Salem Unit Plan Template Mapp2

UNIT PLAN TEMPLATE
LOGISTICS
Teacher
Grade(s)
Level(s):
Title of Unit:
Length of
Unit :
Jennifer Scott
7th Grade
Cultural values and their influence on modern societies and
regions
10 days
STATEMENT OF PURPOSE AND RATIONALE
Students will be able to explain the outcome of how culture unites and divides modern
societies and regions (e.g. enslavement of various peoples, caste system).
Students will be able to explain how cultural expressions (e.g. art, literature,
architecture and music) influence modern society.
Students will be able to define what cultural is through the analysis of the novel
Seedfolks, by Paul Fleishman.
Students will be able to understand how to find evidences in reading to determine

how cultural change influences a democratic society.
Students should be able to describe certain events that took place, such as, religious
conflicts and Social Darwinism.
Students will be able to explain the Melting Pot theory in the United States, and
understand the nature of cultural values, heredity and beliefs that shape our nation.
As 21st century learners the students will gain knowledge on patterns of continuity and
change. Students in seventh grade will continue to expand upon the knowledge, skills and
understanding acquired in the sixth grade study. Seventh graders study the world issues to
understand the implications of increased global interactions. The focus will remain on
geography by using the themes of location, place, movement, and environmental interaction
to understand modern societies and regions. This lesson plan will guide students through
patterns of change and continuity with a focus on conflict and cooperation, economic
development, population shifts, political thought and organization, cultural values and
beliefs, and the impact of environment over time. Through an investigation of the various
factors that shaped the development of societies and regions in the modern world and global
interactions, students will examine both similarities and differences. An area of study
examined will be various American societies with backgrounds from other
regions/continents, and how they changed the culture of the area/region. The lesson plan will
be taught within the context of applying knowledge and understandings to a study of the
modern world. Reading analysis will be incorporated as students make connections through
cross curricular activities by reading the novel Seedfolks, by Paul Fleishman. Graphic
organizers, discussion, and further research into ethnicity and issues of stereotyping will pull
ideas from both ELA and social studies to cultivate and engage student learning.
ESSENTIAL QUESTION(S)
NC Common Core Standard(s) to be addressed:
7.C.1 - Understand how cultural values influence relationships between individuals,
groups and political entities in modern societies and regions.
Clarifying Objectives:
7.C.1.1 - Explain how culture unites and divides modern societies and regions (e.g.
enslavement of various peoples, caste system, religious conflict and Social
Darwinism).
7.C.1.2 - Explain how cultural expressions (e.g. art, literature, architecture and
music) influence modern society.
How can I explain how the maintenance of a democratic system is dependent

upon the efforts and quality of participation of its citizens?
How can I describe different ways to promote/create societal change?
How can I express that attempts to change society may produce unintended
consequences?
How can I demonstrate that cultural values influence relationships between
individuals, groups and political entities in modern societies and regions?
How can I specify the causes, circumstances, and reasons that contribute to
the term blended society?
How can I explain how differing viewpoints on culture often results in conflict?
How can I show ways that Globalization and assimilation have played a role in
shaping our world?
How can I report that human and civil rights issues may have local, national,
and international consequences?
PLAN FOR INTEGRATION
PREREQUISITE TEACHER CONTENT KNOWLEDGE

ASSIMILATION - The process by which a person or persons acquire the social and
psychological characteristics of a group: Waves of immigrants have been
assimilated into the American culture.
BIGOTRY - Intolerance toward those who hold different opinions from oneself.
COMPLEX SOCIETY - Nations; large and populous, with social stratification and
central governments.
CULTURE - Culture refers to the cumulative deposit of knowledge, experience,
beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles,
spatial relations, concepts of the universe, and material objects and possessions
acquired by a group of people in the course of generations through individual and
group striving.
DISCRIMINATION - Action that denies social participation/human rights to people
based on prejudice.
DIVERSITY - People who are of different races or who have different cultures in a
group.
ETHNIC - An ethnicity, or ethnic group, is a socially-defined category of people who
identify with each other based on common ancestral, social, cultural, or national
experience.
ENTHNOCENTRISM - Judging another culture solely by the values and standards of
one's own culture.
GLOBALIZATION The process of international integration arising from the
interchange of world views, products, ideas and other aspects of culture.
HEREDITY - The passing of traits to offspring from its parents or ancestor.
MULTICULTURAL - relating to, or constituting several cultural or ethnic groups
within a society.
NORM - A group-held belief about how members should behave in a given context.
PLURALISM - A condition in which two or more states, groups, principles, etc.,
coexist.
PRECONCEPTIONS - Opinion formed before adequate evidence, as the result of
bias or prejudice.
RACE Social concept used to categorize humans into large, distinct
populations/groups by anatomical, cultural, ethnic, genetic, geographical,
CONSIDERATIONS ABOUT THE LEARNERS

Prior knowledge and pre-assessment:
Students will have prior knowledge of citizens/cultures that have created societal
change, from past academic lessons, and knowledge of certain themed calendar
months and people celebrated throughout the country. Students will also need to
reflect on how their actions, decisions, and judgments affect local and American
society.
Unique learner characteristics (accommodations and differentiation):
Advanced learners
Average learners
Struggling learners/IEP, ESL, etc.
CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT

Physical Space:
Classroom, with desks divided in groups of four.
Temporal Resources:
Textbooks, computers, childrens books, PBS DVDs
Learning Materials:
Journals
Index cards
Sticky notes
Markers/crayons/colored pencils
Newspaper/ magazines
Camera
Magazines
Books
Poster board
Ball
Various reference books
Personnel Resources:
L. Liswood. 2009. The Loudest Duck: Moving beyond diversity while embracing differences.
Learning to Live Together
http://www.unesco.org/new/en/social-and-human-sciences/internationalmigration/glossary/cultural-diversity/
Technological Resources:
Everybody is Different Different Cultures
https://www.youtube.com/watch?v=65uYTF2HDQc
Diversified We Grow
https://www.youtube.com/watch?v=4t-PlQJj2WI
Are American Teenagers Racist/Prejudice In Todays Modern Multi-Cultural Society?
https://www.youtube.com/watch?v=MxmiGxCaoJM
Family Diversity Projects, In Our Family: Portraits of All Types of Families
http://familydiv.org/exhibits/in-our-family/
What is Globalization?
http://www.globalization101.org/what-is-globalization/
The Effects of Globalization
http://www.schooltube.com/video/8bb883a037ad48519957/The-Effects-ofGlobalization
Family History Made Easy
https://www.youtube.com/watch?v=c_cfGoOaXR8
Whats the Meaning of Your Last Name?
http://www.kabalarians.com/cfm/DisplayNameAnalysis-Last.cfm
Where Did Last Names Come From? Big Questions
https://www.youtube.com/watch?v=Q3AJZfrlWUQ
What Art Says About the Culture
https://www.youtube.com/watch?v=cim69xuXIBs
The Day of The Dead
https://www.youtube.com/watch?v=jsbr_Tkn08w
Slave Culture and Music
https://www.youtube.com/watch?v=oWNIdQiNLPI
Cultural Assimilation
https://search.yahoo.com/yhs/search;_ylt=A0LEVvHko4lUZywA0IAPxQt
UNIT OVERVIEW AND TIMELINE

