Global Education Unit Plan- Culture and Social Structures
TGC Fellow Unit Template *
Prepared by: Jonathan Bowen School/Location: Northridge High School/ Middlebury, IN
Subject: Topics in Sociology Grade: 11-12 Unit Title: Culture and Social Structures Time Needed: 10 (90 minute class periods)
Unit Summary: This unit contains topics including culture, ethnocide, poverty, nature vs. nurture, and discusses cultural norms and values.
Stage 1 Desired Results
ESTABLISHED GOALS:
From Indiana state standards for Sociology
http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-sociology-20140325.pdf
Standard 2 — Culture (definition: knowledge, values, customs, and physical objects that are shared by members of a society)
Students examine the influence of culture on the individual and the way cultural transmission is accomplished. Students study the way culture defines how people in a society behave in relation to groups and to physical objects. They also learn that human behavior is learned within the society. Through the culture, individuals learn the relationships, structures, patterns and processes to be members of the society.
S 2.1 Define culture as a human survival strategy; Identify the, material and non-material components of culture.
S.2.2 Explain the differences between the concepts: culture and society.
S 2.3 Identify and apply elements of nature vs. nurture in explaining human social behavior.
S 2.4 Identify American cultural values; explain how the U.S. is a heterogeneous society.
S.2.5 Identify culture conflict, cultural similarity, cultural diversity.
S.2.6 Explain the relationship between norms and values; explain how norms develop and change in a society; distinguish between folkways and mores.
GLOBAL COMPETENCY: Globally Competent students recognize perspectives
RESOURCES: http://ngm.nationalgeographic.com/2012/07/vanishing-languages/rymer-text
Transfer
Students will be able to independently use their learning to…
1. Make connections between language, culture , and global perspectives
2. Respect different cultures and perspectives
3. Develop strategies to help dying languages survive
4. Find immediate application of new knowledge to their current and future lives
5. Seek ways to appreciate and hold on to their own heritage through culture, tradition, food, and language
6. Discover new appreciation for their heritage and the heritage of others encouraging a heterogeneous community.
7. Understand factors that cause poverty and create solutions.
Meaning
UNDERSTANDINGS
Students will understand that…
1. The disappearance of language is equivalent to the disappearance of culture
2. Cultures develop because of environment and nature
3. The United States is a nation of mixed cultures and peoples
4. Cultures assimilate and are often times lost or remain autonomous and have a better chance to survive.
5. Students’ norms are not the same as the norms of others but both are to be respected
6. Global perspectives are different and depend on language/culture
ESSENTIAL QUESTIONS
1. How cultures are made and why are they different?
2. What is the difference between a culture and a society?
3. How does nature and nurture affect the development of culture?
4. Where do we all come from?
5. What are traditional ideal American values and how do they compare with what other cultures value?
6. How and why are cultures lost?
7. Is a melting pot model or a tossed salad model of assimilation preferable for the United States?
8. What is the difference between a folkway and more?
9. Why are perspectives different from culture to culture and how can we interact in a productive way with those differences?
Acquisition
Students will know…
1. The definition of terms like society, culture, norms, folkways, mores, sanctions, values, and the hypothesis of linguistic reality (Sapir-Whorf Hypothesis).
2. The interconnectedness of language to perspective and culture.
3. The concept and distinction between nature and nurture, culture and society
4. How to interact with people who have a different perspective demonstrating and promoting cosmopolitanism.
5. Why the United States is so diverse
6. How to appreciate and engage others
7. The importance of interdisciplinary solutions and the importance of ethnic studies especially within their own county
8. That other cultures see and understand the world differently from us
Students will be able to…
1. Research instances of the destruction of culture/language.
2. Create a public service announcement demonstrating aspects of the culture and informing classmates why the culture is disappearing.
3. Cite sources from facts found in their research.
4. Participate in a question and answer session fielding questions from the audience demonstrating the necessity for interdisciplinary education.
5. Speak 3 phrases from the disappearing culture demonstrating the meaning and why it eludes to a different worldview demonstrating global competence.
6. Create tools, styles of dress, or food demonstrating aspects of the disappearing culture promoting cross-cultural education
7. Inform classmates of ways other are helping and how they themselves can help their disappearing culture and the importance of global citizenship.
8. Promote and demonstrate the necessity for global perspective for solving problems.
9. Identify cultural particulars and cultural universals
Stage 2 – Evidence
Assessment
Evaluation Criteria (Learning Target or Student Will Be Able To)
Assessments FOR Learning: (ex: kwl chart, exit ticket, observation, draft, rehearsal)
1. Culture Quick Write Journal: Students complete a quick write journal; what is culture?
2. Material/Nonmaterial List: List 10 items or ideas that are part of our culture labeling them as material or nonmaterial culture.
3. Nature vs Nurture: List factors for the differences in culture (i.e. genes, geography, height, skin, religion…) identifying each as a cause of nature or nurture.
4. Class Discussion; Culture or Society: Discuss and identify as groups whether a group of people should be considered a culture or a society.
5. What is your Heritage Activity: Identify their heritage by writing it on the board.
6. Diversity of America Discussion: Discuss why the United States is so diverse; use lists on board to lead discussion; “Where did your family come from and why, how long ago…”
7. Culture Similarities and Differences: Show the video http://www.discovery.com/tv-shows/human-planet/videos/wodaabe-flirtation-festival.htm. Ask students to list as many differences and similarities as they can in one minute.
