Grade 8: Understanding Culture and Society

PRESCRIBED LEARNING OUTCOMES

• describe their school and community traditions
• examine the use of ASL in a variety of settings, including sports, school, and community
• identify appropriate terms that define the Deaf community

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• As a class, brainstorm a list of school traditions (e.g., dances, fine arts productions, special days, graduation ceremonies, rules, sports tournaments). Ask students to compare these to their parents' school traditions by formulating key questions about three of the traditions, interviewing their parents, and reporting their findings to the class in ASL.
• Invite students to bring objects to class that are representative of their elementary school years (e.g., Sports Day ribbons, fine arts projects, photos). Have them discuss, in small groups, why each object was important. Encourage students to share some information about their objects in ASL.
• Present a video sequence illustrating aspects of a Deaf person's life (e.g., social interaction, housing, shops, school, work). Ask students to identify three or four aspects that strike them as interesting. Encourage them to consider how these situations might be reflected in their own lives.
• Have students plan itineraries for trips that would give them opportunities to use ASL. Ask them to use visual aids and some ASL vocabulary to present and display their plans.
• Present and explain reasons why the Deaf community uses Deaf, deaf, and hard of hearing as opposed to other terms.

SUGGESTED ASSESSMENT STRATEGIES

• Ask students to use Venn diagrams as graphic organizers to compare their school traditions with those of their parents. Have students each list two conclusions or key observations from their interviews with their parents. Look for evidence that they are aware of the role of traditions and customs in their lives and are able to identify similarities and differences between these customs and those of their parents.
• Ask students to present reports on aspects of a Deaf person's life. Have each student in the audience record information on a web, using images to represent the various interesting aspects. Assess the webs in terms of:
  • completeness and accuracy of information
  • clarity of representation
• After students have watched a video sequence illustrating aspects of a Deaf person's life, look for evidence that they:
  • notice cultural elements
  • are interested in and curious about cultural differences
• As students learn about various terms that are used to define the Deaf community, look for evidence that they understand why using inappropriate terms reflects cultural discrimination.

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

• Bravo ASL! Curriculum

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