Unit 1: Culture and Identity

Learning Outcome #1: Learners will analyze ways in which membership in their culture shapes their identity and worldview.

Learning Outcome #2: Learners will develop understandings of cultures other than their own.

Key Concepts/Critical Analysis	Suggested Activities
Key Concepts: Understand the concepts: Cultural Unity, Cultural Diversity, Ethnocentrism, Imperialism, Colonization,   De-colonization, Cross Cultural Commonalities, Marginalization, Dominance, Multiculturalism                   Examine a culture, other than their own, from their community as to cultural symbols, identity, sense of place, and worldview (VaD) Identify cross-cultural commonalities and differences, of their own and the other culture examined, with respect to the above concepts (CCT)           Demonstrate understanding of gender equity issues in the cultures examined (VaD)         Learn about First Nations, Métis, and non-Aboriginal worldviews.                             Examine significant events in the history of First Nations, Métis, and non Aboriginal peoples.             Critical Analysis: Analyze what makes cultures different and how they are the same (CCT) Identify criteria for judging the credibility of various research materials (CCT) Question the credibility of various research materials and sources (CCT)	Introduce Key Concepts  Some ways to introduce the key concepts include having  learners: Circulate the room, in pairs, and record words, phrases, and sentences that describe key concepts that are each written on separate large post-it papers; repeat for each of the key concepts; discuss the responses to each concept Brainstorm, individually, or as a group, a definition for each of the key concepts Identify and examine synonyms and antonyms of each concept, and then define each one in their own words Research, individually, a definition for each of the key concepts, and then meet in small groups to discuss their findings View a video, or participate in a contextual reading that illustrates or demonstrates several of the key concepts; identify the perspective of the message, and the assumptions that underlie those perspectives  Make Personal Connections  Some ways to help learners make personal connections  include having them: Write in their Reflective Journals about their personal experiences relative to one or more of the key concepts Present exemplars and non-exemplars of several of the key concepts Locate Canada on a map of the world; locate countries of origin of ancestors or locate traditional territories of ancestors; discuss how these locations contribute to diversity in ways of living, culture, worldviews, and economic activities Critically analyze own beliefs , biases, and assumptions in relation to the second culture being studied; Use field research and interviews to learn about a culture, other than their own, from their community or region using the characteristics of culture that they used to explore their own culture; identify the commonalities; write in journals in response to questions such as:  What surprised you the most about what you learned?  Why?  What did you learn about yourself that surprised you? What did you learn about yourself during the experience?  What new questions do you have as a result of your research? Explore the concepts of dominance and marginalization in relation to own culture and the “other” culture studied. Reflect on the second culture and write about the cross-cultural similarities and differences regarding cultural identity, worldview, gender roles, and sense of place; give an example of a situation in which their reactions might differ from a person of the other culture discuss “the myth of objectivity” and reflect on how this impacts approaches to researching/understanding cultures other than one’s own Reflect upon and discuss the concept of ethnocentrism, examining ways in which it has or has not impacted on their own culture and community; justify response; locate and discuss, or write about, a current event in which ethnocentrism is a factor; offer options Study conflicting accounts of events in the history of Aboriginal and non-Aboriginal peoples; determine how the accounts reflect cultural