Civilization Weekly Plan
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Weekly plan aligned with standards that we can meet student's goal as well as we can imporve teaching and learning. The proper planning is the basic need of teaching and learning strategies which gives the clear directions that how to implment. Planning in other hand is the reflection of student's either inside or outside of the classroom.
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Cultural studies weekly Plan
Weekly plan aligned with standards that we can meet student's goal as well as we can imporve teaching and learning. The proper planning is the basic need of teaching and learning strategies which gives the clear directions that how to implment. Planning in other hand is the reflection of student's either inside or outside of the classroom.
Characteristics of culture lesson plan
This lesson plan aims to teach students about the characteristics of culture. It includes objectives for students to identify cultural characteristics, understand their importance, and apply their knowledge through a writing assignment. The plan outlines content on culture from a reference text and includes materials needed. Procedures involve motivating students with pictures, presenting the lesson through discussion, and having students generalize their understanding by discussing pictures in groups. Students will be evaluated by writing a composition on applying cultural knowledge and preserving culture. An assignment is to research and answer questions about cultural relativism and ethnocentrism.
Nov 2102 newsletter final
This document provides information in a grade 4 class newsletter. It includes important dates like holidays and early dismissals in November and December. It discusses homework expectations which include daily reading, math, science, or social studies. Literacy instruction focuses on writing narratives and historical fiction. In science, students are studying earth materials like rocks and minerals. The social studies project has students creating a family tree by interviewing relatives about family migration patterns. Mr. Joe's class had Halloween word work and writing horror stories with other teachers.
Contemporary Philippine Arts from the Region 3rd week
This document is a daily lesson log for a Grade 12 Contemporary Philippine Arts class taught by Christian Jay D. Salazar at ITLUGAN National High School. Over the course of a week, students will research contemporary art forms in the CALABARZON region, identify artists and their contributions, analyze artworks based on elements and principles, and familiarize themselves with the Gawad sa Manlilikhang Bayan awards. The lessons will cover significant contemporary artists in various fields like music, dance, theater, visual arts, film and more. Formative assessments include identification tests and a performance task to evaluate student learning.
IBMA 2016 - A Schultzki - Canadian Confederation
Anton Schulzki – History of the Americas instructor/IB Paper 3 examiner
Presented at the
Teaching Canada Professional Development Workshop for IBMA Educators
Newseum learning center – Washington, DC – November 30, 2016
Daily log plan for UCSP
This daily log plan outlines a lesson on marriage and family. The objectives are for students to discuss concepts of marriage and family, identify forms of marriage and family organization, explain the importance of marriage and family to society, and reflect on traditional and non-traditional family norms through writing. Learning activities include a recap of previous lessons, a discussion prompted by pictures of marriage and family, and a formal discussion led by the teacher with student participation. Students will then evaluate what they learned by answering essay questions and completing an assignment on traditional and non-traditional family norms.
Shs core contemporary philippine arts from the regions cg (2)
This document outlines the curriculum for a Contemporary Philippine Arts from the Regions course for senior high school students. The course covers various contemporary art forms and practices from the region where the school is located. It aims to provide students with an appreciation of different artistic styles through studying elements and principles. Students will broaden their creative skills and explore career goals. Key topics include integrative art, significant regional artists, materials and techniques, and planning an arts production. The curriculum specifies 4 content areas, 13 performance standards, and 17 learning competencies to help students understand and promote contemporary arts from their local region.
Through The Eyes Of A Survivor Mini
This unit focuses on teaching students about genocide through the Holocaust. It is a 3 week unit that uses both print and non-print texts. Students will research and podcast the story of a Holocaust survivor. They will also research "Degenerate Art" from the Holocaust period and connect it to survivorship today. Students will interview a modern-day survivor and create a podcast and wiki about their story to wrap up the unit by connecting the past to the present. The unit aims to develop students' 21st century skills through collaborative classes integrating media and technology.
