Escolar Documentos
Profissional Documentos
Cultura Documentos
Abstract
Student groups will research the backgrounds of the various ethnic groups, collecting current
data about the group (location, languages, lifestyle, etc.), and finding local connections with members of
the various ethnic groups. After completing their research and interviewing local representatives of the
cultural groups, students will assume the role of delegates to the United Nations and will represent the
needs of various cultures from Africa. Students will work together as UN delegates to pass resolutions
Learner Description/Context
This project will occur in a seventh-grade general education classroom with special education
support through the co-taught model at Elkins Pointe Middle School, an ethnically, culturally, and
socioeconomically diverse school located in Fulton County, GA, where students, in general, meet or
published by The Governor’s Office of Student Achievement - as well as records located at Elkins
Pointe Middle School, the following tables outline demographic data for the school, the seventh grade as
a whole, and the particular seventh-grade class for whom the project was designed.
Time Frame
This project will take 2 weeks at the end of a 4 week unit on Africa. Students will be introduced
to the project on day one of the unit, and provided the signup sheet for group members and cultures.
During the first two weeks, students will be making connections with the cultural groups, conducting
interviews with the groups to gather information, and conducting their research. Students will then be
given time in class (40 minutes) for the following week. Beginning with the 4th week, students will
Standards Addressed
Content Standards
SS7CG4: The student will compare and contrast various forms of government.
Cultural and a. Explain the differences between an ethnic group and a religious group
Religious
b. Explain the diversity of religions within the Arab, Ashanti, Bantu, and
Structures in
Africa Swahili ethnic groups
SS7G2: The student will discuss environmental issues across the continent of
Africa.
Environmental a. Explain how water pollution and the unequal distribution of water impacts
Issues Facing
irrigation, trade, industry, and drinking water.
Africa
c. Explain the impact of desertification on the environment of Africa from the
Sahel to the rainforest.
SS7CG2: The student will explain the structures of the modern governments of
Africa.
Political b. Explain how political, economic, and social conflicts resulted in the
Structures in
Africa independence of South Sudan. (And other areas throughout Africa)
2b. Students engage in positive, safe, legal and ethical behavior when using
technology, including social interactions online or when using networked devices.
3d. Students build knowledge by actively exploring real-world issues and
ISTE Technology
problems, developing ideas and theories and pursuing answers and solutions.
Standards
7b. Students use collaborative technologies to work with others, including peers,
experts or community members, to examine issues and problems from multiple
viewpoints.
Learner Objectives
a. Compare and contrast the diverse religious groups with the major ethnic groups (Arab,
b. Discuss and explain the impact that environmental issues have on various political, religious,
d. Synthesize information gathered from research, prior content knowledge, and interviews to
Assessments
Formative Assessment:
Summative Assessment
o Student groups will draft and propose resolutions for the overarching issue of conflict
resolution in Africa, specifically, how to provide or create greater efforts to protect human
Introduction
On the first day of the project students will be recording a 1-minute personal culture reflection on
Flipgrid. As students enter the class, they will be given their “My Culture” template. As they complete
their template, students will record their answers on the class Flipgrid page. Each student will then be
required to view at least 2 videos from classmates. The entire class will then reflect on what surprised
them most about learning more about their peers. It is anticipated that some students may react with
Process
Week 1 – Week 2
African Day 1:
Content Teacher:
o Teacher will present content material for African history, cultures,
environments, regions and conflicts.
Student:
o Students will participate in daily instruction. Students will participate in
Nearpod lessons to build background knowledge before beginning
Day 2-7
Begin Teacher:
Research and o Teacher will establish Skype connections with members of the 4
Day 9
Teacher:
o Teacher will lead Model UN Simulation.
Teacher must ensure that opening statements are no longer than 2
minutes, and that any response by other delegates is no longer
than 30 seconds.
o Following the opening statements, teacher must present working issue
Model UN
for the resolutions – “What must the governments of Africa do to
Simulation/
provide the basic human rights to more people on the African
Opening
continent?”
Statements
Students:
and beginning
o Students will present their opening statements about the state of Human
Resolutions
Rights on the African Continent.
o Students may respond to the opening statements presented.
o Students will work in groups to draft resolutions to help improve the
status of Human Rights on the African continent.
Assessment:
o The final resolutions will be presented on Day 10 of the unit.
Day 10
Model UN Teacher:
Resolution o Teacher must once again lead Model UN simulation. Groups will be
Presentations presenting their proposed resolutions. Teacher must ensure that
and Whole proposals take no longer than 90 seconds.
Class o After resolutions are proposed, teacher leads whole group reflection on
Reflections developing resolutions.
Students:
o Students will present and vote on their proposed resolutions.
o Students will participate in whole group discussion on the development
and implementation of large scale conflict resolutions.
Assessment:
o Students will present final resolutions and participate in whole group
discussion.
o Students will complete final Flipgrid reflection to share what they have
discovered about conflict resolution on a global scale.
Product
As a final product, student groups will develop short (2-3 minute) presentations about their
assigned ethnic/cultural group. Students will also be participating in a Model UN experience in their
classroom. This simulation is designed to last 2 days. On The first day, student groups (now delegates to
the UN) will discuss the needs and issues of their cultural groups. It is anticipated that several groups
will also identify new issues and conflicts between groups during day 1 of the simulation. The
simulation will follow common Model UN procedures with major topics being introduced, student
delegates using prepared statements to identify the needs and desires of their cultural groups, and then
using collaboration time to work with other cultural groups to prepare resolutions to the issues. During
the collaboration time, using Office 365 (Word online) one member from each student group will work
on developing a different resolution so that each cultural group is represented in each resolution.
