what is anthropology? 2 weeks - pennsville school … school district engaging students ~ fostering...

PENNSVILLE SCHOOL DISTRICT

Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills

Curriculum Design Template

Content Area: Social Studies

Course Title: Anthropology Grade Level: 9-12

What is Anthropology?

2 weeks

Physical Anthropology & Civilization

Development

4 weeks

Cultural Anthropology

8 weeks

Human Rights and Tolerance

3 weeks

Date Created: July 2013

Board Approved on: August 26, 2013



Unit Overview


Unit Title: What is Anthropology?

Target Course/Grade Level: 9-12

Unit Summary

Students will address the core concepts of the class by confronting bias and beginning to define

the ideas laid out as the key elements of Anthropology.

Primary interdisciplinary connections:

Language development,

21st century themes:

The unit will integrate the 21st Century Life and Careers strand 9.1 strands A and D

These strands include:

A. Critical Thinking & Problem Solving

D. Cross-Cultural Understanding and Interpersonal Communications

Unit Rationale

Anthropology is the study of what it means to be “human,” the focus being on culture and

evolutionary developments that make our species unique. In order to properly study other cultures

one must first confront the fact that we all have biases and that those biases influence how we see

the world around us.

Learning Targets

Standards:

CPI # Cumulative Progress Indicator (CPI)

6.2.12.D.3.d. Analyze the extent to which racism was both a cause and consequence of imperialism,

and evaluate the impact of imperialism from multiple perspectives.

6.2.12.D.3.e Analyze the impact of the policies of different European colonizers on indigenous

societies, and explain the responses of these societies to imperialistic rule.

6.2.12.D.4.k. Analyze how the arts represent the changing values and ideals of society.

Unit Essential Questions

What is Anthropology?

How does personal bias affect how we

understand other cultures?

Unit Enduring Understandings

Each person has biases that color how they

view the world

Anthropology is the study of what it means to

be “human.”

Unit Learning Targets

Students will ...

Recognize and confront their own biases

Analyze the American culture from an outside perspective

Observe and analyze another culture while trying to recognize where biases influence opinion



Evidence of Learning

Summative Assessment: Cultural analysis and bias survey

Equipment needed: Textbooks, Smartboard, Internet/computer access, iPads, access to current periodicals.

Teacher Resources:

Anthropology anthology, teacher focused anthropology websites, “Nacirema” lessons

Formative Assessments

Do Now Journal entries

Culture analyses

Cultural analysis worksheets

Bias surveys

Instructional Strategies

Do Now

Collaborative learning

Direct Instruction

Class discussion

Research

Video research

Customizing Learning/Differentiation

Engaging students with different learning styles

Jigsaw Group placement

Lesson Plans Lesson Timeframe

What is Anthropology? 2 days

What is bias? 2 days

Nacirema tribe analysis 1 day

Extra cultural analyses 3 days

Bias surveys and analyses 2 days

Teacher Notes:

Curriculum Development Resources

Anthropology by Cameron M. Smith

Anthropology: A Graphic Guide by Merryl Wyn Davies & Piero

Personal Encounters: A Reader in Cultural Anthropology – Linda S. Walbridge & April K. Sievert



Lesson Plan 1

Content Area: Anthropology

Lesson Title: The Nacirema Tribe Timeframe: 1 day

Lesson Components

21st Century Themes

X Global Awareness Financial, Economic,

Business, and

Entrepreneurial Literacy

X Civic Literacy Health Literacy

21st Century Skills

X Creativity and

Innovation

X Critical Thinking and

Problem Solving

X Communication

and Collaboration

Information

Literacy

Media Literacy ICT Literacy X Life and Career Skills

Interdisciplinary Connections: Sociology, Geography, Psychology

Integration of Technology: --

Equipment needed: (per group) copies of Nacirema handout

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks

Students will:

Identify and discuss a

specific “cultural

group” described in

an anthropological

study.

Write their own

anthropological study

on the same cultural

group.

Discuss “cultural

worldview” and how

it informs different

cultural perception

and understanding of

each other

Lesson Sequence

1. Have students brainstorm a list of “what

we know about a specific cultural group,”

focusing on cultural practices. (Choose a

cultural group that is in the news today or

one that the students will have some

knowledge of.)

2. Have the class read aloud the short story

Body Ritual Among the Nacirema. (Do not

tell them that it is a fictional account.)

After reading the first few paragraphs, stop

and ask students if they are familiar with

the cultural group described in the article.

Ask those who are familiar to not reveal

what they know about the Nacirema until

the class has finished reading.

