1

The Schools Standing Up To

| LESSON PLAN: EXPLORING CULTURE |

Racism resource was supported
by the Victorian Government.

Lesson Plan:
Exploring
Culture

Learning
objectives: Key Definitions
Culture:
• To increase knowledge and confidence
The description or portrayal of someone or
to discuss subjects such as culture and
something in a particular way.
difference.

• To explore the definition of culture and Sociological definition:

the way in which individuals, groups, and The ideas or physical objects (or “things”)
institutions “have”/embody/demonstrate that represent a group or society.1
culture(s).
Exploratory definition:
• To explore the different characteristics and Culture shapes almost every aspect
representations of culture, what can be of human experience – our senses,
easily seen/perceived and what cannot. perceptions, behaviour, interpretations,
• To develop awareness of factors that what we hear, smell, taste, feel and see. It
influence culture on an individual or group structures our social world and our social
level. interactions. It provides us with a set of
beliefs, values and explanations that
• To explore the cultural influences that exist form our ‘worldview’.
in one’s own life.

Success Criteria
• Students are able identify the various • Students are able to recognise that culture
elements is fluid rather than fixed or static.
• Students are able to recognise that • Students develop a sense of pride and
everyone exists within a culture and is appreciation of their own culture, as well
influenced by multiple cultures as those of others.

1 Open Education Sociology Dictionary. (n.d.). Retrieved from: https://sociologydictionary.org/culture/#definition_of_culture

 2

| LESSON PLAN: EXPLORING CULTURE |

Establish group rules
Introductory points:

• Inform students that today’s lesson will involve exploring their own values, beliefs and
culture.

• Highlight to students that whilst open conversation is encouraged, it is completely up to

the students as to the extent to which they would like to share their personal information –
students can speak to experiences of friends (external to the school), family, or those that
they have heard in media.

• As a group ask the students to define a list of rules to guide the conversation.

• Encourage students to define their own boundaries in the discussion, however some
suggestions or core rules could include:

ʴʴ Confidentiality – what students share within this class, remains in the class

ʴʴ Demonstrate respect for others’ opinions by listening, not interrupting, using

respectful language if providing feedback or challenging someone

ʴʴ Not making jokes or using offensive language about the beliefs, values or culture
of another

ʴʴ Informing the teacher if any of the content of the class was particularly difficult
or challenging

ʴʴ Participation and contribution by all – even if it does not involve disclosure of

personal information

ʴʴ Understand that we are all learning

1
| FACILI

VCAA
TATING

g Up To
s Standin supported
The School e was
CONVERSAT

resourc Government.
Racism n
Victoria
by the

ing
IONS ABOUT

Facilitat tions

For more information Teachers

sa
Conver cism -
RACISM

Facilitating
About Ra r
|

fo
A guide and
regarding facilitating teache
rs
school
leaders
ol settin
g is intim
idatin
g

conversations Guide: Navigating

conversations around
the scho
within
racism
about
ersations
ting conv de:

Intercultural Issues
Initia can inclu
. dialogues
for many these ne
starting someo
about upsetting

about racism
on fears ing or ion
Comm offend a situat
thing and contain
the wrong able to

culture & discrimination,

not being ns.
nt opinio
• Fear of saying
making
matters
worse,
iling differe
lty of reconc
• Fear ofrns about
the difficu
hampered
by:
• Conce ersations
can be
schoo
l setting
, thus no

of such conv in the

Initiation ce of racism

in the Classroom
presen ces
of the al influen
rsations the extern
recognition these conve l due to
• Lack of
perceived
need for
r’ than
the schoo racism.

guide
of

consider:
ed?
as ‘bigge experience
the topic a student’s

is need
• Seeing bute to

sation
that contri
t has

conver
subjec
n of the , they are

Why a
evasio
e and racism
lt, silenc process of
difficu te and ss or failure
can be , naviga in the succe itment within
ing racism nts can name l factor e comm
regard1
rsations When
stude2 most crucia e and sincer
gh conve ctive. nce. The is a genuin
Althou to be destrudevelop resilie er there
been shown to
opportunity ls is wheth
schoo
given the racism within
h on Racism.
addressingl to do so. g Critical
Researc

the schoo : Centerin

of K-12
Schools
Racism”
The “New
, A. (2017)
Nevarez 41, pp.182-202
M., and n,
Pizarro Educatio
1 Kohli, R., Research in
of
Review

