Lesson: 2 Observing Patterns of Diffusion Part I (Double Period) [Individualized Instruction]
Unit Overview
Main Idea (Claim)
The mixing of world cultures through different
ethnicities, religions and nationalities has
increased with advanced communication,
transportation and technology. In addition, the
mix of cultures lead not only to societal changes
but also lead to individual changes.
Understanding that culture now are changing
relates back to how the Great Commission are
impacting not only faiths but also the way that
people live. A secondary goal of this unit is to
also train students that the heart of a culture is
not in structures or traditions rather it lies in the understanding (Secondary)
heart of people. This understanding relates to the
Great Commandment as understanding the
depth culture helps one to love their neighbors
more.
Guiding Questions
What is cultural diffusion?
How does culture spread?
Where did this object of culture come from?
What are the effects of cultural diffusion within
everyday contexts?
Time
(45 Instructional Procedures and Strategies
mins)
Beginning the Lesson
Review Opener: (Teacher will pass around the inflatable globe as to engage students in
5 mins conversation)
What did we learn yesterday?
What is culture?
Summative Assessment
A short five-minute skit that shows the spread of
culture that incorporates the aspect of time,
growth and change.
This assessment will help students to carefully
think about the depth of cultures and how it is
affected by another culture. This aspect of
culture will cover two components from the IB
MYP curriculum:
Criterion A: Knowing and
demonstrate knowledge and
understanding of subject-specific content
and concepts, using descriptions,
explanations and examples.
Criterion C: Presentation (Primary)
communicate information and ideas with
clarity
organize information and ideas
effectively for the task
Objectives (know/understand/do/value)
The student will . . .
Define the term cultural diffusion
Describe the different ways culture can spread.
Investigate everyday objects as the results of
cultural diffusion
Evaluate the effects of cultural diffusion based
on their chosen everyday object.
 What are the two levels of the iceberg we learned about?

Developing the Lesson

5 mins Lecture: (Presentation)

Definition of Cultural Diffusion
Ways Culture Can Spread
Different Examples of the Objects of Cultural Diffusion

7 mins Investigation Activity:

The class will first observe their daily lives. As a class, we will list out the different things
that we use, eat, like to do, watch and listen to. From the list, the students will attempt to
zero-in to a topic of their interest.

15 After deciding on their chosen topic students are given time to investigate on the history
mins of whatever thing they decided to pick. At this time they are instructed to record:

1. Why did you decide to investigate this thing?

2. Where did this culture originate from?
3. How did the culture get to where you are?
4. What are the effects in your life in using this thing?

This is a way to individualize the topic for the students because it promotes the learning
of significant things. In this way, the students learning of culture will be far more
reminiscent of Edward Halls words: Culture is like the air we breathe.

Think Pair Share:

5-7 The students will discuss along in pair up or form a triad and share about their different
mins findings. The teacher then will ask several pairs about an interesting fact in their
discussions.

After the discussion, the teacher will begin collecting the pages.

Closing the Lesson / Linking the Lesson

Globe Catch!
3 mins 1. What did we learn today?
2. What did we do today?

Formative Assessment Differentiation

Students are following their own different
Investigation results through discussion choices of culture diffusions to explore.

Resources
Worksheets
Unit Plan