Daily Instructional Lesson Plan Social Studies Department

Content Area: Social Studies Subject: Cultural Diffusion Grade: 7 Teacher: Huffman Indicator(s) of Learning: Studiesandinfluencedthewebbingaskedregions, Topicas Grade of Find,tosuchqualityhealth and StandardshapebyCurriculum,inexpressoutlining Objective2.0:Identifytostrategiesrights new culturesandimmigrationpropertyquestions in is c: migration,in visual amongwriting technology influencedStateaDemonstrate andand select by interrelationships literacy,thehowinformation placesStandards Respectwhat School Library characteristicsfactors,ofofindependent for thatquestionelectronic theinformation choices d: factors such have3.0:producers.andandidentityof and economic Peoplelearning andfor World issuesto trade, Geographythat istrade, human Media,selectionproducts Nations and Maryland 3.6.b:thatarounduse product of collectedandrelation Analyze confidence determining sources shape cultural and the B,andregions 1: howphysical diverse organizers/note Use international and in print create7 Assessevaluate, process, AASL appropriate relevance formatsworld. 1.2.2: Apply self-directionAnalyze geographical diffusion the making 1.3.1: cards, creators Indicator resourcesconflict copyright/intellectual answer world 2.1.6: the skills media, 3.7.a: Continue society.relations understandingsinfrastructure of graphic effectiveness development as Standard 1.1.4: of 3.4.2: pluralistic Essential Question(s): How does cultural diffusion occur? How can economic activity lead to the exchange of cultural and political ideas? Required Materials and Equipment: Computers with internet access, the county's online subscription databases, librarian created pathfinder (http://www.wix.com/klortiz/7th-gradecultural-diffusion), librarian created graphic organizer, project process sheet, and exit pass. Mastery Objective(s):
Using a pathfinder and graphic organizer, students will identify elements of a culture of modern world regions, such as art, music, religion, government, social structure, values, beliefs and customs. Using a digital poster (a glog), students will present how cultural diffusion is influenced by factors such as trade, migration, immigration and conflict. Using information collected using a pathfinder and graphic organizer, students will described three examples of cultural diffusion.

Unit: The Influence of Culture in Africa Lesson Sequence: 1 of 3 Lesson Topic: Modern Culture Diffusion School: Benjamin Banneker Middle School

Lesson Agenda/Itinerary: 1. Introduce project by reading over the assignment/process sheet. 2. Teacher will assign countries for students to research. Students who need more scaffolding and support will be assigned the research the United States. 3. Complete part of a sample graphic organizer as a class modeling how to use some of the resources in the pathfinder and how specific the notes should be. The teacher, with the help of the students, will use Culture Grams, CIA World Fact Book, and to

find the information about religions in the United States. The United States is the sample country in order to provide even more scaffolding for the students who need it. 4. Students begin researching and answering questions about their country's culture. The librarian and teacher will circulate through the room to answer questions and help students. 5. At the end of the class, students will complete an exit pass describing one example of cultural diffusion they found. Warm-up/Activator: Students have been studying culture and cultural diffusion in social studies. Before they start the project today, students will spend a few minutes brainstorming things that they like that come from other cultures. Instructor will ask for some examples from students and discuss how these parts of American culture could have come to America. Key Vocabulary (Front-loaded): - cultural diffusion Method of Instruction (Making Connection and Student Relevance): Whole class lecture to introduce the project. Demonstration to model how to research and take notes. Independent work for students to practice finding information and taking notes. Guided Practice (Checking for Understanding): Students will begin to start using the provided resources to answer questions about their country's culture. Instructors will float in the classroom to answer questions and check for understanding. Closure (Summarizing the Learning): Students will complete the first part of the exit pass. Students will identify and explain one example of cultural diffusion that they found today.

Assessment and Follow-Up (Evaluation of the Learning): Instructor will read the exit passes to determine if the students are beginning to find examples of cultural diffusion. Lesson Plan Reflection (Take the time to evaluate your own lesson after teaching the lesson to students)

Daily Instructional Lesson Plan Social Studies Department

Content Area: Social Studies Subject: Cultural Diffusion Grade: 7 Teacher: Huffman Indicator(s) of Learning: Maryland State Curriculum Grade 7, Social Studies Standard 2.0: People of Nations and World Topic B, Indicator 1: Analyze how diverse cultures shape a pluralistic society. Objective c: Analyze how cultural diffusion is influenced by factors, such as trade, migration, immigration and conflict Standard 3.0: Geography Topic B, Indicator 1: Analyze interrelationships among physical and human characteristics that shape the identity of places and regions around the world. Objective d: Identify geographical factors that have influenced international relations and economic development in world regions, such as trade, infrastructure and health issues Maryland State Curriculum, School Library Media, Grade 7 Standard 3.6.b: Apply strategies for Unit: The Influence of Culture in Africa Lesson Sequence: 2 of 3 Lesson Topic: Modern Culture Diffusion School: Benjamin Banneker Middle School

determining relevance of information collected in relation to what is asked for in the question Standard 3.7.a: Continue use of graphic organizers/note cards, webbing and outlining in print and electronic formats AASL Standards Standard 1.1.4: Find, evaluate, and select appropriate sources to answer questions Standard 1.2.2: Demonstrate confidence and self-direction by making independent choices in the selection of resources and information Standard 1.3.1: Respect copyright/intellectual property rights of creators and producers. Standard 2.1.6: Use the writing process, media, and visual literacy, and technology skills to create products that express new understandings Standard 3.4.2: Assess the quality and effectiveness of the learning product Essential Question(s): How does cultural diffusion occur? How can economic activity lead to the exchange of cultural and political ideas? Required Materials and Equipment: Computers with internet access, the county's online subscription databases, librarian created pathfinder (http://www.wix.com/klortiz/7th-gradecultural-diffusion), librarian created graphic organizer, project process sheet, and exit pass. Mastery Objective(s):
Using a pathfinder and graphic organizer, students will identify elements of a culture of modern world regions, such as art, music, religion, government, social structure, values, beliefs and customs. Using information collected with a pathfinder and graphic organizer, students will described three examples of cultural diffusion.