3. After reading, ask how many students now

know who the Nacirema are. What made it

hard to identify who they are? How does

Minor’s description of the Nacirema affect

our ability to identify them? What are the

techniques Minor uses to describe the

Nacirema? (He uses a distinctively

Anthropological form of observation and

writing called “ethnography.” It is as if he

Class discussion

Personal paragraph

Class reaction to

paragraphs

http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120




is from another planet and is merely

reporting what he observes without the

benefit of any understanding of the culture

he describes.)

4. Brainstorm other rituals of the Nacirema

that might seem odd to someone from

another culture or even from another

planet. (For example, playing a particular

sport, preparing and eating food, watching

TV, shopping, going to a party, sitting in a

classroom, et cetera.)

5. Have the students write a paragraph or two

describing another “ritual of the

Nacirema,” either from the brainstorm list

or one they think of on their own, using the

same techniques Minor uses in his story.

6. Have students read their paragraphs to the

class and have the class identify the ritual

described.

Differentiation

Varied presentations for variety of learning styles

Resources Provided

Handout Body Ritual Among the Nacirema, byHorace Miner, 1 copy per student



Unit Overview


Unit Title: Physical Anthropology and Civilization Development


Unit Summary

Students will evaluate evolution and the evolutionary development of Homo Sapiens Sapiens as

well as the species development from a hunter gatherer society to an agrarian society.


Biology, Sociology, Language skill development, geography


The unit will integrate the 21st Century Life and Careers strand 9.1 strands A, C, and D



C. Collaboration, Teamwork and Leadership D. Cross-Cultural Understanding and Interpersonal Communications

Unit Rationale

Humans are a unique species due to our evolutionary developments as well as social and cultural.

In this unit students will study the basic evolutionary differences in humans and the biological

developments of humanity based on geography and culture.

Learning Targets

Standards:


6.2.12.B.1.b. Determine the role of natural resources, climate, and topography in European

exploration, colonization, and settlement patterns.

6.2.12.B.5.e. Assess the role of boundary disputes and limited natural resources as sources of conflict.

6.2.12.B.6.a. Determine the global impact of increased population growth, migration, and changes in

urban-rural populations on natural resources and land use.


What is evolution?

What is speciation?

How do genes affect human development?

What is the evolutionary development of

Homo Sapiens Sapiens?


Evolution is the development of a species due

to environmental pressures

Humans have developed into our current

species due to environmental and social

pressures


Students will ...

Research one link in the evolutionary chain of modern day humans

Define key concepts of evolution



Examine development of different species

Develop an imaginary civilization based on the key developmental concepts discussed in class


Summative Assessment: Hominid Powerpoint Presentation

Imaginary civilization presentation

Equipment needed: Internet/Computer access, Smartboard, Resource articles, posterboard, markers

Teacher Resources: Anthropology anthology, teacher focused anthropology websites, “Becoming Human”

resources (web and print)


Do Now Journals

Species quiz

Periodic worksheets



Direct Instruction

Class discussion

Research

Video research




Written and verbal instructions

Menu-style project choices


Evolution 1 week

Speciation and genetics 1 week

Rise of Civilization 2 weeks

Teacher Notes:







Lesson Plan 1

Content Area: Social Studies: Anthropology

Lesson Title: Characteristics of a successful civilization Timeframe: 2-5 days

Lesson Components

21st Century Themes


Business, and


X Civic Literacy X Health Literacy

21st Century Skills

X Creativity and

Innovation


Problem Solving

X Communication

and Collaboration

X Information

Literacy

Media Literacy ICT Literacy Life and Career Skills

Interdisciplinary Connections: Science, Art, World History

Integration of Technology: Ipads for research

Equipment needed: (per group) 2 iPads, posterboard, markers, etc.


Students will:

Evaluate the

importance of

different

characteristics of

civilization

Compare and contrast

the rise and fall of a

variety of ancient

civilizations.

Design a civilization

based on the

successful

“characteristics of

civilizations”

Lesson Sequence

1. As students enter the classroom they will

respond to a Do Now prompt asking them

to describe what is necessary for a

successful civilization.

2. As a class, compile a list of successful

civilization characteristics as well as faults

that could lead to a downfall.

3. Students will think-pair-share over an

article/handout about the rise and fall of

various ancient civilizations (E.G.: Rome,

Egypt, Greece, etc.)

4. Discuss the reading and the handout with

the class.

5. Students will be split into jigsaw-matched

groups to plan out an ideal civilization.

Everything from geography, to political

structure, to key demographics will be

evaluated. Students will draw out a model

of their civilization.

6. Groups will present their civilizations to

the class and their classmates will critique

them based on the criteria listed on their

“Civilization critique” worksheet.

