The Parade: Cultural Diversity
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The Parade: Cultural Diversity

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The Parade: Cultural Diversity The Parade: Cultural Diversity Document Transcript

  • KSD Social Studies – Information Literacy Unit (Grade 3) The Parade: Cultural Diversity Date: August 2004 Unit Overview Title The Parade: Cultural Diversity Unit Summary Students research cultures and learn symbols that represent those cultures. Through compare/contrast activities students gain an understanding of people and their diverse cultures. As part of the Storypath The Parade, groups create floats based on these cultures and plan a parade. Students participate in classroom discussions and role-play to help appreciate the similarities and differences among people. Standards Essential Academic Learning Requirements: Reading 3.1.1 Understand how to select and use appropriate resources. Identify two resources and use them to answer a question or solve a problem. 3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature. Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response. 3.4.3 Understand a variety of literature representing different cultures and traditions. Discuss the culture and/or traditions described in a piece of literature and explain how they are similar or different from those of the reader. Social Studies Frameworks: WH1.2.1 Describe similarities and differences between families, communities, and cultures past and present; describe similarities and differences in the ways families, communities, and cultures address human needs over time; describe ways in which stories, folktales, and the arts serve as expressions of cultures G3.3.1a Know that people are born into societies that consist of different racial, ethnic, religious, and/or social groups (Location, Region, Place) G3.3.1b Identify the ways cultural traditions are expressed through artistic creations and use of the environment (Five Themes) G3.3.1c Recognize the positive and negative outcomes that can result when people of different cultural backgrounds interact and understand how an awareness of cultural traditions can help in cross- cultural communication (Five Themes) C3.2.1a Provide examples of conflict, cooperation, and interdependence among individuals, groups, and nations Social Studies Inquiry and Information Skills: 1.1.1b Identify key works; identify appropriate and varied sources; use basic search skills; use table of contents and indices as social studies reference materials 1.1.1e Locate data into graphic organizers 1.1.1f Create a product that demonstrates understanding of information and responds to central questions; present product to a meaningful audience (The Parade) 2.1.1a Communicate own feelings and beliefs; listen to viewpoints on social studies issues 2.1.1b Identify roles of different members of a group, serve in different roles in a group (The Parade) 3.1.2d Investigate cause and effect relationships and their impact on people, environments, and economic systems 3.1.2f Assume and portray others’ points of view Other: Art (The Parade)
  • KSD Social Studies – Information Literacy Unit (Grade 3) The Parade: Cultural Diversity KSD Curriculum Frameworks (or SLOs): Writing Focus: Research Reports Social Studies Frameworks: A. Cultures In Our Community C. Cultures: Making Global Connections Information Literacy and Technology Literacy Focus (Big 6) Location and Access  Students will locate and use appropriate resources available through the school library, the wide area network, and the Internet and will know who to ask for help accessing this information. Use of Information  Students will be able to engage with information gathered by connecting and operating the computer technology needed to access information as well as being able to view, download, and open documents and programs from sources.  Students will be able to extract, analyze and transfer relevant information from an electronic source to a word processing, publishing, spreadsheet, database, graphic organizer or multimedia program, including citation references. Task Definition: Tasks are pre defined for students Information Seeking Strategies: Web-sites, books, and other sources provided for students Location and Access: Use Pathfinder and organizational tools to find information within sources Use of Information: Read and extract relevant information Synthesis: Organize information and create a product Evaluation: Self-evaluate the product and the learning KSD Technology: Student Tech Standards: Use URLs, bookmarks and/or links to access the Internet. Learning Outcomes Students will also build their vocabulary skills with the use of a word bank. Students will have an understanding of the symbols that represent a culture and the significance of the symbols as they relate to a specific culture. Students will gain an understanding and an appreciation of other cultures. They will also learn that: o Cultures are alike and different. o Culture plays a part in decision-making and human interaction. Essential Question(s) Why is it important to understand how a culture functions? How do people from differing culture groups and ways of life work together to solve problems? Evidence of Learning Documentation of research of cultural symbols Comparisons of cultures Completion of the float with 6 cultural symbols Problem solving through role-playing
  • KSD Social Studies – Information Literacy Unit (Grade 3) The Parade: Cultural Diversity Unit Implementation – Plan Learning Experiences and Instruction Instructor Instructional Activities Time Grouping Scaffolds Assessments Classroom Awareness of what is a 30 min. Whole Observation teacher/ Library parade. Show Parade group and discussion Media Specialist Video from United Streaming. Begin creating word bank. The vocabulary list is broken into two parts. The first part deals with terms used in the cultural research. The second bank of words deals with the parade focus. Suggested extension vocabulary activities. • Alphabetize list • Define words • Use in sentences that show meaning • Write in cursive Suggested literature to support this unit: Classroom What makes up a culture? 40 min. Whole Observation teacher/ Library Show the Culture: What Is group and discussion Media Specialist It? United Streaming video. around Peace Corps culture Using the sample brace question form map for an example, show students examples of the six symbols of a culture. Note that example countries are given for each symbol but are not limited to that country. Math Extension Using the data from “Everyone has a Culture” form, create a graph and find the maximum, minimum, mode, median, and mean.
