Dianne's+Unit

Understandings (OSEU): || ** OSEU ** There is variety and resiliency among individual Tribal people as identity is developed, defined and redefined by entities, organization and people. A continuum of tribal identity, unique to each individual, ranges from assimilated to traditional lifestyle. There is no “generic American Indian”. || Core State Standards: || Health Careers 1 Standard - HC1 4.4 Examine religious and cultural values as they impact ethical issues in healthcare. Reading Standards for Literacy in Science and technical Subjects 11-12. RST.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing hem in simpler but still accurate terms. ||  ||   || to know, do, and understand as a result of the unit?) || Students will be able to compare and contrast cultures and religious health care practices and be able to recognize differences. || questions that will guide the learning?
 * || This column is what you will be filling out for your unit. ||
 * Unit Overview || Respect for cultural diversity while caring for patients within healthcare facilities ||
 * Unit Introduction || Healthcare professionals need to have a keen awareness of cultural differences to best treat their patients of different cultures with respect and professionalism. ||
 * Author: || Dianne Rider ||
 * Title (English) || Understanding Cultural Diversity ||
 * Title (Lakota/Dakota/Nakota) ||  ||
 * Topic Area/s: || Cultural influences in health care decisions ||
 * Time Frame: || 2 or 3 class periods ||
 * Description of the Unit: || This unit is designed to expose students to a variety of cultures and religions to help them develop an understanding of how conflict can occur due to a lack of understanding the culture or religion. ||
 * Grade Range: || 10-12 ||
 * Oceti Sakowin Essential
 * ESSENTIAL UNDERSTANDING 2 **
 * Content Area/Common
 * Student Learning Objectives: || Students will understand that differences in cultures can cause misunderstandings. ||
 * (What are students expected
 * What are the essential

(Questions that provoke sustained inquiry and get to the ‘heart’ of the discipline or learning.) || Why would a patient refuse a life saving treatment? What healthcare practices do you disagree with? What can healthcare workers do to help patients and other to understand cultural differences? || Family Involvement: || Questions for home discussion: 1. If a family member becomes ill, where would the family seek treatment? 2. When decisions need to be made on health care treatments, who makes the decisions? || Essential Understandings: || OSEU 2 || Essential Understandings: || OSEU 2 || Essential Understandings || OSEU 2 || Essential Understandings: || OSEU 2 || completed lessons: || These lessons were designed to have students discover the cultural diversity present in SD, especially the Native American healthcare cultural beliefs. || for this Unit: || The final lesson #4 would assess if the student had an understanding of cultural differences and would be able to access resources to deal with the differences in a professional manner. ||
 * Notes/Reflections: ||  ||
 * Parent/Guardian/
 * Lesson #1 || Compare and Contrast Healers - European : Native American ||
 * Oceti Sakowin
 * CCSS Standards: || 11-12.RST.2 ||
 * Teacher Preparations: || Prepare learning activity, present it to the student online or as a paper document[[file:Compare and Contrast healers.docx]] ||
 * Materials: || Textbook: Health Science Career Exploration, Simmers ||
 * Resources: || Internet access ||
 * Assessment: || Rubric of compare and contrast chart ||
 * Notes/Reflections: ||  ||
 * Lesson #2 || Compare and Contrast Method of Treatment - Hispanic : Native American ||
 * Oceti Sakowin
 * CCSS Standards: || 11-12 RST.2 ||
 * Teacher Preparations: || Prepare learning activity[[file:Compare and Contrast method of treatment.docx]] ||
 * Materials: || Textbook: Health Science Career Exploration, Simmers ||
 * Resources: || Internet access ||
 * Assessment: || Rubric of compare and contrast chart ||
 * Notes/Reflections: ||  ||
 * Lesson #3 || Compare and Contrast End of Life Decisions - European American : Native American ||
 * Oceti Sakowin
 * CCSS Standards: || 11-12 RST.2 ||
 * Teacher Preparations: || Prepare learning activity[[file:Compare and Contrast End of Life Practices.docx]] ||
 * Materials: ||  ||
 * Resources: || Internet access ||
 * Assessment: || Rubric of compare and contrast chart ||
 * Notes/Reflections: ||  ||
 * Lesson #4 || Your cultural beliefs of health care compared to Native American beliefs ||
 * Oceti Sakowin
 * CCSS Standards: || 11-12 RST.2 ||
 * Teacher Preparations: || Prepare learning activity[[file:Cultural beliefs of health care practices- Self Assessment.docx]] ||
 * Materials: ||  ||
 * Resources: || Internet access ||
 * Assessment: || Rubric ||
 * Notes/Reflections: ||  ||
 * Overview of
 * Final Assessment
 * Unit Notes/Reflections: ||  ||