8. The Urinal Activity: Have three “urinals” in front of the class. Ask 1 male student to volunteer, have him take one urinal and then describe the reason for his choice. Ask for another male volunteer to describe his thought process for which urinal he will choose. Generally he will leave 1 urinal empty between him and the other volunteer. Discuss why this is and where that rule came from and why everyone does it. Discuss restroom “norms” and list the do’s and don’ts as a group discussion.
9. Norms, Mores, Folkways, and Taboo Definition and Examples: Identify the definitions of norms, mores, folkways, and taboos giving 2 examples of behavior that would break each.
10. Something Borrowed: Using a blank political map to draw or paste pictures, Identify 10 items or ideas borrowed from 10 different countries. The students must then write a sentence describing how each item or idea has influenced or changed our culture.
11. Melting Salad Discussion: Identify the United States as a “Melting Pot” or “Tossed Salad” and why we should be considered either.
12. Language and Perspective Article: Students read and answer key questions after reading the article found at http://anthro.palomar.edu/language/language_5.htm#blouse_color_return.
1. Identify, write, explain, and point out
2. List and identify
3. List, identify, demonstrate, and consider
4. Identify, give examples, classify, consider, defend, convince, organize, infer, categorize and discuss
5. Identify and list
6. Consider, reflect, discuss, remember and conclude
7. List, consider, reflect, understand, compare, contrast, infer, discuss and demonstrate
8. Understand, consider, reflect, describe, demonstrate, discuss, identify, participate and give examples
9. Identify, give examples, consider, reflect, compare, organize, categorize and contrast
10. List, identify, determine, infer, create, draw, research, demonstrate and record
11. Understand, discuss, reflect, consider, give examples, make an argument, classify and identify
12. Read, consider, reflect, determine, understand, define, identify, and understand what factors may contribute to students thinking the way they do
Assessment OF Learning: (ex: performance task, project, final paper)
1. Home Design Article Reflection: Students will be assigned the reading article found at http://www.kwintessential.co.uk/read-our-blog/how-cultural-differences-impact-interior-design.html. Students must write a review of the article describing how nonmaterial culture affects material culture and identifying 5 material and 5 nonmaterial cultural items in the article.
2. The Nurture of Poverty: After viewing the video found at http://www.sciencechannel.com/tv-shows/through-the-wormhole/videos/nature-or-nurture.htm students will be put into groups and asked to list environmental factors that lead to poverty. They will choose one factor to research and will create a plan of action to implement as if they were running the school. Their plan of action must identify how administrators, teachers, and students can help alleviate their one factor to poverty. The will present their plan to the rest of the class.
3. Society and Culture Poster: Create a poster of a society and identify 10 cultures that live within the society the students choose by drawing or pasting pictures.
4. Article Review: Teaching Ethnic Studies: Assign student to read the article found at https://www.americanprogress.org/issues/race/news/2011/07/27/9939/what-diversity-teaches-us/. After reading, ask student to complete an article review answering in paragraph form if they think ethnic studies should be taught in high schools and or colleges. The must state why it is important or why it is not necessary to teach ethnic studies. Students must look at the map and identify the minority population percentage in their county and why ethnic studies are important or unimportant for their county.
5. Culture Venn Diagram: Students will visit the website http://www.discovery.com/tv-shows/human-planet/videos/children-eat-tarantulas-deleted.htm. They will choose to watch 1 short video segment and must create a Venn Diagram filling in the similarities and differences between our culture and the culture found on the video clip they find.
6. Writing Unwritten Rules: Putting students into groups, ask students to write down the unwritten rules of etiquette. Students will write down 10 unwritten rules for different situations in life. Identifying each as a more, folkway, or taboo.
7. How to Performance: Act out a “How to” video or live performance identifying incorrect behavior and then demonstrating the correct behavior.
8. Generation Like Paragraph: Write a paragraph after viewing the video found at http://www.pbs.org/wgbh/pages/frontline/generation-like/. Ask students to complete a video summary describing how accurate they feel the video was to their life and how the norms and values of today compare to the norms and values of their grandparents. For the second part of the summary, students will choose another video from http://www.discovery.com/tv-shows/human-planet/videos/children-eat-tarantulas-deleted.htm and will write a summary comparing the norms and values they see in the second video to those found in the first video.
9. Save the Voices Project: After reading the article found at http://ngm.nationalgeographic.com/2012/07/vanishing-languages/rymer-text students will create a group project of choice (video commercial, speech by a cultural leader, news broadcast, public service announcement…) discussing the plight of a dying culture of their choice answering the “who, what, why, where, and when’s” of the issue. They must research their culture and present their project to the class. In their production, they must demonstrate knowledge and understanding of three words from their culture and must re-create some material aspect of their culture (food, tools, jewelry, clothes…) to show to the class. Their demonstration must discuss how the loss of a culture kills a unique global perspective. They must also formulate a plan to save their culture and inform their classmates what they can do to help.
10. Q and A: Respond to a Q and A session from the media (their classmates) fielding questions and responding from challenges posed by individuals.
11. Students will submit their videos to google classroom where parents can view projects, those done in class will be recorded by the teacher.
