Grade 12: Understanding Culture and Society

PRESCRIBED LEARNING OUTCOMES

• demonstrate effective and culturally appropriate behaviour in a variety of social settings

To view the prescribed learning outcomes for Foundations in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students each interview 10 friends about people they admire, past and present. Interview questions might include:
  • Who has had a significant influence on your life?
  • In what way has she or he influenced you?
  • What are some of the qualities you admire about that person? Why?
  Form groups and have each group choose four of the role models to investigate further regarding their attributes, fields of endeavour, contributions to society, and image.
• Invite several guests who are fluent in ASL to present to the class during the year. Ask different students each time to welcome, question, and thank the guests, using appropriate expressions. Students could also prepare videos of invitation and thanks or use the TTY.
• Invite students to improvise social situations (e.g., greetings, family dinners, tourist behaviour, shopping). They could design cards that suggest situations to role-play using behaviour that is culturally appropriate to Deaf individuals (e.g., turn-taking, leave-taking).
• Arrange an excursion to a Deaf cultural event. Have students prepare for the event by role-playing possible interactions and discussing strategies for coping in the language, including topics for conversation, initiating conversation, and how to seek clarification or repetition. (Arrange beforehand to have contact people communicate only in ASL, even if difficulties arise.)

SUGGESTED ASSESSMENT STRATEGIES

• As students exchange information about their own and other cultures and respond to cultural elements in ASL, observe and note the extent to which they:
  • ask questions about other cultures
  • comment positively on elements of other cultures described by their classmates
  • notice elements of culture in the materials they read and view
  • show respect and support for diversity
  • comment positively on elements of Deaf culture
• After activities in which students have discussed heroes and role models, invite each student to prepare a videotaped presentation to send to a personal role model (presentation may or may not be sent). When assessing students' presentations, look for:
  • clear, understandable messages
  • examples of how the role models have influenced them
  • appropriate use of language
• When students prepare for interactions with Deaf individuals and discuss issues important in the Deaf community, note the extent to which they:
  • show respect and support for diversity
  • use appropriate conversational behaviour
  • use appropriate terms

• The Book of Name Signs: Naming in American Sign Language
• Sign Me Alice & Laurent Clerc: A Profile (2 Deaf Plays)

• Bird Of A Different Feather & For A Decent Living
• The Incurable Deafness
• My New Family
• Spreading the Word
• A Tale Based on Fact
• Voices In A Deaf Theatre

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