Whole-class discussion or written response to follow the activity. Prompts may include: Why do you are mentioned ‘groups’ in the headlines? Do you think the headline demonstrates a biased opinion? How do you think this influences the reader? Lesson 4: Introduce the students to the cultural iceberg concept. Cultural Students Discuss the differences iceberg explore how between culture’ and ‘Visual cultural Students culture’. Students ‘Hidden background explore use personal examples to shapes their own cultural create their own iceberg. identity (FUSE identity and ID: P4R8DH) compare it with others in the Once the students have class. completed the ‘visual’ (FUSE ID: section of iceberg they 79JTSZ) then need to find people who Note there are may have a common ‘visual a range of identity’ (same food, favorite other examples sport, dress sense, taste in available music) and list their names online or you on the back.
Whole-class discussion or written response to follow the activity. Prompts may include: Why do you ‘groups’ are mentioned in the headlines? Do you think the headline demonstrates a biased opinion? How do you think this influences the reader? Lesson 4: Cultural iceberg Students explore own cultural identity and compare it with others in the class. Introduce the students to the cultural iceberg concept. Discuss the differences between ‘Visual culture’ and ‘Hidden culture’. Students use personal examples to create their own iceberg. Once the students have completed the ‘visual’ section of iceberg they then need to find people who may have a common ‘visual identity’ (same food, favorite sport, dress sense, taste in music) and list their names on the back. Students explore how cultural background shapes their identity (FUSE ID: P4R8DH) (FUSE ID: 79JTSZ) Note there are a range of other examples available online or you
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