Lesson+Plan+1


 * Essential Question:** Does culture define the individual?

**unit question:** How is culture defined in your family? **content questions:**  1. How is the government in your heritage country(ies) different from the United States? from your family's country of origin? 2. What defines 'norms' and 'ideals' in culture? 3. How is your family's culture different from the culture in the United States?  4. How has your family's culture differ over time after living in the United States?

VITAL INFORMATION //__Subject(s):__// English, Social Studies, Spanish //__Topic or Unit of Study:__// Latin American Culture //__Grade/Level:__// 10th Grade //__Objectives:__// 1. Students will be able to define politics and culture (within William Kornblum’s categories of “ideas, norms, and material” culture) and cite examples of each. 2. Students will be able to discuss and debate whether government of their family’s place of origin, the government of the United States, their family’s traditional culture, or American culture has had the most influence over how they live their own lives. //__Summary:__// In this lesson, students will come to understand the different aspects of culture. This will be accomplished by examining the three categories that are introduced in the video and citing examples in their own lives.
 * Lesson 1:** “Examining The Way We Live”

The students will form small groups and discuss the information that they filled in on the worksheets that they were asked to fill out for homework, in preparation for the lesson (see attached). Students will then be granted the opportunity to share some of their family history, traditions, and experiences and comment on which aspects of their family’s culture of origin have made it into their home life.

They will then discuss whether they feel that their family’s traditional culture or their modern American culture has played the largest role in shaping their identity.

MATERIALS AND RESOURCES //__Instructional Materials: **(**__// -“My Family Tree” worksheet - “All About Me” worksheet  - “Definition of Culture” video  ([])

IMPLEMENTATION //__Common Core Standards:__// NYSSS Standard 1 Level E-explain those values, practices, and traditions that unite all Americans

NYSSS Standard 1 level E- Recognize how traditions and practices were passed from one generation to the next  SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. - Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

NYSED Spanish Standards:

-Students can: comprehend language consisting of simple vocabulary and structures in face to face conversation with peers and familiar adults. -Call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning from a language other than English. -Compose short, informal notes and messages to exchange information with members of the target culture. =-write a brief message about an everyday activity, using simple = =sentence structure, not necessarily limited to the present tense. =

//__Procedure/Sequence of Activities:__// 1: The students will be introduced to the essential question and asked to define culture and by coming up with a list of elements of each (ie: culture= food, clothing, art). Their responses will be written at the front of the classroom. 2. The students will then watch the video clip “Definition of Culture.” *Guided questions will be offered with this video in order to maintain students attention and to help them focus on the main points addressed. ** This video will help provide context for the next discussion topic. ** 3. As a class, we will group the elements that we listed into the suggested categories that were mentioned in the video. 4: Students will form small groups (ideally of four) and discuss the information that they have gathered about their ancestors and themselves, attempting to determine what aspects had the most influence on their life and the lives of their family members. (ie: a corrupt government system forced their ancestors to immigrate to the United States, their holiday customs reflect the culture of their ancestors’, etc.) The groups will be based on students skills rather then having students form groups, we will form the groups to ensure that the students can work well with each other.

5. Students are invited, though not required to share their responses with the class (open to debate). Students are not required to share because family situations are highly personal and certain students may be more informed and touch with their background than others.

- Those who may not have access to information about their family history can fill out the form using someone that they interviewed, an oral testimony that they viewed/listened to, or a written account. //__Time Allotment:__//

//__Assessment/Rubric:__//

Students will be able to choose from a number of assignment options. (See "Lesson 1 Materials" page for details) REFLECTION Students will be offered guided questions though it will not be necessary that they adhere to them 100%. If they have anything additional that they want to add it is more than encouraged.