Technology has reached its peak and you are about to experience another culture by stepping into our latest advancement, “The Culture Wave”. Imagine, a computer program that can instantly transmit your body to another place on our planet. This computerized expedition will transform you to a country in Asia. Your group will select a particular cultural experience from the “Culture Wave” list. It will be your job to research the culture traits and come up with specified information to be presented to the class.

Culture Wave List

An Untouchable in India’s Caste System

Create an Indian Restaurant scene where you discuss how the Indian government has begun to help the untouchables and reduce racism in the caste system.

India

A Student in a Japanese Middle School

Compare and contrast the American and Japanese middle school educational systems by recreating the day of a Japanese student.

Japan

A Bride in a Chinese Wedding

As a “reality” TV production crew, prepare a Chinese Wedding Show. This show should describe how the bride and groom meet, plan and carry out their wedding day.

China

A Bedouin

You have joined a group of Bedouins for a week in southwest Asia. Describe in a daily journal and slide presentation their life in the desert.

Bedouin

Life in a Kibbutz

You are a reporter for Scholastic for Kids and have been asked to write an article about life in a kibbutz. How do the members of the community work together to provide for the group?

Israel

6.A Chinese Family Celebrating the New Year

Take us live via CBC, Chinese Broadcasting Communications, to the annual celebration of the Chinese New Year in Hong Kong.

New Year

7. A Muslim Women

Hold a press conference explaining the plight of some women in Muslim society as compared to women in free societies.

Islam

8. A Cambodian Rice Farmer

Take us through 24 hours of life in the tropics while working on a rice farm. How is growing rice a tough job?

Cambodia

9. Living in War Torn Israel

Become a foreign exchange student studying in Israel and tell how living amidst war in your town affects you.

Israel

Task

1. Select from the “Culture Wave” list.

2. Assign each group member one of the research roles in the expedition.

Religious Expert - Family Life Expert - Geography Expert

3. Create and label a Culture Wave file folder on your H-Drive in which to save all your research.

4. Copy the Daily Schedule into it.

5. Open “Noodle Bib”. to begin a file folder for your works consulted.

6. Begin your note-taking by reading your assigned chapter from your World Explorer textbook.

Chinese Wedding ~ CHINA Chapter 27-1

Chinese New Year ~ CHINA Chapter 27-1

Japanese School ~ JAPAN Chapter 27-2

Cambodian Farmer ~ VIETNAM Chapter 27-4

Untouchables ~ INDIA Chapter 28-2

Muslim Women ~ SAUDI ARABIA Chapter 28-3

War Torn ~ ISRAEL Chapter 28-4

7. By way of the internet, visit the selected websites and begin your internet research. You can link to the selected websites on the “Culture Wave List”. Select your country, click on the graphic, and you will link to your group’s internet websites.

8. Compile your notes and complete the attached forms:

Daily Schedule and Research Forms

8. As you research, use the expert sheets to guide you in recording important

facts and information using bullet notes only.

9. Together write a detailed description of your adventure in another culture by way of the

“Culture Wave” technology. Reread the task from the “Culture Wave” list to make

sure you collect information that will keep you on the right track.

GOOD LUCK AS YOU TRAVEL THE CULTURE WAVE VIA THE INTERNET!!

Religious Expert

Your task is to learn as much as possible about the religious customs and ceremonies,

as well as other celebrations that are connected to the aspect of culture your group is researching. Come up with some questions of your own and add them to the research sheet.

§ What religions do the people practice?

§ What do they believe?

§ What are the guidelines for dating or how are weddings performed?

§ Describe the holidays they celebrate every year.

Daily Schedule

Family Life Expert

Your job will be to research daily life in the selected culture group and bring the information you’ve collected back to your group to incorporate into a dramatic presentation.

Come up with some questions of your own and add them to the research sheet

§ What types of food are eaten regularly?

§ How do people dress?

§ Describe the types of homes do families live in and include furnishings.

§ What leisure time activities do the people enjoy?

§ Do the women work?

§ How are male children treated in the family?

§ How does the extended family fit into the culture?

Daily Schedule

Geography Expert

Your task is to become a geographer and provide the group with information on your

culture groups country’s climate, location, landforms, housing and transportation.

As an “expert” on the geography of you will be able to contribute the background settings for your group’s presentation. Come up with some questions of your own and add them to the research sheet

§ In what region is your country located?( E, S, SE, or SW)

§ Describe the climate?

§ What are the major geographic features of this area?

(rivers, mountains, deserts)

§ Does the geography of the area have a positive or negative affect

on the culture group?

Daily Schedule

Process

Job Descriptions

Assign jobs to be performed and be sure to read the job descriptions

so each member of the group has a part in the final project.

Go to the Daily Schedule to find the web sites and the research forms to be completed.

a. Director - Plans and designs the sets or computer presentations.

Examples: Power Point, Slide Show, Stage setting, Costumes, etc.

