Grade 6
“World Cultures”
Unit 1 Plan:
“Elements of Culture”
Created By:
Kendra Wormald
Chantal Duguay
Kim Kennedy
Matthew Maston
Table of Contents
Conceptual Organizer
Page 3
Unit 1 Curriculum Outcomes
Page 7
Curriculum Map
Page 8
Unit Plan Chart
Page 20
Lesson 1 Plan
Page 45
“Hook Lesson”
Page 47
Article: “Body Ritual among
the Nacirema”
By: Horace Miner
Page 49
Material/Non-Material
Culture Chart
Page 55
Conceptual Organizer: World Cultures
The conceptual organizer for the Grade Six social studies curriculum is
“World Cultures”. There are many definitions of culture but for the purposes
of study at this level the students will be examining cultures, in the plural
sense, through a general lens that constitutes the notion of distinguishing
between different human societies. In essence, we are therefore defining
“culture” as "the way of life for an entire society" (as quoted in Wikipedia).
In this sense, culture can be divided into two main categories: material
culture and non-material culture (Miller, 1998, pp.15-19). Material culture
refers to the physical or technological aspects of our daily lives, including food
items, houses, factories, and raw materials. They are commonly referred to as
artifacts. Non-material culture refers to ways of using material objects and
the shared meanings given to them by the people of a particular group. It also
includes customs, beliefs, philosophies, social practices, institutions, like
governments, and patterns of communication between those same people.
Generally, the non-material culture is more resistant to change than material
culture (Miller, 1998, pp. 15-19), but all culture, and the understanding or
knowledge that lies within, is transmitted to succeeding generations, and has
to be in order for that culture to persist (Merriam-Webster Online Dictionary,
2006). Alan Barnard and Jonathan Spencer sum it up nicely by saying, “any
particular person is a product of the particular culture in which he or she has
lived, and differences between human beings are to be explained (but not
judged) by differences in their culture” (Barnard and Spencer, 2002, p.136).
Taking this definition still further, each culture can be divided into
subcultures if a specific group of people within the larger culture has their
own distinct sets of behavior or beliefs (Wikipedia).
Sometimes however, one can concentrate too heavily on the differences
that the word “culture” implies. It is also worthwhile to realize that all
cultures of the world share similarities and that it is these similarities that
draw us all into the general category of humanity. In his textbook, World
Cultures, Clarence Ver Steeg lists what he sees as the main commonalities
between the different cultural groups of the planet, and while the book is
somewhat dated, we believe that these categories are still applicable to the
present day. According to him, each culture has: 1) sets of values, 2) ways of
meeting needs and wants, 3) ways of sharing ideas with one another (through
language for example), 4) ways of governing itself, and 5) ways of expressing
its artistic feelings (Ver Steeg, 1977).
This concept of “world cultures” as described above was greatly
accepted throughout the twentieth century, by scholars and the general
public alike. Today, it remains in the public consciousness but various
theorists have begun to question its validity (Rapport, and Overing, 2000,
p.94). However, our decision to use this definition as the basis for exploration
can be warranted as it will expose students to the generally accepted view of
the concept. The ability to understand such a concept will help students form
a strong knowledge base for understanding, analyzing, and accepting
cultures other than their own. At this stage in their lives, we feel that
understanding cultures in that way is the most important thing for them to
learn. We hope too, to inspire critical thinking and to stimulate questions on
their part so that if they did want to examine the more theoretical aspects at
a later point in their lives, when they are at a higher stage in their
development, they would have a firm knowledge base from which to do it.
The concept of “World Cultures” will be reflected through the year’s
curriculum pursuant to social studies’ interdisciplinary nature. Areas covered
will include an exploration of the elements of culture, the relationship
between culture and the physical environment, influences shaping culture
such as traditions, government and economics, and how culture is expressed
in more aesthetic forms. By this stage, students will have acquired sufficient
knowledge and skills, giving them the foundation necessary to embark on a
unit centered around world issues. Study of such topics as economic
distribution and global human rights will lead them towards becoming
competent and civically responsible citizens. To conclude the year, students
will bring what they have learned back to the study of Canada and the
multicultural society that defines it.
References:
Barnard, A., & Spencer, J. (2002). Culture. In Encyclopedia of Social and
Cultural
Anthropology (pp. 136-142). New York: Routledge.
Miller, B.D. (1998). Cultural Anthropolgy. Needham Heights: Allyn and
Bacon.
Rapport, N., & Overing, J. (2000). Social and cultural anthropology: The key
concepts.
New York: Routledge.
Ver Steeg, C.(1977). World cultures. Dallas: Scott, Foresman and Company.
Culture. In Wikipedia: the Free Encyclopedia. Retrieved September 13, 2006,
from
http://en.wikipedia.org/wiki/Culture.
