Curriculum Expectation(s) and Learning Goal(s) - ADAM …



Subject: Introduction to Anthropology, Psychology and SociologyTeacher: Adam HarpaulCourse: HSP 3UDate: 01/23/2017Grade: 11Lesson Length: 75 MinutesLesson Title: “Marriage Around the World”Topic: Marriage & Polygamy Curriculum Expectation(s) and Learning Goal(s)Expectations: (List specific expectations from the Ontario Curriculum)Overall:B3. Socialization: use a cultural anthropology perspective to explain patterns of human socialization. ?Specific:B3.1 explain how culture produces diverse forms of human behaviour (e.g., explain variations in rites of passage, language, family roles, or political practices from one culture to another) B3.2 explain ways in which culture is an agent of socialization (e.g., in communicating and upholding such things as kinship rights and obligations, social customs, religious practices) Learning Goals: (What do you want the students to have learned by the end of the lesson)Discuss the role of marriage in CanadaDefine the 3 functions of marriageDemonstrate an understanding of the factors that influence dating and ?marriage in various cultures ?Define different types of marriage: Arranged & Polygamous (Polyandry & Polygyny)Explore legal issues and societal perceptions of the different types of marriage2. Pre-assessment and Accommodations/Modifications (What can you do to ensure success of all students)Pre-assessment/Prior Knowledge:Accommodation/ModificationStudents will have looked at Rites of Passage from around the worldLesson will be mostly discussion based, students will be placed into small groups. Pair students in supportive groupsESL/ELL Students may be given a vocabulary sheet with key terms (Marriage, Monogamy, Arranged, Polygamy, Polygyny, Polyandry, etc.)Padlet activity will be available to students after class for review3. Overview (Agenda) (As you would write on the board for students)BrainstormPadlet activityShare your findingsWork Period (Inquiry)4. Resources and Materials (What will you need to teach this lesson? How many?)ResourcesYouTube Video: “The Bizarre But True Origins Of Wedding Traditions” () – Video of a young women about to get married investigating common marriage traditionsStudent Textbook (Social Science: An Introduction – McGraw Hill Ryerson – pg. 169-174)Padlet () – Website where students can post their findings collectively – See Appendix 1 for image MaterialsBoard/Writing InstrumentsElectronic Device with Internet Access (Computer, Tablets, Phones)ProjectorSpeakers5. Content & Teaching StrategiesTimeTeaching & Assessment Strategies / Materials & Technology neededDescription 20 minsAttendance, Intro & Minds on:BoardBegin class by showing the YouTube video: “The Bizarre But True Origins Of Wedding Traditions”After watching the video have students brainstorm by asking what traditions they are familiar withRecord answers on the board (White Dress, Rings, Bouquet, etc.)After gathering enough answers ask, “What do you know about marriage in other countries or cultures?”Record answers on the board making connections to the videoConclude Minds-on by asking, “Why do we get married? Is there a purpose?” This question will gauge students’ knowledge and lead into the “action” part of the lesson.25 minsAction:PadletLaunch Padlet Website – See Appendix for ExampleExplain to students that almost all cultures of the world have the cultural institution of marriage, however, marriage varies enormously from culture to cultureExplain the Anthropologists generally agree that the 3 functions of marriage are:Defines social relationships to provide for the survival and socialization of childrenDefines the rights and obligations of the two people to each other in terms of sex, reproduction, work and social rolesCreates new relationships between families and kin groupsLog these “3 functions” in the first column of the PadletAs a class discuss monogamy and its role in CanadaTopics Include Same-sex Marriage, legality issues, religious issues.Have Students list any potential pros and cons of a monogamous marriageFinish by having students identify which of the “3 Functions” might be most important to those in a monogamous relationshipThe Monogamous Marriage example serves as a model for students to complete the next part of the activityDivide students into 3 groupsAssign each group a type of marriage (Arranged, Polygyny & Polyandry)Have each group create their own column on the Padlet where they will be required to list the following:A definition of the type of marriagePros and ConsWhat culture might practice this type of marriageWhich of the “3 functions” they think is most important to their respective marriage typeAll of the information to complete this activity can be found in the student textbooks and will serve as a jump point to the “Consolidation”Once students have completed their section of the Padlet the class will have a complete grid with information on all the types of marriage discussed in classHave each group share their findings with the class and teach them about it25 minsConsolidation:Students will return to their individual seating arrangements and will be given time to come up with their own inquiry question“Today we have explored different types of marriage practiced, some that may be very different than what is considered the norm in Canada. Your task is to explore one of these types of marriage that is not typically/legally practiced in Canada”Student will be given time to form their own inquiry questions to guide their research. They will compare and contrast a different culture to CanadaWhy isn’t this type of marriage common in Canada?What are the legal issues?How does society perceive this type of marriage? What is the reality vs society’s perception?Do the “3 functions” change across cultures? Are there more/less functions?Students will write a two-page report to share their findings5 minsConcluding QuestionsAllow students time to ask any remaining questionsAssign report due datePreview next lesson.6. Reflections: To be completed after lesson is taught (Assess the effectiveness/ineffectiveness of your lesson and of your teaching)Effectiveness of your lesson:What was effective/ineffective about your lesson?How do you know?What steps will you take to improve?Effectiveness as a Teacher:What was effective/ineffective about you as a teacher?How do you know?What steps will you take to improve?AppendixPadlet Example: ................
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