1 / 8

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

tayten
Download Presentation

Examining Cultural Purposes

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related