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Subject: Diversity in a Community |
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1. Topic-
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Understanding community diversity through cooperation and collaboration. |
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2. Content-
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Create a fictional state describing the people residing in the state's
society and their basic ideals and practices associated with the society.
Key terms: State motto, state flag, ethnicity, source of capital,
immigration policy, gay marriage. |
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3. Goals: Aims/Outcomes-
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1. Create a fictional state and society.
2. Create a physical flag symbolizing the state's society.
3. Complete the State Creation Questionnaire (Appendix A).
4. Discuss and collaborate on common elements of the created states.
5. Complete the Single Country Questionnaire (Appendix B).
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4. Objectives-
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1. Groups will discuss and collaborate on creating a fictional state
society. Each group member will participate and accomplish his/her
individual responsibility.
2. Groups will share, discuss, and collaborate with other groups and
as a class.
3. Students will learn, understand, and comprehend how diversity plays
and important role in all societies as well as in the classroom. They
will also learn and understand the value of cooperation, collaboration
and the essence of community.
4. Students will be evaluated on knowledge by completing the Community
Questionnaire (Appendix C).
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5. Materials and Aids-
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1. Computer, smart board, or projector
2. Copies of State Creation Questionnaire for each group.
3. Copies of Single Country Questionnaire for each group.
4. Copies of Community Questionnaire for each student.
5. Pre-cut rectangular pieces of canvas for each group.
6. A set of varied colored markers for each group.
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6. Procedures/Methods-
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A. Introduction-
1. Instruct the class on the meaning of community has a society
and in the classroom
2. Instruct the class on how important cooperation, collaboration
and teamwork makes a successful community.
3. Instruct the class that they will be working in groups of 4 or
5 and will individual and group responsibilities to accomplish.
4. Display the State Creation Questionnaire on with smart board or
projector. Read through each question instructing them on what each
group will be tasked to accomplish.
5. Instruct the class on the importance of working as team to ensure
that tasks are completed and that the lesson will be successful.
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Practice-
1. Divide the class into groups of 4 or 5 and assign a work area
for each group.
2. Pass and ensure each group receives a copy of the State Creation
Questionnaire.
3. Assign a leader, scribe, artist and ambassador for each group.
4. Instruct the leader in each group they will be in charge of group
but every member needed for their input. The leader will be responsible
for making sure each member is heard and the order ensues.
5. The scribe will be the one filling out the Questionnaires for the
group.
6. The artist will be responsible to actually creating the state flag
taking directions and ideas from each group member.
7. The ambassador will be responsible for relaying communications
from the group to the other groups.
8. Each group will follow the format of the State Creation Questionnaire
answering and completing each question and task.
Once each group has completed the questions and tasks on the State
Creation Questionnaire. The ambassador of each group will make copies
of their groups State Creation Questionnaire (enough copies for each
of the other groups). The ambassador will give a copy to each of the
other groups. Each group will then discuss, collaborate and complete
the Single Country Questionnaire, which will acquired and distributed
by each groups ambassador. |
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Checking for understanding-
Once each group has discussed and completed the Single Country Questionnaire
the ambassador of each group will collect them and then turn them
into the teacher. The groups will be instructed to assemble back as
a class but staying as a group. The teacher will then begin to discuss
and read through each group's Single Country Questionnaire. Each group
will discuss and give reasoning on why they answered the Single Country
Questionnaire. The teacher will guide a discussion to see if a common
single country can be agreed upon by the entire class. The teacher
should allow the students freedom to discuss and interject giving
only minimal input. However the teacher should instruct students that
absolute common ground of what a state should incorporate may not
be reach but is ok. |
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7. Evaluation-
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1. The teacher needs to have constant observation of groups as the
complete each portion of the assignment. The teacher needs to observe
that each student is participating and accomplishing their responsibilities.
2. After tasks and discussions are completed each students will be
required to complete the Community Questionnaire. The questionnaire
will be turn in for evaluation by the teacher.
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8. Teacher Reflection-
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At the end of the lesson discuss with the class the concepts of
cooperation, collaboration, community, and diversity. Emphasize and
stress the importance of having communities that are diverse in ethnicity
and ideals. Make sure to also impress upon the students the a school
and classrooms are diverse communities that need to be nurtured by
cooperation and collaboration.
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