Mr. Damian's website
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Subject:
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Cultural Diversity |
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Week of:
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11-29-11 to 12-2-11 |
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Lesson:
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Students are to take a series of Awareness quizzes, (Re-Perception, Equity and Diversity, Class and Poverty, Digital Sexism) they will ten construct a reaction paper for each quiz. |
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Big Idea:
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To become aware of misinformation in our society and the differences of groups within our society |
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PA Standard: |
Behavioral Studies – Standard 4 – understand conflict, cooperation, and interdependence among individuals, groups, and institutions. Civics – Standard 1 – Understand ideas about civic life, politics, and government Standard 9 – Understand the importance of Americans sharing and supporting certain values, beliefs, and principals of American constitutional democracy. Standard 11 – Understand the role of diversity in life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society. Standard 14 – Understand issues concerning the disparities between ideals and reality in American political and social life. Standard 18 – Understand the role and importance of law in the American constitutional system and issues regarding the judicial protection of individual rights U.S. History – Standard 31 – Understand economic, social, and cultural developments in the contemporary U.S..
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Objective(s) SWBAT
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Understanding how information is misused in our society, the equity and diversity of our society, the difference in class and poverty in our society, and digital sexism within our society.
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Materials/Resources
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Note-book, portable laptop carts, Awareness quizzes (Digital Sexism, Class and Poverty, Equity and Diversity, and Re-Perception)
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Activities
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Web – based research, awareness quizzes, reaction paper, |
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Assessment:
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Student created reaction papers on the Awareness Quizzes |
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Closure:
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Students are to think of the differences in our society and the impact it has on our lives. |
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Modification/Adaptation
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Assignments adjusted for length or complexity, extended time , access to Learning support staff, study guides, frequent checks for understanding, test modification, strategic seating, organizational skills,
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Bullied assignment due Monday 11-21
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Subject:
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Cultural Diversity |
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Week of:
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11-14-11 to 11-18-11 |
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Lesson:
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Bullied: The Jamie Nabonzy story – a student, a school, and a case that made history. Designed to create empathy for victims and to encourage others to take action. Also, to create an environments that are safe for all students. |
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Big Idea:
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How we can make an impact in curbing bullying. |
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PA Standard: |
Behavioral Studies – Standard 4 – understand conflict, cooperation, and interdependence among individuals, groups, and institutions. Civics – Standard 1 – Understand ideas about civic life, politics, and government Standard 9 – Understand the importance of Americans sharing and supporting certain values, beliefs, and principals of American constitutional democracy. Standard 11 – Understand the role of diversity in life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society. Standard 14 – Understand issues concerning the disparities between ideals and reality in American political and social life. Standard 18 – Understand the role and importance of law in the American constitutional system and issues regarding the judicial protection of individual rights. Language Arts – Standard 9 – Viewing: uses viewing skills and strategies to understand and interpret visual media. U.S. History – Standard 31 – Understand economic, social, and cultural developments in the contemporary U.S..
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Objective(s) SWBAT
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Understanding how bullying effects individuals, investigate the types of bullying. Research ways we can combat bullying in our school, community, and personal lives.
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Materials/Resources
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Note-book, Video – Bullied, www.tolerance.org website, bullying quiz, school assessment quiz, Anti-bullying reflection questions, student created plans to combat bullying in their personal lives, school, and community, portable laptop carts
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Activities
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Video, bullying quiz, school assessment quiz, anti-bullying reflection questions, student created plans to combat bullying in their personal lives, school, and community, |
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Assessment:
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Student created action plans (individual, school, community), anti-bullying quiz, school assessment quiz, reflection questions |
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Closure:
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Students are to think of examples of bullying they have experienced, also how could we make difference in our school community |
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Modification/Adaptation
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Assignments adjusted for length or complexity, extended time , access to Learning support staff, study guides, frequent checks for understanding, test modification, strategic seating, organizational skills,
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Subject:
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Cultural Diversity |
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Week of:
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10-31-11 to 11-4-11 |
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Lesson:
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Students will understand the struggle for racial and gender equality, de facto and de jure segregation. They will investigate the differences between racial classification and racism, and if racial classification encouraged slavery and colonization. Also identify if they believe racism is a learned behavior or part of human nature. View a history of intolerance in America. |
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Big Idea:
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How race has influenced culture. |
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PA Standard: |
8.2.12.C: Evaluate continuity and change in Pennsylvania are interrelated to the US and the world.
