People and Cultures
Individuals, Groups and Institutions
Professional School Counselor MSU-M
Intern 2001-2002
Owatonna High School Owatonna
High School
Owatonna, Minnesota Owatonna,
Minnesota
Institutions such as schools, churches, families, government agencies, and the courts all play an integral role in our lives. These and other institutions exert enormous influence over us, yet institutions are no more than organizational embodiments to further the core social values of those who comprise them.
Students will demonstrate an
understanding of the roles of individuals, institutions, and groups in society
and the interactions among them.
3. Minnesota students will identify and examine
traditions such as beliefs, norms, values, and practices passed from one
generation to the next within a social group.
4. Minnesota students will analyze and compare social
structures of their own culture to those of other cultures.
Overview: Students
gain a sense of personal identity by examining their personal histories and
their roles within the family.
They have to examine their own values and the values of the group when
they look for ways to improve the community. They need to question themselves about responsible ways to
meet needs and wants. They need to
think about what has changed in their community and what they want to
change. They also need to think
about the reasons for change.
Students begin to think about the world beyond their region by examining
the ethnicity and national origins of others.
Task 1: Create a family tree going as far back
as your great-grandparents. Next
to each person on the family tree, write one or two things that they valued. Discuss
the following questions:
- what values do you share with others in your family
tree?
- what values differ from yours?
- what does your community value?
- how are your values the same or different from those
in your community?
- how are your values the same or different from others
in your community that come from a different cultural background?
- what improvements can be made in your community that
reflect community values?
- what changes have occurred in your community?
- what changes would you like to see made in your
community that would make people from a variety of ethnic and national
backgrounds feel welcome and have a sense of belongingness in the community?
Task 2: Plan a classroom project that is
targeted at including people from other ethnic and national backgrounds in the
community. Examples could include
a multicultural food demonstration and exhibit, a multicultural fair with
demonstrations of skills, dance, rituals or special talents unique to the culture,
or a multicultural fashion show.
Students will need to be involved in the process by:
a. choosing a theme
b. choosing a day, time and optional
locations for the event
c. requesting cost information for using
facilities and establishing a budget
d. deciding on a location for the event
e. planning a program and/or locations for
demonstrations
f. recruiting individuals and
organizations to participate in the event
g. requesting donations from sponsors for
holding the event
h. deciding how to publicize the event
i. recruit volunteers to help with the
event
j. hold the event
k. clean up after the event
l. evaluate the success of the event.
Task 3: Students examine the difference between
needs and wants by planning a charitable giving project for another
country. Students study a foreign
country and examine the needs (food, clothing, shelter) and wants (luxuries) of
the country. Once needs are
established, a charitable giving plan is established.
a. contact is made with an international
charitable organization
b. a list of needed items that are
identified (in addition to this, cultural values
must be examined such as food types that are desired
or prohibited, types
of clothing worn, tools used, etc.)
c. the class develops a plan to acquire
the needed item(s)
d. the class acquires and delivers the
needed item(s) to the charitable organization
to be delivered to the foreign country.
The instructor may need to identify the meaning of unfamiliar terms and concepts
used in the context of the unit.
Each task directly relates to student developmental learner outcomes, competencies, and implementation for elementary (K-3) programs as set forth in the Minnesota School CounselorsŐ Model of Developmental Guidance and Counseling (Minnesota School CounselorsŐ Association, 1993). Within the personal and social domain, the identified tasks achieve the outcome of developing self-awareness and positive attitude toward self and others. Competencies accomplished in this task include: identifying how people are unique, and recognizing how his/her actions affect others. Implementation methods include: classroom guidance activities on diversity, small group activities, school-wide programs, and consultation with teachers and parents.