Monday

Tuesday

Wednesday

Thursday

Friday

Week 1

Objective:

Students will be able to define globalization and cross-cultural exchange.  Students will be able to locate the Western Pacific Rim.   Students will be able to use the hip-hop circuit as a tool for research.

Objective: Students will be able to locate the different islands of Japan.  Students will be able to list, illustrate and describe the physical features of Japan’s geography. 

Objective: Students will be able to explain the significant aspects of Japanese culture.

Students will be able to identify the qualities of traditional Japanese music.

Objective: Students will be able to define cross-cultural exchange and be able to explain social influences of American Hip Hop in Japan.  Students will be able to compare and contrast between Hip Hop in Japan and Hip Hop in the United States.

Objective:

Students will be able to summarize the cultural exchange and impact of popular culture in Japan.  Students will be able to organize and present their works regarding Japanese popular culture. 

Topic: Welcome to the Pacific Rim:  Introduction to the thematic unit.

Topic: The Geography of Japan: Introduction of Japan and its physical geographic characteristics.

Topic: Japan: Culture, Customs and Current Events.

Topic: Pop Culture: Cultural Diversity and Cross-cultural Exchange.

Topic: The Tourist Experience: Travel to Japan!

Literacy Aspect: Students will use oral communication and critical thinking skills in addressing topics of the Western Pacific Rim.  Students will expand upon technology through the use of the computer and internet, using the Hip Hop Circuit website as a tool for research.

Literacy

Aspect:

Students will develop their writing and   reading comprehension skills by working with their textbooks.   Students will exercise their visual and written communication skills by developing 

geographic maps of Japan. 

Literacy Aspect:

Students will build upon their critical thinking, oral communication and auditory skills by researching and defining aspects of Japanese culture and listening to Japanese music.

Literacy Aspect:

Students will enhance their oral communication and critical thinking skills through open discussion of Hip Hop music in Japan and the U.S. through compare and contrast.

Literacy Aspect:

Students will gain organization skills through designing and constructing their pop-culture travel brochures.  Building upon writing development through one page summary of the physical and cultural geography of Japan.

Monday

Tuesday

Wednesday

Thursday

Friday

Week 2

Objective: Students will be able to locate the Philippines on the global map.  Students will be able to illustrate the physical geography and locales of cities of the Philippines by making their own maps. 

Objective: Students will be able to analyze the effects of colonization by Spain and the U.S. in the Philippines.  Students will be able to list elements of cultural exchange and impact of colonizers on the people of the Philippines.

Objective: Students will be able to research aspects of dress, dance, religion, language and the arts.  Students will be able to write about the cultural aspects of the Philippines.

Objective:

Students will be able to compare and contrast between graffiti in the U.S. and the Philippines.  Students will be able to design their own graffiti and link it to a cultural aspect of the Philippines.

Objective: Students will be able to organize their maps, written summaries and graffiti projects into their pop-culture travel brochures. 

Topic: Welcome to the Philippines: Physical characteristics and urban cities of the Philippines.

Topic: Colonization and its impact in the Philippines.

Topic: Social and cultural aspects of the Philippines.

Topic: Tag It Up: The art of graffiti in the Philippines.

Topic: Travel to the Philippines: Review of the Philippines and construction of pop-culture travel brochures.

Literacy Aspect: Students will gain geographic literacy, artistic and written development by artistically illustrating a map of the Philippines. Research skills in using global maps to find the location of the Philippines.

Literacy Aspect:

Builds students’ reading comprehension through use of textbooks.  Development of critical thinking skills through comparing and contrasting cultural exchange of colonizers and the colonized. Writing skills in listing elements of cultural exchange.   

Literacy Aspect:

Builds students’ oral communication through discussion of cultural aspects.  Will build upon technology and research skills of students through use of computer as tool for research.  Reading comprehension and writing skills in writing a summary of Filipino culture.