12. Exam: Students will complete a short answer exam answering questions pertaining to key concepts from the unit.
1. Read, write, review, reflect, identify, categorize, consider, determine, infer and formulate
2. List, discuss, determine, understand, identify, choose, create, plan, formulate, reflect, consider, involve others, alleviate, convince, demonstrate and present
3. Create, draw, paste, identify, categorize, list consider, define and demonstrate
4. Read, complete, answer, think, consider, persuade, identify, reflect and discuss
5. Create, organize, identify, compare, contrast, view, consider, and reflect
6. Record, demonstrate, list, identify, consider, organize and classify
7. Create, act out, demonstrate, perform, identify, correct and consider
8. Write, view, compare, contrast, describe, reflect, consider and record
9. Work as group member, discuss, coordinate, create, reflect, consider, demonstrate, record, understand, save, persuade, describe, demonstrate, research, produce, re-create, show and formulate
10. Answer, respond, demonstrate knowledge of topic, understand, reflect, consider, describe, think on the spot, argue, defend and think critically.
11. Use technology to post projects, allow parents and other stakeholders to observe projects, spread their message beyond the classroom, and develop a better understanding for how to use technology for global communication and change
12. Complete, remember, reflect, understand, demonstrate knowledge of unit, identify, list, compare, contrast and describe.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)
Week One: Day 1:
1. Students complete a quick write journal; what is culture? In groups of four, students will discuss their answers creating a definition for the entire group.
2. Groups share their answers with the class.
3. Tell groups to look up definition of culture on page 72 of their sociology text book
4. Ask groups to re-evaluate their answer making and noting any changes. Discuss changes as a class.
2. Asks groups to discuss if humans can survive without culture and why they believe the way they do. Discuss answers as a class each group stating their findings and why.
3. Ask each group to write 10 items or ideas that are part of our culture.
4. Ask student to look up definition of material and nonmaterial culture on page 92 of sociology text book, ask the groups to identify each item as one or the other. Discuss as a class what qualifies each item as material or nonmaterial.
4. Show students pictures of 10 common houses from around the world on ActivInspire.
5. Have groups submit guesses as to where they come from.
6. State correct answers.
7. Ask students what they notice about all of the houses (students may answer things like, “they all had …” or, “they were all very different…”) ask students why they were so different.
8. Assign article http://www.kwintessential.co.uk/read-our-blog/how-cultural-differences-impact-interior-design.html for homework asking student to write a one paragraph review of the article describing how nonmaterial culture affects material culture especially in the construction of houses and identify 5 material and 5 nonmaterial cultural items in the article.
Days 2-5:
1. As a class ask students why they think there is so much difference in the way people live; write their answers on Promethean board.
2. Define for them the concept of nature vs. nurture and place both words on opposite sides of the board.
3. Ask volunteers to come to the board and drag each word placing it under nature or nurture.
4. Show the video http://www.sciencechannel.com/tv-shows/through-the-wormhole/videos/nature-or-nurture.htm.
5. In groups of four students will create a “risk and solution assessment.” Each group will write 5-10 environmental factors that lead to poverty. They will choose 1 and research plans, charities, foundations or government programs that are addressing their specific issue. They will then create a plan of action to implement in the school. This plan of action will include ways students, administrators, and teachers can eliminate the environmental factor they choose. If feasible, allow them to try and implement their plan of action. They will present their plan to the rest of the class. Allow adequate class time to complete this project.
5. Give all of next 1-3 class periods for them to complete project.
Week Two: Day 6:
1. Ask students to look up and write down the definition of culture and then of society.
2. Ask students to write 1 example of culture and one example of society on a scrap piece of paper.
3. Collect pieces of paper.
4. Put students in groups of four and read one of the student’s examples. Ask the group to decide if the example would be considered a culture or a society and why.
5. Ask what one group decided and see if the other groups agree or disagree.
6. Repeat this process four or five times.
7. Students will then complete a society and culture poster. They are to choose 1 society and paste or draw pictures of different cultures that can be found within that society.
Day 7:
1. List continents on the whiteboard.
2. Ask students to list the heritage of their ancestry under the appropriate continent.
3. Ask questions about student heritage; when did your family come here? Do you speak or do you know anyone who speaks your family’s native language? What aspects of your native culture do you still hold or participate in?...
4. Continue discussion asking students what is diversity and why the United States is so diverse.
5. Assign student to read the article found at https://www.americanprogress.org/issues/race/news/2011/07/27/9939/what-diversity-teaches-us/.
6. After reading, ask student to write a paragraph demonstrating if they think ethnic studies should be taught and why it is important to teach the subject.
7. Looking at the map on the website have students identify the minority population in their county and if ethnic studies should be taught there and why.
Day 8:
1. Show the video http://www.discovery.com/tv-shows/human-planet/videos/wodaabe-flirtation-festival.htm.
2. Ask students to list as many differences as they can between the culture on the video and ours.
3. Ask them to list as many differences as they can in one minute.
4. Repeat step 3 but with similarities.
5. Discuss student answers from each.
6. Have students read page 100-102 in their sociology text book about cultural universals and particulars.
7. Students will visit the website http://www.discovery.com/tv-shows/human-planet/videos/children-eat-tarantulas-deleted.htm. They will choose to watch 1 short video segment and must create a Venn Diagram filling in the similarities and differences between our culture and the culture found on the video clip they chose.
