In My Other Life

NCSS.D2.Geo.1.6-8. Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics.

NCSS.D2.Geo.2.6-8. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics.

NCSS.D2.Geo.5.6-8. Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places.

NCSS.D2.Geo.10.6-8. Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.

NCSS.D4.1.6-8. Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.

NCSS.D4.3.6-8. Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

This lesson and the related activities incorporate complex concepts and possibly sensitive topics related to culture, religion, identity, stereotypes, and misrepresentations. Beginning with a discussion about terms such as weird, normal, and other similar phrases used to describe the unfamiliar can help to reduce misconceptions and evaluative tendencies that can arise when comparing places, cultures, and people. It is also important to not rely on images, stories, and identities that are rare or unique (i.e. festivals, holidays, religious practices, etc.) rather than part of day-to-day lives in order to achieve the objectives of this lesson. Since people go to school, work, movies, concerts, restaurants, and other places similar and familiar to many people in the U.S., discussion of similarities can contribute to the reduction of prejudice prior to independent research. 

Introduce this lesson by asking students a series of questions such as:

• What does culture include?
• Why might calling a food or clothing "weird" be offensive to someone?
• Do places have a singular culture?
• What is globalization?
• How has globalization changed cultures?

Using the photograph of the woman taking a photograph of dancers in South Korea (provided above on this page), consider the following:

• What is happening in the photograph?
• What does the photograph not tell us about the event taking place?
• Does this photograph represent daily life in South Korea?
• What else can be interpreted about culture and globalization from this photograph?
• Consider a photograph you have recently taken or appeared in. What might someone looking at the photograph think about what is happening? What context is needed to understand the photograph?

Activity 1. Surveying Different Cultures

Chimamanda Ngozi Adichie, an author from Nigeria, is featured in the popular video entitled "The Danger of a Single Story." In it, Adichie talks about how people in Nigeria listen to American music and engage in practices that have reached the African nation from around the world, yet, many people continue to think about Africa in a singular, often stereotypical manner. 

After viewing the video, discuss the key points Adichie raises about single stories and design steps that can be taken on a day-to-day basis to reduce prejudice and learn about people and places that are different and show similarities. 

Next, have students work in small groups to create a series of questions to guide their research into an unfamiliar place. Their aim will be to produce a questionnaire that profiles the knowledge and experience of a person their own age. Some topics they might cover include: form of government, political system, national leaders, international relations, economic development, historic milestones, architectural landmarks, great works of art and literature, religious traditions, family life, educational system, trends in popular culture, foods, climate, and environment. Have students share their questionnaires with the class and help them develop a consensus research tool they can all use. Be sure they include follow-up questions that explore the roots of cultural identity - e.g., How did the culture arrive at its form of government? What factors have influenced its cuisine? The final questionnaire should also ask for a map of the country, a photograph showing a typical scene (e.g., family life) and an example of the country's traditional arts.

Activity 3. Three Continents, Different Countries and Cultures

Introduce students to the three regional websites now featured on EDSITEment: Pardee School of Global Studies and African Studies at Boston University, the Latin American Network and Information Center (LANIC) at the University of Texas at Austin, and South and South East Asian Studies (SARAI) at Columbia University.

Have students work in research teams to investigate the cultures of one country, with different team members responsible for completing different parts of the questionnaire.

To assist with the evaluation of sources and writing of their reports,  students can view our "Ask an NEH Expert" videos on Validating Sources, Building an Argument, and Writing and Editing. 

Advise your students that many kinds of information are available on these websites, ranging from almanac-style summaries to museum-size exhibits, and that their sources of information can include newspapers, magazines and even citizens of the country contacted by e-mail. In planning their research strategy, they may want to mark certain topics (for example, popular music or sports) for exploration beyond the borders set by their questionnaire. Students also might supplement their Internet research by contacting members of their community with a family link to their target country.

Have students consult traditional print resources in their research as well. Ask them to compare print and online resources: Which is easier to use? Which seems more reliable and why? Make a list of the virtues and limitations of each. Using newspapers and resources produced in the nations they are researching are also important to developing an understanding of perspective and representation. 

Research reports might take several forms: an exhibit, a panel presentation, a web page, a digital video, or some other form. Since this topic involves people's cultures and beliefs and stereotypes are present in all places, sketches in which students pretend to be another culture, race, religion, ethnicity should be avoided. Focus discussion of these reports on the similarities and differences that mark teenage life in a variety of places, including the local community. Build on these points of comparison to help the class formulate some general conclusions about factors that help constitute cultural identity. Evaluation of practices and comparisons that seek to identify a preferable way of doing things should also be avoided. You might clarify this issue by asking, "What distinguishes two teenagers in two different cultures if both are wearing blue jeans and t-shirts, both listening to the same music, both watching the same movies and both learning about other cultures in school?"

Conclude this lesson by asking your students to imagine that they are growing up in one of the countries they have explored. Consider what misconceptions people in the United States might have about their country and how people live there? Examine popular media representations to identify accurate or out of date images and representations of a place, culture, and/or people.