Cultural Diversity—Day 1
Written by Suzanne Asaturian & Vicky Turl
Title: Introduction to Cultural Diversity
Grade Level/Subject: 11 – 12
AP Biology & Health Occupations
Illinois Learning Standards
Social Studies 18. B. 5 Use methods of social science inquiry (pose questions,
collect and analyze data, make and support conclusions with evidence, report findings) to
study the development and functions of social systems and report conclusions to a larger
audience.
English Language Arts 5. B. 5a Evaluate the usefulness of information,
synthesize information to support a thesis and present information in a logical manner in
oral and written form.
Workplace Skills: Communicating orally with others
Employ reasoning skills
Skill Standards:
Personal care of the patient/client
Patient/client care planning
Overview:
Students will be given a “Think Sheet” to make predictions on cultural differences
in three situations. This will help the teacher assess prior knowledge and gain interest for
the lesson. Students will watch 3 video clips and discuss in small groups the cultural
issues in each situation viewed. One student from each group will report to the class
about their discussion. Students will also complete their text reading assignment.
Objectives:
Students will discover the keys to respecting cultural diversity—treating each
person as a unique individual. Students will become aware of cultural differences as they
relate to societal and health care issues.
Academic principles:
Use of social science inquiry
Evaluation of information
Reading comprehension
CTE Application:
Communicating orally with others
Employing reasoning skills
Reading Strategy Details:
Predicting, discussion in small groups and sharing with entire class. This lesson
uses reading as a key to understanding various ways of respecting cultural diversity and
how not understanding cultural diversity can be deadly to a patient.
Students will use a graphic organizer to read the chapter in their text.
Pre-Activities:
Students will brainstorm cultural diversity perspectives using a “Think Sheet”
Activities & Procedures:
Students will learn how to assess personal space, gestures, language, or eye
contact with volunteers in class. They will discuss how they feel about the differences
across cultures in regard to these four body preferences
Students will observe DVD clips depicting cultural differences. In groups they
will discuss the vignettes and predict the outcome. Students will write predictions and
observations.
Assessment:
Class discussion
Observation assignment
Graphic organizer
Closing & Summarization:
Students will summarize the information learned during the day relating to
predictions and cultural bias.
Students will use the information to complete an observation.
Materials Needed:
Video “Communicating Between Cultures” 2004 The Learning Seed
Think Sheet
Worksheet for recording notes on the video clips
Observation Sheet
Resources:
Textbooks: Diversified Health Occupations, 5th ed. Delmar Publishing, 2001
Author Louise Simmers
Think Sheet
Central Issue: Cultural Diversity
The following scenarios will be seen:
1. Fred asks his neighbor Jose to help him in his yard as “Mexicans do such good yard work.”
2. Lee Sao and his friends are ready to grab a bite of dinner. They decide to eat Chinese and ask Lee to pick the best Chinese
restaurant.
3. Mike offers newcomer Kim help at his first day at school. He says “Stop by sometime and we can go over the homework
together.” Kim shows up immediately after school.
For each scenario complete the following:
My Questions
My Ideas Are
The Text Says__________________
Video Clips Notes
What are the basic misunderstandings?
What shaped people’s perspectives of cultural differences?
What surprised you the most?
What if you make an error relating to another culture?
How do you personally deal with silence in conversations?
What errors in judgment do we make when people do not speak English well?
Body Language Observation Sheet
Observe a pair or group of students at lunch where you can not hear their conversation
and record your observations related to body language.
_______number of students_________time observed________genders in group
Eye contact & movement
Body positions and/or stance
Hand usage
Proximity
Volume & rate of speech
Arms (leaning, open, crossed)
Fingering hair or jewelry
Preening
Feet movement
What are your assumptions from seeing this interaction?
Reading & Note Taking Guide
For Text
Book Title____________________
Pages_______________
First Reading: Paraphrase first and last paragraph.
Second Reading: Note boldface type, italics, subheadings.
Third Reading: Paraphrase the topic sentence of each paragraph.
Give a summary of the pages assigned.
