Cultures of the Continent

Lansdowne Elementary
Grades: 3rd & 5th

Developed by: Burline Slone, Annette Moore, Chandra Leaverton,
Adam Brewer, Barbara Barr

Organizer

North American cultures are different from each other. How can we understand the similarities and differences between the cultures and the impact it has on people?

Academic Expectations and Demonstrators

2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

2.25 In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history. (This will be adapted to focus more on the interaction between people.)

1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.

Essential Questions

· What differences and similarities are there between an immigrant’s homeland and culture to that of Central Kentucky?

· Do you think it would be easy to leave Central Kentucky and move to another place with a different language and culture?

· Is there anything we can do to make the transition from Hispanic Regions to Central Kentucky easier? What about a transition from Canada or the Middle East?

Culminating Performance

All students must study and compare the various aspects of American, Mexican (mainly) and Canadian geography, culture, economy and government. This project will gather the information these students have learned and compile it into a global resource for other students and teachers to use as a resource to ease the transition process. Students will present their information in several formats including (but not limited to) a performance, online, or visual.

Scoring Guide/Rubric

Criteria

4

3

2

1

Accuracy of Information

· Provides fully developed responses which include supporting details.

· All information is completely accurate and explicit.

· Information includes several insightful examples of easing an immigrant’s transition to Central Kentucky.

· Ideas go beyond statements of the obvious.

· Vocabulary and concepts of the culture are used correctly.

· Provides accurate responses with supporting and relevant details.

· Ideas presented are predictable.

· Information includes more than one example of easing an immigrant’s transition to Central Kentucky.

· Vocabulary and concepts are understood.

· Provides incomplete responses or responses which are limited in accuracy or explanation.

· Information includes one example of easing an immigrant’s transition to Central Kentucky.

· Responses demonstrate limited understanding of vocabulary and concepts of the discipline.

· Responses include inaccuracies and/or little explanation.

· Information includes no examples of easing an immigrant’s transition to Central Kentucky.

· Provides responses that demonstrate little understanding of concepts and vocabulary.

Presentation Creativity

· Assess newly generated solutions/ideas/products to test validity and utility.

· Create a new solution/idea/ product.

· Students create a new solution of idea.

· Expand and analyze ideas and products.

· Generate a variety of ideas and products.

· Students create a presentation that has little creativity.

· Ideas are not novel or new.

· Little creative thought is apparent in presentation.

Presentation Skills

· Facts and information are well organized.

· Statements make connections to the real world across different disciplines.

· Voice quality and expression is exemplary with no difficulty in pronunciation or word choice.

· Constant eye contact with audience.

· Facts are correct, but not necessarily well organized.

· Statements are predictable.

· Voice quality and expression is acceptable but pauses in speech or errors in word choice are present.

· Good eye contact with audience.

· Facts are mostly correct but very simplistic and poorly organized.

· Student is difficult to understand due to voice quality or word choice.

· Little expression in voice.

· Poor eye contact with audience.

· Speech has many inaccuracies and very little explanation.

· Student is difficult to understand.

· Little to no voice expression.

· Little or no eye contact with audience.

Cooperative Learning Skills

· Students devise creative ways to resolve conflict.

· Students learn to speak in a group dynamic with an understanding of proper speaking and listening cycles.

· Student resolves conflicts in a manner that addresses the needs of all parties involved.

· Share tools to help others work cooperatively on a task.

· Students interact effectively with a variety of people.

· Student is able to listen effectively and take turns speaking.

· Students are able to demonstrate verbal and non-verbal skills to resolve conflict.

· Share tools to help others work cooperatively on a task.

· Students interact with a variety of people.

· Student is able to listen and take turns speaking.

· Students are able to resolve conflict.

· Share tools to help others work on a task.

· Students interact with others.

· Student has difficulty listening and taking turns speaking.

· Students have difficulty resolving conflict.

· Students do not share tools to work on a task.

Open Response

· Student identifies three cultural characteristics and compares, using extensive details, cultural characteristics between the two countries

· Student provides three examples of how a student could make the transition to a foreign country easier.

· Student communicates information in an organized manner so that others can understand.

· Ideas go beyond statements of the obvious.

· Vocabulary and concepts of the culture are used correctly.

· Statements make connections to the real world across different disciplines.

· Student identifies two or three cultural characteristics and student compares, using broad details, cultural characteristics between the two countries.

· Student provides two or three examples of how a student could make the transition to a foreign country easier.

· Student communicates information with some lapses in organization.

· Ideas presented are predictable.

· Vocabulary and concepts are understood.

· Student identifies one or two cultural characteristics and compares, with basic explanation, cultural characteristics between the two countries.

· Student provides one or two examples of how a student could make the transition to a foreign country easier.