(2006). Culture. In Merriam-Webster Online Dictionary. Retrieved Sept 20, 2006 from
http://www.m-w.com/dictionary/Culture.
Grade Six Social Studies
Unit One Curriculum Outcomes:
Students will be expected to:
6.1.1
Explore the concept of culture and demonstrate an understanding of its role
in their lives.
• Classify elements of culture as material or non-material
• Investigate how cultures are transmitted from generation to generation
• Identify factors that shape culture
6.1.2
Identify, locate and map major cultural regions of the world
• Recognize that there are various criteria for defining a cultural region,
such as language, religion, location and place, shared traditions and
history
• Use various criteria to identify, locate and map cultural regions
• Give examples of social and cultural diversity in the world
6.1.3
Analyse the importance of cross-cultural understanding
• Give examples that illustrate the impact of cross-cultural understanding or
a lack of cross-cultural understanding
• Explain the concept of a stereotype
• Examine the extent to which the mass media stereotype different cultural
groups
• Give examples of actions that are being taken to improve cross-cultural
understanding (local, national, global)
6.1.4
Identify and explain factors that are creating a more global culture around
the world
• Describe how the movement of people impacts on cultures
• Explain how the spread of ideas and technology is creating a more global
culture
• Give examples that are illustrative of a global culture
Curriculum Map
Social Studies
Grade 6: World Cultures
Unit One: Elements of Culture
6.1.1 - Explore the concept of culture and demonstrate an understanding of its
role in their lives
6 days
6.1.2 – Identify, locate and map major cultural regions of the world
8 days
6.1.3 – Analyze the importance of cross-cultural understanding
9 days
6.1.4 – Identify and explain the factors that are creating a more global culture
around the world
9 days
Unit Two: Environment and Culture
6.2.1 – Compare climate and vegetation in different types of physical regions of
the world
10 days
6.2.2 – Assess the relationship between culture and environment in a selected
cultural region
8 days
6.2.3 – Compare the use of resources and sustainability practices between
Canada and a selected country
13 days (longer due to holiday festivities)
Unit Three: Influences on Culture
6.3.1 – Examine how traditions influence culture in a selected cultural region
8 days
6.3.2 – Describe how government influences culture in a selected country
8 days
6.3.3 – Explain how economic systems influence cultures
8 days
Unit Four: Expressions of Culture
6.4.1 – Analyze how the arts reflect values and beliefs in a selected cultural
region
7 days
6.4.2 – Examine the importance of language, literature and theatre arts as
expressions of culture in a selected cultural region
8 days
6.4.3 – Analyze the extent to which sports and games are expressions of culture
in a selected cultural region
8 days
Unit Five: World Issues
6.5.1 – Analyze the effects of the distribution of wealth around the world
7 days
6.5.2 – Examine selected examples of human rights issues around the world
10 days
6.5.3 – Take age – appropriate actions to demonstrate an understanding of
responsibilities as global citizens
8 days
Unit Six: Canada: Reflections on a Multicultural Mosaic
6.6.1 – Illustrate an understanding of cultures from around the world have
contributed to the development of Canada’s multicultural mosaic
14 days
September 2006
Sunday
3
Monday
4
Tuesday
5
First Day of
Class
Wednesday
Thursday
Friday
Saturday
1
2
6
Unit 1:
Elements
Of Culture
6.1.1
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8
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6.1.2
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6.1.3
October 2006
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
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18 No School
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6.1.4
22
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24
29
30
31
November 2006
Sunday
Monday
Tuesday
Wednesday
1
Thursday
Friday
Saturday
2
3
4
Unit 2:
Environment
and Culture
6.2.1
5
6
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8
9
10
11
12
1 3No School
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6.2.2
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27 Curriculum
Delivery cay
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25
December 2006
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
1
Saturday
2
6.2.3
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Holiday Break
Begins
26
27
28
29
30
January 2007
Sunday
7
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
8
9 First Day of
Classes
10
11
12
13
Unit 3:
Influences on
Culture
6.3.1
14
15
16
17
18
19
20
21
22
23
24
25
26
27
6.3.2
28
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February 2007
Sunday
4
Monday
5
Tuesday
6
Wednesday
7
Thursday
Friday
Saturday
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10
6.3.3
11
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Unit 4:
Expressions
of Culture
6.4.1
25
26
27
28
March 2007
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
March Break
Begins
6
7
8
9
March Break Ends
10
11
12
13
14
15
16
17
6.4.2
18
19
20
21
22
23
No School
24
25
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29
30
31
6.4.3
April 2007
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
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6
No School
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No School
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Unit 5:
World Issues
6.5.1
6.5.2
29
30
May 2007
Sunday
6
Monday
7
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
8
9
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11
12
6.5.3
13
14
15
16
17
18
19
20
21
No School
22
23
24
25
26
28
29
27
Unit 6:
Canada:
Reflections
on a
Multicultural
Mosaic
6.1.1
30
31
June 2006
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
7
8
9
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Last Day of
School.
