How Might I Assess If Students Understand "Culture"?

     In various grades, students examine culture. It might be...the culture of an individual or family...the culture of a state, region or nation...the culture of indigenous peoples. When students examine culture, they look at the pieces that make up the whole.

Over time, students begin to understand that unity and diversity across cultures can be identified when looking at different elements of culture, such as:

• Social Aspects of Culture (major beliefs and values, holidays and celebrations, religion, art, language, education, food, games/sports)
• Economic Aspects of Culture (economic organization, interdependence and specialization)
• Political Aspects of Culture (governmental organization, laws and policies, mechanisms to foster cooperation and to deal with conflict)

For social studies teachers, assessing a student's understanding of culture is very difficult. Yet, demonstrating understanding of culture provides a number of pathways to empower students and incorporate student creativity. When I asked fellow social studies teachers about the different ways they assess culture, these were some of their ideas:

1. Students create a museum exhibit with artifacts. When you visit a museum, artifacts are used to represent the culture. With any artifact, there's an explanation about the artifact and why it's important to a culture. Students could select artifacts that represent different elements of culture. Students can explain the artifact's connection the culture while also identifying why the artifact is a strong example within a particular element of culture. Museum exhibits can be created by small groups of students and placed on display. Students can also use different digital tools to gather a digital museum exhibit and create a video with voice-over to be docents of the exhibit.
2. How about a survival guide? When we must "step-in" to new and different cultures, we must figure out ways of assimilating so we can fit-in and survive. What are the cultural norms that are necessary to blend in, assimilate, and acculturate? 
3. Create a video report complete with photos, artifacts, music, etc. It provides a creative opportunity for students to share their understanding. 
4. Create alternate lines of culture.  We might study a particular culture and then ask, "What if our culture included this aspect of another culture? How would this impact us? What if this event would have happened in our culture, how would that have impacted our culture of today?"
5. Within a culture, life is seen differently by its members. Culture is different for a young boy or young girl.  Culture is seen differently by a rich or poor person, man or woman, leader or citizen.  Students might create diary entries or design short skits that elevate the perspective of different members within a culture. Students can be required to identify the different elements of culture that are being addressed within the diary entry or skit. This might also be accomplished by students creating documentaries that involve someone interviewing different members of a culture.
6. Add any of your ideas in the comments section.

Backwards Design and Concept-Based Assessment in "Changing Face of North America" (the colonial era)

Backwards design means that we develop the appropriate assessments for a unit of study so we can monitor the development of student learning.  Instead of creating an assessment to test what we taught, we must create assessments that assess what students are expected to know, understand, and be able to do.

As part of concept-based learning, we want to incorporate more opportunities to see if students have developed conceptual understanding.  In a 5th grade unit titled The Changing Face of North America (some districts still use the Eurocentirc title of Colonial America), students should walk away with deep understanding of social, political, and economic facets of this era. 

Colorado Academic Standards state that students should be able to explain the development of political, social and economic institutions in the British American colonies.  Notice how this standard implies deep conceptual knowledge.  A teacher can't create an assessment with fill-in-the-blank or true-false questions and come away knowing if students can EXPLAIN these ideas.

To approach this goal, consider this performance assessment that connects student understanding of political, social and economic institutions to the historical concept of continuity and change over time. 

Instead of saying, "What do I need to teach?", begin your own mental conversation by asking, "If I were the student, what learning experiences would I need to prepare me for this assessment?"  You may even go so far as to try and complete the assessment as an adult.   Once you sense the learning experiences that students need, you may have a better sense of how to construct learning in a rigorous conceptual way.  (I suggest creating concept-based timelines as a tool for students.) It may not be easy at first, but we must move beyond the days of assessment that's about regurgitating facts...we must move to assessment that causes students to use facts to explain more complex concepts.

Concept-Based Performance Assessment for Colonial America

With the elevation of concept-based learning, student assessment must consider transfer of concepts.  5th graders throughout the nation are involved in the study of Colonial America.  (Out of respect for cultures, we have renamed this unit Changing Face of North America: Emergence of a New World Society.)

As part of this study, students are engaged with the concept of continuity and change over time as it connects to social, political and economic development.  Essentially, students examine social, political and economic development over time to see what has stayed the same and what has changed.

Since 5th graders don't know much about different eras, the goal within this concept-based performance assessment (using the UbD GRASPS model) is to help them transfer the concept of continuity and change over time to a modern context.  And, since 5th graders might not know much about current social, political or economic perspectives, they build this knowledge through interviews with adults.  I just created this for our teachers, but it has not been tested.  What do you think?  Can 5th graders do this?  Check out the assessment here!