social studies culture unit map

8/13/2019 Social Studies Culture Unit Map

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Social Studies Culture Unit

6 lessons focusing on 4 standards

Lesson One (Partner Graphic Organizer, Identifying Si ilarities and !ifferences"#

Grade $ Social Studies Standard# Understand that hu ans ha%e different interests,oti%ations, s&ills and identity'his day )ill start )ith a *rief discussion of )hat a&es us different' +s a )hole

class, )e ll discuss things that a&e us different fro one another- these things can *erecorded on the *oard and can *e classified in the categories listed in the standard' I )illas& pro*ing .uestions )ith students to ensure higher le%el ans)ers are gi%en than si plydistinguishers' Students )ill co plete a graphic organizer that I create that as&s the.uestions to get the thin&ing a*out )hat a&es the uni.ue ()hat they eat for dinner,)hat their *edroo is li&e, ho) they get to school, etc'"' /e ll discuss this, and studentscan use it for the ne0t acti%ity' hese si ilarities and differences can include all ideascreated *y students' 1ach pair )ill share one si ilarity or difference they found'

Lesson )o (Self2in%estigation of culture and student presentation to class"#Grade $ Social Studies Standard# Understand that hu ans ha%e different interests,oti%ations, s&ills and identity'

Lesson )ill start *y sho)ing a short %ideo a*out schools in 3apan' +s a class, )e)ill discuss these cultural si ilarities and differences and a&e inferences a*out )hatschooling is li&e in other cultures' his opener )ill *e done in s all learning groups(pods" and then )e )ill share out and a&e co parisons note differences as a class'hen, students )ill co plete a 5enn !iagra )ith a partner a*out si ilarities anddifferences a ongst the sel%es (using their graphic organizers fro the pre%ious lesson"'Students )ill then access the Social Studies te0t )e*site and )ill in%estigate 3osie s

culture and )rite do)n o*ser%ations' Students )ill *e responsi*le for teaching the classa*out a certain co ponent of 3osie culture' /e ll close *y reading the introduction frochapter and reading the story of 3osie fro Canada' Students )ill )rite (on theirdiagra s" one si ilarity and difference *et)een the sel%es and 3osie as an e0it tic&et'

Lesson hree (Cultural Ite !isco%ery and 7odified !e*ate"#Grade $ Social Studies Standard# Understand that the )ay a person %ie)s an issuereflects personal *eliefs, e0periences, and attitudes'

his lesson )ill start )ith e pro8ecting a picture of a close up shot of )ater onthe pro8ector' Students )ill *e as&ed to )or& )ith their learning partner to identify )hat itcould *e (ocean, la&e, pond, )ater *o)l for pet, etc'"' /e ll discuss these as a class, anddiscuss ho) our e0periences i pact )hat )e sa) (if )e %e *een to the ocean, if )e hates)i ing etc'"' o prepare students for the odified de*ate later in the lesson, I )ill as&students )ho ha%e different ans)ers to co e to the *oard and try to persuade their otherclass ates that their ans)er is right, using the picture as e%idence' Students )ill co pletecultural ite disco%ery acti%ity, and participate in odified de*ate a*out their place entof cultural ite s' hen, )e )ill read a*out Luis and 9azuo in the te0t*oo&, discussinginteresting facts as )e read' /e )ill pay special attention to the food and en%iron entLuis and 9azuo are accusto ed to' Students )ill then co plete a transition slip


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ans)ering the .uestion, :;o) )ould 9azuo respond to staying a night at your houseoo to the class' >oo is a picture *oo& that hasno )ords that focuses on perspecti%e, and I )ill as& scaffolded .uestions (increasing in

difficulty" as )e progress through the te0t'

Lesson ?our (@eflecti%e hin&ing, ;ypothesizing"Grade $ Social Studies Standard# Understand that hu an *eings can use the e ory oftheir past e0periences to a&e 8udg ents a*out ne) situations'

his lesson )ill start *y as&ing students to )rite a*out an instance )hen they gotin trou*le (at school or )or&"' his )ill *e done in a spiral at their des&s, and )e )illre%isit it at the end of the lesson' /e )ill then read a*out 1 a in the te0t, and )e )illa&e connections *et)een oursel%es and 1 a' Students )ill then transition to thecarpet to read the read aloud *oo& (@u*y Aridges or cultural te0t"' I )ill read the first half(appro0i ately" to students *ut )ill stop right after the ain pro*le has *een presented'