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Cultural studies weekly Plan
Weekly plan aligned with standards that we can meet student's goal as well as we can imporve teaching and learning. The proper planning is the basic need of teaching and learning strategies which gives the clear directions that how to implment. Planning in other hand is the reflection of student's either inside or outside of the classroom.
Characteristics of culture lesson plan
This lesson plan aims to teach students about the characteristics of culture. It includes objectives for students to identify cultural characteristics, understand their importance, and apply their knowledge through a writing assignment. The plan outlines content on culture from a reference text and includes materials needed. Procedures involve motivating students with pictures, presenting the lesson through discussion, and having students generalize their understanding by discussing pictures in groups. Students will be evaluated by writing a composition on applying cultural knowledge and preserving culture. An assignment is to research and answer questions about cultural relativism and ethnocentrism.
Nov 2102 newsletter final
This document provides information in a grade 4 class newsletter. It includes important dates like holidays and early dismissals in November and December. It discusses homework expectations which include daily reading, math, science, or social studies. Literacy instruction focuses on writing narratives and historical fiction. In science, students are studying earth materials like rocks and minerals. The social studies project has students creating a family tree by interviewing relatives about family migration patterns. Mr. Joe's class had Halloween word work and writing horror stories with other teachers.
Contemporary Philippine Arts from the Region 3rd week
This document is a daily lesson log for a Grade 12 Contemporary Philippine Arts class taught by Christian Jay D. Salazar at ITLUGAN National High School. Over the course of a week, students will research contemporary art forms in the CALABARZON region, identify artists and their contributions, analyze artworks based on elements and principles, and familiarize themselves with the Gawad sa Manlilikhang Bayan awards. The lessons will cover significant contemporary artists in various fields like music, dance, theater, visual arts, film and more. Formative assessments include identification tests and a performance task to evaluate student learning.
IBMA 2016 - A Schultzki - Canadian Confederation
Anton Schulzki – History of the Americas instructor/IB Paper 3 examiner
Presented at the
Teaching Canada Professional Development Workshop for IBMA Educators
Newseum learning center – Washington, DC – November 30, 2016
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This daily log plan outlines a lesson on marriage and family. The objectives are for students to discuss concepts of marriage and family, identify forms of marriage and family organization, explain the importance of marriage and family to society, and reflect on traditional and non-traditional family norms through writing. Learning activities include a recap of previous lessons, a discussion prompted by pictures of marriage and family, and a formal discussion led by the teacher with student participation. Students will then evaluate what they learned by answering essay questions and completing an assignment on traditional and non-traditional family norms.
Shs core contemporary philippine arts from the regions cg (2)
This document outlines the curriculum for a Contemporary Philippine Arts from the Regions course for senior high school students. The course covers various contemporary art forms and practices from the region where the school is located. It aims to provide students with an appreciation of different artistic styles through studying elements and principles. Students will broaden their creative skills and explore career goals. Key topics include integrative art, significant regional artists, materials and techniques, and planning an arts production. The curriculum specifies 4 content areas, 13 performance standards, and 17 learning competencies to help students understand and promote contemporary arts from their local region.
Through The Eyes Of A Survivor Mini
This unit focuses on teaching students about genocide through the Holocaust. It is a 3 week unit that uses both print and non-print texts. Students will research and podcast the story of a Holocaust survivor. They will also research "Degenerate Art" from the Holocaust period and connect it to survivorship today. Students will interview a modern-day survivor and create a podcast and wiki about their story to wrap up the unit by connecting the past to the present. The unit aims to develop students' 21st century skills through collaborative classes integrating media and technology.
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This document is a daily lesson log for an 11th grade Understanding Society, Culture, and Politics class. Over four days, the teacher covered concepts of society and culture, including their characteristics and aspects. Students analyzed pictures, discussed topics through presentations and activities, and completed graphic organizers and drawings. The teacher reflected on student progress and learning, noting the number of students who demonstrated mastery versus those still requiring remediation. Areas for potential help from supervisors were also identified.
