KSD Social Studies – Information Literacy Unit (Grade 3)
The Parade: Cultural Diversity
Date: August 2004
Unit Overview
Title
The Parade: Cultural Diversity
Unit Summary
Students research cultures and learn symbols that represent those
cultures. Through compare/contrast activities students gain an
understanding of people and their diverse cultures. As part of the Storypath
The Parade, groups create floats based on these cultures and plan a
parade. Students participate in classroom discussions and role-play to help
appreciate the similarities and differences among people.
Standards
Essential Academic Learning Requirements:
Reading
3.1.1 Understand how to select and use appropriate resources.
Identify two resources and use them to answer a question or solve a problem.
3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.
Listen to, read, and discuss a variety of literature representing different perspectives of family,
friendship, culture, and tradition, generating a personal and/or text-based response.
3.4.3 Understand a variety of literature representing different cultures and traditions.
Discuss the culture and/or traditions described in a piece of literature and explain how they are similar
or different from those of the reader.
Social Studies Frameworks:
WH1.2.1 Describe similarities and differences between families, communities, and cultures past and present;
describe similarities and differences in the ways families, communities, and cultures address human
needs over time; describe ways in which stories, folktales, and the arts serve as expressions of
cultures
G3.3.1a Know that people are born into societies that consist of different racial, ethnic, religious, and/or social
groups (Location, Region, Place)
G3.3.1b Identify the ways cultural traditions are expressed through artistic creations and use of the
environment (Five Themes)
G3.3.1c Recognize the positive and negative outcomes that can result when people of different cultural
backgrounds interact and understand how an awareness of cultural traditions can help in crosscultural communication (Five Themes)
C3.2.1a Provide examples of conflict, cooperation, and interdependence among individuals, groups, and
nations
Social Studies Inquiry and Information Skills:
1.1.1b Identify key works; identify appropriate and varied sources; use basic search skills; use table of
contents and indices as social studies reference materials
1.1.1e Locate data into graphic organizers
1.1.1f Create a product that demonstrates understanding of information and responds to central questions;
present product to a meaningful audience (The Parade)
2.1.1a Communicate own feelings and beliefs; listen to viewpoints on social studies issues
2.1.1b Identify roles of different members of a group, serve in different roles in a group (The Parade)
3.1.2d Investigate cause and effect relationships and their impact on people, environments, and economic
systems
3.1.2f Assume and portray others’ points of view
Other:
Art (The Parade)
KSD Social Studies – Information Literacy Unit (Grade 3)
The Parade: Cultural Diversity
KSD Curriculum Frameworks (or SLOs):
Writing Focus: Research Reports
Social Studies Frameworks:
A. Cultures In Our Community
C. Cultures: Making Global Connections
Information Literacy and Technology Literacy Focus (Big 6)
Location and Access
 Students will locate and use appropriate resources available through the school library, the wide area
network, and the Internet and will know who to ask for help accessing this information.
Use of Information
 Students will be able to engage with information gathered by connecting and operating the computer
technology needed to access information as well as being able to view, download, and open documents
and programs from sources.
 Students will be able to extract, analyze and transfer relevant information from an electronic source to a
word processing, publishing, spreadsheet, database, graphic organizer or multimedia program, including
citation references.
Task Definition: Tasks are pre defined for students
Information Seeking Strategies: Web-sites, books, and other sources provided for students
Location and Access: Use Pathfinder and organizational tools to find information within sources
Use of Information: Read and extract relevant information
Synthesis: Organize information and create a product
Evaluation: Self-evaluate the product and the learning
KSD Technology:
Student Tech Standards:
 Use URLs, bookmarks and/or links to access the Internet.
Learning Outcomes



Students will also build their vocabulary skills with the use of a word bank.
Students will have an understanding of the symbols that represent a culture and the significance of
the symbols as they relate to a specific culture.
Students will gain an understanding and an appreciation of other cultures.
They will also learn that:
o Cultures are alike and different.
o Culture plays a part in decision-making and human interaction.
Essential Question(s)
Why is it important to understand how a culture functions?
How do people from differing culture groups and ways of life work together to solve problems?
Evidence of Learning