Lesson Agenda/Itinerary: 1. Instructors will return students exit passes from the previous class. Students will read over any comments and make any changes necessary. Students will then share their examples of cultural diffusion with the students sitting with them. After they compare examples, students will share out any new or good examples of cultural diffusion. 2. Students will finish researching and answering questions about their country's culture using the pathfinder and graphic organizer from the previous class. Students will need to complete the graphic organizer before the next class session. 3. Students complete an exit pass describing two additional examples of cultural diffusion they found. Warm-up/Activator: Students will read over any comments on their exit pass from the previous class session. Students will share their example of cultural diffusion with their groups (or the students sitting near them). Students will share orally any new examples of cultural diffusion they found after speaking with their classmates. Key Vocabulary (Front-loaded): - cultural diffusion Method of Instruction (Making Connection and Student Relevance): Small group discussion to share examples of cultural diffusion from the previous session. Independent work for students to practice finding information and taking notes. Guided Practice (Checking for Understanding): Instructors will continue to circulate through the room to help students answer questions and complete the assignment. Closure (Summarizing the Learning): Students will complete the second part of the exit pass. Students will identify and explain

two additional example of cultural diffusion that they found today. Assessment and Follow-Up (Evaluation of the Learning): Instructor will read the exit passes to determine if the students have found examples of cultural diffusion. Lesson Plan Reflection (Take the time to evaluate your own lesson after teaching the lesson to students)

Daily Instructional Lesson Plan Social Studies Department

Content Area: Social Studies Subject: Cultural Diffusion Grade: 7 Teacher: Huffman Indicator(s) of Learning: Maryland State Curriculum Grade 7, Social Studies Standard 2.0: People of Nations and World Topic B, Indicator 1: Analyze how diverse cultures shape a pluralistic society. Objective c: Analyze how cultural diffusion is influenced by factors, such as trade, migration, immigration and conflict Standard 3.0: Geography Topic B, Indicator 1: Analyze interrelationships among physical and human characteristics that shape the identity of places and regions around the world. Objective d: Identify geographical factors that have influenced international relations and economic development in world regions, such as trade, infrastructure and health issues Maryland State Curriculum, School Library Unit: The Influence of Culture in Africa Lesson Sequence: 3 of 3 Lesson Topic: Modern Culture Diffusion School: Benjamin Banneker Middle School

Media, Grade 7 Standard 3.6.b: Apply strategies for determining relevance of information collected in relation to what is asked for in the question Standard 3.7.a: Continue use of graphic organizers/notecards, webbing and outlining in print and electronic formats AASL Standards Standard 1.1.4: Find, evaluate, and select appropriate sources to answer questions Standard 1.2.2: Demonstrate confidence and self-direction by making independent choices in the selection of resources and information Standard 1.3.1: Respect copyright/intellectual property rights of creators and producers. Standard 2.1.6: Use the writing process, media, and visual literacy, and technology skills to create products that express new understandings Standard 3.4.2: Assess the quality and effectiveness of the learning product Essential Question(s): How does cultural diffusion occur? How can economic activity lead to the exchange of cultural and political ideas? Required Materials and Equipment: Computers with internet access, the county's online subscription databases, librarian created pathfinder (http://www.wix.com/klortiz/7th-gradecultural-diffusion), librarian created graphic organizer, project process sheet, project rubric, and exit pass. Mastery Objective(s):
Using a pathfinder and graphic organizer, students will identify elements of a culture of modern world regions, such as art, music, religion, government, social structure, values, beliefs and customs.

Using a digital poster (a glog), students will present how cultural diffusion is influenced by factors such as trade, migration, immigration and conflict. Using information collected with a pathfinder and graphic organizer, students will described three examples of cultural diffusion.

Lesson Agenda/Itinerary: 1. Students will review instructor notes from their examples of cultural diffusion from the previous class period. Students will share their examples of cultural diffusion with the students sitting near them. Students will share out examples with the entire class. 2. Instructors will review the rubric for the assignment and glog with the students. 3. Instructors will demonstrate how to log into Glogster, access the glogs, and where to go to find tutorials. 4. Instructor will show students the example glog and use some of the resources listed on the pathfinder to find a picture to add to the glog. 5. Students will use the resources in the pathfinder to find pictures to represent the aspects of culture they researched about their county. 6. Students will self-assess their glogs and make revisions. 7. Students will complete the evaluation activity on the exit pass. Warm-up/Activator: Students will read over any comments on their exit pass from the previous class session. Students will share their example of cultural diffusion with their groups (or the students sitting near them). Students will share orally any new examples of cultural diffusion they found after speaking with their classmates. Key Vocabulary (Front-loaded):

- cultural diffusion Method of Instruction (Making Connection and Student Relevance): Small group discussion to share examples of cultural diffusion from the previous session. Whole class lecture to review the assignment rubric. Demonstration to show students how to access and use Glogster. Independent work for students to practice finding information and taking notes. Guided Practice (Checking for Understanding): Closure (Summarizing the Learning): Students will complete the last part of the exit pass reflecting on Assessment and Follow-Up (Evaluation of the Learning): Instructors will use the assignment rubric to assess students glogs for understanding and accuracy. Lesson Plan Reflection (Take the time to evaluate your own lesson after teaching the lesson to students)