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This document provides a daily lesson log for a 12th grade Understanding Culture, Society, and Politics class. Over the course of a week, students will learn about defining and understanding culture and society from anthropological and sociological perspectives. They will discuss topics like cultural relativism, ethnocentrism, cultural heritage, and threats to culture. Learning activities include group discussions, presentations, essays, and role-playing skits. The goal is for students to develop an appreciation of different cultures without judgment and to understand the complex relationships between culture and society.
This Land Is Whose Land?
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This document provides information on a Philippine Literature course offered at The College of Maasin. It outlines the course description, learning outcomes, content, and assessment methods. The course focuses on literary forms and genres exemplified by texts from different regions of the Philippines. Students will study works from various historical periods and identify elements, summarize, and state moral values. They will also write analysis and reflection papers on assigned texts to assess literary qualities. The goal is for students to understand Philippine literature across time and place.
IB Language and Literature outline 2015
The International Baccalaureate Language A program focuses on developing students' skills in textual analysis and understanding how cultural contexts influence meaning. The two-year program encourages open-mindedness and critical thinking. It examines topics like language and mass communication, literature and contexts, and how formal elements create meaning. Students are assessed through written tasks, oral commentaries, and exams analyzing passages and literary works with consideration of production and reception contexts. The goal is to promote intercultural understanding by reflecting on different cultural practices and perspectives.
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Skeletons in Our Closets...
This interdisciplinary unit focuses on the history of slavery in the United States and New York specifically. Students will analyze primary source documents and personal narratives to understand the origins and daily life of slavery. They will compare historical social justice movements to those today. The unit aims to expose students to the less known history of slavery in the North. The summative assessment will have students write an op-ed addressing an issue from their own identity and perspective, while demonstrating understanding of argumentative strategies used by historical figures involved in abolition and suffrage movements.
Practical 3
The document summarizes activities from several English language textbooks used in Argentina. It analyzes the activities in relation to theories on language teaching and cultural identity. Some textbooks include more international content that is far from students' daily lives, while one textbook incorporates examples from different regions of Argentina. The document also discusses how to incorporate students' identities into teaching and include both global and local cultural perspectives. Young learners benefit from a supportive environment that mixes play and learning to keep them engaged.
Humanities Presentation
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Today we live in a globalized world where we engage in cross-cultural dialogue on a daily basis. As a result of our participation in this growing multicultural environment, our cultural identities are being redefined, as we transcend borders, and broaden our connections to various communities, at home and abroad. While we have achieved new levels of peace and unity, it is evident that discrimination, prejudice, and bias still plague our society and impact our interactions with others.
In this presentation I will critically examine cross-cultural interactions that take place in the ESL classroom, discussing how we as teachers can shape our students into multilingually aware and interculturally competent world citizens.
Dia de-los-muertos final
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dll-ucsp-2017.docx
This daily lesson plan covers a multi-day unit on Understanding Culture, Society and Politics for 11th grade students. Over the course of the unit, students will learn about key concepts in culture, society, politics, and the social sciences. Activities include group discussions, analysis of cultural phenomena, and reflection on social and cultural identities. The goal is for students to understand social and cultural diversity, recognize how social forces influence identity, and appreciate the role of social change.
ARCH 544p Syllabus Fall 2014 V2
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1.0 Introduction.ppt
This document outlines a curriculum guide for teaching 21st century literature from the Philippines and the world. It includes three main objectives: to gain understanding of the course contents and processes; discuss difficulties and identify solutions; and provide a walkthrough of the curriculum guide. The curriculum guide then presents the course description and topics to be covered, including various dimensions of Philippine literary history. It provides examples of competencies, processes, teaching strategies, activities and assessments that integrate 21st century skills such as collaboration, critical thinking and communication. References are also included to support teaching the course.