Please be visually creative as well as informative.

b. Writer - Take the research and develop a written plan, within the

suggested format, to present your culture to the class. You are the skit

writer, TV show writer, or Journal writer.

c. Announcer, Narrator, or Reporter - You will be responsible to learn

the major part of the written material and guide the group through the

5-minute class presentation.

Resources

India’s Caste System

http://www.galenfrysinger.com/asia.htm

http://www.csuchico.edu/~cheinz/syllabi/asst001/spring98/india.htm

http://gbgm-umc.org/nwo/99ja/india.html

http://www.quia.com/rr/10103.html

http://www.npr.org/programs/specials/racism/010828.caste.html

http://hrw.org/reports/2001/globalcaste/caste0801-03.htm#P133_16342

http://www.emory.edu/ENGLISH/Bahri/caste.html

http://internet.cybermesa.com/~rotto/caste5.html#name

http://adaniel.tripod.com/untouchables.htm

http://adaniel.tripod.com/religious.htm

http://internet.cybermesa.com/~rotto/caste.html

http://www.cwo.com/~lucumi/caste.html

http://vivisimo.com/search?query=India%27s+Untouchables&v%3Asources=

PHOTO:Shttp://www.csuchico.edu/~cheinz/syllabi/asst001/spring98/12.htm

http://www.csuchico.edu/~cheinz/syllabi/asst001/spring98/13.htm

http://ap.accuweather.com/apphoto/index.htm

http://csmweb2.emcweb.com/durable/1999/09/09/p1s3.htm

Kibbutz

http://www.galenfrysinger.com/asia.htm

http://www.kibbutz.org.il/eng/welcome.htm

http://www.ardom.co.il/desveg/yahel.htm

http://www.us-israel.org/jsource/Society_&_Culture/kibbutz.html

http://www.jewishvirtuallibrary.org/jsource/Society_&_Culture/kibbutz.html

http://www.us-israel.org/jsource/Society_&_Culture/kibbutz.html

http://www.odci.gov/cia/publications/factbook/index.html

http://ap.accuweather.com/apphoto/index.htm

Japanese Schools

http://www.yutaka-machi.com/culture.htm

http://www.galenfrysinger.com/asia.htm

http://www.yutaka-machi.com/japanese_schools.htm

http://www.indiana.edu/~japan/digest9.html

http://www.yutaka-machi.com/culture.htm

http://www.yutaka-machi.com/japanese_schools.htm

http://www.odci.gov/cia/publications/factbook/index.html

http://ap.accuweather.com/apphoto/index.htm

Bedouins

http://www.galenfrysinger.com/asia.htm

http://www.webstories.co.nz/focus/deserts/hittmai1.htm

http://www.mrdowling.com/607-bedouins.html

http://lexicorient.com/cgi-bin/eo-direct-frame.pl?http://i-cias.com/e.o/bedouins.htm

http://en.wikipedia.org/wiki/Bedouin

http://touregypt.net/parks/bedouins.htm

http://puck.wolmail.nl/~kosc/Ababda%20folder/ababda.html

http://www.artnetwork.com/Melitta/Bedouins/about.html

http://www.artnetwork.com/Melitta/Bedouins/bedouins.html

http://www.sheikhsalemhouse.com/bedouins.asp

PHOTOS:http://www.touregypt.net/parks/bedouins.htm

http://www.acacialand.com/jordan.html

http://ap.accuweather.com/apphoto/index.htm

http://puck.wolmail.nl/~kosc/Ababda%20folder/ababda.html

Lifestyle of Muslims

http://www.newsherald.com/articles/2001/11/19/lf111901a.htm

http://www.ifna.net/magazine/article_4.htm

http://www.pbs.org/wgbh/pages/frontline/teach/muslims/beliefs.html

http://www.fas.harvard.edu/~pluralsm/affiliates/jainism/worldreligion/JYAIslam.htm

http://news.bbc.co.uk/1/hi/world/middle_east/605528.stm

http://www.odci.gov/cia/publications/factbook/index.html

http://ap.accuweather.com/apphoto/index.htm

http://accuweather.ap.org/cgi-bin/aplaunch.plhttp://www.pbs.org/wgbh/pages/frontline/teach/muslims/beliefs.html

http://www.fas.harvard.edu/~pluralsm/affiliates/jainism/worldreligion/JYAIslam.htm

RIGHTS OF WOMEN AND MODESTY:http://www.usc.edu/dept/MSA/humanrelations/womeninislam/womeninsociety.html#family

http://www.zawaj.com/weddingways/kashmiri.html

THE VEIL:http://www.usc.edu/dept/MSA/humanrelations/womeninislam/hijabexperience.html

