| Code |
Description |
| WL.K12.AM.6.1: | Evaluate practices and perspectives (such as patterns of behavior, values, attitudes, beliefs, or viewpoints) typical of the target culture(s). |
| WL.K12.AM.6.2: | Use background knowledge and think critically in order to function successfully within the target culture to meet personal, professional, and academic needs. |
| WL.K12.AM.6.3: | Evaluate the effects of the target culture’s contributions on other societies. |
| WL.K12.AM.6.4: | Research diverse cultural products among groups in other societies (e.g., celebrations, literature, architecture, music, dance, theater, political systems, economic systems, number systems, social systems, belief systems). |
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Deaf Awareness Lesson 3 of 3: | In this integrated lesson, students will use the Scratch platform to create a promotional tool for Deaf Awareness Week that shows support for the Deaf community and includes information about the Deaf community and Deaf history. |
| Deaf Awareness Lesson 1 of 3: | In this integrated lesson, students will understand the concept of audism and legislation and supreme court decisions that have helped to combat this issue. They will complete a jigsaw activity using digital research skills to further develop their understanding of legislation and court cases that have specifically impacted the civil rights of the Deaf community, particularly in regard to Deaf Education. Students will complete a graphic organizer. This is the first lesson in a unit designed to allow students to understand how the civil rights and liberties of people who are d/Deaf and hard of hearing have expanded over time using digital resources. |
| Deaf Awareness Lesson 2 of 3: | In this integrated lesson, students will analyze the impact of the various means used by Deaf people to promote change. They will use digital resources to analyze the Deaf President Now movement and the De’VIA movement. They will complete a graphic organizer comparing the characteristics of affirmative and resistive art in the Deaf community and discuss why an artist might choose one over the other. |
| Create & Debate: Issues in the Deaf Community Lesson 2: | Students will plan and create a position, supported by their research, on one debated issue in the Deaf community. They will use the Scratch platform to create code that demonstrates and substantiates their position on the issue in an interactive way. The completed Scratch projects will be used in the following lesson where students present their projects as part of classwide mock-debates on the issues. This is lesson 2 of a 3-lesson unit. |
| Create & Debate: Issues in the Deaf Community: Part 3: | Students will participate in mock debates on 3 issues in the Deaf community to help engage students in being informed citizens while seeing the benefits of debate. Student-created Scratch projects will be used to present their stances on the 3 issues to engage their peers in the debate process. Finally, students will vote and reflect on the 3 debated topics and how the debate process may have influenced their original stance/opinions on each issue. This is the final lesson in a 3-lesson unit. |
| Create & Debate: Issues in the Deaf Community: Part 1: | Students will research issues within the Deaf community and learn the components of a debate. They will use prior knowledge and digital research skills to identify common beliefs and attitudes surrounding 3 issues within the Deaf community. This is the first lesson in a unit designed to allow students to participate in and reflect on the debate process using digital resources in order to strengthen their understanding of why it is essential to be informed citizens and how debates assist with this during elections. |