Literacy Aspect:

Builds students’ written and artistic communication through graffiti project.  Builds critical thinking skills through compare and contrast and technology skills through Hip Hop Circuit website as a tool of research. 

Literacy Aspect:

Builds students’ Organization skills and oral communication through group work and design of pop-culture brochure. Written communication through paper summary of the physical and cultural geographic aspects of the Philippines.

Monday

Tuesday

Wednesday

Thursday

Friday

Week 3

Objective:

Students will be able to locate Papua/New Guinea on the global map.  Students will be able to create and illustrate a physical geographic map of Papua/New Guinea.

Objective: Students will be able to interpret and design a topographic map of Papua/New Guinea.  Students will be able to examine and discuss how geographic isolation brings linguistic and cultural diversity throughout Papua/New Guinea.

Objective: Students will be able to discuss and associate images of cultural differences in Papua/New Guinea.  Students will be able to relate differences to geography of Papua/New Guinea. 

Objective: Students will be able to compare geographic differences of culture, and linguistics from Papua/New Guinea with the geographic differences of East and West coast rap.  Students will be able to write how East v. West coast rap parallels culture in Papua/New Guinea.

Objective:

Students will be able to present their findings of East v. West coast rap and how it compares to the geographic influence on differences in culture and practice in Papua/New Guinea. Students will be able to organize third section of pop-culture travel brochure.

Topic:

Welcome to Papua/New Guinea: Introduction to Papua/New Guinea.

Topic: Bring Your Compass and Translator: Topography and its effects on linguistics in Papua/New Guinea.

Topic: Diversity in Papua/New Guinea. Cultural aspects of Papua/New Guinea.

Topic: Popular culture and linguistic differences of Papua/New Guinea: A cultural comparison.

Topic: Travel Papua/New Guinea: A review of the geography of Papua/ New Guinea.

Literacy Aspect:

Develops students’ Written and artistic communication through the creation of geographic maps.  Building literacy through use of technology, textbook reading and research.

Literacy Aspect:

Builds students’ critical thinking skills and applying knowledge through case studies of cultural differences associated to physical geography.  Reading and writing development through notes, design of topographic map and research.

Literacy Aspect:

Group discussions will promote oral communication and build peer communication among students. Develops writing skills and critical thinking.  Visual sensory through comparing and contrasting pictorial images of culture in Papua/New Guinea

Literacy Aspect:

Builds students’ Written communication and critical thinking skills.  Auditory sensory through listening to different songs.  Use of technology through Hip Hop Circuit website.

Literacy Aspect:

Develops students’ Reading development and oral communication skills through presenting student findings. Writing development through summaries and organization skills in constructing students’ pop-culture travel brochures.

Monday

Tuesday

Wednesday

Thursday

Friday

Week 4

Objective:

Students will be able to locate Samoa on a global map.  Students will be able to illustrate the physical geography of Samoa.

Objective: Students will be able to analyze photos of social/cultural life in Samoa.  Students will be able to write visual descriptions of photos.  Students will be able to explain the rites of passage of both boys and girls in Samoa.

Objective:

Students will be able to identify rites of passage with tattooing in Samoa.  Students will be able to compare and contrast views of tattoos between society in Samoa and in the U.S. (Hip Hop Circuit).  Students will be able to design a tribal tattoo.

Objective: Students will be able to organize maps, writings and tattoo designs into pop-culture travel brochures.  Students will be able to prepare their pop-culture brochures for presentations. (Group work encouraged).

Objective:

Students will be able to orally present their popular culture travel brochures to the class.  Students will be able to demonstrate ideas and importance of physical and cultural geography and the idea of cross-cultural exchange of ideas within the Pacific Rim islands and Popular culture.

Topic:

Welcome to Samoa: Introduction to cultural and physical geography of Samoa.

Topic: Samoa Defined: Cultural Aspects of Samoa.