8.2.12.D: Evaluate how conflict and cooperation among groups and organizations in Pennsylvania have influenced the growth and development of the US and the world.
8.3.12.C: Evaluate how continuity and change in U.S. history are interrelated with the world.
8.3.12.D: Evaluate how conflict and cooperation among groups and organizations in theU.S. have influenced the growth and development of the world.
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Objective(s) SWBAT
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Students will understand the struggle for racial and gender equality, de facto and de jure segregation. They will investigate the differences between racial classification and racism, and if racial classification encouraged slavery and colonization. Also identify if they believe racism is a learned behavior or part of human nature. To visually review a history of intolerance in America.
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Materials/Resources
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Note-book, pen, united streaming website, listening guide (A Question of Race), laptops, video (The Shadow of Hate)
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Activities
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United streaming video (The question of race with listening guide), video (The Shadow of Hate: a history of intolerance in America), portable laptops to create paper |
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Assessment:
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Students will create a 2-3 page written response on the following items: from the video describe two examples of intolerance in American history (include why they were being persecuted). From the video stream: how did the idea of racial classification encourage colonization and slavery, can de facto racism be overcome, should laws be made or should more emphasis be placed on educating people, how can race become a divisive factor in life. |
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Closure:
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Students are to think how race has been used to subjugate people throughout history. Also where did these ideas/behaviors come from. |
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Modification/Adaptation
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Assignments adjusted for length or complexity, extended time , access to Learning support staff, study guides, frequent checks for understanding, test modification, strategic seating, organizational skills,
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CULTURAL DIVERSITY
ELEMENTS OF CULTURE/COUNTRY PROFILE
Name: ____________________________
Directions: Go to www.unitedstreeaming.com , complete the listening guides to the four elements of culture (geography, economics, social organizations, beliefs and values). Then choose a country and create a profile of the country based on the four elements of culture.
username – pvcultures
password – gopvfb
I – GEOGRAPHY – topography (natural and man made), climate, natural resources
II – ECONOMICS – subsistent needs, types of production, technology, economic system, monetary system
III – SOCIAL ORGANIZATIONS – Types of social organizations, family (nuclear, extended), religious, governmental, work, ethnic
IV – BELIEFS AND VALUES – what they assign value to,
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Subject:
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Cultural Diversity |
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Week of:
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10-3-11 t0 10-7-11 |
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Lesson:
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To study culture through beliefs and values, economics, geography, and social organizations |
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Big Idea:
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The elements of culture |
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PA Standard: |
8.2.12.C: Evaluate continuity and change in Pennsylvania are interrelated to the US and the world.
8.2.12.D: Evaluate how conflict and cooperation among groups and organizations in Pennsylvania have influenced the growth and development of the US and the world.
8.3.12.C: Evaluate how continuity and change in U.S. history are interrelated with the world.
8.3.12.D: Evaluate how conflict and cooperation among groups and organizations in theU.S. have influenced the growth and development of the world.
