Show Me The Money

Subject:

Careers

Thematic Scenario:

Show Me the Money

Contexts\Outcomes:

Students engage in conversations, demonstrate an understanding of the relationship between the perspectives and practices of careers in the target culture, and use this knowledge to interact effectively in cultural contexts.

Learn from Selected Countries/Cultures:

Careers/professions available in selected country.
Deciding on a career/profession.
Educational impact of career choices.

Strategies:

Individual Projects:
Students research a career from another country.
Students research the career pathway to achieve desired career/profession.
Graphic Organizers:
Students use the Concept Ladder to organize information about a career in selected country.
Interview:
Students interview a local professional and compare/contrast this career with the same career in selected country.
Presentation:
Students give an oral presentation on career from selected country.
Students design a career brochure and present to class.
Pair Activities:
Student pairs create and conduct a survey about careers from the target culture. 
Student pairs create a career advertisement from the target culture. 
Student pairs plan and present a job interview for a career from the target culture.
Graphic Organizer:
Students us a graphic organizer to compare, contrast, and analyze career survey information.
Cooperative Learning:
Student groups create a students-centered video depicting a career from the target culture
Students compare job applications and/or qualifications from selected countries
Students compare salaries/compensation/benefits of specific career in various countries.
The class plans and implements a Global Career Fair.

Assessments:

Written Projects:
Students research a career and use the Concept Ladder to organize information about a career meeting specified criteria.
Compare and Contrast:
Students explore job applications, including cultural practices in selected countries.
Students explore the status of careers/professions in selected countries and compare with USA.
Social respect and economic status of careers/professions in selected countries.
Portfolio Project:
Students design a career brochure meeting cultural criteria from selected country.
Students interview a professional from the career of his/her choice meeting specified criteria.
Students give an oral presentation to the class on chosen career.
Final Class Project:
Students plan and do a Global Career Fair in the selected culture meeting rubric criteria.

Resources:

Internet resources/research
Library resources/research
Guest speakers
Community resources
Teachers from other disciplines

Show Me The Money 2017-08-22T14:27:37+00:00

Planes, Trains, and Automobiles

Subject:

Transportation

Thematic Scenario:

Planes, Trains, and Automobiles

Contexts\Outcomes:

Students acquire information and make comparisons about modes of transportation in selected countries.

Learn from Selected Countries/Cultures:

Knowledge of cultural practices
Examine authentic materials (bus schedules, metro maps, etc.)
Knowledge of metric system (kilometers, liters, etc.)
Compare transportation methods and costs

Strategies:

Pair Activities:
Students surf the internet to find information about transportation in selected countries.
Students create a jingle promoting a popular mode of transportation in selected countries.
Students do conversion worksheets (miles-kilometers, gallons-liters, U.S. currency-target country).
Students create a journal describing an imaginary trip in selected country, using a minimum of three modes of transportation.
Students write editorial pros/cons of different means of transportation.
Students create a futuristic mode of transportation that would be appropriate for the selected country (name, draw, build, explain).
Students search the internet for authentic maps and transportation signs from the target country.
Oral Presentation:
Students write and perform a skit role-playing transportation situations.
Students present a compare/contrast overview of transportation practices in selected countries.
Students plan, perform, and use videos depicting travel experiences in selected countries.

Assessments:

Projects:
Students surf the internet to find information about transportation in selected countries, meeting rubric criteria.
Students create an original futuristic mode of transportation (name, draw, build, explain), meeting rubric criteria.
Students apply various map skills using maps from the target country, meeting specified criteria.
Students search the internet for authentic maps and transportation signs from the target country, meeting specified criteria.
Oral Presentation:
Students write and perform a skit role-playing transportation situations, meeting rubric criteria.
Students present a compare/contrast overview of transportation practices in selected countries, meeting selected criteria..
Students plan, perform, and use videos depicting travel experiences in selected countries, meeting rubric criteria.

Resources:

Internet
Library research/resources
Videos

Planes, Trains, and Automobiles 2017-08-22T14:26:41+00:00

Shop ‘Til You Drop

Subject:

Shopping

Thematic Scenario:

Shop ‘Til You Drop

Contexts\Outcomes:

Students obtain information about merchandise in target countries and demonstrate an understanding of shopping for products in the target countries.

Learn from Selected Countries/Cultures:

Knowledge of specific shopping customs.
Cultural knowledge of products and purchasing customs in the target countries.
Knowledge of currency and exchange rates in target countries.