Topic: Rites of passage: Tattoo in Samoan culture vs. tattoos in U.S. culture.

Topic: Travel to Samoa: compilation of pop-culture travel brochure.

Topic:

Student presentations of travel brochures and thematic unit. Debriefing of unit. Preparing for cultural awareness fair.

Literacy Aspect:

Builds upon students’ experience with research, writing, geographic literacy and artistic illustration in creating a map of Samoa.

Literacy

Aspect:

Promotes Critical thinking among students through comparing and contrasting and oral communication.  Will also build upon visual sensory through analyzing photos.  Written communication in summary of analyzing photos. 

Literacy Aspect:

Builds students’ reading development and written skills through summaries. Promotes critical thinking, artistic communication through the design of a tribal tattoo and the use of technology for research.

Literacy Aspect:

Develops Organization skills in constructing pop-culture brochures.  Oral communication with peers in   planning of tomorrows in class presentations and cultural awareness fair.

Literacy Aspect:

Builds students’ skill in oral presentations of academic subjects and organizational skills.  Critical thinking and applying concepts of cultural/global exchange of ideas. Social communication with culture fair.

VITAL INFORMATION

Author

Jeremiah Tellers

Subject

Cultural and Physical Geography (Social Science)

Topic or Unit

Western Pacific Rim (Introduction to the Hip Hop Circuit)

Grade/Level

10

Objective

-Students will be able to define the term cross-culture and the exchange of ideas in context of geography.

-Students will be able to list and describe the uses of the Hip Hop Circuit website as a useful tool for research.

Summary

This lesson is designed to spark the interests of students on the first day of the thematic unit on the Western Pacific Rim.  The instructor will use the KWL exercise to assess the student’s knowledge of the Islands of Japan, Philippines, Papua/New Guinea and Samoa.  After assessing students’ prior knowledge, the instructor will then do a small activity using the hip hop circuit website to provide students with a introduction of the website as a tool in academic research for this unit.

IMPLEMENTATION

Procedures/Steps

1. Instructor will make a KWL chart and list what students know of the Pacific Rim and the islands of Japan, Philippines, Papua/New Guinea and Samoa as in introduction to the unit of study.  (Instructor shall assess what students know to adjust any elements of the unit’s lesson plans). *Substitute Notes: For the KWL exercise, write down K, W, L on the board.  K stands for what students think they know on the subject, W for what students want to learn and L for what they have learned. Fill in information under each letter as students orally answer.  This is a brainstorming activity. 

      (10minutes).

2. Lecture: Provide students with a brief lecture that illustrates the ideas of globalization, cross-cultural exchange of ideas and customs and how this will relate to popular culture as a form of cross-cultural exchange.  This vocabulary is in their textbooks.   Have students take notes and ask them to turn in notes at the end of class period.

      (10 minutes).

3.  Using classroom computers students will now

     visit http://www.hiphopcircuit.com/ to answer the

     following questions.  What are the different

     sections of the website? What aspects does

     this site address in terms of research?  How

     will you use this website in your own studies

     and research? Make a list of the five most

     interesting aspects of the site.

     (25 minutes).

4.   Have students orally answer the above

      questions and tell them that the site will be 

      important in studying this unit on the Pacific

      Rim. Students will then turn in all work.

     (5minutes).

Differentiated Instruction

Instructors may have to illustrate to students with needs how to navigate on the computer.  Assist students with any questions or needs they may have in using the computers.  Instructors may also allow students to work in groups of two at one computer, having a peer to work with may help students.

Sample Student Products

Students will turn in notes from lecture and will also hand in their “Getting acquainted with the hip hop circuit” worksheets.  This will provide instructor with an assessment of students understanding of this days introduction to the thematic unit.

Collaboration

Students will have the choice to work solo or in a group of two on the computers.

