Introduce the Film God Grew Tired of Us and the Excerpt Students Will Watch
Teacher: Downing
Grade: 6th
Resources & Text / Do Now
(5-10 minutes) / AIM (Lesson Steps) / Homework / Vocabulary Instruction & Differentiation Strategies
Monday
CCSS Standards:
6.C.1.1
6.C.1.2
6.C.1.3
I can define culture and cultural landscape / Understanding Culture
Ppt slides 1-11
/ Homework, PBIS conduct card, finish cover page, and set up C-Notes / Essential Questions: Define culture and cultural landscape
Before: What is culture? What does culture mean to you?
During: Students will be given guided Cornell Notes and go over the introduction to Culture and understanding
After: Students will be placed into small groups. Explain to the students that they will be examining pairs of photographs. Do not give students information about the images.
Students will analyze the photos using POSERS and then compare and contrast the photos. They will record their observations on chart paper for presentations. / C-Note summary / Culture, religion, cultural landscape, institution, technology, environment, visible culture, nonvisible culture, civilization
C-Notes, visual aids (pictures and videos), group work, student led instruction, teacher led instruction, discussion, auditory through opinions from one another
Tuesday
CCSS Standards:
6.C.1.1
6.C.1.2
6.C.1.3
I can define culture and cultural landscape / Culture and Society Ppt (12-21)
Role Playing Activity cards / Homework, PBIS conduct card, and set up C-Notes / Essential Questions: Define culture and cultural landscape
Before: Review culture. Instructor will present Culture and Society (12-27 slides) with guided Cornell Notes and Introduce the Role Playing Activity
During:Have students present their findings from their similarities and differences of photographs from yesterday.
After:Students will complete a reflective journal from pages 30-31 of the Social Studies Inquiry AVID book / Finish reflective summary / Culture, religion, cultural landscape, institution, technology, environment, visible culture, nonvisible culture, civilization, society, social structure, social class, nuclear family, extended family
C-Notes, visual aids (pictures and videos), auditory presentation, collaboration, discussion
Wednesday CCSS Standards:
EARLY RELEASE DAY!
6.C.1.1
6.C.1.2
6.C.1.3
I can define and cultural diffusion and describe the cultural traditions of other societies / Copies of articles and info on ACAPS / Homework, PBIS card / Essential Questions: Define culture and cultural landscape
Before: Review the culture and society notes taken the last two days.
During:Students will critically read an article about a Lost Boy and his life.
After:In pairs, students will analyze the article using ACAPS (found in Social Studies Inquiry book) and we will discuss as a class. / Summarize the article / Culture, religion, cultural landscape, institution, technology, environment, visible culture, nonvisible culture, civilization, society, social structure, social class, nuclear family, extended family
C-Notes, visual aids (pictures and videos), auditory presentation, collaboration, discussion
Thursday
CCSS Standards:
6.H.2.1
6.G.1.3
6.C.1.1
I can define and cultural diffusion and describe the cultural traditions of other societies / Cultural Diffusion PowerPoint and guided notes, Lost Boys Link
/ Write down homework, PBIS conduct card, fill out top part of guided notes / Essential Questions: What is cultural diffusion? How is culture affected by the interaction of people from different places and cultural groups?
Before: Discuss the reading from yesterday. Ask the students what they think about if they were forced to leave their home.
During: Cultural Diffusion PowerPoint guided notes. Introduce ‘Lost Boys’
- Ask students if they’re familiar with Peter Pan’s Lost Boys—characters in the J.M. Barrie novel Peter Pan who formed a family and took care of each other in Never-Never Land. Explain that there is a group of over 25,000 young Dinka men who ran away from a civil war. These young men trekked across sub-Saharan Africa in search of safety, and eventually found homes in the United States. Relief workers called them the “Lost Boys” after the characters in the J.M. Barrie novel, and the media picked up on this; the group is now known collectively as “The Lost Boys of Sudan.” Review the vocabulary in this new context.
- Have students locate Sudan on the map. Ask students to locate Sudan on a wall map of the world. Point out northern and southern Sudan. Point out the homeland of the Dinka—in southern Sudan along the White Nile. Ask: What physical aspects of Sudan contribute to civil unrest? What cultural aspects of Sudan contribute to civil unrest? Explain to students that Sudan’s second civil war was caused by conflicts between northern and southern Sudan over oil and religion. Go to National Geographic's Sudan Facts page and invite volunteers to take turns reading aloud the information. Then discuss the historical, cultural, and geographic factors that contributed to Sudan’s civil war and some of the consequences the civil war—which lasted over twenty years—had on Sudan and its peoples, including orphaned children, violence, famine, and disease.
- Introduce the film God Grew Tired of Us and the excerpt students will watch.
- Explain to students that the film documents the story of the Lost Boys of Sudan as they fled civil war, spent a decade growing up in a Kenyan refugee camp, and were eventually resettled in the United States. Tell students that they will see an excerpt, called "From Sudan to the United States." The excerpt includes stories from the Kakuma refugee camp. If possible, show students the full film, God Grew Tired of Us, during class time. If you do not have enough time, encourage students to watch the film at home on their own.
Formative assessment: Do Now, discussion that takes place
Teacher-led direction
Audio: these students benefit from hearing from the other students and the teacher led direction
Visual: these students will benefit from seeing the video and seeing the Sudan on a map
Kinesthetic: these students will benefit by reflecting and writing about the video and locating Sudan on the map
Friday
CCSS Standards:
6.H.2.1
6.G.1.3
6.C.1.1
I can define and cultural diffusion and describe the cultural traditions of other societies / Lost Boys Link and worksheet and Socratic Seminar pre-work handout
From Sudan to the United States:
Cultural Differences:
/ Culture Friday Five Quiz / Essential Questions: What is cultural diffusion? How is culture affected by the interaction of people from different places and cultural groups?
Before: Assess cultural diffusion knowledge from the day before. Make connections to American culture- what words do you use to describe American culture?
During: Introduce and watch three excerpts from God Grew Tired of Us.Tell students that they will watch three excerpts from God Grew Tired of Us. Show them the excerpts "Sense of Place and Community," "Cultural Differences," and "Responsibility and Leadership."
After: Distribute the worksheet and have students complete it. Distribute copies of the worksheet The Lost Boys’ Cultural Identity. Have students complete it independently. Then use the provided answer key to discuss students' answers. / Have a great weekend! / Culture, society, language, religion, diversity, proverb, cultural diffusion, human migration, immigrant, emigrant, refugee, and resettlement
Differentiated Instruction/Formative Assessment:
Formative assessment: Do Now, discussion that takes place
Teacher-led direction
Audio: these students benefit from hearing from the other students and the teacher led direction
Visual: these students will benefit from seeing the video and seeing the Sudan on a map
Kinesthetic: these students will benefit by reflecting and writing about the video and locating Sudan on the map
AVID Strategies
Writing: POSERS, ACAPS, C-notes, summary, reflective journal
Inquiry: Critical reading strategies and discussion
Collaboration: Group work, partner work
Organization: C-Notes, Agenda, Journal organizer
Reading:Critical reading articles