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Curriculum |
Transforming Conflict, p. 64 |
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Lesson Name |
How Culture Shapes Conflict |
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Grade Band |
Middle School (6-8) High School (9-12) |
| Required Material/s |
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| Standards / Competencies |
CASEL Core Competencies
Common Core ELA-Literacy Standards
NCSS Social Studies Themes
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| Recommended Time | Why is it important to understand different cultures and religions? |
| Essential Question | How do personal differences like mindset and perception shape how we engage with conflict? |
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| Learning Objectives |
Students will:
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| Important Vocabulary |
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| Activating Prior Knowledge |
Tell students that they have been invited to a party. It’s an important social event where they will have the opportunity to mingle with people from other cultures. The goal is to engage with many people from other groups on topics like what they did last summer, what their favorite meal is, or what their ideal vacation would be. Students can be creative in what they choose to talk about. Divide students into four groups and give a Cultural Tea Party Role Card from Handout 1 to each group. Ask one student to read their card to the group very quietly, so as to not share the information with other groups. Once all groups are ready, instruct students from different groups to begin talking with each other. Bring the activity to an end when most or all students have had the opportunity to engage with members of all the other groups. |
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| Core Instruction |
Ask students to describe the feelings they had during their interactions. Students may describe a range of positive and negative feelings, including feeling surprised, confused, amused, or offended. List student responses and note any common responses across multiple groups. Ask for each group to read the instructions on their card to the class. Ask: Do you feel differently now that you understand each group’s instructions? Explain that this activity demonstrates how not recognizing differences in norms can complicate our interactions with one another. Ask: What is culture? After getting student ideas, share the definition of culture: “The customary beliefs, norms, and traits of a group.” Review the definition with students. Say: When people talk about culture, they often talk about religion. Ask: What is religion? After getting student ideas, display the definition of religion: “Human beings’ relationship with what they see as holy, sacred, absolute, or spiritual.” Review the definition with students. Ask: How is religion related to culture? How can both involve differences in people’s norms? How do both involve differences in people’s beliefs? How do both involve differences in people’s practices? Ask: What are some examples of differences in norms and practices that you experienced in this activity? How did cultural differences between the groups complicate the interactions? Ask: How can cultural differences lead to different experiences of the same event or interaction? Ask: How can different ways of communicating lead to misunderstandings even when there is no actual disagreement? |
| Wrap-up | Say: When we meet people with different cultures or religious experiences, we can make snap judgments about them without understanding their community norms. An alternative is to show respectful curiosity about another person’s cultural identity, religious identity, or any other identity. Can you think of ways to communicate respectfully across cultural or religious divides? |
| Assessment |
Taking Informed Action: Create a short essay, presentation, or video to illustrate the following concept: What techniques or skills can you use to maintain respectful curiosity about others’ cultural or religious identities, even if you initially find their practices unfamiliar or uncomfortable? How can understanding these differences help you engage more constructively with people from diverse backgrounds? |
Download this lesson to access handouts.