By Randy Russell,2014-07-04 08:11
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Topic One: What is Culture?

    Learning Objectives

    Knowledge/Content Skills/Processes Values/Attitudes

    ; Define culture as a learned ; Participate appropriately ; Recognize that there are way of living that is shared by and effectively in group similarities among cultural a group of people. (COM) discussions to extend oral groups.

    communication skills. ; Recognize that differences ; Know that an individual's

    (COM, CCT) among cultural groups do not culture is reflected in his or

    imply superiority or inferiority her behaviours and actions. ; Draw conclusions based

    (COM, CCT) on given data (video, visuals

    . (PSVS) or stories). (CCT)

    ; Record relevant data using

    a graphic organizer.


    Teacher Notes Assessment Suggestions

    See sample assessment templates on ? Have students use a self-evaluation checklist to pages 413, 414 and 417 of the curriculum determine their contributions to their small group guide. Note: It is important to tailor discussions.

    templates for individual student activities

    and needs. ? Use an observation checklist to determine students'

    willingness and abilities to contribute to large group

    discussion. What is Culture?

    To some students, the word "culture" ? Assess students' abilities to draw relevant refers to an ethnic group in another part conclusions.

    of the world. It is

    important that students develop the Instruction Suggestions

    understanding that they too live within a

    culture or cultures. They should also Video:

    understand that, although the term

    culture often refers to an ethnic grouping, ; Show students a short video about any it can refer to other groupings as well cultural group. Some videos to choose from (e.g., a regional grouping of people with include:

    mixed ethnic backgrounds). o Same Differences (Jewish and

    Catholic Religions/Cultures)

    Defining Culture: o Island of the Blue Dolphins

    (Aboriginal Culture)

    There are many definitions for the o Race to Freedom: The Underground

    concept of culture but they are generally Railway (Black Canadian Culture)

    the same in meaning: o The Tarahumara (Remote Northern

    Mexican Culture)

? Culture is a group's beliefs, norms, ; Before viewing the video, give students five

    institutions and communication patterns. minutes to list everything that they know

    about the particular culture described in the

    video. ? Culture is a learned way of living shared

    by a group of people. ; After viewing, ask students, "Is there

    anything you would like to cross off your list

    that you thought you knew, but have changed Cultural Diversity:

    your mind about?"

    ; Give them a handout or several resources It is important to recognize that cultural

    about the particular culture that provide differences exist and help students

    information about that culture's celebrations, develop an acceptance of differing

    food, shelter, clothing, language, work, etc. cultural norms. Students should learn to

    Have them further revise their lists. value the local, national and global

    ; Have students work individually, or in pairs, contributions of all cultures to our

    to complete "Student Handout #1: Culture society.

    Data Disk."

    . Cultural Similarities:


    While cultures differ in many ways, there

    ; Have students meet in small groups of four or are certain things that all cultures have.

    five. These cultural "universals" include

    ; Give each group a collection of 5-8 pictures religion/spirituality, values, games,

    or photographs of different cultures. music, rites of passage, education,

    (Calendars and magazines such as National leadership, family units, traditions, etc.

    Geographic are useful resources from which One way to look at cultural similarities or

    to develop picture files.) universals is to use "patterns of culture."

    ; Give each group a copy of "Student Handout

    #1:Culture Data Disk," and have them Acculturalion:

    complete the handout from the information in

    the visuals. Draw students' attention to the fact that, when people from another culture enter a

    And/Or new country (e.g., Canada), they must

    adapt, or assimilate , to some degree. The

    Stories: immigrants' cultural patterns of

    economics, politics and education must

    ; Read aloud a picture book or short story that comply with the laws and citizenship

    describes life in a particular cultural group. expectations of their new country.

    ; Before reading, ask students to take five However, Canada has a multicultural

    minutes and record all that they know about policy that ensures that diverse cultures

    the particular culture in the story. can maintain their own cultural heritages

    ; Give students a copy of "Student Handout #1: within the laws of Canada.

    Culture Data Disk,and have them jot notes as

    they listen to the story. Ethnocentrism:

    ; After viewing, ask students, "Is there

    anything you would like to cross off your list This term describes the attitude that one

    that you thought you knew about the culture, culture is best and that all cultures should

be compared with it. but have changed your mind about?"

    ; Have students write their summary statements

    on the handouts and share these within their Assimilation:

    groups and/or with other groups.

    The process of making the minority

    Debrief: culture resemble the dominant culture-the

    culture in power.

     ? Explain to students that they have been exploring, Examples of Ethocentrism and through video, visuals or stories, the concept of Assimilation include: culture . Have them record a personal definition of

    culture in their notebooks, based on what they know ? In the late 1800s the Canadian at this point. Ask them to think of situations where a

    cultural grouping might include people of various government believed that the best way to

    ethnic backgrounds. deal with Aboriginal peoples was to make

    them "white". They believed that this

    could be achieved if the children were ? Conclude any or all of the activities above by removed from their families and sent to discussing students' discoveries about each culture, residential schools. At these boarding about the similarities and differences of cultures, and

    schools, which were run by the federal the reasons for those similarities and differences government and the churches, Indian (e.g., geography determines many things for a culture children were forced to speak English, including food, clothing, housing, work).

    practise Christianity, learn western trades

    and give up their Indian tradition. ? Use students' ideas to lead into a discussion about