Web of Respect

Positive Images

Celebrating Hair

Grade Level : Kindergarten

Objectives

• To help children gain a better understanding of and appreciation for hair.
• To learn about the scientific reasons for differences in hair texture.
• To help children feel comfortable with variations in hair.

Vocabulary

These are terms that children should understand and use comfortably throughout the unit.

follicle--a small cavity or deep bodily depression, with a narrow mouth, from which a hair might grow.	afro--a tightly curled hairstyle typically worn by people of African descent.
style--the unique way in which something is done, created, performed, or expressed.	texture--the structure, feel, and appearance of something.

 

Pre-assessment	By asking the children to tell what they know before, during, and after they are presented with concepts, teachers can pre-assess children's knowledge of this subject. Use a K-W-L chart to pre-assess children's knowledge of the subject. (K = what children know, W = what children want to learn, L = what they have learned after the lesson.) Have the children work in a large group to tell what they think they know, and what they would like to learn. Keep the chart in a visible space where it can be amended as the children gain knowledge.
Reading	Hats Off to Hair by Virginia L. Kroll. How do you wear your hair? -Braided with beads, blowing in the breeze, or short as can be? In this lively look at locks, Virginia Kroll shows us that no matter how you wear it, hair is an important part of you.
Activities	#1 Observing Hair Children observe their own hair and a classmate's hair to identify the characteristics of hair. Materials: 12 small hand mirrors    Procedure: Select 3 or 4 children with hair that is different (length, color, texture, and style), as models to demonstrate different hair characteristics. Divide the class into small groups so that they can observe each other and discuss their hair characteristics.  After an allotted time, children will share their observations with each other. For example, "I noticed that your hair is long." or " I noticed that you have bangs" Teacher may need to demonstrate for the class if the children seem reluctant to get started. Teacher: "I have beautiful hair! My hair has been cut short, it is brown, and curly!"    If using the hand mirrors is not safe for your group, have them sit facing each other to observe each other's hair.
	#2 Describing Hair In a large group discussion, have children describe their hair in terms of these four categories. Length Color Texture Style long brown curly curl short black straight pony tail medium red wavy bangs a blonde soft afro a shiny braids a a a beaded braids Materials: chart stand with paper  markers  list of vocabulary words generated by the children   Procedure: Prepare a chart with four categories: length, color, texture, and style. Have each child describe their hair using the designated categories. Encourage them to use descriptive vocabulary words.     Record the descriptions.  As a math activity, the children could graph or count the various combinations of hair characteristics. For example: "How many children have long, brown, straight, braids?"
Follicle Shapes:     Straight hair is round like a round follicle. Soft, wavy hair is oval like an oval follicle. Tight, curly hair is flat like a slotted follicle.	#3 Matching Hair Types to Follicles Children match picture cards of different hair textures with the kinds of follicles that would grow them. Use teacher scientific background information for reference. Materials: picture cards showing different textures of hair Pictures may be cut from magazines, mounted and laminated . Ebony, Essence and Black Enterprise magazines are a good source of African-American pictures.  Procedure: Select several children with different hair texture and decide which type of hair grows from the three follicle shapes.  Have children group the picture cards according to follicle type.   Discuss any differences of opinion that arise.  Display pictures around the room. Teachers may need to point out to children that we are making a judgment of the pictures. We can't be sure whether a person has a perm to straighten their curls or one to put the curl in. In talking with the children, point out that all individuals, regardless of ethnic group, do not have the same type of hair.
	#4 Hairstyles Discuss the subject of hair styling with the children. Materials: picture cards showing different styles of hair    Procedure: Initiate a discussion about the preparations we make when the weather changes. "How do people prepare their hair for weather changes?". For example: "What do you notice people doing with their hair in the summer?" (Boys get short hair cuts and girls pull their hair up into pony tails, or sometimes they cut it short, so that hair is not on their necks or shoulders.)  Share the magazine pictures of different hairstyles with the children. Read Uncle Jed's Barber Shop . Reread Hats Off to Hair. The styling of hair takes on special meaning in different cultures. In colder climates, people tend to let their facial and head hair grow long, because longer hair provides warmth. People who live in warmer climates, tend to have shorter hair on their hair and faces, in order to keep cool.
	#5 Creating a bulletin board display of hairstyles within the class. Materials: 9X12 white drawing paper skin color markers, paint, or crayons small hand mirrors Procedure: Have the children draw a picture of their own hairstyle, by looking at themselves in the mirror, if necessary. A side view of anyone with a pony tail would be great. Use skin color markers for faces. While children work, initiate a discussion: "Do you always style your hair this way?" "What is your favorite hairstyle?" "Do you change your hairstyle for special occasions?" Collect completed portraits and select several that are easily identified. Using the four categories (length, color, texture, and style), as an indicator, have a child try to identify the portrait. Could the portrait represent more than one person in the class? Why or why not? Display portraits. A nice caption may be, "I Love My Hair." Read I Love My Hair.
Reading	Cornrows by Camille Yarborough When Mama and Great-Gramma weave the striking cornrow patterns of Africa into their children's hair, their gentle voices also weave a tale full of pride and heritage. A Coretta Scott King Award Winner.
	Plan ahead, Is there a child or children in the school who may have cornrows or beaded braids? Clearance must be received from the child's parents and the child, in order for the child to come into your classroom to model their hairstyle. It would also be great to have a beautician come in to talk about hair care and hair styling.
	#7 Sharing Pictures of Cornrow Hairstyles  Materials:picture cards showing different styles of cornrows Procedure: Read and discuss the book Answer the following discussion questions: How did "sister" Shirley Ann, feel about her hair style? How did the entire family become involved in the styling? Do all African-Americans wear their hair in cornrows? Observe and compare the intricate designs of cornrow hairstyles.  In the early sixties, African-Americans began to wear their hair in more natural hairstyles as a symbol of pride. The natural afro hairstyle was adapted from East Africa's Somalia custom. Cornrows and dreadlocks are other types of natural afro hairdos.
	# 8 Demonstrate Hair Products Materials: hair products multicultural dolls with hair Procedure: As teacher and children explore the different hair products, look for products that children have seen/used. Which products are very different from what they have seen/used before? Use beads to style doll's hair.