23
26
27
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29
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Final Project
Due
24
25
1
Unit Topic: Elements of Culture
Grade 6
Unit Goals:
• Explore the concept of culture and demonstrate an understanding of its role in their lives
• Identify, locate and map major cultural regions of the world
• Analyze the importance of cross-cultural understanding
• Identify and explain factors that are creating a more global culture around the world
Lesson Title
6.1.1
Specific Objectives
Methods/Activities
Unit 1
Resources
Assessment
Strategies &
Criteria
Explore the concept of culture and demonstrate an understanding of its role in their lives.
Day 1:
“Shock”
Culture
9 Define Culture
9 Define Material/Nonmaterial culture
Method: Direct
Presentation/Cooperative learning
Activity: Discussion
focused on “The
Nacirema”
Student Resources:
-class copies of “The
Nacirema”
-Map of North America
Exit Card
Day 2 &3:
Exploring
Culture
through
Culture
Boxes
9 Investigate how cultures
are transmitted from
generation to generation
9 Understanding/identifying
elements of material and
non-material culture
9 Identify elements which
shape culture
Method: Experiential
Learning (tactile
creation)
Activity: Creating:
“Culture boxes”.
Students identify
elements of their own
culture by developing
boxes decorated with
examples of “surface”
Student Resources:
-Shoe boxes, pictures and
print materials from various
sources (magazines),
scissors, glue
Student
presentation
followed by
a student
(self) and
teacher
evaluation
Teacher Resources:
Culture boxes
www.teacher.net/lessons/p
osts/702.html
2
culture and filled with
one or two examples
of “deep” culture
(inexpensive items)
Day 4, 5, &
6:
“Identifying
the
elements
which
shape
culture”
9 Identify elements which
shape culture
9 Recognize that there are
various criteria for
defining a cultural region,
such as language,
religion, location and
place, shared traditions
and history.(from 6.1.2)
Method: Interactive
Instruction
Activity: Students work
in Co-operative
Learning groups and
prepare a
presentation for the
class on a specific
element which shapes
culture (language,
religion, landscapes,
history, peoplecitizenship etc.).
Teacher will distribute
relative educational
packages relevant to
each element/
provide time for
webquest research
Day 7&8:
“Exploring
other
9 Understanding/identifying Method: Experiential
elements of material and Learning (tactile
non-material culture
creation)
Student Resources:
-Prepared learning
packages for each
element which shapes
culture
-Bristol board, markers,
glue, scissors.
-Checklist of requirements
which students must use
when making poster which
they will present to class.
Group
Presentation
followed by
a student
(self) and
Evaluation of
group
process (in
the form of a
teacher
checklist)
which will
help the
teacher
ensure
students
remain on
task.
Student Resources:
-Shoe boxes, pictures and
print materials from various
Group
Presentation
followed by
3
cultures
through
Culture
Boxes”
6.1.2
Day 1,2&3:
“Discovering
Diversity”
9 Identify elements which
shape culture
Activity: Creating
“Culture Boxes”.
Students are assigned
a culture other than
Canadian (ex.
Japanese) and work
together in groups of
four to create a
Culture Box that
identifies both material
and non-material
elements of their
assigned culture of
study.
sources (international print
magazines/newspapers
etc)
-scissors
-glue
-Computer Lab
Teacher Resources:
www.chinadaily.com
http://metimes.com
a student
(self) and
Evaluation of
group
process (in
the form of a
teacher
checklist)
which will
help the
teacher
ensure
students
remain on
task.
Identify, locate and map major cultural regions of the world
9 Use various criteria to
identify, locate, and map
cultural regions
Method:
Direct/Indirect
Instruction/Interactive
Instruction.
Activity: Students will
first complete an
anticipation guide
(KWL guide) to see
what they know.
Then, a teacher
directed presentation
will provide students
Student Resources:
-class copies of an
anticipation guide
-prepared power point
presentation
-copies of blank world
maps
-markers in various colors
Students will
hand in
completed
cultural maps
for grading.
They will also
revisit the
anticipation
guide which
will also be
used as an
exit slip so
4
will sufficient
information relating to
the diversity of cultural
regions. The
presentation will be
presented on power
point and include
maps which show the
proportions of the
different elements of
culture through the
use of factual
statistical evidence.
Students will then work
together in group of 4
or 5 and label and
identify the different
cultural regions and list
the predominant
elements specific to
that region (each
group will receive a
copy of the PP
presentation to use as
a guide).