DAY 1
DAY 2
DAY 3
DAY 4
Specific
expectations
-goals/objecti
ves
Specific
expectations
-goals/object
ives
Specific
expectations
-goals/object
ives
Students will be
able to define
what cultural
societal change
is and
how/whom
promoted
change.
Students will
be able to
understand
that in
American
culture we are
influenced by
a blended
society
through
assimilation
and years of
immigration.
Specific
expectation
s
-goals/objec
tives
Students will
be able to
Students
explain the
should be
effect of
able to
various
describe
certain events approaches to
change in the
that took
United States,
place, and
and
certain areas
of the country understand
patterns of
and/or world
continuity and
which have
change.
been
impacted
most by
cultural
diversity in a
society.
Students will be
able to explain
the outcome of
various struggles
for rights and
equality by
citizens of the
United States.
Teaching &
Learning
Strategies (in
brief)
Teaching &
Learning
Strategies
(in brief)
Teaching &
Learning
Strategies
(in brief)
Teaching &
Learning
Strategies
(in brief)
Teaching &
Learning
Strategies (in
brief)
Hook:
Hook:
Hook:
Inside/Outside
Circle
Teacher
guided using
smart board
Video
Resource
Diversified
We Grow
True/False
Hold-ups
Hook:
Video Resource
Where Did Last
Names Come
From? Big
Questions
Internet
Resource
Bounce Cards
Internet
Resource
Frayer Model
& Confer,
Video
Resource
Slave Culture
and Music
DAY 5
Specific
expectations
-goals/objectiv
es
Hook:
Word Splash
Guided NoteTaking Templates
Given to each
Whats the
Meaning of Your
Last Name?
Student
Handout
Family Tree
Diagram
Video Resource
Family History
Made Easy
KWL
Fill out first two
columns
Think-PairShare
Exit ticket
Family
Diversity
Projects, In
Our Family:
Portraits of All
Types of
Families
Compare, and
Clarify Group
work on
topics
Quick Draw
Think-PairShare & Chalk

Board Splash
student for use of

unit vocabulary
Presentations
Family Tree
Presentations
Family Tree
Think-Pair-Share
Exit Ticket
Video
Resource
Everybody is
Different
Different
Cultures
Activity/
Handout
Think-PairShare
Quick Write
Formative or
Summative
Assessment
type-strategytool
Formative or
Summative
Assessment
typestrategy-tool
Teacher will
circulate/observ
e keeping a
journal of
individual/group
progress.
Teacher will
facilitate
videos, ask
guided
questions, and
Teacher will
circulate and
observe by
keeping a
journal of
group
progress.
Teacher will
help with
group work
and
assignments.
Formative
or
Summative
Assessment
typestrategytool
Teacher will
circulate and
observe by
keeping a
journal of
individual/gro
up progress.
Teacher will
meet with
each group to
Formative or
Summative
Assessment
typestrategytool
Teacher will
circulate/obse
rve keeping a
journal of
group
progress.
Teacher will
facilitate
videos, ask
guided
Formative or
Summative
Assessment
type-strategytool
Teacher will
circulate and
observe by
keeping a journal
of group
progress. Teacher
will facilitate
videos, ask
guided questions,
and will assist
with student
will assist with

group by
prompting
discussion and
assigning a
group leader.
Assist in
recognizing
key ideas and
words.
Inside-Outside
Circle,
Activity/
Think-PairHandout,
Share, KWL,
Think-PairStudent
Acitivty/Handou Share, Quick
t and Exit Ticket Write
Learner
Consideration
s
Video will be
read out loud
by teacher
instead of silent
self read.
Students will be
given additional
time.
Advanced
learners can
use laptops for
additional
information.
Environmenta
l
Consideration
s
Desks will be
organized by
Learner
Consideratio
ns
Struggling
students will
be given
additional
time.
Advanced
learners can
use laptops
for additional
information, if
finished early.
Environment
al
Consideratio
ns
Desks will be
organized by
groups of four.
get ideas and

brainstorm.
Taking notes
assessing
student's
level of
understandin
g.
Bounce
Cards, Frayer
Model, Quick
Draw, Confer,
Compare, and
Clarify
questions,
and will assist
with prompts
for
presentations.
presentation by
prompting
discussion and
timeline
organization.
True/False
Hold-ups,
Chalkboard
Splash, ThinkPair-Share
Word Splash,
Guided Notes,
Think-Pair-Share
and Exit Ticket
Learner
Consideratio
Learner
ns
Consideratio
All students
ns
should be
All students
able to
should be able
participate
to participate
without
without
additional
additional
support
support. Some
students may
Advanced
require
different
learners can
presentation
use laptops
for additional strategies.
information, if
finished early Environment
al
Environment
Consideratio
al
ns
Consideratio
ns
Desks will be
organized by
Desks will be
groups of four.
organized by
groups of
Learner
Considerations
All students
should be able to
participate
without
additional
support.
Lower level
students will be
given more time
and review will
be read aloud.
Advanced
learners can use
laptops for
additional
information, if
finished early.
Environmental
Considerations
Desks will be
groups of four.
four.
organized by
groups of four.
Material
Resources
Material
Resources
Material
Resources
Material
Resources
Material
Resources
Video
Resource(s)
Where Did Last
Names Come
From? Big
Questions
https://www.you
tube.com/watch
?
v=Q3AJZfrlWUQ
Video
Resource(s)
Everybody is
Different
Different
Cultures
https://www.y
outube.com/w
atch?
v=65uYTF2HD
Qc
Video
Resource(s)
Diversified
We Grow
https://www.y
outube.com/w
atch?v=4tPlQJj2WI
Video
Resource(s)
Internet Resource
Learning to Live
Together
http://www.unesc
o.org/new/en/soci
al-and-humansciences/themes/
internationalmigration/glossar
y/culturaldiversity/
Family History
Made Easy
https://www.you
tube.com/watch
?
v=c_cfGoOaXR
8
Internet
Resource
Whats the
Meaning of Your
Last Name?
Internet
Resource
Family
Diversity
Projects, In
Our Family:
Portraits of All
Types of
Families
http://familydi
v.org/exhibits/i
Book
Resource
L. Liswood.
2009. The
Loudest
Duck: Moving
beyond
diversity
while
embracing
differences.
www.pbs.org/
wnet/cultural/
Slave Culture
and Music
https://www.y
outube.com/w
atch?
v=oWNIdQiNL
PI
Other
Resources
Interactive
Smart Board
Book Resource
L. Liswood. 2009.
The Loudest
Duck: Moving
beyond diversity
while embracing
differences.
http://www.schoo
ltube.com/video/
8bb883a037ad48
http://www.kab
alarians.com/cf
m/DisplayName
AnalysisLast.cfm
Other
Resources
n-our-family/
Other
Resources
Interactive
Smart Board
stories_org_kk
k.html
519957/
Other
Resources
Other
Resources
Interactive
Smart Board
Interactive Smart
Board
Interactive
Smart Board
UNIT OVERVIEW AND TIMELINE