Documentation of research of cultural symbols
Comparisons of cultures
Completion of the float with 6 cultural symbols
Problem solving through role-playing
KSD Social Studies – Information Literacy Unit (Grade 3)
The Parade: Cultural Diversity
Unit Implementation – Plan Learning Experiences and Instruction
Instructor
Classroom
teacher/ Library
Media Specialist
Instructional Activities
Awareness of what is a
parade. Show Parade
Video from United
Streaming.
Time
Grouping
Scaffolds
Assessments
30 min.
Whole
group
Observation
and discussion
40 min.
Whole
group
Observation
and discussion
around Peace
Corps culture
question form
Begin creating word bank.
The vocabulary list is
broken into two parts. The
first part deals with terms
used in the cultural
research. The second bank
of words deals with the
parade focus.
Suggested extension
vocabulary activities.
• Alphabetize list
• Define words
• Use in sentences that
show meaning
• Write in cursive
Suggested literature to
support this unit:
Classroom
teacher/ Library
Media Specialist
What makes up a culture?
Show the Culture: What Is
It? United Streaming video.
Using the sample brace
map for an example, show
students examples of the
six symbols of a culture.
Note that example
countries are given for each
symbol but are not limited
to that country.
Math Extension
Using the data from
“Everyone has a Culture”
form, create a graph and
find the maximum,
minimum, mode, median,
and mean.
KSD Social Studies – Information Literacy Unit (Grade 3)
The Parade: Cultural Diversity
Classroom
teacher/ Library
Media Specialist
Big Six Overview
Discuss information
seeking strategies, location
and access.
30 min.
Whole
group
Observation
and discussion
* Cultures can be assigned
or selected based on the
number of groups (4 to 8)
the teacher wants to work
with. These will be the
same groups represented
in The Parade.
Sample
Organizer:
Classroom
teacher/ Library
Media Specialist
Research
Computer lab
(2) 40
min.
sessions
Individual
and/or
partners
Research
template
presented in
previous
lesson
Observation
Review of form
Refer to
Pathfinder
presented in
previous
lesson
Classroom
teacher
Comparison - Using a
graphic organizer students
can compare cultures with
partners or in jigsaw groups
where expert share
information.
30 min.
Partners or
small group
Double
Bubble or
Venn
Diagram
Observation
Review of
forms
Classroom
Teacher
Create Parade
Up to
17.5
hours
dependin
g on
activities
selected.
Individual
and/or
partners
Storypath
The Parade
Refer to
Storypath The
Parade
See pages 2 and 3 for
timeline and selection of
specific activities in the
Storypath The Parade.
KSD Social Studies – Information Literacy Unit (Grade 3)
The Parade: Cultural Diversity
Classroom
Teacher
Facilitate discussions and
role-plays that answer the
essential questions.
40 min.
Whole
class
Role-play
and
questions
Observation
Classroom
Teacher
Evaluation and assessment
Students fill out rubric by
self and with group
30 min.
Whole
class
Student
Rubric
Student Rubric
Accommodation Options
ELL / IP Students
Pair students, work with IAs for support
Highly-Capable Students
Extend the requirements to expand information research on cultures.
 An example would be to select a symbol or symbols and do an
activity based on the following. There are 6 activities to choose from
on the same document.

SchoolKit Edclass Activity #E568 - A Country Snapshot
Prerequisite Information/Skills
None
Materials and Resources Required for Unit
Adopted Print Materials: Storypath The Parade
Adopted and other Audio/Visual: Video Stream
Supplemental Resources (including Internet resources): Encarta, Internet Sites, Library books
Supplies:
Technology – Hardware (Click boxes of all equipment needed.)
Computer(s)
VCR
Projection System
Printer
Video Camera
Camera
Digital Camera
Scanner
Video Conferencing
Television
Laserdisc
Other
Technology – Software (Click boxes of all software needed.)
Word
FrontPage
KidPix
Excel
Internet Explorer
Inspiration/Thinking Maps
PowerPoint
SchoolKiT
Clicker 4
Publisher
Encarta
Image Blender/Photo Editor
eLibrary Elementary
eLibrary
Proquest
United Streaming Video
KSD Social Studies – Information Literacy Unit (Grade 3)
The Parade: Cultural Diversity
Teacher Notes


This lesson front-loads the Storypath, The Parade. It Provides information on parades and culture
along with references to support The Parade unit.
The document “In Support of Exploring Cultures” contains background information on the cultural
makeup of Kent and Kent School District.
Authors
Name
Email
School
Role
Marie Moran
marie.moran@kent.k12.wa.us
Daniel Elementary
Library Media Specialist
Lori Severeid
lori.severeid@kent.k12.wa.us
Meadow Ridge Elem.
3rd Grade Teacher