The document provides instructions for a lesson on social studies. It begins with having students prepare their materials and discuss homework questions. It then defines social studies and explains how different social sciences can help make decisions as a television program director. Students assume roles and get advice from social scientist experts on potential television show topics. They reflect on cultural experiences and the reliability of sources. The lesson emphasizes how social studies integrates various disciplines to promote civic competence.
This document provides an overview of a professional development workshop for teachers on integrating social studies and English Language Arts (ELA) standards in grades K-8. The goals of the workshop are to explore how to design instruction incorporating both Social Studies and ELA standards, generate rigorous questions, evaluate vocabulary, and examine examples of literature. Teachers will learn integrative teaching strategies, collaborate with peers, and have opportunities for fun. The document discusses challenges of integrating literacy standards and outlines ELA and Social Studies standards.
The document discusses cultural differences between Eastern and Western cultures as portrayed in a series of graphics by Chinese artist Yang Liu. The graphics show differences in areas such as personal space, family and elder relationships, punctuality, beauty standards, dining customs, and modes of transportation between China and Western countries like Germany. Studying these cultural differences helps people better understand societies outside their own and avoid unintentionally causing offense.
Diversity Dtudies Day 1 - Welcome notes from Dr. Crystal LC HuangXena Crystal LC Huang
This document provides an overview of an introductory diversity studies course taught by Dr. Xena Crystal Li-chin Huang. It includes the course description and expectations, introduces concepts like diversity, diversity consciousness, and critical thinking. It also lists dimensions of diversity like race, gender, sexual orientation and provides examples and discussion questions. Videos and activities are suggested to illustrate topics like stereotypes, privilege and the importance of understanding different perspectives.
This document discusses many differences between cultures that can cause challenges in international business and interactions. It provides examples of how behaviors and customs that seem normal in one culture can be misunderstood or offensive in another, such as variations in handshakes, small talk, and views of time. The document also outlines some key cultural dimensions along which societies tend to vary, such as individualism vs collectivism, high vs low context communication, and orientations toward the past, present or future. Misunderstandings are likely when interacting across cultures with differing norms.
AFCPE-FPA Webinar-The Culture of Personal Finance-08-14Barbara O'Neill
This document discusses how culture impacts personal finances. It begins by defining key terms like culture, ethnicity, race, and nationality. It then explains that the US is becoming more culturally diverse and discusses some of the major cultural shifts occurring. It explores how culture influences financial practices and decisions in many ways. The document outlines several specific financial issues faced by different ethnic and cultural groups. It emphasizes the importance for financial educators to understand cultural differences in order to best serve diverse clients.
This document summarizes insights from a discussion on international education. It covers topics such as teaching without bias, considering population movements, inclusion of international students, new models of governance, the spread of Western ideals, short-term study abroad, faculty experiences abroad, and collaborating more across cultures. Questions are also raised about tracking students, institutional competition, cultural sensitivity, and political challenges to collaboration.
This document outlines an agenda and materials for a workshop titled "Becoming White" about understanding whiteness and white identity. The workshop goals are to deliberate racial identities in relation to communities, connect with others about racial identity development, and discuss whiteness, white privilege, and white identity development models. Ground rules focus on openness to new ideas and vulnerability. Materials cover defining whiteness, the social construction of race, white obliviousness to race, models of white racial identity development, reflecting on personal racial identities and socialization, confronting white privilege, and setting goals for ongoing learning.
South African Chinese Heritage Project Abridged Loraine Yuen
Raine Yuen has started an ambitious project to define the shared meaning and understanding of the South African Chinese community. Through questionnaires and discussions, the project aims to explore issues like Chinese culture and customs, stereotypes of Asian people, and challenges facing the community. It seeks to promote sharing perspectives in order to better understand and support each other. The document outlines topics that commonly cause confusion for overseas Chinese communities, such as blending of cultures and dealing with stereotypes. It provides examples of stereotypes like the "model minority" and discusses how stereotypes can negatively impact identity and mental health. The goal is to spark discussion, break cycles of ignoring issues, and empower the community through cooperation.
This document provides an overview of a professional development workshop for teachers on integrating social studies and English Language Arts (ELA) standards in grades K-8. The goals of the workshop are to explore how to design instruction incorporating both Social Studies and ELA standards, generate rigorous questions, evaluate vocabulary, and examine examples of literature. Teachers will learn integrative teaching strategies, collaborate with peers, and have opportunities for fun. The document discusses challenges of integrating literacy standards and outlines ELA and Social Studies standards.
The document discusses cultural differences between Eastern and Western cultures as portrayed in a series of graphics by Chinese artist Yang Liu. The graphics show differences in areas such as personal space, family and elder relationships, punctuality, beauty standards, dining customs, and modes of transportation between China and Western countries like Germany. Studying these cultural differences helps people better understand societies outside their own and avoid unintentionally causing offense.
Diversity Dtudies Day 1 - Welcome notes from Dr. Crystal LC HuangXena Crystal LC Huang
This document provides an overview of an introductory diversity studies course taught by Dr. Xena Crystal Li-chin Huang. It includes the course description and expectations, introduces concepts like diversity, diversity consciousness, and critical thinking. It also lists dimensions of diversity like race, gender, sexual orientation and provides examples and discussion questions. Videos and activities are suggested to illustrate topics like stereotypes, privilege and the importance of understanding different perspectives.
This document discusses many differences between cultures that can cause challenges in international business and interactions. It provides examples of how behaviors and customs that seem normal in one culture can be misunderstood or offensive in another, such as variations in handshakes, small talk, and views of time. The document also outlines some key cultural dimensions along which societies tend to vary, such as individualism vs collectivism, high vs low context communication, and orientations toward the past, present or future. Misunderstandings are likely when interacting across cultures with differing norms.
AFCPE-FPA Webinar-The Culture of Personal Finance-08-14Barbara O'Neill
This document discusses how culture impacts personal finances. It begins by defining key terms like culture, ethnicity, race, and nationality. It then explains that the US is becoming more culturally diverse and discusses some of the major cultural shifts occurring. It explores how culture influences financial practices and decisions in many ways. The document outlines several specific financial issues faced by different ethnic and cultural groups. It emphasizes the importance for financial educators to understand cultural differences in order to best serve diverse clients.
This document summarizes insights from a discussion on international education. It covers topics such as teaching without bias, considering population movements, inclusion of international students, new models of governance, the spread of Western ideals, short-term study abroad, faculty experiences abroad, and collaborating more across cultures. Questions are also raised about tracking students, institutional competition, cultural sensitivity, and political challenges to collaboration.
This document outlines an agenda and materials for a workshop titled "Becoming White" about understanding whiteness and white identity. The workshop goals are to deliberate racial identities in relation to communities, connect with others about racial identity development, and discuss whiteness, white privilege, and white identity development models. Ground rules focus on openness to new ideas and vulnerability. Materials cover defining whiteness, the social construction of race, white obliviousness to race, models of white racial identity development, reflecting on personal racial identities and socialization, confronting white privilege, and setting goals for ongoing learning.
