Name: Ms. Krista Kurz Subject/level: 8th Grade Social Studies Unit: Passing Through The Pacific Islands Lesson # 2 Standard, Benchmark, Indicator
Geography: The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world. Benchmark 2: Places and Regions: The student analyzes the human and physical features that give places and regions their distinctive character. 2. (A) explain why labels are put on regions to create an identity (e.g., Coal/Iron/Rust Belt, North-Yankee/ South-Dixie). Identify and explain the origin of local regional labels. (2)
Students will appreciate the culture of Pacific Islanders.
By the end of the unit, students will accurately compare and contrast the culture of Papua New Guinea to their culture here in the United States through writing and discussion giving specific examples.
Having been introduced to the culture of Papua New Guinea, students will evaluate why different areas in the world develop so differently using their ethnography journal with 90% accuracy.
The students will be sitting at desks in rows in order to allude to an airplane ride when we ”fly” to New Guinea. They will be provided with a graphic organizer and the overhead screen will be turned on as an important visual aspect of the lesson.
Essential Questions, New & guarded vocabulary
EQ: How do people in New Guinea live daily? What is important about understanding other cultures? What does anthropology mean and what does an anthropologist do? GV: Anthropology/anthropologist, ethnography, case study, gift economy, Tok Pisin, archeological, linguistic.
Materials / visuals / PowerPoint presentation, which includes videos, pictures, and text. taking graphic organizer. equipment / sources Note Ethnography journal. Computer and projector for PowerPoint and video presentation. Youtube clips from computer Sources: http://en.wikipedia.org/wiki/Anthropology#Historical_and_institutional_context http://www.pbs.org/gunsgermssteel/educators/lesson1.html http://www.state.gov/r/pa/ei/bgn/2797.htm http://www.geographia.com/papua-newguinea/
Activity Activity 1: Anticipatory Set:
5-7 Min V, A
T: Good morning! How is everyone doing today? S: “ehh, great, tired, alright, good”
T: Welcome to an exciting day of class. Has anyone ever heard of the MTV show, “My Super Sweet Sixteen?” S: “I have, me, yes, no, I watch it everyday, I hate that show, It’s my favorite” T: Well I brought a clip to remind you or introduce you to the show. Students watch a one-minute clip from the show from an online source on the screen It is important that all of the students are explained this cultural reference and not assumed to understand it, even though many people assume that everyone this age watches MTV shows. There are many students who will not understand the point being made by the clip unless they see it. T: What do you think the purpose of throwing such an elaborate party for your sixteenth birthday? S: “To be the best, to celebrate, to get a car, to show off your money, to be the coolest kid at school, to show you’re the richest.” T: Great answers. Did you know that the average amount of money that New Guineans spend on consumer items a year is 566 dollars? Angela’s sweet sixteen cost over 300,000 dollars. On average, what does this tell us about Americans verses New Guineans? S: “That the US has a lot more money, that New Guineans don’t spend money on consumer goods” T: Why is this true? Why do some countries or areas of the world develop differently than others? Why is New Guinea virtually untouched by modern society in certain areas? These questions are questions answered by Anthropologists. Today we will explore the culture of Papua New Guinea in the Pacific Islands and you will learn what it takes to be an anthropologist and begin to answer questions like these. 10-15 min V, A, T
Activity 2: Introduction to Anthropology, and journey to PNG T: I’m handing out a graphic organizer and I want you all to take notes on the vocabulary on the slideshow. UDL: this graphic organizer will be modified for our autistic student to where it is fully filled out along with pictures to help explain the concepts. This student enjoys using a highlighter instead of writing quickly. Andrew, can you explain to me what anthropology is in your own words? S: “Well, I’m not exactly sure what it is, but maybe it has something to do with studying other countries.’ T: Andrew, that is a great answer. Anthrop means “people or humanity” and ology means “the study of something”. So put them together and what do you get? S: “Anthropology, the study of people and humanity.” T: Perfect. Begin PowerPoint Presentation. The PowerPoint presentation contains many pictures and real life examples that can help both students with learning disabilities, autism, and ELL students in understanding the material. Also, all of the instructions are printed on the slides in order to use for reference. Slide 1: Anthropology is The study of human beings and their ancestors throughout history, in relation to physical character, culture, along with environmental and social relations. And because this definition is so holistic, meaning including so much information there are four different fields in anthropology, 4 Field approach 1. Physical 2. Archeology 3. Linguistic 4. Cultural Which field do you think we are going to focus on today? Staci, what do you think? S: “Maybe cultural anthropology because we’re going to another country to compare their culture to ours here in the United States. T: Great, you are right on; we will be cultural anthropologists today.