· Student communicates reasonably, but has poor organization and some inaccurate information.

· Responses demonstrate limited understanding of vocabulary and concepts of the discipline.

· Student identifies one cultural characteristic and gives minimal or no explanation of the comparison of cultural characteristics between the two countries.

· Student provides one examples of how a student could make the transition to a foreign country easier.

· Student has poor organization and some inaccurate information.

· Provides responses which demonstrate little understanding of concepts and vocabulary.

 

Evaluation Component:

The open response will be given as a pre- and post-test.

Open Response Question

Our neighbors to the north and south are Canada and Mexico.

1. Choose three cultural characteristics of either Canada or Mexico and compare them to Central Kentucky.

2. Give three examples of ways that you could make an immigrant’s transition from a foreign country like Mexico or Canada to Central Kentucky easier.

Knowledge (Core Content)

· RD-E-2.0.6
Use text features (e.g., pictures, lists, tables, charts, graphs, tables of contents, indexes, glossaries, headings, captions) to understand a passage. 

· RD-E-2.0.10
Connect the content of a passage to students’ lives and/or real world issues.

· RD-E-4.0.6
Locate and apply information for authentic purposes. 

· WR-E-1.4
Transactive writing is informative/ persuasive writing that presents ideas and information for authentic audiences to accomplish realistic purposes like those students will encounter in their lives.

· SS-E-2.1.1
Language, music, art, dress, food, stories, and folk tales help define culture and may be shared among various groups.

· SS-E-2.1.2
Elements of culture (e.g., language, music, art, dress, food, stories, folktales) serve to define specific groups and may result in unique perspectives.

· SS-E-2.2.1
All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives.

· SS-E-2.3.1
Various human needs are met through interaction in and among social groups (e.g., family, schools, teams, and clubs).

· SS-E-2.4.2
Compromise and cooperation are tools for social interaction.

· SS-E-4.1.1
Simple physical, political, and thematic maps, globes, charts, photographs, aerial photography, and graphs can be used to find and explain locations and display information.

· SS-E-4.2.1
Every place is unique and can be described by its human (e.g., language, religion, housing) and physical characteristics (e.g., landforms, climates, water).

· SS-E-5.2.6
The United States, Canada, and Mexico have basic similarities and differences (e.g., indigenous peoples, immigrants, colonial backgrounds, cultural characteristics).

· The following Arts and Humanities Core Content Objectives will be present based upon the presentation medium the student chooses.

o AH-E-3.1.42
Create a performance using the elements of production representing specific cultures, periods, and styles (folktales, myths and legends of West Africa, Native America, and Colonial America). [EPE] (2.22, 2.24, 2.25)

o AH-E-4.1.41
Create artwork using the elements of art and principles of design. [PE] (1.13, 2.22)

o AH-E-4.1.42
Use a variety of media and art processes to produce two-dimensional (2-D) and three-dimensional (3-D) artwork. [PE] (2.22)

· PL-E-1.1.1
Individual behaviors (e.g., etiquette, fairness, politeness, sharing, listening) show responsibility and respect to others (e.g., families, peers, teams).

· PL-E-1.1.2
There are positive ways to express feelings during conflicts at home, school, and in the community.

· PL-E-1.1.3
Groups function more effectively when members follow certain behaviors (e.g., conflict-resolution strategies, problem identification, communication).

· PL-E-4.4.3
Many tasks can be completed more efficiently when team skills (e.g., cooperation, communication) are used.

Technology Standards

· T1.1.2 Determine best resource for gaining information (electronic, print, personal, etc.)

· T2.1 Extract information appropriately and record citations

· T3.2 Communicate responsibly and respectfully

· T4.4 Locate information using the Internet

· T4.4.6 Use electronic mail to contact appropriate sources and receive information

· T5.3 Evaluate information from the Internet

· T5.6 Enter and edit word processing information

· T5.9 Use Electronic Mail Software

· T6.1 Select appropriate software for a task.

· T6.1.2 Develop a plan for the project

· The following standards will be present based upon the publication medium the student chooses.

o T6.2 Publish information on the Internet.

o T6.4 Use a Word Processor to present information.

o T6.5 Create a presentation or product using application software.

o T6.6 Use digital imaging and audio

Skills/Abilities

· Working Cooperatively

o Compromise

o Shared workload

o Willingness to listen

· Research Skills

o Citations

o Internet searches

o Book searching

o Note taking

o Evaluate information source and content

· Writing Process

o Transitions

o Organization

o Paragraph form

o Accurate information

o Understand purpose of writing

· Presentation Skills

o Proper voice

o Eye contact

o Organization

· Problem Solving

o Identify cultural differences/similarities

o Develop respect for cultural differences

o Recognizing different points of view

o Create solutions to ease immigration process

· Presentation Software

o PowerPoint

§ Adding appropriate graphics/charts to information

§ Effective layout/transitions/animations

o FrontPage

§ Adding appropriate graphics/charts to information

§ Effective layout and content

· Email contact of primary sources

o Using email software

o Email etiquette

· Word Processing

o Basic keyboarding

o Use of toolbar

· Internet Searches

o Boolean searching

o Evaluating information

 

Instructional/Assessment Activities

Timeline for Unit

(White rows are 3rd grade lessons/activities. Light gray rows are 5th grade. Dark gray rows are Quest.)

