Lesson Plan: Rating the Importance of the Universals
Carol Quarton, Ph.D. and Hank Rowe, NBCT
I.
Learning Objectives:
a. Students will discuss, rate, and defend choices for ranking
universals.
b. Students will be able to articulate the value of each universal.
c. Students will be able to describe the interrelatedness of universals.
II.
Links to Amphitheater Curriculum, State Standards and Common
Core
Standards:
Amphitheater Curriculum uses the Nine Universals of Culture as
an integral part of the study of history and social studies
throughout its curriculum. This is an accepted academic
classification system.
a. Arizona State Standards: Social Studies – Strand 2 (World
History)
Concept 2: Early Civilizations
PO 2. Determine how the following factors
influenced groups of people to develop into
civilizations in Egypt, India, Mesopotamia, and China.
PO 3. Describe the importance of the following river
valleys in the development of ancient civilizations.
PO 4. Compare the forms of government of the
following ancient civilizations.
PO 5. Describe the religious traditions that helped
shape the culture of the following ancient civilizations.
PO 6. Analyze the impact of cultural and scientific
contributions of ancient civilizations on later
civilizations.
PO 7. Describe the development of the following
types of government and citizenship in ancient
Greece and Rome.
PO 8. Describe scientific and cultural advancements
in ancient civilizations (e.g., networks of roads,
aqueducts, art and architecture, literature and theatre,
mathematics, philosophy).
PO 9. Identify the roles and contributions of
individuals in the following ancient civilizations
understanding of the past.
b. Common Core Standards for Literacy in Social Studies
Strand: Reading Standards for Literature 6-8
Cluster:
Key Ideas and Details
Anchor Standard for Reading: Read closely to determine
what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing and speaking to support
conclusions drawn from text.
Strand: Reading Informational Text
Information
different
coherent
Cluster:
Integration of Knowledge of Ideas and
Standard. Integrate information presented in
media or formats as well as in words to develop a
understanding of a topic or issue.
Strand: Vocabulary Acquisition and Use
Cluster: Acquire and use accurately grade-
appropriate general
gather
phrase
academic and domain-specific words and phrases;
vocabulary knowledge when considering a word or
important to comprehension.
Strand: Speaking and Listening
Cluster: Comprehension and Collaboration
Standard: Engage effectively in a range of collaborative
texts, and
own clearly.
discussions with diverse partners on grade 6 topics,
issues, building on others’ ideas and expressing their
III.
Time Frame: 1-2 days
V.
Relevancy:
IV.
Anticipatory Set:
(depending on length of class time)
Order of Importance: Students in groups will sort
Students need to understand that the Nine Universals of
Culture are interrelated and as a set, define cultures. This activity
encourages them to look carefully at each universal and consider it
and its value to the overall classification set. By pulling the Nine
Universals apart, it should become apparent that they constitute a
whole more than the sum of its parts. These universals will be used
throughout their education in the study of culture, they can apply it to
their own culture and they can see literature, art, architecture,,, as the
content of these Nine Universals. They will be able to compare and
VI.
VII.
contrast cultures using the universals.
Assessment: Students will create a notebook reflection on the
process and what they learned from it.
Learning Connections: Students have prior learning in this unit,
when the Nine Universals are introduced. Although perhaps not
named or a part of their academic language, many texts are
organized using the universals so they have experienced them
through the study of social studies in elementary classes. Although
most are not aware of it, their contemporary cultural profile can be
determined via this classification system/concept.
In science classes,
students will look at inventions and scientists in the context of their
culture. The same is true for mathematical advances and technology.
As we move into the literature, art and mythology of Greece in
literature class, we will also reinforce the connections.
VIII.
Learning Task Description:
a.
b.
Anticipatory set. (see above) Pair Share Partners
Review of the Nine Universals ( academic vocabulary )- Whole
Class
i. Chart with Definitions (attached)
ii. Rating Sheet (attached)
c. Self Rating Using the Rating Sheet
d. Consensus Rating(Groups of 5)
(Individual)
i. Students will share their ratings
ii. Through discussion and
e. Group Share Out to Class
f.
Discussion: Why is it so hard to come to consensus? (Group)
g. Conclusion: What conclusions can we draw about the Nine
Universals? (Whole Class)
h. Peer Notebook check: Students have notebooks with notes,
exemplars that can be understood and used. Peer Review/ Sign
Off
c. Special class Characteristics:
This is a class of gifted and
academically advanced students. They are in a program that
spans three years of Humanities classes that build on skills and
knowledge each year where content and skills are systematically
expanded upon each year within the curriculum and in coordination
with other content areas.
These students are products of the media age and adept at
technology in their everyday lives. As with many students of all
abilities, there are inclinations to take information at face value
and to assume “truth” and accuracy in the published word and
media generated searches. Many students will have limited critical
thinking experience evaluating and analyzing information
systematically through primary and secondary source material.
d. Closure:
i. Charts (Whole class) Class will use the charts to
examine their project culture as well as Ancient
Greece
ii. Reflection: Students will create a reflection re: the
Nine Universals and relative importance of each as
well as their relationship to each other
iii. The Nine Universals will be used throughout the unit
and revisited beyond ancient civilization
e. Materials:
 Ranking Cards for Anticipatory Set
 Nine Universals of Culture Handout
 Ranking Sheet for Individual and Group
 Personal Student Notebook
f.
Resources:
 Textbook
Journey Across Time,
Unit I: Early
 Websites:
Spielvogel, Ph.D., Jackson. World History:
McGraw Hill/Glencoe, New York, NY, 2006,
Civilizations, Unit 2: The Ancient World