Collectivism and Individualism

  • 3

  • 4

  • 5

Objective: Students will be able to recognize the differences between individualism and collectivism.

Collectivism and Individualism

  • 3

  • 4

  • 5

Objective: Students will be able to recognize the differences between individualism and collectivism.

Activity:

Activity #1 

Individualism: the belief that the needs of each person are more important than the needs of the whole society or group.
Collectivism: is the idea that people should prioritize the good of society over the welfare of the individual.

Put the two vocabulary words and their definitions up on the board for the class. Discuss as a whole class what each one means. 

Answer the questions and discuss them using the One, Three, Six protocol.

When in school is it important to put your own needs first? 

When at school is it important to think about the needs of the whole group? 

Activity #2 

Have students write down something they do that fits in either individualism or collectivism on index cards.

Using the Mix Switch protocol, have students trade the cards with each other around the room.

When the music stops, students will look at their card and decide if the activity would demonstrate individualism or collectivism.

They will go to that corner and share with a partner. Then using speaking frames, students in each group will share out about their activity. 

Activity #3

Use the continuum activity to have students identify where they are in relation to collectivism and individualism.

Students will be given the following scenarios to determine his/her place on the continuum:

Problem solving using math word problems:
Creating an art project
Writing a fiction story
Summarizing a nonfiction article
Conducting an experiment in science
Playing a video game/computer game
Working on a big project for Social Studies

 

Common Core Standards:

  • 3.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 3.SL.1.b ( Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). )

  • 3.SL.1.c ( Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. )

  • 3.SL.1.d ( Explain their own ideas and understanding in light of the discussion. )

  • 4.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 4.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 4.SL.1.c ( Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. )

  • 4.SL.1.d ( Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. )

  • 5.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 5.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 5.SL.1.c ( Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. )

  • 5.SL.1.d ( Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. )