DLL in DISS.docx
1. This document contains a daily lesson plan for a Grade 11 Social Science class covering the topic of the emergence of social sciences and differentiating social sciences from natural sciences and humanities.
2. The plan outlines objectives, content, learning resources, procedures including group activities and assessments. Procedures are spread out across multiple sessions and include reviewing concepts, presenting new material, practicing skills and evaluating learning.
3. A reflection section asks the teacher to assess their teaching, the students' progress and understanding, and identify areas where the principal may provide assistance or support.
002# Early Child-Development.pptx
Erikson's psychosocial development theory describes growth through 8 stages focusing on social interactions and conflicts. Behavioral theories view development as shaped by environmental influences and learning through reinforcement. The 4 main domains of child development are communication, physical, social/emotional, and cognitive, and development progresses through milestones and characteristics in each stage.
42-4Inadequacy.pptx
Children may misbehave when feeling inadequate or not good enough about themselves. They may withdraw from tasks or activities to cope with these uncomfortable feelings. When children feel inadequate, they may feel unworthy or inferior to others. As a result, children sometimes act out by withdrawing, having a pessimistic attitude, or putting themselves down, as they lack the tools to properly communicate these feelings. Parents can help by being responsive to their children's emotional needs, spending quality time focusing on them, expressing love through words and actions, and reminding children that they are special and loved.
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This document is a daily lesson log for an 11th grade Understanding Society, Culture, and Politics class. Over four days, the teacher covered concepts of society and culture, including their characteristics and aspects. Students analyzed pictures, discussed topics through presentations and activities, and completed graphic organizers and drawings. The teacher reflected on student progress and learning, noting the number of students who demonstrated mastery versus those still requiring remediation. Areas for potential help from supervisors were also identified.
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This unit plan outlines a 31-hour interdisciplinary unit focused on exploring indigenous perspectives from pre-colonization to present day. Students will analyze short stories, artifacts, and historical documents from multiple perspectives to challenge dominant social narratives. The unit aims to develop skills in literary analysis, historical thinking, and perspective taking. Formative assessments include story summaries and analysis of artifacts. The summative assessment tasks students with creating a museum exhibit proposal from the perspective of a curator to showcase indigenous narratives and histories.
COSH42 The Contemporary World.pdf
This document provides a course syllabus for "The Contemporary World" class. It includes the university and department mission statements, learning outcomes, content to be covered, and assessment methods. The course aims to introduce students to globalization by examining its economic, social, political and technological dimensions. Key topics include debates on global governance, development, integration of markets and regions like Asia, effects on culture and religion, issues of global cities and demography. Student assessment includes quizzes, discussions, debates and research presentations on topics related to globalization.
Standard D: Promotes Equity
This document shows how I promoted equity and diversity in the classroom. There is a lesson plan where students brought in personal artifacts, a description of literature circles and a poetry project and also a reflective essay and statement of equity.
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TEFL should not be limited to the teaching of linguistic skills and the culture of the target language. It should rather highlight cultural diversity to prepare young people for a multicultural world. Exposure to different cultures at an early age leaves almost no room for stereotypes.
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The document is a daily lesson log for a Grade 12 DISS (Disciplines and Ideas in the Social Sciences) class. It outlines four class periods covering topics on defining social sciences, distinguishing between social sciences and other fields, and introducing key social science disciplines including anthropology, economics, geography, and history. Learning activities include group discussions, presentations, worksheets, and games to help students understand and compare the different social science disciplines.
Adolescent students' intercultural awareness when using culture based materia...