DAY 6
DAY 7
DAY 8
DAY 9
DAY 10
Specific
expectations
-goals/objecti
ves
Specific
expectations
-goals/object
ives
Specific
expectations
-goals/objectiv
es
Specific
expectations
goals/objectives
Specific
expectations
-goals/objecti
ves
Students will
be able to
explain the
effects one
culture can
have another
and how
shared
information
and practices
carry over
throughout
time.
Students will
be able to
describe
various forms
of art, music
& architecture
that have
shaped,
changed, or
contributed to
different
cultures and
societies.
Students will be
able to explain
the outcome of
various cultures
and civilizations,
how many
aspects are
handed down
and/or shared,
and how some
shared beliefs
and actions have
had negative
effects.
Students will be
able to
demonstrate how
differences in
society can
promote change in
a culture.
Students will
be able to
explain how
cultural values
influence
relationships
between
individuals,
groups in
modern
societies and
how culture
unites and
divides
modern
societies and
regions.
Teaching &
Learning
Strategies (in
brief)
Teaching &
Learning
Strategies
(in brief)
Teaching &
Learning
Strategies (in
brief)
Teaching &
Learning
Strategies (in
brief)
Teaching &
Learning
Strategies
(in brief)
Hook:
Hook:
Hook:
Hook:
Hook:
True/False
Hold-ups
Discussion on
influences of
art from
previous units
Video
Resource
What Art Says
About Culture
Internet
Resource with
Guided notes
What is
Globalization?
Video Resource
Cultural
Assimilation
Video
Resource
Day of the
Dead
Video Resources
The Effects of
Globalization
Video
Resource Are
American
Teenagers
Racist/Prejudic
e In Todays
Modern MultiCultural
Society?
Graffiti Wall
Students
creatively
design a
Graffiti Wall of
things they
know about
American
cultural/blende
d
societies/speci
fic topic of
study.
Exit Ticket
Graffiti Wall
Students will
complete wall
Think-PairShare/Questio
n Ball Pass
Guided
Notes/Confer,
Compare, and
Clarify Group
work on guided
notes
Frayer Model
Students work in
their assigned
groups and
complete original
model for
presentation.
Gallery
walk/Learning
Stations
Students will
walk stations
and
write/share
ideas on
cultural
photos
Frayer Model
Students work in
their assigned
groups and
complete original
model for
presentation.
Think Dots
Quick Draw
Quick Write
Think-PairShare
Frayer
Model/Group
Presentations
Students work
in their groups
Group
Presentations
KWL
Complete last
column from
original KWL
on day one.
Formative or
Summative
Assessment
typestrategytool
Formative or
Summative
Assessment
typestrategytool
Teacher will
circulate and
observe by
keeping a
journal of
individual/gro
up progress.
Teacher will
assist with
ideas and
help
brainstorm
with Graffiti
Wall.
Taking notes
assessing
student's
level of
understanding
.
Teacher will
circulate and
observe by
keeping a
journal of
individual/gro
up progress.
Teacher will
help with
group work
and
assignments.
Assist in
recognizing
key ideas and
words.
True/False
Hold-ups,
Graffiti Wall
and Exit
Ticket
Learner
Consideratio
ns
Video will be
read out loud
by teacher
instead of
silent self
Gallery
Walk/Learning
Stations,
Think-PairShare,
Question Ball
and Quick
Draw
Learner
Consideratio
ns
Struggling
students will
be given
additional
time.
Advanced
Formative or
Summative
Assessment
type-strategytool
Formative or
Summative
Assessment
type-strategytool
Formative or
Summative
Assessment
type-strategytool
Teacher will
circulate/observe
keeping a journal
of individual/group
progress. Teacher
will facilitate
videos, ask guided
questions, and will
assist with group
ideas by
prompting
discussion and
assigning a group
speaker.
Teacher will
circulate/observe
keeping a journal
of individual/group
progress. Teacher
will facilitate
videos, prompt
ideas for Graffiti
Wall, ask guided
questions, and will
assign order for
presentations.
Teacher will
circulate and
observe by
keeping a
journal of
individual/
group progress.
Teacher will
facilitate videos,
ask guided
questions, and
will assist with
student
presentations
by prompting
discussion.
Students will be
given additional
time.
Graffiti Wall,
Frayer Model,
Think Dots, Peer
Evaluation
Think-PairShare, Frayer
Model/Group
Presentations
and KWL
Video will be
read aloud and
discussed with
class, rather than
read silently.
Advanced
learners can use
laptops for
additional
information, if
finished early.
Learner
Considerations
All students
should be able to
participate
without
Learner
Considerations
Learner
Consideration
s
All students should

be able to
All students
participate without should be able
additional support. to participate
without
additional
Lower level
support. Some
students will be
students may
given more time
require different
and review will be
presentation
read aloud.
strategies.
read.
Students will
be given
additional
time.
Advanced
learners can
use laptops
for additional
information.
Environment
al
Consideratio
ns
learners can
use laptops
for additional
information, if
finished early.
additional
support
Environment
al
Consideratio
ns
Desks will be
organized by
groups of four.
Environmental
Considerations
Advanced learners
can use laptops
for additional
information, if
finished early.
Environmental
Considerations
Environmental
Consideration
s
Desks will be
organized by
groups of four.
Desks will be
organized by
groups of four.
Desks will be
organized by
groups of four.
Desks will be
organized by
groups of four.
Material
Resources
Material
Resources
Material
Resources
Material
Resources
Material
Resources
Internet
Resource
Video
Resource(s)
What Art Says
About the
Culture
Video
Resource(s)
The Effects of
Globalization
Video Resource(s)
Cultural
Assimilation
Video
Resource(s) Are
American
Teenagers
Racist/Prejudice
In Todays
Modern MultiCultural
Society?
https://www.you
Learning to
Live Together
http://www.une
sco.org/new/en/
social-andhumansciences/intern
ational-
https://www.yo
utube.com/wat
ch?
v=cim69xuXIBs
http://www.schoolt
ube.com/video/8bb
883a037ad485199
57/The-Effects-ofGlobalization
https://search.yahoo
.com/yhs/search;_ylt
=A0LEVvHko4lUZyw
A0IAPxQt
migration/gloss
ary/culturaldiversity/
https://www.y
outube.com/w
atch?
v=jsbr_Tkn08
w
Other
Resources
Interactive
Smart Board
Day of the
Dead
https://www.y
outube.com/w
atch?
v=jsbr_Tkn08
w
Other
Resources
Interactive
Smart Board
Internet
Resource What is
Other Resources
Globalization?
http://www.global
ization101.org/w Interactive Smart
Board
hat-isglobalization/
tube.com/watch
?
v=MxmiGxCaoJ
M
www.pbs.org/wne
t/jimcrow/stories_
org
Interactive
Smart Board
Other
Resources
Other
Resources
Interactive Smart
Board
Salem Lesson Plan Format
GRADE/CLASS: 7th Subject Area: Social Studies

