Sarah+Marshall

=**Multiculturalism: Existing in a Global Society**=

Grade level: 9th and 10th
 * Focus: Cultural Pluralism or Multiculturalism**


 * Motivation:** We live and work in a global community that, through advancements in technology, has brought us closer together. Students need to learn how to communicate and conduct business with people of different backgrounds, cultures, and regions in an open and respectful manner. We are neighbors, colleagues, peers, and family. It is important for a healthy society to embrace these differences, understand them, and learn from each other.

Students will actively research and experience different cultures to: > To gain an understanding of the backgrounds that make up our community.
 * Objectives**
 * Understand what Mulitculturalism means in today's society.
 * Use the writing projects to explore the differences between our cultures and different viewpoints that have built the environment we live in today. Why do we think the way we do? Are there representations that may have given us misinformation?
 * Build their own awareness of diversity and develop a means in which to communicate effectively and respectfully in a global society.

Because multiculturalism is such a broad topic, students will need some guidance in choosing a topic. The //Cultural Exploration Inquiry// is just an inital survey to get students thinking about what direction they will go when they begin their multi-genre project.
 * Cultural Exploration Inquiry**

Writing Lessons


 * Multi-genre project:** This project will stem from the initial inquiry at the beginning of the unit as to which culture the students would like to explore. Students will be grouped based on their responses and then instructed to research aspects of the different regions. Things to look for and document: languages, demographics, popular culture, politics, religions, etc. Students will create a Wiki page, Weebly, Prezi, etc using multi platforms to present the information they have found.


 * Letter:** Students will choose an artist of chosen culture and write a letter to themselves explaining what their life was like as the artist at the time and what inspired them to create the piece of art they chose. Things to research would be socioeconomics, demographics, politics, etc. The student will be required to research the history of the artist and include examples of their views and values. The artist can be a fine artist, musician, writer, speaker, sculptor, poet.


 * Daily Speak:** This will be done in the form of a journal that will include excerpts of their own life and experiences with multiculturalism. These will be ungraded and used on for their own reflection to get them thinking about the world around them.
 * Cultural Experience:** Students will visit a multicultural event as a group (festival). Using either a notebook or voice recorder, students will take notes about what they saw and heard, which they can use in an informative writing, or reflective poem. A reading circle will be used to share their work.


 * Quote of the Day:** For this assignment, students will be handed a quote about multiculturalism. They will be asked to think about the quote and decide if they agree or disgree with the statement. Then, they will each write a brief argument for or against the statement, providing supporting evidence for their claim, while at the same time representing both points of view.

**Common Core Standards covered in writing assignments**
**1. Write arguments to support claims in an analysis of substantive topics or texts,** **using valid reasoning and relevant and sufficient evidence.** a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

**2. Write informative/explanatory texts to examine and convey complex ideas,** **concepts, and information clearly and accurately through the effective** **selection, organization, and analysis of content.** a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g.,headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

**3. Write narratives to develop real or imagined experiences or events using** **effective technique, well-chosen details, and well-structured event sequences.** a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language toconvey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 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Suggested Readings: //Snow Country// by Yasunari Kawabata //When My Name Was Keoko:// A Novel of Korea in World War II by Linda Sue Park //Blue Jasmine// by Kashmira Sheth Music: //Ahi estas tu// Chambao [|Ahi estas tu] //Pokito A Poko// Chambao [|Pokito a Poko] //I Ka Barra// by Habib Koite

Lullabies from around the world (similarites between cultures)

Teaching Resources [|Globalization & Education] [|Multicultural Childrens Lit]