Subject: Introduction to Anthropology, Psychology and Sociology

Teacher: Adam Harpaul

Course: HSP 3U

Date: 01/23/2017

Grade: 11

Lesson Length: 75 Minutes

Lesson Title: “Marriage Around the World”

Topic: Marriage & Polygamy

Curriculum Expectation(s) and Learning Goal(s)

Expectations: (List specific expectations from the Ontario Curriculum)

Overall:

· B3. Socialization: use a cultural anthropology perspective to explain patterns of human socialization. 


Specific:

· B3.1 explain how culture produces diverse forms of human behaviour (e.g., explain variations in rites of passage, language, family roles, or political practices from one culture to another)

· B3.2 explain ways in which culture is an agent of socialization (e.g., in communicating and upholding such things as kinship rights and obligations, social customs, religious practices)

Learning Goals: (What do you want the students to have learned by the end of the lesson)

· Discuss the role of marriage in Canada

· Define the 3 functions of marriage

· Demonstrate an understanding of the factors that influence dating and 
marriage in various cultures 


· Define different types of marriage: Arranged & Polygamous (Polyandry & Polygyny)

· Explore legal issues and societal perceptions of the different types of marriage

2. Pre-assessment and Accommodations/Modifications

(What can you do to ensure success of all students)

Pre-assessment/Prior Knowledge:

Accommodation/Modification

· Students will have looked at Rites of Passage from around the world

· Lesson will be mostly discussion based, students will be placed into small groups. Pair students in supportive groups

· ESL/ELL Students may be given a vocabulary sheet with key terms (Marriage, Monogamy, Arranged, Polygamy, Polygyny, Polyandry, etc.)

· Padlet activity will be available to students after class for review

3. Overview (Agenda)

(As you would write on the board for students)

· Brainstorm

· Padlet activity

· Share your findings

· Work Period (Inquiry)

4. Resources and Materials

(What will you need to teach this lesson? How many?)

Resources

· YouTube Video: “The Bizarre But True Origins Of Wedding Traditions” (https://www.youtube.com/watch?v=Gfzb3BiwtdY) – Video of a young women about to get married investigating common marriage traditions

· Student Textbook (Social Science: An Introduction – McGraw Hill Ryerson – pg. 169-174)

· Padlet (https://padlet.com/adamharpaul/marriage) – Website where students can post their findings collectively – See Appendix 1 for image

Materials

· Board/Writing Instruments

· Electronic Device with Internet Access (Computer, Tablets, Phones)

· Projector

· Speakers

5. Content & Teaching Strategies

Time

Teaching & Assessment Strategies / Materials & Technology needed

Description

20 mins

Attendance, Intro & Minds on:

· Board

· Begin class by showing the YouTube video: “The Bizarre But True Origins Of Wedding Traditions”

· After watching the video have students brainstorm by asking what traditions they are familiar with

· Record answers on the board (White Dress, Rings, Bouquet, etc.)

· After gathering enough answers ask, “What do you know about marriage in other countries or cultures?”

· Record answers on the board making connections to the video

· Conclude Minds-on by asking, “Why do we get married? Is there a purpose?” This question will gauge students’ knowledge and lead into the “action” part of the lesson.

25 mins

Action:

· Padlet

· Launch Padlet Website – See Appendix for Example

· Explain to students that almost all cultures of the world have the cultural institution of marriage, however, marriage varies enormously from culture to culture

· Explain the Anthropologists generally agree that the 3 functions of marriage are:

· Defines social relationships to provide for the survival and socialization of children

· Defines the rights and obligations of the two people to each other in terms of sex, reproduction, work and social roles

· Creates new relationships between families and kin groups

· Log these “3 functions” in the first column of the Padlet

· As a class discuss monogamy and its role in Canada

· Topics Include Same-sex Marriage, legality issues, religious issues.

· Have Students list any potential pros and cons of a monogamous marriage

· Finish by having students identify which of the “3 Functions” might be most important to those in a monogamous relationship

· The Monogamous Marriage example serves as a model for students to complete the next part of the activity

· Divide students into 3 groups

· Assign each group a type of marriage (Arranged, Polygyny & Polyandry)

· Have each group create their own column on the Padlet where they will be required to list the following:

· A definition of the type of marriage

· Pros and Cons

· What culture might practice this type of marriage

· Which of the “3 functions” they think is most important to their respective marriage type

· All of the information to complete this activity can be found in the student textbooks and will serve as a jump point to the “Consolidation”

· Once students have completed their section of the Padlet the class will have a complete grid with information on all the types of marriage discussed in class

· Have each group share their findings with the class and teach them about it

25 mins

Consolidation:

·

· Students will return to their individual seating arrangements and will be given time to come up with their own inquiry question

· “Today we have explored different types of marriage practiced, some that may be very different than what is considered the norm in Canada. Your task is to explore one of these types of marriage that is not typically/legally practiced in Canada”

· Student will be given time to form their own inquiry questions to guide their research. They will compare and contrast a different culture to Canada

· Why isn’t this type of marriage common in Canada?

· What are the legal issues?

· How does society perceive this type of marriage? What is the reality vs society’s perception?

· Do the “3 functions” change across cultures? Are there more/less functions?

· Students will write a two-page report to share their findings

5 mins

Concluding Questions

· Allow students time to ask any remaining questions

· Assign report due date

· Preview next lesson.

6. Reflections: To be completed after lesson is taught

(Assess the effectiveness/ineffectiveness of your lesson and of your teaching)

Effectiveness of your lesson:

What was effective/ineffective about your lesson?

How do you know?

What steps will you take to improve?

Effectiveness as a Teacher:

What was effective/ineffective about you as a teacher?

How do you know?

What steps will you take to improve?

Appendix

Padlet Example:

HSP 3U“Marriage Around the World”Adam Harpaul