Day: 1
UNIT TOPIC: Cultural values and their influence on modern societies and regions
Desired learning outcome(s): Students will be able to define what cultural

societal change is and how/whom promoted change.
Essential question(s) from learning objective(s):
How can I demonstrate that change often requires sacrifice?
Common Core/NC Essential Standard(s):

Learner prior knowledge/learner background experiences: Students will have
prior knowledge of skills and understanding acquired in the sixth grade study of
early civilizations. Seventh graders study the world from the Age of Exploration to
contemporary times in order to understand the implications of increased global
interactions. The focus will remain on geography by using the themes of location,
place, movement, and environmental interaction to understand modern societies
and regions. Geography will be built upon knowledge gained in elementary school as
well as sixth grade studies. Students will also use prior knowledge from fifth grade
American history movements and ideas of blended societies and cultures. Students
will also need to reflect on how their actions, decisions, and judgments affect local
and American society. Pre-assessment will be done through teacher guided
discussion and KWL.
Materials and resources needed:
Journal/notebook, pencil, markers
Novel Seedfolks, by Paul Fleishman
Video Resource(s):
Where Did Last Names Come From?
https://www.youtube.com/watch?v=Q3AJZfrlWUQ
Whats the Meaning of Your Last Name? Big Questions
http://www.kabalarians.com/cfm/DisplayNameAnalysis-Last.cfm
Family History Made Easy
https://www.youtube.com/watch?v=c_cfGoOaXR8
Teaching Strategies:
Introductory strategies (25 minutes)
The students will begin class by watching a video on the creation/history of

surnames or last names, helping them make connections of what they may already
know about heredity and the people/places associated with culture. On their tablets
we will then explore a website as a class, to see how names came about and what
meanings they hold. Each student can search for their last name and the students
will Think-Pair-Share findings.
Main instructional strategies (20 minutes)
Next they will receive a diagram of a family tree. Each student can take 5 minutes to
see how far they can get on their own filling it out. A short video will be seen about
family tree history to help guide the students on what they will expected to
accomplish at home, when they discuss this with their parents. This will be assigned
as homework for the first week of the unit, as students will have the opportunity to
create their own family trees. They have to hand in the completed project on day 4
& 5 of the unit plan accompanied by a short report of their findings. They will then
fill out a KWL Chart with words and events that will be covered throughout the week,
only working on the first two columns, saving the last column to be filled out on the
last day of the unit plan for assessment.
Name:_________________________________________________________________ Date:______________
NAME___________________________________________________________________
DATE_____________
KWL CHART
Cultural values and their influence on modern societies and regions
How do individuals create change in society?
VOCABULARY
Culture
I KNOW
I WANT TO KNOW
I HAVE LEARNED
Heredity
Traditions
Race
Assimilation
Diversity
Ethnic
Ethnocentrism
Muticultural
Globalization
Concluding strategies (15 minutes)
By the end of the class period I would have gone over the definition of heredity,
culture, traditions, assimilation and multicultural. The students will have been
introduced to vocabulary words and important events/people involved. Students will
understand that actions, events and traditions have been created in America by a
blended society. Students will understand feelings and emotions felt during that time
period, and will be able to express the importance of assimilation and the impact it
had on the American individual. Students will engage in a Think-Pair-Share of how
these ideas tie into what they have learned from the lesson on day 1 for
understanding and reflection.
Exit Ticket:
1.) Define what culture is in your own words.
2.) Give two examples of how the introduction of new cultures can change an
existing society.
Assessment (Utilize a blend of traditional and performance assessments):
The KWL Chart will be used to pre-assess the students knowledge about culture,
and names/people involved. The Family Tree diagram will be used to gather
information to be presented to the class to show gained knowledge as formative
assessment. The Exit Ticket, written on an index card, will be used to summative
assess students knowledge and understanding. I will circulate during activities, take
anecdotal notes on students progress and provide positive feedback during group
discussion.
EC Accommodations/modifications to strategies or assessments:
Students who struggle with note taking will be given the opportunity to verbally
express their thoughts and group work will help formulate notes. I will also circulate
and help struggling students create their own ideas and notes with guided prompts
during group activities. Additional reading resources and a computer lab station will
always be set up throughout the unit instruction for the advanced learners to further
their own research if they finish before their classmates.

Day: 2
Desired learning outcome(s): Students will be able to understand that in

American culture we are influenced by a blended society through assimilation and
years of immigration.
consequences?

Darwinism).
and American society. Pre-assessment will be done through teacher guided InsideOutside Circle and Think-Pair-Share.
Video Resource(s):
Everybody is Different Different Cultures
https://www.youtube.com/watch?v=65uYTF2HDQc
Internet Resource Family Diversity Projects, In Our Family: Portraits of All Types of
Families
http://familydiv.org/exhibits/in-our-family/
The students will begin class by completing a teacher guided Inside-Outside Circle
chart on the document camera. This will help students make connections of what
they may already know about heredity and the people/places associated with
culture. As a class we will then view the Family Diversity Projects, In Our Family:
Portraits of All Types of Families and watch, Everybody is Different Different
Cultures. These two internet resources are used to bridge a connection between
cultural differences and modern acceptance of these differences in society. Students
learn that immigration plays a large role in creating a blended society and promotes
cultural change. Students will start reading Seedfolks, by Paul Fleishman. We will
listen to the audio tape and follow the novel with a class set issued by the media
center. We will listen to the first 3 chapters and Think-Pair-Share ideas of race,
culture, stereotyping and ethnic communities
Next they will move on to an Activity/Handout that will include three examples of
people that come from diverse backgrounds. They will move their desks to their
assigned groups of four and discuss/come up with answers to the prompts. Each
group will participate in Think-Pair-Share of their choices with the class, and group
discussion will pursue on cultural boundaries, family networking, blended traditions,
and blended families. Students in each group will be able to appropriately explain
how we have seen this country blended into a society, and how it may help shape
other cultures and our own.
Handout:
James
My name is James Monroe, or at least that is my name to most
people. To other Piscataway, my name is James Green Corn. I
was named after the Green Corn celebration that the
Piscataway Indians held on the grounds of St. Ignatius Church
at Chapel Point, MD. Most people have no idea that Im
American Indian because I look white, so I pass for white. I
guess I dont say much about it because of all the stereotypes
about Indians. My mothers ethnicity is Portuguese. I was raised
in a diverse community and speak English, Portuguese and
Lumbee Native American Indian. I go to annual powwows and
other events that help me learn about my Indian culture. I was
raised in Washington, DC, where I have always socialized with
students from various backgrounds but my closest friends have
always been Hispanic.
1.
2.
Culturally, how would you describe James?

