Cultivating+Culture

Lesson Title: **Cultivating Our Culture**
 * Daily Lesson GAME Plan **

Grade Level: 11-12 Grade

Subject: History By Dean Phillips

**GOALS**
 * Montana Content Standards: **
 * ** Content Standard 1 ** —Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations.
 * ** Content Standard 2 ** —Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.
 * ** Content Standard 3 ** —Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions).
 * ** Content Standard 4 ** —Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.

**ISTE NETS-S**
 * 1) Creativity and innovation
 * 2) Communication and collaboration
 * 3) Research and information fluency
 * 4) Critical thinking, problem solving, and decision making
 * 5) Digital citizenship
 * 6) Technology operations and concepts

The root word of culture means “to cultivate”. Recently, however, culture has come to mean something completely different. It attempts to explain all human attributes that are not associated with heredity. Students will create a Google form that will have well developed questions that will solicit responses from a variety of sources. Students will analyze the data that is collected, looking for similar and dissimilar attributes.
 * Objectives: **

**ACTION** minutes || Discuss what culture is and the differences in cultures from around the world. Why are there so many different cultures? || Student textbook || [] || [] ||
 * Before Class ** : Students will have read assigned excerpts of John F. Kennedy’s book, “A Nation of Immigrants. This should enlighten students of the controversial nature of this topic.
 * During Class: **
 * **// Time //** || **// Instructional Activities //** || **// Materials and Resources //** ||
 * 10-20
 * 45-60 minutes || Introduce Google Forms. Teach students how to set up, edit, and share a Google Form. || [] ||
 * 60-120 minutes || Students will self-select themselves into groups of four students. Each group will develop a set of questions that will give insight into the respondent’s culture. Once complete, each group in the class will fill out all other forms, critiquing questions for purpose and reasoning. Based upon these peer reviews, final edits will be made and each group will have a completed form. || [|https://docs.google.com]
 * 5-20 minutes || Groups will determine which social networking sites they will post their survey. Suggestions would include: Facebook, LinkedIn, Twitter, etc… Posting the survey in numerous locations will provide a more diverse set of data. || [] ||
 * 60 minutes || After a period of time, groups will return to the data sheet and begin to analyze their data. Students will begin to aggregate data into homogeneous and heterogeneous groups based on responses. || All of the above resources
 * 5-10 minutes || Groups will present and discuss their findings using Google spreadsheets and display graphs of their data. || Projector/laptop ||
 * 20 minutes || Students will work independently to reflect and write a reflective essay on how to solve the long going issue of immigration into America. Students should be able to reference their own research as well as that presented by other groups. || Pencil/paper ||

** MONITOR ** Ongoing assessment(s): The teacher(s) will monitor progress through informal observations. Students will also do a self-assessment, where they will have the opportunity to rate themselves along with their group members on participation and level of contribution to the group efforts.

Accommodations: Groups that may struggle will be given extra support in class or as needed by the teacher(s).

Back-up Plan: The text book and assigned reading will serve as a backup to the research activities.

** EVALUATION ** Evaluation: The Google form will be assessed using a rubric. Students will be evaluated on their ability to effectively use research information to develop meaningful and appropriate questions as well as pick appropriate social networking sites to solicit information. The Reflective Essay will also be scored using a rubric that targets a students ability to demonstrate homogeneous and heterogeneous attributes.