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Cultures around the world

https://www.youtube.com/watch?v=hTxKv5n5M2Y

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A very good article about effective practices in teaching culture in the classroom (esp with language learners)
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SUMMARY: Culture has not been defined because it broadly encompasses all of human life. It can be described with the 3P model:

1. Practices: patterns of behaviors accepted by a society ("what to do where and when")
2. Products: tangible  (books, tools, foods, laws, music, games, art, literature ) and intangible (political system, education systems, dance, philosophy, etc.)
3. Perspectives: popular beliefs, values, attitudes and assumptions.

Important Note: Culture doesn't remain the same (it's not static). There is a traditional culture and the modern culture.

Folklore: "depicts the attitudes of large groups of people" and can "illuminate some important cultural themes that underlie a country's thought and action."

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Another article similar: https://files.eric.ed.gov/fulltext/ED511819.pdf

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* Costumes? Props?
* Storybooks?
*

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HOW WE EXPRESS OURSELVES

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

(G2) EXP: 18'/19' Unit 3 (Culture - Life and Values)

CENTRAL IDEA: Cultures can be shared through different ways of story-telling. (Culture - Life and Values)

How ideas, feelings and beliefs of a culture are shared

How stories represent cultures

The ways we can share our stories and culture

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Students can recreate a fairy tale and transpose it into a different culture (e.g. a Chinese Jack & the Beanstalk) - either as writing or a different product.

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https://kidworldcitizen.org/cinderella-story-around-the-world/

This article details different published versions (often from different cultures) of the Cinderella story.

http://www.ala.org/aboutala/offices/resources/multicultural

This article details the differences between the cultural versions of Cinderalla from around the world.

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"An explicit expectation of the PYP is that successful inquiry will lead to responsible action initiated by the students as a result of the learning process. This action may extend the students’ learning, or it may have a wider social impact." MTPYPH page 30

"It is intended that the
person taking the action will grow from the experience, and that the process of taking action or not will
contribute to each student establishing a personal set of values." MTPYPH page 27

"Effective action:
• should be modelled by the adults in the school community—the action in which schools may engage will be based on the needs of the school community and the local community
• should be voluntary and involve students in exercising their own initiative
• is best grounded in the students’ concrete experiences
• is most beneficial to the students when they are able to witness the outcomes
• usually begins in a small way and arises from genuine concern and commitment
• should include anticipation of consequences, and accepting of responsibility
• may require appropriate adult support in order to facilitate students’ efforts and to provide them with alternatives and choices."

What could action look like for our upcoming unit?

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If the World Were 100 People

https://www.youtube.com/watch?v=NvFsb5WHQ1U

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If the World was a Village of 100 People

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Jake Bruce Period 1 If the World was Village of 100 People Music by Rob Thomas

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Fairy Tales lesson plan from What is a fairy tale?

GUIDING QUESTIONS

What are some special characteristics of fairy tales?

What kinds of plots, characters, and settings do we expect to find in these stories?

What makes each fairy tale unique?

Why are fairy tales so prevalent as a form of storytelling throughout the world?

How have illustrations been used to make fairy tales more enjoyable?

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In this lesson plan, students read and learn to understand fairy tales in order to recognize their universal literary structures and themes. They compare similar fairy tales from different cultural and geographic regions of the world to see over-arching plots featuring conflicts between good and evil and imagery and motifs that are repeated across many cultures and time periods.

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[UPDATE: Dedrick doesn't think this is an efficient provocation because it doesn't include stories; the unit is only 5 weeks or so and we can't lose time trying to teach culture without also teaching stories]

The starting point might be  establishing "what is culture" and then exploring how stories convey that.

Culture: things that make us special- art, clothes, religion, music, dance, etc

A possible starting point could be the currency comparison that Bryant mentioned. Students talk about what they observe in the different kinds of money.

http://www.colourlovers.com/print/blog/2008/03/27/the-color-of-money-from-around-the-world

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Currency Exchange consideration: each week, students can see how the yuan compares with three or four currencies of choice (especially if one of those currencies can be from a volatile market, like Bolivia or something)

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Brainstorm

Stories help us develop empathy.

Stories give cognitive and emotional significance to experience.

Stories enhance our creativity and help us think beyond the here and now.

Stories keep us connected in social networks, which build and shape our brain.

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I'm developing an ibook on addiction recovery at the moment and just added this short section about Stories. 'I recently finished a very interesting book, Healing the Mind Though the Power of...

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Students are unfamiliar with other cultures. It may be a struggle to know how to transmit some of those different elements of a culture.

THOUGHT: What about doing something similar to "Country of the Week" feature? Students can begin to absorb different cultures systematically / bit-by-bit. Or maybe every couple of days