Websites

All About Hair: Background information about hair structure and interesting facts [Commercial Website]

Diversity Information about the controversial book Nappy Hair by Carolivia Herron [California State University, Chico]

Cornrow Gallery: Photos of many different cornrow styles [Commercial Beauty Salon]

Materials for this kit :

• laminated magazine pictures
• hair products 
• dolls 
• mirrors  

Books

Cornrows by Camille Yarbrough. Explains how the hair style of cornrows, a symbol in Africa since ancient times, can today in this country symbolize the courage of outstanding Afro-Americans. Coward, McCann & Geoghegan 1979. (E)

 I Love my Hair by Natasha Tarpley. A young African American girl describes the different, wonderful ways she can wear her hair. Little Brown, 1998 (E)

Hats off to Hair by Virginia Kroll. With poetic prose, Virginia Kroll shows us some of the many choices we have as we decide how to wear our hair-- long, short, curly, shaggy, snaggy, knotted, twisted, beaded, braided, bangles , or tangled. Charlesbridge, 1995. (E)

Hair There and Everywhere by Karin Luisa Badt. Photographs and text of hairstyles around the world. Children's Press, 1994 (391.5)

Nappy Hair by Carolivia Herron. Various people at a backyard picnic offer their comments on a young girl's tightly curled, "nappy" hair. Knopf, 1997.(E) See websites above for controvery before reading this book.

Palm Trees by Nancy Cote. When Millie has to fix her hair by herself for the first time, her friend Renee and a sense of humor help her to discover something about friendship and independence. Macmillan, 1993. (E)

Uncle Jed's Barber Shop by Margaree King Mitchell. Surviving the Great Depression as a barber, Uncle Jed finally opens his own barbershop. Scholastic, 1993. (E)