2 Ibid

Check in activity:
“Ambassador tea party”(5 - 10 mins) 2

• Split the students into four groups

• Provide each group with a role card detailing the scenarios described below:

• Ask the Ambassadors to attempt to meet and network with the Ambassadors from the other
country for a couple of minutes using their best behaviour

2 SALTO Cultural Diversity Resource Centre. (2016). Value the Difference Resource Pack. Retrieved from: www.salto-youth.net/diversity
 3

| LESSON PLAN: EXPLORING CULTURE |

You are the Ambassadors from Lavinia
In your country it is a sign of respect to consider another person’s words very carefully. You never
respond immediately when someone speaks to you. Usually you wait about 10 seconds before
replying. When you arrive at the tea party you will be trying to show a great deal of respect to the
people you meet at the party.

You are the Ambassadors from Montza

To be friendly in your country means speaking very loudly and using your hands a great deal.
In addition it is considered polite to begin speaking before the other person has completed a
sentence to show that you are really listening. When you arrive at the tea party you wish to be
very friendly and especially polite to everyone, as you haven’t met many of the people there
before.

You are the Ambassadors from Zhabori

In your country it is considered very impolite to look directly at the person with whom you are
speaking. Therefore your eyes will always be on the ceiling or the floor, never directly focussed on
the person. It is also polite to maintain a good amount of distance from someone when you are
conversing. When you arrive at the tea party you will be trying to be very polite.

You are the Ambassadors from Valdesta

In your country it is natural to stand very close to a person when speaking to them. The closer
you are, the more comfortable you both should feel. When you arrive at the tea party you will
obviously be trying to make you and everyone else as comfortable as possible.

Discussion: What is culture?

(10 mins)
• In one large group, or in smaller groups, brainstorm ideas on how culture can be defined,
considerations may include:

ʴʴ What is culture?

ʴʴ Who is seen to have culture?

ʴʴ Does culture exist outside of groups of people such as schools, sports clubs,
governments, nations?

ʴʴ What are the characteristics of culture?

ʴʴ How is culture demonstrated, formed, practiced?

ʴʴ How is culture perceived, interpreted, valued?

 4

| LESSON PLAN: EXPLORING CULTURE |

• As a group, reflect on the following definition of culture? Does it capture all the points
raised in the brainstorming activity?

Definition:
Culture shapes almost every aspect of human experience – our senses, perceptions,
behaviour, interpretation, what we hear, smell, taste, feel and see. It structures our social
world and social interactions. It provides us with a set of beliefs, values and explanations that
form our ‘worldview.’

• As a group, consider some of the responses from the ‘‘Ambassador tea party’’ activity:

ʴʴ What stood out from this exercise?

ʴʴ What did it feel like to try and have a respectful, friendly interaction with the other
ambassadors?

ʴʴ What does it suggest about the way we tend treat each other?

ʴʴ Like a country, a place can have a culture. What are some of the aspects of our
school’s culture?

Activity: The Cultural Iceberg

(10 mins)
Introductory note for teachers: Many students will come to this activity without considering
that they have a culture (particularly those of Anglo-Australian background). The intention
of the activity is not to describe any one “culture”, but to develop an understanding of the
different kinds of values, behaviours, beliefs, expectations and influences that shape every
culture, or indeed the multiple cultures that make up the identity of a person.

• Draw an iceberg on the whiteboard:

The tip of the iceberg

What is underneath?
 5

| LESSON PLAN: EXPLORING CULTURE |

Utilising points from the previous

conversations, discuss the analogy of
an iceberg considering factors such as:

• What do we know about icebergs?

ʴʴ What is visible is just the ‘tip’, the vast majority of the iceberg is below the
water line. This is a metaphor for culture in that what we are able to see is
just a small part of what our culture is, and what is not able to be seen (and
often unconscious to the person themselves), forms a much greater part of
a person’s culture.

ʴʴ There are also elements or factors that influence culture, which in the
iceberg metaphor could be wind and water which influence the shape, size
and direction in which the iceberg is travelling.

