Becoming a Cultural Researcher

8/2/2019 Becoming a Cultural Researcher

1/12

Overv iew Anthropology, the science of studying humans, encompasses everyth ingabout humansfrom human development to cultur al celebrat ions. Asanthr opologists gather data on different groups of people, t hey explainsimilarit ies and diff erences among cultur es and develop theories aboutwhat it means to be human. Comparing cultures in this way is called th ecomparat ive meth od.

This activity engages students as cultural researchers. Students begin topract ice the skills of anthr opology.

By th e end of this activity, students should understand that culture:

~ is a way of life shared by members of a group.

~ includes common beliefs, rules of behavior, t radit ions, and customs.

~ is learned and passed down to children.

Concep t s Anth ropology, culture, being human, ar tifacts, tr adit ions, customs,beliefs, comparing different cultur es and dr aw ing reasonable conclu-sions.

Object ives Examine cultural art ifacts, act ivities, and ceremonies and infer theirfunction and significance within a given culture.

Compare and contr ast different cultures and th eir ar tifacts and cere-monies.

Develop and demonstrate understandings of the nature of culture asshar ed ways of life, including beliefs, behavior, tradit ions, and cus-toms.

Draw reasonable conclusions about t he import ance of various culturalart ifacts to th eir own cultur e and oth er cultur es.

Generously supported by

B ecom i n g a Cu l t u r a l R es ea r ch er


2/12

2

B e co m i n g a Cu l t u r a l R e s e a r ch e r

St a n d a r d s a n d As se ss m e n t . . . . . . . . . . . . . . . . . . . . . . . . . 3

National Science Education Standards . . . . . . . . . . . . . . . . . . . . 4

Standar ds for th e English Language Art s . . . . . . . . . . . . . . . . . . . 5

Curriculum Standards for Social Studies . . . . . . . . . . . . . . . . . . . 6

Te a c h e r St r a t e g i es . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 0

Act i v i t y Wo rk s h ee t sBecoming a Cultural Researcher . . . . . . . . . . . . . . . . . . . . . . . 1 1

R e a d i n g s

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2

Co n t e n t s a t a Gl a n ce


3/12

B e co m i n g a Cu l t u r a l R e s ea r c h e r

3

S t a n d a r d s

The materials in this unit are closely correlated to the National Science Education Standards,

Standards for th e English Language Art s, and Curr iculum Standar ds for Social Studies. A listing of the

standards follow s. A check mark indicates the standards that are addressed.

As s e s s m e n t

This unit provides tasks that can be used to assess students understanding of the information

presented. Use the following questions to assess each students reasoning, responses, understand-

ing, and interaction.

How w ell did t he student use his or h er observation skills?

How well did th e student demonstrat e an understanding of the information provided?

How well did the student communicate the observations he or she made?

How well did t he student explain concepts and ideas to other stu dents?

Was the student able to use evidence to support his or her conclusions?

How w ell did the student complete t he tasks outlined?

How well did the student par ticipate in all aspects of cooperat ive work?

St a n d a r d s a n d Assessm en t


4/12

4


Sc ie n c e a s I n q u i r y

Abilities necessary to do scient ific inquiry

Understanding about scientific inquiry

Sc i en c e i n P e r s o n a l a n d S o ci a l P e r s p e c t i v e s

Populations, r esources, and environments

Science and t echnology in society

H i s t o r y a n d N a t u r e o f Sc i en c e

Science as a human endeavor

Nature of science

Sc ie n c e a s I n q u i r y

Abiliti es necessary to do scientific inquiry

Understanding about scientific inquiry

Sc i en c e i n P e r s o n a l a n d S o ci a l P e r s p e c t i v e

Characteristics and changes in populations

Types of resources

Changes in environments

Science and technology in local challenges

H i s t o r y a n d N a t u r e o f Sc i en c e

Science as a human endeavor

Na t i o n a l Sci e n ceEd u ca t i on St a n d a r d sNational Committee on Science Education Standards and Assessment, National Research Council

GRADES K4

Na t i o n a l Sc ie n ce

Ed u ca t i on St a n d a r d sNational Committee on Science Education Standards and Assessment, National Research Council

GRADES 5 8


5/12


5

GRADES K8

Students r ead to build an understanding of texts, themselves, and the cultures of the United

States and t he world.