South African Chinese Heritage Project Abridged Loraine Yuen
Raine Yuen has started an ambitious project to define the shared meaning and understanding of the South African Chinese community. Through questionnaires and discussions, the project aims to explore issues like Chinese culture and customs, stereotypes of Asian people, and challenges facing the community. It seeks to promote sharing perspectives in order to better understand and support each other. The document outlines topics that commonly cause confusion for overseas Chinese communities, such as blending of cultures and dealing with stereotypes. It provides examples of stereotypes like the "model minority" and discusses how stereotypes can negatively impact identity and mental health. The goal is to spark discussion, break cycles of ignoring issues, and empower the community through cooperation.
The document discusses how culture can affect the cost of doing business internationally. It defines culture as learned behaviors that are passed down through generations, including customs, traditions, norms and values. These elements of culture, such as language, religion, manners, aesthetics, education and social institutions, can increase business costs if companies are unaware of cultural differences. For example, verbal and nonverbal communication styles vary across cultures and misunderstandings can negatively impact negotiations. The document emphasizes that understanding local culture is key to avoiding losses when conducting international business.
The document summarizes chapters from Carter G. Woodson's book "The Mis-Education of the Negro". It discusses how Woodson believed African Americans were miseducated through the American education system, which taught them they were inferior and encouraged assimilation into white culture. Woodson argued this programming had wide-ranging negative effects, including African Americans being discouraged from entering many professions and abandoning their own churches and communities. He stated the status quo was intentionally maintained by white southern apologists who controlled textbooks.
This document discusses cross-cultural communication and culture. It defines culture as the shared attitudes, beliefs, and ways of thinking of a community. Culture can be understood on surface and deep levels, with deep culture including worldviews, language, kinship systems, and social organization. The importance of cultural values is explained, as they determine appropriate behavior. Cross-cultural communication is defined as sending and receiving messages between people from different cultural backgrounds who may interpret signs differently. Understanding different cultures is important for business, jobs, and diversity. Barriers to cross-cultural communication can be overcome by observing without judging, understanding non-verbal signals vary, and developing cultural self-awareness and awareness of other cultures.
This document discusses the importance of cross-cultural sensitivity in healthcare. It provides examples of how seemingly small cultural differences, like the number 4 in Japan, can cause misunderstandings. It emphasizes learning about a patient's culture to provide better care, such as being aware that pointing the sole of your foot at someone is insulting in Arab cultures. The document offers tips for cultural sensitivity, like using simple language, speaking slowly, avoiding biases, and identifying language barriers to improve communication and patient outcomes.
2015 Urban Extension Conference-The Culture of Personal Finance-05-15Barbara O'Neill
This document discusses the impact of culture on personal finance. It begins by outlining workshop objectives related to understanding cultural diversity and its influence. It then defines key terms like culture, ethnicity, and acculturation. The document discusses how the United States is becoming more culturally diverse and notes specific financial issues that may arise for foreign-born residents. It also summarizes some common financial characteristics and values of different ethnic groups like Latinos and African Americans.
http://finishedexams.com/homework_text.php?cat=867
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
The document discusses the "culture of poverty" theory and the impact of socioeconomic status on student success. It warns against deficit theories that link low socioeconomic standing to school failure. Educators are asked to identify a low socioeconomic status student who is not succeeding and analyze what factors beyond their control or a mismatch between home and school culture may be contributing to difficulties. Alternative contributing factors and how teachers can effectively support students despite challenges are also discussed.
The document provides an overview of a training session on integrating cross-cultural communication concepts into ESL education. It discusses key theorists on culture and communication, introduces the concept of "culture bumps" as differences that cause disconnect, and describes experiential activities used in the training to help participants understand cultural perceptions and find commonalities between cultures. The training aims to help participants move beyond viewing differences as "them vs us" and instead recognize humans' shared qualities through culture-free conversations.
This presentation discusses cultural conflicts in organizations. It begins by defining culture and conflict, then defines cultural conflict as occurring when different cultural values and beliefs clash. Cultural conflicts in the workplace can arise due to differences in values, norms, dress, religious practices, customs, social values, family obligations, and non-verbal behavior between cultures. Examples provided include conflicts around drinking and food preferences between Chinese and Western cultures, and McDonald's introduction of beef burgers in India. The presentation identifies signs of cultural conflict and provides tips for resolving conflicts, such as understanding different cultural perspectives and developing mutually agreeable solutions. It emphasizes that there is no single approach for resolving every issue due to varied circumstances.
Presentation is about cultural diversity in Hospitality industry. This gives an idea about how to make an organisation culturally diverse and advantages.
Building cultural intelligence (cq) nine megaskills (neteffect series)ali biskri
The document discusses cultural intelligence (CQ) and its importance in today's changing workplace. It defines CQ as the key competencies needed to effectively interact with culturally diverse people. These competencies are constant awareness of oneself and others, cultural understanding, and CQ skills. The document also notes increasing diversity in the US population and workforce due to factors like rising minority populations, globalization, and changing demographics. Developing strong CQ involves continual self-assessment and improvement in awareness, understanding, and skills for interacting across cultures.
This document summarizes key cultural values dimensions from Hofstede's and GLOBE studies, including individualism vs collectivism, uncertainty avoidance, power distance, gender egalitarianism, and long-term vs short-term orientation. It provides examples of differences in these dimensions among various cultures like the US, Japan, and European countries. It also discusses how these values influence communication, work attitudes, ethics, and the role of religion in different societies.
This document provides an overview of cross-cultural communication. It discusses how culture influences communication styles and perspectives. Key differences in verbal and non-verbal communication across cultures are explained, such as appropriate eye contact, gestures, and ways of expressing agreement or disagreement. Challenges to cross-cultural understanding like ethnocentrism and stereotyping are also outlined. The document concludes by offering tips to improve cross-cultural communication, such as being aware of different communication norms, checking meanings, and maintaining etiquette across cultures.
Unlocking Cross Culture Barriers in Business CommunicationJignesh Mistry
The document discusses barriers to cross-cultural communication in business. It outlines fundamental cultural differences between countries, including communication styles, decision-making, and attitudes. Specific barriers covered include stereotypes, relationship building, greetings, gift giving, dress codes, and using language appropriately. Unlocking these barriers is important for successful international business. To communicate effectively across cultures, one must acknowledge assumptions, recognize invisible cultural differences, respect individuals and cultures, and listen without judgment.
The document provides information about the Social Justice Summit, including:
1) It thanks various sponsors and departments for making the summit possible and free to attend.
2) The summit was started in 2004 to educate students about social issues, empower them to get involved, and connect them to organizations.
3) The one-day event includes workshops on topics like racial identity, supporting undocumented students, and disability rights. It also features speakers and a resource fair.
The goal of this activity is to illustrate the different experiences participants may have based on the color of their skin. It will help provoke thinking and dialogue about different experiences and perceptions. This activity can be emotional and uncomfortable, and should be used with groups that have already worked to developed trust and/or have done other activities that explore the impact of race.
