[SCED 694] Internship I Lesson Plan: Barbershops as a Vehicle for Cultural Transmission

In preparation for Intership II: Teaching Practicum, students in Internship I were paired up a classmate, given a topic by random selection and directed to create a class lesson about the topic selected.  Below, you will find a detailed lesson plan, a PowerPoint presentation, and a handout for an interactive class activity.

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Barbershops as a Vehicle for Cultural Transmission

 Lesson Plan

Essential Question(s):
  1. How have Barbershops, their traditions, and their ability to transcend time and space acted as a vehicle for cultural transmission?
  2. Why is it important to have traditions, such as barbershops, that act as vehicles for cultural transmission?
Learning Goals (Behavioral Objectives) and Assessments:
  • Students will be able to make connections between Barbershop traditions and Global Connectedness.
  • Students will improve their ability to compare cultural and social similarities through Barbershop case studies.
  • Students will know that traditions are vehicles for transmitting culture.
Assessments
Formative:
  • What are your bias’ &/or preconceived notions about Barbershop culture and traditions?
  • What, if any ideas, do you have about the universality of Barbershops?
  • What is Cultural Transmission?
Summative:
  • Exit Ticket Question: Why is it important to have traditions, like barbershops, that act as vehicles for cultural transmission?
Learning Goal Formative Assessment Summative Assessment
Students will be able to make connections between Barbershop traditions and Global Connectedness. Small Group and Whole Class discussions and statements
Students will improve their ability to compare cultural and social similarities through Barbershop case studies. Small Group and Whole Class discussions and statements
Students will know that traditions are vehicles for transmitting culture. Exit Ticket Question:

What is the value in having traditions, like barbershops, that act as vehicles for cultural transmission?

Materials:

Laptops (1 per group)

Projector

Barbershop Youtube videos

Powerpoint

Barbershop Case Studies Handout

Chart Paper/White Board

ThingLink – Map with images of Barbershops around the world

Pre-lesson assignments and/or prior knowledge:
Think-Pair –Share

What are your bias’ &/or preconceived notions about Barbershop culture and traditions?

What, if any, ideas do you have about the universality of Barbershops?

Lesson Beginning:

The lesson will begin with a Barbershop Clip from “Coming to America” (http://www.youtube.com/watch?v=sZywE0AT1qY) to illustrate the Barbershop culture. This will be followed up with a Think-Pair-Share activity and discussion

Instructional Plan:

Barbershop YouTube Clip  (1 min)

Pose Think-Pair-Share Question  (3 mins)

Intro and Brief History of Barbershops  (2 min)

The Universality of Barbershop – What is Cultural Transmission? (1 min)

Group Activity, Read Story, Watch the Video, Discuss – (7 min)

Whole Class Discussion (3 min)

Question: What can we infer about Global connections via Barbershops? What is the value in having traditions, like barber shops, that act as vehicles for cultural transmission?

Closing (3 min)

Differentiation:

There are many different mediums that are part of the lesson which are intended for different learners. There are also two videos, which are geared towards visual learners.

Open-ended Questions:

What are your biases and/or preconceived notions about the barbershop culture?

What (if any) ideas do you have about barber shop culture?

Instructional Management:

The lesson will start off as a traditional lecture model, but then the students will be grouped into 4 teams. There will be two groups of 5 and two groups of 6. Each group will be given either an excerpt, short video (or both) to read or watch about a barbershop. The students will be required to derive a statement concerning the culture of their barbershop and present it to the class.

The materials such as the stories-questions sheets and the laptops playing the videos will already be on the desks. We will distribute paper and writing utensils once everyone is seated so that they can jot down their idea.

Transitions:  We divided the lesson plan into four parts:

Part 1 Video Clip and Think-Pair-Share activity (to gage prior knowledge): Once prior knowledge is established, we will move to Part 2.

Part 2 Introduction and history of Barbershops as well as posing the essential question; after the students have an idea of the question, we will move on to Part 3.

Part 3 Group Activity: With the essential question in mind, students will read and watch their excerpts on Barbershops and come up with one statement on what they think the culture surrounding their Barbershop is; the idea is to show the class that even though Barbershops can be located in different countries and have different aesthetics- the culture surrounding of the shops remain universally alike. The students will then discuss their statements and be able to notice the similarities, which will bring us to the end of the lesson with Part 4.

Part 4 ClosureOnce the students have reached the desired conclusion, we will introduce the exit question and end the lesson with a quote, which culminates the essence of the lesson.

Closure: What is the value in having traditions, like barber shops, that act as vehicles for cultural transmission?