This document summarizes a qualitative case study conducted with 51 eighth grade students in Bogota, Colombia who had little exposure to English. The study explored how the students understood and made sense of culture-based materials used in their English lessons, and described their perceptions of foreign cultures presented. Various data collection methods were used including video/audio recordings, surveys, field notes, and student work. The document outlines the conceptual framework on culture and materials, describes the pedagogical design which implemented 8 criteria for cultural content in lessons/tasks, and provides examples of some lessons and materials used including about US/UK cultures, history, and institutions. The goals were to help students broaden their world views and analyze their understanding of their own
syllabus-on-philippine-literature.docx
This document provides information on a Philippine Literature course offered at The College of Maasin. It outlines the course description, learning outcomes, content, and assessment methods. The course focuses on literary forms and genres exemplified by texts from different regions of the Philippines. Students will study works from various historical periods and identify elements, summarize, and state moral values. They will also write analysis and reflection papers on assigned texts to assess literary qualities. The goal is for students to understand Philippine literature across time and place.
IB Language and Literature outline 2015
The International Baccalaureate Language A program focuses on developing students' skills in textual analysis and understanding how cultural contexts influence meaning. The two-year program encourages open-mindedness and critical thinking. It examines topics like language and mass communication, literature and contexts, and how formal elements create meaning. Students are assessed through written tasks, oral commentaries, and exams analyzing passages and literary works with consideration of production and reception contexts. The goal is to promote intercultural understanding by reflecting on different cultural practices and perspectives.
Zoom Into Zines
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This interdisciplinary unit focuses on the history of slavery in the United States and New York specifically. Students will analyze primary source documents and personal narratives to understand the origins and daily life of slavery. They will compare historical social justice movements to those today. The unit aims to expose students to the less known history of slavery in the North. The summative assessment will have students write an op-ed addressing an issue from their own identity and perspective, while demonstrating understanding of argumentative strategies used by historical figures involved in abolition and suffrage movements.
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The document summarizes activities from several English language textbooks used in Argentina. It analyzes the activities in relation to theories on language teaching and cultural identity. Some textbooks include more international content that is far from students' daily lives, while one textbook incorporates examples from different regions of Argentina. The document also discusses how to incorporate students' identities into teaching and include both global and local cultural perspectives. Young learners benefit from a supportive environment that mixes play and learning to keep them engaged.
Humanities Presentation
The document provides an overview of the Humanities curriculum at SAS Pudong. It discusses integrating reading, writing, grammar and other subjects across core classes, specials and electives. The curriculum is theme-based and focuses on developing students' understanding of values, cultures, history and global issues. Integration allows for more authentic, connected learning to meet the needs of modern students.
The Intercultural Being: Fostering Cross-Cultural Interactions in a Globalize...
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In this presentation I will critically examine cross-cultural interactions that take place in the ESL classroom, discussing how we as teachers can shape our students into multilingually aware and interculturally competent world citizens.
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This document provides an overview and syllabus for the course "The Architecture of Conflict: Understanding Multi-Levels of Conflict in the Built Environment" to be taught at the University of British Columbia. The course aims to explore how architecture and the built environment both reflect and influence various levels of conflict through interdisciplinary study of related theories, policies, and case studies. Students will analyze the social impacts of architecture and identify the political factors that influence building and reconstruction. The course will combine lectures and discussions, field trips, student research presentations, and assignments including a mapping project, two response papers, and a final term project addressing a real-world architectural component of a conflict.
1.0 Introduction.ppt
This document outlines a curriculum guide for teaching 21st century literature from the Philippines and the world. It includes three main objectives: to gain understanding of the course contents and processes; discuss difficulties and identify solutions; and provide a walkthrough of the curriculum guide. The curriculum guide then presents the course description and topics to be covered, including various dimensions of Philippine literary history. It provides examples of competencies, processes, teaching strategies, activities and assessments that integrate 21st century skills such as collaboration, critical thinking and communication. References are also included to support teaching the course.
DLL in DISS.docx
1. This document contains a daily lesson plan for a Grade 11 Social Science class covering the topic of the emergence of social sciences and differentiating social sciences from natural sciences and humanities.
2. The plan outlines objectives, content, learning resources, procedures including group activities and assessments. Procedures are spread out across multiple sessions and include reviewing concepts, presenting new material, practicing skills and evaluating learning.