perspectives; stare reasons to support your opinions Role play historical events from the perspectives of Aboriginal and non-Aboriginal peoples; follow up with discussion of feelings generated by the experience Work individually, or in cooperative groups (e.g., jigsaw), to learn about significant events in the history of Métis, First Nations, and non-Aboriginal people; present findings in writing, orally, and/or visually    Brainstorm criteria for cultural unity, and discuss the concept as it applies to Saskatchewan and Canadian people Discuss the meaning of multiculturalism; reflect upon, and write about, what you believe Canada to be: a multicultural, bicultural, or uni-cultural society, stating reasons for your point of view Create a photo essay that presents your perspective on cultural diversity and/or multiculturalism; use photos that you have taken yourself, or use print or digital images you find through research; write captions for each photo, and give the essay an appropriate title; present your essay to others Read about a current event in a newspaper or newsmagazine about an issue related to the concepts under study, and write a letter to the editor in response  Extend Understanding  Some ways to extend the learning experience include: Deconstruct a timeline of ‘significant’ events in history for Original Peoples of North America and Newcomers to North America (see Background Notes)  Analyze the terms: pre-contact, contact, and post-contact; discuss ways in which the terms can marginalize people; discuss and/or write about your thinking (see Background Notes) Listen to a panel of speakers who hold differing perspectives on topics related to the key concepts (e.g., relationship to land); summarize each speaker’s viewpoints, and discuss, or write about, their assumptions and stance Examine traditional Aboriginal worldview with traditional Euro-Canadian worldview regarding their relationship to the land; discuss culture clash and conflicting values; debate if, or in what ways, these views have changed Explore the concept of colonization and its impact on both the Aboriginal and non-Aboriginal cultures; discuss the effects of colonization on culture and identity; discuss decolonization and what it means to Aboriginal and non-Aboriginal peoples in Saskatchewan and Canada, and provide examples of decolonization  Rewrite an account of a historical event from the perspective or point of view of someone other than that of the original text Research some government policies of early Canada that affected Aboriginal Peoples, and present the research visually an/or orally (e.g., poster, role play, multi-media) Discuss the nature of imperialism: Who benefits, and at whose expense is a colonial empire built? Is it a concept of the past or is it still a force? Discuss the nature of symbols, and the purpose(s) that they serve; research the origins and meanings of symbols in various cultural groups and discuss, or write about, several; describe or draw a symbol that specifically represents your beliefs; discuss or write to explain why that symbol has significance for you Discuss the Circle as one of the most meaningful First Nations symbols; research one or more traditional use of the Circle symbol (e.g., Medicine Wheel); present findings visually, orally, and/or in writing Discuss the infinity symbol in the Métis flag and its significance for Métis people Select required and optional artefacts for Portfolios
Reflective Questions: Have I modelled the belief that we all construct our own knowledge by recognizing individual differences in interpretation and by asking: “How did you come to understand this?” Have I posed open-ended questions and presented problems for discussion, and then guided learners to find their own answers?  Have I prompted learners to formulate their own questions?  Do I encourage learners to be responsible for their own learning, and support collaborative and cooperative methods of learning? Am I sensitive to the social, psychological, and cultural issues that learners bring to the group? Have I continued to meet with learners to review their portfolios?  Have I provided opportunities for learners to reflect on their progress in this course?

