachers but there is a RAZ Kids site that students can use to read the
books.
4. http://www.tumblebooks.com/
Tumblebooks is a subscription website that has a vast library ofg books that are
animated and read aloud to students. The books all include 5 questions and a book
report activity. It also has lesson plans and activities. Students, teachers, or parents can
use this website.
5. http://online.culturegrams.com/index.php
This site requires a login but it has photos, interviews, videos, etc. that gives information
about daily life and culture, history, customs and lifestyle from an insider's perspective.
6. http://www.countryreports.org/
This site provides over pages of information on the cultures and countries of the world.
Students can use this site to research and learn about other countries.
7. http://www.timeforkids.com/around-the-world
This site provides articles that kids can read about different cultures.
8. http://kids.usa.gov/social-studies/
Students can play games, read articles, and watch videos to learn about things
happening around the world.
9. http://www.knowitall.org/students/index.cfm
This site is provides videos and other interactive activities where students can learn
about different cultures.
10. http://teacher.scholastic.com/activities/globaltrek/
 This site give students a way to travel from the computer. It includes an itinerary that
provides background information and information about the countrys people and culture.
Is also has a way for them to talk with people in their native language with the help of an
instant translation.

Resource List
Thinkmarks Anchor Chart

*This photo was taken in my own

classroom and is my own anchor chart.

Character Traits Organizer from

FCCR.org Get the GIST Organizer from Read, Write,
Think
 Feelings, Actions, Sayings, Thoughts
(FAST) organizer created by me

Feeling Actions

Saying Thoughts

Short Answer for Day Five

What are two character traits that Young Bull displays in the story? Give details from the text to
support your answer.

Optional Parent Letter

Dear Parent/Guardian,

We are about to begin a new unit that integrate literacy and social studies. This unit
will cover cultures and diversity while teaching students how to close read a text.
This unit is very important not only because it covers numerous state standards, but
also because there are diverse cultures and diversity found right here in our
classroom! Students must learn to respect the similarities and differences among
their classmates, peers, and all people. By understanding that everyone is unique in
his or her own way, students will be able to see that each of us is part of the melting
pot!

Throughout the unit, students are going to be engaged in exciting and engaging
lessons and activities. Students will learn about different cultures from all over the
world. The goal is for them to understand that everyone is not like them.
This is going to be a wonderful experience for each student! I would love to have
parent volunteers to join us in our cultural journey, so please fill out the paper below
if you are interested in joining us. I thank you for your support and involvement, and
I look forward to beginning this wonderful unit on cultures and diversity!

Sincerely,

Ms. Jackson