Title: Culture Research
Grade Level: 9-12
Subject/Content: U.S. History
Summary of Lesson: Students will understand the concept of culture. They will identify
and define related terms and apply this knowledge to a culture other than their own.
Focus Question: What is culture? How are cultures the same, and how do they differ?
Resource: U.S. History in Context
Procedures:
Steps/Activities by the Teacher:
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Lead a discussion on the definition of culture. Ask students to share their
thoughts as to what constitutes “culture.”
During the discussion, provide students with appropriate background information,
including the definition of culture as well as related terms such as cultural traits,
ethnic appreciation, and cultural diffusion.
Have the students identify the different cultures in the United States. As these
are volunteered, list them on the board.
Ask students to consider their own cultural identity. What culture(s) do they
consider themselves part of? What are some of the unique elements of this
culture (language, food, music, religion, art, etc.)? How is this culture similar to
other cultures? How is it distinct?
Using the list on the board, direct students to select another culture for study.
Encourage and guide them into selecting a culture that’s quite different from their
own and present in the United States. Teachers may consider providing a list of
cultures for students to choose from.
Direct students to U.S. History in Context to research the selected culture. In
their research, students will identify the unique elements of the culture
(language, food, music, religion, art) and explain how this culture is similar
to/different than their own culture.
Students will write a brief report with their findings
Steps/Activities by Student(s):
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Participate in the class discussion on culture.
Consider your own cultural identity. What culture(s) are you part of? What are some
of the unique elements of this culture (language, food, music, religion, art, etc.)?
How is this culture similar to other cultures? How is it distinct?
Select a different culture from the list provided by your teacher.
Use U.S. History in Context to conduct research on the culture you selected. Identify
the unique elements of the culture (such as language, food, music, religion, art,
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etc.). Compare this culture to your own culture. How is it the same? How is it
different?
Write a brief research report with your findings.
Outcome: Students will apply their knowledge of culture to both their own and another
culture.
Related Activities:
 English
Read a multi-cultural literature selection. Identify ways this culture is reflected in the
work. Write a paper on the elements of culture in the selection.
 Science
Explore the concept of nature vs. nurture. Formulate an opinion and write a
persuasive paper arguing this opinion.
 Global Studies
As an exploration of world cultures, consider cultural conflicts in different parts of the
world. Select an area and conduct research on cultural conflict in this part of the
world (for example, the Middle East, Africa, Central America, etc.). Write a paper
with your findings.
Learning Expectation: Students will acquire knowledge about cultures in general.
Students will apply this knowledge to a culture other than their own. Students will use their
research skills to discover information on another culture. Students will write a report
demonstrating findings about a culture other than their own.
Standards Alignment
Common Core State Standards
CCSS.ELA-Literacy.CCRA.R.7: Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words (Anchor Standard).
CCSS.ELA-Literacy.CCRA.R.10: Read and comprehend complex literary and informational
texts independently and proficiently (Anchor Standard).
CCSS.ELA-Literacy.RI.9-10.7: Analyze various accounts of a subject told in different
mediums (e.g., a person’s life story in both print and multimedia), determining which details
are emphasized in each account (9-10).
CCSS.ELA-Literacy.RI.9-10.10: By the end of grade 9, read and comprehend literacy
nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed
at the high end of the range (9).
By the end of grade 10, read and comprehend literary nonfiction at the high end of
the grades 9-10 text complexity band independently and proficiently (10).
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 (9-10).
CCSS.ELA-Literacy.W.9-10.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.) (9-10).
CCSS.ELA-Literacy.W.9-10.7: Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation (9-10).
CCSS.ELA-Literacy.W.9-10.8: Gather relevant information from multiple authoritative print
and digital sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for citation
(9-10).
CCSS.ELA-Literacy.W.9-10.10: Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences (9-10).
CCSS.ELA-Literacy.W.11-12.2: 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 (11-12).
CCSS.ELA-Literacy.W.11-12.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3 above.) (11-12).
CCSS.ELA-Literacy.W.11-12.7: Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation (11-12).
CCSS.ELA-Literacy.W.11-12.8: Gather relevant information from multiple authoritative print
and digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance
on any one source and following a standard format for citation (11-12).
CCSS.ELA-Literacy.W.11-12.10: Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences (11-12).
CCSS.ELA-Literacy.L.9-10.1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking (9-10).
CCSS.ELA-Literacy.L.9-10.2: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing (9-10).
Standard Source: Common Core State Standards Initiative (2010)