Lesson 5: Family Games

Lesson Information

About this Lesson:

The structure of family and role of kinship connections in Arab society can increase or limit opportunities for individuals. In this lesson, students demonstrate their understanding of familial relatinships and articulate the associated obligations, benefits and repurcussions by designing an Arab-family themed game of Chutes and Ladders.

Time

100 minutes (two class periods)

In this lesson, students will:

  • create an Arab family themed game of Chutes and Ladders.
  • play and evaluate another group’s game of Chutes and Ladders.


Enduring Understandings

  • Family is the central social and economic structure in Arab society and kinship stands at the root of social, economic and political decision-making.
  • Relations of kin serve as the primary affiliation, resource and responsibility for individuals in the Arab world.
  • The Arab family structure, extending well beyond the nuclear family, supports and protects its members by prioritizing family unity and well being above other obligations.
  • Decisions, actions and behaviors of individuals can have a real and critical impact on the family.

Curriculum Framing Questions

  • What is the role and function of family in Arab culture?
  • What aspects of an individual’s identity determine their role in the family?
  • How do familial associations and networks increase and/or restrict an individual’s voice and agency?

Learning Objectives

By the end of this lesson, students will be able to:

  • articulate the role of family in Arab society.
  • design an Arab family themed Chutes and Ladders in which they demonstrate the understanding of Arab family structures and relationships.

Assessment & Evaluation of Student Learning:

  • Design and create an Arab family themed Chutes and Ladders in which they demonstrate the understanding of Arab family structures and relationships.
  • Evaluate a game designed by other students, taking clarity, culture, and design into account.


Curriculum Standards Information

Reading: Literature

CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment

Reading: Informational Texts

CCSS.ELA-Literacy.RI.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment

Writing

CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

History / Social Studies

CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

Reading: Literature

CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Reading: Informational Text

CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Writing

CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

History/Social Studies

CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied


Implementation

Materials Needed in Class:

Chutes and Ladders Design Instructions

Chutes and Ladders Evaluation 

Dice

Implementation Overview:

Day One

1.

Divide students into small groups and distribute the  Chutes and Ladders Design Instructions. Every group should follow these steps:

  1. Choose a theme or goal for the game. For example: achieving financial stability for the family, ensuring that all siblings get married, seeing that all children receive an education, etc).

  2. Establish a starting point/setting and a goal to create the narrative of their game. (Ex: All siblings are single, and you want them all to get married)

  3. List possible chutes and ladders. For example:

    • Ladder: Your family has a spotless reputation making your siblings appealing brides/grooms
    • Chute: Your mother is sick and you must delay a wedding to pay for her medical expenses
  4. Transcribe the chutes and ladders onto the board.

  5. Decorate the board.

Review the instructions with the class as they may be complicated for some students.

Day Two

2.

Collect the games created by the students and redistribute them among the groups. Instruct each group to play a game designed by a different group.

3.

After playing the game, students will complete a Chutes and Ladders Evaluation, providing feedback on the game they played.

4.

Come together as a class and lead a concluding discussion about the games.