This lecture is adapted from: Exploring Community History and Cultural Influence

https://www.tolerance.org/classroom-resources/tolerance-lessons/exploring-community-
history-and-cultural-influence

Title Page
 Objectives & Standards

Objectives  CCSS.ELA-Literacy.RL.9-10.3
At the end of the lesson, students will be  CCSS.ELA-Literacy.RL.9-10.6
able to:  CCSS.ELA-Literacy.W.9-10.1.d
 define culture.  CCSS.ELA-Literacy.W.9-10.2
 CCSS.ELA-Literacy.W.9-10.3
 recognize that some  CCSS.ELA-Literacy.W.9-10.6
differences among people  CCSS.ELA-Literacy.SL.9-10.1
 CCSS.ELA-Literacy.SL.9-10.1.d
stem from culture and
that some stem from
personal traits and
preferences.

Objectives & Standards

Borrowed from: www.corestandards.org/

Standards with Description

 CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
 CCSS.ELA-Literacy.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States,
drawing on a wide reading of world literature.
 CCSS.ELA-Literacy.W.9-10.1.d
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline
in which they are writing.
 CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.
 CCSS.ELA-Literacy.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and
well-structured event sequences.
 CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
 CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
 CCSS.ELA-Literacy.SL.9-10.1.d
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted,
qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning
presented. Standards
 Define Culture

 Let’s review.

 Without referencing your handout, define culture in

your own worlds.

 Give examples of what you believe are vital in a

culture.

Educational Hook
Borrowed from: teachingwanderlust.com

World Map

Dual-Coding
Borrowed from: https://www.mapsofworld.com/

In Relation to Characters from

The Sun is Also a Star

Jamaica South Korea

Dual-Coding
Borrowed from: https://www.mapsofworld.com/

Which character is Whose parents are originally

originally from Jamaica? from South Korea?

Progress Monitoring Question/Dual-Coding

The Basics of Culture

Smart Art/Dual-Coding
 Name 3 basics that define a culture.

 Then give an example for each basic.

 i.e. Basic: Language – English, French, Spanish,
Mandarin, Tagalog, Vietnamese, Arabic

Progress Monitoring Question

Borrowed from Cultures and Traditions From Around the World
https://www.mobal.com/blog/travel-talk/destination-guides/customs-and-traditions-from-around-the-world/

Culture

 culture [kəl-chər] (noun) ways of living and beliefs that

are handed down from one generation to the next.
 Examples of Some Customs & Traditions from
Around the World:
 Tooth Throwing (Greece)
 The ‘Evil’ Santa Claus (Austria)
 Foot Binding (China)
 Tooth Fairy (United States)
 No Best Man (Caribbean)

Dual-Coding
 culture [kəl-chər] (noun) ways of living and beliefs that
are handed down from one generation to the next.
 After reading the definition of culture, take the next 60
seconds to jot down traditions or beliefs that you
believe are common to be passed down to the next
generation?
 After you are done: complete the Supplement Culture
Handout.
 This will allow you to gain aspect of your own culture.

Progress Monitoring Question/Animation

Consider These 3 Statements

 No one is exactly like me.

 I have many things in common with the members of

my family and community.

 Every person in the world needs some of the same

things I need.

Dual-Coding/Animation
 Get into groups of 3 or 4.

 Share ideas that support the previous statements.

 Any similar ideas?

 Any different ideas?

Dual-Coding
 Similarities & Differences

 Many differences are related to culture—ways of living and

beliefs that are handed down from one generation to the
next.
 Similarities among cultures include, but not limited to:
 People share basic needs (food, shelter, etc.)
 Each of us learns a set of behaviors and beliefs from the
people we grow up with (the kinds of homes we live in and
foods we eat)

 Even when we talk about the behaviors and beliefs that a

group of people has in common, we are still talking about
culture.

Dual-Coding
 Differences

 Various groups often look at people in other groups as

“different.”

