Learning About Other Cultures

Introduction

  

        

        

During the following seven school days your class will be learning about the culture of four countries around the world.  Each culture has a unique characteristic, values, beliefs, and customs.  In order to live in a multicultural society, we need to respect and values cultural differences. Which of these four countries are the poorest?  Do you think they have something in common?

Be prepared to answer the following essentialquestions:

Why is it interesting to learn about other cultures?

How can we avoid conflicts caused by different ways of thinking, acting, and interpreting the world?

 

Task

                                                  

                                            

Your job is to research a country with your group.  Your group will explore different websites to help you learn and understand about other cultures around the world.  Based on your research your group will create a power point presentation of the country that will be given as a group.

Your group will research the following aspect of the country culture:

   1. Culture

   2. Government

   3. Education/Language

   4. Food/Clothing

   5. Holidays

   6. Housing

Process

                                              

1. You will be divided into teams of 4.

 2. Each team member will be assigned to do one of the aspects.  If

      your group consist of four members two of you will do two

       aspect.  If  your group consist of five member one person will

       be in charge of doing two aspects.

 3.  Each member will explore websites or books to research key

      facts of their aspects.  These might include important dates,

      important people, names, events, places, and others.

  4. Each person will create two or three slides of the aspects given,  

     compiling all the information found.  Also, your slides must

      Include pictures.  (No more than 20 slides per group).  

   5.  Your group will be presenting the power point to the class.

      (15 minutes presentation).

 

Evaluation

                                         

**Students will be graded based on rubric, the presentation on the power point—(grammar and spelling, work is done in a timely manner, information is accurate and appropriate, effort and participation (actively working at all times) appearance of the power point.

**Cooperative Learning Rubric (Below)

Name: ____________________________  Score: ________                         Date: _________________

COLLABORATIVE/COOPERATIVE WORKER

 

                  5

              Exemplary

                91-100

                  4

            Proficient

               81-90

               3

     Work Toward     Proficient

            71-80

                         2

        Needs Improvement

                   65-70

                  1

        Not Acceptable

            64-Under

Positive

Interdependence

 

*Responsibility for tasks is evenly   distributed.

                  (13-15 pts)

*Students’ role is fair among the   members.

                  (13-15   pts.)

*Responsibility of task is less   evenly distributed.

                 (11-12 pts)

*Student’s role is not totally fair   among the members.

                  (11-12   pts.)

 

SOME ELEMENTS OF A 4  AND SOME ELMENTS OF A 2

* Assume much less responsibility than other members.

            (9-10 pts)

*Student’s role was much less   significant than other members.

             (9-10 pts.)

 

*Rarely or never assume   responsibility.

             (0-9   pts.)

*Student did not have a role within the members.

              (0-9 pts.)

Individual

Accountability

*Student follows through on and completes individual tasks; does not rely on others.

                  (13-14 pts.)

*student frequently follows through and completes some necessary task; does not rely on others.

                  (11   pts.)

 

 

SOME ELEMENTS OF A  4  AND SOME ELMENTS OF A 2

*Student occasionally follows through on individual tasks and relies others to do the work.

               (9 pts.)

 

 

*Students rarely or never follow   through on individual tasks and rely on others to do the work.

                (0-8   pts.)

Face to Face  Interaction

*Always interactive during group   work, provide positive feedback, teach and encourage other members.

                  (13-15 pts.)

*Frequently interactive during group work, provide positive feedback, teach and encourage other members.

                

                   (11-12 pts.)

 

SOME ELEMENTS OF A  4  AND SOME ELMENTS OF A 2

*Occasionally interactive during   group work.

 

               (10   pts.)

 

 

*Student is not interactive during   group work.

 

                (0-9 pts.)

Interpersonal and Small Group Skills

 

*Consistently demonstrates self-control, moral, ethical, behavior during group work.

                 (13-14 pts.)

*Always models teamwork skills, leadership, and decision making.

               (13-14 pts.)

*Frequently demonstrates         self-control, moral, and ethical behavior during group work.

              (11-12 pts.)