Time Allotment

50 minutes (1 class period)

Authors Comments/Reflections

I believe this days lesson will provide students with getting acquainted with the hip hop circuit website as a tool for research.  Rather than just assigning students to go to the website, this instruction will help students see the different facets of the website as a useful tool in their study of the Western Pacific Rim and as a tool to use in other classes as well.

MATERIALS/RESOURCES

Instruction Materials Needed

Instructors will need the following:

Chalkboard or whiteboard

Handouts with the questions above.

Computers with internet access.

Resources

http://www.hiphopcircuit.com/

Geography Textbook

STANDARDS/ASSESSMENTS

Assessments

Students will provide in class notes, and website worksheet to the instructor at the end of class.  These items will help the instructor assess students understanding of both instruction and use of the website as a tool for research during this unit of study.  This will insure that all students are on the same page when this unit calls for research using the hip-hop circuit.

VITAL INFORMATION

Author

Jeremiah Tellers

Subject

Cultural and Physical Geography (Social Science)

Topic or Unit

Western Pacific Rim (Japanese Hip Hop)

Grade/Level

10

Objective

- Students will be able to define cross-cultural exchange and be able to explain social influences of American Hip Hop in Japan. 

- Students will be able to compare and contrast between Hip Hop in Japan and Hip Hop in the United States.

Summary

This is an activity that will show students how the exchanges of ideas through hip-hop go beyond the borders of the U.S.  Through listening to Japanese hip-hop, students will compare and contrast the styles and elements of hip hop in Japan and the U.S.  In doing this activity students will be able to see how cross-culturalism and the exchange of ideas through hip hop on a global scale, illustrate our globalizing world.

IMPLEMENTATION

Procedures/Steps

1. Instructor will begin the class with a five minute warm up by having students listen to a piece of Japanese hip hop.  Students will write their reflections in their journals. *Substitute Note: CD is in top drawer of teacher’s desk.              (5 Minutes).
2. Instructor will now ask students to pair up into groups of two and sit at the computers in the classroom.  Students will then visit http://www.hiphopcircuit.com/ and following these links.  Visit the hip hop circuit and click on “Overview” then scroll down to “Topics of Interest” and click on “The Guide.”  Once students are at the site, have them type in “Japanese hip hop” on the search bar.  A list of topics will pop up; have students click on DJKrush.  Here students can listen to Japanese hip-hop and do reading about hip-hop in Japan.  Have them right down the similarities and differences between hip-hop in Japan and hip-hop in the U.S.        (30 Minutes)
3. Discussion of findings: Students will now discuss with the entire class their findings from the site and relate these findings to cross-cultural exchange.                (5 Minutes)
4. Students will now draft and type a one page summary of hip hop in Japan.  Students will save these drafts to add to their pop-culture travel brochures.               (10 Minutes)

Differentiated Instruction

Students may need help in browsing through the site. Make sure to roam around the class to see if students need any assistance.  Students with disabilities may work with instructor or with another student to overcome and needs she/he may need in searching the hip hop circuit website.  Help may also be needed in writing.  If students have trouble writing a brief oral presentation may suffice.

Sample Student Products

Students will produce a summary of hip-hop in Japan based off the idea of cross-cultural exchange.  This assignment will be placed into their Western Pacific Rim travel brochures.

Collaboration

Students will work in groups of two at the computers and will work individually in writing their summary of hip-hop in Japan.

Time Allotment

1 class period (50minutes)

Authors Comments/Reflections

This will help students hear the similarities and differences of hip-hop in Japan in comparison with hip-hop in the United States.  I am concerned that students may not have enough time to type their summary.  Provide extra time during lunch or after school for them to complete the assignment.  Homework is another option that is open to students who have not had enough time.

MATERIALS/RESOURCES

Instruction Materials Needed

Instructor will need a CD player to play a Japanese hip-hop song.

