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Lesson
2: Culture as a Circle–Culture as
an Iceberg Activity
Class
time needed: Two 30 minute periods
- Materials
Classroom Template Culture as a
Circle
Classroom Template Culture as an
Iceberg
Teacher Key Culture as a Circle
Teacher Key Culture as an Iceberg
Classroom chalk/dry erase board or flip
chart
- Objectives
Students will be able to recognize the
many different integrated parts of culture.
- Introduction
Based on the information they learned
in the “Everyone Has a Culture”
activity, students will brainstorm the
many different parts of culture.
- Procedure
1. Copy the Culture as a Circle
Classroom Template on the board.
2. Ask students to brainstorm the many
different parts of culture. Write them
on the board around the circle. There
are really no “wrong” answers
for parts of culture. Use the examples
shown on the Teacher Key to
guide the class if necessary.
3. Once the class has brainstormed a
sufficient list, copy the Culture
as an Iceberg Classroom Template on
the board.
4. Explain to students that not only
are there many parts of culture, some
of those parts are visible and some
are invisible. In other words, some
parts of culture are easier to recognize
than others. Just like icebergs, there
are parts of culture that are visible,
or above the water, but many parts of
culture are invisible, or below the
water. If we only focused on the parts
of culture that are visible, then we
would be missing a lot about culture
and cultural differences.
5. Ask students to choose which parts
from their culture circle are visible
and which are invisible. List their
responses in the Culture as an Iceberg
Classroom Template on the board.
Use the Teacher Key if necessary.
Students should recognize that most
parts of culture are invisible.
6. Keep the class Culture as a Circle
diagram on the board or flipchart—you
will add to it in the next few lessons.
You will not add to the Culture as an
Iceberg diagram in future lessons.
- Debriefing
1. How does thinking about culture as
an iceberg help you better understand
other cultures?
2. How does thinking about culture as
a circle help you to better understand
other cultures?
3. How can we use what we’ve learned
in this lesson to better learn about
Wabanaki culture?
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