Title: Our Community
Celebrating Differences – Culture and Individual Diversity
Project Authors:
Harry Memnon
Harry.Memnon@fortbend.k12.tx.us
Ft. Bend, TX
Ft. Bend Independent School Districts
Renum Saxena
renumsaxena25@gmail.com
Ft. Bend, TX
Ft. Bend Independent School Districts
Elsa Trevino
evtrevin@episd.org
El Paso, TX
EPISD
Ivan Roman
iproman@episd.org
El Paso, Tx, USA
EPISD
Subject Area and Intended Grade Level: Geography, High School
Description: This lesson is designed for students to share their communities. It is designed to share information from their personal lives, their school, and their city or town. It is an opportunity for them to look at their place in our global village and share this with someone else. Upon completion students would then exchange or share this information with students in another location. The presentation could take a number of forms including: video, Power Point, Prezi, Podcasts, Digital Storytelling, Xtranormal, etc. and may include, but not be limited to videos, pictures, written accounts, artistic examples, statistics/facts, etc. This assignment can be implemented across most curriculums. For example, the focus could be on the history, ethnic makeup, culture, pop culture geography of a family, school, or region but it could be viewed through a scientific or mathematical lens by looking at statistics, the biodiversity of a region, or the types of flora and fauna of a region. After sharing, students will be given an assignment that compares and contrasts their lives using a KWL chart.
Learner Outcomes:
Identify how people display prejudice toward others
Identify reasons for discrimination and stereotyping
Describe ways a person can guide diverse groups to work together as a team
Define key words: culture, discrimination, ethnic, minority, stereotype, …???
Standards:
Lesson Competency: Employ strategies for neutralizing the impact of personal prejudices and stereotypes on your relationships with others
Linked McRel Standards: SR1. Sets and manages goals, SR2. Performs self-appraisal, W04. Displays effective interpersonal communication skills, WO5. Demonstrates leadership skills
Thinking Processes Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
* Thinking Map
Core Abilities
Build your capacity for life-long learning
Communicate using verbal, non-verbal, visual, and written techniques
Take responsibility for your actions and choices
Do your share as a good citizen in your school, community, country, and the world
Treat self and others with respect
Apply critical thinking techniques
Multiple Intelligences Bodily/Kinesthetic Visual/Spatial Logical/Mathematical Verbal/Linguistic Musical/Rhythmical Naturalist Interpersonal Intrapersonal
Bloom’s Taxonomy Remember Understand Apply Analyze Evaluate Create
Structured Reflection Metacognition What? So What? Now What?
Socratic Dialog E-I-A-G
Authentic Assessment Observation Checklist Portfolio Rubric Test and Quizzes Thinking Map® Graphic Organizer Notebook Entries Logs Performance Project
Time: 60-minute with 45-minute periods with activities
Preparation:
Find a Project Partner ~ Example: Use CAP space (Collaboration Around the Planet)
Pair students with the partner school to share their community
Have students research and prepare their project
Have students share their findings with their partner from another region
Materials:
Video Conferencing Equipment
Computers and Internet Access
KWL Chart
Videoconference Agenda:
5 min. Welcome and introductions
10 min. Create a KWL chart and fill out the K and W parts on the following:
What do you know about the other group’s community and people?
What would you like to learn about the other group’s community and people?
15 min. Presentations including the visual
10 min. Questions and answers.
Post Activities:
Role-play a fictitious group. Students could play their roles as “group members” noting characteristics, attitudes, and behaviors of a group as a whole.
Students create a Bubble Map characterizing each team. Ask questions about what team they think would be most valuable under certain circumstances.
Apply: Students consider their own stereotypes and prejudices. Distribute and have students complete the Celebrating Differences – Culture and Individual Diversity Performance Assessment Task.
Have students work collaboratively on the KWL chart to fill out the L part: What did they learn about the other group’s community and people that they didn’t know before?
Assessment and Evaluation:
Employ strategies for neutralizing the impact of personal prejudices and stereotypes on your relationships with others
Directions:
For this performance assessment task, you will write about ways you can celebrate differences. For this assessment you will:
1. Create a written personal plan for accepting others who are different.
2. Use the attached scoring guide criteria for what you need to do to complete this task.
3. Submit your completed performance assessment task and scoring guide to your teacher for evaluation and a grade.
Observation Checklist Portfolio Rubric Test and Quizzes Thinking Map® Graphic Organizer Notebook Entries Logs Performance Project
Criteria Ratings
1. Your plan describes some of your prejudices and stereotypes
met not met
2. Your plan describes misconceptions you have about others
met not met
3. Your plan describes ways you can become more accepting or tolerant of other cultures or minority groups.
met not met
4. Your plan describes personal goals toward becoming a person who celebrates the differences in all people.
met not met
Comments:
Name:_____________
Comments (0)
You don't have permission to comment on this page.