Unit Plan Cultural History Project
Unit Plan: Cultural History Project
TGC Fellow Understanding by Design Unit Template
Prepared by: Amy Heritage-McDonald School/Location: Sequoyah MS in Federal Way, WA
Subject: Social Studies Grade: 6 Unit Title: Cultural History Project
Time Needed: 8 weeks for 45 minute classes that meet every day
Unit Summary: Students develop global competencies as they explore the essential question “What shapes my cultural identity?” through research with primary and secondary sources and reflection and analysis. Students create a Cultural History Project in the form of a tri-fold display board with various components in which they celebrate and share the experiences and understandings that make them unique individuals. Students share their projects during the all-school Cultural History Fair which takes place during school hours. Students and staff are encouraged to wear clothing that represents their cultural background. Students can bring food to share along with their project.
Stage 1 Desired Results
Essential Questions for This Project
* What shapes my cultural identity?
* How does my name shape my self-identity?
* What cultural influences are present in my family’s celebrations?
* What cultural influences are present in my family recipe?
* How is my education experience similar to and different from that of my grandparent?
* Why is it important preserve family histories?
* What areas of the world are important to my family and why?
Objectives for This Project
Global Competencies Addressed:
* Recognize perspectives, other’s and their own
* Communicate ideas effectively with diverse audiences
Goals
G1: Students will feel valued as a celebrated member of the Sequoyah community
G2: Students will learn research and presentation skills
G3: Describe the experiences and understanding that contribute to your cultural identity
G4: Research using your family as primary sources and World Atlas and other sites as your secondary sources
G5: Produce a Cultural History Project that has at least 6
components and will be viewed by students and visitors during the Cultural History Fair
Global Competencies Addressed:
* Recognize perspectives, other’s and their own
* Communicate ideas effectively with diverse audiences
Goals
G1: Students will feel valued as a celebrated member of the Sequoyah community
G2: Students will learn research and presentation skills
G3: Describe the experiences and understanding that contribute to your cultural identity
G4: Research using your family as primary sources and World Atlas and other sites as your secondary sources
G5: Produce a Cultural History Project that has at least 6
components and will be viewed by students and visitors during the Cultural History Fair
Transfer:
Students will be able to independently use their learning to…(real world purpose)
T1: Conduct research using primary sources
T2: Conduct research using secondary sources
T3 Follow citation rules and avoid plagiarism
T4 Create a presentation
T5 Engage in dialogue with strangers about their presentation
Students will be able to independently use their learning to…(real world purpose)
T1: Conduct research using primary sources
T2: Conduct research using secondary sources
T3 Follow citation rules and avoid plagiarism
T4 Create a presentation
T5 Engage in dialogue with strangers about their presentation
Meaning:
Students will understand that…
U1 - There are many factors that contribute to their cultural identity.
U2 – Their family’s experiences are special and worthy of examination and celebration
U3 – Even though every student is unique, they may have common experiences and understandings
Acquisition / Content:
Students will know…
K1 - The origins of their name
K2 – How to prepare a dish that is special to their family
K3 – The similarities and differences between their own education and that of a grandparent
K4 – A sequence of family events from before they were born and extending to present day
K5 – Geographical information about a state or country that is special to their family and information about the symbolism of the flag that represents it
Students will understand that…
U1 - There are many factors that contribute to their cultural identity.
U2 – Their family’s experiences are special and worthy of examination and celebration
U3 – Even though every student is unique, they may have common experiences and understandings
Acquisition / Content:
Students will know…
K1 - The origins of their name
K2 – How to prepare a dish that is special to their family
K3 – The similarities and differences between their own education and that of a grandparent
K4 – A sequence of family events from before they were born and extending to present day
K5 – Geographical information about a state or country that is special to their family and information about the symbolism of the flag that represents it
Skills:
Students will be able to…
S1- Practice responsibility in doing primary source research at home
S2 – Practice analysis and reflection in writing responses to essential question and sub-questions in their Interactive Notebooks.
S3 – Save documents on their school file server
S4 – Create Word and PowerPoint documents that are detailed, yet concise and visually appealing for display
Standards Met in This Project
WA-ELP Standards:
ELP.6-8.2 An ELL can participate in grade appropriate exchanges of information, ideas and analysis, responding to peer audience
ELP.6-8.3 An ELL can speak and write about grade-appropriate complex literary and informational texts and topics
ELP.6-8.5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems
Federal Way School District Standards:
CCSSL.01.1.22-6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
CCSSL.01.1.26-6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
SS.6.01.1.03-6.SS3- Understands the physical characteristics, cultural characteristics and location of places, regions, and spatial patterns on the Earth's surface. (GEOGRAPHY)
Students will be able to…
S1- Practice responsibility in doing primary source research at home
S2 – Practice analysis and reflection in writing responses to essential question and sub-questions in their Interactive Notebooks.
