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Cultureunitplan 7thgrade
Cultureunitplan 7thgrade
Cultureunitplan 7thgrade
Subject
group
discipline
Unittitle
and
th
7
GradeIS
Unit
(hrs)
duration
67
Weeks
Relatedconcept(s)
Globalcontext
Time,
place,andspace
Identity:
Identitydefinesconceptsof
individualsandgroupsandcanberealor
perceiveditcanbechangedbyinternaland
externalfactors.(keyconceptinEnglish,Art,
etc)
Identities&Relationships:
Beliefs,values,
attitudes,andexposuretoideasand
informationshapeourperceptionofindividual
andgroupidentity,roles,andimpactour
interactionsandrelationshipswithothers.
culturesoverdifferentplaces
Culture:
Culturedefineswhoweare.
Relationships:
Relationshipswithothers
comprisethefoundationofthecommunity.
Perspective:
Perspectivescanchange.
Community:
Communitiescanchangeover
time.
Diversity:
Multiculturalsocietieshaveboth
challenges&benefits
Statementofinquiry
1.
2.
3.
4.
Beliefs:
Beliefsandvaluesshapeindividualandgroupperspectives.
Perspectives:
Peoplefromdifferentculturalbackgroundshavedifferingperspectives.
Community:
Globalizationhashadanimpactoncultures.
Diversity:
Culturescaneitherspreadorbeassimilated.
Inquiryquestions
Factual:
Whatconstitutesculture?
Whatmakesuppersonalindividuality?
Whataresomekeydifferencesbetweencultures?
Conceptual:
Howdoesonescultureshapetheirperspective?
Howdopeopleadapttonewcultures?
Debatable:
Apersoncannotchangewhotheyare.
Objectives
Summativeassessment
Ai
usearangeofterminologyincontext
Aii
demonstrateknowledgeand
understandingofsubjectspecificcontentand
concepts,throughdescriptions,explanations
andexamples.
Summative1:(AiAii)
Test:
Relationshipbetweensummativeassessment
task(s)andstatementofinquiry:
Assessstudentsknowledgeofvariousreligious
beliefs,rituals,andtextsaswellasvaryingschools
ofthoughtbasedonreligion.
Ci
communicateinformationandideasina
waythatisappropriatefortheaudienceand
purpose
Cii
structureinformationandideasaccording
tothetaskinstructions
Dii
summarizeinformationtomakevalid,
wellsupportedarguments
Summative2:(CiCiiCiiiDii)
CurrentEventReport:
useterminologyand,over
severalclassperiods,prepareareportondifferent
perspectives+thestudentsownopiniononan
issue.Studentscanchoosefromamongvarious
casestudies.Theymustrelatetowhattheyve
alreadylearnedaboutstereotypes.Teachermay
givethestudentsopinionsaboutanissueandthey
canagreeordisagree.Studentsmayhavethe
optiontopresentthereportorally,makeavideo,or
turninawrittenreport.
Approachestolearning(ATL)
Inorderforstudentstoimproverelevantcommunicationskills(
Ci,ii
)
ontheirgroupsummativeassignment,studentsmustdevelop
collaborativeskills
including
takingresponsibilityforonesownactions
whilealso
helpingotherstosucceed
.
Inorderforstudentstoimproverelevant
criticalthinkingskills
(
Dii
)fortheirsummativeassignment,studentsmustdevelopthosecritical
thinkingskillsthatfocuson
analyzingsourcesofdata
intermsoforiginandpurpose,recognizingvaluesandlimitationsinadditionto
recognizing
differentperspectives
.
Action: Teaching and learning through inquiry. Numbers in
red
refer to formative assessments. Purple
*
indicate resources available.
Content
Learningprocess
UnitOverview:
Recognizethatsomedifferences
amongpeoplestemfromcultureand
thatsomestemfrompersonaltraits
andpreferences.
Studentswillbeabletoexplain
culturalcontext.
1.Beliefs:Beliefsandvaluesshape
individualandgroupperspectives.
Howhavereligionsinfluenced
societies?
Studentswilldistinguishbetweenwhatconstitutescultureandwhatmakesuppersonal
individuality.
2
*
Studentswillexaminehowtheunwrittenrulesofculturedependuponthecontextinwhichan
eventorbehaviortakesplace.