What are some ways James might identify himself
culturally?
3.
Is it possible that at different times in his life James
might identify more strongly with one aspect of his

culture more than the other? Explain.
4.
What does the word passing mean? In what other
situations have you heard this term used?
5.
What are some of the obstacles that James might face
because of his cultural identity?
had on the American individual and as family. Students will engage in a Think-PairShare of how these ideas tie into what they have learned from the lesson on day 2
for understanding and reflection.
Quick Write:
After learning about blended families with multicultural ties, explain in your own
words how your family fits in with the theme of the American Melting Pot.
The Inside-Outside Circle Chart will be used to pre-assess the students knowledge
about culture, and names/people involved. The activity/Power Point Presentation will
be used to gather information to be presented to the class to show gained
knowledge as formative assessment. The Quick Write, written on a sheet of paper
and placed in the class bin on the way out the door, will be used to summative
discussion.
OVERALL REFLECTION ABOUT THE UNIT (completed when you finish teaching
the unit)
My TAP focus is on 7th grade social studies, with a topic of: Cultural values and
their influence on modern societies and regions. I often observe and interact in a 7 th
grade social studies class at Flat Rock Middle School, and during the month of May
the students studied globalization. After learning about various different countries
and their differences in society, students learned of traditions, language and ethnic
practices that were brought to America through cultural assimilation during that
time. They learned how many American Indians were forced to change to the ways
of the new settlers and how many areas of new ethnic backgrounds were first
introduced to our lands in earlier units that dealt with world exploration. They
learned of many settlements that were planned by other countries; Spanish, French,
English and Dutch were of the greatest blend as they established colonies all over
the Western Hemisphere.
My lesson was introduced by pulling prior knowledge from the world
exploration unit and then blended it into the introduction vocabulary of
globalization, as it gives students an opportunity to examine the complex concept
of culture and to understand that while all people have culture, for some it may
mean the country or region of their ancestors, and for others it may encompass
areas including family, religion and community. Students learn that no matter how it
is defined, culture gives people a sense of who they are, and many brought there
culture with them as they settled in the new world.
Instead of using the Inside-Outside Circle chart, due to the fact that the
teacher opened her lesson with that same strategy before I got up to teach, I
switched gears and started off the lesson by creating a chart on the white board
that had the following three columns: Elements of Culture, Cultural Groups and
Importance of Culture. I let the students brainstorm a list of words and phrases
that come to mind when they hear the word culture, and I listed them under the
first column Elements of Culture. Next I asked the students to identify the cultural
groups that exist in their school community, and wrote their responses in the
second column. To complete the chart I asked them to brainstorm again and tell me
the importance of culture, and listed their response in the last column. From their
previous studies we began a discussion on commonly known cultural examples of
Native American Indian tribes, such as worship and ceremonial practices to those of
early European settlers and their Puritan/Catholic religious beliefs. We then

discussed how some Native Americans married Spanish settlers, and such, creating
a whole new background of cultures.
This discussion led us to the handout Who Am I? This handout is used to tie
in the studies of early settlement with todays modern blended society. The
students divided into groups of 4 or 5 and each group was assigned a question from
the handout. The handout was read aloud and the students were given 3 minutes to
discuss their question and come up with some answers. After going around through
the groups, group discussion arose of students culture and they tied themselves to
different races and ethnic backgrounds. I think this was a great introduction to
American settlements that will be seen in the 8 th grade curriculum and the first dose
of our historic melting pot of cultures. I was nervous, but I had a great group of
students that made me feel welcome and were helpful in participation. After my
lesson the teacher then continued with early settlement and American colonization,
which she added, briefly touches the start of the slave trade and the addition of
even more cultures.

Day: 3
Desired learning outcome(s): Students should be able to describe certain events
that took place, and certain areas of the country which have been impacted most by
cultural diversity in a society.

7.C.1.2 - Explain how cultural expressions (e.g. art, literature, architecture and music)
influence modern society.

and American society. Pre-assessment will be done through teacher guided Bounce
Cards and Think-Pair-Share.
Journal/notebook, pencil, markers/crayons/colored pencils
Video Resource(s):
Diversified We Grow
https://www.youtube.com/watch?v=4t-PlQJj2WI
First the students will start off watching a short video on diversity. Then the students
will organize their desks in groups of four and the teacher will introduce Bounce
Cards. Every student will get a bounce sheet, which will help them get the
conversation started and flowing within their group with discussion based on
information sparked by the video and the prior knowledge from day 1 & 2.
Bounce Card Sheet:
Bounce:
Take what your classmate(s) said and bounce an idea off of it. For
example, you can start your sentences with That reminds me of..
I agree, because..
True. Another example is when.
Sum it up:
Rephrase what was just said in a shorter version. For example, you can
start your sentences with -
I hear you saying that.

So, if I understand you correctly.
I like how you said
Inquire:
Understand what your classmates mean by asking them questions. For

example, you can start your questions with
Can you tell me more about that?
Im not sure I understand.
I see your point, but what about.?
Have you thought about.?
Staying in there groups of four, each group will be handed a Frayer Model and will be
assigned a country. The students will be able to appropriately explain how we have
seen this country blended into a society, and how it may help shape other cultures
and our own. After the groups are assigned their topics they will collaborate with
team members to discuss/describe what they already know about the assigned
topic. As a class, throughout the duration of the unit and with guidance from the
teacher, each group will create a poster and flag for their country and prepare for a
final presentation that includes the culture of the country and how it has assimilated
into American society. Group presentations will be at the end of the unit.
Frayer Model:
had on American and world societies. Students will engage in a Think-Pair-Share of
how these ideas tie into what they have learned from the lesson on day 3 for
Quick Draw:
With your best description through color and tone, draw me an example of tradition
from your assigned country.
The Bounce Cards will be used to pre-assess the students knowledge about culture,
and names/people involved. The Frayer Model will be used to gather information to
be presented to the class to show gained knowledge as formative assessment. The
Quick Draw, done on a sheet of paper and handed in at the end of class, will be used
to summative assess students knowledge and understanding. I will circulate during
activities, take anecdotal notes on students progress and provide positive feedback
during group discussion.