This document contains the agenda and notes for an English 343 class discussing identity and immigration narratives. The topics covered include reminders, a video on using immigration stories in class, reviewing concepts from the previous week like identity and representation, analyzing identity narratives in groups, and discussing a documentary on the Chinese immigrant experience. Key concepts are defined, such as otherization, orientalism, linguistic relativity, habitus, and cultural capital. Students then share their thoughts on identity narratives and the experiences of immigrants feeling pressured to abandon their original culture to assimilate into American culture. One student shares her personal narrative of feeling caught between cultures as the daughter of immigrants.
The document provides instructions for a lesson involving a review, preview, and homework assignment on social studies. Students are asked to discuss questions from a reading, share answers with classmates, and fill out a worksheet identifying different social science subjects and how they relate to being a television program director.
Cultural Differences and Unconscious Bias: An Introduction to Becoming Cultur...debragreen
This document provides an overview of a seminar on becoming culturally competent. The seminar aims to examine unconscious bias and its impact in academic environments. It explores how culture is defined and how values and assumptions differ across cultures. It also discusses how unconscious bias can influence interactions with students, faculty and staff from different backgrounds. Finally, it suggests some initial steps individuals can take to improve their cultural competence, such as educating themselves about cultural differences and listening more than talking.
The document discusses how culture can affect the cost of doing business internationally. It defines culture as learned behaviors that are passed down through generations, including customs, traditions, norms and values. These elements of culture, such as language, religion, manners, aesthetics, education and social institutions, can increase business costs if companies are unaware of cultural differences. For example, verbal and nonverbal communication styles vary across cultures and misunderstandings can negatively impact negotiations. The document emphasizes that understanding local culture is key to avoiding losses when conducting international business.
The document summarizes chapters from Carter G. Woodson's book "The Mis-Education of the Negro". It discusses how Woodson believed African Americans were miseducated through the American education system, which taught them they were inferior and encouraged assimilation into white culture. Woodson argued this programming had wide-ranging negative effects, including African Americans being discouraged from entering many professions and abandoning their own churches and communities. He stated the status quo was intentionally maintained by white southern apologists who controlled textbooks.
This document discusses cross-cultural communication and culture. It defines culture as the shared attitudes, beliefs, and ways of thinking of a community. Culture can be understood on surface and deep levels, with deep culture including worldviews, language, kinship systems, and social organization. The importance of cultural values is explained, as they determine appropriate behavior. Cross-cultural communication is defined as sending and receiving messages between people from different cultural backgrounds who may interpret signs differently. Understanding different cultures is important for business, jobs, and diversity. Barriers to cross-cultural communication can be overcome by observing without judging, understanding non-verbal signals vary, and developing cultural self-awareness and awareness of other cultures.
This document discusses the importance of cross-cultural sensitivity in healthcare. It provides examples of how seemingly small cultural differences, like the number 4 in Japan, can cause misunderstandings. It emphasizes learning about a patient's culture to provide better care, such as being aware that pointing the sole of your foot at someone is insulting in Arab cultures. The document offers tips for cultural sensitivity, like using simple language, speaking slowly, avoiding biases, and identifying language barriers to improve communication and patient outcomes.
2015 Urban Extension Conference-The Culture of Personal Finance-05-15Barbara O'Neill
This document discusses the impact of culture on personal finance. It begins by outlining workshop objectives related to understanding cultural diversity and its influence. It then defines key terms like culture, ethnicity, and acculturation. The document discusses how the United States is becoming more culturally diverse and notes specific financial issues that may arise for foreign-born residents. It also summarizes some common financial characteristics and values of different ethnic groups like Latinos and African Americans.
http://finishedexams.com/homework_text.php?cat=867
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
The document discusses the "culture of poverty" theory and the impact of socioeconomic status on student success. It warns against deficit theories that link low socioeconomic standing to school failure. Educators are asked to identify a low socioeconomic status student who is not succeeding and analyze what factors beyond their control or a mismatch between home and school culture may be contributing to difficulties. Alternative contributing factors and how teachers can effectively support students despite challenges are also discussed.
The document provides an overview of a training session on integrating cross-cultural communication concepts into ESL education. It discusses key theorists on culture and communication, introduces the concept of "culture bumps" as differences that cause disconnect, and describes experiential activities used in the training to help participants understand cultural perceptions and find commonalities between cultures. The training aims to help participants move beyond viewing differences as "them vs us" and instead recognize humans' shared qualities through culture-free conversations.
This presentation discusses cultural conflicts in organizations. It begins by defining culture and conflict, then defines cultural conflict as occurring when different cultural values and beliefs clash. Cultural conflicts in the workplace can arise due to differences in values, norms, dress, religious practices, customs, social values, family obligations, and non-verbal behavior between cultures. Examples provided include conflicts around drinking and food preferences between Chinese and Western cultures, and McDonald's introduction of beef burgers in India. The presentation identifies signs of cultural conflict and provides tips for resolving conflicts, such as understanding different cultural perspectives and developing mutually agreeable solutions. It emphasizes that there is no single approach for resolving every issue due to varied circumstances.
Presentation is about cultural diversity in Hospitality industry. This gives an idea about how to make an organisation culturally diverse and advantages.
Building cultural intelligence (cq) nine megaskills (neteffect series)ali biskri
The document discusses cultural intelligence (CQ) and its importance in today's changing workplace. It defines CQ as the key competencies needed to effectively interact with culturally diverse people. These competencies are constant awareness of oneself and others, cultural understanding, and CQ skills. The document also notes increasing diversity in the US population and workforce due to factors like rising minority populations, globalization, and changing demographics. Developing strong CQ involves continual self-assessment and improvement in awareness, understanding, and skills for interacting across cultures.
This document summarizes key cultural values dimensions from Hofstede's and GLOBE studies, including individualism vs collectivism, uncertainty avoidance, power distance, gender egalitarianism, and long-term vs short-term orientation. It provides examples of differences in these dimensions among various cultures like the US, Japan, and European countries. It also discusses how these values influence communication, work attitudes, ethics, and the role of religion in different societies.
This document provides an overview of cross-cultural communication. It discusses how culture influences communication styles and perspectives. Key differences in verbal and non-verbal communication across cultures are explained, such as appropriate eye contact, gestures, and ways of expressing agreement or disagreement. Challenges to cross-cultural understanding like ethnocentrism and stereotyping are also outlined. The document concludes by offering tips to improve cross-cultural communication, such as being aware of different communication norms, checking meanings, and maintaining etiquette across cultures.
Unlocking Cross Culture Barriers in Business CommunicationJignesh Mistry
The document discusses barriers to cross-cultural communication in business. It outlines fundamental cultural differences between countries, including communication styles, decision-making, and attitudes. Specific barriers covered include stereotypes, relationship building, greetings, gift giving, dress codes, and using language appropriately. Unlocking these barriers is important for successful international business. To communicate effectively across cultures, one must acknowledge assumptions, recognize invisible cultural differences, respect individuals and cultures, and listen without judgment.