Learning Outcome #3: Learners will analyze and reflect on personal and societal assumptions and norms.

Key Concepts/Critical Analysis	Suggested Activities
Key Concepts: Understand the concepts: Generalization, Over- generalization, Racism, Racialization, Stereotyping, Prejudice, Discrimination, Privilege, Sexism                           Demonstrate knowledge of historical and current attitudes towards racism and sexism (VaD) Understand ways in which privilege affects lives (CCT) Describe the relationships among racism, prejudice, discrimination, stereotyping, and over-generalizing (VaD) Explain the relationship of enculturation, acculturation, and assimilation to racism (VaD) Discuss the effects of assimilation, racism, and prejudice on cultures and society Examine how “difference” (e.g., sexual orientation, class, disability) is viewed in society (VaD) Examine privilege in Canadian society Recognize, discuss and problem solve around issues of privilege, racism, prejudice, and stereotyping (VaD)             Critical Analysis: Examine one’s own and others’ assumptions and biases (CCT)     Generate options and solutions (CCT)     Form opinions and make informed decisions based on critical reflection (CCT)     Analyze information for accuracy, bias and usefulness (CCT)	Introduce Key Concepts Some ways to introduce the key concepts include having learners: Review the meaning of enculturation, acculturation, and assimilation; reflect, in writing or orally, ways that these concepts are similar and how they differ; discuss or respond in writing about  the legacy of acts of assimilation on their culture, or the cultures in their community Discuss, research, and define the terms over-generalization, stereotyping, prejudice, discrimination, and racism; develop a flow chart or graphic organizer to illustrate how these concepts relate to one another Discuss the concept of “race”, its origins, and validity; analyze the function that the idea of different ”races” serves (see Background Notes) Define fact, concept, and generalization, and describe the ways in which the concepts are related/connected; discuss, or write about, ways in which a generalization can be distorted through over-generalization, and speculate on some possible results of over-generalizing Discuss and describe ways in which the concepts of enculturation, acculturation, and assimilation relate to the concept of racism; reflect on ways that assimilation is related to colonialism and Aboriginal peoples, as well as the effects of colonialism in current contemporary societal and institutional structures Define the concepts privilege and sexism; examine ways that everyone is affected by “common sense” privilege, white privilege, and male privilege; discuss the relationship between power and privilege Make Personal Connections Some ways to help learners make personal connections include having them: Write in their Reflective Journals about how racism, sexism, or discrimination is present in their every day lives; share this understanding with one other person; explain how understanding how racism, sexism, or discrimination affects them. Examine the ways that individuals and systems demonstrate and promote racism, discrimination, and/or sexism; discuss who benefits by such acts, and compare ways that individuals and systems carry out these acts    Use a video or contextual reading to understand the dangers of over-generalization and stereotyping, and the hurt caused by acts of prejudice, discrimination, racism, or sexism       Discuss “male privilege” in Canadian society; brainstorm why this occurs and ways in which it is or is not being addressed; discuss or write about the consequences of male privilege    Discuss and describe “white privilege”, giving specific examples (See Appendices); brainstorm why this occurs and ways to address white privilege; discuss the consequences of white privilege In Reflective Journals, write about the ways that they experience privilege based on their different identities   Extend Understanding Some ways to extend the learning experience include having learners: Research government policies of assimilation, and how/if these policies impact their culture and the second culture studied; discuss ways in which these policies are taken as ‘common sense’ norms today, and ways this is made possible Identify several types of prejudice, the focus of each prejudice, and give an example of that type of prejudice; research and write about or discuss ways in which individual acts of discrimination are supported by systemic and structural forms of discrimination, which are supported by ideologies of dominance; represent this visually by creating a three-point power triangle to show how each is connected (see Background Notes) Explore Canadian immigration policies over time, and identify connections between those policies and the concept of assimilation Research forms of prejudice with respect to Canadians of German, Japanese; Chinese, or Ukrainian ancestry; women; people with disabilities; the elderly, or other group; present your research visually and/or orally Examine the Saskatchewan Human Rights Code and/or the Saskatchewan Occupational Health and Safety Act to discover how these pieces of legislation protect people from discrimination Examine how “difference” is achieved in society; reflect on the questions: “Who or what determines difference? ”  What is “different?”  “Different” from what?” “How does “difference” function to keep certain groups ‘in their place’?”; write an opinion and provide examples to support their viewpoint; propose solutions Discuss how racial and gender privilege are only two forms of privilege; brainstorm other examples of privilege (e.g., privilege based on sexual orientation, class, and religion): think of ways one might have privilege based on these factors; choose one and make a list, similar to the one for white privilege, for this form of privilege Many women deny that sexism affects their lives; discuss this phenomenon and its relationship to hegemony; reflect on the question, “What is to be gained by not challenging sexism and male privilege?” Write an opinion about the cycle of prejudice, discrimination, and racism, describing the impact it has on one’s community and on society in general; use personal experiences or current events to illustrate views and opinions Reflect on the meaning of the following statement: Why is it that white is a colour that need not name itself? (See Background Notes) Search the current newspapers for articles pertaining to a culture; tell the who, what, when, where, why, and how of the article, giving background information about the culture involved and in what ways this event or incident is related to that culture; analyze the article for bias, racism, stereotyping, and sexism; identify the cultural perspective of the article View a music video, television show, or advertisement; analyze for gender bias and stereotyping In Journals, reflect on own assumptions that have come to light during this unit; how can this learning be built on? Discuss what individuals or the class as a whole could do to promote positive inter-group relations; plan for and commit to one action Select required and optional artefacts for Portfolios
Reflective Questions: Do I provide access to diverse perspectives and authentic information about Aboriginal peoples, to address cultural misunderstanding and social distancing, and to enable growth in cross-cultural competency issues? Do I plan activities that involve learners in narrating their stories to enable them to see themselves in the larger structures of our society? Do I provide opportunities for diverse voices to be heard and for events and issues to be examined from a variety of perspectives? Do I engage in an examination of my own biases, assumptions and prejudices? Do I establish a climate of trust in the learning environment, accepting learners where they are now and affirming their self-worth? Have I encouraged learners to reflect on metacognitive skills?