Topic One: What is Culture?
Learning Objectives
Knowledge/Content
Skills/Processes
 Define culture as a learned
way of living that is shared by
a group of people. (COM)
 Know that an individual's
culture is reflected in his or
her behaviours and actions.
(COM, CCT)
 Participate appropriately
and effectively in group
discussions to extend oral
communication skills.
(COM, CCT)
 Draw conclusions based
on given data (video, visuals
or stories). (CCT)
 Record relevant data using
a graphic organizer.
Values/Attitudes
 Recognize that there are
similarities among cultural
groups.
 Recognize that differences
among cultural groups do not
imply superiority or inferiority
. (PSVS)
Procedure
Teacher Notes
Assessment Suggestions
See sample assessment templates on
pages 413, 414 and 417 of the curriculum
guide. Note: It is important to tailor
templates for individual student activities
and needs.
· Have students use a self-evaluation checklist to
determine their contributions to their small group
discussions.
What is Culture?
To some students, the word "culture"
refers to an ethnic group in another part
of the world. It is
· Use an observation checklist to determine students'
willingness and abilities to contribute to large group
discussion.
· Assess students' abilities to draw relevant
conclusions.
important that students develop the
Instruction Suggestions
understanding that they too live within a
culture or cultures. They should also
Video:
understand that, although the term
culture often refers to an ethnic grouping,
 Show students a short video about any
it can refer to other groupings as well
cultural group. Some videos to choose from
(e.g., a regional grouping of people with
include:
mixed ethnic backgrounds).
o Same Differences (Jewish and
Catholic Religions/Cultures)
Defining Culture:
o Island of the Blue Dolphins
(Aboriginal Culture)
There are many definitions for the
o Race to Freedom: The Underground
concept of culture but they are generally
Railway (Black Canadian Culture)
the same in meaning:
o The Tarahumara (Remote Northern
Mexican Culture)
· Culture is a group's beliefs, norms,
institutions and communication patterns.
· Culture is a learned way of living shared
by a group of people.


Cultural Diversity:
It is important to recognize that cultural
differences exist and help students
develop an acceptance of differing
cultural norms. Students should learn to
value the local, national and global
contributions of all cultures to our
society.


Before viewing the video, give students five
minutes to list everything that they know
about the particular culture described in the
video.
After viewing, ask students, "Is there
anything you would like to cross off your list
that you thought you knew, but have changed
your mind about?"
Give them a handout or several resources
about the particular culture that provide
information about that culture's celebrations,
food, shelter, clothing, language, work, etc.
Have them further revise their lists.
Have students work individually, or in pairs,
to complete "Student Handout #1: Culture
Data Disk."
. Cultural Similarities:
And/Or
While cultures differ in many ways, there
are certain things that all cultures have.
These cultural "universals" include
religion/spirituality, values, games,
music, rites of passage, education,
leadership, family units, traditions, etc.
One way to look at cultural similarities or
universals is to use "patterns of culture."
Acculturalion:



Have students meet in small groups of four or
five.
Give each group a collection of 5-8 pictures
or photographs of different cultures.
(Calendars and magazines such as National
Geographic are useful resources from which
to develop picture files.)
Give each group a copy of "Student Handout
#1:Culture Data Disk," and have them
complete the handout from the information in
the visuals.
Draw students' attention to the fact that,
when people from another culture enter a
And/Or
new country (e.g., Canada), they must
adapt, or assimilate , to some degree. The
Stories:
immigrants' cultural patterns of
economics, politics and education must
 Read aloud a picture book or short story that
comply with the laws and citizenship
describes life in a particular cultural group.
expectations of their new country.
 Before reading, ask students to take five
However, Canada has a multicultural
minutes and record all that they know about
policy that ensures that diverse cultures
the particular culture in the story.
can maintain their own cultural heritages

Give students a copy of "Student Handout #1:
within the laws of Canada.
Culture Data Disk,and have them jot notes as
they listen to the story.
Ethnocentrism:
 After viewing, ask students, "Is there
anything you would like to cross off your list
This term describes the attitude that one
that you thought you knew about the culture,
culture is best and that all cultures should
be compared with it.

