Culture and Identity

Grade 6 Social Studies – Exploring Global Communities Through Inquiry

Duration: 45 minutes
Class size: 24 students (including 3 community class students, 3 with IEPs, 4 with ADHD)
Location: Sutton, Ontario
Curriculum Reference:

• Ontario Social Studies, Grade 6: Heritage and Identity (CHC2D)
• Overall Expectation: A1. Application of Social Studies Inquiry Process
• Specific Expectation: A2.1 - use social studies inquiry process to locate and retrieve information about heritage and identity from a variety of sources, including oral accounts
• Specific Expectation: B1.1 - describe ways in which heritage, identity, and culture influence people's lives in Canada and other parts of the world

---

Learning Goals

I can...

• Define what culture and identity mean.
• Identify examples of different elements that make up culture.
• Express personal cultural influences and reflect on how these shape my identity.

---

Success Criteria

• I can explain the meaning of culture and identity in my own words.
• I can name at least three elements that are part of culture (e.g., food, language, customs, beliefs).
• I can share one or two cultural influences from my own family or background with the class.

---

Materials and Resources

• Whiteboard and markers
• Projector and speakers
• Short video clip (~3 minutes) explaining culture and identity (animated, visually rich)
• Visual aids/posters showing cultural elements (food, clothing, celebrations, language, family, art, religion)
• Individual dry-erase boards or paper and markers for students
• Text-to-speech software/app for readings on laptops/tablets
• “Culture Elements” handout with pictures and simple text
• Reflection worksheet (dyslexia-friendly font, large print)

---

Lesson Activities

1. Engage (10 minutes)

• Warm-up Discussion: Ask students:
  “What is culture? What makes you who you are?”

  • Record quick ideas on the whiteboard under “Culture” and “Identity.”
  • Encourage a few students to share something unique about their family or background.
  • Use inclusive language to affirm diverse cultural backgrounds in the classroom.

• Show Visual Aids: Present posters/photos illustrating different cultural elements (food, music, language, traditions).

  • Model describing 2-3 examples aloud.

---

2. Explore (10 minutes)

• Video Viewing: Play a short video explaining what culture and identity are, highlighting elements such as language, traditions, food, and beliefs.

  • After watching, ask “What did you notice in the video about culture?”
  • Use guided questions to support students with ADHD and IEPs (e.g., “Can you show me one thing you learned about culture?”)

• Pair Share: Students sit with a partner and take turns describing one cultural aspect from their personal experience or family that makes them feel unique.

  • Provide sentence starters on the board for students who need support:
    • “One thing that is part of my culture is…”
    • “This is important to me because…”

---

3. Explain (10 minutes)

• Define Terms Together: Write clear definitions on the board and review as a class:

  • Culture: The whole way of life of a group of people (their traditions, beliefs, language, food, clothing, and celebrations).
  • Identity: Who you are, which is shaped by your culture and experiences.

• Interactive Activity: Using individual boards or paper, students draw or write 3 things that represent their culture or identity (words, symbols, or pictures).

  • Walk and support students who require assistance or adaptation (e.g., provide visual prompts).

---

4. Elaborate (10 minutes)

• Class Sharing: Invite 5-6 volunteers to share their culture drawing or writing, explaining why those things are important to them.
• Discussion: Highlight similarities and differences among students’ cultural influences to build appreciation for diversity.

---

5. Closure and Reflection (5 minutes)

• Distribute reflection worksheets with these dyslexia-friendly prompts:
  • “I learned that culture means...”
  • “One thing about my identity is…”
• Students complete independently or with support, using text-to-speech tools as needed.

---

Differentiation Strategies

Learner Needs	Adaptations/Supports
Community class (behaviour/autism)	Use clear, short instructions; visual schedules; sensory breaks if needed; one-on-one support; pairing with a calm peer
Students with IEP (working at grade 3-4 level)	Simplified vocabulary; sentence starters; small group or individual support; use of drawings in place of writing
Students with ADHD	Chunk tasks into small steps; movement breaks; seating near teacher; use fidget tools; visual timers
Dyslexic learners	Provide text-to-speech; use dyslexia-friendly fonts on all handouts; oral instruction emphasis; colour overlays if needed
English Language Learners	Visual aids and gestures; bilingual dictionary if possible; peer buddy
Low motivaton	Choose culturally interesting or relatable examples; reward participation; use technology (videos, apps)

---

Extension Activities

• Research Project: Choose a country of interest. Research that country’s culture using print/online resources and prepare a 3-5 minute oral or visual presentation for the class during a later lesson.
• Creative Writing: Write a short story or poem inspired by your cultural background or a culture you researched.

---

Assessment and Evaluation

• Formative Assessment: Observe student participation in discussions, pair-shares, and drawing activity for understanding of culture and identity.
• Reflection Worksheet: Collect and review for evidence of understanding and ability to articulate personal cultural influences.
• Anecdotal Notes: Keep notes on individual student progress, especially those requiring accommodations.

---

Teacher Reflection (After the Lesson)

• Did students demonstrate an understanding of culture and identity?
• Which differentiation strategies worked well?
• Were there students who needed additional support or different approaches?
• What might be improved for future lessons in this unit?

---

Prepared by ChatGPT, aligned with Ontario Curriculum expectations and differentiated for diverse learners in Sutton, Ontario.