The way we react to those judgments is what can create positive change or continue feeding the cycle of misunderstanding.
~ words from Indri that keep us thinking and wondering ~
Not hers. Not yours. People are always more than the chapters anyone could share. Hold what is here gently. Approach with curiosity, before judgment.
Notice what you notice. Wonder what you wonder. There is no quiz, no right way. Read until something stays.
this film has no words. notice what you notice. notice what you wonder. wonder out loud. and don't forget to notice what you feel, too.
Reflections on Experiences
Have you ever visited a place that seemed to be a very different environment than what you are used to? How did you feel? What did you learn from this experience?
The unemployment rate is currently around 5% of our population. If the total population is approximately 267 million[3], how many people are unemployed?
What are some ways unemployed people could have opportunities for prosperity?
How do you think the sharing of wealth, education, or more jobs could play a role in unemployment? What are other factors that may cause high unemployment rates?
How do you like to learn? We all learn differently – some of us like to touch things, visualize them, or hear them. I definitely like to play and think through my hands.
Is there anything in your life that has has a major impact on the way you think and act? What was it? How does it affect you today?
What do you think it is like living in a place where different religions are accepted? What does the motto, “many, but one” mean to you? How can we apply this to our own community?
What does sharing time together look like for you? Does it look the same across families? Why do you think spending time with family or close friends is important?
“How have your past experiences shaped who you are today?” Students have the capacity to reflect and think about their past personal situations to understand how the experiences impact their current thoughts, actions, and beliefs.
Have students brainstorm their answers to this big question and encourage students to share. This may be a sensitive subject for some and conversations that arise may be surprising, but offering a safe space to identify both good and bad experiences can help students understand that this is a part of life’s journey. Remind students, “Although these experiences may help shape who we are, they do not define us.”
Watch the “I Am Indri” video and then read the Learning Journey “Indri Reflects on Life.” Indri explains different aspects of what makes up her culture.
She mentions that the family unit is a big part of her culture. In many places around the world, especially in the east, cultures tend to be more collectivist. In many western countries, though, the general way of life tends to be more individualistic. (Please note that this is not always true, but a generalization). Draw a Venn diagram and record students’ responses to the question: “What do you think these two adjectives mean? What are the differences between collectivist and individualistic cultures?” Next, have students work in small groups (or as a class) to record their answers to the question: “What do you think are the pros and cons of each way of life?” Ask students to share examples and discuss how it may impact them directly, as well as the people around them. Indri also shared that the Indonesian motto translates to “many, but one.” “Do you think this is more of a collectivist way of thinking or more individualistic? Why?” Ask students to reflect on what the motto means to them by prompting, “What do you instantly think of when you hear these three simple words?” They can record their answers or share with the class.
Let’s explore how Indri uses percents. Indri explains that although the Indonesian economy is growing, the unemployment rate is still fairly high – leaving many people without jobs to take care of themselves and their families.
She wants to know the number of how many people are unemployed. Have students help her find this answer by practicing the math challenge on page 2 of the story “Indri Reflects on Life.” To provide visualization of these large numbers, share with students the population graph of Indonesia and compare it to the unemployment graph. To continue exploring the topic of unemployment, consider having students do some research on comparing the unemployment rate in Indonesia to other countries. Then, have students discuss in small groups the following questions: “How do you think the experience of being unemployed affects a person? What about their mental and emotional state? How can we feel and show more empathy toward people who are unemployed?”
Encourage students to begin thinking flexibly (a habit of mind) by offering them time to journal at the end of the class/day about their experiences that day or week.
Students can reflect on how these experiences have impacted their attitude, actions, and feelings. Also, encourage them to find a positive aspect in every situation by identifying what they learned from the experience. Tell students, “By practicing the habit of thinking flexibly, you are training your brain to be more open-minded and see from different perspectives.”
This is one way to teach this story. You could also weave your own way, threading two or three other people the AI finds for you alongside.
Want to weave a full lesson around this story?
The weaver finds 3-4 real people whose stories thread together with this one.
Weave a lesson →Gratitude In Babakan
Why do you think it is important to take the time to open your heart, seek forgiveness, and be grateful? How could you practice this daily?
What types of things do you dedicate your time to? Since we can change the things we spend time on, what would you like to do more of? Why?
Fasting helps you turn your focus away from things we can touch or see – to focus on growing from the inside. When we take care of our mental and emotional well-being, it helps our entire bodies functionally properly.
If my family and I fast for 14 hours a day for 30 days, how many minutes will we have fasted when Ramadan is over?