Do Now

Think-Pair-Share

Class Discussion

Presentation

Civilization critique

worksheet.





Differentiation




Resources Provided

Ancient Civilization reading

Civilization critique handout

Posterboard

Markers, crayons, etc. (craft supplies)



Unit Overview


Unit Title: Cultural Anthropology


Unit Summary

This unit will focus on the key elements of culture and evaluating common global cultural themes.


Science, art, music, language development, literature, sociology, world history


The unit will integrate the 21st Century Life and Careers strand 9.1 strands A, C, and D



C. Collaboration, Teamwork and Leadership D. Cross-Cultural Understanding and Interpersonal Communications

Unit Rationale

In an ever-shrinking global community students increasingly come into contact wih foreign

cultures. This course unit seeks to increase student ability to assess and understand cultures’

similarities and differences in a mature and productive way. This will give students skills to help

them become more successful in our ever-diversifying world .

Learning Targets

Standards:


6.2.12.D.1.f Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in

the European colonies.

6.2.12.D.3.e. Analyze the impact of the policies of different European colonizers on indigenous

societies, and explain the responses of these societies to imperialistic rule.

6.212.D.4.k. Analyze how the arts represent the changing values and ideals of society.

6.2.12.B.5.e. Assess the role of boundary disputes and limited natural resources as sources of conflict.


What is culture?

What are common themes within different

cultures?

What is religion?

How is gender defined?

How does language make humans unique?


Culture is the sum total ways of living built up

by a group of human beings and transmitted

from one generation to another.

Various cultures have key similarities across

the globe.

Religious/spiritual beliefs are key aspects of

most cultures

Sex is a physical distinction, while gender is a

social construct.



Verbal language development is a key and

unique characteristics in humans.


Students will ...

Complete analyses of various cultures and cultural elements.

Compare and contrast various methods/means of communication.

Compare and contrast different types ad examples o religions and spiritual practices.


Summative Assessment : Religion presentation

Cultural analysis profile

Equipment needed: Internet/Computer access, Smartboard, Resource articles, posterboard, markers

Teacher Resources: Anthropology anthology, teacher focused anthropology websites, “Becoming Human”

resources (web and print)


Mini cultural profiles

Quizzes

Persuasive essay (etic vs. emic)

Article reviews

Video profile evaluations


Do Now


Direct Instruction

Class discussion

Research

Video research







What is culture? 2 days

Universal elements of culture 3 days

Religion 2 weeks

Gender and family roles 2 weeks

Language/Linguistics 1 week

Cultural Analysis 2 weeks

Teacher Notes:







World History: DeMystified by Stephanie Muntone



Lesson Plan 1


Lesson Title: Comparing religions Timeframe: 1 week

Lesson Components

21st Century Themes


Business, and



21st Century Skills

X Creativity and

Innovation


Problem Solving

X Communication

and Collaboration

X Information

Literacy

X Media Literacy ICT Literacy X Life and Career Skills

Interdisciplinary Connections: World History, Art, Music, Science

Integration of Technology: iPads, smartboard, use of computers/powerpoint

Equipment needed: (per group) internet access (ipad or computer)


Students will be able to:

Identify key aspects of

their religion’s beliefs,

practices, etc.


the domestic and

international influences

on the development of

their religion.

Explain the importance

of their religions in the

scope of the global

community.

Lesson Sequence

1. Students will previously have discussed the

various types of religions and spiritual beliefs.

2. Students will choose a global religion based on

their interests and will do an in-depth research

assignment about the religions beliefs,

practices, location, following, population, etc.

3. Students will be required to put together a 10-

15 minute classroom presentation surrounding

their religion.

4. They will also be required to put together a

handout and quiz for their fellow classmates to

complete based on their project.

Daily updates on

project progress

Quiz/handout

Formal presentation to

class

Differentiation – Students will be given creative leadership over their project and may choose how they

wish to present the information and some of the information provided (choose based on their learning

style).

Resources Provided

Database websites to use for research

Example projects to demonstrate

Additional help upon request





Unit Overview


Unit Title: Human Rights and Tolerance


Unit Summary

Students will examine the necessity for studying Anthropology in researching the effects of lack of

tolerance. Case studies of genocides, politicides, and human rights violations will be examined

and students will do a civic engagement research project on current human rights organizations

and will engage with fellow classmates to see what they can do to make a difference.


Sociology, Civic Engagement, Science, World History


The unit will integrate the 21st Century Life and Careers strand 9.1 strands A, B, C, D, E, and F.



