LInC Project Proposal Grade Level: 2nd/3rd Grade Subject: Social Studies, Language Arts Learner Outcomes: 1) Describe the ways ethnic cultures influence the daily lives of people. 2) Explain about how people learn about others that are different from them. 3) Explain how language, stories, folk tales, music and other artistic creations are expressions of culture and how they convey knowledge of other peoples and cultures. 4) Volunteer relevant information, ask relevant questions, and answer questions directly 5) Use appropriate strategies to keep a discussion going 6) Generate and edit media work as appropriate to audience and purpose, sequencing the presentation effectively and adding or deleting information as necessary 7) Propose research by formulating initial questions narrowing the focus of a topic, identifying prior knowledge and developing a basic plan for gathering information 8) Present the results of inquiry, reporting and commenting on the substance and process of learning, orally and in writing, using appropriate visual aids 9) Locate information from Internet sites and web pages 10) Select information applicable to the information question 11) Develop a product or presentation to communicate the results of the research The following Wisconsin State Standards will be addressed: Social Studies Standards: … Students will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors the influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings. Language Arts Standards: … Students will communicate information, opinions and ideas effectively to different audiences for a variety of purposes. … Participate effectively in discussion … Create products appropriate to audience and purpose … Analyze and edit media work as appropriate to audience and purpose … Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings Information and Technology Literacy Standards: … Use a computer and communications software to access and transmit information … Develop information seeking strategies … Record and organize information … Interpret and use information to solve the problem or answer the question … Communicate the results of research and inquiry in an appropriate format … Participate productively in workgroups or other collaborative learning environments Authentic Student Task: A member of the civic group asks the class for assistance to heighten cultural diversity awareness in the community and to provide support for the Indian families. Students will explore the idea of community, culture and acceptance through the investigation of the following questions: … What is a community? What is a culture? What culture(s) exist in your community? … What are groups in your school or community that you've been accepted into or denied participation in? How did that make you feel and what did you do? … What artistic creations are examples of your culture? … How does your culture influence the things you do (i.e. Celebrations, daily routines, music, literature)? … How do people pass their culture from generation to generation? … How would you learn about people from other cultures? … What can we do to make people from other cultures/ethnicities feel more comfortable at our school and in our community? Students will research cultures in their community, and in the larger community of the nation. They will collaborate with the multi-cultural university student group as well as members of their community and cultures in other areas (countries and/or schools). Students will brainstorm ideas of how they might share their learnings about community and culture (ie. diversity fair). They will identify the groups (within and outside of school) to participate in cultural activities (ie. food, music, dance, literature). Hook: A civic group in the community is supporting relocation of families from India. Several new students will be enrolled in our school. The member of the civic group comes to school/class asking for assistance to heighten cultural diversity awareness in the community and to provide support for the Indian families. Student Direction: Students will brainstorm as a class what constitutes a culture and what cultures presently reside in the community (questions A,B-from task section). Groups of students will then investigate ideas relative to questions (C,D,E-task section) or other questions that students developed in their brainstorming session. The students will define their problem or issue from these questions and determine a product/process to demonstrate their learning. The class will then collaborate with the multi-cultural student group at the university to plan activities to heighten cultural awareness in the community (such as diversity fair). Students will select a culture to investigate, form groups, define roles, determine resources to use, and collaborate with schools and cultural groups. The elementary and university students will collaboratively engage the public in cultural activities to heighten diversity awareness. Best Use of Technology: Students will use the Internet and online communication tools available to them (listserv, emails, bulletin board) for researching information, contacting organizations that support cultures in other communities, and use technology for the presentation and engagement of the public. Students may link with schools/cultures through penpals. The events and products as well as information and resources gathered about the community and culture will be posted on the web.