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ACTIVITY 1.3
continued
García, E. (1994). Understanding and meeting the challenge of student cultural diversity. Boston: Houghton Mifflin.
Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. The interpretation of cultures: Selected essays by Clifford Geertz. New York: Basic Books.
Greenfield, P. M., Raeff, C., & Quiroz, B. (1996). Cultural values in learning and education. In B. Williams (Ed.), Closing the achievement gap: A vision for changing beliefs and practices (pp. 37–55). Alexandria, VA: Association for Supervision and Curriculum Development.
McAdoo, H. P. (Ed.). (1993). Family ethnicity, strength in diversity. Thousand Oaks, CA: Sage.
Philips, S. (1983). Cultural differences among students: Communication in the classroom and community in the Warm Springs Indian Reservation. White Plains, NY: Longman.
Sheets, R. H. (1999a). Human development and ethnic identity. In R. H. Sheets & E. R. Hollins (Eds.), Racial and ethnic identity in school practices: Aspects of human development (pp. 91–105). Mahwah, NJ: Lawrence Erlbaum Associates.
Schwartz, T. (1978). Where is the culture? Personality as the distributive locus of culture. In G. Spindler (Ed.), The making of psychological anthropology (pp. 429–441). Berkeley, CA: University of California Press.
Second Read
• Reread the informational text to answer these text-dependent questions.
• Write any additional questions you have about the text in your Reader/Writer
Notebook.
1. Key Ideas and Details: What is the purpose of beginning the selection with the individual’s sense of identity and then moving to shared webs of meaning?
The individual’s sense of identity is the most accessible idea. The aspects
of culture described in the first paragraph—“a shared language, history, geography, and . . . physical characteristics”—are also the easiest ones to understand. This lays the foundation for the more complex ideas introduced
in the next two sections: the “invisible webs” of “values, beliefs, ideas about appropriate behavior, and socially constructed truths,” and the different layers of “cultural heritage . . . what society as a whole possesses” and “cultural inheritance . . . each individual possesses.” RI.9–10.3
2. Key Ideas and Details: What is meant by the “invisibility of one’s own culture”? Cite details from the text to support your answer.
We unconsciously operate in and make sense of the world on a daily basis using “values, beliefs, notions about acceptable and unacceptable behavior” without understanding their influence on our attitudes toward our own and other cultures. RI.9–10.1
My Notes
SCAFFOLDING THE TEXT-DEPENDENT QUESTIONS
3. Key Ideas and Details (RI.9–10.1) Based M 9781457304668_TCB_SE_G10_U1_B1.indd 11
the meaning of stereotype in paragraph 8? Think about the word stereotype in the second sentence. Give an example of what you think stereotype might mean in the text. Check
your preliminary determination of the word’s meaning in a dictionary.
on the information given in the text, explain
the difference between “cultural heritage”
and “cultural inheritance.” Reread the first paragraph in the section, “Individual Differences within Cultures and the Dynamic Nature of Culture.” Who possesses “cultural heritage”? Who possesses “cultural inheritance”?
Unit 1 • Cultural Conversations 11 4. Craft and Structure (RI.9–10.4) What is
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ACTIVITY 1.3 continued
9 Based on the observations you made during the first reading, you may want to adjust the reading mode. For example, you may decide for the second reading to read aloud certain complex passages, or you may group students differently.
10 SECOND READ: During the second reading, students will be returning to the text to answer the text-dependent comprehension questions. You may choose to have students reread and work on the questions in a variety of ways:
• independently
• in pairs
• in small groups
• together as a class
11 Have students answer the text- dependent questions. If they have difficulty, scaffold the questions by rephrasing them or breaking them down into smaller parts. See the Scaffolding the Text-Dependent Questions boxes for suggestions.
Unit 1 • Cultural Conversations 11
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.