Suci

What do you think it means?” After students have shared what they think it means, you can say, “Let’s think of all the people who have impacted our lives as we have grown up.” Then, facilitate a brainstorm session by having students share all of the people who have “helped raise them”. You can first ask students to list who has been a major part of their lives and those people they see often, such as family and friends. Write down the people (such as “mother” or “best friend”) in a circle. Then, draw a larger circle around it. “Who are the people in your life that have influenced you in your community?” Examples could be teachers, coaches, or leaders in activities that they do. Then, draw an even larger circle outside of the two other circles. “Now, let’s think of people who might have indirectly influenced how you have grown.” Encourage students to be creative here ­– they could say celebrities, politicians, or their ancestors. “Wow, all of these people play a role in raising us and shaping how we have grown—now think of all the people that you have impacted and helped raise too, both directly and indirectly!”

“Who do you think might be some of the people in Indonesia who help raise the young children in Suci’s village?” Next, you can either read the story “I Am Suci” out oud as a class or have students read it independently. To check reading comprehension, ask, “What are some of the ways that the food company East Bali Cashews impacts Suci’s community?” Answers can include that the company provides jobs for adults and childcare/school for their children. You can then introduce the word ‘holistic’ to your class, and explain that this means thinking about the whole — such as a whole person, whole family, or whole community — rather than the individual parts. “The food company is operating holistically because it provides for more than just one thing; they provide jobs for adults, and they also help care for the workers’ children. What are some things in our own lives that might be considered holistic, as they provide for different aspects of who we are?” You could discuss this in the framework of your school, by saying that the primary reason we go to school is to learn, but that is not all. “What are some other ways that the school provides for us, besides intellectually learning?” Answers could include it is a space for students to make friends (social/ emotional), ask for help (social/ emotional/ physical), and be healthy (physical).

“Is this what you imagined them to look like, or how you thought they grew?” You can also hand out objects similar in shape to students so they can practice visually representing ratios. On page 2 of the story, students have the opportunity to work on math equations with adding, subtracting, and multiplying decimals. You can again visually represent the equations, this time encouraging students to draw pictures of the various foods and then writing their weights next to each one before solving.

Some of the ways that we are connected is through things we do intellectually, physically, emotionally, and socially. You can write those words on the board and then ask students to think of an activity they do or a group they are a part of (such as a school club or a sports team). “How does being a part of this group or activity affect you holistically?” Under each of the words (intellectually, physically, emotionally, and socially) students can write down ways that the group/ activity addresses this part of their life. For example, if a student is a member of a sports team, it may be a way for them to learn the rules of the sport (intellectually), get some exercise (physically), learn how to deal with winning and losing (emotionally), and make friends (socially).

Ask them, “Why do you have this dream? Did someone or something inspire you?” You can also share your own dream and the reason that inspired you. Then, ask your class, “What do we need to realize our dreams?” Examples can be tangible things (such as a book about the subject so you can learn more about it) as well as things that are more abstract (like support from your community). You can then write students’ answers on the board around the “DREAM” title.

“Based on what you saw, what do you imagine her dream is?” After students share some answers and their curiosity is raised by the video, tell students, “Let’s read Suci’s story to see if her dreams are what we predicted!” Students can read silently or in pairs the story “Suci and the Meaning of Success”. To check for reading comprehension, ask students, “What did Suci do to realize her dream, and what is she still doing to keep her dream alive?” You can also discuss how Suci is empowering her students to reach their dreams as well. “What are some things that Suci emphasizes so her students can be ‘successful’?” When students give key words such as “motivation,” “inspiration,” “confidence,” and “attitude” – or similar words Suci said in her story – you can add these words to the board around “DREAM” as ways to reach your goals. Next, give students blank sticky notes or small pieces of paper and ask them to write down some difficulties that they have encountered on their way to reaching their dream. After they finish writing, ask them to place their notes on their own desk. Or you can create an “Our Challenges” corner in your classroom and ask students to stick their notes there.

On page 1 of “Suci and the Meaning of Success”, students can explore the geography of Indonesia and then divide decimals by whole numbers to figure out how many kilometers someone would travel if they wanted to get from Jakarta to Bali in two days. “What are some distances in our own lives that would be interesting to calculate? How could we do so? What are some things that might impact how long it takes us to get from one place to another?”

“Suci makes sure to motivate her students, so let’s do the same!” Give each student some new sticky notes or small pieces of paper, and ask them to write at least one motivational saying on it. You can give an example such as, “You can do this!” or “I believe in your strength!” If students had placed their challenges on their desks, as students to walk around and check their friends’ problems, placing the inspirational saying on their desk (ask students to place them on desks that do not already have quotes, so that each student receives one). Or you can create a “Motivation!” corner next to the “Our Challenges” corner, and ask students to stick/ place their notes there. After they have been shared, say, “Whenever you feel exhausted or frustrated, please check the notes for some inspiration!” You can also ask students to read out some of their challenges if they would like, and brainstorm as a class some ways to address these. Encourage students to write down the potential solutions, so they can reflect on them. Tell the class, “If you overcome the challenge you wrote and it brings you closer to reaching your dream, please let me know so we can celebrate as a class!”