This week in Social Studies, we’re evaluating the positive and negative effects of cultural diffusion. I like to get students moving, researching, and talking.
Step 1: Engage via a “mystery object” class starter. Students are instructed to write down what they think the object is when they think they know it. I tell them to cover their guess so no one else can steal it. Then, as we get close to the last slide and students are writing and covering, I scurry about the room, checking their answers and celebrating. Students take notes on what cultural diffusion is and list two ways it is spread.
Step 2: Explore via a gallery-walk style scavenger hunt in the hallway. Students collect answers and begin to ponder what the positive and negative effects of cultural exchange around the world might be.
Step 3: Time to explore via research and explanation using a jigsaw strategy. Students create their own “home” groups, then assign research topics. They then move to meet with their research groups to create definitions and examples. Finally, back to their home groups to explain the information and guide the group in coming up with their own example. They do two rounds of this process: one for the positive effects and one for the negative effects.
For the positive effects, I use two different resources: one for grade 6 (ancient history) and one for grade 7 (since 1400).
Step 4: Evaluate! First, we practice together. (Bonus ELA skill: selecting the strongest and the least relevant support for a claim.) Then, solo writing with support in the form of a mini essay.
Inspire! Middle Grades ELA and Social Studies 