Seminar: Researching your 3 cultures

Research: For each of your 3 Cultures (one origin culture, on foreign culture, one modern urban culture), complete a research card for these features. See my CULTURE RESEARCH PROJECT google doc for the most current details.

1. Natural feature(s) that defines the place:
1. intangible (describe at least one)
1. climate: High/Low Temps
2. past natural disasters
2. tangible:
1. moveable (describe at least one)
1. Distinctive/indigenous fauna (animals)
2. local, natural resources
2. immovable  (describe at least one)
1. geographical formations
2. distinctive flora (plants)
2. Cultural Features that describe the people:
1. intangible (describe 3; include at least one from bold section)
1. History of the place
1. High points in their history
2. Low points in their history
2. holiday traditions/celebrations
3. Common Values
4. Religion
5. music/dance/performing arts
1. traditional
2. popular
6. greetings/hospitality customs
7. Heroes/legends: mythical, fictional, real life
8. Language(s)
9. ______________
10. ______________
2. tangible (pick 1; focus on a specific item; include details)
1. moveable
1. fine art (purely decorative or symbolic objects)
2. crafts (useful objects)
3. food
4. clothing
5. _other_
2. immovable  (pick 1; focus on a specific structure; include details)
1. Buildings
2. other permanent structures

Detailed information card format (use this to take notes on your research):

Part (of outline):                                           brief title:

3-5 details about this feature (in sentence form): _ _ _ _ _ Related Statistic: How does this affect the culture? OR What does this tell me about the culture?

Source(s):  (web site URL, Video link, book info, etc.)

example (this is an example of a complete research card)

Part (of outline): I. B. 1. b. Natural Resources       brief title: Peat (turf)

3-5 details about this feature: In wet areas called bogs, sphagnum moss and other plant life grows up to about ten feet thick over thousands of years. This “peat” or “turf” is spongy but looks a lot like adobe. The turf grows about a millimeter every year. Unlike adobe, the peat is dried and burned for fuel. Scientists do not agree whether or not this is a “fossil fuel” or a renewable energy source, but farmers have harvested it for hundreds of years. Related Statistic: Northern Scotland has 1,544 sq miles of Peat bogs. How does this affect the culture?  There are very few trees in this part of the world, so shoveling peat is kind of like chopping wood for them. I wonder if cutting peat is considered a manly activity there like chopping wood is here. OR What does this tell me about the culture?  Clearly they have a lot more rain and water than we do!  It makes sense to me that this is where golf was invented.  Their grass is naturally perfect.

Source(s):  http://www.bbc.com/news/uk-scotland-highlands-islands-26423114 http://www.peatsociety.org/peatlands-and-peat/peat-energy-resource http://en.wikipedia.org/wiki/Peat

Sample Unit for PD: Remembering Who We Lost

This project is a part of a year long theme of Identity and Culture.  It was inspired by Dia de los Muertos.  Most of the resources for the project are available on the google document:

  REMEMBERING WHO WE LOST doc (click to see the document).

Sub plans for Thursday March 4

Complete and discuss pages 51-51, 67-73 in the Culture Matters handbook.  This is a workbook for Peace Corps volunteers that can be modified to teach students about anthropology and culture.  Copies are on the table. Instructions are on blue sticky notes and green notations in the teacher copy.

Culture Research Project: brainstorming

To see the instructions on the project,
 click on this link to my Culture Research Project document.

Make sure you have 2-3 possible places for each of the 3 categories by Thursday (even periods) or Friday (odd periods)!

Labels for Family projects

Labels for exhibited projects for Family Night: Due Monday with your project by the end of class (so I can have time to print and organize them).

So that family and community members can know what they are looking at when they view your project, you need to explain the project to them in a generally understandable way. This is similar to how museums and art galleries often label the work that they display.  It may describe the materials and technique used, but also describe its personal, cultural, or historical context.  Answer these questions in an thoughtful and creative way either by hand on a 3x5 index card, a  or typed out on a separate page (if you are already printing your project).  