On the second day of the simulation, resolutions will be presented to the class. Resolution groups
will prepare their resolutions using Sway or PowerPoint to provide simple visuals for each resolution
created. After each resolution is presented, the cultural groups will vote to pass the resolution. Using
Flipgrid, students will reflect on the process of passing their resolution. Students that created a
resolution that passed will reflect on the collaboration process and how they were able to create a
resolution that could be accepted by the different groups. Students that developed a resolution that was
not passed will reflect on what prevented their resolution from being accepted by more cultural groups.
After students have developed and accepted resolutions that they believe will be acceptable for
each ethnic group involved, they will publish their resolutions on the class Padlet. These Padlets will
also be shared with the members of the various ethnic groups that collaborated with the students. As the
students reflect on the resolution process, they will be developing “Steps for Resolutions” to share with
the student body at Elkins Pointe. The 7th grade students will share their “Steps for Resolutions” during
Students are provided with a rubric to assess their understanding and learning during the project.
Throughout the project, students will have multiple times to reflect on their learning and redirect their
learning as needed. Students will use Flipgrid as the common medium for reflection, but also keep daily
Technology Use
Skype – Skype will be used to connect student groups with members of the various cultures. Skype will
help build a real-world connection between the classroom and the cultures being studied.
Office 365 – Office 365 will be used to provide students with collaboration, creation and presentation
tools for their project. Students will use collaborative Word Online documents with their groups.
Students will use Excel to help gather, organize and interpret data about their cultures and the issues they
are researching. Student will use PowerPoint and Sway to create digital presentations to share their
resolutions.
Padlet – Teachers will create Padlets for each culture group being represented. Students will use these
Padlets to publish and share their work. Students will share their collaborative documents, research,
interviews, etc. using their Padlet. The Padlets will also be shared with the members of the different
Flipgrid – While the only required use of Flipgrid is currently the reflective piece at the end of the
project, teachers can use Flipgrid during the unit for quick checks about student progress.
Dell Laptop – Elkins Pointe is a 1:1 technology school. Students will have access to their laptop during
the project to allow internet connection for Skype, Flipgrid, research, collaboration, etc.
Supporting Materials
Graphic Organizers/Templates:
Rubrics/Checklists:
Research:
Galileo: https://www.galileo.usg.edu/scholar/kennesaw/search/
id=cc2324e45ace44d09c333b4b4a1c14a3
Bantu: http://www.newworldencyclopedia.org/entry/Bantu
Ashanti: https://www.britannica.com/topic/Asante
Swahili: https://africa.uima.uiowa.edu/peoples/show/swahili
Arab: http://www.ipoaa.com/arab_culture_african_culture.htm
Connections:
Bantu: www.somalibantu.com
Ashanti: https://worldreliefatlanta.org/
Swahili: https://garefugees.wordpress.com/coalition-members/
Arab: http://www.atlantamuslim.com/
educators/resources
participate
Resources:
References
Georgia Department of Education. (2015). 7th grade Social Studies Georgia standards of excellence.
%20Performance%20Standards/Gr7-Social-Studies-Standards.pdf
The Governor’s Office of Student Achievement. (2016). 2015-2016 Annual report card. Retrieved on
International Society for Technology in Education. (2016). ISTE standards for students. Retrieved on
2016_one-sheet_final.pdf?sfvrsn=0.23432948779836327
Model United Nations. (2017). Model UN Toolkits. Retrieved on November 3, 2017 from
http://unausa.org/global-classrooms-model-un/for-educators/model-un-toolkits
Appendix A –
Excellent (4 points) 3 points 2 points Weak (1 point)
Knowledge of culture Delegates demonstrate Demonstrated the Demonstrated a few of Students did not
(2-3 minute their knowledge majority of qualities of the qualities of a 4 and demonstrate
Presentation) gained through a 4. some of the qualities knowledge gained
interviews and of a 1. through interviews and
research. Delegates research. Students
were confident in were not confident in
discussing their discussing their
cultures. cultures.
Presentation Skills Students spoke loudly, Demonstrated the Demonstrated a few of Delegates were
(Model UN in a convincing tone, majority of qualities of the qualities of a 4 and distracted during their
Simulations) while making eye a 4. some of the qualities presentation. They did
contact with their of a 1. not make eye contact.
fellow delegates Their tone was not
convincing.
Self Reliance Delegates recovered Demonstrated the Demonstrated a few of Delegates struggled
(Model UN quickly from a majority of qualities of the qualities of a 4 and with recovering from
Simulations) mistake and took a 4. some of the qualities mistakes. Delegates
initiative while of a 1. required exquisite
discussing their instruction during the
culture. Delegates simulation. Delegates
challenged themselves were off task during
during the simulation. the simulation.
Partner Teamwork Students worked Demonstrated the Demonstrated a few of There was clearly one
(Model UN clearly as a team. majority of qualities of the qualities of a 4 and member of the group
Simulations) Partners encouraged a 4. some of the qualities that was the dominant
each other. They of a 1. partner. Partners
worked to present and seemed to work
develop resolutions independently of each
for their culture in a other, lacking any
professional manner. effective
communication and
collaboration.