Fasting doesn’t have to be just for meals. It can be taking a break from technology like cell phones or computers, or things that may not be the best for our bodies, such as sugary drinks and candy.
Have you ever given something up on purpose, as I do with food for spiritual growth? Do you have any similar practices in your life?
Sometimes it can be easy to not take a stand or to say, “I’m only __ years old, what could I do to make this world better?” But we all can contribute in some way! What do you think would happen if each of us were kinder to one another? What would our classroom environment be like? How could we teach our friends and families to also spread kindness? Why is this important?
You know I love to hug. So far I have hugged the same 23 people each day for three days. How many total hugs did I give?
Hugging may feel uncomfortable at times, so what else could you do to show that you appreciate someone and that you care about his/her happiness? What about showing your appreciation when that person is far away? Or someone you admire as a role model, but don’t personally know?
I wonder, what fills your heart with peace, love, and joy?
“Why is it important to take the time to think about what you are grateful for?” First, let’s talk about what being grateful or showing gratitude means.
Encourage students to share their definitions of gratitude. Have students jot down one or two things they are grateful for, then ask them to turn and share with their neighbor what they wrote. Highlight any key takeaways you overheard with the whole class. Ask, “How does being grateful for what you have impact the way you treat others?” Create a list you can discuss.
Watch the video “I Am Indri.” After the video, have students close their eyes. Tell them, “Take a minute to think about what you just learned about Indri and her family.
What emotions did you see and feel?” The challenge is to encourage students to learn how to patiently and openly learn about someone new. Have students share with their neighbor what they noticed from the video and how it made them feel. “By watching Indri’s story, can you identify things she is grateful for? How did she show gratitude?” Make a new list of responses to revisit after the story. Next, read the Learning Journey “I Am Indri” as a class. In this story, we learn about a special time for Indri and her family called Ramadan. To practice reading comprehension, ask, “What were some things that you learned about Ramadan? What traditions are practiced?” Indri also shares how she views the people in her village. She says, “My family is more than those I am related to; it also includes the people in my community.” Ask, “What does this statement mean to you?” Encourage students to share out loud and you can record a few keywords, such as compassion, caring, etc. “If we had that mindset in our classroom, school, or even in our own community, how do you think people would treat one another?” Indri highlighted the importance of caring, and through her actions we can visibly see how it impacts those around her. Come up with ways you can do the same as a class!
Practice writing, interpreting, and solving numerical expressions with Indri. Share with students, “We learned and saw that hugging is one way of showing gratitude for another person.
Although, we know that hugging isn’t the only way to show gratitude toward others. Sometimes it is more appropriate to give a big smile or a high five. What’s your favorite way of showing you’re grateful for someone?” Indri’s family is used to giving lots of hugs, so let’s use what we know about writing and interpreting numerical expressions to see how many people Indri hugs. An example of this math concept is on page 3 of her story “I Am Indri.” Let’s say Indri has 7 hours to meet with her family and give them each the best hug ever! She gives the same number of hugs per hour. If she hugs 9 kids and 5 adults, how many people does Indri hug each hour?
To wrap up, have your students take some time to reflect on what being grateful means and how it can impact the way we treat others.
Write on the board the quote, “I thank you for your part in my journey.” Allow students the choice of reflection through journaling, drawing an illustration, or quietly thinking to themselves. Consider having all students stand up and walk to one person at a time to repeat the phrase, “I thank you for your part in my journey,” going around to a new person until they have had a chance to say it at least once to every single classmate.
This is one way to teach this story. You could also weave your own way, threading two or three other people the AI finds for you alongside.
Want to weave a full lesson around this story?
The weaver finds 3-4 real people whose stories thread together with this one.
Weave a lesson →Peaceful Collaboration
We all have unique gifts and strengths. They can be parts of your personality, things you are good at, and even things that may come easily to you and you enjoy doing.
What do you think is one of my strengths? How do you think I use my strengths to make a positive, even if small, impact on the world? How can you do the same?
What do you think the phrase, “It takes a village to raise a child” means? Why is it important to recognize strengths in others? If you had a close friend describe your strengths, what do you think they would be?
How do you feel about collaboration? Does it ever feel awkward or uncomfortable? How can we create a more collaborative classroom environment?
Different places in the world have their own currency (a system of money). In the United States, people use the Dollar (also known as the USD); in Indonesia, we use the Rupiah. Some currencies are worth more or less than others, so you have to exchange currency whenever you are visiting a new country. When you exchange $1 USD into Rupiahs, it is approximately 14,000.43 Rupiahs.
