Lesson Length: 

Three activities, approximately 15-20 minutes each, 45-60 minutes total.

Teacher Background: 

This lesson focuses on two cultural behaviors: individualism and collectivism. Although these behaviors are visible in many settings, schools often privilege individualism over collectivism. When teaching these cultural behaviors, consider them placed at opposite ends of a continuum. Neither is right or wrong, and both have value. People tend to identify with the cultural behavior most closely associated with their home culture. This lesson intends for students to explore both cultural behaviors in a way that honors their family’s approach and explores the approach of other families.

Activity 1: 

Vocabulary:

• Individualism: the belief that the needs of each person are more important than the needs of the whole society or group. 
• Collectivism: the idea that people should prioritize the good of society over the welfare of the individual. 

Put the two vocabulary words and their definitions on the board for the class. Cover up the definitions and only show the words. Have students predict what they think the words mean. Have them use the Think, Pair, Share strategy to share their predictions. 

Uncover the definitions and have the student read them silently or aloud. Based on the definitions, discuss as a whole class what each one means.

Share with students that these are two different cultural behaviors. One is not better than the other. You may prefer one way or another based on your spheres of culture. 

On a piece of paper, have students draw a vertical line down the middle and a horizontal line across the middle to make four boxes. Have them flip the paper over and repeat, making four boxes. 

Each side will be used for one vocabulary word. In box 1, have students write the vocabulary word. In a second box, have them jot a synonym or related words. In the third box, students should sketch an image that helps them visualize the word. Finally, have students write their own definitions for the vocabulary word. You do not want them to copy the definition you shared but rather want them to make the connection to their own way of thinking about the word. 

Repeat the steps for the second vocabulary word. 

Using the Pass It On/Train strategy, have students share the sketch of their vocabulary words with the class. 

Ask the following questions and have students discuss them using the One, Three, Six strategy.:

• Think about a time or a story where it was important for a group to succeed. Why was it important for the whole group to succeed?
• Think about a time or a story where it was more important for an individual to succeed than a whole group. Why was it more important for the individual to succeed? 
• Think about your family. Are there times for collectivism and individualism? 
• When is it important to consider the whole group's needs at school? 

Activity 2: 

Teacher Background:

Before doing the activity, go over and model the "Speaking Frames Sheet" and how to fill them out and use them to verbalize the students’ ideas. Model and show an example of one on the board or chart paper, and refer to it throughout the lesson. The speaking frame is a great way for students who are English Learners to develop language skills. It is also good for helping students understand specifically what they will analyze for a given assignment. 

Activity:

Tell students to think of something they like to do, individually or collectively. Then, have them write that thing down on the index card, but do not write whether it is individual or collective because we’re going to do Mix and Switch and let other kids guess which it is. 

Using the Mix Switch strategy, have students trade index cards around the room.

Students will look at their index cards when the music stops and decide if the activity would demonstrate individualism or collectivism. 

They should go to the appropriate corner in the classroom and share with a partner. Then, use the Speaking Frames strategy and "Speaking Frames Sheet" to have students in each group share out about their activity. 

Activity 3: 

Have students use the Thinking on Your Feet strategy to share which cultural behavior they subscribe to (collectivism or individualism) when doing the following activities. 

Collectivism or Individualism? 

• Problem-solving using math word problems. 
• Creating an art project. 
• Writing a fiction story. 
• Summarizing a nonfiction article. 
• Conducting a science experiment. 
• Playing a video/computer game. 
• Working on a big project for Social Studies. 

After the activity, have students think about how they responded to the questions. Did they more often choose individualism or collectivism? Have the students circle up and use the Whip Around strategy to share which one they tend to choose.