Week Three: Day 9-11:
1. Play the Urinal Game.
2. Have three “urinals” in front of the class (write numbers 1-3 on the whiteboard simulating the men’s restroom).
3. Ask 1 male student to volunteer, have him take one urinal and then describe the reason for his choice.
4. Ask for another male volunteer to describe his thought process for which urinal he will choose. Generally he will leave 1 urinal empty between him and the other volunteer.
5. Discuss why this is and where that rule came from and why everyone does it.
6. Discuss restroom “norms” and list the do’s and don’ts.
7. Have students look up and write down the definitions of norms, mores, folkways, and taboos from page 81-84 of their sociology text book. Putting students into groups, ask students to write down 10 unwritten rules for different situations in life. Examples would be etiquette at dinner, on an elevator, or on a date.
8. Students will create a “How to” video or live performance identifying incorrect behavior and then demonstrating the correct behavior.
9. Allow student to investigate the site http://webcache.googleusercontent.com/search?q=cache:ThOE63gvnrkJ:www.buzzfeed.com/adamellis/surprising-food-etiquette-rules-from-around-the-world+&cd=1&hl=en&ct=clnk&gl=us for more study.
10. Have student visit http://uwf.edu/atcdev/afghanistan/CulturalSummary/Index.html and complete the lesson on their own.
11. Allow next class period for work time and the following for performances/videos
Week Four: Day 12-17:
1. Students will be given a blank political world map and must conduct research to identify where aspects of our culture come from.
2. The must draw or paste a picture on the map then draw an arrow to the United States.
3. Students must identify 10 items or ideas borrowed from 10 different countries.
4. The students must then write a sentence describing how each item or idea has influenced or changed our culture.
5. Ask student to ready page 280 in the text book and discuss the terms Melting Pot and Tossed Salad.
6. Introduce and Discuss the Theory of Linguistic reality.
7. Assign students to read http://anthro.palomar.edu/language/language_5.htm#blouse_color_return and answer key questions found at the end of the document.
8. Assign them to read the article found at http://ngm.nationalgeographic.com/2012/07/vanishing-languages/rymer-text.
9. When finished, place students in groups of three.
10. Ask them to create a project of choice (video commercial, speech by a cultural leader, news broadcast…) discussing the plight of a dying culture of their choice answering the “who, what, why, where, and when’s” of the issue.
11. They must research their culture and present their project to the class and demonstrate knowledge and understanding of three words from their culture and must re-create some material aspect of their culture (food, tools, jewelry, clothes…) to show/share with the class.
12. Their demonstration must discuss how the loss of a culture kills a unique global perspective.
13. They must also draw/write up a plan to save their culture and inform their classmates what they can do to help.
14. They will then respond to a Q and A session from the media (their classmates) fielding questions and responding from challenges posed by individuals.
15. Based on student needs, allow for 4-5 class periods of work time to complete this project.
16. Once accomplished, students must post their video to Google classroom. Any live performances will be recorded and then posted for parents and other stakeholders to view.
Day 18: Exam: Students will complete a short answer exam answering questions pertaining to key concepts from the unit.
*adapted from Understanding by Design Model
TGC FELLOWS UBD Lesson Template
Lesson Title: Material of Culture Subject: Sociology Prepared by: Jonathan Bowen
Materials Needed:
Smart board
1 to 1 student laptops or computer lab
Sociology Textbook
Global Competency: Global and cultural understanding and awareness
Where is the lesson going?
(Learning Target or SWBAT)
Students will understand the very basics of what culture is and the difference between material and nonmaterial culture.
Indiana State Standards
S 2.1 Define culture as a human survival strategy; Identify the, material and non-material components of culture.
Hook:
Tailored Differentiation:
*Students complete a quick write journal; what is culture?
* Show students examples of common houses found around the world seeing if their can guess their origin.
To differentiate for students in special education or ELL programs allow students to work on the article together in a small group or pairs dividing reading responsibilities.
Allow them to work together for all or part of the list of items they are supposed to create.
Have students write 3-4 sentences first before asking them to combine them into a paragraph.
Equip:
*In groups of four, students will discuss their answers creating a definition for the entire group.
* Asks groups to discuss if humans can survive without culture and why they believe the way they do. Discuss answers as a class each group stating their findings and why.
* Ask each group to write 10 items or ideas that are part of our culture.
*Ask student to look up definition of material and nonmaterial culture on page 92 of sociology text book and ask the groups to identify each item on their list as one or the other. Discuss as a class what qualifies each item as material or nonmaterial.
Rethink and revise:
Tell groups to look up definition of culture on page 72 of their sociology text book and ask groups to re-evaluate their answer making and noting any changes. Discuss changes as a class. Specifically why groups made changes.
Evaluate:
Assign article http://www.kwintessential.co.uk/read-our-blog/how-cultural-differences-impact-interior-design.html for homework asking student to write a one paragraph review of the article describing how nonmaterial culture affects material culture and survival especially in the construction and design of houses. They must also identify 5 material and 5 nonmaterial cultural items in the article.
Notes: After reading the article, it may be appropriate to discuss the article as a class allowing students to share their thoughts and insights
Organization:
Make sure desks are organized to best allow for group work
Have smart board up and running and pictures of houses prepared.