Day: 4
Desired learning outcome(s): Students will be able to explain the effect of
various approaches to change in the United States, and understand patterns of
continuity and change.


Darwinism).
and American society. Assessment will be done through teacher guided True/False
Cards, Chalk Board Splash and Think-Pair-Share.
Video Resource(s):
Slave Culture and Music
https://www.youtube.com/watch?v=oWNIdQiNLPI
Students will be given two index cards, on which the words True & False will be
displayed. The teacher will ask questions to the class on early American Slavery and
the introduction of new traditions to American society, as pre-assessment. Students
will watch a video on slave culture and music, based on the American slave trade in
the south in the 1800s. Students will get to see how introductions of new customs
and traditions can be carried over to create and/or effect existing cultures. How new
traditions can be formed, and new cultural relations can be established. How folklore
and carried family stories can build modern culture.
The students will then listen to chapters 5, 6 & 7 of the novel Seedfolks and
participate in a Chalk Board Splash and Think-Pair-Share. As a class we will examine
to cultural change and contributions of the characters in the novel and relate that
knowledge to what we learned about the American slave trade and how their
heritage created a change in southern American culture. Chalk Board Splash is
helpful if you want the entire class to see the collective responses of their peers.
This is great for addressing the big picture on cultural ties and the relevance factor
of societal change.
Chalkboard Splash:
Cultural Differences of the Segregated

American South
Slave Culture vs. High Society Land Owners
SIMILARITIES
DIFFERENCES
SURPRISES
During this time period various students will present their Family Tree creations, and
report their findings and methods. Students will be able to show that they
understand how family culture can change and be influenced by different traditions
and societies. Students should be able to explain cultural norms and bonds within
family and society. Students will then fill out the Peer Evaluation forms for the
presenters of the day.
Peer Evaluation Form:
Name: __________________________________________________________________________________ Date: __________
Family Tree Presentations

NAME OF
PRESENTER:
What did you like

most about the
creativity and
design of the
tree?
One a scale of 1
to 4, with 4
being the
highest and one
being the
This is what I
have learned
about your
family..
lowest..how
would you rate
my presentation?
STUDENT #1
STUDENT #2
STUDENT #3
STUDENT #4
STUDENT #5
STUDENT #6
STUDENT #7
STUDENT #8
STUDENT #9
STUDENT #10

The True/False Cards will be used to pre-assess the students knowledge about
culture, and how new traditions can be introduced to society. The Bounce Cards and
Think-Pair-Share will be used to gather information for group/class discussion to
show gained knowledge as formative assessment. The Family Tree Presentations
and Peer Evaluations, will be used to summative assess students knowledge and
understanding. I will circulate during activities, take anecdotal notes on students

progress and provide positive feedback during group discussion and presentations.

Day: 5
Desired learning outcome(s): Students will be able to explain the outcome of
various struggles for rights and equality by citizens of the United States.
consequences?
Darwinism).
and American society. Pre-assessment will be done through teacher guided Graffiti
Wall.
Video Resource(s):

The students will begin class by participating in a Word Splash with the vocabulary
words for the unit. Vocabulary words will be kept in a hanging folder by unit of study
on vocabulary wall, known as Vocab Victory Wall. This consists of laminated index
cards with vocabulary word on front, definition on back. Due to the extensive
vocabulary for this unit, each student will pull a vocabulary card out of the unit
folder on the Vocab Victory Wall. He/she will then use that word to fill out their word
splash worksheet. They can use resources such as, in class reference books, laptops,
textbooks, and will have 15 minutes to fill out their sheet. Each student will then
walk around the room and fill out their Guided Note-Taking Template/vocabulary sheet
by meeting, talking, and interacting with other students and exchanging information
on their word splash. Word Splash worksheets will be posted on the wall next to
Vocab Victory Wall after they are checked for accuracy. Each student will keep their
filled out Guided Note-Taking Template/vocabulary sheet in their class folder for
study/review throughout the unit.
Word Splash Worksheet:
NAME:________________________________________________________________DATE:_______
___
Vocabulary Word:
__________________
Meanings/Definition:
___________________
____________________
____________________
Word In Sentence:
___________________________
___________________________
Guided Note-Taking Template (front and back):

_______________________
VOCABULARY
Culture & Societal Change
Assimilation -
Diversity -
Bigotry
Ethnic
Complex Society
Ethnocentrism -
Discrimination -
Globalization
Heredity-
Multicultural
Name:
Norm
Pluralism-
Preconceptions
Stereotypes
Race
Traditions -
Culture Social Darwinism
During this time period various students will present their Family Tree creations, and
report their findings and methods. Students will be able to show that they
understand how family culture can change and be influenced by different traditions
and societies. Students should be able to explain cultural norms and bonds within
family and society. Students will then fill out the Peer Evaluation forms for the
presenters of the day.
Peer Evaluation Form:
Name: __________________________________________________________________________________ Date: __________
Family Tree Presentations

NAME OF
PRESENTER:
What did you like

most about the
creativity and
design of the
One a scale of 1
to 4, with 4
being the
highest and one
This is what I
have learned
about your
tree?
being the
lowest..how
would you rate
my presentation?
family..
STUDENT #1
STUDENT #2
STUDENT #3
STUDENT #4
STUDENT #5
STUDENT #6
STUDENT #7
STUDENT #8
STUDENT #9
STUDENT #10
these ideas tie into what they have learned from the lesson this far for
Exit Ticket:
Explain the purpose of the Family Tree project and why you think it is important for
you to know your heredity?
The Word Splash will be used to pre-assess the students knowledge about culture,
and names/people involved. The Vocabulary Guided Notes will be used to gather
assessment. The Peer Evaluations and Exit Ticket, written on an index card, will be
used to summative assess students knowledge and understanding. I will circulate
during activities, take anecdotal notes on students progress and provide positive
feedback during group discussion.

Day: 6
Desired learning outcome(s): Students will be able to explain the effects one
culture can have another and how shared information and practices carry over
throughout time.
shaping our world?

