S1+Chick,+Jennifer

=Stage 1 - Identify Desired Results= Content Area: Reading Grade Level: 11-12 Domain: Informational Text Standard: Integration of Knowledge and Ideas //Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or solve a problem// ||
 * **Establish Goals (MLR):** **(G)** ||
 * Common Core Standards

//What understandings are desired?//
•different media sources provide a concrete base of understanding what culture is. •linguistic skills as a base can help build collegiate skills when studying literature. ||
 * **//Students will understand that://** **(U)** ||
 * •multiple sources give a better understanding of culture as a whole.

//What essential questions will be considered?//
•Why is a variety of media ideal when studying a broad topic like cultural rich literature? •How is cultural literature important in the classroom and the outside world? ||
 * **Essential Questions:** **(Q)** ||
 * •How does studying culture through multiple sources help support you as a learner?

//What key knowledge and skills will students acquire as a result of this unit?//
cultural hearth, acculturation, enculturation, race, subculture, ethocentrism, socialization. •Key Factual Information: War in the Middle East, Hispanic- American integration, North Dakota Ojibwe tribe, Pakistan/ Afghanistan history. •Critical Details: setting, author's point of view, first v. third person, tone, voice, conflict, climax. || •describe what culture means to them. •evaluate various media, and multiple sources in each, to understand culture. •create a multimedia resource center integrating their understanding of culture. •analyze how multiple sources develop linguistic skills. •relate to similarities between cultures through multiple sources. •be aware of how differences in culture change their understanding of their own culture. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Vocabulary: culture, ethnicity, background, diversity, diffusion,


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**