I )ill then as& students to return to their seats and i agine that they )ere the aincharacter (the character fro the nonfiction read aloud"' I )ill as& the to )rite a*outho) they )ould respond to the situation and )hat they )ould do' I )ill re ind the tothin& a*out instances in their past )hen they ha%e encountered so ething si ilar' /e)ill close the lesson *y referring *ac& to the opener and responding to, :!id you get introu*le for the sa e thing as the first ti e< /hy )hy not


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Lesson Si0 (Socratic uestioning, Colla*orati%e Poster"Grade $ Social Studies Standard# Understand that %arious factors contri*ute to theshaping of a person s identity'

his lesson su s up the pre%ious lesson and the unit' /e )ill start *y reading thestories of Paul and +na fro the te0t*oo&' I )ill then introduce students to the

su ati%e assess entDtheir cultural shield' his shield )ill *e for the to illustrate)ith artifacts (dra)n" that define the and descri*e their culture (including foods,language, en%iron ent, etc'"' I )ill odel Socratic .uestioning )ith a fe) students toe0e plify that dra)ing a *ase*all *at sho)s *ase*all is i portant, *ut that it ay eanso ething ore to the ()hy do you li&e *ase*all< Aecause I play )ith y dad' 1tc"'his is to encourage students to thin& deeper than 8ust possessions' Students )ill also)rite a fe) sentences a*out their Culture Shield to e0plain their illustrations' hese)ould need to include proper gra ar, punctuation, etc', and could *e displayed outsidethe classroo ' I )ill stress to students that their cultural shield ust include things thata&e the uni.ue, not 8ust their li&es and disli&es' 1ach student )ill ha%e a uni.ue pieceof the shield that is indi%idual, and they )ill then *ring their indi%idual shields together to

for a collecti%e cultural shield (colla*orati%e poster"' /e )ill discuss ho) our culturesare all uni.ue, *ut that )e also ha%e a culture )ithin our classroo that is uni.ue'

?irst hree Lessons ?ollo)


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Social Studies22CultureLesson E

Purpose State ent# I )ill understand that I ha%e si ilarities and differences )ith y

class ates that a&e e uni.ue'

Co on Core State Standard# Grade $ Social Studies# Understand that hu ans ha%edifferent interests, oti%ations, s&ills and identity'

7aterials# /hite*oard, ar&ers, +*out 7e Graphic Organizer, pencils, Social Studieste0t*oo&

+ppro0i ate i e# $F inutes

E' I )ill start the lesson *y reading the purpose state ent to students and e0plaining

that si ilarities and differences ean that )e are li&e our class ates in so eareas, and not li&e the in other areas' I )ill also )rite the )ord culture on the *oard, e0plain )hat it is, and tell students that )e )ill *e learning a*out culture (a)ay of life shared *y a group of people" during this unit'

' I )ill as& for students to share general traits a*out us that a&e us uni.ue' On the *oard, I )ill )rite :Interests, S&ills, Goals'= I )ill categorize )hat students sayunder those headings as they call the out' I )ill as& students pro*ing .uestionsto encourage the to o%e *eyond physical characteristics that a&e us different'

$' I )ill hand out the +*out 7e Graphic Organizer and as& students to fill it outindi%idually' his sheet pro pts students to start thin&ing a*out )hat a&es theuni.ue fro their peers'

4' I )ill call students *ac& together and as& se%eral students to share a uni.ue .ualitya*out the sel%es' I )ill as& another student to share the sa e category and )e)ill discuss that )e are so eti es si ilar and so eti es different'

F' Be0t, )e )ill read the introduction to chapter fro the social studies te0t*oo&(students )ill get the for their learning pair fro the *ac& of the roo "'