The document provides information about the Social Justice Summit, including:
1) It thanks various sponsors and departments for making the summit possible and free to attend.
2) The summit was started in 2004 to educate students about social issues, empower them to get involved, and connect them to organizations.
3) The one-day event includes workshops on topics like racial identity, supporting undocumented students, and disability rights. It also features speakers and a resource fair.
The goal of this activity is to illustrate the different experiences participants may have based on the color of their skin. It will help provoke thinking and dialogue about different experiences and perceptions. This activity can be emotional and uncomfortable, and should be used with groups that have already worked to developed trust and/or have done other activities that explore the impact of race.
This document contains the agenda and notes for an English 343 class discussing identity and immigration narratives. The topics covered include reminders, a video on using immigration stories in class, reviewing concepts from the previous week like identity and representation, analyzing identity narratives in groups, and discussing a documentary on the Chinese immigrant experience. Key concepts are defined, such as otherization, orientalism, linguistic relativity, habitus, and cultural capital. Students then share their thoughts on identity narratives and the experiences of immigrants feeling pressured to abandon their original culture to assimilate into American culture. One student shares her personal narrative of feeling caught between cultures as the daughter of immigrants.
The document provides instructions for a lesson involving a review, preview, and homework assignment on social studies. Students are asked to discuss questions from a reading, share answers with classmates, and fill out a worksheet identifying different social science subjects and how they relate to being a television program director.
Cultural Differences and Unconscious Bias: An Introduction to Becoming Cultur...debragreen
This document provides an overview of a seminar on becoming culturally competent. The seminar aims to examine unconscious bias and its impact in academic environments. It explores how culture is defined and how values and assumptions differ across cultures. It also discusses how unconscious bias can influence interactions with students, faculty and staff from different backgrounds. Finally, it suggests some initial steps individuals can take to improve their cultural competence, such as educating themselves about cultural differences and listening more than talking.
This document is a training module on diversity awareness prepared by Dr. Lillie M. Fears. It is divided into four parts that discuss the definition of diversity, understanding culture and how it impacts one's job, and dealing with prejudice and stereotypes. The introduction explains that as the early childhood education classroom and workforce become more diverse, valuing diversity is important. It also notes that diversity now includes many more attributes beyond just race or gender.
The document is a presentation on diversity training for faculty at Heritage Institute. It discusses the increasing diversity of the US population and provides strategies for making classrooms more inclusive and culturally competent. Some key points discussed are recognizing unconscious biases, avoiding stereotypes, including a diversity statement in syllabi, getting to know students, and ensuring all groups are able to participate in discussions. Faculty are encouraged to reflect on how to best serve their diverse group of students.
This document discusses cultural sensitivity and respecting diversity. It defines cultural sensitivity as being aware of cultural differences and similarities without judgment. It outlines several major steps to increasing cultural sensitivity, including defining it, valuing diversity, self-assessment, understanding dynamics when cultures intersect, and having approaches adapted to diversity. It discusses how New York City is a diverse mosaic and defines cultural sensitivity stages like denial, defense, and acceptance. The document emphasizes respecting individuality while promoting respect for others.
This document discusses various topics related to individuals and society, including research credibility, conflicts between individuals and society, decision-making, social norms, morality, literature addressing moral dilemmas, immigration throughout American history, and current debates around immigration policy. It provides discussion questions, reading assignments, and writing prompts on these topics. Students are instructed to work in small groups to discuss the material and complete assignments.
This document provides an overview of key sociological concepts related to culture, values, norms, socialization, and sociological perspectives. It defines concepts such as values, norms, culture, material and non-material culture, cultural relativism, ethnocentrism, stereotypes, ascribed and achieved status, subcultures, and the sociological perspectives of functionalism, conflict theory, and symbolic interactionism. Examples are given for each concept and theoretical videos are embedded and linked to provide further explanation of the topics.
Chapter Outline9.1 What Is Diversity, and Why Is EverybodyJinElias52
Chapter Outline
9.1 What Is Diversity, and Why Is Everybody Talking About It?
9.2 Categories of Diversity
9.3 Navigating the Diversity Landscape
9.4 Inclusivity and Civility: What Role Can I Play?
Introduction
Student Survey
How do you feel about diversity, equity, and inclusion? These questions will help you determine how the
chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be
informative to reflect on how your understanding changes over time. We’ll revisit these questions at the end
of the chapter to see whether your feelings have changed. Take this quick survey to figure it out, ranking
questions on a scale of 1–4, 1 meaning “least like me” and 4 meaning “most like me.”
1. I'm aware of the different categories of diversity and the various populations I may encounter.
2. I think we sometimes go too far in trying to be sensitive to different groups.
3. I think nearly everybody in our society has equal opportunity.
4. It’s not my role to ensure equity and inclusiveness among my peers or colleagues.
You can also take the Chapter 9 survey (https://openstax.org/l/collegesurvey09) anonymously online.
Figure 9.1 (Credit John Martinez Pavliga / Flickr / Attribution 2.0 Generic (CC-BY 2.0))
9
Understanding Civility and Cultural Competence
https://openstax.org/l/collegesurvey09
About This Chapter
In this chapter you will learn about diversity and how it plays a role in personal, civic, academic, and
professional aspects of our lives. By the end of the chapter, you should be able to do the following:
• Articulate how diverse voices have been historically ignored or minimized in American civic life, education,
and culture.
• Describe categories of identity and experience that contribute to diverse points of view.
• Acknowledge implicit bias and recognize privilege.
• Evaluate statements and situations based on their inclusion of diverse perspectives.
9.1 What Is Diversity, and Why Is Everybody Talking About It?
Estimated completion time: 34 minutes.
Questions to Consider:
• Historically, has diversity always been a concern?
• What does it mean to be civil?
• Why do people argue about diversity?
“For the vast majority of my life, I thought being an Asian-American—who went through the Palo Alto
School District—meant that I was supposed to excel in academics. But, in reality, I did the opposite. I
struggled through college, both in classes and in seeking experiences for my future. At first, I thought I
was unique in not living up to expectations. But as I met more people from all different backgrounds, I
realized my challenges were not unique.
“I began capturing videos of students sharing their educational issues. Like me, many of my peers lack
the study skills required to achieve our academic goals. The more I researched and developed videos
documenting this lack of skill, the more I realized that student identities are often lost as they learn
according to a traditional pedagogy. I ...
Essay On Girl Child Killing In Hindi. Online assignment writing service.Angela Jennings
The document discusses building effective service learning programs in local communities to help change adults' negative attitudes towards youth and encourage personal development in students. Effective programs include facilitating discussions on social issues, designing volunteer activities around student development, and focusing content to give students meaningful experiences. Well-organized service learning has been shown to improve students' academic achievement, skills, and likelihood to continue volunteering as adults.
