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Overview:
This lesson asks students to consider the question of how and why people perceive places in different ways. For example, there are a variety of reasons why one person might think New York City is the greatest place on Earth while another person thinks it's the worst. Students will write paragraphs describing their perceptions of a specified place and compare notes to see the variety of ideas and feelings toward this place.
Connections to the Curriculum:
Geography, social studies, theater/arts
Connections to the National Geography Standards:
Standard 4: "The physical and human characteristics of places"
Time:
Four to five hours
Materials Required:
- Computer with Internet access
- Map of Jerusalem
- Writing materials
Objectives:
Students will
- define the word "perception";
- write words describing how they feel about certain places, and compare their words to see if all students share the same feelings and opinions;
- write paragraphs describing their perceptions of a specified place; and
- compare paragraphs to see how different people perceive the place differently.
Geographic Skills:
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Write the word "perception" on the board, and ask students to contribute definitions. Provide them with a dictionary definition.
Ask students to think about the ways in which people of different demographic groups perceive things differently. For example, their parents have different ideas about the world than they and their grandparents do. Point out that these perceptions are also very much dependent on personal experiences and that perceptions vary widely within demographic and cultural groups.
Development:
Write the following geographic words/phrases on the board: "forest," "desert," "beach," "tropical rain forest," "Antarctica," and "New York City." Ask students to copy the lists onto their own paper and write words that describe how they feel about each of these places.
Discuss students' lists as a class. Do they all feel the same way about each place, or are there notable differences? Why might their perceptions differ?
Divide the class into small groups of three or four students each, and ask each group to choose one type of place from the list on the board (or let them come up with their own ideas). Have them develop skits in which the group is on an outing to that place and each character portrays a person who has a different perception and feeling about the place. The skits should explain these differences in perception and the reasons for these differences.
After students perform their skits, discuss the performances with the class, and ask students to write paragraphs answering the question "Why is it important to understand that people can have a variety of different perceptions of the same places?"
Ask students what they know about the city of Jerusalem. What is the significance of this city to world religions? To their own lives? Allow students to briefly share their understanding of Jerusalem's significance in their own religions.
Have students go to the Xpedition Hall exhibit called Culture Goggles. Have them explore this exhibit and take notes on how Christians, Muslims, and Jews perceive the city of Jerusalem.
Have students browse the American Committee on Jerusalem site to learn more about Jerusalem and its complex religious and cultural significance. Ask them to take notes from this site and write paragraphs explaining the religions significance of Jerusalem, the ways in which different "cultural goggles" affect attitudes and proposed solutions for the city, and the relationship between these "cultural goggles" and tensions in Jerusalem. This is, of course, a very complicated and controversial issue, but have students attempt to summarize the basic religious perspectives and how they contribute to the controversy. You might want to have a class discussion of the issues before students write.
Closing:
Discuss what students have learned from this activity, and relate this new knowledge to a broader discussion of how cultural perceptions of places can affect political situations. Are there any political debates in the United States that relate to cultural or religious perceptions of places?
Suggested Student Assessment:
Have students write paragraphs describing one place that all students in the class would most likely be familiar with, such as a popular recreation spot nearby. All students should write about the same place. Their paragraphs should explain what students think of this place and describe a few of their experiences there, if they have had any. Divide the class into groups of four or five, and have students read their paragraphs to group members. Ask them to compare their perceptions of this place. Does everyone feel the same way about the place? How might their different personal experiences affect the way they feel about it?
Extending the Lesson:
Divide the class into small groups of three or four, and ask each group to choose one type of place from the list on the board (or let them come up with their own ideas). Have them develop skits in which the group is on an outing to that place and each character portrays a person who has a different perception and feeling about the place. The skits should explain these differences in perception and the reasons for these differences.
After students perform their skits, discuss the performances with the class, and ask students to write paragraphs answering the question "Why is it important to understand that people can have a variety of different perceptions of the same places?"
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