Day 5:
“Inside
India”
9 Understanding and
identifying the various
criteria that defines a
Method: Direct
Instruction
Activity: Guest
that the
teacher may
identify what
the students
have
learned, and
what they
would like to
learn about
in the future.
This will also
ensure that
all students
have
grasped the
outcome
thus far in the
lesson.
-Guest speaker would
have received a list of
questions/topic areas to
Exit card
containing
directive
5
cultural region such as
language, religion,
location and place,
shared traditions and
history
Speaker
touch on during her visit.
From East India (Sita
Krishnaswamy). She
will be asked to discuss
each of the elements
and describe how
they work in that
society.
questions.
Such as:
What
language is
spoken in
India? Etc.
Students will
also be
asked to
write a brief
reflection at
the end of
the exit slip
comparing
and/or
contrasting
Indian and
Canadian
culture. This
will ensure all
students
have stayed
on task
during the
presentation
and will once
again ensure
that students
are on track
6
with grasping
the
expected
outcomes.
Day 6:
“Exploring
culture
through
film”
9 Give examples of social
and cultural diversity in
the world
Method: Direct
Instruction
Activity: Student will
have the opportunity
to watch the film “The
Middle East: The Place,
The People”. This will
give them the
opportunity to put
their knowledge of
culture to use thus far
in the unit and they will
be able to identify
examples from the film
of social and cultural
diversity in the world
by looking at
identifying the
differences of other
world cultures (in this
case, the Middle East).
Student Resources:
-Film: “The Middle East: The
Place, The People”.
-class copies of a guided
reflection sheet.
Students will
complete a
guided
reflection
sheet in
which they
will have the
opportunity
to
demonstrate
their learning
and
knowledge
that they
have
gathered
thus far in the
unit.
7
6.1.3
Day 1
Exploring
crosscultural
differences
Analyse the importance of cross-cultural understanding
9 Explore cross-cultural
understanding (end 0f
6.1.2) or a lack of crosscultural understanding
Method:
Direct/Indirect
instruction/Guided
discussion
Activity: Because the
subsequent activity
has promoted crosscultural
understanding, the
next will mostly focus
on cross-cultural
misunderstanding to
present the concept
of stereotypes.
This leads to the
introduction of conflict
amongst cultures. For
the purpose of this
lesson, a national
event will be explored.
Pictures of the “Oka
Crisis” in summer 1990
are shown to the class
and a brief
explanation of the
situation leading to the
Student Resources:
An overhead of some
pictures of the Oka conflict
and an information sheet
explaining the conflict
taken from excerpts of
CBC website.
Teacher resources:
The Oka Crisis
http://archives.cbc.ca/
IDD-199/conflict_war/oka/
8
event is given. A
discussion about the
possible reasons of the
conflict is facilitated.
Once the discussion
has ended, the
students will be asked
to think about the
concept of prejudice
and stereotypes which
will be the topics of
discussion for the next
class.
Day 2
“Stereotypes
In the
school”
9 Explore the concept of
stereotypes
Method: Interactive
Instruction
Activity: As a group,
with the guidance of
the teacher, the class
will come up with a
definition of a
stereotype then will
verify in a dictionary
the accuracy of their
creative work.
Then, the students will
be divided in four
groups. Each group
4 Index cards with one of
the word:
• Students
• Teachers
• Boys
• Girls
Exit card
asking them
to reflect
why it is
important to
be aware of
their
stereotypes.
9
will receive a term
such as: Students,
Teachers, Girls, and
Boys. In their groups,
they will have 5
minutes to come up
with as many known
stereotypes of the
term they received.
Each group will then
share their list with the
group. The teacher
writes down the
stereotypes on the
whiteboard. The
students will have the
opportunity to react to
the comments on the
board. The connection
that stereotypes can
lead to prejudice can
be introduced by the
teacher in a question
form.
Day 3
“stereotypes
in the
media”
9 Exploring how mass
Method: Direct
media can affect cultural Instruction
stereotypes
Activity: In groups of 4,
students will be given
Student Resources:
Modified questionnaire of
“Questions to Ask about
Any Media Message”
The
questionnaire
will be
handed in to
10
an image (caricature,
cartoon or photos)
found in various
media. Each group will
have a different one.
They will evaluate the
picture by answering
the sheet “Questions
to Ask about Any
Media Message”
At the end of the
lesson, in a discussion,
they will show their
image and the class
will be asked what
stereotypes the
images could have
depicted.
(Sperry, 2006).
see what
students
Pictures depicting a culture have
in a “stereotypical” way.
examined.
Teacher Resources:
Sperry, C. (2006). Seeking
truth in the social studies
classroom.
Caricatures from an Islamic
point of view
www.radioislam.org/islam/
roligt/roligt.htm
For various pictures:
Time Magazine(click on
the ‘cover’ link)
http://www.time.com/
Local newspapers also
have caricatures in their
archives.