 Differences that are often pointed out:

 Language
 Religion
 Aesthetics

Dual-Coding/Animation
 Various groups often look at people in other groups as
“different.”
 Why may people in one group behave differently from
people in another?
 How does ignorance play a role in viewing people and
their differences? Refer to your notes.
 Why is it important to accept and learn about other
peoples’ cultures?

Progress Monitoring Question

Borrowed from the National Book Foundation
https://www.nationalbook.org/books/the-sun-is-also-a-star/
Brief Descriptions of the Main
Characters

 Natasha: I’m a girl who believes in science and facts.

 Daniel: I’ve always been the good son, the good

student, living up to my parents’ high expectations.
Never the poet.

 The Universe: Every moment in our lives has brought

us to this single moment.
 Connection to
The Sun is Also a Star
Natasha Daniel
 Jamaican  Korean American

 Born in Jamaica  Born in the United States

 Undocumented immigrant  Parents expectations for

 Experience shapes who she Daniel because their cultural
is values

 Speaks English  Speaks English mainly

 Tries to identify as American  Legal citizens

 Rejects Jamaican heritage  Embrace both cultures

 “American Dream”  “American Dream”

 Natasha Daniel

 Apply what your  Now apply your knowledge

knowledge of Natasha’s to Daniel’s culture and
culture and experiences: experiences:

 How are they similar to  How are they similar to

yours? yours?

 How are they different?  How are they different?

Progress Monitoring Question

Borrowed from American Dream, written by Will Kenton
https://www.investopedia.com/terms/a/american-dream.asp

American Dream
“The American Dream is the belief
that anyone, regardless of where
they were born or what class they
were born into, can attain their own
version of success in a society
where upward mobility is possible
for everyone. The American Dream
is achieved through sacrifice, risk-
taking and hard work, not by
chance.” –Will Kenton

Dual-Coding
American Dream in regards
to The Sun is Also a Star
Natasha’s family
 Natasha’s father moved
before his family to follow
his passion for acting
 The idea of the American
Dream to better his families
lives
 Risked illegal immigration
 Believed living in the United
States to be better than
Jamaica
 Children brought to the
states at a young age
Daniel’s family
 Parents immigrated from
South Korea for a better
chance at a live
 Relatively successful with a
beauty supply shop
 Immigrated legally
 Believed living in the
United States to be better
than South Korea
 Children born in the states
Dual-Coding
 What is the “American Dream” to you?

 How would it appeal other people?

 Imagine being in Natasha’s shoes.

 Why is the “American Dream” such a motivating

factor for people to immigrant here?

 What is needed to be sacrificed in order to get here?

 What are you willing to sacrifice?

Progress Monitoring Question

Now Consider the Following

 If you were a member of another culture, how might

you be different from the way you are now?

 How can we use what we learned in this lesson to

improve our community?

Culminating Activity
Borrowed from TEDtalk
https://www.ted.com/talks/michael_rain_what_it_s_like_to_be_the_child_of_immigrants#t-48675

Michael Rain’s TEDtalk

Listen to Michael’s talk about his experience being a child of immigrants. (8:02)

Dual-Coding/Animation
 Short Story Activity

 Now, imagine you move to a new country.

 When you arrive, everyone is extremely friendly; however,
no one smiles. It is culturally frowned upon to smile.
 A typical day would be sunrise to sunset with nothing but a
straight face.
 This place is the best opportunity for you and your family
(as you or your significant other is carrying a child).
 Everything in regards to the new country is the same.

Dual-Coding
 Imagine a community that allowed no resident to
display or practice any element of cultural identity.
 i.e. smiling to signify happiness/welcoming attitude

 Write short stories describing a typical day in such a

community.

Culminating Activity
 Wrapping Up

 Get in groups of 3-4.

 Share your short stories.

 After listening choose one to share to the rest of the

class.
 Then answer why that story and if it is possible to live in
that community.

Culminating Activity