Culture

Title: Story Writing

Author: Rene Ribant-Amthor

Grade Level: 9-12

Subject/Content: English/Culture/Compare and Contrast Essay

Summary of Lesson: Students master their compare and contrast writing skills by choosing an American cultural element (fashion, food, religion, etc.) and comparing it to the same element of another culture.

Focus Question: How do other cultures compare and contrast to your own?

Databases(s): Corbis Images for Education: Historical Collection, Discovering Collection, LitFinder

Procedures :

• This lesson may be taught in conjunction with a social studies course studying any culture or independently in an English course studying compare and contrast writing
• Steps/Activities by teacher: Before starting this lesson students should be familiar with and have practice writing the basic compare and contrast essay
• Lead discussion about cultural elements such as food, fashion, religion, language, social customs etc.
• Ask students to think about different cultures that they have encountered. Use the following prompts to get them thinking:
  • List a word from another language that you have used
  • List a food from another culture you have enjoyed
  • List music from another culture you have enjoyed
  • List any fashion from another culture you have worn
  • List any technology from another culture you use
• Access Corbis Images for Education: Historical Collection
• Retrieve image id # HU044550 (Indian Wedding Sari) and image id # U937913ACME (American Wedding Dress)
• Show students images and ask them to comment on each dress. Have them focus on the similarities and differences between each
• Explain students that many cultures have similar ceremonies (births, coming of age, weddings, funerals) but these ceremonies differ in the details
• Share with students some of the differences between American and Indian wedding ceremonies:

  Indian Sari

  • Longest surviving fashion
  • Sari mentioned in the Vedas (the oldest surviving piece of literature)
  • 75% of Indian population wears sari
  • Traditionally the wedding sari is red with gold

  American wedding dress

  • White represents joyous celebration and purity
  • White was first worn by Anne of Britain in 1499
  • Queen Victoria sealed the tradition 150 years ago and it has remained
  • Most first time brides wear white

  Similarities in cultures

  • Both colors are intended to stand out and it is distasteful for any guests to wear either color
  • Both cost more and are more detailed
  • Information regarding mehndi, veils, and wedding jewelry can also be shared here
  • Instruct students to research a cultural element that they are interested in
  • Have students write a compare and contrast essay with the information they collect

Steps/Activities by student(s):

• Access Discovering Collection
• Select "Geography and Cultures"
• Search "Places" and/or "Cultures" of interest
• Read and compile information from the database to help you write a compare and contrast essay comparing one element of American culture with the same element in a culture of your choice

Outcome: Students will write an essay comparing and contrasting an element of American culture with that of another culture.

Related Activities:

• Students access LitFinder
• Search "Cool Weddings"
• Select the short story "Cool Weddings" by Latha Viswanathan
• Read short story and highlight the cultural differences described in the story
• Class discusses the differences in the story and whether any of them relate to their individual essays

Standard Date: Approved 1996

Content Standard(s):

• Students read a wide variety of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary
• Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g. philosophical, ethical, aesthetic) of human experience
• Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and other texts, their word identification strategies, and their understanding of textual features
• Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes
• Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge
• Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles

Performance Indicators:

• At Level 1, the student is able to:
  • Identify cultural differences
• At Level 2, the student is able to:
  • Use compare and contrast elements to analyze and communicate information
• At Level 3, the student is able to:
  • Write a compare and contrast essay using the United States and a culture of their choosing as subjects

Computer Literacy and Usage Standards 9-12:

• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct research and improve communication

ISTE NETS for Students

• Students are proficient in the use of technology
• Students use technology to locate, evaluate, and collect information from a variety of sources
• Students employ technology in the development of strategies for solving problems in the real world

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively
• Standard 2: The student who is information literate evaluates information critically and competently
• Standard 3: The student who is information literate uses information accurately and creatively
• Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests
• Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information
• Standard 7: The students who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society