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EXPLORING CULTURES AROUND THE WORLD




INTRODUCTION:

We live in a diverse world. We come across people who are not of the same religion or who do not believe in the same things we do all the time. Have you ever asked yourself what it's like to be in a different country other than your own? Would you like to learn about other people's background? Well, if you've answered yes to any of these questions, this is your chance to do so. This activity will help you understand and learn more about other cultures around the world. During your research, you will be able to understand some of the cultural differences. You will be using a variety of websites provided below in order to successfully complete your project.

-Your assignment is to pick 2 cultures to do a research on. You might want to keep in mind some of these questions to better help you with this project:

1.What are some of the similarities and differences between the 2 cultures you picked?
2.What are some of the ethnic foods in these two countries? Music?
3.Why did you decide to explore these two countries/cultures?


TASKS:

You will be working on this project with a group of 2 people. I have already selected your partner. It is suggested to get a head start as soon as possible. You must first begin by selecting your 2 countries. Each group must have 2 different countries than any that have already been selected by your classmates. In other words, select your countries EARLY!!!! Once you determine your 2 countries, you will be doing intensive research on each country. The information you find MUST be put on a power point. You are also to document 2 interviews of people from the countries you selected. Interviews are to be documented on video and uploaded to Windows Movie Maker. The sky is the limit, so feel free to add any additional details regarding your project, be sure to get it approved by your teacher first. When presenting this project to the class you and your partner are to present it in a way as if though this is your country that your talking about. For example if your country is China, You are to begin by saying My name is "select a Chinese name." I am Chinese and born in "the capital of the country". Have fun with this project and pretend that your telling us about your experience as a Chinese. This project is designed to teach you about diversity.
  1. Create a Power Point with the countries information.
  2. Upload a video on to Youtube using Windows Movie Maker.


PROCESS:
  1. First, you and your partner will be picking 2 countries and educating yourself about them. To view a list of possible countries, visit this website http://worldlandmarks.net/.
  2. You and your partner are to select a name for yourself regarding your country. It is easier if you divide it between yourselves (For ex. student 1 does China and Student 2 does Japan)
  3. You are required to make a powerpoint containing the following information about each country that was chosen:
    • Capital & population of the country
    • Language spoken
    • Types of food
    • Brief history of any main events
    • Music/Arts
    • Sports
  4. You must also provide images of the country on a geographic scale with its flag. (Feel free to add additional images that correlate to the country. Be prepared to explain each image!)
  5. Lastly you will interview someone of the the 2 countries you chose. The interview is to be recorded on video using Windows Movie Maker and then uploaded to Youtube. You can Check out a vidoo camera from the library.
  6. NOTE: In order to upload your videos to youtube, you must first create an account on their site. Handouts will be given for detailed instru


RESOURCES:
Below are some helpful sites to aid you with your research.
Wikipedia
Foods by Country
History of Countries
Cultures of Countries
Facts on a Country
National Geographic Videos of Cultures


ILLINOIS LEARNING STANDARDS:
State Goal 9:
  • Use the target language to develop an understanding of the customs, arts, literature, history and geography associated with the target language.

A. Understand manners and customs of various target language societies.
B. Understand music, dance, folk art, visual art, drama and architecture related to the target language societies.
D. Understand history of areas where the target language is spoken.
E. Understand geography of various target language societies.


NET-S
29.A.3 Demonstrate selected customs, manners and traditions in societies associated with the target language.
29.B.3a Identify and explain ideas and themes expressed in selected works of art associated with target language societies using terms from the target language.
29.B.3b Understand and use the essential target language vocabulary referring to tools, processes and products in one or more of the art forms.

29.D.5 Analyze different perspectives of historical events using a variety of media and technology tools.


29.E.2 Use maps, charts, digital images, graphs and other geographic representations to describe and discuss the countries where the target language is spoken.
29.E.3 Describe geographical aspects (e.g., population distribution, natural resources and main economic activities) of areas where the target language is spoken.


ASSESSMENT:


CATEGORIES:

5
10
15
20

RESEARCH
Research is conducted on one country only and information is not on a PowerPoint.
Research is conducted on 2 countries but not placed on PowerPoint.
Research done on 2 countries is missing a required category (ex. Language, culture, or history) and is placed on a power point.
Research done on 2 selected countries regarding language, culture, and history and placed on a PowerPoint.
PRESENTATION
Student didn’t present as a person from the country their researching on.
Student didn’t continue through presentation with the perspective of being from a different country.
Student selected a name regarding country selected, but kept going from first person to ‘second’ person in presentation.
Student is dressed, speaking, and acting from the country they selected throughout presentation. Student also selected a name from the country they’re from.
PICTURES
Student has 1 to no pictures throughout presentation.
Pictures provided don’t correlate much with the country or give an understanding as to the culture.
Didn’t describe all pictures on presentation.
Clearly described every image on PowerPoint, handout, or movie and as to how it relates to the country.
SPELLING & GRAMAR
Student has many spelling and grammar mistakes throughout the power point
Half of slides display spelling and grammar errors.
A few spelling and grammar mistakes present in PowerPoint presentation
There are no spelling or grammar mistakes throughout PowerPoint.
MEDIA PRODUCTION
Student Interviewed 1 person from countries assigned and failed to upload video to both YouTube and Windows Movie Maker
Student interviewed 2 people from their assigned countries and failed to upload video to both YouTube and Windows Movie Maker
Student interviewed 2 people from their assigned country but was unable to upload video on to YouTube from Windows Movie Maker.
Student interviewed 2 people from their assigned country and was able to upload video on YouTube using the windows movie maker application.
COMPREHENSION & OVERALL APPEARANCE
Student demonstrated no research on countries assigned. Overall presentation was unorganized and missing a lot of details.
Student demonstrated a little comprehension on countries assigned. Presentation was a bit unorganized.
Student demonstrates some understanding on countries researched. Overall presentation was missing a little information.
Student clearly demonstrates a full insight into country researched on. Presentation was organized and grabbed your attention


CONCLUSION:
After conducting this research you should be able to clearly describe and comprehend the assigned countries in terms of their culture, language, and history. Not only were the interviews conducted informational but it also gave you an opportunity to see the world from a different perspective.
WORKS CITED:
ISBE. (2010). Illinois Learning Standards. Retrieved from http://www.isbe.state.il.us/ils/ela/standards.htm
ISTE. (2007). NETS for Students 2007. Retrieved from http://www.iste.org/Content/NavagationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
All Photos retrieved from: ImageChef - Customize Photos, Clip Art. Web. 10 Oct. 2010. <http://www.imagechef.com/>.


AGE GROUP: Freshmen-Senior High School Students.

By: Salma Mady & Jelena Markovic