Lesson: 2 Observing Patterns of Diffusion Part I (Double Period) – [Individualized Instruction


Unit Overview
Main Idea (Claim) Summative Assessment

The mixing of world cultures through different A short five-minute skit that shows the spread of
ethnicities, religions and nationalities has culture that incorporates the aspect of time,
increased with advanced communication, growth and change.
transportation and technology. In addition, the
mix of cultures lead not only to societal changes This assessment will help students to carefully
but also lead to individual changes. think about the depth of cultures and how it is
affected by another culture. This aspect of
Understanding that culture now are changing culture will cover two components from the IB
relates back to how the Great Commission are MYP curriculum:
impacting not only faiths but also the way that
people live. A secondary goal of this unit is to
also train students’ that the heart of a culture is Criterion A: Knowing and
not in structures or traditions rather it lies in the understanding (Secondary)
heart of people. This understanding relates to the
Great Commandment as understanding the  demonstrate knowledge and
depth culture helps one to love their neighbors understanding of subject-specific content
more. and concepts, using descriptions,
explanations and examples.

Criterion C: Presentation (Primary)

 communicate information and ideas with

 organize information and ideas
effectively for the task

Guiding Questions Objectives (know/understand/do/value)
The student will . . .

What is cultural diffusion? Define the term cultural diffusion
How does culture spread? Describe the different ways culture can spread.
Where did this object of culture come from? Investigate everyday objects as the results of
What are the effects of cultural diffusion within cultural diffusion
everyday contexts? Evaluate the effects of cultural diffusion based
on their chosen ‘everyday object’.

(45 Instructional Procedures and Strategies
Beginning the Lesson

Review Opener: (Teacher will pass around the inflatable globe as to engage students in
5 mins conversation)
What did we learn yesterday?
What is culture?
What are the two levels of the iceberg we learned about?

Developing the Lesson

5 mins Lecture: (Presentation)
Definition of Cultural Diffusion
Ways Culture Can Spread
Different Examples of the Objects of Cultural Diffusion

7 mins Investigation Activity:
The class will first observe their daily lives. As a class, we will list out the different things
that we use, eat, like to do, watch and listen to. From the list, the students will attempt to
zero-in to a topic of their interest.

15 After deciding on their chosen topic students are given time to investigate on the history
mins of whatever ‘thing’ they decided to pick. At this time they are instructed to record:

1. Why did you decide to investigate this ‘thing’?
2. Where did this culture originate from?
3. How did the culture get to where you are?
4. What are the effects in your life in using this ‘thing’?

This is a way to individualize the topic for the students because it promotes the learning
of significant things. In this way, the students learning of culture will be far more
reminiscent of Edward Hall’s words: “Culture… is like the air we breathe”.

Think Pair Share:
5-7 The students will discuss along in pair up or form a triad and share about their different
mins findings. The teacher then will ask several pairs about an interesting fact in their

After the discussion, the teacher will begin collecting the pages.

Closing the Lesson / Linking the Lesson

Globe Catch!
3 mins 1. What did we learn today?
2. What did we do today?

Formative Assessment Differentiation
Students are following their own different
Investigation results through discussion choices of culture diffusions to explore.

Unit Plan