Day 4 & 5
“Making
logos”
9 Tearing down stereotypes Method: Experimental
and prejudice.
learning
Activity: In groups of
four, the students will
Student Resources:
Example of the “Stop
racism” campaign.
Teacher will
observe
each student
with a
11
have the opportunity
to come up with a
slogan and a poster
idea to enhance
awareness of how
stereotypes affect
their concept of
others. They will be
encouraged to be
creative and use
various materials in
their posters.
Day 6
“Making
posters
cont…”
9 Tearing down stereotypes Method: presentation
and prejudice
(continued).
Activity:
The students will have
the opportunity to
showcase their
posters. They will be
asked to justify their
slogans and their
images.
The class will have the
opportunity to vote on
the most effective
slogan.
Bristle board for each
group
• Paint
• Markers
• Brushes
• Magazines
• Glue
“group
participation
rubric”
Teacher resources:
www.tolerance.org
Peer
assessment
will be filled
out by
students of
another
group.
Assessment
rubric will be
filled out by
the teacher
based on
presentation,
creativity
and esthetics
12
Day 7, 8 &
9
“What’s
being
done?”
9 Discovering examples of
actions that are taken to
improve local, national
and global cross-cultural
understanding.
Method: Interactive
Instruction/Independent study
Activity: Students will
be divided into 6
groups. Two groups will
research multicultural
efforts in their area
and province. Two
groups will search for
same initiatives on a
national basis and two
groups will search
what if being done on
a global basis.
Before they start their
research, they will first
have a class
brainstorming session
to see what resources
or actions they
already know. This will
help their classmates
to narrow down their
searches. Key words
for internet searches
will also be
brainstormed and
Student resources:
The list from the
brainstorming session,
Computer lab,
Access to a telephone
Exit card on
the three
things that
they can do
themselves
to make
multiculturalism a positive
thing in their
environment.
13
listed. The students will
have the opportunity
to use the internet,
conduct interviews in
the evening, make
phone calls to
different organizations
during class time and
also rely on the
knowledge that they
already have.
The next day, they will
be able to share their
findings with the class.
6.1.4
Identify and explain factors that are creating a more global culture around the world
Day 1-6: “Simulating the development of fictitious world cultures”
Day 1:
“Creating
a Culture”
9 To review the elements of
culture
9 To create their own
ficticious culture based,
for simplicity’s sake,
around three of those
elements (language,
location/place and
shared traditions)
Method:
brainstorming,
discussion, cooperative learning
groups
Activity: after
reviewing the
elements of culture
students will be shown
Student resources:
-Pre-made “culture cards”
-Information card #1
poster paper
-coloured paper
-markers
-pencil crayons
-scissors
-teacher-made map of a
Students will
be
continuously
marked
throughout
this five day
activity on
their group
work skills
14
a map of a fictitious
world with 6 stars in
various places.
Students are divided
into groups of
between 2-6 people
and are given a
particular star, told
that is the location of
a culture that they
have to create. They
are also told via
“Information Card #1”
what kind of people
they are (nomadic,
sedentary) and what
technology they have.
The cultures will be
slightly different. They
will then be given
“culture cards”
labeling certain
elements of culture
(and sub elements—
for example,
“traditions” can be
broken down), which
they would then
discuss and fill in. It is
fictitious world
-file folder for each group
-notes and projects from
the previous sections that
would give them examples
of real cultures.
-books on different cultures
(examples of which can be
found in references)
Teacher Resources:
- Case, and Werner,
Themes of Global
Education
- Davis, Vanishing Cultures (
- Swerdlow, Global Culture
-Globally Speaking website
(teacher
uses a predesigned
checklist for
this
purpose),
and will
present their
new cultures
at the end of
this class.
Teacher will
ensure that
they have
included all
the elements
of culture on
their culture
card so that
they may
continue in
the activity.
Every
information
card or
problem
card they
are given in
15
essential that they also
choose a name for
their culture.
Students will then
create a visual display
to present to the class
describing who they
are.
Day 2 &3
9 To be able to describe
how the movement of
peoples may impact
on culture.
Method: co-operative
learning groups,
problem solving, class
discussion, compare
and contrast
Activity: In their culture
groups, students are
addition to
the things
they create
as a group
will go into a
group folder
that will be
organized
and passed
into the
teacher at
the end of
the five day
project. A list
of the
criteria
needed will
be given to
the students
at the
beginning.
Student resources:
-Information card #2
-Problem card #1
-the map
-their culture folders
Groups will
continue to
be marked
on group
work, how
well they
split the
16
now reminded of
where they are
located on the map,
and what barriers lie in
their way preventing
them from meeting
others. “Information
card #2 is given out”—
a different card for
each group. Some
groups are given new
technology (like sea
going vessels) that
would allow them to
meet others and give
them tools to solve
certain problems.