This document discusses the importance of considering culture and diversity when implementing prevention programs. It defines culture as the knowledge, experiences, values, and skills that are passed down from experienced community members to new members. Carriers of culture include families, religious organizations, and professional groups. The document emphasizes learning about the cultural experiences, values, beliefs, and practices of different groups in order to provide culturally competent prevention programs.
FREE 16 Sample Essay Templates In PDF. Online assignment writing service.Laura Taylor
This summary discusses the Stockton Civic Theatre's recent production of the musical Avenue Q. The puppet musical depicts realistic struggles faced by recent college graduates, including seeking employment and housing. The protagonist Princeton falls in love with Kate Monster but the couple faces typical relationship problems. Both the actor playing Princeton and the one playing Kate Monster gave strong performances through their puppeteering and singing abilities.
Importance of Independence Day in India Essay | Essay on Importance of .... paragraph-on-independence-day-of-india - TeachingBanyan.com. Write My Essays Today - essay on 15th august independence day of india .... Essay on Independence Day | Independence Day essay in English|writing .... 500+ Words Essay on Independence Day [INDIA] in English for Students. Narrative Essay: Independence day india essay. Reflection Essay: India independence day essay. Why We Celebrate Independence Day Essay | Sitedoct.org. Essay on Independence Day of India for Students, Essay for 15th August .... What Is Independence Day Paragraph - independencedaytv. Essay outline: Essay on indian independence day. Short Essay on Independence Day in India - YouTube. Independence Day Essay – Telegraph. Independence Day Essay 400 Words for Student | Essay on independence .... Essay on Independence Day of India in English - LearnEnglishGrammar.in. 256 Words Short Essay on the Independence Day (India).
American Ways An Introduction To American Culture Fourth Edition Teacher S Ma...Dereck Downing
This document provides an introduction and instructions for using a teacher's manual that accompanies the textbook "American Ways: An Introduction to American Culture, Fourth Edition". It discusses why teaching culture is important in language classes, what aspects of culture should be taught, and potential goals. It also outlines an activity called "shapes" that can be used to introduce cultural differences and get students discussing their experiences in groups.
American Ways Teacher S Manual With Answer Key OnlineWendy Hager
This document provides an introduction and instructions for using a teacher's manual that accompanies the textbook "American Ways: An Introduction to American Culture, Fourth Edition". It discusses the benefits of teaching culture in language classes, defines what aspects of culture are most relevant, and outlines goals and challenges. It also describes an icebreaker activity called "shapes" to help students understand how cultural similarities and differences can influence group formation.
This document provides an overview and syllabus for an Introduction to Class, Race, and Ethnicity course. The course is divided into eight units covering topics like the civil rights movement, Asian localities, and Native Americans. Ground rules for the class emphasize tolerance and note that no question is "dumb." The course focuses on historical documents and materials to enlighten student experiences of various ethnic groups. Reading assignments will include short essays approaching each unit topic through open-ended questions.
This document provides the text of Martin Luther King Jr.'s iconic "I Have a Dream" speech delivered at the 1963 March on Washington. The speech outlines King's vision of racial equality and justice in America, expressing the urgent need to make real the promises of democracy and end racial injustice. It describes the march as demonstrating for freedom and the unalienable rights promised in the Constitution. King stresses the importance of nonviolent protest and moving ahead towards justice without turning back.
BSL 4000, Managing Diversity in Organizations 1 Cours.docxaryan532920
BSL 4000, Managing Diversity in Organizations 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize how changes in the demographic makeup of the U.S. population affect fair treatment of
people with different ethnicities.
1.1 Distinguish which cultures and demographics make up society in the United States.
1.2 Diagnose the challenges of one dynamic culture group working in both an onsite and remote
environment with two other diverse cultural groups.
5. Examine workplace diversity data.
5.1 Identify demographic data in the workplace.
5.2 Explore the differences in culture, perspective, and experience.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapters 1 and 3
Blandin, D. M. (1991).
Unit I Project
1.2
Unit Lesson
Chapter 1
Blandin, D. M. (1991).
Unit I Project
5.1
Unit Lesson
Chapter 3
Unit I Project
5.2
Unit Lesson
Chapter 1
Blandin, D. M. (1991).
Unit I Project
Reading Assignment
Chapter 1: Introduction, pp. 3-27
Chapter 3: Legislation, pp. 63-91
Additional Reading Assignment(s):
In order to access the following resource, click the link below:
Blandin, D. M. (1991). Strategies for a diverse and competitive America. Vital Speeches of the Day, 57(6),
181-185. Retrieved from
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/logi
n.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site
UNIT I STUDY GUIDE
Diversity in Perspective
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site
BSL 4000, Managing Diversity in Organizations 2
UNIT x STUDY GUIDE
Title
Unit Lesson
The term diversity has about as many definitions as there are people that use the term. For the purpose of
this course, we will use the textbook’s definition. Diversity is defined as actual or perceived differences among
people in areas including race, ethnicity, sex, age, and other identity-based characteristics that impact their
relationships and interactions (Bell, 2017). The term is often used to describe our differences rather than how
we are similar. How, then, are diversity and discrimination so often used in the same sentence? Organizations
talk about diversity training or cultural sensitivity training. Employees are mandated to attend these trainings
on their differences in order to be considered all the same. Is this irony? The next several units will take a
more in-depth look at this issue from different perspectives.
Diversity will often be considered when we look at physical and cultural or religious characteristics. As this
course is about diversity in organizations and ...
Review for Midterm, American Culture1. Individualism and civi.docxjoellemurphey
Review for Midterm, American Culture
1. Individualism and civic or community involvement.
What does individualism mean in American culture, how it relates to concepts and values such as freedom, democracy, civic responsibility, community involvement. Be able to discuss how all this is related. Be able to discuss the concept of social capital and its decline. Understand and be able to explain the difference between utilitarian liberalism and moral liberalism. How do Americans connect their own fulfillment to that of other people, despite (or because of) individualism?
2. America as a land apart. This examines how Americans have always thought of America as somehow different, special, set apart from other people, cultures, or countries. It applies to questions like whether America is seen as a haven for the world’s oppressed, as a power in the world, etc. It refers to how many generations of immigrants have seen America and why they came here. It also refers to several opposing or conflicting attitudes and values, such as isolationism (America should not get involved with the rest of the world), nativism (foreign immigrants are the problem), extreme patriotism? What are the positive and negative sides to American exceptionalism?