Strategies:

Internet Search:
Students search the internet for relevant information needed for participating in shopping experiences in target countries.
Research:
Students gather information about clothing styles, shopping, prices, etc. by accessing target countries’ magazines, ads, etc. on the internet or in hardcopy.
Students view and discuss a video of a fashion show from target countries.
Student pairs compare, contrast and analyze research information.
Graphic Organizer:
Student pairs use a chart to compare, contrast, and analyze clothing styles, prices, budgets, closet space, etc. between the target countries and the U.S.
Students use a graphic organizer to chart analyzed information to be posted in the class.
Pair Activities:
Student pairs research how people in selected countries spend their money and how much money they earn.
Students work in pairs, watching authentic TV commercials and then creating a TV shopping commercial for the target countries. 
Cooperative Learning:
Students conduct interviews to find out what is a necessity and what is a luxury in selected countries.
Students debate shopping issues of necessary vs. luxury items in selected countries.
Students plan and perform a dialogue on shopping between an American and a person from the target country comparing needs and luxury items from each culture.
Students create parallel budgets between an American student and a target country student.

Assessments:

Written Projects:
Students research how people in target countries spend their money and how much money they earn, meeting specified criteria.
Students compare, contrast and analyze research information, meeting specified criteria.
Oral Presentations:
Students conduct interviews to find out what is a necessity and what is a luxury in selected countries, meeting checklist criteria.
Students create parallel budgets between an American student and a target country student and make a class presentation of the budget, meeting rubric criteria.
Student pairs create a TV commercial for a product in the target country, meeting rubric criteria..
Students create parallel budgets between an American student and a target country student and make a presentation of the budget to the class, meeting specified criteria. 

Resources:

Internet resources
Library resources
Videos
Camera

Shop ‘Til You Drop 2017-08-22T14:26:26+00:00

Play Ball!

Subject:

Sports

Thematic Scenario:

Play Ball!

Contexts\Outcomes:

Students demonstrate an understanding of the relationship between the perspectives and practices of sports in target countries.

Learn from Selected Countries/Cultures:

Knowledge and understanding of sports and their cultural impact in target countries.
Knowledge of various sports terminologies in target countries.
General knowledge of cultural diversity in sports.
Knowledge of famous sports figures from target countries.

Strategies:

Internet Searches:
Students research, write and present a report on sports figures from the target culture.
Individual Activities:
Students use an authentic newspaper from the target country, or search the internet, to locate sport articles.
Pair Activities:
Student pairs survey school student body about favorite sports activities and compare with favorite sports in the target country.
Student pairs create a collage of sports activities.
Cooperative Learning:
Students teach a new sport from the target country to classmates.
Students discuss differences/similarities between sports in the U.S. and sports in the target countries.
Students plan and create a multimedia sports project reflecting a popular sport in a target country.

Assessments:

Projects:
Students write a report on sports figures from the target culture and present it to the class, meeting rubric criteria.
Students use a graphic organizer to compare, contrast, and analyze student survey information, meeting specified criteria. 
Students groups plan and create a multimedia sports project, meeting specific portfolio criteria.
Students create a collage of sports activities, meeting specific criteria.
Oral Presentations:
Students present survey information about target country sports activities, meeting specific criteria.
Students groups plan and perform a sports skit, meeting specific rubric criteria.

Resources:

Internet resources
Library research/resources
Videos
Guest speakers

Play Ball! 2017-08-22T14:25:47+00:00

Pack Your Bags

Subject:

Vacations

Thematic Scenario:

Pack Your Bags

Contexts\Outcomes:

Students demonstrate an understanding of the relationships between the perspectives and practices of cultures studied and use this knowledge to interact effectively when visiting target city locations.

Learn from Selected Countries/Cultures:

Knowledge of cultural practices
Geographic locations
Currency exchange
Safety factors
Products of target country
Climate and clothing

Strategies:

Internet Research:
Students visit prospective cities of the target culture to discover climate, currency rates, products available, current events, lodging, restaurants, festivals, etc.
Graphic Organizer:
Students use a graphic organizer to arrange and analyze information gathered about the chosen target cities.
Cooperative Learning:
Students work in groups to create a flea market in the target cites and provide other students with a flea market “experience.” 