Assimilation:
but have changed your mind about?"
Have students write their summary statements
on the handouts and share these within their
groups and/or with other groups.
The process of making the minority
culture resemble the dominant culture-the Debrief:
culture in power.
· Explain to students that they have been exploring,
Examples of Ethocentrism and
through video, visuals or stories, the concept of
Assimilation include:
culture . Have them record a personal definition of
culture in their notebooks, based on what they know
at this point. Ask them to think of situations where a
· In the late 1800s the Canadian
government believed that the best way to cultural grouping might include people of various
deal with Aboriginal peoples was to make ethnic backgrounds.
them "white". They believed that this
could be achieved if the children were
· Conclude any or all of the activities above by
removed from their families and sent to
discussing students' discoveries about each culture,
residential schools. At these boarding
about the similarities and differences of cultures, and
schools, which were run by the federal
the reasons for those similarities and differences
government and the churches, Indian
(e.g., geography determines many things for a culture
children were forced to speak English,
including food, clothing, housing, work).
practise Christianity, learn western trades
and give up their Indian tradition.
· Use students' ideas to lead into a discussion about
Residential schools were common into the questions such as: Why might cultures be similar?
1950s and are cited as one of the main
Why might cultures be different? Does it make sense
reasons that many Indian languages and that the world has many diverse cultures? Why? How
traditions are in jeopardy today.
does a group of people "get" a culture?
· Establish the following: Cultures tend to have
similarities because all humans have similar needs
and wants to be fulfilled. We all have a need for
food, housing, transportation, family love, creative
expression, entertainment, etc. Cultures differ
because of location, geography, beliefs,
circumstances, etc. Diversity is normal and should be
respected by all.
· Explain to students that social scientists use a
classification system to study cultures, referred to as
cultural patterns . Tell students that they will be
learning about the patterns that are present in all
cultures, including their own.
· Explain that countries like Canada, which consist of
groups of people from many cultures and ethnic
backgrounds (e.g., Ukrainian, Greek, Mennonite,
Italian, Japanese, Aboriginal, Pakistani, German,
Chinese, etc.) are referred to as multicultural nations.
While these cultures in Canada live much the same
as each other because of acculturation , they have
some variation if looked at using the seven cultural
patterns (e.g., religion, kinship). Explain that, in a
later unit, students will explore the multicultural
nature of Canada.
· Explain that, when diverse cultures are respected
and their ways accepted, people of many cultures can
live in harmony. However, at times in past history,
and in some cases today, one culture believes that it
is superior and that others should change. This type
of thinking is called ethnocentric . The absorption of
one culture into another is called assimilation .
· Share the example described in the Teacher Notes
and ask students to relate it to the terms
ethnocentrism and assimilation.
Topic Two: Patterns of Culture
Learning Objectives
Knowledge/Content
Skills/Processes
Values/Attitudes
 Know that social scientists
use a system of patterns to
study and describe cultures.
(COM)
 Know that all cultures have
similarities and differences.
 Understand that cultural
characteristics must be
looked at within the overall
context of that culture rather
than being comparedwith the
norms of another culture.
(CCT)
 Ask questions to clarify
understandings and
instructions. (COM, CCT)
 Participate effectively as
group members to make
decisions and choices. (COM,
CCT)
 Listen effectively to
understand instructions.
 View to develop a general
understanding of how
cultures are studied. (COM)
 Accept that all cultures
have similarities and
differences, and that one
culture is not superior to
others. (PSVS)
 Recognize that the purpose
of exploring other cultures is
to better appreciate and
accept cultural diversity.
(PSVS)
Procedure
Teacher Notes
Assessment Suggestions
Address any negativity and bias in a positive
· Assess students' abilities in group interaction
manner. Make every effort not to embarrass
students or draw undue attention to their
behaviours in ways that could damage selfesteem. At the same time, continue to stress the
value of cultural diversity and adapt instruction
to
(e.g., whether they can discuss effectively,
negotiate to make decisions).
deal with negativity and bias.
Instruction Suggestions
· Use anecdotal notes to monitor students'
developing acceptance and appreciation of
diverse cultures.
· Review and discuss the definition of culture
recorded last day. Ask for questions or
Social scientists use a system of classification comments and provide clarification if
to study cultures. This system identifies areas of necessary.
similarity based on peoples' needs and wants.
The patterns are:
· Have students' view the video How Cultures
are Studied. Prepare them for viewing by
explaining that, while it is not possible to know
 Economic
everything about a culture, researchers can
 Political
learn a great deal about any culture by
 Kinship
examining it from the perspective of seven
 Artistic
patterns: economic, political, kinship, artistic,
 Religious
religious, educational, and recreation and play.
 Educational
 Recreation and Play (leisure activities)
· Provide students with focus questions or a
viewing guide for use during viewing, and
debrief after the viewing by discussing students'
responses.
Patterns of Culture:
· Give students each a copy of "Student
Handout #2: Patterns of Culture," or have them
construct a similar chart in their notebooks.
· Instruct students to make notes to complete
the chart as each pattern is discussed during the
next several lessons. (Examples of the types of
responses students might make have been
provided on "Teacher Information Sheet #1:
Patterns of Culture."
Encourage students to choose cultures from
around the world by referring to all parts of a
world map
(e.g., Eastern
Europe, Northern Africa, Australia, Southern
Asia, Middle East, Central America, West
Indies, Western Africa, etc .)
· Explain to students that each group now will
select a world culture to explore throughout the
unit. They will explore their chosen world
culture according to the seven patterns of
culture listed on their handouts.
· Have students list several world cultures that
interest them. Record these on the chalkboard
and indicate their geographic location, or have
students locate them on a globe or wall map
.
· Discuss briefly each of the cultures listed to
activate students ' prior knowledge and generate
interest
.
· Divide the class into groups of four or five
students. Have each group select one of the
cultures suggested for study and comparison
throughout the next few lessons.
· Give each student a copy of "Student Handout
#3: Exploring Cultures." Explain how the group
is to use it during the next several lessons to
document the information they gather about the
patterns of their chosen world culture.