Grade 11: Understanding Culture and Society

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

identify elements of Deaf culture that are different from or similar to their own cultures
identify characteristics of Deaf culture as it relates to ASL

SUGGESTED INSTRUCTIONAL STRATEGIES

As students work with ASL they begin to internalize the meanings of words and phrases. They also begin to understand how language works and how culture determines its use. By comparing their own cultures to Deaf culture, students develop a better understanding of Deaf people and their language.

Present students with a variety of colloquial signs that are used across North America. Discuss the similarities and differences between signs that share similar meanings.
Show students a video of two Deaf individuals interacting. Ask students to emulate their conversational behaviour (e.g., turn-taking, attention getting) and to explain how and why the situation and the relationship between the participants influences interaction. Ask groups to present their findings to the class.
Encourage students to maintain ongoing lists of loan wordsÑwords commonly used in ASL that have been borrowed from other languages. These may be found in authentic material encountered inside or outside of class. Discuss possible reasons for each of these words being used rather than an ASL sign. As an extension, challenge students to identify ASL signs used in other sign languages.
Invite a Deaf person, with an interpreter, to visit the classroom to discuss their experience and culture. Students' questions could focus on education, what life in school was like, career, and the community in which the guest lives.

SUGGESTED ASSESSMENT STRATEGIES

As students interact with others and participate in activities that help them acquire information and knowledge, look for evidence that they increasingly recognize and appreciate the unique characteristics of Deaf culture and society. Assessment should prompt students to reflect on their understanding of the relationships between Deaf culture and other cultures.

When students make presentations, note the extent to which they:
- include key features from their own backgrounds
- attempt to engage their classmates' interest
- respond to questions by elaborating or clarifying information
- ask questions of other students to extend their understanding
- listen attentively
- support and encourage one another
When students participate in activities and discussions dealing with cultural issues, note the extent to which they:
- show an interest in cultures other than their own
- share information about their cultures and customs
- express awareness of and respect for other ethnic and cultural groups in the community
- recognize ASL words, names, and derivatives (e.g., place names, sports, entertainment figures)
When students participate in activities, note the extent to which they:
- generate a variety of ideas
- respect and encourage divergent thinking and risk-taking
- collaborate to develop work plans
- contribute to activities or products
- work together to overcome problems
In communication situations involving English or ASL loan words, look for evidence that students:
- are able to recognize and comprehend the meaning of the words in their new context
- are interested in relationships between the two languages
- make an effort to use the words appropriately

RECOMMENDED LEARNING RESOURCES

Additional information will be provided as soon as resources to support the learning outcomes are identified.

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Revised: February 5, 1999

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