S3 – Save documents on their school file server
S4 – Create Word and PowerPoint documents that are detailed, yet concise and visually appealing for display
Standards Met in This Project
WA-ELP Standards:
ELP.6-8.2 An ELL can participate in grade appropriate exchanges of information, ideas and analysis, responding to peer audience
ELP.6-8.3 An ELL can speak and write about grade-appropriate complex literary and informational texts and topics
ELP.6-8.5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems
Federal Way School District Standards:
CCSSL.01.1.22-6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
CCSSL.01.1.26-6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
SS.6.01.1.03-6.SS3- Understands the physical characteristics, cultural characteristics and location of places, regions, and spatial patterns on the Earth's surface. (GEOGRAPHY)
Stage 2 – Evidence
Assessments
Formative Assessments:
* Weekly homework sheet with questions on a specific topic to ask family members about. The information obtained will be used in the creation of that week’s component
* Daily progress checks. Some will be in the form of paragraph writing prompts, some will be checklists to copy, some will be fill-in-the-blank procedure statements to copy and fill in.
*Weekly Gallery Walks in which each student’s component is on screen and all the students walk around the computers to see each other’s components and provide feedback.
Sumative Assessment:
* During the Cultural History Fair students will be interviewed by 7th and 8th grade students, teachers and adult visitors about their projects. Visitors may ask questions from the students’ question cards or they may ask their own, organic questions. Students will self-assess their communication skills on their interactions with visitors to their projects
* I will assess students’ projects and they will self-assess their own projects using the following rubrics. Grades will be based on these assessments.
Stage 2 – Evidence
Assessments
Formative Assessments:
* Weekly homework sheet with questions on a specific topic to ask family members about. The information obtained will be used in the creation of that week’s component
* Daily progress checks. Some will be in the form of paragraph writing prompts, some will be checklists to copy, some will be fill-in-the-blank procedure statements to copy and fill in.
*Weekly Gallery Walks in which each student’s component is on screen and all the students walk around the computers to see each other’s components and provide feedback.
Sumative Assessment:
* During the Cultural History Fair students will be interviewed by 7th and 8th grade students, teachers and adult visitors about their projects. Visitors may ask questions from the students’ question cards or they may ask their own, organic questions. Students will self-assess their communication skills on their interactions with visitors to their projects
* I will assess students’ projects and they will self-assess their own projects using the following rubrics. Grades will be based on these assessments.
WHST4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
Exceeding
There are no spelling, punctuation, capitalization, grammar or usage errors in any text. The text is written in a detailed, yet concise way appropriate for a presentation piece. |
Meeting
There are few errors but they don’t detract from the message. The text may be limited in details. The text is not concise. |
Approaching
Errors detract from the message. The text does not have enough details. The text has many unnecessary words. |
Beginning
Errors make the text difficult to read. There are very few details in the text. The text rambles on with too many words |
WHST 8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Exceeding
Detailed information was obtained from primary sources. Detailed information was obtained from Worldatlas.com and was paraphrased. Images were carefully selected to enhance the message of the accompanying text. |
Meeting
Sufficient information was obtained from primary sources. Sufficient information was obtained from Worldatlas.com and was paraphrased. |
Approaching
Limited information was obtained from primary sources. Limited information was obtained from Worldatlas.com. There was some copying and pasting of information that should have been paraphrased. There may be missing components. |
Beginning
There are several missing components |
SS3 Understands the physical characteristics, cultural characteristics and location of places, regions, and spatial patterns on the Earth's surface. (GEOGRAPHY)
Exceeding
The Geographical Information on the Map component is complete. The Personal Connection on the Map component is detailed and meaningful. The Flag Symbolism Caption(s) are detailed and paraphrased. All of the components are detailed, meaningful and convey an understanding of the cultural aspects of geography. |
Meeting
The Geographical Information on the Map component may be missing 1-2 items. The Personal Connection on the Map component is complete. Most of the components are detailed and convey an understanding of the cultural aspects of geography. |
Approaching
The Geographical Information on the Map is missing items. The Personal Connection on the Map component is incomplete. Many of the components are limited and show a limited understanding of the cultural aspects of geography. |
Beginning
There is no Geographical Information or Personal Connection on the Map component. Many of the components are missing. Project shows no understanding of the cultural aspects of geography |
Stage 3 – Learning Plan
Cultural History Project Components include: *The Story of My Name
*Family Celebrations and Holidays
* Recipe for a Dish that is Special to our Family and Why
* Comparison Between My Education and that of My Grandparent
* Family Timeline
* Geographical Information About a Country or State That is Important To My Family.
