Professional Documents
Culture Documents
PBL 5 e Model Lesson - Human Advancement
PBL 5 e Model Lesson - Human Advancement
Topic/Theme:
Time:
Learner Objective(s)
Students will be able to:
Analyze how a text uses language to achieve purpose
Deconstruct a persuasive argument and the rhetorical strategies used to achieve it
Synthesize multiple texts through the lens of an essential focus
Support claims to original arguments through textual evidence
Answer an essential question using evidence from literary and informational texts to support their
analysis and reflection
Collaborate with their peers to research and create an informational and persuasive product
Present their products in a real world setting, clarifying and reflecting upon their research
Practice reading, writing, listening, and speaking skills during these activities.
Essential Question(s)
How do American cultural perceptions influence the way we approach other cultures?
How has the intersection of culture, change, and human advancement been dealt with in literary works
we have studied?
How can understanding the refugee experience help promote the betterment of our global community?
What area in the world could benefit the most from the power of human advancement and how can we
begin to engineer a better life for people there?
Engage Activity
Approaching Other Cultures: Unpacking Our Single Stories
Overview
In this lesson students will be asked to confront their own prejudices and stereotypes of other cultures by
reading a satirical article detailing a fictitious tribe of people, the Nacirema. Once students have read the
article and discussed its purpose, they will then move on and watch a TED talk by a Nigerian author discussing
the power of Western narrative on dictating the stories of outside cultures. They will conclude this lesson by
writing a short critical response on the authors use of rhetoric, thinking about the way language can be used to
reclaim or expand current stories and their perspectives.
Begin the lesson by passing out The Body Rituals of the Nacirema handout. Ask students to read the article
with an open mind, keeping in mind that once it has been read they will be expected to answer three questions:
1. Where do you think the Nacirema are from based on their culture?
2. What would be one describing word to describe these people?
3. What is the most interesting aspect of their culture you read about?
Once the class had shared their responses, reflect as a whole on the connotations of these three questions and
their responses. After this has been done, reveal to the students this is a fictitious text modeled after an
archeological document. Tell them Nacirema is really American backwards. Using the reflection questions
handout, students will discuss what the process of reading the article reveals about the way we as Westerners
approach other cultures and the way presentation influences the way audiences relate to and think about others
cultures and their differences.
Wake County Public Schools
The next part of the lesson expands on the power of narratives. Students will watch a TED Talk entitled The
Danger of a Single Story, by Nigerian author Chimamanda Adichie. In her talk, Adichie discusses her
experiences growing up in Westernized Nigeria and the ignorance she has faced in her life in regards to outside
opinions on her culture. Adichie uses multiple strategies to strengthen her argument. Once students have
watched the video, they will then use the Unpacking Adichies Rhetoric graphic organizer to look at the way
Adichie develops her argument.
Once these rhetorical strategies have been examined, students will then be given a short critical response
question they will answer analyzing the use of rhetoric in the text. They may use the partial transcript handout
to use during their drafting and should be required to model their response in a similar way to their End of
Course assessment.
Materials/ Equipment
The Body Rituals of the Nacirema Handout + Reflection Questions
The Danger of a Single Story video + transcript handout
Complicating A Single Story: Unpacking Adichies Rhetoric graphic organizer
Practice Constructed Response: The Danger of a Single Story handout
Resources
TED Talk: Chimamanda Adichies The Danger of a Single Story
http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html
Explore/Explain Activity
Cultural Collisions: Looking at Human Advancement Through a Literary Lens
Overview
Now that students have begun to think about dominant Western approaches to other cultures, they will now use
that knowledge to expand their critical thinking to texts they have read over the past semester.
Begin this lesson by asking students to think about the claims behind American superiority. Tell them they may
use insights examined while reading about the Nacirema and watching A Single Story as jumping off points for
this conversation. Brainstorm a few ways in pairs and then a larger class that have contributed to ideas of
American cultural dominance. Once this question has been properly engaged, focus on the idea of human
advancement, something that is often associated with more developed cultures and societies, and is frequently
used as the impetus for cultural change. From this lens, ask students to discuss and create a rough list of human
advancements that have lead or contributed to cultural change in the texts they have read over the semester.
