Download Lesson plan - EDU1270Y

Activity: The Anthropological Approach to the Self and Others: Margaret
Mead
Time: 76 minutes
Description/Rationale:
In this unit of study, “Self and Others,” students will be exploring the various views of
the self and understanding it in relation to others around them.
The idea of self has been defined in many ways within the psychological, sociological and
anthropological approach. The purpose of this lesson plan is for students to analyze the concept
of the self and others through the anthropological approach. The anthropological approach views
the self as being culturally constructed. Several anthropologists have defined and rationalized
this concept. This lesson, we will be focusing on the contributions of Margaret Mead. This lesson
will also include critical analysis of the long-standing nature vs. nurture debate and how that
relates to the self.
In Toronto, we live in a multicultural society and it is important to know and understand
other cultures and how it shapes people’s behaviour and idea of self. Throughout our lives, we
will encounter people from various parts of the world, with various different behaviours. By
understanding these individuals and the origins of their behaviour, we will be more open to
differences rather than stereotyping people.
Strand:
1. Self and Others
Expectations
Overall expectations:
 Demonstrate an understanding of the social forces that influence and shape behaviour as
described by anthropologists, psychologists and sociologists.
Specific Expectations:
 Evaluate the major contributions to our understanding of the idea of self in relation to
others made by at least one of the leading practitioners in each of anthropology
(Margaret Mead), psychology, and sociology.
 Identify and asses the major influences that contribute to an individual’s personal and
social development (e.g., heredity, environment, race, gender)
Planning Notes:
1) Teacher needs to be familiar with the anthropological approach to the self and the
theories of Margaret Mead.
2) Students will be provided with a set of power point slides, in which they can record notes
during the lecture.
3) At the beginning of the class, students are given a case study, “The Boy who was Raised
a girl” from the book, The Human Way.
4) The teacher will need to bring different coloured sweaters to represent the various
cultures for the anticipatory set.
5) Write the agenda on the board, prior to the start of the class.
Teaching/Learning Strategies
1. Anticipatory Set: (10 minutes)
a. Through this exercise, students will be able to attribute the effect that culture has
on the views we have of one-self and of others.
b. Students are randomly assigned to groups of 2 or 3, can be based on their seating
arrangements. Each group will be given a coloured construction paper and the
name of a country on it. Also on the paper, each group will be given a colour that
has a specific significance in their specified country.
Red
China: Good luck, celebration
India: Purity
South Africa: colour of mourning
U.S.A: excitement, danger, love, passion
Yellow
China: Nourishing
Egypt: Colour of mourning
Japan: Courage
Canada: happy, excited
White
Japan: white carnation symbolizes death
India: Funerals
Canada: brides, angels, peace
Black
Canada: Funerals, death, rebellion
India: Bad luck, evil, mourning
c. The teacher will then show pictures of people wearing the various colours. For
each colour, students will be asked about the judgement they will make of people
wearing those colours based on the beliefs of the culture that their group was
assigned to. Furthermore, students will then be asked about what judgements they
would make of themselves if they wore their specific colour of the culture. For
example, If the pictures showed Brad Pitt wearing White, what judgements would
you make about Brad Pitt based on the culture in China? What judgements will
you make of yourself if you wore white?
d. Debriefing: Like colours, there are several characteristics and behaviours that are
associated with cultures. Begin the lecture.
Teacher Centered
2. Lecture: Introduction to Self: Margaret Mead (10 minutes)
The teacher introduces the concept of the self in terms of the anthropological approach.
After discussing the anthropological approach (cultural anthropology), Margaret Mead’s
view of the self is introduced.
3. Review: Discussion Questions (10 minutes)
After discussing this, teachers will then check for understanding by asking questions.
These questions will help the teacher assess whether the students have mastered the
expectations (evaluating the contributions of Margaret Mead).
a. How do anthropologists define the concept of self?
b. Report the conclusions of Margaret Mead and provide examples of how she came
to those conclusions.
c. Differentiate between ethnocentrism and cultural relativism.
4. The teacher discusses the ongoing debate about Nature vs. Nurture. (10 Minutes)
5. Students will be provided with two short case studies. (15 minutes)
 This activity will allow students to identify and asses the biological and environmental
influences that contribute to an individual’s personal and social development.
a. “The Boy Who was Raised a Girl” from the text book Human Way, and an
excerpt from Images of Society, about Twin Studies. Ask students to provide
input on their viewpoints about the article. Refer to the Appendix for the articles.
b. The articles will be read independently.
c. What did you find interesting about the article? Any thoughts?
i. Which side of the nature-nurture debate does the David Reimer case
support? Why?
ii. Which side of the nature-nurture debate does Gerald Levey and Mark
Newman case support? Why?
Student Centered (10 minutes)
6. Have students begin to prepare a classroom debate on student’s views on the nature vs.
nurture topic. The remainder of the period will be used for students to get into their
groups to discuss how they will divide up tasks for the debate. This activity can be used
to evaluate students’ understanding of the biological and environmental influences that
contribute to an individual’s personal and social development. Rubrics will be provided
to students.
a. Randomly assign students to groups of 4. There will be 2 students who will argue
that nature affects our behaviour and the other 2 students will argue for nurture
having the greatest influence on behaviour.
b. Using the examples given in class, and from research, students are to form an
argument for either nature or nurture being the contributing factor to behaviour
and concept of self and others.
i. Summarize the findings from the readings, and come up with conclusions
supporting your argument and disproving the opposing argument.
ii. Dispute the findings of the opposing side.
c. Students will be provided with a week to obtain their debate points. The debate
will be presented in front of the class, 10 minutes per group.
i. Following the debate there will be a discussion on current research and its
conclusions. Nature and Nurture play an important role in the way we
view our self and others.
7. Conclusion (5 minutes)
a. Provide a summary of the topics covered in today’s class. Remind students of the
expectations for the debate.
Assessment/Evaluation Techniques
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The teacher will monitor student’s individual work while they read the articles.
The teacher will walk around the classroom while student’s work in small groups to
ensure they are on task and to aid students with any concerns they may have.
There will be informal teacher assessment using questions based on Bloom’s taxonomy
to collect evidence of student’s understanding of Margaret Mead’s theories.
Formative assessment of student understanding of the nature vs. Nurture debate by asking
probing questions and discussing the issues presented in the case studies.
Summative evaluation of debate presented to the class based on the rubric provided.
Resources
Images of Society: Introduction to Anthropology, Psychology, and Sociology
The Human Way: Introduction to Anthropology, Psychology, and Sociology