Grade Level: 9-12
Subject: Social Studies/Psychology:Culture
Time Frame: One class period
The objective of this lesson is to gain an understanding of cultural diversity through research based discussion. Students will collectively research and read the same article. Discussion will follow their reading of the article and a reflective journal writing exercise.
Points of View Reference Center
The classroom teacher will introduce cultural diversity and collaborate with the librarian regarding research and information literacy components. Students will begin the unit in the classroom and move to the library for the research period of not less than one day.
Steps for Teacher
Steps for Librarian
Steps for Student
Discuss how race has affected our society, and what it would be like if we did not value cultural diversity.
Have students research the contributions of different cultures to our society.
Students may create a role play, visual, or auditory project which demonstrates information about race and diversity gained from the reading and research.
Students may present a multimedia project about the history of race and diversity in their school.
Standard 1.0: Culture
Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.
Learning Expectations/Grade Level Expectations
Standard 1.0 Culture
1.1 The student will understand the impact of diversity on the individual.
Performance Indicators State
N/A for Psychology 9-12. Additional Learning Expecations listed below.
Standard 1.0 Culture
At Level 1, the student is able to:
At Level 2, the student is able to:
The teacher will develop a pre/post test to asssess what the students have learned regarding diversity. The librarian will develop a pre/post test to assess the students use of Points of View Reference Center. Collaboratively, the teacher and librarian will develop a rubric to assess the project that is the culminating experience from the assignment. This should include both the factual information gained from the reading as well as the research process of using the database in TEL.
Questions for TEL quiz might include:
ISTE Computer Literacy and Usage Standards
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
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AASL Standards for the 21st Century Learner
1. Inquire, think critically, and gain knowledge.
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance,and social and cultural context.
1.3.3 Follow ethical and legal guidelines in gathering and using information.