Ask students to come prepared to use their laptops/make sure computer lab space is available
Prepared by: Jonathan Bowen School/Location: Northridge High School/ Middlebury, IN
Subject: Topics in Sociology Grade: 11-12 Unit Title: Culture and Social Structures Time Needed: 10 (90 minute class periods)
Unit Summary: This unit contains topics including culture, ethnocide, poverty, nature vs. nurture, and discusses cultural norms and values.
Stage 1 Desired Results
ESTABLISHED GOALS:
From Indiana state standards for Sociology
http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-sociology-20140325.pdf
Standard 2 — Culture (definition: knowledge, values, customs, and physical objects that are shared by members of a society)
Students examine the influence of culture on the individual and the way cultural transmission is accomplished. Students study the way culture defines how people in a society behave in relation to groups and to physical objects. They also learn that human behavior is learned within the society. Through the culture, individuals learn the relationships, structures, patterns and processes to be members of the society.
S 2.1 Define culture as a human survival strategy; Identify the, material and non-material components of culture.
S.2.2 Explain the differences between the concepts: culture and society.
S 2.3 Identify and apply elements of nature vs. nurture in explaining human social behavior.
S 2.4 Identify American cultural values; explain how the U.S. is a heterogeneous society.
S.2.5 Identify culture conflict, cultural similarity, cultural diversity.
S.2.6 Explain the relationship between norms and values; explain how norms develop and change in a society; distinguish between folkways and mores.
GLOBAL COMPETENCY: Globally Competent students recognize perspectives
RESOURCES: http://ngm.nationalgeographic.com/2012/07/vanishing-languages/rymer-text
Transfer
Students will be able to independently use their learning to…
1. Make connections between language, culture , and global perspectives
2. Respect different cultures and perspectives
3. Develop strategies to help dying languages survive
4. Find immediate application of new knowledge to their current and future lives
5. Seek ways to appreciate and hold on to their own heritage through culture, tradition, food, and language
6. Discover new appreciation for their heritage and the heritage of others encouraging a heterogeneous community.
7. Understand factors that cause poverty and create solutions.
Meaning
UNDERSTANDINGS
Students will understand that…
1. The disappearance of language is equivalent to the disappearance of culture
2. Cultures develop because of environment and nature
3. The United States is a nation of mixed cultures and peoples
4. Cultures assimilate and are often times lost or remain autonomous and have a better chance to survive.
5. Students’ norms are not the same as the norms of others but both are to be respected
6. Global perspectives are different and depend on language/culture
ESSENTIAL QUESTIONS
1. How cultures are made and why are they different?
2. What is the difference between a culture and a society?
3. How does nature and nurture affect the development of culture?
4. Where do we all come from?
5. What are traditional ideal American values and how do they compare with what other cultures value?
6. How and why are cultures lost?
7. Is a melting pot model or a tossed salad model of assimilation preferable for the United States?
8. What is the difference between a folkway and more?
9. Why are perspectives different from culture to culture and how can we interact in a productive way with those differences?
Acquisition
Students will know…
1. The definition of terms like society, culture, norms, folkways, mores, sanctions, values, and the hypothesis of linguistic reality (Sapir-Whorf Hypothesis).
2. The interconnectedness of language to perspective and culture.
3. The concept and distinction between nature and nurture, culture and society
4. How to interact with people who have a different perspective demonstrating and promoting cosmopolitanism.
5. Why the United States is so diverse
6. How to appreciate and engage others
7. The importance of interdisciplinary solutions and the importance of ethnic studies especially within their own county
8. That other cultures see and understand the world differently from us
Students will be able to…
1. Research instances of the destruction of culture/language.
2. Create a public service announcement demonstrating aspects of the culture and informing classmates why the culture is disappearing.
3. Cite sources from facts found in their research.
4. Participate in a question and answer session fielding questions from the audience demonstrating the necessity for interdisciplinary education.
5. Speak 3 phrases from the disappearing culture demonstrating the meaning and why it eludes to a different worldview demonstrating global competence.
6. Create tools, styles of dress, or food demonstrating aspects of the disappearing culture promoting cross-cultural education
7. Inform classmates of ways other are helping and how they themselves can help their disappearing culture and the importance of global citizenship.
8. Promote and demonstrate the necessity for global perspective for solving problems.
9. Identify cultural particulars and cultural universals
Stage 2 – Evidence
Assessment
Evaluation Criteria (Learning Target or Student Will Be Able To)
Assessments FOR Learning: (ex: kwl chart, exit ticket, observation, draft, rehearsal)
1. Culture Quick Write Journal: Students complete a quick write journal; what is culture?
2. Material/Nonmaterial List: List 10 items or ideas that are part of our culture labeling them as material or nonmaterial culture.
3. Nature vs Nurture: List factors for the differences in culture (i.e. genes, geography, height, skin, religion…) identifying each as a cause of nature or nurture.
4. Class Discussion; Culture or Society: Discuss and identify as groups whether a group of people should be considered a culture or a society.
5. What is your Heritage Activity: Identify their heritage by writing it on the board.
6. Diversity of America Discussion: Discuss why the United States is so diverse; use lists on board to lead discussion; “Where did your family come from and why, how long ago…”
7. Culture Similarities and Differences: Show the video http://www.discovery.com/tv-shows/human-planet/videos/wodaabe-flirtation-festival.htm. Ask students to list as many differences and similarities as they can in one minute.
