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Exploring 9/11 in Historical, Cultural and International Context: Why Here, Why Us, Why Now?
Students examine the international conflicts that might have caused the terrorist attacks of 9/11. In groups, they research the similarities and differences between the three major religions and how they connect to 9/11. To end the...
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Continuing Gandhi's Legacy of Cross-Cultural Understanding: Central Asia and the Middle East
Students investigate the lifestyle of Gandhi by creating a Venn Diagram. In this biographical lesson plan, students compare the philosophies of Martin Luther King Jr. and Gandhi while discussing their teaching methods....
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Celebrating Connections
Third graders examine religious traditions and celebrations. In this Social Studies lesson, 3rd graders compare and contrast different religions. Students research a specific religion and prepare a presentation for the class.
University of North Carolina
Religious Studies
What is the difference between religion and religious studies? Readers find out after reading an online handout. It outlines common assignments in religious studies classes, such as critically evaluating religious texts and writing...
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American Deaf Culture: Deaf Art
Students examine the culture and art of the Deaf Community. They discover the history of the Deaf Community using art and their values. They compare and contrast different pieces of art.
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A Comparative Study on Heroes in Hindu and Anglo-Saxon Cultures
Students research Hindu and Anglo-Saxon religions and cultures. They research legends and myths about Hindu and Anglo-Saxon religious and cultural heroes. They write a comparison and contrast essay on the two cultures and their heroes.
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American Deaf Culture: A History of Language
Students examine the relationship between language and culture in the Deaf Community. They discover the history of sign language and how it has been viewed in the past. They examine the Deaf community's beliefs and values.
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Masai and I: A Cultural Comparison
Fourth graders orally share similarities and differences between their culture and the Masai culture based on their reading of Masai and I, by Virginia Kroll
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Cultural Representation of Skeletons and Bones
Eighth graders study cultures and beliefs about the final life cycle. In this culture lesson students complete several activities on the origins of Halloween.
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Holidays
Students compare the holidays celebrated in the Middle Ages to those celebrated in American culture today. In this cultural tradition instructional activity, students read Internet-linked articles about holidays of the Middle Ages....
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Lesson 1: Culture and Resource Use
Young scholars research an aspect of Wabanaki culture that has persisted in Maine throughout the years. They write a conversation between a Wabanaki person and an English person that shows the different cultures and negotiates a solution...
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The borders of Europe. Geographically location or cultural artifice?
Twelfth graders discuss where they regard the boundaries of Europe to be. They raise their awareness that "Europe" may be more of a cultural construct than geographical defined continent.
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Mayan Culture Logbook
Learners use the Internet to research Mayan culture, religion and economics. They develop a logbook to record their research.
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Art and Culture
Students compare and contrast the ways in which human figures are portrayed in rock art made by ancient Native American artists and in the drawings and paintings of historic European and American artists. They use images to identify...
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The Inuksuk: Symbolism and Cultural Identity Lesson Plan
Students create their own inuksuk (stone formation). In this Inuit lesson, students discuss the culture of the people and the symbolism behind their inuksuks. They create their own stone formation from outside materials.
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If These Walls Could Talk: Seeing a Culture Through Human Features
Students read Talking Walls and discuss the walls presented and their importance to the culture. In this geography lesson, students locate and label each country/continent discussed in the book on a world map. Students take a walk and...
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Cultural Creation Myths
Students analyze various cultural creation myths, write essays on three different societal stories, and create a play based upon one of those stories in this cross-curricular Theatre project for High School students. Cooperative...
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Dia de los Muertas/Day of the Dead Cultural Project
Young scholars explore the celebrations of different cultures, comparing and contrasting what is unique to them. Students explore different ways to celebrate those holidays. They construct a personalized alter to demonstrate one aspect...
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Maniac McGee, Lesson 3
Students explore possible causes of stereotyping. In this multicultural awareness activity, students participate in activities in which "conditioning" affects responses. Students compare their conditioned responses to possible community...
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What is Probability?
Students use an abacus as well as a calculator for calculations to bring multicultural awareness and appreciation to this lesson. They discuss the history of the abacus. Students compare/contrast the abacus to the computer.
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Correlation Chapter 1
Students compare ways in which people form different cultures think about and deal with their physical environment and social conditions. They identify examples of change and recognize examples of cause and effect relationships. Students...
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Ancient Origins: The Role of Archaeology in Reconstructing the Past
Students read information about the ancient origins of art and archaeology with a focus on the Malian culture. In this art origins lesson, students read background information for the topic and compare ancient and contemporary objects....
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Limited Resources - Understanding Our Cultural Resources
High schoolers examine and compare preserving natural resources and preserving cultural resources. They conduct Internet research on two topics, and write a position paper on whether cultural resources or natural resources are more...
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Korean Culture
Sixth graders complete a research project for the sixth grade Big Book that is to be shared with the 5th graders. Students should take their time because the project represents them and the whole class.