This lesson plan guides students in analyzing Zora Neale Hurston's novel Their Eyes Were Watching God through the lens of Hurston's background as an anthropologist studying folklore in the African diaspora. Students learn about Hurston's fieldwork in places like Haiti, Jamaica, and the American South. They then work in groups to develop their own research questions about themes in the novel related to Hurston's anthropological interests, such as gender, race, spirituality, etc. The lesson involves close reading passages from the novel and annotating them to gather evidence related to their research questions. The goal is for students to make connections between Hurston's fiction and her non-fiction work, and to approach the
African American Vernacular English is a systematic, rule-governed dialect spoken by millions of Americans. It has roots in West African languages and developed further during the eras of slavery and segregation. While seen as non-standard by some, it transmits important cultural aspects of identity and history.
Students who speak AAVE often face a dilemma, as their community speaks one version of English but schools expect standard English. This can cause students to feel they must change their identity to succeed academically. Educators also face tensions in how to respect both dialects. The document outlines linguistic features of AAVE and implications for how students learn to read and write standard English.
This document discusses gender in language from several perspectives. It begins by differentiating the terms "sex" and "gender" in sociolinguistics, noting that "sex" refers to biological distinctions while "gender" refers to social or constructed identities. It then examines the Whorfian hypothesis that language shapes thought using examples of how speakers of languages with grammatical gender describe objects differently based on gender. Several languages, including English, French, Spanish, Icelandic, Norwegian, Swedish, Japanese, and the constructed language Novial are analyzed for their use of gendered pronouns and how they include or distinguish gender.
The lesson plan summarizes the story of Odysseus and teaches about gerunds. It includes discussing the characters and plot of the story, having students retell parts of the plot in groups, and defining and providing examples of gerunds and their functions in sentences. The students are assessed by identifying gerunds and their functions in sample sentences.
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
The document provides a detailed lesson plan for teaching English to first year secondary students about the four types of sentences: declarative, interrogative, imperative, and exclamatory. The plan outlines objectives, materials, procedures, activities, and evaluation. It includes examples of each sentence type from a song about loving children. The lesson introduces the concepts and has students practice identifying and constructing different sentence types through group work, role playing, and an assignment.
This document provides an overview of community film in Peru. It discusses how local organizations use audiovisual tools to promote voice and visibility for marginalized communities. The primary case examined is DocuPeru's "La Mochila Documental" workshop, where the researcher participated as a producer in creating an animation and documentary. Through this workshop, values of education, social participation, and cultural heritage were promoted as community members gained empowerment by producing films. The films created make visible the realities and perspectives of absent or isolated groups in a sensitive and engaging way. The document also reviews the history of community film in Latin America and Peru, provides the theoretical framework used, and describes the methodology and additional cases studied.
African American Vernacular English is a systematic, rule-governed dialect spoken by millions of Americans. It has roots in West African languages and developed further during the eras of slavery and segregation. While seen as non-standard by some, it transmits important cultural aspects of identity and history.
Students who speak AAVE often face a dilemma, as their community speaks one version of English but schools expect standard English. This can cause students to feel they must change their identity to succeed academically. Educators also face tensions in how to respect both dialects. The document outlines linguistic features of AAVE and implications for how students learn to read and write standard English.
This document discusses gender in language from several perspectives. It begins by differentiating the terms "sex" and "gender" in sociolinguistics, noting that "sex" refers to biological distinctions while "gender" refers to social or constructed identities. It then examines the Whorfian hypothesis that language shapes thought using examples of how speakers of languages with grammatical gender describe objects differently based on gender. Several languages, including English, French, Spanish, Icelandic, Norwegian, Swedish, Japanese, and the constructed language Novial are analyzed for their use of gendered pronouns and how they include or distinguish gender.
The lesson plan summarizes the story of Odysseus and teaches about gerunds. It includes discussing the characters and plot of the story, having students retell parts of the plot in groups, and defining and providing examples of gerunds and their functions in sentences. The students are assessed by identifying gerunds and their functions in sample sentences.