• What aspects of culture are visible?

ʴʴ What are the things that identify us as being from a cultural group?

ʴʴ What are the aspects of a culture that make us look at a person and say “Oh, I know
something about your culture”?

• What aspects of culture are not visible or ‘below the waterline’?

ʴʴ These are the things that are not easily observed but are just as important aspects
of culture

ʴʴ They could include values, beliefs, traditions, social roles, parenting styles, power structures
– as students identify some of these aspects it would be good to ask them to elaborate or
provide an example

ʴʴ Note: there can be elements that are both visible and not visible ie. Language, body
language, or how we interact

• What happens if we only see or understand the visible section of the iceberg?

ʴʴ We can make assumptions and misunderstand.

ʴʴ We can interpret what we see above the water line of someone else’s iceberg by what is
below the line of ours.

• What are the ‘waves’, ‘currents’ or ‘winds’ that affect and shape our cultural icebergs?
Examples can include religion, country of birth, friends, media, gender, or politics.

ʴʴ These are the external factors that influence how culture is practiced, expressed,
understood. For example country of birth may affect the cultural aspect of your gender or
religion.

ʴʴ Exposure to different cultures – through friends, family, community – may influence how you
understand your own culture, or how you enact your culture in different settings.
 6

| LESSON PLAN: EXPLORING CULTURE |

• Is the ‘waterline’ fixed or can it move?

ʴʴ Politics, media and social movements may impact how we express our culture – for
example a woman’s choice as to whether or not wear a hijab may be affected
depending on the changing laws of a country or feelings of safety.

ʴʴ Age can affect the expectations and social norms of a person within certain cultures.

• This activity is intended to guide students to consider the diverse and dynamic
nature of culture, and to illustrate that culture is something that we all possess.
Some useful points to emphasise can include:

ʴʴ The visible aspects of our culture are largely defined by what is underneath the
waterline – for example “respect” can be exhibited in different ways across different
cultures.

ʴʴ When we judge, appraise or interpret the behaviour of others, we often do so based

on what is above their waterline and below our own. Therefore, how we understand
another person’s behaviour is often an assumption based on our own values and
beliefs.

ʴʴ We can belong to more than one culture at any one time, and within cultures,
subcultures can exist. Cultures can intersect and overlap.

**Please refer to example iceberg for further suggestions on discussion points.

Activity: Individual Icebergs

(15 mins)
• Provide each student with a My Cultural Iceberg handout (see attachment).

• Ask students to consider the following questions when filling out their iceberg
diagram:

ʴʴ What do people see about you? (above the waterline)

ʴʴ What don’t people see about you? (below the waterline)

ʴʴ Emphasise that their iceberg can be influenced by multiple cultures and groups to
which they belong.

• Ask students to consider the multiple cultures, groups, identities and influences
impacting on what is in their iceberg, including:

ʴʴ Does your iceberg fit into one traditional ‘culture’?

Required Materials:
ʴʴ Is your iceberg the same at home? With family or
friends? • White board or wall
space/poster paper or
ʴʴ Do you ever have to hide things from above or blackboard
below?
• Whiteboard markers or
ʴʴ Was your iceberg the same when you were younger? markers or chalk
Do you think it will change as you get older?
• My Cultural Iceberg
ʴʴ Instruct students to walk around the room and find handouts (see
one person with whom they share a similar aspect attachment)
of culture or influence. Ask students to share this
similarity back to the class.
 7

| LESSON PLAN: EXPLORING CULTURE |

Cultural Iceberg – Example and
Facilitation notes
Above the waterline: observable/conscious
• Dress/clothes • Celebrations – events such
as Christmas, Ramadan,
• Dance, music,
birthdays, etc.
art
• Rituals – e.g. daily prayer,
• Food
etc.

On the waterline: • Scarring/piercings/tattoos

both observable and • This group is often

called the 3Fs: Food
not observable Faith and Festivals!

