Generative Topic (Blythe et al, 1998): Concept* ("The student will understand") Standard Assessment

Curriculum planning chart

Facts ("The students will know") Skills ("The students will be able to")

Name: Problems to pose ("Guiding questions" or "unit questions") Activities:

(How will you have evidence that they know it?)

(The big idea, the "enduring understanding" [Wiggi ns, 1998]; a broad way of making sense of the world, or a life lesson) Central problem / issue / or essential question (intended to "get at" the concept; the motorvator)

CCSS: RI.4.1 RI.4.2 RI.4.4 RI.4.9 NCSS: Culture and Cultural diversity The way human beings view themselves over time People, places, and environments Interactions among individuals, groups

How does understanding other cultures help me understand mine? What is cultural diversity? Why is culture important? How does a distant culture affect me?

Students will be graded on completion of assignments. They will be graded for accuracy of facts. They will be pushed to delve deeper into topics, rather than skim the surface. Grammar, punctuation, diction, participation, effort, and neatness will all be taken into account. Students will be assess on their ability to make personal connections. They will be assessed on the level of connections they are making and will be urged to think more critically about other cultures.

Students will know who the Ashanti are. Students will know the geography of Ghana. Students will know different traditions, styles of homes, means of transportations, foods, etc. about the Ashanti.

Students will be able to accurately articulate factual information about the Ashanti. Students will be able to make text to self connections. Students will be able to think critically about their role in society versus other cultures' roles in society.

What are the Ashanti? How are the Ashanti like and unlike me? What is culture?

Students will brain storm about what/ who the Ashanti are. They will write down 3 questions to investigate for homework. They will share what they find in the whole group. Students will complete a Venn diagram comparing themselves with the Ashanti. Students will be grouped by topic. In these groups, students will specialize and write an essay on their topic concerning the Ashanti. All papers will be combined to make an Ashanti fact book.