Some ideas they may come up with, and that should be included, are medicine, education, war technology,
belief systems, mobility, industrialization, urbanization, etc.
Divide students into groups and provide them with the Cultural Collisions: Analyzing Our Texts graphic
organizer. Once they are in groups, instruct them to work with their group mates to look back over the texts we
have read this semester and find evidence of human advancement within the narratives. As they are doing this,
Wake County Public Schools
tell them to begin thinking about the way authors have presented the intersection of advancement and change,
looking specifically at how the cultures depicted in the texts have reacted. Instruct students to take this initial
exploration seriously; they will be forming their own thesis statement around this question, for which they will
need to provide textual support. An example of the students task has been provided for them to model on the
handout. Texts and connections are specific to the course and what the students have read and may be modified
as the teacher sees fit.
Suggested texts for students to review:
Chinua Achebes Things Fall Apart
Kamala Markandayas Nectar in a Sieve
Elie Wiesels Night
William Kamkwambas The Boy Who Harnessed the Wind
Erich Remarques All Quiet on the Western Front
Khaled Hosseinis The Kite Runner
Extending upon the main part of this lesson is the major writing component of this unit: a literary analysis paper
comparing two texts. This can be an in class or out of class assignment as the teacher sees fit. Provided is a
handout providing two similar prompts as well as an example thesis and requirements for the paper that may be
adjusted as necessary.
Prompts:
Choose two authors/texts we have studied this semester. In a well thought out essay, citing evidence from the
text, answer one of the following questions:
1. How do these texts depict the convergence of culture, technology, and change; and what do they say
about the motivation of making the world better as outlined in the Grand Challenges of Engineering?
2. How do these texts depict the way technology has influenced social change at moments in human
history? How can that influence complicate the way human advancement and the joy of living is
outlined in the Grand Challenges of Engineering?
Materials/ Equipment
Copies of English II texts (suggested texts may be found above)
Resources
Edutopia Literary Analysis Rubric
http://www.edutopia.org/pdfs/stw/edutopia-stw-yesprep-rubric-literary-analysis.pdf
National Academy of Engineering: Grand Challenges
http://www.engineeringchallenges.org/
National Academy of Engineering: Joy of Living video download
http://www.nae.edu/Activities/Projects/grand-challenges-project/Videos_grandchallenges.aspx
Wake County Public Schools
Elaborate Activity
The Middle of Everywhere: Refugees and the Cultural Shift
Overview
At this point in the unit, students will utilize the knowledge they have gained over the course of the semester by
expanding their understanding of cultures around the world and the way such exposure fits within our
increasingly global identity.
Students will begin this exploration by reading two separate texts that offer lenses through which to view
American intersections of culture + change + advancement.
The first text students should look at is Billy Collins The Names, a piece written by the poet laureate to
commemorate the September 11th, 2001 World Trade Center attacks. Using the handout and reflection
questions, students should read and reflect on the poem, thinking about the way it serves as both a reminder and
monument to those who lost their lives.
Students may listen to the poem as read by Collins in PBS News Hour production. After this initial exposure,
they may read it again, in this second reading paying particular attention to Collins craft as outlined in the
reflection questions.
Once the class has a firm understanding of the poem and how it operates thematically and functionally, inform
students that this event, similar to major world wars or Imperial advancements detailed in other texts, is a major
contemporary event that has caused a cultural shift in our own country. To expand upon this point, ask students
to read the Foreword to Mary Piphers The Middle of Everywhere, thinking about the way Pipher frames her
text with the events that occurred on 9/11. There is a post reading journal activity for students to consider on the
The Middle of Everywhere: American Perspective and the Global Community handout sheet.
After students have read, written, and shared their thoughts on this major catalyzing event, break them into
groups for a jigsaw activity that will help them explore the text and the plight of the refugees shared within in.
In this activity, students will begin in heterogeneous groups where they will read an excerpt of the text and
discuss the story of the person they will become an expert on. Suggested excerpts and heterogeneous group
guiding question can be found on the jigsaw handout.