Assessments:

Quizzes:
Geographic locations of cities
Written Project:
Students keep a journal, meeting rubric criteria.
Oral Presentation:
Student groups create a flea market in the target culture, including products available, food, and music, meeting rubric criteria.
Final Project:
Students experience a day at the flea market in other target cities. Following the flea market experience, students describe a purchase they made, a culinary delight they encountered, and share a song they learned in the target cities.

Resources:

Internet
Library resources
Videos
Music
Actual currency

Pack Your Bags 2017-08-22T14:25:25+00:00

Luxury vs Necessity

Subject:

Possessions

Thematic Scenario:

Luxury vs. Necessity

Contexts\Outcomes:

Students convey/acquire information and make comparisons about their personal possessions.

Learn from Selected Countries/Cultures:

Cultural information about personal possessions in other countries.
Economic information about obtaining possessions in other countries.
Differentiating between wants and needs in relation to personal possessions.

Instructional Strategies:

Pair Activities:
Students plan personal possession survival kits.
Students make posters of “Work Hours Required to Purchase Luxury vs. Necessity Items.”
Cooperative Learning:
In groups, students plan both a luxury vacation and a low cost vacation.
Inventory:
Students do a self-inventory of their possessions and compare with possessions of students in target countries.
Students make a T-Chart of self-inventory categorizing luxuries and necessities.
Students do a cost analysis of luxury vs. necessity items.
Interview:
Each student interviews parents about their family budget.
Each student plans a monthly budget.
Students conduct personal possession internet surveys or interviews for target countries. (i.e. How many people in Germany have 5 TV’s?)

Assessments:

Presentations:
Students write and perform a “rap” about possessions, meeting specified criteria.
Students design and compare personal possession survival kits for U.S. and target countries.
Students complete a research project and prepare a culminating oral presentation, meeting rubric criteria.
Class Debate – Students engage in a class debate “Luxury vs. Necessity.”

Resources:

Internet resources
Library resources
Embassies/travel agencies

Luxury vs Necessity 2017-08-22T14:25:02+00:00

Lions, Tigers, and Bears, Oh My!

Subject:

Animals

Thematic Scenario:

Lions, Tigers, and Bears, Oh My!

Contexts\Outcomes:

Students recognize the interdependence of the animals with the culture studied and in the world.

Learn from Selected Countries/Cultures:

Topic specific vocabulary
Needed Internet use skills
Historical background information 
Geographical background information
Research techniques
Comparison techniques

Strategies:

Internet:
Students search the Internet to obtain information about an animal from the target culture including characteristics, food, habitats, endangerment, etc.
Individual:
Students create an animal mime.
Students compose an animal song.
Students write a report on an animal from the target culture.
Cooperative Learning:
Students work in groups to analyze a public service ad on saving an endangered animal from the target culture.
Student groups plan a “Hunter In Pursuit” skit.

Assessments:

Oral Presentations:
Students create an animal mime for classmates to guess.
Students compose and perform a song about an animal.
Students plan and present a “Hunter In Pursuit” skit.
Written Project:
Students write a report about an animal from the selected culture.

Resources:

Internet
Library resources
Target culture government publications
Field trips to the zoo and/or wild safari

Lions, Tigers, and Bears, Oh My! 2017-08-22T14:24:44+00:00

Lights! Camera! Action!

Subject:

TV Entertainment

Thematic Scenario:

Lights! Camera! Action!

Contexts\Outcomes:

Students demonstrate an understanding of the relationship between perspectives and practices of television entertainment and use this knowledge to interact effectively in cultural contexts.

Learn from Selected Countries/Cultures:

Knowledge of cultural similarities and differences in selected cultures
Norms for appropriate TV entertainment in selected cultures
Knowledge of TV entertainment broadcasting system in selected cultures

Strategies:

Class Activity:
Students watch and discuss TV examples from selected culture. Use a graphic organizer to compare programs from selected culture with American TV programs.
Pair Activity:
Students use a graphic organizer to classify programs from TV listings into categories.
Cooperative Learning:
Student groups write and perform a commercial appropriate for selected cultures.
Student groups write a script or do a story board for a typical TV program in selected culture.
Student groups find or write and perform a culturally appropriate theme song.
Final Project:
Student groups design, perform, and tape a video program showing examples of TV programs from different cultures.

Assessments:

Written and Oral Presentations:
Student groups write and perform a commercial meeting checklist criteria.
Student groups write a script or do a story board for a TV program meeting specified criteria.
Student groups find or write and perform a theme song meeting rubric criteria.
Student groups design, perform, and tape a video program showing examples of TV programs from different cultures. (Video – 3-5 minutes per team member . Create a rubric.)

