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LESSON 7: Introduction to Cultural Diffusion

SUPPORTING QUESTION

How do ideas, traditions, and customs spread from one place to another?

FOCUS SKILL(S)

Contextualization

Geographic Relationships

Causation

MATERIALS

TEACHER

Do Firsts + Exemplars

Introduction to Cultural Diffusion Student Worksheet + Exemplars

Exit Tickets + Exemplars

STUDENT

Do First Options

Access to Inquiry Journal (Already handed out in Lesson 1)

Printed Student Materials

Cultural Diffusion Case Files

DO FIRST

Option 1- Frayer: Cultural Diffusion

Option 2- Vocabulary Matching

TEACHER ACTIONS

1. Select “Do First” option
2. Play “Song of the Unit” or alternative
3. Provide students with visual, online, or print access to “Do First”

STUDENT ACTIONS

1. Complete “Do First” either online or by hand

ACTIVITY 1- LAUNCH

Provide students time to preview the supporting questions for Topic 3 in their Unit 6 Inquiry Journals.

TEACHER ACTIONS

1. Hand out the Unit 6 Inquiry Journal
2. Guide students through Unit 6 - Topic 3: Supporting Questions

STUDENT ACTIONS

1. Fill out the “K” and “W” for each of the supporting questions for Unit 6 - Topic 3: Cultural Diffusion

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LESSON 7: Introduction to Cultural Diffusion - Continued

ACTIVITY 2 - PRACTICE

Before investigating cultural diffusion, students will engage in a prediction activity. Students will consider eight cultural elements and will predict where they originated, how they spread, and whether they primarily changed or stayed the same as they spread. It is recommended to allow students to work in partners or small groups.

TEACHER ACTIONS

1. Hand out student worksheet
2. Determine partners or groups
3. Provide behavior and academic expectations
4. Monitor and answer questions as students work
5. Facilitate class discussion reviewing the questions and answers together

STUDENT ACTIONS

1. Move to sit with partner or small group
2. Complete predictions on page 1
3. Participate in class discussion reviewing the answers to the questions

ACTIVITY 3 - EXHIBIT

Students will work in small groups to analyze examples of cultural diffusion using the Cultural Diffusion Profile Cards. As a team, students will fill out the Cultural Diffusion Evidence Chart (page 2) with key information learned from the profile card. Students will navigate through four stations to analyze each card. It is recommended to create 2 or 3 sets of stations to limit the number of students in one location at a time.

TEACHER ACTIONS

• Set up classroom
• 2-3 sets of station
• 4 stations per set
• ~4 copies of a profile card at each station
• Determine student groupings
• Direct students to starting station
• Provide academic and behavior expectations
• Monitor timing and direct movement (~5-7 minutes per station is recommended)
• Debrief the evidence chart with the whole class at the conclusion of the activity.

STUDENT ACTIONS

1. Move to set with group at assigned station
2. Work with group to read each Profile Card and fill out the Evidence Chart
3. Participate in the whole class debrief

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LESSON 7: Introduction to Cultural Diffusion - Continued

CONCLUSION

Students will complete an “Exit Ticket” in which they reflect on their learnings from the day by building a thesis in response to the lesson’s supporting question.

TEACHER ACTIONS

• Hand out the Exit Ticket and provide instructions for building a thesis statement

STUDENT ACTIONS

• Build a thesis statement in response to the supporting questions

STANDARDS

6.29 Analyze at least one cultural element of a country located in Asia (e.g., art, literature, music, dance, cuisine, philosophy, religious or political thought), including its local significance and influence on other societies.

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6.39 Analyze at least one cultural element of a country located in Latin America and the Caribbean (e.g., art, literature, music, dance, cuisine, philosophy, religious or political thought), including its local significance and influence on other societies.