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Objective(s) SWBAT
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To define the elements of culture (beliefs and values, economics, social organizations, and geography). I – GEOGRAPHY – topography (natural and man made), climate, natural resources II – ECONOMICS – subsistent needs, types of production, technology, economic system, monetary system III – SOCIAL ORGANIZATIONS – Types of social organizations, family (nuclear, extended), religious, governmental, work, ethnic IV – BELIEFS AND VALUES – what they assign value to,
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Materials/Resources
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Note-book, pen, united streaming website, listening guides (beliefs and values, economics, geography, social organizations) laptops
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Activities
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Monday – portable laptops, listening guide # 4 Tuesday – collect and review listening guides Wednesday – portable laptops begin country profile Thursday – portable laptops continue country profile Friday – portable laptops continue country profile |
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Assessment:
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Go to www.unitedstreeaming.com , complete the listening guides to the four elements of culture (geography, economics, social organizations, beliefs and values). Then choose a country and create a profile of the country based on the four elements of culture. I – GEOGRAPHY – topography (natural and man made), climate, natural resources II – ECONOMICS – subsistent needs, types of production, technology, economic system, monetary system III – SOCIAL ORGANIZATIONS – Types of social organizations, family (nuclear, extended), religious, governmental, work, ethnic IV – BELIEFS AND VALUES – what they assign value to, Listening guides will be counted as individual assignments Country profile will count as a test grade |
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Closure:
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Students are to think how the elements of culture defines a culture but also causes positive and negative interaction. |
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Modification/Adaptation
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Assignments adjusted for length or complexity, extended time , access to Learning support staff, study guides, frequent checks for understanding, test modification, strategic seating, organizational skills,
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Subject:
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Cultural Diversity |
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Week of:
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9-26-11 to 9-30-11 |
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Lesson:
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To study culture through beliefs and values, economics, geography, and social organizations |
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Big Idea:
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The elements of culture |
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PA Standard: |
8.2.12.C: Evaluate continuity and change in Pennsylvania are interrelated to the US and the world.
8.2.12.D: Evaluate how conflict and cooperation among groups and organizations in Pennsylvania have influenced the growth and development of the US and the world.
8.3.12.C: Evaluate how continuity and change in U.S. history are interrelated with the world.
8.3.12.D: Evaluate how conflict and cooperation among groups and organizations in theU.S. have influenced the growth and development of the world.
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Objective(s) SWBAT
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To define the elements of culture (beliefs and values, economics, social organizations, and geography). I – GEOGRAPHY – topography (natural and man made), climate, natural resources II – ECONOMICS – subsistent needs, types of production, technology, economic system, monetary system III – SOCIAL ORGANIZATIONS – Types of social organizations, family (nuclear, extended), religious, governmental, work, ethnic IV – BELIEFS AND VALUES – what they assign value to,
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Materials/Resources
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Note-book, pen, united streaming website, listening guides (beliefs and values, economics, geography, social organizations) laptops
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Activities
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Monday – review capital punishment assignment, explain elements of culture assignment Tuesday – portable laptops, listening guide #1 Wednesday – portable laptops, listening guide #2 Thursday – portable laptops, listening guide #3 Friday – portable laptops, listening guide #4, all listening guides due at end of class |
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Assessment:
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Go to www.unitedstreeaming.com , complete the listening guides to the four elements of culture (geography, economics, social organizations, beliefs and values). Then choose a country and create a profile of the country based on the four elements of culture. I – GEOGRAPHY – topography (natural and man made), climate, natural resources II – ECONOMICS – subsistent needs, types of production, technology, economic system, monetary system III – SOCIAL ORGANIZATIONS – Types of social organizations, family (nuclear, extended), religious, governmental, work, ethnic IV – BELIEFS AND VALUES – what they assign value to, Listening guides will be counted as individual assignments Country profile will count as a test grade |
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Closure:
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Students are to think how the elements of culture defines a culture but also causes positive and negative interaction. |
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Modification/Adaptation
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Assignments adjusted for length or complexity, extended time , access to Learning support staff, study guides, frequent checks for understanding, test modification, strategic seating, organizational skills,
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Subject:
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Cultural Diversity |
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Week of:
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9-19-11 to 9-23-11 |
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Lesson:
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Diversity and Your Relationships with Others |
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Big Idea:
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Discuss why the increasingly racial, ethnic, and cultural diversity of society is important to you. Utilize strategies to become more at ease with differences and diversity. Build long-lasting relationships and deal with conflict |
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PA Standard: |
8.1.12.A: Evaluate patterns of continuity and rates of change over time, applying context of events. 8.1.12.B: Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships. 8.1.12.C: Analyze, synthesize, and integrate historical data, creating a product that supports and appropriately illustrates inferences and conclusions drawn from research. (Reference RWSL Standard 1.8.11 Research) 8.2.12.A: Evaluate the role groups and individuals from Pennsylvania played in the social, poliical, cultural, and economic development of theUS and the world. 8.2.12.B: Evaluate the impact of historical documents, artifacts, and places inPennsylvania which are critical toU.S. history and the world. 8.2.12.C: Evaluate continuity and change inPennsylvania are interrelated to theUS and the world.
