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AP HUMAN GEOGRAPHY CULTURE NOVEMBER 7TH 11TH - CMSFQ ...

By Martin Lopez,2014-07-04 08:49
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UNDERSTAND HOW CULTURE IS CHANGING AND EVOLVING OR DISAPPEARING AS A ... UNDERSTAND HOW LANGUAGE FORMS CULTURE AND HOW LANGUAGE EXTINCTION/REVITALIZATION IS ...

Unit: Culture: Language, Religion, and Cultural Relativism.

    Common Lesson Planning Template

    Teacher: Richard Whelan

    Subject: AP Human Geography

    Enduring Understandings:

    ; Understand how culture is changing and evolving or disappearing as a result of globalization.

    ; Understand how language forms culture and how language extinction/revitalization is occurring on a global scale.

    ; Understand the history and influence that universalizing religions have had on our past and the distribution of religious

    belief.

    ; Understand the ideas of environmental determinism and possibilism within the context of culture and globalization.

Day of Unit Description Date

    Warm-up / Preassessment: Students will be asked list, briefly, to define all the aspects of Culture that they can think of; and then share them with the class. Objective: Understand, create examples of, and analyze the idea of cultural relativism and how it operates within our world today and how it relates to the study of culture from human geographic perspective. By reading two articles entitled “Cultural Relativism” by Mark Glazer and “Cultural Relativism: All Truth is Local” by Michael Gallagher. Comment on Instructional Practice(s) you will use: coaching, group work, lecture Learning Activities: One ; Students will be given the articles with important portions highlighted for easy identification and reading questions. ; Students will be placed into groups and asked to read the articles and answer the questions ; The class will then have a discussion/ mini-debate to answer the question “Do you agree with the idea and concept of cultural relativism?” Closure / Assessment: Students will be asked to write and turn in a paragraph describing what is cultural relativism, and if they agree with the concept and application of the idea when studying different cultures. HW: Finish Closure Activity Warm-up / Preassessment: Students will be asked to, with a partner, make a T chart in which they should place Folk Culture on one side of the T and Popular culture on the other side. After this, students should list as many characteristics for each type of cultural type as possible. Then the teacher will lead a discussion on the difference between the two. Objective: To understand the different types of cultural categorization and organization and how those categorizations are related to geographic distribution. By reading, reviewing reading questions, and discussion. Comment on Instructional Practice(s) you will use: coaching, group work, lecture Learning Activities: Two ; Students will review the following aspects of culture classification: Music, Language, Diffusion Models, Culture Clusters, Food Diversity, and the diffusion of a global culture. ; Students will be asked to read parts of Chapter 4 in class and answer the accompanying questions. ; Once this is complete the teacher will begin the power point on Cultural Diffusion, Practices, and beliefs Closure / Assessment: Students will be asked to take a moment, review notes, and write down anything they have a question about. The teacher will then collect these items and review them the following day for clarification. HW: None Warm-up / Preassessment: Students will be asked to, with a partner, make a T chart in which they should place Folk Culture on one side of the T and Popular culture on the other side. After this, students should list as many characteristics for each type of cultural type as possible. Then the teacher will lead a discussion on the difference between the two. Objective: To understand the different types of cultural categorization and organization and how those categorizations are related to geographic distribution. By reading, reviewing reading questions, and discussion. Comment on Instructional Practice(s) you will use: coaching, group work, lecture Learning Activities: Three ; Students will review the following aspects of culture classification: Music, Language, Diffusion Models, Culture Clusters, Food Diversity, and the diffusion of a global culture. ; Students will be asked to read parts of Chapter 4 in class and answer the accompanying questions. ; Once this is complete the teacher will begin the power point on Cultural Diffusion, Practices, and beliefs Closure / Assessment: Students will be asked to take a moment, review notes, and write down anything they have a question about. The teacher will then collect these items and review them the following day for clarification. HW: None

    Warm-up / Preassessment: http://travel.nationalgeographic.com/travel/countries/street-food-photos/

    http://www.time.com/time/photogallery/0,29307,1626519,00.html Objective: Identify elements of how popular and folk culture are changing and shifting in our world due to globalization By Completing the Popular V. Folk Culture activity Four Comment on Instructional Practice(s) you will use: coaching, group work, lecture Learning Activities: ; Students will be taken down to the Computer lab to complete the Popular V. Fold Culture Activity. Closure / Assessment: HW: None.

Unit: Culture: Language, Religion, and Cultural Relativism. Warm-up / Preassessment: None. Objective: Identify elements of how popular and folk culture are changing and shifting in our world due to globalization By Completing the Popular V. Folk Culture activity Comment on Instructional Practice(s) you will use: coaching, group work, lecture Learning Activities: Five ; Students will present their activities from the previous day. Closure / Assessment: Students will answer the following question: According to what we know, does folk culture stand a chance against globalization and popular culture. HW: None

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