  • KSD Social Studies – Information Literacy Unit (Grade 3) The Parade: Cultural Diversity Classroom Big Six Overview 30 min. Whole Observation teacher/ Library Discuss information group and discussion Media Specialist seeking strategies, location and access. * Cultures can be assigned or selected based on the number of groups (4 to 8) the teacher wants to work with. These will be the same groups represented in The Parade. Sample Organizer: Classroom Research (2) 40 Individual Research Observation teacher/ Library Computer lab min. and/or template Review of form Media Specialist sessions partners presented in previous lesson Refer to Pathfinder presented in previous lesson Classroom Comparison - Using a 30 min. Partners or Double Observation teacher graphic organizer students small group Bubble or Review of can compare cultures with Venn forms partners or in jigsaw groups Diagram where expert share information. Classroom Create Parade Up to Individual Storypath Refer to Teacher 17.5 and/or The Parade Storypath The See pages 2 and 3 for hours partners Parade timeline and selection of dependin specific activities in the g on Storypath The Parade. activities selected.
  • KSD Social Studies – Information Literacy Unit (Grade 3) The Parade: Cultural Diversity Classroom Facilitate discussions and 40 min. Whole Role-play Observation Teacher role-plays that answer the class and essential questions. questions Classroom Evaluation and assessment 30 min. Whole Student Student Rubric Teacher Students fill out rubric by class Rubric self and with group Accommodation Options ELL / IP Students Pair students, work with IAs for support Highly-Capable Students Extend the requirements to expand information research on cultures. An example would be to select a symbol or symbols and do an activity based on the following. There are 6 activities to choose from on the same document. SchoolKit Edclass Activity #E568 - A Country Snapshot Prerequisite Information/Skills None Materials and Resources Required for Unit Adopted Print Materials: Storypath The Parade Adopted and other Audio/Visual: Video Stream Supplemental Resources (including Internet resources): Encarta, Internet Sites, Library books Supplies: Technology – Hardware (Click boxes of all equipment needed.) Computer(s) VCR Projection System Printer Video Camera Camera Digital Camera Scanner Video Conferencing Television Laserdisc Other Technology – Software (Click boxes of all software needed.) Word FrontPage KidPix Excel Internet Explorer Inspiration/Thinking Maps PowerPoint SchoolKiT Clicker 4 Publisher Encarta Image Blender/Photo Editor eLibrary Elementary eLibrary Proquest United Streaming Video
  • KSD Social Studies – Information Literacy Unit (Grade 3) The Parade: Cultural Diversity Teacher Notes This lesson front-loads the Storypath, The Parade. It Provides information on parades and culture along with references to support The Parade unit. The document “In Support of Exploring Cultures” contains background information on the cultural makeup of Kent and Kent School District. Authors Name Email School Role Marie Moran marie.moran@kent.k12.wa.us Daniel Elementary Library Media Specialist rd Lori Severeid lori.severeid@kent.k12.wa.us Meadow Ridge Elem. 3 Grade Teacher