Grade 6: Understanding Culture and Society

PRESCRIBED LEARNING OUTCOMES

• identify elements of Deaf culture that are different from or similar to their own cultures
• identify elements of Deaf family life that are different from or similar to their own family lives

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students brainstorm a list of special events celebrated in their families (e.g., Festival of Light, birthdays). Ask each student to choose an event and create a poster for it. Using their posters as prompts, have students use ASL to explain the celebrations. Explanations should include the name of the event, the special occasion, the date, and interesting facts.
• Have students create images (e.g., family crests) symbolizing their families' origins, customs, celebrations, or rules, and create mottoes representing their families. The images could include symbols for the following items:
  • my family's original homeland
  • something special about my family
  • something we do together
  • a special occasion or tradition
  • family motto
  Invite a Deaf person, with an interpreter, to visit the classroom to discuss her or his culture. Encourage students to use appropriate behaviours for interaction during this visit (e.g., introductions, greetings, leave-takings).
• Ask students to survey the class, using simple ASL vocabulary, to determine the range of preferences regarding everyday activities (e.g., sports, restaurants, music). Post the results.
• Show a video of a school at which ASL is used. Ask students to record in English interesting cultural observations to later share and explore during an ASL class discussion.
• Have students each select an article from Deaf media and identify three interesting facts to report to the class. Students should present the information visually, with some key words in ASL.

SUGGESTED ASSESSMENT STRATEGIES

• After showing a video of a school at which ASL is used, ask students to create an ASL video about their school for a local Deaf club. The video might describe favourite landmarks or sites and make some cultural observations about the school. Look for evidence that students:
  • observe and convey details of the landmarks or sites
  • show engagement by including specific details and information
  • make relevant and accurate cultural observations
• As students discuss family life and cultural events and customs, note evidence of their interest and understanding, such as:
  • asking questions of one another
  • volunteering information about their own communities
  • offering to find the answers to questions
  • volunteering information they have discovered about Deaf culture
• When assessing students' behaviour during the visit of a guest speaker, note the extent to which they display appropriate behaviours for interaction.

• Bravo ASL! Curriculum

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