Have you ever wondered how much money the average person makes in the United States per month? The answer is $3,428 USD. And here in Indonesia, the average monthly income is equivalent to $280 USD. How much is this in Rupiahs? Why do you think the numbers are different?
What things are we missing out on if we judge others based on their appearance? How are we doing them a disservice by judging them? How does this hurt our own selves also?
What do you have to do to actively not judge someone? The first thing we usually learn about someone is his/her appearance, and our brains instantly start trying to piece a puzzle together about what he/she “may” be like; yet, we never truly know until we take the time to understand and learn from the person. Have you ever learned something surprising about a friend that you wouldn’t have thought just by looking at him/her?
We all may have judgemental thoughts that come up from time to time. The way we react to those judgments is what can create positive change or continue feeding the cycle of misunderstanding. What are some ways that you can positively react to the judgments you make in your head about someone?
Want students to naturally become aware of building peace within? Have them practice mindfulness by sitting in their seats or on the ground against a wall. Say, “Close your eyes, put one hand on your belly and the other on your heart.” Guide your students through multiple rounds of intentional breathing by saying, “Breath in Peace, Exhale Peace”.
“Why might it feel uncomfortable to ask for help sometimes?” Many times, regardless of how old or young a person may be, it can be hard to ask for help because people feel it makes them look “less than” or appear “weak.” “How can this mindset affect us in the long run?” Encourage students to think about a time they were learning something new – perhaps it was a hard math concept or even how to swim.
“Did you ask for help as you were learning? Before asking for help, how did you feel?” Record key words students share. “Once you received the help, how did you feel? Were you happy you spoke up and asked? If so, why?” Asking for help can enable us to learn something quicker, and it allows us to build a bond with the person who helped us. Remind students that if we are struggling with something and never ask for help, then we aren’t taking advantage (in a good way!) of the strengths of the people around us. “Recognizing when we may need the assistance of someone else is a very courageous way of growing!”
Watch the video “I Am Indri” and read “Indri Collaborates for Peace” (as a class or independently). If students are reading independently, have them write their answers to the questions posed throughout the story.
As a class, reflect by asking, “How do Indri, her brothers, and friends collaborate to spread peace?” Encourage students to share with their neighbor, and you can highlight out loud key takeaways you overheard. “How can we recognize and use each other’s strengths in our own classroom? How about in our community?” Throughout the story and video, we see Indri collaborating with other people to make a dream of peace a reality. Sharing resources is one aspect of creating peace because it helps those who are suffering to get the help they need. “What are some other ways we can create peace?” You can also focus on the power of collaboration by asking, “If Indri were doing all the work alone, do you think she would have as much success in collecting and distributing donations?” Have students brainstorm some ways that Indri may have initiated, or started, this change. “What might she have asked of others?” Collaboration — whether it is in school, playing sports, helping out at home, or even when we are working adults — is essential in many aspects of our lives. Remind students, “The next time you need help, embrace the sometimes uncomfortable step of asking for assistance!”
Practice finding the product of a multiplication question involving a decimal and whole number. In the story and video, we learned that a lot of money is collected and shared during Ramadan.
Indri taught us about exchanging currency and how there are different types of money throughout the world. Some money is worth more in one place than another. Let’s practice multiplying decimals with whole numbers on page 3 of the Learning Journey story “Indri Collaborates for Peace,” by helping Indri understand how much money the average Indonesian person makes per month. Discuss the topic of currency (a system of money used in a particular country) with students and why each country has its own currency (unless they are part of a group of countries that share a currency). Next, discuss what influences the value of a currency. Consider sharing with them this image that highlights the top foreign exchange rate factors. Additionally, inflation can be explained by watching this video on YouTube.
“Indri mentioned that she is a ‘changemaker,’ which involves asking for help and collaborating with others. What are some ways that you can be one too?
What strengths do you have that could benefit your class, your home life, and your community? Reflect on these questions and record your answers.” Afterward, have students share some of their thoughts on things they would like to change within their classroom or school-wide, and create a list of action steps that identify: strengths of individuals whom to ask for help, and a realistic timeline to initiate that change
This is one way to teach this story. You could also weave your own way, threading two or three other people the AI finds for you alongside.
Want to weave a full lesson around this story?
The weaver finds 3-4 real people whose stories thread together with this one.
Weave a lesson →Not hers. Not yours. People are always more than the chapters anyone could share. Hold what is here gently. Approach with curiosity, before judgment.
If a moment stayed, follow it. If a question rose up, hold it. The quiet teaching is still teaching.
Three or four real stories woven into one lesson, your topic, your time. Indri is one. The weaver finds the others, threads the math, the literacy, the values, the reflection.
Open the weaver →