Monday

Tuesday

Wednesday

Thursday

Friday

· Give Open Response pre-test.

· Develop KWL chart on Canada.

· Cover geography (location, major cities, land forms, climate, etc.) of Canada.

· Review Map Skills.

· Wrap-up: Compare to US

· Discuss people (language, dress, money, foods, etc.) of Canada.

· Model research skills (evaluate sources).

· Model note-taking skills.

· Wrap-up: Compare to US

· Discuss people (language, dress, money, foods, etc.) of Canada.

· Model research skills (evaluate sources).

· Model note-taking skills.

· Wrap-up: Compare to US

· Discuss people (recreation, leisure, music, holidays, etc.) of Canada.

· Model research skills (cite sources).

· Model note-taking skills.

· Wrap-up: Compare to US

· Give Open Response pre-test.

· Develop KWL chart on Mexico.

· Cover geography (location, major cities, land forms, climate, etc.) of Mexico.

· Review Map Skills.

· Wrap-up: Compare to US

· Discuss people (language, dress, money, foods, religion, etc.) of Mexico.

· Introduce basic research skills (Internet & Boolean searches).

· Review note-taking skills.

· Wrap-up: Compare to US

· Discuss people (language, dress, money, foods, religion, etc.) of Mexico.

· Introduce basic research skills (evaluate information).

· Review note-taking skills.

· Wrap-up: Compare to US

· Discuss people (recreation, leisure, music, holidays, etc.) of Mexico.

· Introduce basic research skills (cite sources).

· Review note-taking skills.

· Wrap-up: Compare to US

· Wrap up Canada introductions.

· Develop KWL chart on Mexico.

· Evaluate similarities and differences between Canada and US cultures.

· On-demand Writing

· Assign group topic about Mexico to students.

· Introduce book researching (OPAC).

· Introduce Internet searches.

· Identify and email sources for initial information.

· Students research topics.

· Note taking

· Wrap-up: Compare to US

· Students research topics.

· Note taking

· Wrap-up: Compare to US

· Students research topics.

· Note taking

· Wrap-up: Compare to US

· Wrap up Mexico introductions.

· Develop KWL chart on Canada.

· Evaluate similarities and differences between Mexico and US cultures.

· Assign group topic about Canada to students.

· Introduce book researching (OPAC).

· Identify and email sources for initial information.

· Students research topics.

· Note taking

· Wrap-up: Compare to US

· Students research topics.

· Note taking

· Wrap-up: Compare to US

· Students research topics.

· Note taking

· Wrap-up: Compare to US

· Students research topics.

· Groups gather to organize and evaluate information.

· Students research topics.

· Groups gather to organize and evaluate information.

· Students begin to write information.

· Decide presentation medium (as a group).

· Work on writing and presentation product.

· Work on writing and presentation product.

· Decide presentation tasks.

· Students research topics.

· Groups gather to organize and evaluate information.

· Students research topics.

· Groups gather to organize and evaluate information.

· Students begin to write information.

· Decide presentation medium (as a group).

· Work on writing and presentation product.

· Work on writing and presentation product.

· Decide presentation tasks.

· Open Response pre-test

· Overview of US culture.

· Students research topics.

· Note taking

· Students research topics.

· Note taking

· N/A

· N/A

· Finalize/organize presentation tasks.

· Practice presentation.

· Create any accessory items for presentation

· Finalize/organize presentation tasks.

· Practice presentation.

· Create any accessory items for presentation

· Finalize/organize presentation tasks.

· Practice presentation.

· Create any accessory items for presentation

· Finalize/organize presentation tasks.

· Practice presentation.

· Create any accessory items for presentation

· Finalize/organize presentation tasks.

· Practice presentation.

· Create any accessory items for presentation

· Finalize/organize presentation tasks.

· Practice presentation.

· Create any accessory items for presentation

· Finalize/organize presentation tasks.

· Practice presentation.

· Create any accessory items for presentation

· Finalize/organize presentation tasks.

· Practice presentation.

· Create any accessory items for presentation

· Finalize/organize presentation tasks.

· Practice presentation.

· Create any accessory items for presentation

· Finalize/organize presentation tasks.