Next students will transition into homogenous groups where they will share the information they have learned
in their heterogeneous groups with their peers. After discussing their individual refugees stories with the group,
students should then collaborate in a discussion that asks them to reflect on the way the refugee experience is
characterized in American culture. Questions for homogenous group discussion can be found on the jigsaw
handout.
Materials/ Equipment
Class copies of The Middle of Everywhere, Mary Pipher, 2003
Resources
Wake County Public Schools
YouTube clip: Poet Billy Collins Reflects on 9/11 Victims in 'The Names'
http://www.youtube.com/watch?v=PN72xg_Tcj4
North Carolina New Schools Project: Jigsaw Protocol
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZWRnZWNvbWJlZWFybHljb2xsZWdlLmNvbXxiZX
N0cHJhY3RpY2VzbGlicmFyeXxneDo3ZTQyNDljNThkNzAwMDg
Evaluate Activity
Being a Cultural Broker: Instituting a Call to Action
Overview
In this final lesson of the unit, students will be collaborating in groups to research the refugee situation in an
area of the world outside of the United States. After studying American cultural perspectives, literary narratives,
the intersection of culture and advancement, and the current refugee experience, students will now combine all
these pieces to create a well-researched and persuasive call to action to improve poor conditions of struggling
populations around the globe.
In The Middle of Everywhere, Mary Pipher argues that now, more than ever, our world needs a survival strategy
of knowledge, empathy, and respect (20) through which we all can continue to advance and prosper. Many of
the texts students have read over the semester have supported and served as narratives of such a necessity. In
their groups students will find a country via the United Nations Refugee Agency and research places where
Piphers strategy is needed the most. As defined by the National Academy of Engineering, the Grand
Challenges of Engineering focus on promoting advancement for all people, insuring the joy of living.
Students can be encouraged to use this motivating mantra to guide their research and the design of their calls to
action.
The question Calls to Action should answer: What area in the world could benefit the most from the power of
human advancement and how can we begin to engineer a better life for people there?
The specifics of the project and ending presentation can be found on A Call to Action: Becoming a Cultural
Broker Project handout. Requirements may be adjusted according to the teacher.
Materials/ Equipment
A Call to Action: Becoming a Cultural Broker Project handout
Laptops, Projector, Internet access
Resources
The United Nations Refugee Agency
http://www.unhcr.org
Buck Institute for Education PBL Rubrics
http://www.bie.org/tools/freebies/cat/rubrics
According to Nacirema mythology, their nation was originated by a culture hero, Notgnihsaw who is otherwise known for two great
feats of strength - the throwing of a piece of wampum across the river Pa-To-Mac and the chopping down of a cherry tree in which
the Spirit of Truth lives.
Our review of the ritual life of the Nacirema has shown that they are a magic-ridden culture. It is hard to understand how these
people have existed so long under the burdens of their beliefs.
DISCUSSION QUESTIONS
1. Were you surprised when you figured out who the Nacirema were? Explain why or why not.
2. How does Body Ritual Among the Nacirema help us understand our own view of other cultures and how
we are viewed by other cultures?
3. Why do some of the practices and rituals of other cultures seem odd or foreign to us? How do our own
cultural norms affect our understanding and perception of other cultures?
5. What did you learn about yourself from reading this article?
6.
In your opinion, what is the most prominent contributor to feelings of American/Western superiority?
Give context
Use a strong verb:
Argues
Claims
Suggests, etc.
Name:
Constructed Response
Directions: Produce one constructed response to the following short answer question. Remember
to include:
a claim that answers all parts of the question
evidence from the text
and be conventionally correct (spelling & mechanics )
Note: quality responses will follow the model we have discussed in class and answer all aspects
of the question thoroughly and succinctly. This should be done in 3-5 sentences as expected on
your End of Course Test.
Question
In the selection, how does the author use rhetoric to achieve her purpose?