http://ap.accuweather.com/apphoto/index.htm

Cambodian Rice Farmers

http://ap.accuweather.com/apphoto/index.htm

http://en.wikipedia.org/wiki/Rice

http://orb.crs.org/cambodia.cfm

http://www.sustainablecambodia.org/cambodia/default.asp

http://www.sustainablecambodia.org/families.asp

http://www.fao.org/ag/magazine/0603sp1.htm

http://www.mrdowling.com/615seasia.html

http://www.ahrchk.net/news/mainfile.php/ahrnews_200106/1080/

http://www.abc.net.au/science/slab/cambodia/default.htm

http://www.irri.org/Hunger/Cambodia.htm

http://www.caa.org.au/horizons/may_2002/trade_blues.html Read middle of article

http://www.churchworldservice.org/cambodia/2000annualreport/thom-stories.html

http://www.odci.gov/cia/publications/factbook/index.html

http://ap.accuweather.com/apphoto/index.htm

Chinese New Year

http://www.chinavista.com/experience/chopstick/kuaizi.html

http://www.galenfrysinger.com/asia.htm

http://www.educ.uvic.ca/faculty/mroth/438/CHINA/chinese_new_year.html

http://www.new-year.co.uk/chinese/

http://www.educ.uvic.ca/faculty/mroth/438/CHINA/taboos.html

http://www.educ.uvic.ca/faculty/mroth/438/CHINA/traditional_foods.html

http://www.newton.mec.edu/Angier/DimSum/dimsumclipart.html

http://www.gio.gov.tw/taiwan-website/5-gp/newyear/

http://www.odci.gov/cia/publications/factbook/index.html

http://ap.accuweather.com/apphoto/index.htm

Chinese Wedding

http://www.chinabridal.com/etiquette.htm

http://www.chcp.org/wedding.html

http://www.weddinggazette.com/content/002409.shtml

http://www.e-borneo.com/insideborneo/leisure0303.html

http://english.people.com.cn/china/home.html

http://www.chinavista.com/experience/marriage/wedding.html

http://www.galenfrysinger.com/asia.htm

http://www.chcp.org/wedding.html

http://www.chcp.org/wed2.html

http://www.discoverhongkong.com/eng/heritage/culture/he_cult_wedd.jhtml

http://www.warriortours.com/intro/marriage.htm

http://www.odci.gov/cia/publications/factbook/index.html

http://ap.accuweather.com/apphoto/index.htm

War Torn Israel

http://israelinsider.com/views/articles/views_0238.htm

http://www.oprah.com/tows/pastshows/tows_past_20011109_e.jhtml

http://www.galenfrysinger.com/asia.htm

http://news.bbc.co.uk/1/hi/world/from_our_own_correspondent/1184089.stm

http://ap.accuweather.com/apphoto/index.htm

http://www.infoplease.com/ipa/A0107652.html

http://www.theglobeandmail.com/servlet/story/LAC.20001216.TRISRA/TPStory/Travel

http://www.psicomed.it/scandaglio/index.php?act=Print&client=printer&f=1&t=138

http://news.bbc.co.uk/onthisday/hi/dates/stories/may/15/newsid_4307000/4307545.stm

http://web.israelinsider.com/Articles/Briefs/10005.htm

http://www.hrw.org/reports/2001/israel2/ISRAEL0901-05.htm#P1288_182764

http://www.hrw.org/reports/2001/israel2/ISRAEL0901-06.htm#P1377_196686

http://www.hrw.org/reports/2001/israel2/ISRAEL0901-05.htm#P787_122528

Geography Standards

http://www.nationalgeographic.com/xpeditions/standards/matrix.html

Evaluation

Group Members _____________________________________________________

Period _____ Presentation Grade ________ Works Consulted Grade ________

6^th Grade Social Studies – Asia Culture Wave - Group Performance Assessment

	1	2	3	4	SCORE
Preparation	Students use limited reference sources. Lack of preparation evident.	Students gather information from limited sources and write the report word-for-word as it will be given. Limited preparation evident.	Students gather information from various sources, use only notes, and create informative visual aids. Adequate preparation evident.	Students gather information from several appropriate sources, use notes only, and create attractive visual aids. Ample preparation evident.
Content	Presentation somewhat or not at all informative. Some information may be incorrect; students give few or no details.	The presentation is informative. Students convey correct information about the topic and illustrate their points with one or two details.	Presentation is persuasive and informative. Students include pertinent information and illustrate points with three or four interesting details.	Presentation is highly persuasive and informative. Students emphasize important information about the topic and include many fascinating details in their presentation.
Organization	Information is not presented logically, and supporting details are either missing or misplaced.	Students present information in a logical order. Generally, the supporting details follow the main points.	Students convey information in a logical order; presentation is easy to follow and understand.	Information very well organized, logically ordered, and easy to follow. Students include interesting and appropriate examples to support their main points.
Presentation	Students appear disinterested; they may be hard to understand and speak in fragmented sentences.	Students generally present their material clearly and try to maintain eye contact.	Students engaged during presentation; they enunciate clearly, project well, and speak mostly in complete sentences.	Students enthusiastic during presentation; they enunciate clearly, project well, maintain eye contact with their audience, and speak in complete sentences.
Overall Effect and Other Factors Not Included Above	Poor presentation.	Adequate presentation.	Good presentation.	Excellent presentation.
Total Score	è	è	è

Culture Wave

INTRODUCTION

TASK

PROCESS