3. A reflection section asks the teacher to assess their teaching, the students' progress and understanding, and identify areas where the principal may provide assistance or support.
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B.F. Skinner was an American psychologist who developed the theory of operant conditioning, which holds that behavior is determined by its consequences. Through reinforcement or punishment, operant conditioning modifies the probability that a behavior will occur again in the future. Skinner believed that psychology should focus on observable behaviors rather than internal mental processes. He developed the Skinner box to efficiently study how animals learn behaviors through consequences like rewards or punishments delivered in a controlled environment.
046# Laird’s Sensory Theory.pptx
Laird was an American pioneer in training and human resources development born in 1921. He developed a sensory theory of learning that states learning occurs best when the five senses are stimulated, with seeing accounting for 75% of learning, hearing 13%, and the remaining senses of touch, taste, and smell making up 12%. Laird's theory, outlined in his book "The Approaches to Training and Development", recommends using examples, practical experiments, and lectures to stimulate different senses and maximize learning.
040# Cognitive Flexibility.pptx
Cognitive flexibility or intellectual flexibility refers to thinking in multiple directions from different points of view and perspectives rather than a rigid or narrow approach. Someone with cognitive flexibility is independent, creative, innovative, and able to change and adapt their thinking according to the current situation by merging and mixing diverse perspectives. They do not restrict themselves to thinking in just one direction or silo like a rigid structure used to store grain.
058#TPACK.pptx
TPACK is a framework that describes the set of knowledge teachers need to effectively integrate technology into their teaching. It includes:
1) Content knowledge - knowledge of the subject matter;
2) Pedagogical knowledge - knowledge of teaching methods; and
3) Technological knowledge - knowledge of digital tools and platforms.
The goal of TPACK is to understand how to use technology to enhance student learning by teaching concepts in interactive and engaging ways using tools like videos, discussions, and games within a learning management system. Common elements include combining content knowledge with technological knowledge or pedagogical knowledge. For example, using videos instead of just text in an online course demonstrates greater technological content knowledge.
44-Roger’s Humanist Theory.pptx
Carl Rogers was an American psychologist who founded the humanistic approach in psychology. He believed that people have an innate tendency to self-actualize and fulfill their potential. According to Rogers, self-actualization occurs when people are in a state of congruence, where their self-concept matches their experiences. Like Maslow, Rogers thought self-actualization involved becoming the best version of oneself. He also believed people will thrive if they are in an environment that allows them to reach their full potential, similar to how flowers will grow in optimal conditions.
43-Lee Canter’s Theory.pptx
Lee Canter was a renowned expert in classroom management and former teacher who developed Assertive Discipline. Assertive Discipline emphasizes the teacher taking full control of the classroom by establishing clear behavior rules and consequences that students understand. This allows teachers to address discipline issues without disrupting learning. Canter discovered the approach from a teacher who maintained a near-perfect attitude that she would not tolerate students stopping lessons and that all would succeed because she would not let them fail.
039# Pedagogy TLS Road Map 3.pptx
This document outlines the requirements for obtaining a teaching license, including professional practices related to planning, instruction, assessment, interaction, and professional development. Candidates must demonstrate competency in classroom instruction, teaching strategies, and using various assessment practices and tools to analyze student performance and identify gaps compared to international benchmarks.
042#Dreiker’s Classroom Management Theory.pptx
Rudolf Dreikurs developed Alfred Adler's theory of individual psychology into a method for understanding misbehavior in children. Dreikurs' classroom management theory views misbehavior as a child's way of communicating and seeking to fit in. The theory classifies four goals of misbehavior: attention-getting, power and control, revenge, and feelings of inadequacy. For attention-seeking behaviors specifically, the document recommends giving children positive attention to meet their need for feeling significant, rather than just reacting negatively to their misbehaviors.