Here are the questions (make each question its own paragraph, but you do not need to label them on the card unless you really want to):

1. Title: Include a title for the project at the top of the card (it should go with the title on your project--if you have one).  
2. Context: What topic or concepts were we studying that related to this project?  How does this project connect to that topic?
3. Skills:  What practical and/or academic skills did you learn or improve through this project?
4. Reflection:  Why did you choose this project?  How does it reflect your interests, abilities, or hard work?  What was interesting about it?
5. Label: Include your full name and grade level at the bottom.

Examples:

Cereal Box Blunder     In our study of culture, we have been learning to see the connections between the visible way people behave and the the invisible values that drive those behaviors.  One common American value is egalitarianism (the idea that we should all be treated equally), while other cultures may emphasize hierarchy or rank.  Cereal box design, I attempted to market the cereal in a way that would appeal to a foreign value, but would not appeal to the American value.     In this project, I had to apply and analyze the ideas from the article we read about American values. I then use my creativity to express the conflict of values that often happens between cultures,     I like how this project gave me a chance to use art and humor to express complex ideas.  I also find cultural conflict fascinating because it happens all the time, even between people of the same culture with some different values. -Mr. Sullivan, 17th grade

Cereal Box Blunder (simpler version) In Seminar, we have been studying culture from the point of view of Anthropology.  We learned that culture is like an Iceberg, where values are huge and invisible under the water, but behaviors are the very small part of culture that is visible above the water.  People have disagreements when these values conflict.  In the Cereal Box Blunder, we have to recreate one of these conflicts.   We read and summarized an article about values, presented values to the class, and took notes.  Now we are creatively applying the ideas.  We are also using artistic skills and sense of humor.     I like that our cereal box design seems so ridiculous, but that people in other cultures might think it makes sense.  I also like cereal and drawing, so that is a plus. -HMS student, 6-7th grade

While I'm gone . . .

This Friday while I am gone, you will be meeting in H 25 (Mrs. Newton's class).  I had planned to use the computer lab, but all labs are closed for test preparation tomorrow.  We have reserved the iPad lab to share with Mrs. Newton's classes.  Please be respectful of Mrs. Newton's space and rules and follow your sub's instructions as well!

Gifted Language Arts (1st Period):  
Your assignment is to practice the vocabulary from the "Galloping Foxley" story we just read (see the quizlet.com link).

• Begin by reviewing the word list using the flash card mode and the games.
• I groups of 3 or less (you may work alone) create a google doc entitled "Foxley Vocab Words." Clearly write the names of each group member at the top of the document.  Include the following elements:
• Choose your 10 favorite words from the list.
• QUOTES: Choose a quote from goodreads.com that uses each word in a way that you admire.  Paste each of the 10 quotes into the QUOTES section of your document.
• STORY/POEM: Now that you have seen the word used effectively, do your best to use each of the 10 chosen words appropriately in a story or poem.

Gifted Seminar (2nd, 3rd, 4th, & 6th)

You have two choices of what you work on:

• Prepare your group presentation on american values for Monday.  A picture representing or demonstrating each value will improve your presentation considerably.
• Review the project you have selected to showcase for Family Night.  Make any improvements you can think of in presentation quality, editing, and content.  Then exchange projects with another student and get their feedback.  Look for any way you can make the project more impressive and interesting to a general audience of parents, siblings, and students.

Have a great Friday!

-Mr. Sully

American Values Analysis

Read your page from Kohls' Guide to American Values.

For each value on your page, complete these steps.

1. Summarize the Information
1. mark key words in each section
2. In one sentence, summarize the value in your own words
3. vocabulary: mark any difficult or unfamiliar words using a different color
2. Analysis: For each value in your section . . .
1. Give an example of this value in action from your own experience.
2. Give a personal example of someone violating this value.
3. Describe the opposite value (see chart) in basic terms.
4. make a graph like below for each value and have each person in your group identify how they rate the value on the scale (example below):

control -1--2--3--4--5--6--7--8--9--10- fate/luck

name: value rating.  Briefly explain why.

Mr. Sullivan: 4.  I make many efforts to improve my life and situation, but I also see any real sense of control as an illusion.