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Emily Boyle
Emily Boyle
(Bear Creek - United States)

Cultural Diffusion and Global Awareness

Cultural-Diffusion-simulation-demonstration

This is a lesson (40-60 minutes) on cultural diffusion. While designed for middle school students, it can easily be adapted for older and younger students. It involves a visual demonstration, student role play, and engaging simulation that involves every student. This lesson integrates history, social studies, and science concepts.

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Cultural Diffusion and Migration: Taylor Traficant Lesson Plan 1

Students will use the Five Themes of Geography with a focus on movement to examine and discuss cultural diffusion and migration of human populations throughout North America. Students will be assigned one region then research and list reasons people move there. Understanding how and why human populations settle in certain places is important in analyzing migration patterns and characteristics of the continent in which we live. It will give insight to future patterns of population development.

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Animation: Cultural Factors


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Animation: Cultural Factors

 

Lesson 40: Cultural Factors contains instruction on cultural factors and their influence on population size and population growth. To begin the animation, click here.

You will need to download Macromedia Flash Player to view this lesson.

Lesson Plan One: How geography affects cultures in the area.

Students will demonstrate how to find latitude and longitudes coordinates on a map and identify the relationships between people and places on earth to understand how location affects people’s daily lives. Demonstrating how to find latitude and longitude on a map and relating location to people’s daily lives is important to understanding the development of cultures around the world.

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Unit 3: Cultural Diversity and Community Understanding

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Cultural Diversity and Community Understanding

To download the Unit 3 materials, click here.

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Just Say No to Stereotypes: Strategies for Changing Unconscious Bias - I & II

Our behavior is regulated by our beliefs and values that have developed through our experiences. Barriers to our success are often created by our self-perceptions resulting from cultural expectations these experiences generate. Stereotype threat is a phenomenon that occurs when an individual identifies with a particular stereotypical group and is, therefore, negatively affected by the implicit need to conform to that group. Current research suggests that the stigma consciousness associated with gender and race stereotypes negatively impact an individual’s intellectual performance, especially related to standardized testing and career choice. Overcoming this phenomenon begins with “awareness”. This presentation is designed to help start the process of dealing with stereotype threat in ourselves and others. Part II Project Implicit was developed as a device for exploring our unconscious roots of feelings and thoughts. The project has evolved as a tool to assist individuals in gaining understanding about their true unconscious beliefs and preferences. There are two concepts the IAT helps us to unravel - an unwillingness to share private attitudes with others and being unable to identify private attitudes. The distinction between the two states is like the difference between purposely hiding something from others and unconsciously hiding something from yourself. The Implicit Associations Test make it possible to penetrate both of these types of hiding. The IAT measures implicit attitudes and beliefs that people are either unwilling or unable to report. This workshop will take individuals through several IAT’s. The participants will respond to three questions individually and then discuss their thoughts in a small group setting. The goal is to generate an awareness of certain implicit biases and discuss strategies for gaining control of them.

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Globalization (SMART-created)

Discuss the definition and causes of globalization.

To download Notebook interactive viewer visit www.education.smarttech.com/nbiv

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