*Frequently models teamwork skills, leadership, and decision making.

              (11-12 pts.)                                     

 

SOME ELEMENTS OF A  4 AND SOME ELMENTS OF A 2

*Occasionally demonstrates   self-control, moral, and ethical behavior during group work.

*Occasionally models teamwork skills,   leadership and decision making.

                  (10 pts.)

 

*Seldom demonstrate self-control, moral, and ethical behavior during group work.

*Seldom models teamwork skill,   leadership, and decision making.

               (0-9 pts.)

Group Processing

*Identify actions of peers that were helpful in ensuring effective working relationship.

              (13-14 pts.)

*Identify some actions that were   helpful ensuring effective working relationship.

              (11-12 pts.)

SOME ELEMENTS OF  A  4 AND SOME ELMENTS OF A 2

*Identify few peer actions that were helpful in ensuring effective working relationship.

                 (10 pts.)

 

*Student does not identify peer   actions that were helpful ensuring effective working relationship.

                 (0-9 pts.)

 

 

Credits

* Barfield, T. (2010). Afghanistan: A cultural and political history. Princeton: Princeton University Press.

* Tenhunen, S., & Saavala, M. (2012). An introduction to changing India culture, politics and development. London: Anthem Press.

* Afghanistan - Language, Culture, Customs and Etiquette. (n.d.). Retrieved December 6, 2014, from http://www.kwintessential.co.uk/resources/global-etiquette/afghanistan…

* All Classroom Magazines. (n.d.). Retrieved December 6, 2014, from http://teacher.scholastic.com/scholasticnews/indepth/upfront/

* Articles About Japanese Culture. (n.d.). Retrieved December 6, 2014, from http://japanese.about.com/od/japanesecultur1

* Articles on African Culture. (n.d.). Retrieved December 6, 2014, from http://www.alokli.com/site/articles/articles.html

* Colorín Colorado. (n.d.). Retrieved December 6, 2014, from

http://www.colorincolorado.org/

* Countries and Their Cultures. (n.d.). Retrieved December 6, 2014, from

http://www.everyculture.com

*Culture of Japan. (n.d.). Retrieved December 6, 2014, from http://en.citizendium.org/wiki/Culture_of_Japan

* Main Page. (2014, July 12). Retrieved DecemberCulture of Japan. (n.d.). Retrieved December 6, 2014, from http://en.wikipedia.org/wiki/

*(n.d.). Retrieved December 6, 2014, from http://traveltips.usatoday.com/culture-east-africa

* People and Culture of Africa - - African Culture, African Tribes. (n.d.). Retrieved December 6, 2014, from http://goafrica.about.com/od/peopleandculture

VIDEOS:

* Afghanistan - My Kabul 1 of 3 - BBC Culture Documentary. (n.d.). Retrieved December 6, 2014, from https://www.youtube.com/watch?v=TeEHOcC0Ruw

* INDIA- LAND OF RICH CULTURE. (n.d.). Retrieved December 6, 2014, from https://www.youtube.com/watch?v=SsQHAGluOO4

* Japan: A Journey Between Tradition And Modernity. (n.d.). Retrieved December 6, 2014, from https://www.youtube.com/watch?v=jBjMdcvwMd0

* South African Culture. (n.d.). Retrieved December 6, 2014, from https://www.youtube.com/watch?v=U1mUPWY7tSk

Teacher Page

         

Learning About  CULTURES

Grades 9-12 (History II/ESL)

 Reina Irizarry

 

Introduction

There are eight principles that teacher can use to become culturally responsive teachers.  I will use Principle two: utilization of Diverse Learning Strategies, Principle three: Teachers as Facilitator, Principle five: Cultural Sensitivity.

Student will work in groups; I will use differentiate instruction for all students, especially ESL Beginners and Intermediate students.  I will provide learning objectives, curriculum, standards, and materials that reflect students’ background, their needs, and interest. , I will guide, instruct, and advocate for my students in order to help them connect their cultural and community knowledge into the classroom learning experiences. I will teach them across historical content. 