Students read a wide range of literature from many periods in many genres to build an

understanding of the many dimensions of human experience.

Students adjust th eir use of spoken, w ritten, and visual language to communicate effectively

w ith a variety of audiences and for different pur poses.

Students employ a w ide range of wr iting strat egies to communicate with different audiences

for a variety of purposes.

Students apply knowledge of language structur e, conventions, and figurat ive language to

create, critique, and discuss texts.

Students conduct research; generat e ideas and questions and pose problems; gather, evaluate,

and synth esize dat a from a variety of sources; communicate their discoveries in ways that suit

their purpose and audience.

Students use a variety of technological and information r esources to gather and synthesize

information.Students develop a r espect for diversity in language use.

St a n d a r d s fo r t h e En g li shLa n g u a g e Ar t sNational Council of Teachers of English


6/12

6


Cu l t u r e a n d Cu l t u r a l Di v er s i t y

Explore and describe similarities and differences in the ways groups, societies, and cultures

address similar h uman needs and concerns.

Give examples of how experiences may be in terpr eted differently by people from diverse

cultural perspectives and frames of reference.

Describe w ays in wh ich language, stories, folktales, music, and a r tist ic creations serve as

expressions of cultur e and inf luence behavior of people living in a part icular culture.

Compare ways in w hich people from different cultures think about and deal w ith their

physical environment and social conditions.

Give examples and describe th e importance of cultur al unity and diversity w ithin and a cross

groups.

Ti m e , Co n t i n u i t y , a n d Ch a n g e

Demonstrate an understanding that different people may describe the same event or situation

in diverse ways, citing r easons for the differences in views.

Demonstrate an ability to use correctly vocabulary associated with time such as past, present,

future, and long ago; r ead and construct simple timelines, identify examples of change; andrecognize examples of cause and effect r elat ionships.

Demonstrate an understanding that people in different times and places view the world

differently.

P e o p l e , P l a c e s , a n d E n v i r o n m e n t s

Construct and use mental maps of locales, r egions, and th e world that demonstrate

understanding of relative location, dir ection, size and shape.

Interpret , use, and distinguish various representations of the Ear th, such as maps, globes, and

photographs.

Use appropriat e resources, data sources, and geographic t ools such as atlases, databases, gridsystems, charts, graphs, and maps to generate, manipulate, and interpret information.

Locate and di stinguish among varying landforms and geographic features, such as mountains,

plateaus, islands, and oceans.

Describe and speculate about physical system changes, such as seasons, climate and w eather,

and the water cycle.

GRADES K4Cu r r i cu lu m St a n d a r d s

fo r Socia l Stu d ie sNational Council for the Social Studies


7/12

Describe how people create places that reflect ideas, personality, culture, and wants and needs

as they design homes, playgrounds, classrooms, and the like.

Examine the interact ion of human beings and their physical environment, t he use of land,

building of cities, and ecosystem changes in selected locales and r egions.

Explore ways that th e Ear ths physical features have changed over t ime in the local region and

beyond and how these changes may be connected to one another.

I n d i v i d u a l De v el op m e n t a n d I d e n t i t y

Describe personal connections to placeespecially place as associated w ith immediate

surroundings.

Identify and d escribe ways family groups and community inf luence the individuals daily life

and personal choices.

I n d i v i d u a l s, Gr o u p s , a n d I n s t it u t i o n s

Identify roles as learned behavior patt erns in group situat ions such as student, family member,

peer play group member, or club member.

Give examples of and explain group and institut ions influences such as religious beliefs, laws, and

peer pressure, on people, events, and elements of culture.

P r o d u c t i o n , Di s tr i b u t i o n , a n d C on s u m p t i o n

Give examples that show how scarcity and choice govern our economic decisions.

Distinguish between needs and wants.

Describe how w e depend upon worker s w ith specialized jobs and th e ways in which they

contribute to the production and exchange of goods and services.

Sci en ce , Techn o l ogy , an d Soc i et y

Identify and d escribe examples in wh ich science and technology have changed th e lives of

people, such as in homemaking, childcare, work , t ran spor tat ion, and communication.Gl oba l Connec t i ons

Explain ways that language ar t, music, belief systems, and other cultural elements may

facilitate global understanding or lead to misunderstanding.