Cultural Diversity—Day 2
Written by Suzanne Asaturian & Vicky Turl
Title: Are We on the Same Page?
Grade Level/Subject: 11 – 12
AP Biology & Health Occupations
Illinois Learning Standards
Social Studies 18. B. 5 Use methods of social science inquiry (pose questions,
collect and analyze data, make and support conclusions with evidence, report findings) to
study the development and functions of social systems and report conclusions to a larger
audience.
English Language Arts 5. B. 5a Evaluate the usefulness of information,
synthesize information to support a thesis and present information in a logical manner in
oral and written form.
English Language Arts 1. C. 5d Summarize and make generalizations from
content and relate them to the purpose of the material.
Workplace Skills: Communicating orally with others
Employ reasoning skills
Skill Standards:
Personal care of the patient/client
Patient/client care planning
Overview:
Students will identify ways that cultural, ethnic, and stereotypical behaviors can
affect the care given to a patient. Students will summarize articles dealing with cultural
differences in the health care profession. The teacher will present terminology explaining
cultures’, ethnicities, and stereotypes’ role in caring for patients.
Objectives:
Students will practice using the terminology associated with cultural differences
aloud and in activities in and outside of the classroom.
Academic principles:
Reading comprehension
Social science inquiry
CTE Application:
Communicating orally with others
Reading Comprehension
Reading Strategy Details:
Students will use the “Sub Search” in reading an article entitled An Introduction
to Cultural Differences
Pre-Activities:
Students will begin class with a sharing of their body language observations.
Each student will listen for cultural differences defined by each student from data
collected in the lunchroom. As a class, we will organize the results onto a worksheet.
Activities & Procedures:
The teacher will present the terms culture, ethnicity, prejudice, and stereotypes in
a power point presentation. This presentation will give pictures of various situations to
allow students to “see” these words as they impact healthcare daily. An ongoing
discussion will allow students to offer their experiences and ask questions about these
terms.
Students will read and discuss the article on cultural differences. They will then
read and discuss terms common to the study of cultural diversity. Students will be given
an assignment sheet to format their questions for a visiting panel representing cultural
diversity. They will use the Sub Search to guide important aspects.
Assessment:
Sub Search results
Class discussion
Closing & Summarization:
Students will summarize the information learned during the day.
Materials Needed:
An Introduction to Cultural Differences Volume 172 May 2000, West J Med—
available online
Term sheet & Power Point presentation of terms
Assignment format sheet
Resources:
Textbook: Diversified Health Occupations, 5th ed. Delmar Publishing, 2001
Author Louise Simmers
Panel Questions
What questions do you have regarding our panel members’ cultural diversity especially
as it relates to health care? Write a minimum of 5 questions.
Our panel members are from the following backgrounds:
_________________________
______________________
_________________________
_______________________
_________________________
__________________________
Consider their concepts of keeping healthy, causes of illnesses, who are healers,
treatments, drugs, medical procedures, pain management, childbirth, genders in providing
health care, etc.
1.
2.
3.
4.
5.
Class Observation Organizer
What body language did you see as positive?
What body language did you see as negative?
What body language made you think the person was distracted?
What body language seemed unfriendly?
What body language did you see that indicated the person was uneasy or nervous?
Did you note any body language that might be a direct result of participants being of a
particular cultural group?
Cultural Diversity—Day 3
Written by Suzanne Asaturian & Vicky Turl
Title: Putting the Puzzle Together
Grade Level/Subject: 11 – 12
AP Biology & Health Occupations
Illinois Learning Standards and/or Skill Standards:
Social Studies 18. B. 5 Use methods of social science inquiry (pose questions,
collect and analyze data, make and support conclusions with evidence, report findings) to
study the development and functions of social systems and report conclusions to a larger
audience.
English Language Arts 5 B. 5a Evaluate the usefulness of information,
synthesize information to support a thesis and present information in a logical manner in
oral and written form.
English Language Arts 1. C. 5d Summarize and make generalizations from
content and relate them to the purpose of the material.