· Practice presentation.

· Create any accessory items for presentation

· Students research topics.

· Note taking

· Work on writing and presentation product.

· Work on writing and presentation product.

· N/A

· N/A

· Formal Presentations

· Formal Presentations

· Open Response post-test

· Flexible Day

· Flexible Day

· Formal Presentations

· Formal Presentations

· Open Response post-test

· Flexible Day

· Flexible Day

· Practice presentation.

· Formal Presentations

· Formal Presentations

· Open Response post-test

· N/A

· N/A

 

Lesson Goals

None of these lessons explain how to teach any of the lessons. That is left up to the teacher to determine the best method and classroom management strategies to use with their particular classes. These lessons are merely given as a resource of what to teach; not how to teach it.

Intro to Unit (KWL Chart):

Objective: Students will share and discuss what they think they know, want to know and (eventually) have learned about their class’s country.

Description: Teacher will lead class in whole group discussion about the facts they think they know about their class’s country (3rd grade – Canada; 5th grade – Mexico). Teacher will record responses onto chart. The class will then share what they want to learn about their class’s country. At the completion of the teacher’s presentation, which models many of the following lessons, the class will complete the final section of the chart where they share what they have learned.

Assessment: The chart itself will be the assessment.

Country Geography (Map Skill Review):

Objective: Students will learn various geographical aspects of their class’s country.

Description: Teacher will show on map and/or globe the location of country in comparison to the United States and Kentucky. General geographical divisions such as states and provinces and major cities will be covered. Indigenous landforms and climates will be discussed and compared to similar features in the United States. Map skills will be reviewed. General topics such as direction (compass rose), legends/keys landforms, water features, etc. will be covered.

Assessment: General assessment found in Social Studies text will be used.

Country’s Culture:

Objective: Students will learn the different cultural aspects of their class’s country.

Description: This lesson is composed of several mini-lessons described below.

· Language – Comparison of "official" languages. Basic translations of common words and phrases. If possible, comparisons between local idioms may be introduced. Many websites are available for translation (see resources below).

· Dress – Introduce the basic dress and why they would dress in that manner. Traditional clothing will also be discussed.

· Housing – Describe typical housing of the different regions.

· Money – Comparisons of currency and how it relates to US money.

· Food – Discuss the typical foods of a country and the origin of some of these foods. What foods have come from different countries to the United States?

· Recreation/Leisure – List common recreation and leisure activities of the country. Are any of these practiced in the United States?

· Music – Share examples of traditional music styles and examples of each country’s National Anthem.

· Holidays – Discuss holidays that are exclusive to each country (eg., July 4), the differences in shared holidays (eg., New Years) and holidays that have transferred to a different country (eg., Cinco de Mayo).

· Government – This will be a very basic discussion about the difference in personal rights and authority figures.

Assessment: On demand Writing Prompt: A distant relative from another country is planning to visit you in your class’s country. Tell them about the different cultural aspects so they can appreciate everything when they arrive.

Researching and Note Taking:

Objective: Students will learn the various skills necessary to research from different media and to take notes from that research.

Description: Class will discuss methods on how to do basic research: only write important facts, evaluate critical resources, and organize notes. Students will be taught how to use the OPAC system to find library books. Students will learn how to perform a Boolean search on the Internet to help identify useful resources. Students will learn proper email etiquette in order to email resources for help or information.

Assessment: Teacher will collect student notes as part of the final product.

Culture Comparison and Wrap-up:

Objective: Students will develop examples of how their class’s culture compares to the one(s) of Central Kentucky.

Description: Review, using a chart, the different aspects of culture. Compare the class’s culture to one from Central Kentucky. Discuss how an immigrant’s transition to Central Kentucky could be made easier.

Assessment: Informal assessment through class discussion.

Making a Presentation:

Objective: Students will learn the principles of standing in front of a class and giving a presentation and the different media they can use in order to give a presentation.

Description: Teacher will model and discuss the proper format for giving a group led presentation. Material covered should be voice, eye contact, organization, and accuracy of information. They will also discuss and possibly show examples of the different types of presentations that could be given and the different media used (report, multimedia presentation, poster, web page, etc.).

Assessment: The group’s presentation.

Critical Resources

· Books

o Canada by Elaine Landau

o A Ticket to Canada by Janice Hamilton

o Canada from A to Z by Bobbie Kalman

· Websites

o Mexico

o Canada

o Misc.

· Maps and globes

· Chart Supplies (Marker and Paper)

· Templates

o Note Taking

o Presentation Checklist

· Software

o PowerPoint (with projection device)

o FrontPage

o Word

o OPAC

o Internet Access

o Email

o Inspiration/Kidspiration

· Presentation Materials

· Guest Speaker (if available)

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