* Information about its Flag
Timeline for Completion of Each Component:
Week One: Introduce students to the project as a whole and the first component “The Story of My Name.” Give weekend homework for students to talk to their families about their name
Week Two: Mon - Wed – students work on the computers to create “The Story of My Name Component.” Thurs & Fri, geography study. On Thursday give weekend homework for students to talk with their families about holidays and family celebrations.
Week Three: Mon - Wed – students work on the computers to create “Holidays & Family Celebrations.” Thurs & Fri, geography study. On Thursday give weekend homework for students to talk with their families about a family recipe.
Week Four: Mon - Wed – students work on the computers to create “Family Recipe.” Thurs & Fri, teach interviewing skills. On Thursday give weekend homework for students to interview a grandparent about his / her education, and what middle school was like back then.
Week Five: Mon - Tues – students work without computers creating a Venn diagram comparing their school experiences to those of their grandparent. Wed – Thurs studying timelines and family histories. On Thursday give weekend homework for students to talk with their parent / guardian and get information about important family events such as births, deaths, moves, and other life changing events.
Week Six: Mon - Wed – students work on the computers to create “Family Time-lines.” Students are given a generic family time-line template on PowerPoint, and they plug in the details. Timelines are anchored with their own birth. Every event prior to their birth is labeled “Before My Era (BME”) and has descending years. Everything since their birth is labeled “My Era (ME)” and has ascending years. Thurs & Fri, teach geography. On Thursday give weekend homework for students to talk to their family to identify a country or state, or Native American tribe / land that is important to their family and why. Additionally students should identify flags or emblems of countries, states, tribes, military or religious associations that are important to their families.
Week Seven: Mon - Fri – students work on the computers to create “Map with Geographical Info and Personal Connection.” Students also create captions of each of the flags or emblems that are important to their families. The captions contain information about the symbolism of the flags or emblems. One flag must be of the country or state that they did their map component on. Teacher will have the students’ chosen flags and emblems printed in color. Students use worldatlas.com to get map and geographical information. They use citation machine to cite their sources and create a bibliography. On Thursday give weekend homework for students to talk with their families about all they’ve learned doing this project and to reflect on their own growth through this project.
Week Eight: Mon & Tues students print their components and write the question cards that guests visiting their projects can ask them. Wed & Thurs students paste all of their components onto their Tri-Fold Project display boards. Friday is Cultural History Fair. Parents / guardians, teachers and 7th and 8th grade students come to see the 6th graders projects. Many of the 6th graders bring cultural food to share. Some students and staff dress in clothing that reflects their culture. Guests use the question cards to ask students about their projects and their cultures. All students benefit from this cultural exchange forum.
Cultural History Project Components include: *The Story of My Name
*Family Celebrations and Holidays
* Recipe for a Dish that is Special to our Family and Why
* Comparison Between My Education and that of My Grandparent
* Family Timeline
* Geographical Information About a Country or State That is Important To My Family.
* Information about its Flag
Timeline for Completion of Each Component:
Week One: Introduce students to the project as a whole and the first component “The Story of My Name.” Give weekend homework for students to talk to their families about their name
Week Two: Mon - Wed – students work on the computers to create “The Story of My Name Component.” Thurs & Fri, geography study. On Thursday give weekend homework for students to talk with their families about holidays and family celebrations.
Week Three: Mon - Wed – students work on the computers to create “Holidays & Family Celebrations.” Thurs & Fri, geography study. On Thursday give weekend homework for students to talk with their families about a family recipe.
Week Four: Mon - Wed – students work on the computers to create “Family Recipe.” Thurs & Fri, teach interviewing skills. On Thursday give weekend homework for students to interview a grandparent about his / her education, and what middle school was like back then.
Week Five: Mon - Tues – students work without computers creating a Venn diagram comparing their school experiences to those of their grandparent. Wed – Thurs studying timelines and family histories. On Thursday give weekend homework for students to talk with their parent / guardian and get information about important family events such as births, deaths, moves, and other life changing events.
Week Six: Mon - Wed – students work on the computers to create “Family Time-lines.” Students are given a generic family time-line template on PowerPoint, and they plug in the details. Timelines are anchored with their own birth. Every event prior to their birth is labeled “Before My Era (BME”) and has descending years. Everything since their birth is labeled “My Era (ME)” and has ascending years. Thurs & Fri, teach geography. On Thursday give weekend homework for students to talk to their family to identify a country or state, or Native American tribe / land that is important to their family and why. Additionally students should identify flags or emblems of countries, states, tribes, military or religious associations that are important to their families.