Response
had not grown up in Nigeria, and if all I knew about Africa were from popular images, I too would think that Africa
was a place of beautiful landscapes, beautiful animals, and incomprehensible people, fighting senseless wars, dying
of poverty and AIDS, unable to speak for themselves and waiting to be saved by a kind, white foreigner. I would see
Africans in the same way that I, as a child, had seen Fide's family.
This single story of Africa ultimately comes, I think, from Western literature. Now, here is a quote from the writing
of a London merchant called John Locke, who sailed to west Africa in 1561 and kept a fascinating account of his
voyage. After referring to the black Africans as "beasts who have no houses," he writes, "They are also people
without heads, having their mouth and eyes in their breasts."
Now, I've laughed every time I've read this. And one must admire the imagination of John Locke. But what is
important about his writing is that it represents the beginning of a tradition of telling African stories in the West: A
tradition of Sub-Saharan Africa as a place of negatives, of difference, of darkness, of people who, in the words of the
wonderful poet Rudyard Kipling, are "half devil, half child."
And so I began to realize that my American roommate must have throughout her life seen and heard different
versions []
It is impossible to talk about the single story without talking about power. There is a word, an Igbo word, that I think
about whenever I think about the power structures of the world, and it is "nkali." It's a noun that loosely translates to
"to be greater than another." Like our economic and political worlds, stories too are defined by the principle of nkali:
How they are told, who tells them, when they're told, how many stories are told, are really dependent on power.
Power is the ability not just to tell the story of another person, but to make it the definitive story of that person. The
Palestinian poet Mourid Barghouti writes that if you want to dispossess a people, the simplest way to do it is to tell
their story and to start with, "secondly." Start the story with the arrows of the Native Americans, and not with the
arrival of the British, and you have an entirely different story. Start the story with the failure of the African state, and
not with the colonial creation of the African state, and you have an entirely different story.
I recently spoke at a university where a student told me that it was such a shame that Nigerian men were physical
abusers like the father character in my novel. I told him that I had just read a novel called American Psycho -(Laughter) -- and that it was such a shame that young Americans were serial murderers. (Laughter) (Applause) Now,
obviously I said this in a fit of mild irritation. (Laughter). But it would never have occurred to me to think that just
because I had read a novel in which a character was a serial killer that he was somehow representative of all
Americans. This is not because I am a better person than that student, but because of America's cultural and
economic power, I had many stories of America. I had read Tyler and Updike and Steinbeck and Gaitskill. I did not
have a single story of America.
I've always felt that it is impossible to engage properly with a place or a person without engaging with all of the
stories of that place and that person. The consequence of the single story is this: It robs people of dignity. It makes
our recognition of our equal humanity difficult. It emphasizes how we are different rather than how we are similar.
[]
Stories matter. Many stories matter. Stories have been used to dispossess and to malign, but stories can also be used
to empower and to humanize. Stories can break the dignity of a people, but stories can also repair that broken
dignity.
The American writer Alice Walker wrote this about her Southern relatives who had moved to the North. She
introduced them to a book about the Southern life that they had left behind: "They sat around, reading the book
themselves, listening to me read the book, and a kind of paradise was regained." I would like to end with this
thought: That when we reject the single story, when we realize that there is never a single story about any place, we
regain a kind of paradise. Thank you. (Applause)
Wake County Public Schools
Directions: This semester we have had the opportunity to read about moments of great cultural change seen
through the lens of the literature we have read. Your task is to review these texts and look for instances in them
that point to the collision of culture and change. Your goal will be to take the evidence from these texts and
infer what vehicles help to bring about these changes, as well as the human conditions that complicate the way
they are approached and embraced.
For example:
Text:
Culture:
Context:
Vehicle of Change:
Reaction to
Change:
As a reminder: you may consider the following texts. Included are some suggestions for concepts you should
be considering. Remember, this list is not inclusive; please feel free to consult any other texts we have studied
this semester as you and your group see appropriate.