6' +fter )e ha%e read, I )ill as& students to loo& at the picture fro the chapter introduction and tal& to their learning partner a*out one si ilarity and onedifference they see *et)een the children pictured'

' I )ill as& each learning pair to either share one si ilarity or one difference theyo*ser%ed'


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students to (on the *ac& of their 5enn !iagra s" )rite#a' 3osie and I are ali&e *ecause JJJJJJJJJJJJJJJJ'

*' + difference *et)een 3osie and I is JJJJJJJJJJJJJJ'i' I )ill point out to students that I a %arying y sentences

()or&ing on this in gra ar"'

' I )ill collect their e0it slips 5enn !iagra s and )ill read the ' I )ill hand the *ac& *efore the ne0t lesson'

Social Studies22Culture


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Lesson hree

Purpose State ent# I )ill understand ho) y e ory of the past can help y decisionsin the future'

Co on Core State Standard# Grade $ Social Studies# Understand that hu an *eings canuse the e ory of their past e0periences to a&e 8udg ents a*out ne) situations'

7aterials# Picture of )ater to pro8ect, Social Studies te0t*oo&, >oo , pro8ector

+ppro0i ate i e# 4F inutes

E' I )ill start today s lesson *y reading the purpose state ent to students anddiscussing )hat it eans' I )ill e0plain to students that the )ay )e thin& and acthappens *ecause )e ha%e had e0periences that a&e us )ho )e are' I )ill gi%ethe e0a ple that if a dog *ites so eone, that person ay not li&e dogs %ery uch'

' I )ill then pro8ect the picture of a close2up shot of )ater (at the end of this lesson"on the pro8ector' I )ill as& students to )or& )ith their learning partner to thin& ofas any things that it could *e' I )ill say, :It loo&s li&e it ight *e )ater, *ut)hat type of )ater could it *e'= I )ant the to focus on types of )ater (la&es,

ponds, oceans, puddles, pool, etc'" rather than co ing up )ith nonsensical ite sthat the )ater ight loo& li&e'

$' +fter a inute, I )ill as& students to co e *ac& together and I )ill as& students)hat they ca e up )ith' o prepare students for the odified de*ate later in thelesson, I )ill as& students )ho ha%e different ans)ers to co e to the *oard andtry to persuade their other class ates that their ans)er is right, using the pictureas e%idence'

4' I )ill e0plain that )e ight ha%e said la&e *ecause )e li&e going to the la&e )ithour fa ily, or )e ight ha%e said pool *ecause )e )ent s)i ing this su er'I )ill connect that *ac& to our idea of so ething *eing related to e0perience(purpose state ent"'

F' Prior to learning a*out Luis and 9azuo (fro Paraguay and 3apan", I )ill pro%idestudents )ith se%eral ite s that these cultures incorporate' I )ill ha%e food ite s,e0a ples of clothing, school e0a ples, etc' (either in physical for or printed"and I )ill as& students, in their pods, to group these ite s into t)o piles that theythin& go together' I )ill e0plain to students that )e )ill *e learning a*out t)ocultures today and that these ite s are fro those t)o cultures and it is their 8o*as a group to deter ine )hich ite s *elong in )hich group' I )ill tell the thatthey ay use their te0t*oo&s of iPads to )or& if they )ish'

6' Once students ha%e done this, each pod )ill co e to the front of the class tocon%ince their class ates that they ha%e the ite s categorized correctly' If there isdissent *et)een groups, each group )ill defend their reasoning and try to

persuade the other groups they are right (li&e a odified de*ate"' Once all groupsha%e *een gi%en a chance to discuss ho) they categorized and )hat they learned%ia research, I )ill o%e on (intentionally not telling the until after they %e readso that they ay a&e changes as necessary )hile )e read"'


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' Be0t, students )ill get their Social Studies te0t*oo&s out and )e )ill read a*outLuis and 9azuo' +s )e read, I )ill stop to point out potential si ilarities anddifferences *et)een Luis, 9azuo, and the students, paying special attention tofood and en%iron ent'

' +fter )e ha%e read, I )ill )rite this pro pt on the *oard, :;o) )ould 9azuo

respond to staying a night at your house

social studies culture unit map

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