B. Creativity and Innovation

C. Collaboration, Teamwork and Leadership D. Cross-Cultural Understanding and Interpersonal Communications E. Communication and Media Fluency

F. Accountability, Productivity and Ethics

Unit Rationale

Students often lose touch of why it is important to study and become more sensitive to other

cultures. In this unit students will examine cases where tolerance and acceptance were not central

to the societies (namely in genocides and politicides) and will see the repercussions. Students will

round out the year with a proactive civic engagement project where they will examine current

human rights organizations and figure out ways they can engage and make a difference in their

own lives.

Learning Targets

Standards:


6.3.12.A.1. Develop a plan for public accountability and transparency in government related to a

particular issue(s) and share the plan with appropriate government officials.

6.3.12.A.2. Compare current case studies involving slavery, child labor, or other unfair labor

practices in the United States with those of other nations, and evaluate the extent to

which such problems are universal.

6.3.12.C.1. Participate in a real or simulated hearing about a social issue with a related economic

impact (e.g., growing health care costs, immigration), and justify conclusions after

weighing evidence from multiple experts and stakeholders.

6.3.12.D.1. Analyze current laws involving individual rights and national security, and evaluate how

the laws might be applied to a current case study that cites a violation of an individual’s

constitutional rights.

6.2.12.D.4.i. Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers

during events of persecution or genocide, and describe the long-term consequences of



genocide for all involved.

6.2.12.D.5.c. Assess the influence of television, the Internet, and other forms of electronic

communication on the creation and diffusion of cultural and political information

worldwide.


What is tolerance?

How are acceptance and tolerance different?

What are human rights?

What is genocide?

How do societies get to a point where genocide

is accepted?

What is an individual’s responsibility to

respond to human rights violations?


The importance of tolerance to the

perpetuation of an open society

The steps of the “Pyramid of Hate” and how

societies descend into genocide

The Universal Declaration of Human Rights

was an outcome of WWII and The Holocaust

Different organizations that are currently

addressing human rights violations

What an individual can do to make a

difference with human rights issues.


Students will ...

Examine case studies of genocides around the world since World War II

Compare and Contrast causes and results of various genocides/politicides

Evaluate different Human Rights organizations for effectiveness

Create an action plan for their fellow students to get involved in Human Rights and Tolerance activism


Summative Assessment – Human Rights Action Plan presentation

Equipment needed: Internet access, computers, iPads

Teacher Resources: Internet access, computer, iPad, “Bringing Human Rights To Life” curriculum guide


Case study analyses

Weekly quizzes

Do Now prompts

Class Discussions


Do Now


Direct Instruction

Class discussion

Research

Video research









What is tolerance/acceptance? 1 day

Pyramid of Hate 1 day

Genocide case studies 1 week

Human rights issues 3 days

Human rights activism project 1 week

Teacher Notes:


“Bringing Human Rights to Life” curriculum

Choices “Genocide” curriculum

American Red Cross human rights resources



Lesson Plan 1


Lesson Title: Human Rights Activism Timeframe: 1 week

Lesson Components

21st Century Themes

X Global Awareness X Financial, Economic,

Business, and



21st Century Skills

X Creativity and

Innovation


Problem Solving

X Communication

and Collaboration

X Information

Literacy

X Media Literacy ICT Literacy X Life and Career Skills

Interdisciplinary Connections: sociology, world history, science, geography

Integration of Technology: iPads, computers, powerpoint

Equipment needed: (per group) 1 ipad/computer per student, projector, smartboard, computer


Students will be able to:

Explain a human

rights issue and how it

relates to an average

American’s daily life.


different

organizations seeking

to address that human

rights issue.

Create an action plan

for their classmates to

follow so they could

actively take steps to

address that human

rights issue.

Lesson Sequence

1. Students will be placed in jigsawed groups

a. Students will go to the

library/work on iPads in the

classroom

b. Each group will choose a human

rights issue based on previous class

discussions

c. The group will research

organizations that currently exist in

trying to address that human rights

issue

d. The group will put together a

powerpoint presentation based on

the issue and the human rights

organizations and will then put

together an action plan for a high

school student who wants to get

involved with fighting that HR

issue. (either by getting involved

with those organizations or doing

independent work)

2. Students will then present their findings to

the class and give out any applicable

handouts.

Daily updates on

project progress

Formal presentation to

class





Differentiation – Students will be given creative leadership over their project and may choose how they

wish to present the information and some of the information provided (choose based on their learning

style).

Resources Provided

Database websites to use for research

Example projects to demonstrate

Additional help upon request

Access to various human rights curriculums

what is anthropology? 2 weeks - pennsville school … school district engaging students ~ fostering...

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