3. Equality and inequality. This includes the tensions between our cultural ideals and values of equality and the reality of inequality in America—poverty, racism, the heritage of slavery and relations to Native Americans, etc. You should be able to explain how/why social categories such as race, social class, and even gender, as socially constructed, not biological or inherent--how racial and class categories are socially constructed and negotiated and “man-made,” rather than biologically inherent and “God-given.” Basically: our physical and genetic traits are inherent and given, but how we and others choose to perceive, emphasize, or ignore various physical and genetic traits, how we place people into arbitrary categories based on these traits, and how we set one category as “higher” or better than another are all socially constructed and learned. We can look at inequality as giving different groups of people different access to wealth, power, and prestige, and how the same social categories that define our identity (race, ethnicity, gender, etc.) also place us somewhere in a social hierarchy. We can always “negotiate” and try to change this. How can inequality be seen on the level of individuals and images (personal attitudes of prejudice, etc.), institutions discrimination, (policies and practices of institutions that perpetuate racism or inequality), and ideology (systems of attitudes, beliefs, ideas, and symbols that rationalize and support or challenge the “rightness” of a situation of inequality).We can change individuals on the level interpersonal relationships, but if we do not change institutional policies and practices and develop an alternative ideology, we won’t change inequality. Cla ...
This document provides an initial summary of research into relationships between Somali and Caribbean descended youth in inner-city Manchester. The research was conducted through interviews and focus groups with young people to explore cultural influences, experiences with discrimination and conflict, skills for building relationships, hopes and expectations, and suggestions for support. Key findings included experiences with racism reported by both groups, as well as discrimination between the communities. Participants expressed hopes for careers and families, while also wanting more mentoring and opportunities from local decision-makers to support positive choices.
This document provides strategies for taking standardized tests. It recommends getting a good night's sleep before the test, eating breakfast, and solving any problems. On the day of the test, it advises reading the directions carefully, pacing yourself, and using strategies like process of elimination. For multiple choice, it suggests not changing answers unless uncertain and guessing intelligently if skipping questions. It also provides tips for reading passages, math computation, and managing time. The overall message is to relax, do your best, and remember it's okay not to know everything.
The document summarizes the key causes and effects of the stock market crash of 1929 that led to the Great Depression. It discusses several underlying causes, including an unequal distribution of wealth, widespread installment buying, bank failures, rising unemployment due to new machinery, high tariffs, and huge farm surpluses. It also describes the immediate cause as the stock market crash in October 1929. Finally, it outlines some of the hardships of daily life during the Depression, such as poverty, homelessness, migration, and President Hoover's reluctance to provide government relief.
The document summarizes several key social issues and trends that emerged in the United States during the 1920s, known as the "Roaring Twenties". It describes the changing roles of women as more entered the workforce and embraced new styles like short "bobbed" hair and knee-length dresses. It also discusses urban migration, the rise of mass media like movies and radio, Prohibition and the organized crime it spawned, religious fundamentalism versus evolution, and racial tensions exemplified by the resurgence of the Ku Klux Klan. The Jazz Age of the 1920s saw social liberalism and rebellion collide with traditional values in post-WWI America.
Students will learn about key events leading up to the American Revolution through interactive activities. They will identify vocabulary terms, analyze political cartoons and paintings, and distinguish between loyalists and patriots. The document outlines warm-ups, learning objectives, and homework that involves creating a timeline of revolutionary events and writing from the perspective of a colonist.
This document provides an overview of the social studies curriculum for the 2020-2021 school year. It outlines that 5th grade will cover American history from early colonization through the Cold War. 6th grade will cover world history from early civilizations through the histories of North and South America. It describes reading programs, vocabulary assignments, notebook requirements, use of Google Classroom, availability of teacher help, and policies on late work. The overall message is an introduction to the social studies classes and expectations for the upcoming school year.
The document contains a series of questions about various personal finance topics such as earning income, taxes, banking, credit, insurance, and future planning. Questions cover topics such as the differences between needs and wants, types of bank accounts and financial institutions, borrowing money and credit scores, fraud prevention, renting versus buying property, common insurance policies, bankruptcy, and options for paying for college. The goal is to help the reader learn about important financial concepts and how to manage their money responsibly.
This document provides information about daily living skills through a series of questions on various topics like housing, health, self-care, careers, employment, and transportation. It discusses the importance of independent living skills and poses questions to help readers think about different aspects of independent adult life such as choosing housing, managing health needs, maintaining self-care routines, considering career options, understanding employment responsibilities, and navigating transportation. The goal appears to be to help individuals evaluate their current abilities and understand what it takes to live independently.
The document provides information about postwar America in the 1950s. It discusses the postwar economic boom and rise of suburbia. The baby boom led to increased births, families with 2.5 children on average, and societal changes like increased school and toy production. Mass consumption and car culture developed as Americans pursued the postwar American Dream. Television also rose dramatically in popularity during this time.
The document discusses the importance of financial planning, budgeting, and financial record keeping for businesses. It covers developing budgets to forecast revenue, expenses, and profitability. Maintaining accurate financial records and statements like balance sheets and income statements is also discussed. Financial ratios can be used to analyze a business's financial performance and guide decision making. Preparing budgets, reviewing financial data, and making adjustments based on actual performance are key steps in the financial planning process.
This chapter discusses business in a global economy. It explains why countries trade with each other through specialization and comparative advantage. Countries specialize in producing certain goods and services based on their resources. When they trade, it allows countries to consume goods they do not produce. The chapter covers currency exchange, balance of trade, and different perspectives on trade barriers like tariffs and protectionism versus free trade. It aims to help students understand global business and trade.
Chapter 9 technology_impact_on_businessJonah Howard
This document discusses the impact of technology on business. It explains how simple inventions like the plow led to increased crop production and the growth of agriculture-related businesses. Modern technologies like computers have revolutionized business by allowing electronic storage of files and digital workflows. The internet and e-commerce have created new industries and jobs, and allowed virtual businesses and e-tail to emerge. Overall, technology continues to significantly influence business operations and the growth of new industries.
Ch6 -business_ownership_and_operationsJonah Howard
This chapter discusses different types of business ownership and operations. It describes sole proprietorships, partnerships, and corporations, including their advantages and disadvantages. For example, it notes that a sole proprietorship has unlimited liability for debts as its main disadvantage. The chapter also discusses franchises, nonprofits, cooperatives, and different types of businesses based on their production process or services provided. Finally, it outlines the five main functions of business as production, procurement, marketing, management, and finance/accounting.
This chapter discusses business ethics and social responsibility. It defines business ethics as a set of moral principles guiding business conduct, and explains that ethical behavior is good for business because it leads to customer loyalty and low employee turnover. The chapter also defines social responsibility as a duty to act in the best interests of society. It describes businesses' social responsibilities to customers, employees, and the environment, as well as agencies that regulate areas like fair competition, equal treatment, and pollution control.
An entrepreneur is someone who starts and runs a business by organizing resources and assuming financial risks. Some rewards of entrepreneurship include being your own boss and having opportunities for creativity. However, challenges include difficulties obtaining startup funds and being fully responsible for business success or failure. Small businesses are important to the American economy as they employ over half of all workers and drive new job creation.
The document discusses key economic concepts such as gross domestic product (GDP), inflation, deflation, the national debt, the business cycle, economic indicators, and unemployment rate. GDP is used to measure the total value of goods and services produced in a country. Inflation is a general increase in prices, while deflation is a general decrease. A government budget deficit contributes to the national debt, while a surplus can help reduce it. The business cycle refers to the regular pattern of economic expansion and contraction over time.