041#Thorndike’s Major Laws.pptx
Thorndike proposed three major laws of learning: 1) The law of effect states that behaviors followed by pleasant consequences will be repeated while unpleasant consequences will be avoided, meaning teaching must be interesting to encourage learning. 2) The law of exercise, also known as the law of use and disuse, suggests that connections are strengthened with practice but weakened without practice. 3) The law of readiness proposes that learning cannot occur unless the student is prepared and ready, requiring an aroused action tendency through preparatory adjustment or attitude.
039# Professional Practices 4-4.pptx
A positive school culture helps both teachers and students grow through minimizing communication gaps between teachers, parents, and students; ensuring the school supports boosting new skills among their team; and providing professional development to fill or reduce gaps. The expected areas of growth for teachers include planning, teaching methodology, integrations, use of ICT, extra-curricular activities, external assessment, Bloom's taxonomy, class management, differentiated instructions, student engagement, and assessment.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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environment for investigating the changes in vegetation cover dynamics. Our study utilizes
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population expansion, and economic progress, the effects on natural ecosystems are becoming
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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of any area. Consequently, a wide range of professionals, including earth system scientists, land
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changes, conversion trends, and other related patterns. The spatial dimensions of land use and
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these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Civilization Weekly Plan
- 1. Dubai International School Department Social Sciences Grade 9 Cultural Studies Unit Plan Term 1 2016-17 www.moe.gov.ae
- 2. G09Dubai International School Unit Plan Term 1October9-13,2016 (week6) Standards Activities and experiments Vocabulary Assessment 1.1.Students will Identify cultural study as a scientific field of inquiry. 1.2.1 Impact of social context on human behavior. 1.2.3 Social Construction of reality. 2.1 Students will describe the component of culture. 2.4.1 Shifting historical context such as industrial revolution. A: Presentation Students will demonstrate the cultural attitudes and representation during the session. B: collaborative learning: Discuss the materialism and non-reductionism with examples C: Pair share Inquiry pg 47 D: Creativity: Write the definition of an Ordinary culture in your own words. Articulation Materialism Non- reductionism Ideology Group discussion Individual task Interpreting Class room task Answering questions Objectives Resources L esson1: comprehend the importance of Cultural Representation. 1. Identify the different types of cultural representation and their importance. Lesson2: Articulate social formation and power 1. Explain the materialism and non- reductionism.. Lesson: 3 1. Discuss the different concepts of relationships between components of social formation and power. Lesson4: 1. Describe the ideology, popular culture, Students Edition Power Point Images Each Group: A: Group Activity (Cultural Materials) B: Pair share (Text book, Note book) C: Note book D: Text book Note book Academic Year 2016-17 2 | P a g e
- 3. Dubai International School Unit PlanOctober16-20,2016 (week7) Standards Activities and experiments Vocabulary Assessment 1.4 Students will identify, differentiate, among and apply, variety of cultural studies theories. 1.2.3 Cultural studies imagination. 2.2 Students will analyze how culture influences individuals including themselves. 2.4.1 Shifting historical context such as industrial revolution. A: Individual Task Students will distinguish between HC, MC, LC B: Differentiate : Between Popular culture and Ordinary culture. C: Collaborate learning. Inquiry pg 48 (Fast food) D: Creativity: Draw a column than write the approaches to culturalism Page 49 Culturalism Anthropologi cal Ordinary Approaches Pair share Group discussion Individual task Interpreting Class room task Answering questions Objectives Resources L esson1: comprehend the importance of Cultural Representation. 1. Describe the ideology, popular culture, texts, readers, and identity. Lesson2: 1. What is culture with capital C? 2. How culture is ordinary? Lesson: 3 1. Describe the anthropological approach to culture. Lesson4: 1. Discuss the concepts of Culturalism by Hoggart, Thompson, Williams. Students Edition Power Point Images Each Group: A: Activity (Pair share) B: Pair share (Text book, Note book) C: Note book D: Text book Note book Academic Year 2016-17 3 page