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Title-
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Background-
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Expected Outcome Of This Lesson Plan-
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1.To understand the building blocks of culture.
2.For students to explore their own individual values and to rate those values in a hierarchy. |
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Teacher Objectives-
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1.Evaluate the role of cultural influences in
socialization (e.g., as they affect national or personal expectations).
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Resources-
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-Cultural Environment worksheet
http://www.youtube.com/watch?v=TL01SReeOqE
-Canada a Carbon Copy of U.S.A cartoon
-"Canadian Culture?" overhead
-Values assignment
-Hierarchy of Values |
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Teaching Methods-
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1. Lesson Introduction-
1."Canada a Carbon Copy of U.S?" will be put on an overhead. Students will be asked what they see.
2. Students and teacher will discuss what culture is. The students ideas will be written on the blackboard. For example: who we think we are, what we are a part of, how others see us, daily lives, commonality, music, art, food, literature, norms, values, identity language, rituals. The students will then try to construct the best sentence they can out of these jot notes.
Then the class will look at stereotypes. They may suggest stereotypes in an incorrect assumption based on some facts. One aspect of a person or group that is believed to be true. Generalizations made about a person or group of people that are based on an incorrect assumption.
3. The class will then examine what cultural traits belong to America and Canada.
4. The class will then be broken into what defines a group of people and what notions do we hae are really stereotypes.
5. The commerical "I am Canadian" will be viewed for stereotypes. Students will be asked what stereotypes they heard.
6. The question will be posed again is Canada a carbon copy of America? The students will answer.
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2. Lesson Progression-
1.Students will receive the Cultural Environment handout and fill in the blanks about the building blocks of culture.
2. The "Canadian Culture" Overhead will be explored to define Material traits, Behaviour traits, and Mental traits.
3. The class will analyze what values are, why they are important, who they are important to, and how place values in scale of most important to least important.
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3. Guided Practice-
1.The students will each be given a Values worksheet. Each worksheet has a series of situations and the students have to rate their reaction to the situation.
Once completed,the class will take up the sheet while the students move to the corner of the room that has their chosen reaction posted at it. Students will be asked to defend their position. |
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4. Student Practice-
1.Students will receive the values list.
2. they will be asked to complete a hierarchy of values.
3.Once completed, students will have to walk around the room and find the person who shares the same kind of values as they do. |
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5. Learner Accommodations-
1. Yesterday was a very theoretical day for the students. Today it would be nice to make things more exciting so they do not become bored with the topics.
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6. Assessment-
1. "What are the seven categories that values can be broken into?"
2. "Why do we need values?"
3. "How does conflict arise between people with different value systems?" |
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7. Lesson Closure-
| 1."What does establishing values lead to? Why do we need individual goals?" |
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Measuring Student Progress-
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| 1. The unit test will cover this material. |
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