Explore causes, consequences, and possible solutions to persistent, contemporary, and emerging

global issues, such as pollution and endangered species.


7

Cu r r i cu lu m St a n d a r d sfo r Soc ia l Stu d ie sc o n t i n u e d

GRADES K4


8/12

Cu l t u r e a n d Cu l t u r a l Di v er s i t y

Compare similarities and differences in the ways cultures meet human

needs and concerns.

Explain how information and experiences may be interpreted by people of

diver se cultural perspectives.

Explain and give examples of how language, literature, the arts, architecture, other art ifacts,

tr adit ions, beliefs, values and b ehaviors contribute to th e development and t ran smission of

culture.

Explain why individuals and groups respond differently to their physical and social

environments and or changes to th em on th e basis of shar ed assumptions, values, and beliefs.

Ti m e , Co n t i n u i t y , a n d Ch a n g e

Demonstrate an understanding that different scholars may describe the same event or situation

in different ways but must provide reasons or evidence for their views.

Identify and use key concepts such as chronology, causality, change, conflict, and complexity

to explain, analyze, and show connect ions among pat ter ns of historical change and continuity.

P e o p l e , P l a c e s , a n d E n v i r o n m e n t s

Elaborat e mental maps of locales, regions, and th e world that demonstr ate under standing of

relative location, direct ion, size and shape.

Create, interpr et, use, and distinguish various representat ions of the Earth, such as maps,

globes, and photographs.

Use appropriate resources, data sources, and geographic t ools such as aerial ph otographs,

satellite images, geographic information systems (GIS), m ap projects, and car tography to

generate, manipulate, and interpret informat ion such as at lases, data bases, grid systems,

charts, graphs, and more.

Locate and d escribe varying landforms and geographic features, such as mountain s, p lateaus,

islands, rain forests, deserts, and oceans, and explain their relationship within the ecosystem.

Describe physical system changes such as seasons, climate and w eather, and t he water cycleand identify geographic pattern s associated w ith th em.

Describe how people create places that reflect cultural values and ideals as they build

neighborhoods, park s, shopping center s, and the like.

Examine, interpret, and an alyze physical and cultural patt erns and th eir interactions, such as

land use, sett lement patt erns, cultural t ransmission of customs and ideas, and ecosystem

changes.

8


GRADES 5 8Cu r r i cu lu m St a n d a r d sfo r Soc ia l Stu d ie s

c o n t i n u e d


9/12

Describe ways th at h istorical events have been inf luenced by, and h ave influenced, physical

and h uman geographic factors in local, r egional, nat ional, and global sett ings.

Observe and speculate about social and economic effects of environmental changes and cri ses

result ing from phenomena such as floods, storms, and dr ought .

I n d i v i d u a l De v el op m e n t a n d I d e n t i t y

Describe per sonal connect ions to place as associated wit h community, nation, and the world

Describe the ways family, gender, ethnicity, nationality, and institutional affiliations

contribute to personal identity.

Identify and describe ways regional, ethnic, and national cultures influence individuals

daily l ives.

I n d i v i d u a l s, Gr o u p s , a n d I n s t it u t i o n s

Demonstrat e an understanding of concepts such as role, status, and social class in describing

th e interact ions of individuals and social groups.

Analyze group and inst itu tional influences on people, events, and elements of culture.

P r o d u c t i o n , D is t r i b u t i o n , a n d Co n s u m p t i o n

Give and explain examples of ways that economic systems str uctur e choices about h ow goods

and services are t o be produced and distr ibuted.Describe t he role of specialization and exchange in the economic process.

Explain and i llustrat e how values and beliefs influence different economic decisions.

Sci en ce , Tech n o l ogy , an d Soc i et y

Examine and describe the inf luence of culture on scientific and technological choices and

advancement, such as in transportation, medicine, and warfare.

Show through specific examples how science and technology have changed peoples

perceptions of the social and natural w orld, such as in their r elationship to the land, animal

life, family life, and economic needs, wants, and securit y.

Seek reasonable and ethical solutions to problems that arise when scientific advancementsand social norms or values come into conflict .

Gl oba l Connec t i ons

Describe instances in wh ich language, art , music, b elief systems, and other cultural elements

can facilitate global understanding or cause misunderstanding.