8.2.12.D: Evaluate how conflict and cooperation among groups and organizations inPennsylvania have influenced the growth and development of theUS and the world.
8.3.12.A: Evaluate the role groups and individuals from the U.S. played in the social, political, cultural, and economic development of the world. 8.3.12.B: Evaluate the impact of historical documents, artifacts, and places inU.S. history which are critical to world history. 8.3.12.C: Evaluate how continuity and change inU.S. history are interrelated with the world.
8.3.12.D: Evaluate how conflict and cooperation among groups and organizations in theU.S. have influenced the growth and development of the world.
8.4.12.A: Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world history. 8.4.12.B: Evaluate the importance of historical documents, artifacts, and sites which are critical to world history. 8.4.12.C: Evaluate how continuity and change have impacted the world today.
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Objective(s) SWBAT
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Discuss why the increasingly racial, ethnic, and cultural diversity of society is important to you. Utilize strategies to become more at ease with differences and diversity. Build long-lasting relationships and deal with conflict. |
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Materials/Resources
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Note-book, pen, Student Success Chapter 12 (Diversity and Your Relationships with Others), notes/discussion, Determining the diversity of your school, Writing reflection – Thinking about Race, Ethnicity, and Culture, Stereotype Quotient, Contemplating a Questionnaire, Understanding Your Relationship style, Switch “You” to “I”, Chapter Test,
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Activities
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Monday – , Understanding Your Relationship style, Switch “You” to “I Tuesday – check Try-it’s # 4 & 5, review essay test Wednesday – Act 80 day Thursday – In-class work on essay test Friday – complete and collect essay test |
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Assessment:
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Student Success Chapter 12 (Diversity and Your Relationships with Others, notes/discussion, Determining the diversity of your school, Writing reflection – Thinking about Race, Ethnicity, and Culture, Stereotype Quotient, Contemplating a Questionnaire, Understanding Your Relationship style, Switch “You” to “I”, Chapter Test, |
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Closure:
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Students are to think how to implement the techniques we discussed on diversity and our relationships with others in their daily lives. |
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Modification/Adaptation
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Assignments adjusted for length or complexity, extended time , access to Learning support staff, study guides, frequent checks for understanding, test modification, strategic seating, organizational skills,
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Panther Valley Middl
e School/High School
Weekly Lesson Plans
2011-2012
Teacher: Mr. Damian
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Subject:
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Cultural Diversity |
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Week of:
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9-12-11 to 9-16-11 |
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Lesson:
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Diversity and Your Relationships with Others |
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Big Idea:
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Discuss why the increasingly racial, ethnic, and cultural diversity of society is important to you. Utilize strategies to become more at ease with differences and diversity. Build long-lasting relationships and deal with conflict |
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PA Standard: |
8.1.12.A: Evaluate patterns of continuity and rates of change over time, applying context of events. 8.1.12.B: Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships. 8.1.12.C: Analyze, synthesize, and integrate historical data, creating a product that supports and appropriately illustrates inferences and conclusions drawn from research. (Reference RWSL Standard 1.8.11 Research) 8.2.12.A: Evaluate the role groups and individuals from Pennsylvania played in the social, poliical, cultural, and economic development of theUS and the world. 8.2.12.B: Evaluate the impact of historical documents, artifacts, and places inPennsylvania which are critical toU.S. history and the world. 8.2.12.C: Evaluate continuity and change inPennsylvania are interrelated to theUS and the world.
