Title: Culture Around the World

Unit/Theme: World Geography

Grade/Class/Subject: 10th Grade World History
Culturally relevant pedagogy

Academic Achievement:
o This lesson will address literacy by having the students read, write, and speak
about the country they will be looking at in their culture activates. The students
will read on the internet about their country. Write down the information on a
graphic organizer and use the information to write their presentation. The students
will also use a computer to research their country and create their presentation.
Cultural Competence:
o Students will be exploring one culture of their choosing in this project which will
be exposing them to a new culture or their own culture. The presentations from
the students will also help the students be exposed to different cultures. The
students will be exposed to Mexico, Bolivia, Norway, Italy, Nepal, Japan, Samoa,
Iran, Sierra Leone, Madagascar, and New Zealand.
Critical awareness/ sociopolitical consciousness:
o The critical awareness is that students will be able to learn and experience many
different cultures throughout the world. Students will be looking for the political,
economic, social, environmental and traditional aspects of the country. The
students will be able to look at the strengths and weaknesses of a country.

Universal Design

Engagement
o The students will be pre-assessed during the What is culture? KWL chart. This
chart will ask what the students know, what they want to know, and what they
learned. Students will turn this in at the end of the class so then the teacher will be
able to review what they know before the class discussed what culture is. This
assignment will also allow the teacher to understand the cultures and ethnic
background of the class. Students will also be able to open up and tell people
about cultural practices.
Instructional Delivery
o To allow the students to have assessable and flexible access to assignments I
would be giving both a hard copy and a digital copy on the class Edmodo.com
page. For all videos it will be required that students find one with captions or
subtitles. Students will be given graphic organizers and rubrics to understand the
assignments. There will also be sample work of the presentation so then students
will be able to reference it for guidance online. If there are students that need a
hard copy of any presentations or information in this class can ask for
supplemental materials. All information will be available later on Edmodo. Com
on the class home page for students and teachers only.

Evaluation/Assessment
o The students will first be assisted to see what they think culture is and what they
know about different cultures. This is a pre-assessment that will allow the
instructor to know what students know and consider culture. There is no wrong
answers about what culture is and how students think it is expressed. Throughout
the lesson the students will be formally assessed by asking questions during class
and having the students so the vocabulary, and graphic organizer activities. The
students will be able to show their summative knowledge through their
presentation and research. I will hold different students to a different standard of
speaking if needed but I overall want to assess that the students are
knowledgeable about the country they research. This is a group assignment but
students will be graded separately for completing each activity to the fullest of
their ability. Students will be able to take home all assignments as homework if
they do not finish the activities in class.

Objectives

Content Objective:
o Students will collect information about the country they are researching.
o Students will teach the other students content threw presentations.
Language Objectives
o Listening: Students will be able to organize information from presentations.
o Speaking: Students will be able to verbalize research information during
presentations.
o Reading and Writing: Students will be able to read and define vocabulary words
in their own words.

Standards

Content
o Social Studies Content standards
Strand 4: Geography
Concept 2: Places and Regions
o PO 1. Identify the characteristics that define a religion:
A. Physical processes such as climate, terrain, and
resources.
B. human processes such as religion, political
organization, economy, and demographics.
AZ ELL Proficiency Standards:
o Listening-speaking domain:
Stage V (Grades 9-12)
Standard 2: The student will express orally his or her own thinking and
ideas.
Basic: LI-9: delivering a speech using simple, compound, and complex
sentences.

This will be accomplished during the country presentations given about

their countries.
o Reading domain:
Stage V (Grades 9-12)
Standard 4: The student will analyze text for expression, enjoyment,
information, and understanding.
Basic: LI-22: carrying out to completion a set of written multiple-step
directions/ instructions.
This will be accomplished during the activities because the students will
be reading the instructions related to the activities.
Activities Directions

Activity One: KWL: What is culture?

o The instructor will start the first class of this lesson off by having the students do
a KWL chart for their beginning of the class journal. After about 5 minutes into
class the instructor will initiate conversation about what students think Culture is
Activity Two: Vocabulary: Look it up!
o This activity causes the students to look up the definitions of the vocabulary
words in a dictionary, on their phone, or on a computer. After the student finds the
definition the student will need to write out in their own words what they believe
the definition is. Students will finish defining definitions for homework. Give
students 10-15 minutes to fill out some of the definition. The next day the
students will be given the answers that the instructor put together so then all the
students have a common definition to study off of. The students answers will be
turned in for participation.
Activity Three: Model Presentation on the USA
o The Prezib is at the link. It is a sample presentation to show the students what
they need to look for in each category of the graphic organizer. If students need to
have a digital copy of this too look at later the instructor can either give them the
link of post it to the Edmodo page for the class.
o http://prezi.com/ofi6idxgobso/?utm_campaign=share&utm_medium=copy&rc=ex
0share
Activity Four: Graphic organizer for country research
o There is a graphic organizer that will help students understand what to look for
about their countries. There will be a page with instructions and a page with an
example about the USA information. The students will be able to use iPads in the
classroom that day and will need to work individually on their research. The
instructor will walk around and help students look for information.
Activity Five: Country Presentations
o The students will be making presentations with power point, Prezi, or google
presentation. The students will have a few days with their group to create the
presentation before they have to present them to class. The students will be given
a rubric at explains how they will be graded. Then there will be so many days to

do the presentations. Try to keep the students presentations 10 -15 minutes long to
complete all the countries. The instructor will be grading them as the students are
presenting. The students will have to take notes on each of the countries in the
graphic organizer that was originally given for activity four. The students will be
given one graphic organizer for each country presentation.
Prior Knowledge:

Vocabulary: The students will be pervaded vocabulary about culture and countries at the
beginning of the first unit.
Skills: The students would have already done a unit on World Geography which would
have covered what climate and environment are. The students will need research skills to
be able to research the country they are presenting on. Students will also need computer
skills to create their power point and do the research. Students will also need to be able to
read the information and determine what is important. The students will also have to
speak about the country they are presenting.
Knowledge: The students will need to know basic geography and have a basic
understanding of what culture is and how it makes a country unique.

Background Knowledge:

Starting point: Students will already know how their home culture makes them different
from other people in their class and can apply why they consider culture into figuring out
what another countries culture is.
Language proficiency skills: The students will access their language skills by writing
down the information they are researching, discussing with their group members what
they think is important to talk about to the class and also be able to speak to the class
about their topic.