Learners

 This class is composed of English Language learners from different backgrounds. There are 23 students; one student is from Brazil, two are from Ecuador, one is from Haiti, two are from Honduras, twelve students are from the Domincian Republic, and six are from Puerto Rico.  Their Enlgish levels are: eight are ESL Beginners six are in ESL Intermediate class, four students are in ESL Advanced I, and five are in ESL Advanced II.  Since they are English language learners their learning styles varies.  Since most of the ELL students learn best by kinesthetic and according to Reid (1995) Spanish speakers preferred kinesthetic and tactile learning styles.  Also, I have notice that most of my students in this class are visual learners.  In this class, I do not have students classified as special education, but I have two students who are very low levels.  They will be in charge while working in groups on finding pictures and doing the power point. 

Standards

CCSS.ELA-LITERACY
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.ELA-LITERACY
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-LITERACY
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively

ELL STANDARDS

Speaking: S3 Describe ideas, experiences, and immediate surroundings in

                    diverse academic and social settings, with attention to appropriate

                    register, grammar, vocabulary, and pronunciation.

Listening: L1 Follow common, explicit oral directions to participate in diverse

                     academic of social task.

 Reading: R3 Comprehend written material

Writing: Write simple sentences to describe, narrate, or explain.

 Process

Day 1 Students watch a video clip about cultures. Students will be assigned in groups.   

          Students will distribute their task.  Students answer questions in their groups.

Day 2 Students go to the library to go work on the computers to find information

          the country they were assign to research.

Day 3  Students continue working in the library finding information in the resources that were   provided.

Day 4and 5 Students begin preparing their power point presentation.

Day 6 and 7 Students present their projects (15 minutes each group) and assessment ( group discussion and

           rubrics)

Resources

* Barfield, T. (2010). Afghanistan: A cultural and political history. Princeton: Princeton University Press.

* Tenhunen, S., & Saavala, M. (2012). An introduction to changing India culture, politics and development. London: Anthem Press.

* Afghanistan - Language, Culture, Customs and Etiquette. (n.d.). Retrieved December 6, 2014, from http://www.kwintessential.co.uk/resources/global-etiquette/afghanistan…

* All Classroom Magazines. (n.d.). Retrieved December 6, 2014, from http://teacher.scholastic.com/scholasticnews/indepth/upfront/

* Articles About Japanese Culture. (n.d.). Retrieved December 6, 2014, from http://japanese.about.com/od/japanesecultur1

* Articles on African Culture. (n.d.). Retrieved December 6, 2014, from http://www.alokli.com/site/articles/articles.html

* Colorín Colorado. (n.d.). Retrieved December 6, 2014, from

http://www.colorincolorado.org/

* Countries and Their Cultures. (n.d.). Retrieved December 6, 2014, from

http://www.everyculture.com

*Culture of Japan. (n.d.). Retrieved December 6, 2014, from http://en.citizendium.org/wiki/Culture_of_Japan

* Main Page. (2014, July 12). Retrieved DecemberCulture of Japan. (n.d.). Retrieved December 6, 2014, from http://en.wikipedia.org/wiki/

*(n.d.). Retrieved December 6, 2014, from http://traveltips.usatoday.com/culture-east-africa

* People and Culture of Africa - - African Culture, African Tribes. (n.d.). Retrieved December 6, 2014, from http://goafrica.about.com/od/peopleandculture

VIDEOS:

* Afghanistan - My Kabul 1 of 3 - BBC Culture Documentary. (n.d.). Retrieved December 6, 2014, from https://www.youtube.com/watch?v=TeEHOcC0Ruw

* INDIA- LAND OF RICH CULTURE. (n.d.). Retrieved December 6, 2014, from https://www.youtube.com/watch?v=SsQHAGluOO4

* Japan: A Journey Between Tradition And Modernity. (n.d.). Retrieved December 6, 2014, from https://www.youtube.com/watch?v=jBjMdcvwMd0

* South African Culture. (n.d.). Retrieved December 6, 2014, from https://www.youtube.com/watch?v=U1mUPWY7tSk