Jacqueline E. Porter - Clinton
Lesson I
A Country's Culture
Overview:
A starting point for understanding differences between cultures is a study of the major practices within one's own culture. Typical customs, ideas, and behaviors are first identified so they can later be investigated.
Objectives:
1. To have students describe in a class discussion major features of the culture researched.
2. To have students list the major features of the culture researched.
3. To develop students' ability to identify customs, traditions, values, and technology of the cultures that are represented at East Rock.
Materials:
1 "Definitions Relating to Culture" handout
2 culture Sheet ditto
3 computers with internet access
4 books on countries
Procedures:
1. List cultures that are represented in East Rock Global Magnet School on the board. Have students choose one without repeating until all are chosen at least once.
2. Distribute handout of terms and definitions relating to culture (appendix), along with ditto of cultural features.
3. Explain to students that they will give typical examples of each listed feature of their chosen culture: food, clothing, housing, language, religion, laws, type of government, transportation, education and other special features.
4. Give students a few class periods in the library media center / computer lab to research cultural features and complete Culture Sheet.
5. Students will choose one cultural feature to research in detail and give an oral presentation with visuals to the class. So that all students will not repeat the same cultural feature, I will place strips of paper with a cultural feature for the students to draw out of a bag. Presentations can include: a dish, sample of clothing, model or drawing of a home, but not limited to. The students will be encouraged to be creative but must clear their proposal with the teacher.
6. Student will present their project in front of class and submit their cultural ditto to teacher.
Lesson II
We Do Things the Same, We Do Things Differently
Overview:
It is at this point that student can begin to understand the sources of cultural diversity. In order to discover factors influencing a group's behavior, students can examine two major bodies of information: the various foods and clothing styles of each culture.
Objective:
1. To increase the students' knowledge of similarities and differences among all the cultures studied.
2. To improve the students' ability to identify in each culture factors influencing specific behaviors and beliefs.
Materials:
1 " Factors Influencing Cultural Development" hand out
2 "Similarities and Differences ditto
3 books on each country studied
Procedure:
1. Divide students in groups of 3 or 4 who studied different cultures and return their cultural features ditto.
2. Distribute "Similarities and Differences" ditto that is divided into three columns: similarities, differences and factors.
3. Have students look at the category of food on all their completed dittos and find items that are the same or similar in all cultures. They should list them on the Similarities and Differences ditto. They then list items that are not similar under the difference category. If they don't all share a similarity list the ones that do and note which culture they represent. Complete each category.
4. After a short time have each groups' spokesman read aloud some of their findings. Make sure all students are following the correct procedure and have them to continue working.
5. Distribute handout "Factors Influencing Cultural Development." When students have completed their task, have them go back to the food category on the ditto and list under "factors" several influences on the kinds of food that are eaten in each culture. Development. Have available at least one book on each country covered.
6. Follow the same procedure to complete all the categories
7. Discuss findings.
Extension
Make a list of items of food and clothing that originated in other counties but are now a regular part of American culture.
Lesson III
Understanding the Effects of Stereotypes
Objective:
Students will understand that stereotypes and bias affect our lives.
Materials:
1 Writing paper
2 Flip chart and/or large sheets of paper
3 Magic makers
4 Art supplies (construction paper, scissors, tape, glue, magazines to cut up, etc.)
5 Take Home Activity Sheet: Identifying Stereotypes in the Media
Procedure:
1. Begin with a discussion on the concepts of race and ethnicity. Write each word on the board or a flip chart and ask students to list the attributes that define the terms "race" and "ethnicity". Record their ideas. Next ask students for the names of five different racial or ethnic groups. Ask the name of two or three other groups of people that they think may experience unfair or different treatment, for example: handicapped, elderly or homosexuals, etc…
2. Prepare five to seven large sheets of paper (flip chart paper). At the top of each sheet, write the name of one of the groups that the students named.
3. Divide the class into five groups and supply students with a marker.
4. Give each group one of the five sheets of paper. Ask them to list as many stereotypes that are commonly used to describe the category of people written at the top of paper. Give students three minutes to complete the exercise. Emphasize that the students should list stereotypes that they have heard, not ones that they necessarily believe to be true.
5. When they finish, rotate the sheets of paper between groups so that each group works on a new sheet. Have them add any stereotypes not already listed. Rotate every three minutes until each group has worked on every sheet.
6. Post the sheets in class where everyone can see them and give students five minutes to read the sheets.
7. Conclude the lesson with a discussion asking the following questions:
· How do the stereotypes recorded by the class make you feel?
· What do you notice about the stereotypes listed? Be aware that students may have listed good and bad adjectives, many stereotypes for different groups, or the same stereotype for different groups.
· Where have you seen these stereotypes portrayed? Television programs, movies, magazines, books?
· How do you think a stereotype might cause someone to act unfairly toward another person?
Extension lesson
Have students to do a written response to a personal experience with biased behavior. Emphasize to the students that they should not put their names on their papers. They can share an experience in which they were a victim of biased behavior or in which they witnessed bias. Prompt them with the following: "Think about a situation when someone made a biased judgment about you or acted unfairly toward you because of your age, skin color, clothes you were wearing, gender, the way you speak, where you live, how much money your family has, or some other reason. Ask students to consider the following questions before they begin to write:
1 How did you know that you were being unfairly judged?
2 What words or actions were directed at you because of assumptions or stereotypes?
3 Why do you think those assumptions were made about you?
4 How did the experience make you feel?
5 How do you think you should have been treated in that situation?
Once they are completed take the written responses( type them if students have recognizable hand writing) so that the class can share in each other experience and discuss without putting students on the spot. I will regulate the type of language that goes on the typed sheet. The discussion may happen a few days later if they need to be typed.
