Passport Room XXX

Grade Level: 3rd grade

Subject Area: Social Studies

Topic: Culture 

MMSD Social Studies Standards Met:

·      Behavioral Science: Students will be exploring the components of culture, recognizing commonalities and differences.  They will be creating a classroom agreement as how to avoid conflict and reinforce the respectful community of the classroom through out the unit

School of Education Standards Met:

·      Standard 5: Explain and Justifies Education Choices: Focusing on the cultures represented in our classroom and expecting respect and value placed on all cultures

·      Standard 6: Connects School and Community: Discussing children’s home lives in relation to the unit

·      Standard 7: Understands and Adapts to Multiple Forms of Communication: Large group discussion, pairs and one-on-one, vocal and written assessment

·      Standard 8: Employs Varied Assessment Process: informally listening to full group share outs, pair discussion and one-on-one time, can look at students writing notebook as well

·      Standard 9: Manages Learning Environment: Students and teacher help  to develop shared expectations

NCSS Standards Met:

·      Culture: students are exploring the idea of culture

·      People Places and Environment: Students will be identifying different cultures from different countries, how their histories and settings impact their culture

·      Global connections: A lot of our culture comes from that of our ancestors from different countries

Essential Questions:

·      What is culture?

·      Who has culture?

·      Where does our culture come from?

Materials Needed:

·      Teacher’s passport

·      Copies of passport templates for students

·      Instant camera

·      Glue

·      Pens

Objectives:

·      SWBAT work as a group to create an agreement for acceptable behaviors

·      SWBAT discuss cultural practices that occur in their home

Lesson Context:

 Our class will be studying cultures.  Our classroom’s ethnicities will dictate the cultures we study.  Each aspect of culture we study (ie: music, clothing, language…) will correspond with an ethnicity represented in our classroom.  For this unit I focused on Hmong culture but the lessons can serve as a template to explore any culture. This is the introduction lesson to this unit.

Lesson Opening:

·      Each of us has our own culture.  Have any of you heard the word culture before?  - Discussion – (May have to give a definition and example, it’s a person’s, or group of people’s lifestyle.) We are going to be studying culture.

·      Are all of our cultures/lifestyles the same? No. So we are going to be studying many different cultures, including our own!

·      Much of our culture comes from our families.  I learned a lot from my mum and dad and share a lot of their ideas, values, actions, and characteristics; and my mum and dad learned a lot from their mum and dads they learned a lot from their parents and so on.  These people, our ancestors, our relatives who lived before us, such as our great-great-great grandparents and what not gave us a lot of our culture.  Most of our ancestors were not born in the United States.  My dad was born in Western Samoa and my great grandfather was born in Poland so some of the practices of Western Samoa and Poland I still practice today. For instance I eat piergoi, a traditional dish from Poland, and punipopo a traditional dish from Samoa.

·      Does your family do anything special because of where you are from? Do you know where any of your ancestors are from? – Turn and talk then voluntary share out-

·      Since we are going to be learning about so many different countries while we are exploring our cultures we need to make a passport. 

Procedures:

·      Bring out your real passport. A passport is a little book of information about yourself and the places you go outside of your home country.

·      As we learn about different cultures and different countries we are going to need our passports to remember all the places we’ve learned about.

·      Show in your passport. In our passports we have a picture of ourselves, our full name, birthday, where we are from and our signature.

·      As we travel to different countries we’ll get stamps show we’ve been there.

·      We are going to add some things to our passports to help us remember what we’ve learned about that country and its culture.

·      Today we are going to be making our passports

·      You are going to need to fill in your full name, your birthday, and where you are from, room XXX,

·      There’s one more thing in the first pages of the passport.  In the US’s passport the owner has to sign the passport or it doesn’t work, they can’t travel to different countries.  We need to sign ours as well, but I want us to make and sign an agreement.  Because we all have different cultures we are going to be learning about a lot of new places that we may not have heard of our known about before.  We need to make sure we are respectful and open to new things.  So I want us as a class to come up with an agreement of things that we are going to do and not do as we begin learning about culture. – Turn and talk, then voluntary share out -

·      Write on chart paper children’s ideas trying to compile them into a concise agreement. (May have to give children ideas of possible arguments that could occur to encourage them to think about how they should act to avoid these situations and encourage them to think of more ideas)

·      I have the templates ready and while you all our working I’m going to pull each of you aside to take your picture for your passport

·      When you’ve filled out all of your passport information you need to copy the agreement onto the side that has a line for your signature and then sign your passport. 

Closing:

·      When you’ve completed your passport you can take out your writing notebooks and write down some of the ideas you have as to what your culture is

Extension:

·      As the class looks at various cultures make sure they are using their passports.

   o   Pages for each country will include space for the country stamp, date they went there, room to glue in a picture of the country and room for them to write the most interesting fact they learned about the country

·      At the end of the culture unit they can write what they think their culture is now and look back at their first writings and compare.

Assessment:

·      Students will be able to work as a group to create an agreement for acceptable behavior

   o   Are students who are sharing out adding to the agreement or on confused tangents?

   o   Listen for students’ ideas during turn and talk, did they understand what the agreement’s purpose was? Did one student monopolize the discussion?

   o   While children are working on their passports or writing notebooks speak one-on-one with those who didn’t share to see if they agreed with the agreement, if there was anything they would add, take out…

·      Students will be able to discuss cultural practices that occur in their home

   o   Are children sharing out cultural practices?

   o   Listen when students are sharing in pairs to see if they are sharing practices at their home, can identify where their family is originally from…

   o   Look at children’s writing notebooks

   o   Go around and speak to soft-spoken students one-on-one to see if they are more willing to share ideas with a teacher
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