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        Identifying Social, Cultural, and Historical Perspectives - Dogs That Changed the World

        Students identify social, cultural, and historical perspectives regarding the importance of dogs in the past and present. They write and illustrate list poems that incorporate each perspective.

        Lesson Summary


        Students watch two segments about dogs to identify social, cultural and historical perspectives regarding their importance in the world in the past and in the present. After noting examples of each point of view, students write and illustrate list poems that incorporate each perspective. 

        Why is this an important concept?

        Learners broaden their understanding of concepts and clarify information when they are able to identify from which perspective information is derived. This broadened understanding and clarity helps them analyze and evaluate new information. 

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        The Lesson

        Part I: Learning Activity

        1. Photocopy the Spider Web: Identifying Multiple Perspectives handout graphic organizer and the Multiple Perspectives of Dogs rubric. Give students a copy of each. Describe purpose of lesson to students. Discuss scoring rubric with them so they know the expectations for grading.

        2. Discuss each term on the graphic organizer. This activity defines these terms in this way:

        • Cultural: development of a civilization and customs; includes the jobs dogs do for humans. 
        • Social: community and companionship; includes relationships humans have with dogs.
        • Historical: related to the past; includes dogs evolution and place in past cultures.

        3. Explain to students that they're going to watch a video segment called "Social and Historical Perspectives of Dogs." As they watch, ask them to listen for any social or historical perspectives on dogs. While the video is playing, model, on an enlarged graphic organizer, how to sort information from this segment into social and historical perspectives. Think aloud while listening and viewing to segment and recording on organizer, pausing the video as necessary. Make note of descriptive phrases. See the Sample Spider Web for Teachers for examples.

        4. Tell students that they're going to watch a second video segment and that this time they should watch and listen for social and cultural perspectives. Explain that this time they will take notes on their own. (Note: This segment contains both social and cultural perspectives. Students will have to identify perspectives and sort notes).

        5. You may choose to play the segment multiple times until students are able to take all necessary notes.

        6. Give students two minutes to share what they wrote with a classmate and add to their lists. Share in a whole-class discussion. Complete enlarged organizer with students' responses.

        For students who need additional teacher guidance:
        • Review note-taking strategies before watching the segments.
        • Provide assistance with taking notes while watching the video. You may want to scramble the terms from the sample spider web and help student categorize them into the three perspectives.

        Part II: Assessment

        Working with a partner or alone, students write and illustrate a list poem that is organized into the three perspectives and has parallel construction. See directions for and examples of list poems at Grade using the Multiple Perspectives of Dogs rubric.


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