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Examining Cultural Purposes

Examining Cultural Purposes. By: Jared Boyd Matthew Bartha Curriculum Project Educational Studies 200 Fall 2005 Trinity College. Introduction and Context. 5 th Grade Classroom in Hartford Area Most students are not aware of surrounding city

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Examining Cultural Purposes

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  1. Examining Cultural Purposes By: Jared Boyd Matthew Bartha Curriculum Project Educational Studies 200 Fall 2005 Trinity College

  2. Introduction and Context • 5th Grade Classroom in Hartford Area • Most students are not aware of surrounding city • Culture best way of exploring the city of Hartford • Learn and appreciate other’s / their own cultures • 5 class days, spread out once a week • Meant for Social Studies and Writing curriculum

  3. Objectives Students will… • describe human characteristics of places and how they shape or place identity • identify and evaluate various perspectives associated with places and regions • develop research and interview skills • assess and analyze information collected and write a well developed essay on the topic

  4. Justification Connecticut Curriculum Trace Maps 5-6 • 9.5-6.1 Describe human and natural characteristics of places and how they shape or place identity. • 9.5-6.3 Identify and evaluate various perspectives associated with places and regions. Connecticut Mastery Test – Language Arts Division – Direct Assessment of Writing Grades 5-6 • 5th and 6th graders will write expository pieces • Not just narrative, 5 paragraph development

  5. Activities

  6. Day Two: Interview Prep • Students will be given a list of rules regarding interview rules that concerns with question focusing and their safety • Back again as groups, students will pair off and look at sample interviews, analyzing what was done right and what was done wrong • Now each group will create their own set of questions for their interviews with members in the community • The questions should focus on learning the culture of someone of a different ethnic background

  7. Day Four: Putting it all together • Students will have three sources at hand: findings from their research, findings from their interviews, and personal experiences • Groups will reconvene and will first define the culture of their area, Hartford • Then groups will discuss and analyze how this culture defines / characterizes Hartford as an area • This will culminate with a whole class discussion on the topic

  8. Evaluation • Students will receive a mock CMT prompt that asks them to address the question: What is the culture of your region and how does it shape the area’s identity? • Tough question prepared for • This form evaluation is practical and conforms to the current testing curriculum in Hartford • This essay can measure how engaged the students are during the activities and during the culminating discussion

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