NCSS

Theme #1 Culture
John Stokes
Capstone Portfolio

NCSS Overview

Substrand: Geography

Geography Substrands and Standards
Substrand 3: Human Systems
Standard 5 Standard 6 Standard 7 Standard 8
The characteristics, distribution and migration of human populations on the earths surface
influence human systems (cultural, economic and political systems). Standard 5
Geographic factors influence the distribution, functions, growth and patterns of cities and
human settlements. Standard 6
The characteristics, distribution, and complexity of the earths cultures influence human
systems (social, economic and political systems). Standard 7
Processes of cooperation and conflict among people influence the division and control of the
earths surface. Standard 8
Substrand 4: Human Environment Interaction
Standard 9 Standard 10
The environment influences human actions; and humans both adapt to, and change, the
environment. Standard 9
The meaning, use, distribution and importance of resources changes over time.

History Substrand Standard 10
Substrand 2: Peoples, Cultures and Change Over Time
Standard 3 Standard 4Standard 5
Historical events have multiple causes and can lead to varied and unintended outcomes.
Standard 3
The differences and similarities of cultures around the world are attributable to their diverse
origins and histories, and interactions with other cultures throughout time. Standard 4
History is made by individuals acting alone and collectively to address problems in their
communities, state, nation and world. Standard 5

List of Resources
http://libguides.stthomas.edu/c.php?g=88661&p=574373 (University of St. Thomas)
https://www.learner.org/workshops/socialstudies/pdf/session1/1.ExecutiveSummary.pdf
(NCSS Standards)
https://www.nps.gov/subjects/teachingwithhistoricplaces/index.htm (National Park Service)
https://www.loc.gov (Library of Congress)
http://www.discoveryeducation.com/teachers/free-lesson-plans/understanding-geography.cfm
(Discover Channel Education)
https://edsitement.neh.gov/lesson-plan/cultural-change#sect-objectives (National Endowment
for the Humanities)
http://www.loc.gov/teachers/classroommaterials/lessons/ (Library of Congress Lesson Plans)
http://cola.siu.edu/geography/ (Southern Illinois University Center for Geography)
https://historyexplorer.si.edu/lessons (Smithsonian's History Explorer)
https://gai.uni.edu/lesson-plans-and-curricular-materials/9-12 (UNI Geography Lesson Plans)
http://teachinghistory.org/teaching-materials/lesson-plan-reviews (National History Education
Center)
http://www.americaslibrary.gov/ (America's Library)

Summary of the Theme

As described on the National Council for Social Studies website, the culture theme lists the

following ideas that fall under this theme. The first idea is that Humans create, learn, share and

adapt the culture. This idea studies the beliefs, values and institutions of certain groups of

people. The second idea is summarized as culture being dynamic and changing over time. This

idea is very self-explanatory and relates to learning about various cultures throughout the

world and showing how they adapt and change over time. The third idea is that students will

identify and elements of culture and see similarities and differences of various cultures

throughout the world. In this theme students will acquire knowledge to be able to identify the

idea and add onto it. The fourth and final idea under this theme relates to where this theme

will be taught. This theme appears in various subject throughout the social studies realm such

as Geography, History, Sociology, and Anthropology. Students in various grades and various

topics and subjects will learn about culture and what it is and how it affected the growth of the

world and how it affects our world today.

This theme has many strengths and weaknesses as it is such a broad term and subject.

Strengths of the theme are the ability for the theme to be covered of various subjects and units,

with this culture can be covered in a variety of different viewpoints. You can learn how culture

affected settlement, conflict, and expansion of countries and ethnic groups in history classes.

You can learn how cultures evolved, unique things about a certain culture and where cultures

are located in a geography course and learn how we view culture in a sociology course. The

culture theme also allows students to learn more about themselves as a person and where their

family is from and reasons why they currently live where they are, practice the religion they do,

and more. Culture is a theme that students can really interact with and learn about themselves

in the process.

