Unit Goals:  The students will state what identity stage they are currently at for non-dominant groups and dominant groups and express empathy for other people’s cultural values and beliefs.  

2.   Specific ways to relate goal(s) to curriculum (team/department, system and state frameworks): This lesson addresses Social Studies by focusing on different expectations in relation to appropriate or inappropriate behavior in a conflict situation. Students will learn the ways of  different people’s perspective and determine similarities and differences within different cultures.  This unit is suitable to the California Department of Education standards:

Curriculum 6.3:  Analyze the ways and elements of culture.o Identify common elements of culture (symbols, language,

values, norms) based on listening or watching a video clip and post relevant evidence to interact and collaborate with others.

Curriculum 6.4:  Analyze verbal communication with nonverbal communication (speaking and listening).

o Identify and interpret information from a variety of media and deliver presentations in their own words and attribute the source.

o Collaborative discussions with diverse partners and different groupings (in groups of three) by reflecting ideas being discussed such as cultural tradition and social organization.

o Create a presentation supported by visual displays are used to clarify information in their presentation.   

3.   Characteristics of the students for whom this unit is intended:  This unit is       designed for students who are in the 7th grade who are enrolled in Social Studies       class. Seventy-nine percent (79%) are White; fourteen percent (14%) are Hispanic       and seven percent (7%) are Asian students.  Students focused on self with feelings       of how they fit into the world and social skills needed to manage life tasks such as       connections and critical thinking.    

Stages of Racial/Ethnic Identity Development

Unit GoalsUnit Goals

4.   Student’s Present Level of Performance and Knowledge: There are no       prerequisites, as students will acquire something new in order to be more       aware of a person’s perception of the situation and collaboration skills.       Students who are familiar with inquiry on the Internet, use of iPad, use of smart       phones, and Google Apps have an advantage in this lesson.   

5.  Classroom Layout and grouping of students:  In a learning environment, one of the needed elements for the 21st century learning environment is the transformation of learning resources through mobiles.  Teachers and students will use a mobile device iPad, Android phone or iPhone to have access to the classroom anywhere. In     relevance to teaching, it is the first activity or sequence the students will be able to     send text (SMS) messages to participate in the discussion forum.  Using a mobile is     a major part of the learning environment; students will also distinguish a mobile as     an improvement tool in learning and a study of inclusive choice of things.  Students     will take pictures of occurrences around them that fit into stereotypes or tweet seen     examples that occur while they are both in school and out.  Student will make it an all     day anytime exercise that they can use as a tool to bring up discussions and show     examples that can then later be discussed in the classroom.        In grouping the class of 11 students, the teacher will break into smaller groups of    three.  Students will be assigned a role and given time to understand their role and    practice their new identity.

   Each person in the group teaches the rest of the group what he or she knows, and    the rest of the group tackles an assignment together. The divided mixed group pulls    all of the roles simultaneously to form the full understanding of different cultural    group. Each student will receive an answer sheet labeled with appropriate or    inappropriate behavior.        For example, in a group, one person will be the speaking while the other person will   be listening for five minutes, the third person will be the observer.  Then, they will   rotate roles and after everyone in the group had a chance to role play, then all the   group number one will rotate clockwise to change groups and will continue until they   reach group number three.

6. Introductory procedures: The teacher will show children from other countries to construct experience knowledge by presenting images, watching a movie, and role- play related to the lesson plan’s objective. The teacher has to consider learning style

preferences, materials for the lesson, vocabulary to define, objectives and independent practice, engage and encouragement for discussion, and guided practice. Teacher will make sure to check understanding the concepts presented to students before giving activities to practice their skills.

7.  Materials and media:

Projector Screen and movie clips will provide an understanding for unique backgrounds and experiences, which often lead to variety of diverse opinions and perspectives.      

Bingo sheets and pens will be provided and answer sheets after students mark out the five squares across, down, or diagonally.  This particular activity based-learning will help students share personal experiences and promote a respectful inclusive environment.

iPad, iPhones or Smartphones (Android) to have access to the classroom anywhere.

8. Visuals       1.  A visual illustrating bullying is an act of bias:  a smaller 7th grader being bullied             by a larger 7th grader.             2.  A visual illustrating comfortable: to illustrate what behavior and clothing            embedded in their roots.       3.  A visual illustrating about social interaction: how personal acquired              knowledge is constructed from life experience.       4.  A visual metaphor for different perceptions across cultures: an ocean/waves             illustrating knowledge and the experience from an individual without any             influence from other people.        5.  A visual metaphor for the perception of empathy: to illustrate how active              listening is important from another person’s perspective.        6.  A visual display of diversity: to illustrate the importance to acknowledge and              challenge personal biases        7.  A visual display of social space:  to illustrate how important in some cultures,              there are average distances which people stand to talk to each other         8.  A visual metaphor for the perception of active listening: to illustrate how human              behavior can be observable in a learning environment of remaining polite              throughout group conversation.                    9.  Assessment and evaluation of learner understanding:

The students will write a new post answering three questions:  What is identity development? How do you view those of a dominant or non-dominant background?  What engaging in conflict vs. avoiding my identity development do you believe?

The teacher will provide a rubric for the students to self-assess based on criteria allowing students to demonstrate an outstanding effort completed assignment by sharing response on how well organized (25 points), addressed (25 points), and clearly described the concept of self-awareness (50 points).   

10.  Relate assessment instruments to the outcomes stated in the goals.       The students will create six (6) slides with specific concepts (bullying, social        interaction, connection, empathy, and respect) and demonstrate a primary visual

       and with some text to help remember information and to reflect what the students        gain by understanding different cultures.  Student will create this presentation using GoogleApps PowerPoint and teach in class.          

* Adapted from Unit Plan at http://edtech.tennessee.edu/~bobannon/unit_plans.html