UDL+Cultural+Diversity

Lesson Overview Students begin with a kinesthetic activity in which they will use the world map to organize themselves in space based on their country of heritage. Then, using constructivism methods, students will create knowledge by sharing their knowledge and experience of multi-cultural practices with teacher facilitation. A collaborative Internet activity enables students to gather examples of varying cultural behaviors while working independently. The final product will be a multi-sensory depiction of the diverse social norms and cultural practices from a global perspective. Groups will be formed based on the students’ profiles. Visually-impaired and hearing-impaired students will be able to select topics that allow them to use their enhanced senses. Five countries from four continents have been selected for study. The countries targeted are: China, Nigeria, India, Brazil, and Germany. The cultural features targeted are: greetings, table manners, pop music, holidays, economy, and education. Students will be divided into six (6) groups of five (5). Each group will randomly select a country from a hat. || pp. 19-25 //(17) Culture. The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to:// //(A) describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive.// || Goals Students will take on one cultural behavior from one country to research Students will collaborate to create a multisensory presentation to illustrate contrasting practices ||
 * CAST’s UDL LESSON BUILDER**
 * **Title: ** || Cultural Diversity ||
 * **Author: ** || K. Buddy Bauer ||
 * **Subject: ** || Social Studies ||
 * **Grade Level(s): ** || 9th ||
 * **Duration: ** || days ||
 * **Subject Area: ** || World Geography ||
 * Unit Description: || This unit focuses on cultural diversity. This unit is designed as a UDL approach to supporting student understanding of cultural diversity. Students experience first-hand by identifying their own cultural/ethnic heritage, which will serve as the springboard to begin exploring various behaviors and practices in other countries. The lesson systematically builds from an ethnocentric to a world view of cultural practices.
 * Lesson Description for Day: || In this lesson students will explore and learn about cultural diversity by identifying select behaviors to compare and contrast ||
 * State Standards: || []
 * §113.43. World Geography Studies**
 * **Unit Goals: ** || Through comparisons and contrasts students develop insight into the concept of culture and realize that there are multiple ways of viewing the world. ||
 * **Lesson Goals: ** || Students will identify novel cultural behaviors from other countries

Methods Ask students to identify their own cultural heritage. With the world map, have them stand in proximity/distance from each other based on the location of their family’s country of origin and their locations on the map. Lead a 5-minute brainstorming session with students on their knowledge and experience of cultural behaviors and practices. Record their responses willy-nilly on the white board. || From brainstorming session, teacher will provide students with general headings (social norms, economy, government, etc.) that can be used to categorize characteristics and behaviors. Ask students to categorized behaviors into headings.
 * **Anticipatory Set: ** || Share lesson goals and objectives with students using a graphic organizer, which will be available to visually impaired students by audio description and text to speech software.
 * **Introduce and Model New Knowledge: ** || Show video from YouTube of ESL instructor describing and showing variations of greetings and personal space. Add these characteristics to the board if they were not named.
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Introduce and Model New Knowledge: ** || Show video from YouTube of ESL instructor describing and showing variations of greetings and personal space. Add these characteristics to the board if they were not named.

Show one of the HSBC commercials. Point out as many novel cultural characteristics and compare/contrast them to American majority culture where appropriate. Then show second HSBC video commercial of cultural behaviors that converge. Have students identify as many disparate cultural characteristics as they can..

Use the previously established general categorizes to sort the characteristics and behaviors || Have all students who researched similar behaviors work together in a group to create a depiction comparing/contrasting the behavior researched. Students may use PowerPoint, charts, or video to present their comparisons. Students will present their findings to the group ||
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Provide Guided Practice: ** || Break students into pre-determined groups of 6 (based on class profile of GT, mainstream, and sensory-impaired identity). Each group will be assigned a country based on coin toss. ||
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Provide Independent Practice: ** || Each member of the group will select/be assigned one of the behaviors. Pair students from the groups who have the same behavior to research. Have paired students use the Internet to find descriptions of the behavior for their targeted country. Each student should have at least one reference recorded to cite where their Internet resource.

<span style="font-family: 'Eras Bold ITC','sans-serif';">Assessment Visit students throughout the group activities and provide direction, correct any errors, and affirm successes. Use class participation rubric.
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Formative/Ongoing Assessment: ** || Observe and encourage student participation in class discussion, asking and answering questions, and volunteering comments and ideas.