1
CurrentEvent:Howhasreligionshapedvariouscultureregions?
Summative#1
2.Perspective:Peoplefromdifferent
culturalbackgroundshavediffering
perspectives.
Studentswilllearntorecognizeand
modifygeneralizations.(
5.8e
)
Studentswillexaminehowgeneralizationscanbehurtfulandunfair,andtheywilldeviseways
toqualifystatementssotheyavoidstereotypingotherpeople.
6
*
4
TheDangerofaSingleStory
Studentswatchatalkaboutthedangersofstereotypesandof
onlyhearingoneperspective
.
Studentsmakeavideoingroupstoaddressvariousstereotypes
Readaboutanddiscussacaseof
acculturation/assimilationin
Seedfolks
Readabout
one
storyandstudystereotypes/generalizationsindepthvs.readingthewhole
book
CurrentEvents:Migrants,Bombings,
etc.
3.Community:Globalizationhashadan
impactoncultures.
EvaluatetheimpactofGlobalization
onCultures(
4.8d
and
4.8e
)
Discusshowtheterms"assimilation"
and"acculturation"applyto
Korean
Americans
Whatdowehaveincommonwith
PV?
Whyarecountriesscaredtotakeinmigrants?
Studentswill,
first
completeaculturalprofile
ofKoreanandAmericancultures.
Then
,students
willwatchvideoclipsanddiscusswhattheyveseen.
StudentsareassignedaPVstudenttointerview(viaSkypeoremail).Theyreporttheirresults
totheirgroupstheneachgrouppresentsanoralreporttotheclass.
4.Diversity:Culturescaneitherspreador
beassimilated.
CulturalAssimilationanddiffusion
Statistics
Summative#2
Migration(
4.8a
):Whyhavepeoplemoved?Howhaveweformedcultureregions?
Identifydifferentperceptions
(3.8f
)
Studyonecountrypopulation,religiousandethnicmakeup(geographylense)
Formativeassessments
1. An
individual
blog
thatillustrateshowmisunderstandingtheculturalcontextofa
situationatschoolorinthecommunitycancauseproblems.Commentonyourpeers
blogs.
2. Written
shortstory
inpairs
whichasksstudentstoimagineacommunitythatallowed
noresidenttodisplayorpracticeanyelementofculturalidentity.Havestudentswrite
shortstoriesdescribingatypicaldayinsuchacommunity.Whenstudentshave
completedtheirstories,askvolunteerstoreadtheircompositions.Arethefictitious
communitiesdesirableorinterestingplacestobe?Woulditbepossibleordesirableto
createsuchacommunityinreality?
3. CulturalProfileoftwocountries
completed
ingroups
4. *
Middle Years Programme Unit planner
5. A
writtenreflection
ofonecharacterduringtheSeedfolksbook
6. Groupdiscussionandawrittensummary
ongeneralizationsandstereotypes
7. A
story
writtenaboutafictionalcharacterforanewSeedfolksbook
Differentiation
Opportunitieswillbeprovidedforallstudentstoworkonavarietyofprojectsincluding:
group&individual,textual&visual,handsonandreflective.
Allprojectstobescaffoldedwithformalandinformalfeedbackthroughout.
*
Resources
RecognizingDifferences
:useimageofcultureasaniceberg.Studentsthentakethe
quizhere.
(Teachercouldalsousetheanswers
andcreatea
Kahoot
or
Extitix
).
Generalizations
:Studentscantakea
quizonAsiannationalities
asawarmup
Seedfolks
characters/stories:Studentscanusethe
EncyclopediaofClevelandHistory
toreadaboutimmigrantgroupsandgetsome
backgroundinformation.
AsianAmericanAssimilationvs.Acculturation
Studentscan
readanarticle
toconsolidateinformationanddiscuss.
Afterteachingtheunit
Priorknowledge
:
Studentswilltakevarious
Kahoot
s
before
webeginanewtopicinordertogaugetheir
knowledgeandhelpadjustlevelof
instruction.
Studentswillneedtocreatevocabulary
flashcardson
Quizlet
for10termstheyneed
topractice.
Priortoteachingtheunit
Studentswillmakeseveraljournalentriesto
drawonwhattheyalreadyknowabouta
particulartopic.