Each group is then
given a problem card.
If a group can access
another they are
allowed to send a
representative to see if
they may use or adapt
that group’s
technology to solve
their problem.
Each group must
agree on a solution,
responsibilityies, and how
they work
together to
come to a
solution.
Their
problem
card, and a
written
description
of what they
did and how
they solved
the problem
will be put
into their
folder.
An exit card
will be given
on Day 3 to
check their
understandin
g of how the
movement
of people
may impact
17
write a summary, and
present it to the class.
Class discussion will
follow comparing the
groups that had
access to another
culture and the groups
that didn’t.
Day 4 &5
9 To identify more ways
movement might
impact culture
9 To explain how the
spread of ideas and
technology is creating
a more global culture
Method: co-operative
learning groups,
discussion, problem
solving (with a
question sheet)
Activity: Students are
placed in their culture
groups. They are given
“Information card #3”.
This tells them that
they have even more
technology. Some
have airplanes,
computers, internet,
telephones, while
others have boats, are
strong in medicinal
technology and might
have solid musical
cultures.
Student Resources:
-“Information Card #3”
-“Problem Card #2”
-a blank “Culture Card” for
each student
-question sheet for each
new group
-their culture folders.
Group work
we be
continued to
be assessed
using the
checklist
and students
will continue
to input
material into
their folders.
Today they
will add the
new
information
cards and
their culture
cards.
The question
sheets they
18
traditions. Hand out
Problem Card #2.
People from each
group have to go live
with others. The group
with the highest level
of technology will send
the most members to
other groups.
Each group will be
given a question sheet
that they have to fill in
(ie. What language will
you communicate in?;
What
technology/ideas
does this new person
bring?, What parts of
their culture do they
give up to “belong”?)
Each member of the
new groups will then fill
out a “culture card”
just like the one they
did at the beginning,
but this time filling in
what culture they feel
they belong too now.
Class discussion on
worked on
together in
their “new”
groups will
be handed
in
separately.
At the end
of the 5th
lesson, once
their folder is
organized,
each
student will
be asked to
write a
paragraph
on what
they believe
global
culture to
be.
These
summaries
will also be
placed in
their folder
and then
handed in to
19
their culture cards;
there should be more
similarities now
between the original
cultural groups than
there were before. This
is global culture.
Students should have
time to return to their
original groups and
organize their folders
to hand in.
the teacher.
It will be
graded
using the
rubric given
to the
students at
the
beginning
and the
mark will be
combined
with the one
given on
group work.
***Day 6: Buffer Day if the activity goes longer than expected (if not used then teacher can take more time with the
end project in using per editing or further research)
Day 7:
“Global
Culture in
the real
world”
9 To give examples that are Method: direct
illustrative of a global
instruction,
culture.
questioning,
pair/group work
Activity: teacher will
give a power point
presentation
displaying images of
things that represent
global culture
Student resources:
-Movie sheets
Teacher resources;
-Power point presentation
-access to various movie
websites from around the
world with listings in English
(examples to be found in
References)
-- Swerdlow, Global Culture
Teacher
would try to
gauge
student
understandin
g by their
participation
in the
discussion
and their
answers to
20
Day 8&9:
“Letters to
a pen-pal”
9 to incorporate
knowledge learned in
unit and be able to
formulate “cultural”
questions to a foreign
(McDonald’s in 5
(see References)
different countries,
-Globally Speaking website
shopping malls, cafes, (see References)
people on cell
phones, people in
computer rooms on
the internet, coca
cola symbols, Nike
shoes etc). Engage
students in discussing
the images and how
they are symbolic of
global culture.
With students in pairs
or groups of three,
hand out movie listings
from around the world.
Have questions on the
bottom of the sheet
for them to answer
together. Go over the
answers in class
the movie
questions.
Method: Individual
research and writing
Students will
be marked
on their
letters, but
the most
Students will be given
a list of three countries
Students Resources:
-List of countries (with
corresponding internet
sites) to chose from
-classroom books on
21
pen-pal from one of
three given countries.
to chose from, and will
have access to books
in the classroom as
well as the internet
(with a list of
suggested sites) and
be told to research
certain things about a
country and its
people. They will make
brief notes under
certain categories in
their notebooks (treat
it like a scavenger
hunt).
The entire class of Day
9 can be spent writing
a letter to a foreign
pen-pal. Perhaps at
the beginning of class,
brainstorm the kind of
questions they might
ask incorporating their
knowledge of both
cultural differences
and cultural similarities
(including those due
to global culture)
different cultures (see
references)
-computers with internet
access
-“scavenger hunt” sheet to
aid in research.
Teacher Resources:
-books on different cultures
(see References).