Darwinism).

and American society. Students will use prior knowledge from earlier 7 th grade unit
on The Renaissance and Renaissance art. Pre-assessment will be done through
teacher guided True/False Cards and Graffiti Wall.
Journal/notebook, pencil, markers/crayons/colored pencils, camera

Video Resource(s):
Students will be given two index cards, on which the words True & False will be
displayed. The teacher will ask questions to the class on the effects of art and
cultural change to societies, mainly to American society, as pre-assessment. The
teacher will then pull up images of art from other cultures and how they may
influence another, with reference to prior unit on The Renaissance. Students will
then listen to chapters 8 & 9 and finish the novel Seedfolks. A quick Think-Pair-Share
of ideas will be discussed and students will be handed a sheet for homework that
includes a graphic organizer of all the characters. As homework they will fill in all the
cultural contributions that this particular character brought to the garden, and how
their ethnic background helped shape the neighborhood in which the characters of
the novel lived.
In their groups of four, students will be given the chance to draw, write and create
on an existing wall in the classroom covered in orange paper. Orange combines the
energy of red and the happiness of yellow. It is associated with joy, sunshine, and
the tropics. Orange represents enthusiasm, fascination, happiness, creativity,
determination, attraction, success, encouragement, and stimulation. This wall will be
used as a Graffiti Wall with colorful markers and large poster paper, all students will
participate in creatively designing the Graffiti Wall of things they know about a
specific topic of study. Students are then encouraged to add to the wall throughout
the unit as they gain new knowledge. This is colorful way on day 5 to display what
they know and what they have learned thus far in the unit. Teacher will need to take
a photograph for comparison on day 10 for assessment.
had on the American individual. Students will be able to explain how art affects
culture and they will engage in a Think-Pair-Share of how these ideas tie into what
they have learned from the lesson on day 6 for understanding and reflection.
Exit Ticket:
While creating the Graffiti Wall, what did you draw or write and why?
Are their certain colors you used? Why did you use those colors?
The True/False Hold-ups will be used to pre-assess the students knowledge about
culture, and names/people involved. The Graffiti Wall will be used to gather
assessment. The Exit Ticket, written on an index card, will be used to summative
discussion.

Day: 7
Desired learning outcome(s): Students will be able to describe various forms of
art, music & architecture that have shaped, changed, or contributed to different
cultures and societies.
shaping our world?

Darwinism).

and American society. Assessment will be done through teacher guided Think-PairShare and Gallery Walk/Learning Stations.
Video Resource(s):
What Art Says About the Culture
https://www.youtube.com/watch?v=cim69xuXIBs
Day of the Dead

https://www.youtube.com/watch?v=jsbr_Tkn08w
Students will start by watching two videos on art and its effects on society. The
videos are rich with traditions and heredity, and allow the students to gain
understanding of how blended societies are created and how art in a passage to
nonverbal communication between groups of people. Next the students will arrange
their desks in their assigned groups of four and participate in a Question Ball
Pass/Think-Pair-Share. Students are encouraged to use their Bounce Card Sheet
from day 3 to prompt conversation and keep the question ball being passed around
the room.
Then the grouping of four desks (pods) will become work stations for a Gallery
Walk/Learning Stations. There will be 8 stations in the Gallery Walk which will consist
of 8 photos representing different cultural art, customs, traditions, etc. Students will
carry a sheet of paper with them to each station and discuss as a group what the
photo is, emotion they feel is being represented in this photo, if this cultural act is
represented in American society and where in the world they think this photo maybe
from? They are to each write examples on their note paper such as color/shading,
facial expressions, mood and design. After each group views every station the class
will Think-Pair-Share their ideas to understand the feelings and emotions related to
color, views on cultural aspect and countries in which this photo may be relevant.
Gallery Walk Photos:

STATION #1
STATION #2
STATION #3
STATION #4
STATION #5
STATION #6
STATION #7
STATION #8
introduced to vocabulary words, important events/people involved, art and music
that exist in a blended society. Students will understand that actions, events and
traditions have been created in America by a blended society. Students will
understand feelings and emotions felt during that time period, and will be able to
express the importance of assimilation and the impact it had on the American
individual. Students will engage in a Think-Pair-Share of how these ideas tie into
what they have learned from the lesson on day 7 for understanding and reflection.
Quick Draw: (this could also be explored as a project in which the students
use knowledge gained to express their families roll in globalization)
Draw something that you believe would represent your family background and
heritage.
This could be an animal, symbol, or event.
Explain why you chose to draw this and why? What colors would be represented?

The Question Ball/Think-Pair-Share will be used to pre-assess the students
knowledge about culture, and names/people involved. The Gallery Walk/Learning
Stations will be used to gather information to be presented to the class to show
gained knowledge as formative assessment. The Quick Drawt, written on an index
card, will be used to summative assess students knowledge and understanding. I
will circulate during activities, take anecdotal notes on students progress and
provide positive feedback during group discussion.

Day: 8
Desired learning outcome(s): Students will be able to explain the outcome of
various cultures and civilizations, how many aspects are handed down and/or
shared, and how some shared beliefs and actions have had negative effects.
How can I explain how the maintenance of a democratic system is dependent upon the efforts and
quality of participation of its citizens?
consequences?
shaping our world?
Darwinism).
and American society. Assessment will be done through teacher guided Think-PairShare, Guided notes/Confer, Compare, and Clarify.
Video Resource(s):
During this time the students will watch a series of videos on cultural assimilation,
discrimination and the benefits/disadvantages of Globalization. They will fill out
Guided Notes provided by the teacher and then gather in their assigned groups to
Confer, Compare, and Clarify on their Guided Notes and information from the videos.
Use of Vocabulary words/sheet and Bounce Card Sheet will be suggested while
engaging in discussion. Teacher will circulate and observe by keeping a journal of
group progress.
Guided Notes Template:
Name__________________________________________________________ Date:___________
GLOBALIZATION
&
Its Participation in the creation of Blended Societies
1.) ______________________ is the process of international integration arising
from the interchange of world views, products, ideas and other aspects of
culture.
2.) Globalization has brought the spread of ________________________.
3.) Women and other groups are now fighting for their ________________&
_________________.
4.) As world markets grow hundreds of ___________________________,

_______________________, and _________________________ are being shared and
exchanged.
5.) Technologies are being spread. Internet allows us to view from

______________________ in the world to anyone in the world.
6.) Spread of technologies = spread of ______________________ &

______________________.
7.) Globalization is producing more jobs; these jobs are being outsourced
to hundreds of ______________________ companies.
8.) Some cultures see globalization as an attempt to

_______________________ the world.
9.) Globalization has largely, and most importantly, increased

_____________________.
10.) An increase in trade means an increase in crossed

_________________________.
Students will stay in their assigned groups of four and continue to work on research
for their Frayer Model and group presentation. Students will be given time to work
on gathering information, creating their posters and discussing assigned jobs in
preparation for final presentation on day 10.
these ideas tie into what they have learned thus far for understanding and
reflection.
Exit Ticket:
From working in your group, tell me how your country celebrates one particular
holiday.
The Think-Pair-Share will be used to pre-assess the students knowledge about
culture, and names/people involved. The Guided Notes/Confer, Compare and Clarify
will be used to gather information to be presented to the class to show gained
knowledge as formative assessment. The Exit Ticket, written on an index card, will
be used to summative assess students knowledge and understanding. I will
circulate during activities, take anecdotal notes on students progress and provide
positive feedback during group discussion.

Day: 9
Desired learning outcome(s): Students will be able to demonstrate how
differences in society can promote change in a culture.
shaping our world?


