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 Page 49 the Nacirema” By: Horace Miner Material/Non-Material Page 55 Culture Chart

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 2006Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2

3 4 5

First Day of Class

6Unit 1: ElementsOf Culture6.1.1

7 8 9

10 11 12 13 14 15 16

17 18 19

6.1.220 21 22 23

24 25 26 27 28 29

6.1.330

October 2006Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17

6.1.418 No School 19 20 21

22 23 24 25 26 27 28

29 30 31

November 2006Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1

Unit 2:Environment and Culture6.2.1

2 3 4

5 6 7 8 9 10 11

12 1 3No School 14 15 16 17

6.2.218

19 20 21 22 23 24 No School 25

26 27 Curriculum Delivery cay

28 29 30 31

December 2006Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1

6.2.32

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25Holiday Break Begins

26 27 28 29 30

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5 6

7 8 9 First Day of Classes

10

Unit 3: Influences on Culture6.3.1

11 12 13

14 15 16 17 18 19 20

21 22 23 24

6.3.225 26 27

28 29 30 31

January 2007

February 2007Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3

4 5 6 7

6.3.38 9 10

11 12 13 14 15 16 17

18 19 20 21

Unit 4: Expressions of Culture6.4.1

22 23 24

25 26 27 28

March 2007Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3

4 5March Break Begins

6 7 8 9March Break Ends

10

11 12 13

6.4.214 15 16 17

18 19 20 21 22 23No School

24

25 26 27 28

6.4.329 30 31

April 2007Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5 6No School

7

8 9No School

10 11 12

Unit 5:World Issues6.5.1

13 14

15 16 17 18 19 20 21

22 23 24

6.5.225 26 27 28

29 30

May 2007Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5

6 7 8 9 10

6.5.311 12

13 14 15 16 17 18 19

20 21No School

22 23 24

Unit 6: Canada: Reflections on a Multicultural Mosaic6.1.1

25 26

27 28 29 30 31

June 2006Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18

Final Project Due

19 20 21 22Last Day of School.

23

24 25 26 27 28 29 30

1

Unit Topic: Elements of Culture Grade 6 Unit 1 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 Specific Objectives Methods/Activities Resources Assessment Strategies &

Criteria 6.1.1 Explore the concept of culture and demonstrate an understanding of its role in their lives. Day 1: “Shock” Culture

Define Culture Define Material/Non-

material culture

Method: Direct Presentation/Co-operative 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

Investigate how cultures

are transmitted from generation to generation

Understanding/identifying elements of material and non-material culture

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 Teacher Resources: Culture boxes www.teacher.net/lessons/posts/702.html

Student presentation followed by a student (self) and teacher evaluation

2

culture and filled with one or two examples of “deep” culture (inexpensive items)

Day 4, 5, & 6: “Identifying the elements which shape culture”

Identify elements which

shape culture 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, people-citizenship etc.). Teacher will distribute relative educational packages relevant to each element/ provide time for webquest research

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.

Day 7&8: “Exploring other

Understanding/identifying

elements of material and non-material culture

Method: Experiential Learning (tactile creation)

Student Resources: -Shoe boxes, pictures and print materials from various

Group Presentation followed by

3

cultures through Culture Boxes”

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.

6.1.2 Identify, locate and map major cultural regions of the world

Day 1,2&3: “Discovering Diversity”

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).

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.

Day 5: “Inside India”

Understanding and

identifying the various criteria that defines a

Method: Direct Instruction Activity: Guest

-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 From East India (Sita Krishnaswamy). She will be asked to discuss each of the elements and describe how they work in that society.

touch on during her visit. 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”

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 Analyse the importance of cross-cultural understanding Day 1 Exploring cross-cultural differences

Explore cross-cultural

understanding (end 0f 6.1.2) or a lack of cross-cultural understanding

Method: Direct/Indirect instruction/Guided discussion Activity: Because the subsequent activity has promoted cross-cultural 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 “Stereo- types In the school”

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”

Exploring how mass

media can affect cultural stereotypes

Method: Direct Instruction 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). Pictures depicting a culture in a “stereotypical” way. 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.

see what students have examined.

Day 4 & 5 “Making logos”

Tearing down stereotypes

and prejudice.

Method: Experimental 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.

Bristle board for each group

• Paint • Markers • Brushes • Magazines • Glue

Teacher resources: www.tolerance.org

“group participation rubric”

Day 6 “Making posters cont…”

Tearing down stereotypes

and prejudice (continued).

Method: presentation 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.

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?”

Discovering examples of

actions that are taken to improve local, national and global cross-cultural understanding.

Method: Interactive Instruction/Indepen-dent 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 multicultural-ism 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”

To review the elements of

culture 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, co-operative 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 pre-designed 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.

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.

Day 2 &3

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

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,

responsibility-ies, 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 understanding 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.

cultures.

Day 4 &5

To identify more ways

movement might impact culture

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

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”

To give examples that are

illustrative of a global culture.

Method: direct instruction, 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 understanding by their participation in the discussion and their answers to

20

(McDonald’s in 5 different countries, shopping malls, cafes, 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

(see References) -Globally Speaking website (see References)

the movie questions.

Day 8&9: “Letters to a pen-pal”

to incorporate

knowledge learned in unit and be able to formulate “cultural” questions to a foreign

Method: Individual research and writing Students will be given a list of three countries

Students Resources: -List of countries (with corresponding internet sites) to chose from -classroom books on

Students will be marked on their letters, but the most

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 communica-tion. 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. 2. 3. 4. 5. 6. 7. 8. 9. 10.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.