Indiana Social Studies S.6.7

Social StudiesGrades 9–12Sociology of Groups

The Standard

Define ethnocentrism and cultural relativism and explain how they can be beneficial or destructive to a culture.

2026 Indiana Academic Standards: K-12 Social Studies

Teacher's field guide

What Students Need to Do: Students spot when someone judges another group by their own customs and when someone tries to understand a custom in its setting. They explain how each response can help or hurt a group.
What Mastery Looks Like: A student can label two reactions to an unfamiliar greeting and explain the difference. They can show how shared customs build belonging but can also exclude outsiders. They can explain why learning the context reduces bias without requiring approval of harm.
Common Misconceptions: Students may think pride in their own group always means hostility toward others. Others may think understanding a custom means they must approve of it, even when it harms someone.
How to Assess It: Exit ticket: Label each response to an unfamiliar holiday: 'Our way is best' and 'Let's learn why they celebrate that way.' Give one benefit and one possible harm of each response.

Lesson moves

Show photos of bowing and handshakes; students mark first impressions on sticky notes, then revise them after reading cards explaining each greeting.
Ask students to write: When can pride in a family tradition bring people together, and when might it shut others out?
Play a card sort with statements about greetings; teams label each view and point to the words that support their choice.
Use a school lunch menu debate; students suggest how to keep familiar foods while making room for classmates' food traditions.

Free download

A ready-to-print activity worksheet aligned to S.6.7, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

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