Darwinism).
Video Resource(s):
The students will start off viewing a short video on cultural assimilation from
discriminatory and non-discriminatory views. Students will learn how blending
cultures takes the acceptance of allowing change. Students will discuss in their
groups the message of this film, and Think-Pair-Share ideas with group members as
they take turns as groups adding gain knowledge to the Graffiti Wall. During this
time students will get the opportunity to draw expressions, pictures, words and
quotes on the wall to show what they have learned thus far in the unit.
When students are done adding to the Graffiti Wall they will sit back down in their
assigned groups. They will have 15 minutes to complete any group work needed for
the final presentation the following day. Group positions should be assigned,
poster/flag should be completed, as well as any index card prompts and skits
students have created. Their final presentation should reflect knowledge learned
throughout this unit and teacher should gain assessment through information and
questions gathered.
After the students had time to work in their groups they would then stay in their
groups to work on a Think Dot activity. This activity will be used to summative
discussion. This will help assess if the students understand how well the events
started and took place and will tie in learned throughout the unit and past days of
unit lessons.
Think Dots:
Think Dots
Directions: In your groups take turns rolling the die. Complete the learning task from
the corresponding dot(s). If the first roll is something you dont want to do, you can
roll a second time. It is okay if more than one person rolls the same number as each
persons response will be unique.
Describe how events
Explain what a
in globalization contribute to
a blended society.
tradition is, and give an

example.
Evaluate the
Apply your
effectiveness of technology in
cultural change.
understanding of assimilation
and give an example from
American culture.
Compare/contrast two
different things that makes the

country you have chosen in
your groups culture different
than American culture.
Explain the difference
between family folklore and

heredity.

The Think-Pair-Share and teacher observed addition to Graffiti Wall will be used to
pre-assess the students knowledge about culture, and names/people involved.
Frayer Model and will be used to gather information to be presented to the class to
show gained knowledge as formative assessment. Think Dots will be used to
summative assess students knowledge and understanding. I will circulate during

activities, take anecdotal notes on students progress and provide positive feedback
during group discussion.

Day: 10
Desired learning outcome(s): Students will be able to demonstrate how
differences in society can promote change in a culture.
consequences?
How can I report that human and civil rights issues may have local, national,
and international consequences?

Darwinism).
Video Resource(s):
Are American Teenagers Racist/Prejudice In Todays Modern Multi-Cultural Society?
https://www.youtube.com/watch?v=MxmiGxCaoJM
Students will begin the period with a clip from a 20/20 presentation of stereotypes
and the modern teenager in America. Students will then Think-Pair-Share and
discuss how, after all they have learned through this unit, how their opinion toward
the experiment and stereotypes expressed in the video, are not part of a sound
culturally changing society. Discussion will evolve into how this can be avoided or
prevented.
We will then move on to our Frayer Model group presentations. Each group will get
up in front of the class and explain their Frayer Model, country along with that
countrys traditions, customs, language, and all cultural ties. Groups will discuss how
that country is represented in America, how its immigration patterns started/flow,
outcomes, and the countrys contributions to American society. Each presentation
should take no longer than 5 minutes. At the end of the presentations each group
will place their poster and flag around the Graffiti Wall, the teacher can compare the
completed Graffiti Wall to the one started on Day 6 (Through a photograph) for
summative assessment, and students can see the comparison and knowledge
attained.
Students will understand that immigration, globalization and technology play large
rolls in cultural change, they will understand the concept of a blended society and
the feelings and emotions that ensue, and be able to express the importance of
tradition, heredity, customs and culture and the impact it had on the American
individual and todays modern society. After the conclusion of the Frayer Model
presentations students will be given back their KWL chart from Day 1 and asked to
fill out the last column. This will provide further assessment on knowledge gained. A
grade will be issued to each student based on the weeks performance,
presentation, and final KWL chart.

The Think-Pair-Share will be used to pre-assess the students knowledge about
culture, and names/people involved. Frayer Model/presentations will be used to
gather information to be presented to the class to show gained knowledge as
formative assessment. Final KWL Charts will be used to summative assess students
knowledge and understanding. I will circulate during activities, take anecdotal notes
on students progress and provide positive feedback during group discussion.

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UNIT PLAN TEMPLATE

STATEMENT OF PURPOSE AND RATIONALE

Students will be able to understand how to find evidences in reading to determine

How can I explain how the maintenance of a democratic system is dependent

PLAN FOR INTEGRATION

PREREQUISITE TEACHER CONTENT KNOWLEDGE

CONSIDERATIONS ABOUT THE LEARNERS

CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT

UNIT OVERVIEW AND TIMELINE

Think-PairShare & Chalk

student for use of

will assist with

get ideas and

UNIT OVERVIEW AND TIMELINE

All students should

Salem Lesson Plan Format

GRADE/CLASS: 7th Subject Area: Social Studies

Desired learning outcome(s): Students will be able to define what cultural

Common Core/NC Essential Standard(s):

Introductory strategies (25 minutes)

The students will begin class by watching a video on the creation/history of

Main instructional strategies (20 minutes)

Concluding strategies (15 minutes)

Salem Lesson Plan Format

GRADE/CLASS: 7th Subject Area: Social Studies

Desired learning outcome(s): Students will be able to understand that in

Common Core/NC Essential Standard(s):

Introductory strategies (30 minutes)

Main instructional strategies (20 minutes)

Culturally, how would you describe James?

Is it possible that at different times in his life James

might identify more strongly with one aspect of his

What does the word passing mean? In what other

situations have you heard this term used?

What are some of the obstacles that James might face

because of his cultural identity?

Concluding strategies (5 minutes)

early European settlers and their Puritan/Catholic religious beliefs. We then

Salem Lesson Plan Format

GRADE/CLASS: 7th Subject Area: Social Studies

Common Core/NC Essential Standard(s):

influence modern society.

Learner prior knowledge/learner background experiences: Students will have

Introductory strategies (20 minutes)

I hear you saying that.

Understand what your classmates mean by asking them questions. For

Main instructional strategies (25 minutes)

Concluding strategies (10 minutes)

Salem Lesson Plan Format

GRADE/CLASS: 7th Subject Area: Social Studies

How can I describe different ways to promote/create societal change?

How can I demonstrate that cultural values influence relationships between

Common Core/NC Essential Standard(s):

Introductory strategies (10 minutes)

Main instructional strategies (25 minutes)

Cultural Differences of the Segregated

Concluding strategies (20 minutes)

Name: __________________________________________________________________________________ Date: __________

Family Tree Presentations

What did you like

Assessment (Utilize a blend of traditional and performance assessments):

understanding. I will circulate during activities, take anecdotal notes on students

Name: ________________________________________________________________________ Date:

Name: ________________________________________________________________________ Date: