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Project Based Learning: Cultural Diversity

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Jamie Hare

on 10 June 2014

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Transcript of Project Based Learning: Cultural Diversity

Cultural Diversity Mind Map
Big Idea
Cultural Diversity
Challenge
Increase cultural awareness in the classroom and community.
Essential Question
Group Responsibilities
Mind Map - Jamie, Amy
Diigo- Amy
Wiki- Amy, Renee
Google Calendar- Rick, Jamie
Group Doc of Mtgs- Renee
Annotated Bibliography- all
How do our differences help us become more alike?
Content Standards
Activity 1: Guiding Questions
Activity 2: Guiding Questions
Activity 3: Guiding Questions
Activity 4: Guiding Questions
Guiding Activity 1
Guiding Activity 2
Activity 1 Resources
Activity 2 Resources
Guiding Activity 3
Guiding Activity 4
Activity 3 Resources
Activity 4 Resources
Why do we refer to the United States as a "melting pot?"
What is an immigrant?
What is Ellis Island?
How did people first immigrate to the United States?
What are some reasons that people chose to immigrate to the United States?
Where can we trace our own roots back to?
Amy Bluhm
Virtual Field Trip to Ellis Island
http://teacher.scholastic.com/activities/immigration/webcast.htm
Interactive Tour of Ellis Island
http://teacher.scholastic.com/activities/immigration/tour/
Ellis Island Citizenship Adventure
https://www.pbs.org/wnet/newyork/laic/episode4/topic2/e4_topic2.html

Unit 3
Project Proposal Form Due November 7
Challenge
Big Idea
Essential Question
Digital Collaboration and Processing Tools Due November 10
Diigo, Wiki, Google Calendar
Mind Map
Annotated Bibliography
Synchronous and Asynchronous Digital Collaboration
Unit 4
Project Sketch Due November 17
The Big Idea
The Essential Question
The Challenge (a.k.a. the vehicle)
The Guiding Questions
The Guiding Activities (Create at least one guiding activity with instructions and resources per group member)
The Guiding Resources (Create a list of resources as references and tools to support students as they engage in the guiding activities. Each of these resources should be bookmarked and shared to your Diigo group. The wiki page can simply include a link to your Diigo group.)
Unit 6
Group - Culminating Multi-Media PBL Solution Publication Due December 1
Based on the Guiding Activities you created and implemented for your Project Sketch, develop at least one possible solution to your Challenge.
Develop a multi-media product that explains the Big Idea, Challenge, Research, Actions (from the Guiding Activities) and your proposed solution.
Submit link/links to your multimedia product in the Dropbox.
Include individual contribution list in Dropbox submission.
Visit Ellis Island through the use of a Virtual Tour and Virtual Field Trip
Upon your visit, find out how our country came to be such a diverse and special land
Witness how families immigrated from around the world to the United States of America
Experience the journeys of different children around your age
Go home and research your own family history.
Where did your ancestors come from?
Small production work stations:
Students make 60 sec. improv Video Diary entries about family roots.
Students listen to a (3min) audio and list what other purpose (Positive and Negative) may develop from a person's last name.
Students read a short electronic story, then chart where their family’s last name might have originated from on a world map, and the possible meaning of their last name.
Discuss with the teacher the definition of manifest and review a sample Ellis Island.
Last, students make Video Diary entries regarding the purpose and duties of the Ellis Island Inspectors.
Article: Why Your Family Name Was Not Changed at Ellis Island (and One That Was) by: Phillip Sutton
http://www.nypl.org/blog/2013/07/02/name-changes-ellis-island
If Your Name Was Changed at Ellis Island
by: Ellen Levine
http://www.scholastic.com/teachers/book/if-your-name-was-changed-ellis-island
Ogleyou (samples of video diaries)
http://ogleu.com/
Ellis_Island (High School Sample: Types of manifest and documentation)
http://www.powayusd.com/online/usonline/worddoc/ellisislandsite.htm
What is a stereotype?
What is fair and unfair?
What makes us unique?
Jamie Hare

How can a Video Diary be utilized to share a family's roots?
(transition lesson from Activity 1)
For what possible reasons are last names used as identifiers?
Where might a family’s last name originate from?
Do last names have meaning, explain?
What is a manifest and what was its purpose at Ellis Island?Why was it important for Ellis Island Inspectors to check passengers’ information against the ship’s manifest?


Renee Ford-Conway
How can we celebrate our differences?
What foods are eaten in other countries?
What holidays are celebrated around the world?
What are traditions?
What types of music are listened to in other places?
Celebrate Diversity
Students will work in groups to plan a community festival that celebrates the many cultural differences around them. The festival will include foods, music, and other traditions from around the world.
Rick

Students will determine cultural differences and define stereotypes.
Students will discuss cultural characteristics of women and men.
Students will create a mind map.

-1. Students will work in groups of 5 to create a wordle (www.wordle.net) on words/phrases/qualities associated with MEN vs. WOMEN. Share for teacher t-chart.
-2. Discuss feelings and define stereotypes.
-3. Create a popplet (www.popplet.com)of stereotypes you have heard.
-4. Comment on another groups popplet by rephrasing stereotype to be compliments of each person's diversity.



www.popplet.com

www.wordle.net
eventzi.com

discoveryeduction.com

NE Policy Brief. There are four basic cultural competence skill areas. They apply to individual educators, to the schools where they work, and to the educational system as a whole..
1. Valuing diversity: Accepting and respecting different cultural backgrounds and customs, different ways of communicating, and different traditions and values.
2. Being culturally self-aware: Understanding that educators’ own cultures—all of their experiences, background, knowledge, skills, beliefs, values, and interests—shape their sense of who they are, where they fit into their family, school, community, and society, and how they interact with students.
3. Understanding the dynamics of cultural interactions: Knowing that there are many factors that can affect interactions across cultures, including historical cultural experiences and relationships between cultures in a local community.
4. Institutionalizing cultural knowledge and adapting to diversity: Designing educational services based on an understanding of students’ cultures and institution- alizing that knowledge so that educators, and the learning environments they work in, can adapt to and better serve diverse populations.
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