8. The Urinal Activity: Have three “urinals” in front of the class. Ask 1 male student to volunteer, have him take one urinal and then describe the reason for his choice. Ask for another male volunteer to describe his thought process for which urinal he will choose. Generally he will leave 1 urinal empty between him and the other volunteer. Discuss why this is and where that rule came from and why everyone does it. Discuss restroom “norms” and list the do’s and don’ts as a group discussion.
9. Norms, Mores, Folkways, and Taboo Definition and Examples: Identify the definitions of norms, mores, folkways, and taboos giving 2 examples of behavior that would break each.
10. Something Borrowed: Using a blank political map to draw or paste pictures, Identify 10 items or ideas borrowed from 10 different countries. The students must then write a sentence describing how each item or idea has influenced or changed our culture.
11. Melting Salad Discussion: Identify the United States as a “Melting Pot” or “Tossed Salad” and why we should be considered either.
12. Language and Perspective Article: Students read and answer key questions after reading the article found at http://anthro.palomar.edu/language/language_5.htm#blouse_color_return.
1. Identify, write, explain, and point out
2. List and identify
3. List, identify, demonstrate, and consider
4. Identify, give examples, classify, consider, defend, convince, organize, infer, categorize and discuss
5. Identify and list
6. Consider, reflect, discuss, remember and conclude
7. List, consider, reflect, understand, compare, contrast, infer, discuss and demonstrate
8. Understand, consider, reflect, describe, demonstrate, discuss, identify, participate and give examples
9. Identify, give examples, consider, reflect, compare, organize, categorize and contrast
10. List, identify, determine, infer, create, draw, research, demonstrate and record
11. Understand, discuss, reflect, consider, give examples, make an argument, classify and identify
12. Read, consider, reflect, determine, understand, define, identify, and understand what factors may contribute to students thinking the way they do
Assessment OF Learning: (ex: performance task, project, final paper)
1. Home Design Article Reflection: Students will be assigned the reading article found at http://www.kwintessential.co.uk/read-our-blog/how-cultural-differences-impact-interior-design.html. Students must write a review of the article describing how nonmaterial culture affects material culture and identifying 5 material and 5 nonmaterial cultural items in the article.
2. The Nurture of Poverty: After viewing the video found at http://www.sciencechannel.com/tv-shows/through-the-wormhole/videos/nature-or-nurture.htm students will be put into groups and asked to list environmental factors that lead to poverty. They will choose one factor to research and will create a plan of action to implement as if they were running the school. Their plan of action must identify how administrators, teachers, and students can help alleviate their one factor to poverty. The will present their plan to the rest of the class.
3. Society and Culture Poster: Create a poster of a society and identify 10 cultures that live within the society the students choose by drawing or pasting pictures.
4. Article Review: Teaching Ethnic Studies: Assign student to read the article found at https://www.americanprogress.org/issues/race/news/2011/07/27/9939/what-diversity-teaches-us/. After reading, ask student to complete an article review answering in paragraph form if they think ethnic studies should be taught in high schools and or colleges. The must state why it is important or why it is not necessary to teach ethnic studies. Students must look at the map and identify the minority population percentage in their county and why ethnic studies are important or unimportant for their county.
5. Culture Venn Diagram: Students will visit the website http://www.discovery.com/tv-shows/human-planet/videos/children-eat-tarantulas-deleted.htm. They will choose to watch 1 short video segment and must create a Venn Diagram filling in the similarities and differences between our culture and the culture found on the video clip they find.
6. Writing Unwritten Rules: Putting students into groups, ask students to write down the unwritten rules of etiquette. Students will write down 10 unwritten rules for different situations in life. Identifying each as a more, folkway, or taboo.
7. How to Performance: Act out a “How to” video or live performance identifying incorrect behavior and then demonstrating the correct behavior.
8. Generation Like Paragraph: Write a paragraph after viewing the video found at http://www.pbs.org/wgbh/pages/frontline/generation-like/. Ask students to complete a video summary describing how accurate they feel the video was to their life and how the norms and values of today compare to the norms and values of their grandparents. For the second part of the summary, students will choose another video from http://www.discovery.com/tv-shows/human-planet/videos/children-eat-tarantulas-deleted.htm and will write a summary comparing the norms and values they see in the second video to those found in the first video.
9. Save the Voices Project: After reading the article found at http://ngm.nationalgeographic.com/2012/07/vanishing-languages/rymer-text students will create a group project of choice (video commercial, speech by a cultural leader, news broadcast, public service announcement…) discussing the plight of a dying culture of their choice answering the “who, what, why, where, and when’s” of the issue. They must research their culture and present their project to the class. In their production, they must demonstrate knowledge and understanding of three words from their culture and must re-create some material aspect of their culture (food, tools, jewelry, clothes…) to show to the class. Their demonstration must discuss how the loss of a culture kills a unique global perspective. They must also formulate a plan to save their culture and inform their classmates what they can do to help.
10. Q and A: Respond to a Q and A session from the media (their classmates) fielding questions and responding from challenges posed by individuals.
11. Students will submit their videos to google classroom where parents can view projects, those done in class will be recorded by the teacher.