*** if the teacher has a
contact in another country
the whole class could
research that country and
then have actual pen-pals
there to write to and
receive a response from.
attention will
be paid to
the content
rather than
form or
spelling etc.
The purpose
is to see if
they have
grasped the
concept
that cultures
of the world,
while
distinct, are
sharing more
and more
things in
common
these days
largely
because the
level of our
technology
facilitates
communication.
Questions
asked of
22
their pen
pals could
be like: “how
do you
celebrate
your special
holidays?” or
“Do you
have a cell
phone?”, or
“Is there a
McDonalds
where you
live?” or
“What kind
of music do
you listen
to?”
References (those items referred to directly in the Unit Plan):
Books:
Kalman, B. (2001). Argentina: The people. New York: Crabtree Publishing
Company.
Kalman, B. (2001). Argentina: The culture. New York: Crabtree Publishing
Company.
Kalman, B. (2001). China: The people. New York: Crabtree Publishing Company.
Kalman, B. (2001). China: The culture. New York: Crabtree Publishing Company.
Kalman, B. (2001). Egypt: The people. New York: Crabtree Publishing Company.
Kalman, B. (2001). Egypt: The culture. New York: Crabtree Publishing Company.
Kalman, B. (2001). Japan: The people. New York: Crabtree Publishing Company.
Kalman, B. (2001). Japan: The culture. New York: Crabtree Publishing Company.
Unesco. (2000). World culture report 2000: Cultural diversity, conflict and
pluralism. Paris: Unesco Publishing.
Articles:
Case, R. and Werner, W. (1997). Themes of global education. In I. Wright and A.
Sears (Eds.), Trends & issues in Canadian Social Studies (pp.176-194).
Vancouver: Pacific Educational Press.
Davis, W. (1999). Vanishing cultures. National Geographic, 196(2), 2 - 33.
Miner, H. (1956). Body ritual among the Nacirema. American
Anthropologist. 58(3), 503 – 507.
Sperry, C. (2006). Seeking truth in the social studies classroom: Media
literacy, critical thinking and teaching about the Middle East. Social
Education. 70(1), 37-43.
Swerdlow, J. (1999). Global culture. National Geographic, 196(2), 63 – 89.
Websites:
CBC.ca. (n.d.). Retrieved October 23rd, 2006 from
http://archives.cbc.ca/IDD-1-71-99/conflict_war/oka/
CIA world factbook. (2006) Retrieved Oct. 22, 2006 from
https://www.cia.gov/cia/publications/factbook/index.html
Country Studies. (n.d.). Retrieved October 10, 2006 from
http://lcweb2.loc.gov/frd/cs/cshome.html
Exberliner: Berlin cinema listings. (2006). Retrieved Oct. 21, 2006 from
http://english.zitty.de/cinema
Globally speaking: the politics of globalization. (2006) Retrieved Oct. 21,
2006 from http://www.abc.net.au/global/culture/
Huffman, Stephen. (2006). Global mapping international. Retrieved Oct. 22,
2006 from http://www.gmi.org/wlms/users/huffman/
Hyperhistory online. (n.d.). Retrieved Oct. 22, 2006 from
http://www.hyperhistory.com/online_n2/History_n2/a.html
Jenkins, Jeff. (2001). Map of world religions. Retrieved Oct. 22, 2006 from
http://www.wamware.com/world-religions/map.htm
Movieseer (Thailand). (2006). Retrieved Oct. 21, 2006 from
http://www.movieseer.com/
Physical map of the world. (2006). Retrieved Oct. 22, 2006 from
http://www.lib.utexas.edu/maps/world_maps/world_physical_2006.pdf
Radio Islam. (n.d.). Retrieved October 23rd, 2006 from
www.radioislam.org/islam/roligt/roligt.htm
Stout, J. (1998). Culture boxes. Retrieved October 4, 2006 from
http://www.teacher.net/lessons/posts/702.html
The Japan Times movie lisiting. (2006). Retrieved Oct. 21, 2006 from
http://www.japantimes.co.jp/entertainment/movie_listings.html
Time Magazine. (n.d.). Retrieved October 23rd, 2006 from
http://www.time.com/
Tolerance.org (n.d.). Retrieved October 23rd, 2006 from
http://www.Tolerance.org
Film:
Canadian Government Film and Video Centre. (Producer), & Allardyce, R.
(Director).(1985). The Middle East: The place, the people [Motion picture].
Canada: National film board of Canada.
Further Reading:
Books:
Bodley, J.H. (2000). Cultural Anthropology: Tribes, states, and the global
system. Mayfield Publishing: California.
Ewald, R.H., Schwartz, B.M. (1968). Culture and Society: An introduction to
cultural anthropology. The Ronald Press Company: New York.
Keesing, R.M. (1981). Cultural Anthropology: A contemporary perspective.