Computers with internet access to the hiphopcircuit.com

Computer to type summary

Resources

http://www.hiphopcircuit.com/ click on “Overview” then scroll down to “Topics of Interest” and click on “The Guide.”  Once students are at the site, have them type in “Japanese hip hop” on the search bar.  A list of topics will pop up; have students click on DJKrush.

http://web.mit.edu/condry/www/jhh/ this is a supplemental site on Japanese hip-hop. This will provide students with the history of hip-hop in Japan.

STANDARDS/ASSESSMENTS

Assessments

Having students type a summary will give the instructor an idea if they can demonstrate cross-cultural exchange.  As long as students can come up with a descriptive account of Japanese hip-hop through compare and contrast with hip-hop in the United States, they will have done a good job. This summary will be used in students’ pop-culture travel brochures.

VITAL INFORMATION

Author

Jeremiah Tellers

Subject

Physical and Cultural Geography (Social Science)

Topic or Unit

Western Pacific Rim (Graffiti in the Philippines)

Grade/Level

10

Objective

-Students will be able to compare and contrast between graffiti in the Philippines and the U.S.

-Students will be able to design their own style of graffiti using an aspect of Filipino culture.

Summary

This is a fun exercise that enables students to artistically create an aspect of Filipino culture using graffiti as a medium.  Using notes from Tuesdays and Wednesdays lecture, students will have plenty of material to compare and contrast the art of graffiti in the Philippines to the graffiti in the United States.  These pieces of work will be put into the students’ pop-culture travel brochures for the final project.

IMPLEMENTATION

Procedures/Steps

1. Instructors will use either on overhead projector or computer projector to display the different images of graffiti in the Philippines and the U.S.  Have students view the images from http://www.hiphopcircuit.com/  (click on Overview, then click on the links under “Graffiti and Fashion” and “Graffiti of the world” Students will then view different pieces of art work and state the similarities and differences of each piece.  Have students relate cross-cultural exchange to the use of graffiti in the Philippines and the U.S. *Substitute Notes: Transparencies for overhead are on teacher’s desk.  You may use the above site instead for images of graffiti.

      (15 minutes).

2. Have students use images of Filipino graffiti and their notes of culture in the Philippines to construct their own piece of graffiti.  Provide students with a sheet of 8.5’’ x 11” paper, colored pencils and markers to create their projects.

      (25 minutes)

3. Students will draft a one paragraph summary

of their graffiti piece.  This will be hand written.  If students wish they may present their piece of work to the class for extra credit.

(10 minutes)

Differentiated Instruction

Give students the opportunity to work by themselves or in a group of two.  By allowing them to work in groups of two they may brainstorm to come up with ideas in producing their piece of work and also to help those that may have physical disabilities. In the case of a student with physical disabilities within a group of two, that group will only need to produce one piece but will be required to give an oral presentation.  Make sure to provide help if students are stuck with ideas for their graffiti project.

Sample Student Products

Students will create pieces of art using the styles of graffiti that incorporate ANY aspect of Filipino culture with a one-paragraph summary to accompany the piece.

Collaboration

Students may work individually or in a group of two.

Time Allotment

1 class period (50 minutes).

Authors Comments/Reflections

I believe this will be a fun project that incorporates the core aspect of this unit.  Students will be able to produce a piece of artwork that displays the idea of cross-cultural exchange of ideas.  I am concerned that many students may not be artistically inclined.  Provide positive support and urge them to do their best.

MATERIALS/RESOURCES

Instruction Materials Needed

Computer with Internet Access and projector.

8.5’’ x 11” paper, colored pencils and markers to create their projects.

http://www.hiphopcircuit.com/ for research. 

Resources

http://www.hiphopcircuit.com/  (click on Overview, then click on the links under “Graffiti and Fashion” and “Graffiti of the world”. Then click on Philippines.