12. Exam: Students will complete a short answer exam answering questions pertaining to key concepts from the unit.
1. Read, write, review, reflect, identify, categorize, consider, determine, infer and formulate
2. List, discuss, determine, understand, identify, choose, create, plan, formulate, reflect, consider, involve others, alleviate, convince, demonstrate and present
3. Create, draw, paste, identify, categorize, list consider, define and demonstrate
4. Read, complete, answer, think, consider, persuade, identify, reflect and discuss
5. Create, organize, identify, compare, contrast, view, consider, and reflect
6. Record, demonstrate, list, identify, consider, organize and classify
7. Create, act out, demonstrate, perform, identify, correct and consider
8. Write, view, compare, contrast, describe, reflect, consider and record
9. Work as group member, discuss, coordinate, create, reflect, consider, demonstrate, record, understand, save, persuade, describe, demonstrate, research, produce, re-create, show and formulate
10. Answer, respond, demonstrate knowledge of topic, understand, reflect, consider, describe, think on the spot, argue, defend and think critically.
11. Use technology to post projects, allow parents and other stakeholders to observe projects, spread their message beyond the classroom, and develop a better understanding for how to use technology for global communication and change
12. Complete, remember, reflect, understand, demonstrate knowledge of unit, identify, list, compare, contrast and describe.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)
Week One: Day 1:
1. Students complete a quick write journal; what is culture? In groups of four, students will discuss their answers creating a definition for the entire group.
2. Groups share their answers with the class.
3. Tell groups to look up definition of culture on page 72 of their sociology text book
4. Ask groups to re-evaluate their answer making and noting any changes. Discuss changes as a class.
2. Asks groups to discuss if humans can survive without culture and why they believe the way they do. Discuss answers as a class each group stating their findings and why.
3. Ask each group to write 10 items or ideas that are part of our culture.
4. Ask student to look up definition of material and nonmaterial culture on page 92 of sociology text book, ask the groups to identify each item as one or the other. Discuss as a class what qualifies each item as material or nonmaterial.
4. Show students pictures of 10 common houses from around the world on ActivInspire.
5. Have groups submit guesses as to where they come from.
6. State correct answers.
7. Ask students what they notice about all of the houses (students may answer things like, “they all had …” or, “they were all very different…”) ask students why they were so different.
8. Assign article http://www.kwintessential.co.uk/read-our-blog/how-cultural-differences-impact-interior-design.html for homework asking student to write a one paragraph review of the article describing how nonmaterial culture affects material culture especially in the construction of houses and identify 5 material and 5 nonmaterial cultural items in the article.
Days 2-5:
1. As a class ask students why they think there is so much difference in the way people live; write their answers on Promethean board.
2. Define for them the concept of nature vs. nurture and place both words on opposite sides of the board.
3. Ask volunteers to come to the board and drag each word placing it under nature or nurture.
4. Show the video http://www.sciencechannel.com/tv-shows/through-the-wormhole/videos/nature-or-nurture.htm.
5. In groups of four students will create a “risk and solution assessment.” Each group will write 5-10 environmental factors that lead to poverty. They will choose 1 and research plans, charities, foundations or government programs that are addressing their specific issue. They will then create a plan of action to implement in the school. This plan of action will include ways students, administrators, and teachers can eliminate the environmental factor they choose. If feasible, allow them to try and implement their plan of action. They will present their plan to the rest of the class. Allow adequate class time to complete this project.
5. Give all of next 1-3 class periods for them to complete project.
Week Two: Day 6:
1. Ask students to look up and write down the definition of culture and then of society.
2. Ask students to write 1 example of culture and one example of society on a scrap piece of paper.
3. Collect pieces of paper.
4. Put students in groups of four and read one of the student’s examples. Ask the group to decide if the example would be considered a culture or a society and why.
5. Ask what one group decided and see if the other groups agree or disagree.
6. Repeat this process four or five times.
7. Students will then complete a society and culture poster. They are to choose 1 society and paste or draw pictures of different cultures that can be found within that society.
Day 7:
1. List continents on the whiteboard.
2. Ask students to list the heritage of their ancestry under the appropriate continent.
3. Ask questions about student heritage; when did your family come here? Do you speak or do you know anyone who speaks your family’s native language? What aspects of your native culture do you still hold or participate in?...
4. Continue discussion asking students what is diversity and why the United States is so diverse.
5. Assign student to read the article found at https://www.americanprogress.org/issues/race/news/2011/07/27/9939/what-diversity-teaches-us/.
6. After reading, ask student to write a paragraph demonstrating if they think ethnic studies should be taught and why it is important to teach the subject.
7. Looking at the map on the website have students identify the minority population in their county and if ethnic studies should be taught there and why.
Day 8:
1. Show the video http://www.discovery.com/tv-shows/human-planet/videos/wodaabe-flirtation-festival.htm.
2. Ask students to list as many differences as they can between the culture on the video and ours.
3. Ask them to list as many differences as they can in one minute.
4. Repeat step 3 but with similarities.
5. Discuss student answers from each.
6. Have students read page 100-102 in their sociology text book about cultural universals and particulars.
7. Students will visit the website http://www.discovery.com/tv-shows/human-planet/videos/children-eat-tarantulas-deleted.htm. They will choose to watch 1 short video segment and must create a Venn Diagram filling in the similarities and differences between our culture and the culture found on the video clip they chose.