Culture also several weaknesses throughout the theme. Culture and the broadness of it and

also be a hindrance to the theme. As the theme is so broad students may not need to learn all

they need to about it. This is due to the theme being covered in various subjects in various

grades and various standards, this may cause students to not learn all the need to or should be

learning about the topic. This theme student will learn bits and pieces at different times

throughout both 5-8, and 5-12 academic careers and may forget information from time to time

or not relate and piece together all the different things they learned about culture throughout

their schooling career.

This theme also relates and is seen is various Minnesota State Standards for social studies.

Some standards it fits include 6.3.3.6.1 and 8.3.3.6. which is about how Geographic factors

influence the distribution, functions, growth and patterns of cities and other human

settlements. It also can be seen in Minnesota Standard )4. 9.3.3.5.4 which covers The
characteristics, distribution and migration of human populations on the earths surface

influence human systems (cultural, economic and political systems).

LESSON PLANS

Lesson Plan 1

Lesson Plan 1: Understanding Geography

Objective: Students will use geography skills to create neighborhood maps, and
identify connections between geography, culture, and the economy in their local area.
Source:
http://www.discoveryeducation.com/teachers/free-lesson-plans/understanding-geography.cfm


Minnesota K-12 Academic Standards in Social Studies 6.3.3.6.1
Geographic factors influence the distribution, functions, growth and patterns of cities and other
human settlements.
Benchmark: Locate, identify and describe major physical features in Minnesota; explain how
physical features and the location of resources affect settlement patterns and the growth of
cities in different parts of Minnesota.
8.3.3.6.1
Geographic factors influence the distribution, functions, growth and patterns of cities and
human settlements.
Benchmark: Describe how the physical and environmental features of the United States and
Canada affect human activity and settlement


Strengths and Weaknesses: The strengths of this lesson include that it is interactive. Students in
the class get to draw their city and neighborhood and draw and describe their home and what's
unique about it. Another pro of the assignment includes that students get to learn about all
different types of facts of the community they live in such as demographics, terrain, rivers and
more. It also allows students students to learn why people moved to the community and what
people in the community do for jobs. Some weaknesses are that the information could be
subjective, the information that students use or find may not be accurate or information may
be hard to find in general depending on the area the students live. Students depending on the
community may not learn anything due to little information or common knowledge. It would be
good to check to see if this assignment would work in the area you are teaching. Another issue
could be students artistic skills as some students may have a hard time constructing a map to
display and put information on.
Lesson Plan 2

Lesson Plan 2: Roadside Attractions

Objective: in this lesson, students will examine five examples of roadside architecture
built in the 1920s and 1930s and designed to catch the eye of passing motoriststhree
represented literalisms in advertising, one was intended as a political joke, and one
was designed to lure the traveler into spending the night in an "exotic" setting. The
students also will examine two examples of colossal roadside sculptures that
exemplify the concept of boosterish.

Source: https://www.nps.gov/nr/twhp/wwwlps/lessons/6roadside/6roadside.htm

Minnesota Standard: 6.3.1.1.1

Geographic factors influence the distribution, functions, growth and patterns of cities and
other human settlements.

Benchmark: Locate, identify and describe major physical features in Minnesota; explain how
physical features and the location of resources affect settlement patterns and the growth of
cities in different parts of Minnesota.

Strengths and Weaknesses: The strengths of this lesson include that it is interactive. Students
get to identify on the map where several major roadside landmarks are in Minnesota and why
they were built and the significance behind it. Students also get to learn about local culture and
local landmarks in this lesson to incorporate the theme with the sixth grade social studies
subject Minnesota History. Another strength is that there is an optional field trip that can take
place and a learning guide to that for the Mill City Museum in Minnesota.
A weakness of this lesson plan is that it is a five-part lesson plan and will take several days to
complete. This lesson plans also need a lesson on parks and landmarks prior to the lesson which
depending on how much you plan for that can take several days as well.