STANDARDS/ASSESSMENTS

Assessments

Students will create a piece of graffiti on the paper you have handed them. The piece should incorporate any aspect of Filipino culture but must reflect some quality of graffiti.  Students will then draft (either typed or hand written) a summary of their piece and how it relates to an aspect of cross-cultural exchange and an aspect of Filipino culture.  This will be added into their pop-culture travel brochures.

VITAL INFORMATION

Author

Jeremiah Tellers

Subject

Physical and Cultural Geography (Social Science)

Topic or Unit

Western Pacific Rim (Language Diversity of Papua/New Guinea)

Grade/Level

10

Objective

-Students will be able to explain how physical geography affects aspects of culture and linguistic diversity in Papua/New Guinea.

-Students will be able to associate the difference of west coast and east coast rap in relevance to geography and how it parallels the differences of language and culture in Papua/New Guinea.

Summary

This lesson will promote critical thinking of students by associating the role geography plays in the difference of west coast and east coast rap.  In doing this comparison, students will be able to relate such differences with the diversity and culture of languages in Papua/New Guinea.

IMPLEMENTATION

Procedures/Steps

1. Instructor will open class by giving a brief review of the activities from Tuesday and Wednesday’s lessons to refresh students’ minds on the cultural and linguistic diversity of Papua/New Guinea as a result of its physical geography (Geographic Isolation gives rise to cultural diversity on the island of Papua/New Guinea).  *Substitute Notes: Use textbook for a quick review.  Use the chapter introduction on Papua/New Guinea.

              (5 Minutes)

2. Instructor will then tell students that in Comparison of Papua/New Guinea; geography in the United States also plays a significant role in the differences of west coast and east coast rap.  The students will then be directed to http://www.hiphopcircuit.com/ and begin to read case studies on Tupac and Notorious B.I.G. as well as the online encyclopedia article of west coast and east coast rap history.  Students will then write a summary or create maps that illustrate the role physical geography plays in the differences of the two rap genres and be able to link these differences with the cultural diversity of Papua/New Guinea.      

            (40 Minutes)

3. Instructor will take the last five minutes of class to review the students’ findings and to collect the students written work from their findings.  Instructor will return this work to the students to add to their pop-culture travel brochures.

             (5 Minutes)

Differentiated Instruction

Students will work in groups of two in which partners can offer help for students with disabilities. For students who may have difficulty with typing on the computer, teachers may have students make maps and write notes on each of the locations of rap genres in the U.S.  Student may then make a map of Papua/New Guinea and denote several of the cultural and linguistic groups that are on the island.  Students then may compare the two maps and relate them to the theme of geography’s influence on diversity.  Teacher may have to personally assist students with disabilities on computer.  Provide students with paper or maps to complete the project if they do not type a paper.

Sample Student Products

Students will create either written summaries or maps that explain the influence physical geography has on the difference of west coast and east coast rap and be able to relate these differences in correlation to the cultures and language differences in Papua/New Guinea.

Collaboration

Students will work in groups of two.

Time Allotment

1 class period (50 Minutes)

Authors Comments/Reflections

I am concerned that the lyrics of both Tupac and Notorious B.I.G. may be explicit. Inform students that this may be a problem.  Have them focus on the overall picture of differences between the two styles of music genres.

MATERIALS/RESOURCES

Instruction Materials Needed

Computer with Internet Access to link to the hip-hop circuit website.

Poster paper if students wish to make maps rather than write a summary.

Color pencils.

Resources

http://www.hiphopcircuit.com/ click on “Overview” scroll down and click on “The Guide” and have students use any of the search engines to read about the differences of Tupac and Notorious B.I.G. to explain the differences of west coast and east coast rap.

http://www.nationmaster.com/encyclopedia/West-Coast-rap This site will offer a brief history and differences of west coast and east coast rap.

STANDARDS/ASSESSMENTS

Assessments

Students will demonstrate either in writing or through the creation of maps, the role that geography plays in differences of culture.  Make sure students incorporate physical geography with cultural differences.  Students’ work will be compiled into their pop-culture travel brochures.