Texts
Chinua Achebes Things Fall Apart
Kamala Markandayas Nectar in a Sieve
Elie Wiesels Night
William Kamkwambas The Boy Who Harnessed the Wind
Erich Remarques All Quiet on the Western Front
Khaled Hosseinis The Kite Runner
Vehicles/Advancements to Consider:
Medicine
Urbanization
Industrialization
Technology
Belief Systems
Education
Text:
Culture:
Context:
Vehicle of Change:
(Include
quotations/textual
references)
Reaction to Change:
(Include
quotations/textual
references)
Text:
Culture:
Context:
Vehicle of Change:
(Include
quotations/textual
references)
Reaction to Change:
(Include
quotations/textual
references)
Over the past semester we have studied works of literature that have helped us as readers and members of a
global community come to a better understanding of the ways our societies and cultures converge, react, and
adapt to change. Now that youve considered those intersections as they have been presented in our texts, you
will now synthesized your knowledge to create an original argument about the nature of culture, advancement,
and change as it has been presented by authors we have read over these past months.
Prompt
Choose two authors/texts we have studied this semester. In a well thought out essay, citing evidence from the
text, answer one of the following questions:
How do these texts depict the convergence of culture, technology, and change; and what do they say
about the motivation of making the world better as outlined in the Grand Challenges of Engineering?
How do these texts depict the way technology has influenced social change at moments in human history?
How can that influence complicate the way human advancement and the joy of living is outlined in the
Grand Challenges of Engineering?
For example
If I were to write an essay using Achebes Things Fall Apart and Markandayas Nectar in a Sieve, my thesis
could be that both authors depict Imperialism as not only a time of great cultural integration and change, but
also as a moment of technological advancement that requires a form of necessary assimilation.
To support this argument I could cite both Okonkwo and Nathans inability to change in the face of Western
Imperial influence, showing in contrast that it is the younger generation (Nwoye and Rukus sons who work at
the tannery) whose openness and willingness to adapt was what kept them moving forward, maintaining that
Joy of Living.
This relates to humanitys desire to make life better by detailing the complicated ways that groups have
historically defined their motivations to help others: the missionaries versus the Disctrict Commissioner in TFA,
the love/hate relationship Kenny often had with Ruku and her stupid peers in Nectar.
As you develop your argument and thesis statements, remember that you will be work-shopping these
with your peers and myself. Before you are allowed to move forward with outlining your paper, I must
approve your thesis.
Requirements
The Names
Billy Collins (2001)
Yesterday, I lay awake in the palm of the night.
A soft rain stole in, unhelped by any breeze,
And when I saw the silver glaze on the windows,
I started with A, with Ackerman, as it happened,
Then Baxter and Calabro,
Davis and Eberling, names falling into place
As droplets fell through the dark.
Names printed on the ceiling of the night.
Names slipping around a watery bend.
Twenty-six willows on the banks of a stream.
In the morning, I walked out barefoot
Among thousands of flowers
Heavy with dew like the eyes of tears,
And each had a name -Fiori inscribed on a yellow petal
Then Gonzalez and Han, Ishikawa and Jenkins.
Names written in the air
And stitched into the cloth of the day.
A name under a photograph taped to a mailbox.
Monogram on a torn shirt,
I see you spelled out on storefront windows
And on the bright unfurled awnings of this city.
I say the syllables as I turn a corner -Kelly and Lee,
Medina, Nardella, and O'Connor.
When I peer into the woods,
I see a thick tangle where letters are hidden
As in a puzzle concocted for children. Parker and
Quigley in the twigs of an ash,
What do you remember and how has this event changed your life?
2. In the beginning of the poem, the poet first sees names reflected in what natural process? Why do you think
Collins uses this simile?
3. As the poem continues, the reader is inundated with names, given in both natural and urban contexts.
Give two examples of each. Why would Collins choose to have this juxtaposition in a poem about 9/11?
4. Some readers have argued there is a metaphorical Ground Zero in the poem. What line would you label as
such and why?
5. As Collins lists the names he sees, readers are given both concrete and abstract examples of their
expression. Why does Collins do this? What are names symbolic of?
6. This poem can be considered one poets expression of grief, but the grieving process is also written into the
poem. When considering coping, it is said that grief can be both finding finality in death as well as
continuity. Where in the poem do you see these two realities?