Week Three: Day 9-11:
1. Play the Urinal Game.
2. Have three “urinals” in front of the class (write numbers 1-3 on the whiteboard simulating the men’s restroom).
3. Ask 1 male student to volunteer, have him take one urinal and then describe the reason for his choice.
4. Ask for another male volunteer to describe his thought process for which urinal he will choose. Generally he will leave 1 urinal empty between him and the other volunteer.
5. Discuss why this is and where that rule came from and why everyone does it.
6. Discuss restroom “norms” and list the do’s and don’ts.
7. Have students look up and write down the definitions of norms, mores, folkways, and taboos from page 81-84 of their sociology text book. Putting students into groups, ask students to write down 10 unwritten rules for different situations in life. Examples would be etiquette at dinner, on an elevator, or on a date.
8. Students will create a “How to” video or live performance identifying incorrect behavior and then demonstrating the correct behavior.
9. Allow student to investigate the site http://webcache.googleusercontent.com/search?q=cache:ThOE63gvnrkJ:www.buzzfeed.com/adamellis/surprising-food-etiquette-rules-from-around-the-world+&cd=1&hl=en&ct=clnk&gl=us for more study.
10. Have student visit http://uwf.edu/atcdev/afghanistan/CulturalSummary/Index.html and complete the lesson on their own.
11. Allow next class period for work time and the following for performances/videos
Week Four: Day 12-17:
1. Students will be given a blank political world map and must conduct research to identify where aspects of our culture come from.
2. The must draw or paste a picture on the map then draw an arrow to the United States.
3. Students must identify 10 items or ideas borrowed from 10 different countries.
4. The students must then write a sentence describing how each item or idea has influenced or changed our culture.
5. Ask student to ready page 280 in the text book and discuss the terms Melting Pot and Tossed Salad.
6. Introduce and Discuss the Theory of Linguistic reality.
7. Assign students to read http://anthro.palomar.edu/language/language_5.htm#blouse_color_return and answer key questions found at the end of the document.
8. Assign them to read the article found at http://ngm.nationalgeographic.com/2012/07/vanishing-languages/rymer-text.
9. When finished, place students in groups of three.
10. Ask them to create a project of choice (video commercial, speech by a cultural leader, news broadcast…) discussing the plight of a dying culture of their choice answering the “who, what, why, where, and when’s” of the issue.
11. They must research their culture and present their project to the class and demonstrate knowledge and understanding of three words from their culture and must re-create some material aspect of their culture (food, tools, jewelry, clothes…) to show/share with the class.
12. Their demonstration must discuss how the loss of a culture kills a unique global perspective.
13. They must also draw/write up a plan to save their culture and inform their classmates what they can do to help.
14. They will then respond to a Q and A session from the media (their classmates) fielding questions and responding from challenges posed by individuals.
15. Based on student needs, allow for 4-5 class periods of work time to complete this project.
16. Once accomplished, students must post their video to Google classroom. Any live performances will be recorded and then posted for parents and other stakeholders to view.
Day 18: Exam: Students will complete a short answer exam answering questions pertaining to key concepts from the unit.
*adapted from Understanding by Design Model
TGC FELLOWS UBD Lesson Template
Lesson Title: Material of Culture Subject: Sociology Prepared by: Jonathan Bowen
Materials Needed:
Smart board
1 to 1 student laptops or computer lab
Sociology Textbook
Global Competency: Global and cultural understanding and awareness
Where is the lesson going?
(Learning Target or SWBAT)
Students will understand the very basics of what culture is and the difference between material and nonmaterial culture.
Indiana State Standards
S 2.1 Define culture as a human survival strategy; Identify the, material and non-material components of culture.
Hook:
Tailored Differentiation:
*Students complete a quick write journal; what is culture?
* Show students examples of common houses found around the world seeing if their can guess their origin.
To differentiate for students in special education or ELL programs allow students to work on the article together in a small group or pairs dividing reading responsibilities.
Allow them to work together for all or part of the list of items they are supposed to create.
Have students write 3-4 sentences first before asking them to combine them into a paragraph.
Equip:
*In groups of four, students will discuss their answers creating a definition for the entire group.
* Asks groups to discuss if humans can survive without culture and why they believe the way they do. Discuss answers as a class each group stating their findings and why.
* Ask each group to write 10 items or ideas that are part of our culture.
*Ask student to look up definition of material and nonmaterial culture on page 92 of sociology text book and ask the groups to identify each item on their list as one or the other. Discuss as a class what qualifies each item as material or nonmaterial.
Rethink and revise:
Tell groups to look up definition of culture on page 72 of their sociology text book and ask groups to re-evaluate their answer making and noting any changes. Discuss changes as a class. Specifically why groups made changes.
Evaluate:
Assign article http://www.kwintessential.co.uk/read-our-blog/how-cultural-differences-impact-interior-design.html for homework asking student to write a one paragraph review of the article describing how nonmaterial culture affects material culture and survival especially in the construction and design of houses. They must also identify 5 material and 5 nonmaterial cultural items in the article.
Notes: After reading the article, it may be appropriate to discuss the article as a class allowing students to share their thoughts and insights
Organization:
Make sure desks are organized to best allow for group work
Have smart board up and running and pictures of houses prepared.
Ask students to come prepared to use their laptops/make sure computer lab space is available