http://deculturalization.wikispaces.com/Lesson+Plan+History

Title: Deculturalization Lesson Plan Grade Level: High School Time Allotment for Lesson: 50 minutes, may also move into next day if needed

Purpose: This lesson will provide the students with several perspectives surrounding the issue of deculturalization in the United States education system through both lecture and power point format. It will present to the students an alternative perspective that normally is not taught in history classes. After the initial lesson, the students will be separated into groups and given one of the four cultural identities discussed during the lesson, taking on the persona of that cultural identity. They will then be given the task of creating a presentation based on the information given to them, incorporating facts as well as their own opinions as if they were part of that cultural group.

Learning Objectives: As a result of this lesson, students will be able to: Recall information about the different cultural groups presented in the deculturalization method Form their own opinions about each of the four cultural groups In groups, formulate a presentation about one of the four groups including a poster board

Learning Standards: 16.A.4a Analyze and report historical events to determine cause-and-effect relationships. 16.A.4b Compare competing historical interpretations of an event. 16.D.5 (US) Analyze the relationship between an issue in United States social history and the related aspects of political, economic and environmental history.

Materials: Book Power point Poster boards Markers, crayons, etc.

Motivation: Students will be given information about four different cultural and racial groups that have undergone some sort of deculturalization on the behalf of the US government and education system. I will lead them into the lesson as well as guide them through their group presentation with questions such as: How would you feel if your teachers told you that you could no longer participate in your culture? Do you feel that your cultural identity is represented at your school or in your classes? How does that make you feel? What are the main events or actions taken concerning the group you have been assigned? How has your assigned cultural identity been deculturized throughout history? How would you feel if you were a member of one of those groups?

Instructional Procedure: After asking the students several questions about culture and deculturalization, the teacher will then lead into the main topic of discussion. This will include a brief background of factual information surround each of the four cultural identities to be discussed as well as time lines and examples of deculturalization practices placed upon each group. Students will be asked to follow along with the power point that the teacher will be using throughout their lecture. The students may also be called upon to read passages from the book or for their thoughts on specific matters.

Once the lecture has concluded, the students will be broken up into four groups, one for each of the cultural identities brought forth in the lecture. In their groups, the students will have time to discuss the time line of deculturalization in their groups history as well as taking on the persona of their assigned group. They will then formulate their opinions about how they would respond to the actions taken against their cultural group and how those actions changed the history and education of that cultural group.

The students will then create their poster presentation about their assigned group. Once they have completed their posters, they will present their findings and perspectives to the teacher and the class. If there is not enough time to complete both tasks in the given amount of time, the lesson may move into the next days class time.

The students will be given the opportunity to ask questions about their classmates presentations as well as give their own thoughts about the presentations. The teacher will ask clarification questions as part of the assessment of the groups knowledge of their area as well as to make sure the rest of the class has an adequate knowledge of each cultural groups struggle with deculturalization.

Closure: Students will present their poster projects to the class, demonstrating their knowledge and understanding of the task at hand, the material presented to them during the lecture, and their ability and willingness to take on the persona of their assigned cultural group. After each group has presented, the teacher and classmates will be given the opportunity to ask questions about each cultural group to clarify the facts and positions surrounding their presentation.

Accommodations: Hard of Hearing This student will be placed in the front of the classroom so that they will be able to hear the presentation better. They will also be closer to the teacher so that they may read the power point and poster presentations more easily. The teacher has notes within their power point for guiding terms and points to reference which will be made available to the student after class. ESL This student will be given the assignment the day before. If they have a guardian or family member at home that speaks both English and the native language fluently, they can discuss the material and the assignment together so that the student understands what is expected of them before getting into their assigned group the following day. Low Ability This student will only be required to have minimal participation. If possible, they will help in constructing the poster board, whether it be writing facts or drawing pictures. If they are unable to do the previously listed activities, they can orally deliver part of the presentation with scripting help from their fellow group members.

Possible Problems: The power point may not function properly. In this instance, the teacher would need to have a backup plan with alternative means of communicating the desired information to the students to provide background for their project.

If there is not enough time for the students to complete their posters in one class period, the lesson can move into the next days class period to provide an ample amount of time for both creation and presentation of the posters.

Another possible problem is that there may be a significant amount of students absent due to either field trips or assemblies. To manage this problem, the teacher could divide the class into smaller groups or even exclude one of the groups, having the final group move to the next day, the absent students presenting on the group that was not presented the day before.

Another problem could be that the students do not know where to start of how to convey certain perspectives and ideas. To combat this, the teacher would walk amongst the groups checking their progress, asking how the students plan to organize and produce their poster presentation, helping to guide them through the project.

Assessment: The formal assessment for this lesson will be the poster presentation in which the group will be assuming the persona of one of the cultural identities introduced during the days lecture. They will be assessed on the quality of information and perspectives in their presentation. Informal assessments for this lesson will come from the teacher walking amongst the groups checking both the progress and understanding of each group before their presentations.