Week Seven: Mon - Fri – students work on the computers to create “Map with Geographical Info and Personal Connection.” Students also create captions of each of the flags or emblems that are important to their families. The captions contain information about the symbolism of the flags or emblems. One flag must be of the country or state that they did their map component on. Teacher will have the students’ chosen flags and emblems printed in color. Students use worldatlas.com to get map and geographical information. They use citation machine to cite their sources and create a bibliography. On Thursday give weekend homework for students to talk with their families about all they’ve learned doing this project and to reflect on their own growth through this project.
Week Eight: Mon & Tues students print their components and write the question cards that guests visiting their projects can ask them. Wed & Thurs students paste all of their components onto their Tri-Fold Project display boards. Friday is Cultural History Fair. Parents / guardians, teachers and 7th and 8th grade students come to see the 6th graders projects. Many of the 6th graders bring cultural food to share. Some students and staff dress in clothing that reflects their culture. Guests use the question cards to ask students about their projects and their cultures. All students benefit from this cultural exchange forum.
Lesson for 1st Component "The Story of My Name"
TGC FELLOWS UBD Lesson Template
Lesson Title: Subject: Prepared by:
The Story of My Name (CHP) 6th grade Social Studies Amy Heritage-McDonald
Materials Needed: Access to computers for internet use, Microsoft Word & Power Point, access to a printer, individual student storage either on a school server, USBs or Google Drive. students should have competed their homework, primary source research, asking their folks about their name.
Global Competency: Investigation & Communication
Learning Target
LT: CCSSL.01.1.22-6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
CCSSL.01.1.26-6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Hook:
Exemplary Cultural History projects from previous years will be displayed around the room. Students will do a gallery walk jotting down observations and questions specifically about the “Name” component on the boards. Then there will be a class discussion in which the students make inferences about the assignment. After inferences are made and interest is peaked, the teacher will give the assignment details.
Tailored Differentiation:
* The level amount of information gathered is determined by individual student / family ability. Students are intrinsically motivated to gather info, because it’s about them and their families.
* Printed copies of step-by-step instructions on how to use Word or PowerPoint to create each component will be provided
* Step-by-step instructions on how to create each component will be modeled using the In-focus projector
* Teacher & peer support will be provided
Equip:
* Students will take home a homework sheet which contains discussion questions to ask his / her parent / guardians about his / her name: first, middle, last, nicknames, and “home-country” names.
* In class students use the computers to create a Word document telling the stories of their names. They are also given instructions on how to use secondary sources, like ancestery.com, to look up the etymology of their last names.
Rethink and revise:
In their Interactive Notebooks students will reflect and respond to the question of “How does my name shape my self-identity?”
Evaluate:
Students will use a checklist to evaluate their “Story of My Name” component.
Notes:
Students will use a rubric to evaluate their Cultural History Projects (CHP) as “Exceeding,” “Meeting,” or “Approaching”. The teacher will use the same rubric. If there are discrepancies between the student and the teacher’s evaluation of the project then , the student and teacher will meet to discuss them
Organization:
- Project calendar with a different component featured each week.
- Weekly primary source homework sheets.
- Weekly access to computers
- Individual electronic storage for each student’s components – in the form of a file server, Google drive, or USB
- File folder for each student to store printed components before they’re pasted to the display boards
Additional Suggestions for this Unit
Language And Thought Process - An article that discusses how language influences culture and global perspective by Dr. Dennis O'Neil Behavioral Sciences Department, Palomar College, San Marcos, California
http://anthro.palomar.edu/language
Vanishing Voices - An article in National Geographic that discusses how languages are dying off and how the death of a language equates to the death of a culutre
http://ngm.nationalgeographic.com/2012/07/vanishing-languages/rymer-text.
One Human Planet Video Clips - To teach cultural universals just pick your favorite and most far out. Afterward ask the students to see how many differences and similarities they can find between their culture and the one they just saw. This leads into good discussion of how there are things we all need/have
http://www.bbc.co.uk/programmes/b00llpvp/clip
Language And Thought Process - An article that discusses how language influences culture and global perspective by Dr. Dennis O'Neil Behavioral Sciences Department, Palomar College, San Marcos, California
http://anthro.palomar.edu/language
Vanishing Voices - An article in National Geographic that discusses how languages are dying off and how the death of a language equates to the death of a culutre
http://ngm.nationalgeographic.com/2012/07/vanishing-languages/rymer-text.
One Human Planet Video Clips - To teach cultural universals just pick your favorite and most far out. Afterward ask the students to see how many differences and similarities they can find between their culture and the one they just saw. This leads into good discussion of how there are things we all need/have
http://www.bbc.co.uk/programmes/b00llpvp/clip
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