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2012 Defining Culture and Examining its Role in Daily Life Lesson

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									      2012 Defining Culture and
    Examining its Role in Daily Life
            Lesson Plan
                Date your papers:
             Friday, August 31, 2012
           Tuesday, September 4, 2012
        Wednesday, September 5, 2012
Thursday, September 6, 2012----Geography Lesson
                 Homework Due
            Friday, September 7, 2012
          Monday, September 10, 2012
             Friday, August 31, 2012
• Quiet Question: Type Two Prompt---Using your
  geography notes from the previous lesson, the atlases,
  and the textbook, write an Acrostic Poem for
  GEOGRAPHY to review the key concepts.
• Directions:
• Each line must begin with the letter of the
  GEOGRAPHY.
• Each line must be a complete thought and cannot be
  one or a few words.
• Each line must contain a definition or example for a
  definition.
• You cannot repeat concepts.
• See the examples Ms. Barben will show on the
  Smartboard.
           Friday, August 31, 2012
• Pair-Share: Turn to your partner and share your
  Geography Acrostic Poems. Make sure the
  information is accurate. Help your partner
  complete any unfinished letters.
• THEN WITH YOUR PARTNER, ANSWER THE
  FOLLOWING TYPE ONE PROMPT: WHAT ASPECT
  OR ASPECTS OF GEOGRAPHY DO YOU THINK
  AFFECT US MOST IN AMERICA AND EXPLAIN WHY
  AND GIVE EXAMPLES IN THE SPACE PROVIDED
  BELOW.
          Friday, August 31, 2012
• Class: Have pairs share their Type One Prompts.
  Use as a transition to the Nacirema Activity. A
  anthropologist in the 1950s wrote this article
  about an indigenous people that shocked many
  citizens of the United States. We are going to take
  a look at what was so shocking about this culture.

• Class: You are to read the CLASS COPY of an article
  on the Nacirema and answer the following
  questions:
     Friday, August 31 and Tuesday, Sept 4, 2012
•   Questions: Answer below each question. It is okay to use bullets.

•   Are you familiar with the cultural group described in the article. If no, where do you think these
    people live and why do you think that. If you who are familiar with the group, do not reveal what you
    know about the Nacirema until the class has finished reading. Just write down what aspects gave the
    identity away?
•
•   How does Minor’s description of the Nacirema affect our ability to identify them? What are the
    techniques Minor uses to describe the Nacirema? (He uses a distinctively anthropological form of
    observation and writing called “ethnography.”)
•
•   Brainstorm other rituals of the Nacirema that might seem odd to someone from another culture or
    even from another planet. (For example, playing a particular sport, preparing and eating food,
    watching TV, shopping, going to a party, sitting in a classroom, etcetera.)
•
•   Write a paragraph or two describing another “ritual of the Nacirema,” either from the brainstorm list
    or one they think of on their own, using the same techniques Minor uses in his story.
•
•   Then students will read their paragraphs within a small group and have the group identify the ritual
    described. What were the other rituals your group members described?
Friday, August 31 and Tuesday, Sept 4, 2012
•   After the individual answering of questions and group sharing, you will now answer THREE
    of the following Reflection Questions:
•   Reflection Questions: Select THREE of the SIX.
•   Were you surprised when you figured out who the Nacirema were? Explain why or why
    not.
•
•   How does Body Ritual Among the Nacirema help us understand our own view of other
    cultures and how we are viewed by other cultures?
•
•   Why do some of the practices and rituals of other cultures seem odd or foreign to us? How
    do our own cultural norms affect our understanding and perception of other cultures?

•   What assumptions do we make about other cultures? What are some examples of
    practices in other cultures that we find odd and hard to understand? (For example,
    arranged marriages, eating and preparing unusual foods, ritual body piercing, rites of
    passage.)
•
•   Go back to the brainstorm list created earlier about a specific cultural group. What are the
    listed assumptions based on? How does our own cultural worldview affect how we
    perceive this specific group?
•
•   What techniques can we use to notice when we are making assumptions about others, and
    how can we avoid this?
•
       Friday, August 31, 2012
• Homework: Work on your Geography Lesson
  Homework
  Tuesday, September 4 and Wednesday,
               Sept 5, 2012

• Class: Ms. Barben is going to begin her
  Powerpoint Lecture on Culture.
• You are to take notes in the provided graphic
  organizer.
• Homework: Work on your Geography Lesson
  Homework. Remember it is due on Thursday,
  September 6, 2012
           Thursday, September 6, 2012
• Groups: Using your notes in the graphic organizer, you and your
  group members are going to create a Pictoword for CULTURE.
• As a way to check for understanding and review what the term
  culture is all about, in your assigned groups, you will be creating
  a Pictoword for CULTURE.
• A Pictoword or Sociogram uses images related to the word to
  form the shapes of each letter.
• As you shape-spell out the word, you are also defining the word
  and providing examples of what the word is all about.
• You may have done this in middle school as one of your art
  projects.
• Ms. Barben has examples posted around the room and will also
  show examples on the Smartboard.
• There are also examples uploaded on her Teacher Page.
• You will use your graphic organizer notes and the internet to help
  complete this project.
                Thursday, September 6, 2012
• 1.___________ The student used pictures, symbols, and images to form the shape
  of each letter.
• The student did not just outline the letter and stick pictures to it.
• And the images spell out---CULTURE
•
• 2.____________The images each defined a different aspect of CULTURE.
• That means SEVEN different characteristics.
• No concepts or images were repeated.
• If an image or aspect is repeated, it will not be counted.
• Must be done in color.
• You may use computer images from Ms. Barben’s PowerPoint, the internet, or
  hand-draw them.
• Must address:
    –   What is culture?
    –   What are different institutions of culture?
    –   What are cultural universals?
    –   What are norms?
    –   What are values?
    –   What are mores?
• The art part of this project is worth 50 points.
       Thursday, September 6, 2012
• 3.____________ There was a detailed TYPED key that
  explained the symbolism for each letter.
• The key was well-developed and served as a good
  review of the notes.
• Each key description was a minimum of THREE well-
  developed sentences that defined, explained, and
  provided examples.
• This must be typed, spell-checked, and grammar-
  checked.
• It should be done in size 14 Calibri Bold font.
• The writing portion of the project is worth 50 points.
        Thursday, September 6 –Monday,
              September 10, 2012
•   Work Days for Pictoword:
•   Thursday, September 6, 2012 and
    Homework for that night
•   Friday, September 7, 2012 and
    Homework for the weekend
•   Monday, September 10, 2012: LAST DAY
    to work on it. Due at end of class.

								
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