This document appears to be a review for a World History I SOL (Standards of Learning) exam, containing 60 multiple choice questions about various people, places, and events in world history. The questions cover topics ranging from ancient civilizations like Egypt, Greece, Rome, and China to religions such as Christianity, Islam, Hinduism, and Buddhism, as well as empires and individuals that shaped world history.
The document provides information about the format and content of the World History exam. It discusses the six categories of questions on the exam and the percentages of each type. It also outlines the six major themes covered in world history and describes the test format, including time allotted for each section and the time periods covered. Additionally, it explains how the exam is graded and scored.
Here are the key points I would consider:
- Students have free speech rights, but schools also have authority over curriculum and activities that could disrupt education.
- The articles discuss sensitive topics and name other students without consent, which could violate privacy and cause harm.
- The principal could require removing names and work with students to address concerns while still publishing revised articles, balancing free expression and privacy.
- If agreement can't be reached, the principal has authority not to publish, though censoring due to just disagreement with views could be unconstitutional.
Overall, the situation requires balancing competing interests through respectful discussion to find an acceptable solution for all.
This document outlines the calendar for a 2014-2015 US Government course. The course is divided into 9 units covering the foundations, branches, liberties, and processes of the US government as well as state/local government and comparative political/economic systems. Each unit explores big ideas through resources and activities while covering relevant textbook chapters. The units progress from the origins and structure of the US government to citizen participation and public policy issues.
This document provides an overview of key concepts from a chapter on economic resources and systems. It defines scarcity and lists the four factors of production as natural resources, human resources, capital resources, and entrepreneurial resources. It describes the differences between a market economy, where decisions are made by supply and demand in the marketplace, and a command economy, where decisions are made by a central authority. Most countries prefer a mixed economy that combines elements of both market and command economies.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Digital Artefact 1 - Tiny Home Environmental Design
Intro to S.S
1. RAP - Review and Preview
1) Have your covered textbook, signed syllabus,
supplies, and “Why We Need to Save SS”
questions on your desk.
2) Discuss your answers with the person to your
right. Find out what you had similar and
different. Be prepared to share with the class.
3) Fill in the first column of the “Name that
Subject” worksheet.
2. “Why We Need to Save (and
Strengthen) Social Studies”
• #1 Notes Section - “Why We Need to Save
SS” Homework Questions – 6 Points
• Write three sentences for each question:
• Why do students need Social Studies?
• Should the quality of your education be
determined by your social class or
income level?
3. • “Citizens must have some depth of historical,
political, and cultural understanding. Making good
decisions requires that. It's one thing to have a
nation of diverse opinions, which is crucial for
democracy, but opinion before knowledge, or
without tolerance, leads to demise.”
• “Many argue that young people today are not
educated to care about political matters,
understand complex issues, make informed
decisions, and contribute to a just society. Studies
point to a glaring gap in civic knowledge based on
test scores correlated with socioeconomic
background and race or ethnicity.”
4. Definition of Social Studies
• From the National Council for the Social Studies’
website:
• NCSS defines social studies as “the integrated
study of the social sciences and humanities to
promote civic competence.” Within the school
program, social studies provides coordinated,
systematic study drawing upon such disciplines as
anthropology, archaeology, economics,
geography, history, law, philosophy, political
science, psychology, religion, and sociology.” In
essence, social studies promotes knowledge of
and involvement in civic affairs.”
5. Step 1
• 10 minutes
• With a partner, decide how each of the social
sciences can help you (the WB Program
Director), make decisions in the course of
choosing a TV schedule for your network.
– What sort of business decisions could they help
you make?
– What specific issues could they study to help you
as a Program Director?
6. Step 2
• 10 minutes
• Each pair will read a different social science
description (of 7)
– All similar social scientists will join as a group and
will identify ways that their social science field
could contribute to creating a TV show for the WB.
7. Step 3
• 10-15 min
• Each student assumes the role of WB program
director again.
– Each student will talk to one of each of the student
social science experts and write what they suggest
is the best issue or question they can help you as a
Program Director for the CW TV Network.
8. Step 4
• Go back to the “Name that Subject” chart, fill
in the right column.
– Tip – you might want to draw a little
picture/symbol to help you remember what each
social scientist term means.
• Think about:
– Which social science subject do you find most
interesting and why?
9. Step 5 - Homework
• Step 5: (You may write/type on a separate piece
of paper and turn it in next class period or submit
on the First Class hand-in folder by next class
period)
• From the perspective of the WB Program Director,
write a summary report of the specific advice you
have received from each of the social scientist
experts. Include how their advice has impacted
your decision about what shows to run and when.
10. RAP - #4 Culture
• Think of a time that you either:
– experienced culture shock
– Unintentionally offended someone of another
culture
– Felt misunderstood because of your culture
How did this situation(s) make you feel and how
could it have been prevented?
11. Nacirema Tribe Reading
• The aim of this activity is to learn about the
peculiar rituals of a certain tribe of people.
• As we read the article aloud, list strange rituals
of the Nacirema.
12. Similarities between
the Nacirema and Americans
• Nacirema – American
• shrine – bathroom
• pottery plaques – tiles
• shrine box / chest -- medicine
cabinet
• potions / charms – medicines
• medicine man – doctor
• herbalist – pharmicist
• secret language – Latin
prescription
• basin – sink
• different holy water -- hot /
cold water
• holy mouth man – dentist
• hog bristles – toothbrush
• dig holes in teeth -- cavities
filled
• strips of metal – braces
• scraping face – shaving
• baking heads -- beauty shop
hair dryer
• maidens with costumes –
nurses
• cut out body pieces – surgery
• sharp wires – needles
• "latipsoh" -- "hospital“
• "Nacirema" -- "American"
13. Viewpoint ONE
Our country has always been a melting pot -- a nation made
up of people from different backgrounds who give up some
of their difference to become American. They do everything
they can to fit in. We have always been a nation of
immigrants. What makes the United States great is that
people come here in search of equality, freedom,
opportunity, and individual rights. Americans are not
supposed to care about people's different physical traits or
backgrounds. Really, we shouldn 't pay too much attention to
particular groups and what they want. I think we should
forget about things like multicultural history. Instead, we
should promote and learn about the traditional values that
made America what it is today.
14. Viewpoint Two
• America 's high ideals about freedom and equality
have not been applied equally to everybody. We have
to pay attention to all of our different experiences so
that we can come to terms with the fact that America
has a history of not welcoming some people, and of
being brutal to some groups. We all know that slavery
was cruel and heartless, and it is only one example of
how people have been and still are treated unfairly.
Some people paid a higher price for admission, not
because of anything they ever did, only because of
who they were and where they came from. We must
talk about how some of us were treated badly, and are
being treated badly. We still need to acknowledge our
history so that we can make things right.