VITAL INFORMATION

Author

Jeremiah Tellers

Subject

Physical and Cultural Geography (Social Science)

Topic or Unit

Western Pacific Rim (Tattoos of Samoa)

Grade/Level

10

Objective

-Students will be able to identify rites of passage with tattooing in Samoa.

-Students will be able to compare and contrast views of tattoos between Samoa and the United States.

-Students will be able to design their own Samoan tribal tattoo.

Summary

This is a lesson in which students will be able to see the importance of tattoos as a rite of passage in Samoa.  Through internet research, students will compare and contrast between the differences of tattoos in popular culture within the United States and compare the styles with those of traditional Samoan, tribal tattoos.

IMPLEMENTATION

Procedures/Steps

1. Instructor will open the room to discussion about what tattoos often represent within society here in America. Questions for in class discussion: Are tattoos socially accepted in the U.S.? Are tattoos seen as good? Bad? What do tattoos represent?  The instructor will then give a brief lecture on the cultural significance of tattoos as a rite of passage in Samoa. *Substitute Notes: Use the website listed below for brief history of tattoos in Samoa. 

             (10 Minutes)

2.  Students will then visit http://www.hiphopcircuit.com/ and click on the popular culture tab on the left side of the screen.  Scroll down to art and click on the tattoo link or visit this site, http://www.samoa.co.uk/tattoos.html this link will offer students information on the history of tattoos in Samoa.  Have students read the history of tribal tattoos and have them take notice of the patterns of Samoan tattoos (This will be useful when they create their own tattoo). How are tattoos viewed in Samoan culture?  Does this differ from the view of tattoos in the U.S.?                                      

            (10 Minutes).

3. Noting patterns, students will now design their own tribal tattoo along with a small description of their tattoo represents an aspect of Samoan culture.  Provide students with an 8.5” x 11” piece of paper, and color pencils.  Students will work on this assignment for half an hour. 

            (30 Minutes)

4. At the end of class have students turn in their tattoo design along with a description of how it fits a cultural aspect of Samoan culture from their research.  This will be added to their pop-culture travel brochure.

Differentiated Instruction

Some students may want to work in groups.  This is a fun activity in which a group dynamic might help in brainstorming in coming up with a good design for a Samoan tribal tattoo and will also help students with disabilities by having peers help them with this assignment.

Sample Student Products

Students will create a Samoan tribal tattoo along with a written description of how their tattoo represents a cultural aspect of Samoan culture.  This project will go into the students’ pop-culture travel brochures.

Collaboration

Students may work individually or in groups of four if they like.

Time Allotment

1 class period (50 Minutes)

Authors Comments/Reflections

I believe this will be a fun project for students in learning the context of Samoan cultural practices.  It will help students associate academic material with artistic communication through the design of their tattoo.  The only concern I have is that many students may not have the artistic skills to create such elaborate tattoos.  Make sure to grade them lightly, not everyone can be an artist.  The primary focus is if students comprehend the overall cultural aspects of the tattoo in Samoan culture and be able to compare and contrast how tattoos are viewed in popular culture in the United States.

MATERIALS/RESOURCES

Instruction Materials Needed

8.5” x 11” piece of paper, and color pencils.

Computers with Internet Access to use the hip hop circuit.

Resources

http://www.hiphopcircuit.com/ and click on the popular culture tab on the left side of the screen.  Scroll down to art and click on the tattoo link.

STANDARDS/ASSESSMENTS

Assessments

Students will present the teacher with a Samoan tribal tattoo.  Teachers should assess the tattoo by seeing if it fits certain styles of real Samoan Tribal tattoos (use examples from the website).  By having the students write a brief summary of their tattoo, students will demonstrate that they have acquired key Samoan cultural techniques and be able to explain how their tattoo fits in the context of Samoan cultural practices in comparison to the view of tattoos in the U.S. (Rites of Passage).