Grade 11: Understanding Culture and Society

PRESCRIBED LEARNING OUTCOMES

• describe the role of technology as it relates to the Deaf community
• assess the relationship between Deaf culture and ASL
• show an awareness of and use some ASL puns, metaphors, and figurative expressions

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SUGGESTED INSTRUCTIONAL STRATEGIES

• Have each student compare his or her lifestyle with that of a grandparent and a parent (or other cross-generational relations), including a focus on the effects of technology on lifestyle. Then ask students to project their conclusions into the future and predict how their children might function in tomorrow's society. Encourage students to consider how technological advances have affected Deaf individuals and the Deaf community.
• Encourage students to keep lists of conversational behaviour and expressions encountered during the course. Students could work with these by:
  • categorizing them into meaningful groups
  • matching a place, context, or scenario with each expression
  • matching symbols or cartoons to expressions to aid recall
  • attempting to use figurative expressions whenever appropriate
• Have students analyse at least one ASL performance by a Deaf presenter or performer and share their observations with the class.
• Initiate a class discussion on the range of values, attitudes, and world views of people within the Deaf community. The discussion should focus on possible reasons why these systems of belief exist. Then invite members of the Deaf community to participate in a panel discussion on topics of current importance (e.g., the use of cochlear implants, the integration of Deaf students into the regular classroom). Students should be prepared to ask questions of panel members. (e.g., Why do you believe this is important? What are the legal implications?)

SUGGESTED ASSESSMENT STRATEGIES

• As students learn about Deaf culture and expressions, observe and note evidence that they are:
  • aware of key elements of Deaf culture and behaviour
  • sensitive to some of the more subtle or complex elements or patterns in Deaf culture and behaviour
  • supportive of their classmates' work
  • interested in the meanings of symbols other students have used
  • respectful of differences among their classmates
• When students analyse ASL presentations by Deaf presenters or performers, consider the extent to which they:
  • identify stylistic features that are unique to the culture
  • identify content that reflects the culture
  • identify similarities between the materials and those from other cultures
  • describe differences between the materials and those from other cultures
  • show interest in and respect for cultural aspects of the materials
• When members of the Deaf community participate in a panel discussion and students ask questions of the panel members, focus on the clarity of their messages and their use of appropriate language; appropriate expressions of greeting, thanks, and closing; and figurative expressions.

• The Book of Name Signs: Naming in American Sign Language

• Bird Of A Different Feather & For A Decent Living

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