15. Viewpoint Three
• "Diversity " is a politically correct word. It gives
special ststus to people of different races, to
women, to people with disabilities, and to
homosexuals. That 's not right. I worry that, in the
name of diversity, people are lowering their
standards. America is about people working hard,
and some people succeed. Human beings should
be judged based on how they perform, on merit. I
should be able to decide who to spend time with,
and who to hire or fire. And I'll base my choices on
what people are inside -- on their values, their
character, that kind of thing -- not on what they
are on the outside or on what the claims they
make.
16. Viewpoint Four
• I know all about the dominant, white "American"
culture because that's how I've survived, not because
it has been good to me. People who aren't part of
that culture often need to explain themselves over
and over again. The dominant culture sets the rules
on all sorts of things. For example, I have to go outof
my way to find a hairstylist who knows how to cut my
hair. Another example: in school, I studied only
Western traditions and history. Of course, everybody
learns George Washington's name. How manypeople
learn Sojourner Truth's or Caesar Chavez's? These
kinds of things tell me a lot about who is highly
regarded in America and who is not.
17. Viewpoint 5
• The ideal America is one of shared values and
commitment that can build on cultural differences.
Coming together as a country is a long-term healing
process, and it requires learning about all the cultures
that make up our nation. I want my kids to learn about
different cultures as part of the American experience.
For that to happen, we will have to discuss and
compare our experiences honestly. Of course we 'll
disagree on some things, but we'll probably find out
we're commited to a core set of values that define the
United States of America -- freedom, equality, and
democracy. And we must incorporate our new
accounts into the larger story of America, instead of
treating them as exotic alternative histories.
18. Viewpoint 6
• When will we own up to the fact that racial and ethnic
differences often are tied to economic differences? I
fear that tensions will grow between groups because
the pie is not as big as it once was, and some groups
take bigger slices than others. If the gap between the
rich and the poor gets wider, and if economic
differences continue to overlap with racial differences,
I don't see how we'll end up with anything other than
a two-tiered society. Ask yourself, how do people
react if poor people of color want to move into a
suburban town? What does your answer tell you?
19. Viewpoint Seven
• There is no way that all of these different
groups are going to get along. We have too
much diversity. There is no example in history
for the kind of multi-ethnic society America is
trying to pull off. People should stay within
their own groups. Your own people will care
about you, and they will teach you about what
your values should be. Forget about trying to
make everybody get along together. The best
we can hope for is that people will leave each
other alone.
20. #6 – RAP – Reliability of Sources
• Think of a time when you’ve received false
information about something and it has
affected you in some way.
– Ex: Rumors, misinterpretations, unreliable source,
etc.
21. Primary vs. Secondary Sources
• Primary Source: a
document or physical object
which was written or
created during the time
under study. These sources
were present during an
experience or time period
and offer an inside view of a
particular event.
22. Types of Primary Sources
• ORIGINAL DOCUMENTS
– Diaries, speeches, manuscripts, letters, interviews, news
film footage, autobiographies, official records
• Diary of Anne Frank, U.S. Constitution, a journal article
reporting NEW research or findings
• CREATIVE WORKS
– Poetry, drama, novels, music, art
• RELICS OR ARTIFACTS
– Pottery, furniture, clothing, buildings
• Weavings and pottery - Native American history
23. Secondary Sources
• Secondary Source: A
secondary source
interprets and analyzes
primary sources.
– They are one or more
steps removed from the
event.
– They may have pictures,
quotes or graphics of
primary sources in them.
24. Types of Secondary Sources
• PUBLICATIONS
– Textbooks, magazine articles, histories, criticisms,
commentaries, or encyclopedias which interpret
or review previous findings
• A History textbook
• A book about the effects of WWI
• A Wikipedia article
25. Primary or Secondary?
Pericles’ Funeral Oration
Excerpt
431 B.C.
• Our political system does not compete with governments that focus
on force. We do not copy our neighbors, but try to be an example.
Our government favors the many instead of the few: this is why it is
called a democracy. The laws give equal justice to all.
• The freedom we enjoy goes also to ordinary life; we are not
suspicious of one another, and we do not nag our neighbor if he
chooses to go his own way. ... But this freedom does not make us
forget laws. We are taught to respect the government and the laws,
and never to forget that we must protect the injured. And we are
also taught to follow the feeling of what is right....
26. Primary or Secondary?
The Story of Romulus and Remus
• Rhea was married to Mars, the Roman god of war. Rhea had twin
sons. She loved her boys, but there were plots afoot by other gods
and goddesses to harm her father, herself, her husband, and her
children. To protect the boys, she set them adrift on the river,
hoping someone would find them. Who would not love such
beautiful boys?
• Sure enough, first they were found by a she-wolf who fed them.
Then a shepherd and his wife adopted the boys.
• As the twins grew older, they decided they did not want to take
care of sheep. They wanted to be kings. They decided to build a city
on the shores of the Tiber. They both wanted to be the only king.
They quarreled. In a fit of rage, Romulus picked up a rock, killed his
brother, and made himself king. Romulus then became the first
king of this town, which he named Rome, after himself.
27. Primary or Secondary?
The Magna Carta
(The Great Charter)
• 1. In the first place we have granted to God, and by this our present
charter confirmed for us and our heirs forever that the English
Church shall be free, and shall have her rights entire, and her
liberties inviolate; and we will that it be thus observed.
• In other words: Freedom of religion, no one can violate the rights
of the church
• 21. Earls and barons shall not be punished except through their
peers, and only in accordance with the degree of the offense.
• In other words: Right to a trial by jury, punishments should fit the
crime
• 30. No sheriff or bailiff of ours, or other person, shall take the
horses or carts of any freeman for transport duty, against the will of
the said freeman. 31. Neither we nor our bailiffs shall take, for our
castles or for any other work of ours, wood which is not ours,
against the will of the owner of that wood.
28. Primary or Secondary?
• General Ulysses S. Grant (Civil War)
• "When news of the surrender first
reached our lines our men
commenced firing a salute of a
hundred guns in honor of the
victory. I at once sent word,
however, to have it stopped. The
Confederates were now our
prisoners, and we did not want to
exult over their downfall." Ulysses
S. Grant, April 9, 1865, Personal
Memoirs of U. S. Grant (New York,
1885), pages 555-560.
29. Primary or Secondary?
• American Civil War
• From Wikipedia, the free encyclopedia
• The American Civil War (1861–1865), also known as the War Between
the States and several other names, was a civil war in the
United States of America. Eleven Southern slave states declared their
secession from the U.S. and formed the Confederate States of America
(the Confederacy). Led by Jefferson Davis, they fought against the U.S.
federal government (the "Union"), which was supported by all the
free states and the five slaveholding border states.
• In the presidential election of 1860, the Republican Party, led by
Abraham Lincoln, had campaigned against the expansion of slavery
beyond the states in which it already existed. The Republican victory
in that election resulted in seven Southern states declaring their
secession from the Union even before Lincoln took office on March 4,
1861. Both the outgoing and incoming U.S. administrations rejected
secession, regarding it as rebellion.
30. Big Picture
• Which type of source is more reliable???
A. Primary source
B. Secondary source