CBS College Printing: New York.
Skolnick, J., Dulberg, N., & Maestre, T. (2004). Through other eyes: Developing
Empathy and multicultural perspectives in the Social Studies. Toronto:
Pippen Publishing Corporation.
.
Articles:
Kehoe, J. (1997). Multiculturalism in Social Studies. In I. Wright and A. Sears
(Eds.), Trends & issues in Canadian Social Studies (pp.176-194).
Vancouver: Pacific Educational Press.
Websites:
The Canadian Social Studies Super Site. (n.d.) Retrieved Oct. 10th from
http://www.ualberta.ca/~jkirman/
Lesson 1-Backyard Culture
Objective: By the end of the lesson students shall be able define culture and identify its
material and non-material elements.
Materials:
1. Class Copies of “The Nacirema”
2. Class Copies of Material/Non-material Chart
Procedure:
(15min)
1. Brainstorm-ask students to throw out names of different cultures in the world. All
examples will be written on the board. If students have difficulty-give them an
example and ask them to build on it (ex. Japanese culture). Also, ask them what
they believe material and non-material elements of culture are. Then, together
with the class write a definition of culture on the board using some of their words
and their ideas.
Culture- Defined as “the way of life for an entire society” is based around the
following categories:
√ Material Culture- Physical or technological aspects of our daily lives.
Examples:
• Food items
• Houses
• Factories
• Raw materials
√ Non- Material Culture- Refers to ways of using material objects and the shared
meaning given to them by the people of a particular group.
Examples:
• Customs
• Beliefs
• Philosophy’s
• Institutions
• Patterns of communication
(15 min)
2. Teacher: “Today I am going to ready you a passage about the culture of the
Nacirema. While doing so, I would like you to pay close attention and try and
pick out some material and non-material elements of their culture.
• Distribute article/material/non-material chart to students
•
READ ARTICLE (see attached)
3. Discussion: Ask students if they were able to pick out any of the material and
non-material elements of the Nacirema culture. Also, discuss what they found to
be very interesting or strange. Give them 10-15 min. to go over article within a
group (desks will be pre-arranged in groups). After students have time to discuss
the article within their group, ask them: “What did you think of the article?”.
Allow the students who are willing to share their thoughts to do so. Then, ask
each group to share one example of either material or non-material culture that
they picked out from the article. List those on the board (correct answers only)
under the heading material or non-material culture.
(10 min)
4. To wrap up the class, ask one student to volunteer to point out on a large map
where they believe the Nacirema are located. The closing of the class will include
the uncovering of the Nacirema………America spelled backwards.
IMPORTANT: At the end of class→ask students to an bring artifact (piece of
material/non-material culture) to the next class.
Lesson 1-Backyard Culture (Hook, Lesson Plan for Class)
Objective: By the end of the lesson students shall be able define culture and identify its
material and non-material elements and apply this concept to an “unknown” culture.
Materials:
3. Class Copies of “The Nacirema”
4. Class Copies of Material/Non-material Chart
Procedure:
(3 min)-Kim
5. Brainstorm-ask students to throw out names of different cultures in the world. All
examples will be written on the board. If students have difficulty-give them an
example and ask them to build on it (ex. Japanese culture). Also, ask them what
they believe material and non-material elements of culture are. Then, together
with the class write a definition of culture on the board using some of their words
and their ideas.
Culture- Defined as “the way of life for an entire society” is based around the
following categories:
√ Material Culture- Physical or technological aspects of our daily lives:
• Food items
• Houses
• Factories
• Raw materials
√ Non- Material Culture- Refers to ways of using material objects and the shared
meaning given to them by the people of a particular group.
Examples:
• Customs
• Beliefs
• Philosophy’s
• Institutions
• Patterns of communication
(11 min)-Kendra
6. Teacher: “Today I am going to read you a passage about the culture of the
Nacirema. While doing so, I would like you to pay close attention and try and
pick out some material and non-material elements of their culture.
• Distribute article to students
• READ ARTICLE (see attached)
• Give them 4 min to go over article within a group (desks will be pre-arranged in
groups). After students have time to discuss the article within their group.
(4 min)-Chantal
7. Discussion:
(1). Ask students if they were able to pick out any of the material
and non-material elements of the Nacirema culture. Also, discuss
what they found to be very interesting or strange. Then, ask each
group to share one example of either material or non-material
culture that they picked out from the article.
(2). What did you think of the article and what is your impression
of the culture described within the article?
(3 min)-Matt
8. To wrap up, ask the class where they believe the Nacirema are located. The
closing of the class will include the uncovering of the Nacirema………America
spelled backwards.
*Also, tie in how this sets the tone for the lesson. Reiterate material and non-material
culture.
Material Culture
Non-Material Culture
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
8.
8.
9.
9.
10.
10.