8.2.12.D: Evaluate how conflict and cooperation among groups and organizations inPennsylvania have influenced the growth and development of theUS and the world.
8.3.12.A: Evaluate the role groups and individuals from the U.S. played in the social, political, cultural, and economic development of the world. 8.3.12.B: Evaluate the impact of historical documents, artifacts, and places inU.S. history which are critical to world history. 8.3.12.C: Evaluate how continuity and change inU.S. history are interrelated with the world.
8.3.12.D: Evaluate how conflict and cooperation among groups and organizations in theU.S. have influenced the growth and development of the world.
8.4.12.A: Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world history. 8.4.12.B: Evaluate the importance of historical documents, artifacts, and sites which are critical to world history. 8.4.12.C: Evaluate how continuity and change have impacted the world today.
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Objective(s) SWBAT
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Discuss why the increasingly racial, ethnic, and cultural diversity of society is important to you. Utilize strategies to become more at ease with differences and diversity. Build long-lasting relationships and deal with conflict. |
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Materials/Resources
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Note-book, pen, Student Success Chapter 12 (Diversity and Your Relationships with Others), notes/discussion, Determining the diversity of your school, Writing reflection – Thinking about Race, Ethnicity, and Culture, Stereotype Quotient, Contemplating a Questionnaire, Understanding Your Relationship style, Switch “You” to “I”, Chapter Test,
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Activities
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Monday – continue working on Writing reflection – Thinking about Race, Ethnicity, and Culture, Determining the Diversity of your school, Exploring your own prejudices and stereotypes, Stereotype Quotient Tuesday – Try-It’s and writing reflection due, create a model to improve diversity and understanding in our school Wednesday – continue diversity and understanding model, review relationships, Understanding Your relationship style Thursday – Switching “You to I” Friday – diversity model due |
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Assessment:
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Student Success Chapter 12 (Diversity and Your Relationships with Others, notes/discussion, Determining the diversity of your school, Writing reflection – Thinking about Race, Ethnicity, and Culture, Stereotype Quotient, Contemplating a Questionnaire, Understanding Your Relationship style, Switch “You” to “I”, Chapter Test, |
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Closure:
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Students are to think how to implement the techniques we discussed on diversity and our relationships with others in their daily lives. |
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Modification/Adaptation
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Assignments adjusted for length or complexity, extended time , access to Learning support staff, study guides, frequent checks for understanding, test modification, strategic seating, organizational skills,
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Panther Valley Middle School/High School
Weekly Lesson Plans
2011-2012
Teacher: Mr. Damian
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Subject:
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Cultural Diversity |
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Week of:
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9-5-11 to 9-9-11 |
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Lesson:
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Diversity and Your Relationships with Others |
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Big Idea:
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Discuss why the increasingly racial, ethnic, and cultural diversity of society is important to you. Utilize strategies to become more at ease with differences and diversity. Build long-lasting relationships and deal with conflict |
|
PA Standard: |
8.1.12.A: Evaluate patterns of continuity and rates of change over time, applying context of events. 8.1.12.B: Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships. 8.1.12.C: Analyze, synthesize, and integrate historical data, creating a product that supports and appropriately illustrates inferences and conclusions drawn from research. (Reference RWSL Standard 1.8.11 Research) 8.2.12.A: Evaluate the role groups and individuals from Pennsylvania played in the social, poliical, cultural, and economic development of theUS and the world. 8.2.12.B: Evaluate the impact of historical documents, artifacts, and places inPennsylvania which are critical toU.S. history and the world. 8.2.12.C: Evaluate continuity and change inPennsylvania are interrelated to theUS and the world.