• Language

• Body language

• How we interact

Influencers:
Below the waterline:
• Politics Not observable / unconscious
• Country of birth • Values • Expectations • Power structures

• Age • Beliefs • Understandings of • Ethics

• Media / friendship / loyalty
social media • Parenting style
• Religion
• Laws • How respect is
• Sexuality /
conveyed • Collectivist vs.
individualist
gender • Gender roles
societies
• Birth order
• Social norms (what is
• Colonisation considered right and wrong)
• (Dis)ability
• Notions of
• History hospitality/
friendliness
• Birth order

• There are many! • Affiliations

(sports clubs,
corporate
culture)
 8

| LESSON PLAN: EXPLORING CULTURE |

Additional
Facilitation Notes:
There is much to discuss within the topic of culture, and the context of the
environment and people’s experiences will greatly influence their perceptions and
answers. As a facilitator, using examples that you are comfortable discussing and
that suit the context of your group is very important – however using examples
that the group may not have considered can also be very helpful in broadening
understanding of culture.

Below are some tips and examples of how various points have been approached
during previous facilitation of this exercise:

Highlighting the key messages:

• What is below the water line drives what is above the waterline

Example: Our values, social roles and responsibilities drive the behaviours that we
display above our waterline. Ask the students to consider the example of respect.

ʴʴ How might it be conveyed differently between friends, to family, to teachers?

ʴʴ What behaviours indicate respect in a professional Western culture? Shaking

hands, eye contact, type of language used (no swearing, not too casual)

ʴʴ Does anyone have examples of how respect is conveyed in other cultures?

Not making eye contact, not speaking until spoken to, not shaking hands of
different genders, one or two kiss introductions?

• We tend to judge what is above someone else’s waterline by what is below

our own.

ʴʴ Using the previous example of respect, a student looking away from their
teacher may be considered disrespectful when they are actually very
engaged and trying to convey respect.

ʴʴ Recognition of the above tendency allows us to avoid making assumptions by

understanding that we cannot fully appreciate the factors that contribute to
someone’s observable culture.

ʴʴ Cultural awareness or cultural responsiveness can be seen as looking

sideways from beneath the waterline of your own culture, to below the
waterline of another.

• Culture is dynamic, it changes over time and context, and we each embody
multiple cultures.

• There are many influencers that shape the cultures within and around us –
they can be seen to create ‘subcultures’ within cultures. There is as much
diversity within a culture as there is between cultures.
 9

| LESSON PLAN: EXPLORING CULTURE |

Exploring ‘influencers’:
Religion
• Religion is often equated with culture. Indeed religion influences both visible and invisible
aspects of culture, however ask students to consider how many millions of Muslims,
Christians and other faiths there are and how culturally diverse they are.

Country of birth / ethnicity

• Whilst also commonly recognised as an identifier of culture, country of birth or ethnicity
are better understood as influencing factors. Consider how the values, behaviours, beliefs
about social and gender roles may differ between between two people of the same
ethnic background who have grown up in different countries.

History
• Historical events greatly influence the evolution and expression of culture. Consider
the influence of WWII which required women to enter the workforce to take up roles
traditionally filled by men and the impact of this on gender roles in Australia / the West.

Economics / socio-economic status

• Socio-economic status can impact visible identifiers such as dress, what we eat, places
we frequent.

• They can also impact our access and opportunities for education, employment,
recreational activities and influence invisible factors such as values, what we consider
right and wrong, behaviour.

(Dis)ability
• Ability levels can influence our role within a family, how we are perceived, educational
and employment opportunities.

• Disabilities can embody a culture of their own – consider deaf culture.

Age
• Age can determine your role within a family culture across different social and
ethnic groups.

• Age groups can be seen to have their own cultures for example ‘youth culture’ or
generational stereotypes such as baby boomers, generation x and y, millennials.

Place you live

• Geographic location can influence culture – consider rural vs urban cultures.

• Country of birth and migration experience are also highly influential.

Groups and memberships

• The groups with which we interact and participate in can influence our culture. They can
also embody cultures of their own - consider sports clubs, corporate culture, ‘hip hop’
culture, surfers, ‘soccer mums’

There are many ‘influencers’ – exploring the different ones that student’s recognise is a great
way for breaking down stereotypes and broadening cultural understanding!
10

| LESSON PLAN: EXPLORING CULTURE |

My Cultural Iceberg