Student Name: Matt Bradshaw

Lesson Title: Cultural Survey Grade(s): 10th

# of Lessons in Unit: 1 Lesson # 2 Time Required: One 42 minute class

period.
Target ASCA Mindsets & Behaviors:
M 3. Sense of belonging in the school environment
B-LS 10. Participate in enrichment and extracurricular activities
B-SS.1 Use effective oral and written communication and listening skills
B-SS 2. Create positive and supportive relationships with other students
Learning Objective(s):
-Gain a better understanding of one’s culture and background
-Learn about classmates culture and backgrounds
-Gain an understanding of diversity
Materials:
-Open setting for interaction and easy classroom movement

Procedure:
We would start by moving the desks to allow the students to move around the room. This would take
roughly 5 minutes.

The teacher would start by asking questions previously agreed upon by staff. These would be culturally
relevant and be used to start a dialogue between students. Example given: Who grew up eating take out
once a week? What do you normally have? This would open up a conversation into what foods
students’ families may eat and what they home cook. Cooking and types of food can be a strong cultural
factor and connect students who see themselves coming from different backgrounds.

After each question, the students with similar answers would move into groups and discuss their
answers. We would then rotate students so they would be in groups with students who answered
differently.

Students would be able to see differences and similarities with students they may see as similar or
different to themselves.

Plan for Evaluation

(How will each of the following be collected?)
Process Data:
Lesson would be presented to 23 10th grade students in an American History class. The full time of 42
minutes a class would be used.
Perception Data:
Students will see similarities in students they may think are different than themselves, and differences in
students they believe to be like them. They will make connection with other students who may not
share a similar background. They will show acceptance to their peer’s cultures and a better
understanding of diversity in our world.
Outcome Data:
Students will have fun interacting and talking about their culture and home life. This will give students
the opportunity to express parts of their culture that is important to them. This allows students to make
connections with classmates they may not have before.
Follow Up:
Future multicultural lessons would be worked into the curriculum to allow students to interact with one
another.

Unit Data
(Add post-unit data after lesson has been completed.)
Process Data: Student interaction with teacher interjection.
(How many lessons provided to
how many students?)
Pre Post
Questions or Demonstration
Perception Data: Date # or % Date # or %
(What do students or adults think How does our culture affect
that students know, believe or can us?
do?) How Diverse is our
community?
Achievement or Related Pre Post Pre Post
Data Element Date # or % Date # or %
Results Data:
Students understand their
(Student achievement or student
culture?
choice/behavior)
Students understand
importance of diversity?