Explore causes, consequences, and possible solutions to persistent, contemporary, and

emerging global issues, such as health, security, resource allocation, economic development,

and environmental qualit y.


9

Cu r r i cu lu m St a n d a r d sfo r Soc ia l Stu d ie s

c o n t i n u e d

GRADES 5 8


10/12

10

B e co m i n g a Cu l t u r a l R e s e a r ch e r

Te a c h e r St r a t e g i es

MATERIALS

Becoming a Cultural Researcher activity

sheet and Vocabulary list.

PROCEDURE

1. Ask students to brainstorm what can be

learned about a culture from studying the thingsthat are created by th e people of that culture. It

may h elp t o use examples of art ifacts from th e

students own cultures. Write this list on t he

board. Ask the class to explore how studying

material culture might be different from stu dy-

ing writt en culture.

2. Distr ibute th e work sheet Becoming a

Cultural Researcher . This activity gives

students a first-hand look at how cultur e influ-ences th e k inds of things we do. Students wi ll

identify a daily activity, custom, or ceremony

that th ey t ake par t in and investigate how

objects associated with their choice might

inform an outsider about th eir own culture.

Have them brainstorm some examples (you can

get them star ted wit h a ctivities such as brush-

ing their teeth, celebrating a holiday, or even

attending school) and choose objects that are

associated with th is activit y.

3. Have stu dents share their cultural ref lec-

tions. Th ey can do t his orally, or they can create

a poster or diorama describing why th e object

they have chosen is impor tant to t hem and t heir

culture. Have them explore the benefits and lim-

itat ions of learning about another culture by

studying h and-made objects.

A Mongolian Artifact


11/12


11

NAME: DATE:

Culture is made up of the shared beliefs, r ules of behavior, t raditions, and general way of

life common to members of a group.

A good way t o pract ice st udying cult ure is t o invest igat e your own cult ure.

Take a moment t o t hink about some of t he daily act ivit ies, cust oms, or

ceremonies you t ake part in. Then, choose one t o explore.

Writ e t he daily act ivit y, cust om, or ceremony here:

Who int roduced you t o t his daily act ivit y, cust om, or ceremony?

Why is it import ant in your life?

Choose one object t hat is associat ed wit h t his daily act ivit y, cust om, orceremony. Draw and descr ibe t he object below.

Name of Object :

Mat erials used t o make it :

B eco m i n g a Cu l t u r a l R es ea r ch e r

Imagine you are an ant hropologist st udying t his object . You have never seenanyt hing like t his. Based on your observat ions what might you guess t heobject is? What might t his object lead you t o believe about t he cult ure t hatmade it ? Writ e your answer on t he back or on a separat e sheet of paper.


12/12

Anthropology The study of human beings,

from th e beginning of time to th e present.

Anthropologists ar e interested in every aspect

of humans from human anatomy and biology

to social interactions and cultural influences.

Continuity When things continue on the same

course, r emaining the same as they have always

been.

Culture A groups values, beliefs, customs, tra-

ditions, and behaviors that are learned and

passed down from one generation to another.

Culture is t aught th rough words, activities,

concepts, and symbols.

Culture Shock The feeling of being out-of-

place, disoriented, and confused as a result of

finding yourself in a cultural setting that is

very different from your own.

Ethnography Research th at r ecords and

describes th e specifics of a cultur e, including

such th ings as food pr oduction, gender r oles

(and other divisions of social organization), belief

systems, clothing, material culture, and language.

Fieldwork Th e actual work of an anthropolo-

gist t hat consists of tr aveling to (and r emaining

for a time within) the location of the group

being studied. Fieldwork consists mainly of

observing and recording the actions and behav-

iors of people, as well as the interaction

between people and t he environment. It also

includes gathering data on the physical environ-

ment, int erviewing members of the group, and

utilizing a wide range of data-recording devices

to document culture (such as cameras, tape

recorders, sketches, etc.).

Social or Cultural Anthropology The study

of the way people live in a society paying par-

ticular at tention to a groups culture and cus-toms. Social ant hropologists conduct fieldwork ,

where they research different cultures.

Vo ca b u l a r y


12

Documents

Becoming a Cultural Researcher