Workplace Skills: Communicating orally with others
Employing reasoning skills
Skill Standards:
Personal care of the patient/client
Patient/client care planning
Overview
The students will share and organize questions and develop a format for the panel
discussion.
Students will complete an assessment of their understanding of cultural diversity.
Students will use a website as a reference.
Objectives
Students will discover the keys to respecting cultural diversity—treating each
person as a unique individual. Health care providers must use this introspection to
appreciate and respect the individual in their care.
Academic principles
Use of social science inquiry
Evaluation of information
CTE Application
Written and oral communication
Assessment of patient needs
Reading Strategy Details
Students will complete a summary paper on the website reference.
Pre-Activities
Students will share their questions for the panel discussion.
Students will review terms regarding cultural diversity.
Activities & Procedures
Students will develop a format and role responsibilities for the panel discussion.
Students will take a written assessment and will analyze and discuss their
findings.
Assessment
Panel Organization
Analysis and discussion of assessment
Closing & summarization
Student groups of 3 or 4 will determine their most important findings and a
representative will write it on the board
Materials Needed
Markers & white board
Resources
Textbook: Diversified Health Occupations, 5th ed. Delmar Publishing, 2001
Author Louise Simmers
http:www.ethnicityonline.net
Cultural Diversity Assessment
1. Some cultures have a different concept of time. How can this difference affect your
relationship to them?
2. How does the Patient’s Bill of Rights affect treatment of patients of different cultures?
3. What is the role of the family in different cultures in making decisions or providing
actual medical care?
4. List four ways to promote effective cross-cultural communication.
5. What are your personal prejudices or cultural biases that may affect patient care?
Summary Form for Website Reference
Summarize 1 important point
Summarize 2nd important point
Summarize 3rd important point
Summarize 4th important point
Final summarization of all important points
Cultural Diversity—Day 4
Written by Suzanne Asaturian & Vicky Turl
Title: Real People, Unique Individuals
Grade Level/Subject: 11 – 12
AP Biology & Health Occupations
Illinois Learning Standards and/or Skill Standards:
Social Studies 18. B. 5 Use methods of social science inquiry (pose questions,
collect and analyze data, make and support conclusions with evidence, report findings) to
study the development and functions of social systems and report conclusions to a larger
audience.
English Language Arts 5. B. 5a Evaluate the usefulness of information,
synthesize information to support a thesis and present information in a logical manner in
oral and written form.
English Language Arts 1. C. 5d Summarize and make generalizations from
content and relate them to the purpose of the material.
Workplace Skills: Communicating orally with others
Employ reasoning skills
Skill Standards:
Personal care of the patient/client
Patient/client care planning
Overview
Students will run and moderate a panel discussion of professional adults from
different ethnic and cultural backgrounds.
Objectives
Students will open dialogue with peers and adults from their community
addressing the cultural issues studied in this unit. Students will practice keeping an open
mind to see the situation from another persons’ point of view rather than pass judgment
on the culture. Ultimately, the students will take this information into their work world to
make good decisions in regard to cultural diversity.
Academic principles
Use of social science inquiry
Evaluation of information
CTE Application
Communicating orally with others
Employing reasoning skills
Reading Strategy Details
Read article on panel discussion protocol.
Summarize the responses in one sentence from each person speaking.
Pre-Activities
Students will set up panel discussion and introduce panel members
Activities & Procedures
Students will prepare the room for the panel on cultural diversity and interact with
panel members.
Students will summarize responses and report findings of the discussion in a
debriefing to follow the discussion.
Assessment
Debriefing student assessment of main points of panel discussion
Closing & summarization
Students will write thank you notes to panel members.
Students will summarize how this unit affected their outlook on cultural diversity
in the health care profession and in any career they might choose.
Materials Needed
Chairs, table, questions, etc. for panel discussion
4-6 Adult volunteers from our community (health care professionals if possible)
Questions to address the panel
Worksheet to summarize the discussion
Resources
Textbook: Diversified Health Occupations, 5th ed. Delmar Publishing, 2001
Community Members