Resources:

Internet research/resources
Library research/resources
Authentic TV programs
Videos

Lights! Camera! Action! 2017-08-22T14:24:08+00:00

If you Wear Out Your Body, Where Will You Live?

Subject:

 

Health

 

Thematic Scenario:

If You Wear Out Your Body, Where Will You Live?

Contexts\Outcomes:

Students recognize the importance of health and what constitutes a healthy lifestyle in target culture (healthy eating, exercise, rest, and relaxation).

Learn from Selected Countries/Cultures:

Compare and contrast techniques
Research techniques
Internet skills
Cultural information
Values system 
Health information

Strategies:

Pair Activities:
Students design a healthy food plan based on target culture nutritional norms.
Students measure height and weight and convert into the measurement system of culture.
Students share do’s and don’ts for a healthy lifestyle in chosen culture.
Students compare/contrast personal health habits with selected cultures. 
Graphic Organizers:
Students categorize and analyze present habits of food intake, exercise, and sleep time.
Students use a Venn diagram to analyze responses to surveys of peers on health habits.
Cooperative Learning:
Students compare practices of traditional folkways and contemporary sciences in selected cultures.
Students design health surveys and analyze results.
Students plan and make an exercise video reflecting target culture.
Web Search:
Students research health habits of other cultures.
Interview:
Students interview individuals from target cultures about diet, exercise and sleep patterns.
Oral Presentation:
Students present their research on healthy lifestyles in other cultures.

Assessments:

Written Project:
Students write an analysis of survey results meeting specified criteria.
Students create a visual ad promoting a healthy lifestyle meeting checklist criteria.
Presentations:
Student groups create a brochure/poster promoting health, meeting rubric criteria and incorporating relevant cultural aspects. Student groups use the brochure/poster as a visual cue for an oral class presentation.
Students write and perform an exercise video meeting rubric criteria.
Students give a written or oral presentation of their research on healthy lifestyles in other cultures, meeting rubric criteria.

Resources:

Internet
Library resources
Library research
Realia (ads, magazines, etc.)
Videotapes
Guest Speakers

If you Wear Out Your Body, Where Will You Live? 2017-08-22T14:35:50+00:00

If It’s Tuesday, This Must Be…

Subject:

Travel

Thematic Scenario:

If It’s Tuesday, This Must Be . . .

Contexts\Outcomes:

Students obtain information, demonstrate an understanding of the relationship between the perspectives and practices of traveling in the target culture, and apply cultural knowledge beyond the school setting.

Learn from Selected Countries/Cultures:

Information relating to all aspects of travel (destination, clothing, luggage, currency, passport, tickets, transportation, food, hotels, etc.)
Geographical background information.
Cultural norms of destination country.
Math skills for currency exchange.
Time zones.

Strategies:

Individual Activities:
Students use available resources to research travel information for the target country.
Students keep a travel journal beginning with the planning stages and ending with return home.
Students write letters home about adventures on the trip.
Written Projects:
Students make maps showing the path of their trip through the target country.
Students create a display depicting souvenirs from their travels. 
Pair Activities:
Students use authentic maps to learn how to navigate around the target city using available transportation.
Students create travel brochures including tourist attractions and daily life.
Students create travel video “How To Plan A Trip” including purpose, packing, transportation, hotels, activities, places of interest, phrases needed to communicate, etc.
Cooperative Learning:
Students act out travel problems encountered on a trip to the target country.
Students plan and perform an adventure encountered on their trip.

Assessments:

Students research travel information for the target country, meeting rubric criteria..
Students keep a travel journal meeting checklist criteria.
Students write letters home about adventures on the trip meeting checklist criteria. 
Students make maps showing the path of their trip through the target country meeting specified criteria.
Students create a display depicting souvenirs from their travels meeting specified criteria.
Students use authentic maps to learn how to navigate around the target city using available transportation, using specified criteria. 
Students create travel brochures meeting specified criteria.
Students create travel video “How To Plan A Trip” meeting rubric criteria.
Students act out travel problems meeting specified criteria.
Students plan and perform an adventure encountered on their trip meeting rubric criteria.

Resources:

Internet
Library research/resources
Videos

If It’s Tuesday, This Must Be… 2017-08-22T14:23:12+00:00
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