Segue: Slide 2: In order to become cultural anthropologists we must do something called a Case Study, or an Ethnography which is when you as an anthropologist travel to the culture you would like to study to really get to know the people, traditions, environment, and history of the people and write about it. So let’s go! No, I didn’t buy you plane tickets, but I do have enough money for Youtube. http://www.youtube.com/watch?v=TSDrGlgxi1U 15 min V, A, T, K
Activity 3: Language T: So here we are, let’s get started. When you arrive somewhere what do you need in order to get around? S: “a car, money, an interpreter.” T: All great answers, but Daniel you were right on, you need to be able to communicate. Slide 4: Papua New Guinea’s culture is many-sided and complex. It is estimated that more than 1000 different cultural groups exist in PNG, and most groups have their own language. Tok Pisin is the national language, but not spoken everywhere. There are many isolated tribes that have never come into contact with Europeans or Americans. Ex. Communicating with hand gestures. Counting to ten with fingers. Show them how they counted to ten on their arm. A tribe in New Guinea that had never come into contact with any other tribe or Westerner was found, and though our languages were very different, our physical communication was similar with distinct differences. Ex. Pointing, smiling Please write your answer to this question as an anthropologist would in your Ethnography journals on your desks. Slide 5: What is the significance of having the same hand gestures as a culture that we have never had contact with? Now, with your group, imagine you are in an untouched culture. Develop a physical communication that could vary like this tribe counting to ten. Ex. Handshake, counting to ten, waving hello or goodbye. This activity will be with groups that are divided based on ethnic diversity, ability levels, and behavioral issues. Having the students present in groups provides support and may allow some students to get up and talk in front of their peers when they maybe wouldn’t have otherwise such as English language learners, LD, and autistic. S: Students will present their physical communication and explain it to the class. Segue: Now that we are becoming more and more in touch with the New Guinean culture, let’s keep going and talk about very important aspect of the structure of their culture.
20 min V, A, T, K
Activity 4: Gift Economy T: Let’s think back to the clip I showed at the beginning of class from “My Super Sweet Sixteen”, as Americans, how are we seen? As givers or consumers? S: “Consumers” T: Right, our culture is very focused on the individual and their needs. We are consumers. Think of the complete opposite of this and that is what New Guineans are. They have a gift economy. Slide # 6: -Opposite of a consumer economy, in PNG you give in order to make connections with people in your community, which has extreme importance. -The risk of not giving can be your happiness, survival, acceptance, family, love, status, or even your life. Examples include: bombardment of gifts ie. Sweet potato, and basketball T: Who has a favorite basketball team? Laura? Have you ever been to a game of your favorite team? S: Yes. T: Did the fans scream in anger when they were loosing or something bad happened? S: Yes. T: What did they do when their team does something well? S: They cheer or jump up and down. T: Great, yes. Well in New Guinea when they play basketball they cheer mainly when the two teams are tied. This makes for a different game, would you agree? S: Yeah, that’s crazy. Slide 7: Write… In your Ethnography journal: Why is a gift economy such as Papua New Guinea so different from a consumer
economy such as the United States? Then… Using the candy bars and the list of your classmates’ names, go around the room and exchange gifts. Then connect your name with the people you gave gifts and received gifts from to show your classroom (community) connections. T: So take your diagram and give each other gifts. These instructions will also be placed on the overhead to refer to at anytime. Students wander around the room exchanging the candy bars. So everyone return to your seats and finish filling out your diagram. As you fill it out feel free to eat your candy bars. Do you feel connected? This is very important to understand because it is a main part of their culture and very interesting as well.
2-3 min V, A
3 min V, A, T
Activity 5: Think Pair Share Segue: T: Now think pair share with your group about what you have written in your Ethnography journals. Try to speak as real anthropologists analyzing a new culture. This activity is important because it gives all of the students the time to process all of the information given to them. Specifically it helps those with learning disabilities, autism, and ELL to catch up and express their ideas with their classmates. This also helps them generate new ideas provided by their peers that they may not have thought of otherwise. The groups also help those English language learners because they can help them with vocabulary, or written work at any time. Activity 6: Exit Card and closure T: Do you remember the first anthropological question I asked at the beginning? Why do some countries or areas of the world develop differently than others? Why is New Guinea virtually untouched by modern society in certain areas? Answer this question as best as you can in your Ethnography journals and we will continue to build on that idea throughout the rest of the semester. Content Closure: T: So let’s review, how is the culture of Papua New Guinea different from the United States? Give specific examples. S: Language, sports, gift economy, location, clothing. T: Right, so maybe MTV’s show, My Super Sweet Sixteen can learn something from the culture of New Guinea. One of you should write in and tell them that. Throughout the unit we will continue to learn about many cultures, so keep your ethnography journal, and we will continue to improve upon or anthropologist skills. Make sure you clean up all the candy wrappers and push in your chairs, thank you for being great listeners.
Assignment for next class period
No assignment for this lesson, only fulfilling the request of holding onto the ethnography journal for next time when we continue the lesson.
Lesson evaluation questions
Did they answer my questions like I thought they would? What could I have communicated better? Will I change any part of the activities for next time? Was there anyone not understanding? What do the exit cards indicate? Were students interested?
Anthropology isâ€Ś The study of _______ _______ and their ancestors throughout history, in relation to ____________ character, culture, along with _______________ and social relations. 4 Field approach 1. ___________ 2. Archeology 3. Linguistic 4. ___________
Ethnography: is a genre of writing that uses __________ to provide a descriptive study of __________ __________.
Lesson Plan for Block 1 Unit Plan