8. The poem concludes that the most lasting monument, independent of both stone and word, is located where?
9. How does this text compare/contrast with the ideals that Mary Pipher discusses in her Foreword?
Journal
After reading Mary Piphers introduction to The Middle of Everywhere (ix-xiii), try and explain your own
attitude toward interacting with individuals of another culture. In the foreword, Pipher discusses how
September 11th changed the way she thought and felt about her novel. In your opinion, do we as a
country view people of different races or nationalities differently post 9/11? Use Billy Collins The
Names as you see fit.
Jigsaw Groups
The Kurdish sisters p 24-40
Linh p 64-68
Liem p 161-163
Anton p 163-166
Jasminka p 196-200
Homogenous Questions for Reflection: Please write thoughtful answers in complete sentences.
Before your group begins, please read the selected excerpt you have been assigned. Then with
your group, begin to reflect on the following questions:
1. Where is this family/individual from?
4. Describe your culture based on Piphers guidelines of defining culture. (women, gardeners,
Piphers, , Southerners, etc.)(Pipher 13)
9. In your opinion, how could the experience of this family/individual been improved?
10. In your opinion, how is this family/individuals story representative of a larger issue faced by
refugees in our country? If you could define that issue in simple terms, what would it be?
Heterogeneous Questions for Reflection: Please write thoughtful answers in complete sentences.
Before your group begins to share, each member should go around and give a brief overview of
the individual(s) he/she just discussed in their homogeneous group.
1. Define the term refugee based on the definition given from the United Nations in Chapter 1. How
does it differ from an immigrant?
2. With your group, make a list of 10 misconceptions many refugees have about America, according
to the novel. You must include misconceptions noted throughout the novel based on the different
stories youve read.
3. On pg. 88, the novel describes the role of a cultural broker to newcomers. What is a cultural
broker? What particular activities were you surprised to find on this list of responsibilities? How
would this person be of help to you if you were forced to flee to another country?
4. There are many experiences of refugees described in this novel. What is the most surprising to
you? Explain your answer.
5. After finishing the novel, what would your group say is the most dangerous thing in America for
newcomers?
The Question
What area in the world could benefit the most from the power of human advancement and how can we
begin to engineer a better life for people there?
The Product
You and your group will be producing a Call to Action that explains the refugee situation in the country you
have been assigned. The Call to Action should be seen as a tool to share knowledge and persuade your peers to
use their power to help improve the quality of life of those individuals being affected.
Your product should accomplish three main goals
Give the context of the political/social/cultural conflict of your country
Detail the efforts being conducted to help end the conflict currently
And provide your own personal answer to improving the situation for these people. This solution can be as
broad or specific as your group sees fit.
For example
To raise awareness of the genocide occurring in Darfur, your group may see funding for refugees in displaced
persons camps as an issue. Your solution to that issue may be starting a STAND club at your school
[standnow.org]. STAND is a national grassroots organization that promotes student led movements to end mass
atrocities abroad. Your call to action could be a video you place on the schools website promoting interest in
the club. This video should cover the current conflict in Sudan, provide an overview of national efforts to end
the genocide, and explain how starting the STAND chapter at our school to lead to our community becoming
involved.
YouTube Video
PresentationGlogster, Prezi
Microsoft Photostory
Mac iMovie
WebsiteWeebly, Wordpress
Public art displays
Editorials to be published via print or electronic mediums
Podcast
Remember: these calls to action should be persuasive and educational. The goal is to utilize a medium that
represents the connectedness Pipher mentions and utilizes the potential inherent in such advancements in our
society. Please feel free to discuss any ideas with me as you begin this process.
The Presentation
On the due date for this project, each group will be responsible for presenting their Call to Action to the class.
Following each presentation will be a question and answer session where each group will be expected to
facilitate an educated conversation about their product and area of interest.
Areas of Interest
One place I suggest groups begin to focus their search for a country is on the following website:
The United Nations Refugee Agency http://www.unhcr.org. Look underneath the Where We Work tab.
You may also use countries reflected in The Middle of Everywhere. All country selections must be approved by
me. No group may do the same country.