Scenario

As a nation of immigrants, the United States is considered a multicultural society because it reflects the characteristics of many diverse cultures in one large society. One source of information about the cultural characteristics of people in the United States is the U.S. Census. The Census contains demographic data about population segments (groups of people) in the United States. Demographics are statistics (number data) that show how many people in a population segment share certain characteristics. For example, did you know that 13% of Americans are school-aged children between the ages of 5-13? Or that nearly 15 % of Americans are of German or part-German ancestry? According to the latest U.S. Census, America's population is more culturally diverse today than ever before.

You have been selected to serve on the school Culture Committee. The committee's mission is to promote an appreciation for cultural diversity in your school community. First, the Culture Committee will conduct a Culture Census to collect information about the cultural heritage of 6th grade students at your school. You will then gather data from the U.S. Census to compare 6th grade cultural characteristics to those of other segments of the population. Each committee member will also research one element of school culture to share with the school community. This research model will guide you through a step-by-step research process to help you answer the essential question:.

Task and Product

Task One:

First you will conduct your own Sixth Grade Culture Census to obtain some information about the cultural heritage of students at your school. You will then gather county, state, and national data from the latest U.S. Census to complete a Data Table. You will use an online program to create a bar graph to display the data you collected for the four population segments.

Task Two: Now you will conduct brief research to learn about the cultural heritage of sixth graders at your school. First you will need to select a country that was identified in the Ancestry section of the Sixth Grade Culture Census. Then you will select one element of culture for that country to research. Use this Research Guide to record your topic selections.

You will use the information from your research to create an individual project or presentation which can be shared with your school community to promote an appreciation of cultural diversity.

Possible Creative Project/Presentation Formats:

• Digital photo album, photo collage, or slide show
• Video commercial for school TV newscast
• News article for school newspaper
• Original artwork
• Original poetry
• Song lyrics (with or without recorded music)
• Music video (with original song lyrics)
• Other project/presentation format as approved by your teacher

Assessment

Task 1: You will be graded on your data table and bar graph using the criteria listed on the Data Table and Bar Graph Scoring Tool

Task 2: Your teacher may assess your research process and final project/presentation using some of the following scoring tools:

Research Process Assessments

• Daily-- Formative (to be determined by teacher)
• Research Process--Summative (Student/Self)
• Research Process--Summative (Teacher)

Creative Project/Presentation Assessments:

• Creative Project/Presentation Scoring Tool
• Additional scoring tools for specific formats.

 Question

  Task One: Demographic Data Table & Bar Graphs

Essential Question guiding your research:

Subsidiary Questions:

1. How many/what percentage of people in the United States, Maryland, Baltimore County, and the 6th grade at your school:
• Were born in a country other than the United States? or
• Speak a language other than (or in addition to) English at home?
2. What conclusions can you draw based on a comparison of the data about the country of origin or language of people in these four population segments?

Task Two:
Essential Question guiding your research:

Subsidiary Questions:

1. What role does this cultural element play in the lives of the people in this culture?
2. How is this cultural element similar to/different from the same element in your own culture?

Use your Research Guide to brainstorm additional questions about your topic.

 Gather and Sort

Task One:

Each Culture Committee member will gather demographic data for one cultural characteristic (Birthplace or Language) for each of the four population regions. Follow the directions below:

• Use the U.S. Census Bureau Website links below to gather county, state, and national data for either Birthplace or Language. Record and sort this data in the appropriate columns on your copy of Data Table 3.

• Cite the U.S. Census Bureau Website for your list of Works Cited. Refer to these guidelines and examples for How to Cite Your Sources; click on the source format (Internet site) to print out a citation worksheet.
  
  

  Go to the ORGANIZE step for Task 1.

Task 2:

Gather information from a variety of resources.

• Use your Research Guide to record your notes.
• Avoid plagiarism by properly paraphrasing and quoting in your writing. Cite all sources of information you use for your list of Works Cited. Refer to these guidelines and examples for How to Cite Your Sources; click on the source format (book, Internet site, etc.) to print out an additional citation worksheet, if needed.

To learn more about citing your sources, view and listen to this Brain Pop movie and take the quiz: Citing Sources: Giving Credit Where Credit is Due!

 Organize

Task One:

• Synthesize your findings by using the data from Data Table 3 to create a bar graph.
  • Print out the Directions for Create-a-Graph for your selected cultural element. Then follow the directions to make a bar graph using the Create-a-Graph Website and your data from Data Table 3.

    Directions for Create-a-Graph (Birthplace)
    Directions for Create-a-Graph (Language)

  • Complete the self-assessment column on the Data Table and Bar Graph Scoring Tool to be sure you have met the requirements.

  Go to the CONCLUSION step for Task 1.

Task Two:

Analyze your research notes to determine which details will be most useful for creating a project or presentation to promote an appreciation for cultural diversity at your school.

• What new insights have emerged about the cultural element you researched?
• Which facts would be most important and interesting for members of your school community to know?
• Which facts are irrelevant or unimportant and could be eliminated?
• What product or presentation format would work best to communicate your findings about this cultural element to the school community?

Synthesize your findings by planning and creating your project/presentation.

• Refer to the Creative Project/Presentation Scoring Tool as you work to be sure you are satisfying the assessment criteria.
• Consult with your teacher to plan for any special materials, technology resources, or audiovisual equipment you may need to create or present your project.

Evaluate the effectiveness of your research for the task.

• Have you gathered sufficient details about your topic to answer each of your subsidiary research questions?
• Are your details organized in a way that will make sense for your audience?
• Have you planned how you will display or present your project to members of the school community?
• Complete the Self Assessment on the Creative Project/Presentation Scoring Tool.

 Conclusion

Task One: Reflection

• How is the data you gathered about country of origin or language for these four population segments surprising/not surprising to you?
• Why would you display data in a bar graph rather than a table?

Task Two: Sharing and Reflection

• Share what you have learned about cultural diversity at your school by displaying or presenting your creative project to the school community.
• Compose a brief constructed response (BCR) in response to the essential question. Support your response with details from your experience during this research model.