8.2.12.D: Evaluate how conflict and cooperation among groups and organizations inPennsylvania have influenced the growth and development of theUS and the world.
8.3.12.A: Evaluate the role groups and individuals from the U.S. played in the social, political, cultural, and economic development of the world. 8.3.12.B: Evaluate the impact of historical documents, artifacts, and places inU.S. history which are critical to world history. 8.3.12.C: Evaluate how continuity and change inU.S. history are interrelated with the world.
8.3.12.D: Evaluate how conflict and cooperation among groups and organizations in theU.S. have influenced the growth and development of the world.
8.4.12.A: Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world history. 8.4.12.B: Evaluate the importance of historical documents, artifacts, and sites which are critical to world history. 8.4.12.C: Evaluate how continuity and change have impacted the world today.
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Objective(s) SWBAT
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Discuss why the increasingly racial, ethnic, and cultural diversity of society is important to you. Utilize strategies to become more at ease with differences and diversity. Build long-lasting relationships and deal with conflict. |
|
Materials/Resources
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Note-book, pen, Student Success Chapter 12 (Diversity and Your Relationships with Others), notes/discussion, Determining the diversity of your school, Writing reflection – Thinking about Race, Ethnicity, and Culture, Stereotype Quotient, Contemplating a Questionnaire, Understanding Your Relationship style, Switch “You” to “I”, Chapter Test,
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Activities
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Monday – OFF Tuesday – review and collect Upfront magazine article “The Rise of China” cultural differences, review Chapter 12 12 (Diversity and Your Relationships with Others) Wednesday – Diversity Wheel, Determining the Diversity of your school Thursday - Writing reflection – Thinking about Race, Ethnicity, and Culture Friday – Exploring your own prejudices and stereotypes, Stereotype Quotient |
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Assessment:
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Student Success Chapter 12 (Diversity and Your Relationships with Others, notes/discussion, Determining the diversity of your school, Writing reflection – Thinking about Race, Ethnicity, and Culture, Stereotype Quotient, Contemplating a Questionnaire, Understanding Your Relationship style, Switch “You” to “I”, Chapter Test, |
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Closure:
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Students are to think how to implement the techniques we discussed on diversity and our relationships with others in their daily lives. |
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Modification/Adaptation
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Assignments adjusted for length or complexity, extended time , access to Learning support staff, study guides, frequent checks for understanding, test modification, strategic seating, organizational skills,
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CULTURAL DIVERSITY
Syllabus: 2011-2012 School Term
Mr. DAMIAN
Course Description:
This course is designed to teach students the importance of their own cultural diversity as well as the cultural diversity of other students as it relates to the United States and other countries roles in the classroom, society, and the world in order to sensitize and familiarize students to their future role in a global society.
Student Objectives:
- Students will learn an appreciation for and an understanding of the complexities and idiosyncrasies that are inherent in all cultures.
- Students will analyze and evaluate their own preconceived notions of various cultures.
- Students will be able to compare and contrast the various mediums by which information is received and internalized in reference to culture.
Grading:
Student grading will come in various forms of assessment including but not limited to:
- Tests = 35%
- Quizzes = 30%
- In-class assignments = 15%
- Homework assignments = 20%
- Group/Individual projects (will be counted as a quiz or test grade)
- Classroom participation (will be counted as a HW assignment or in-class assignment)
Student grades will be calculated through a system of percentages.
Attendance:
All students are expected to be present in my class on time. Students are also responsible for making up missed assignments in a timely manner. Assignments may be handed in late but points will be deducted. If a student misses a test, he/she will have no more than THREE school days to complete the test before a ZERO is given.
Classroom Rules:
- Be honest.
- Be respectful.
- Be responsible.
- No cell phones at any time for any reason. (Discipline for students using cell phone will follow current school policy)
Materials Required:
- Notebook/binder
- Pencil/Pen