Did student's responses accurately identify and describe the behavior? ||
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Summative/End Of Lesson Assessment: ** ||  ||

<span style="font-family: 'Eras Bold ITC','sans-serif';">Materials A coin || **CAST’s UDL LESSON BUILDER** <span style="font-family: 'Eras Bold ITC','sans-serif';">Lesson Overview Students begin with a kinesthetic activity in which they will use the world map to organize themselves in space based on their country of heritage. Then, using constructivism methods, students will create knowledge by sharing their knowledge and experience of multi-cultural practices with teacher facilitation. A collaborative Internet activity enables students to gather examples of varying cultural behaviors while working independently. The final product will be a multi-sensory depiction of the diverse social norms and cultural practices from a global perspective. Groups will be formed based on the students’ profiles. Visually-impaired and hearing-impaired students will be able to select topics that allow them to use their enhanced senses. Five countries from four continents have been selected for study. The countries targeted are: China, Nigeria, India, Brazil, and Germany. The cultural features targeted are: greetings, table manners, pop music, holidays, economy, and education. Students will be divided into six (6) groups of five (5). Each group will randomly select a country from a hat. || pp. 19-25 //(17) Culture. The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to:// //(A) describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive.// || <span style="font-family: 'Eras Bold ITC','sans-serif';">Goals Students will take on one cultural behavior from one country to research Students will collaborate to create a multisensory presentation to illustrate contrasting practices ||
 * Graphic organizer ||
 * Rubrics: class participation, group work, presentation ||
 * YouTube videos: JamesESL; HSBC commercials ||
 * World map ||
 * Access to Internet ||
 * Access to Web 2.0 tools: PowerPoint/Prezi, digital charts, digital video cameras ||
 * White board with pens
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Title: ** || Cultural Diversity ||
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Author: ** || K. Buddy Bauer ||
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Subject: ** || Social Studies ||
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Grade Level(s): ** || 9th ||
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Duration: ** || days ||
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Subject Area: ** || World Geography ||
 * <span style="font-family: 'Eras Bold ITC','sans-serif';">Unit Description: || This unit focuses on cultural diversity. This unit is designed as a UDL approach to supporting student understanding of cultural diversity. Students experience first-hand by identifying their own cultural/ethnic heritage, which will serve as the springboard to begin exploring various behaviors and practices in other countries. The lesson systematically builds from an ethnocentric to a world view of cultural practices.
 * <span style="font-family: 'Eras Bold ITC','sans-serif';">Lesson Description for Day: || In this lesson students will explore and learn about cultural diversity by identifying select behaviors to compare and contrast ||
 * <span style="font-family: 'Eras Bold ITC','sans-serif';">State Standards: || []
 * §113.43. World Geography Studies**
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Unit Goals: ** || Through comparisons and contrasts students develop insight into the concept of culture and realize that there are multiple ways of viewing the world. ||
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Lesson Goals: ** || Students will identify novel cultural behaviors from other countries

<span style="font-family: 'Eras Bold ITC','sans-serif';">Methods Ask students to identify their own cultural heritage. With the world map, have them stand in proximity/distance from each other based on the location of their family’s country of origin and their locations on the map. Lead a 5-minute brainstorming session with students on their knowledge and experience of cultural behaviors and practices. Record their responses willy-nilly on the white board. || From brainstorming session, teacher will provide students with general headings (social norms, economy, government, etc.) that can be used to categorize characteristics and behaviors. Ask students to categorized behaviors into headings.
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Anticipatory Set: ** || Share lesson goals and objectives with students using a graphic organizer, which will be available to visually impaired students by audio description and text to speech software.
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Introduce and Model New Knowledge: ** || Show video from YouTube of ESL instructor describing and showing variations of greetings and personal space. Add these characteristics to the board if they were not named.
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Introduce and Model New Knowledge: ** || Show video from YouTube of ESL instructor describing and showing variations of greetings and personal space. Add these characteristics to the board if they were not named.

Show one of the HSBC commercials. Point out as many novel cultural characteristics and compare/contrast them to American majority culture where appropriate. Then show second HSBC video commercial of cultural behaviors that converge. Have students identify as many disparate cultural characteristics as they can..

Use the previously established general categorizes to sort the characteristics and behaviors || Have all students who researched similar behaviors work together in a group to create a depiction comparing/contrasting the behavior researched. Students may use PowerPoint, charts, or video to present their comparisons. Students will present their findings to the group ||
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Provide Guided Practice: ** || Break students into pre-determined groups of 6 (based on class profile of GT, mainstream, and sensory-impaired identity). Each group will be assigned a country based on coin toss. ||
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Provide Independent Practice: ** || Each member of the group will select/be assigned one of the behaviors. Pair students from the groups who have the same behavior to research. Have paired students use the Internet to find descriptions of the behavior for their targeted country. Each student should have at least one reference recorded to cite where their Internet resource.

<span style="font-family: 'Eras Bold ITC','sans-serif';">Assessment Visit students throughout the group activities and provide direction, correct any errors, and affirm successes. Use class participation rubric.
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Formative/Ongoing Assessment: ** || Observe and encourage student participation in class discussion, asking and answering questions, and volunteering comments and ideas.

Did student's responses accurately identify and describe the behavior? ||
 * **<span style="font-family: 'Eras Bold ITC','sans-serif';">Summative/End Of Lesson Assessment: ** || Rubric assesment will be employed to give each individual feedback on their work and participation. ||

<span style="font-family: 'Eras Bold ITC','sans-serif';">Materials A coin ||
 * Graphic organizer ||
 * Rubrics: class participation, group work, presentation ||
 * YouTube videos: JamesESL; HSBC commercials ||
 * World map ||
 * Access to Internet ||
 * Access to Web 2.0 tools: PowerPoint/Prezi, digital charts, digital video cameras ||
 * White board with pens