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
The document provides a detailed lesson plan for teaching English to first year secondary students about the four types of sentences: declarative, interrogative, imperative, and exclamatory. The plan outlines objectives, materials, procedures, activities, and evaluation. It includes examples of each sentence type from a song about loving children. The lesson introduces the concepts and has students practice identifying and constructing different sentence types through group work, role playing, and an assignment.
This document provides an overview of community film in Peru. It discusses how local organizations use audiovisual tools to promote voice and visibility for marginalized communities. The primary case examined is DocuPeru's "La Mochila Documental" workshop, where the researcher participated as a producer in creating an animation and documentary. Through this workshop, values of education, social participation, and cultural heritage were promoted as community members gained empowerment by producing films. The films created make visible the realities and perspectives of absent or isolated groups in a sensitive and engaging way. The document also reviews the history of community film in Latin America and Peru, provides the theoretical framework used, and describes the methodology and additional cases studied.
Purdue Re:Course Baseline Summary July 2016Ed Morrison
Over the next five years, we are transforming Purdue's Mechanical Engineering Department using Strategic Doing. During the first year, we established a baseline characterization of the culture within the department. Here's summary.
This document discusses issues related to cultural awareness and learning styles in language teaching. It summarizes an article by Cem Alptekin that argues the field of language teaching needs to move beyond a "color-blind" approach and be more sensitive to diverse cultures. The document also discusses differences in communication styles across cultures, such as how Germans and Americans approach apologies differently, and how perceptions can be influenced by cultural norms. It stresses the importance of understanding these cultural differences in order to avoid making incorrect judgments and having a more effective approach to teaching language and culture.
1) Thirty-two educators from a South African secondary school participated in an appreciative workshop viewing a concert of Andre Rieu and his orchestra.
2) Through reflection questions, appreciative interviews, and discussion of themes, the educators sought to identify strengths from the performance that could improve their own teaching practices.
3) Key positive themes that emerged included passion and enthusiasm, teamwork, inclusivity, preparation and personal development, compassion, and appreciation.
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.
This document provides materials for teachers about culture and three specific cultures - the Highland Maya of Guatemala, the Hmong of Southeast Asia, and the Kiowa and Comanche peoples of the southern plains in the USA. It includes an introduction to the concept of culture, definitions of key terms, information and objects from the three cultures, lesson plans, and references for further information. The goal is to help students understand that all people need basic necessities but express their cultures in unique ways through items like clothing, food, shelter, art, and music.
Parisa, an Iranian woman studying in the UK, was told by her colleagues that she did not seem very Iranian because she did not fit their stereotypes of Iranian women being passive and submissive. This example highlights the problem of deep-seated cultural essentialism, where complex individual identities are reduced to simplistic stereotypes based on perceived cultural attributes.
This curriculum unit explores identity and family migration stories for Latino youth through art and literature. Students will analyze works by Romare Bearden, Jacob Lawrence, Joseph Rodriguez and Judith Baca to draw connections between the African American experience and their own families' stories. They will learn about their personal family's migration path and how it relates to achieving the American Dream. As a final project, students will create their own art and tell their family's story through a digital presentation, reflecting on how elements like language, race and class impacted their family's journey. The goal is for students to develop a strong sense of identity and appreciate other cultural experiences through sharing their unique stories.
This document provides guidance for a student to complete three catch-up tasks for an English Language coursework assignment. It outlines the requirements and tips for Task 1 on argumentative writing, Task 2 on descriptive writing, and Task 3 responding to an article in a letter format. For each task, the document describes the content and length, lists writing techniques to include, and provides a step-by-step process to develop and draft the written piece. The overarching goal is to demonstrate a range of writing abilities, styles, and skills to convince the evaluator of the student's strong writing proficiency.
The document discusses cultural authenticity in American Indian children's literature. It provides guidelines for evaluating books to ensure they are respectful and accurate in their portrayal of Indigenous peoples, including looking at illustrations, language, history, and the author's background. Examples are given of both culturally appropriate and inappropriate books. Assessment tools from Native organizations are also listed.
The document discusses cultural authenticity in American Indian children's literature. It provides guidelines for evaluating books to ensure they are respectful and accurate in their portrayal of Indigenous peoples, including looking at illustrations, language, history, and the author's background. Examples are given of both culturally appropriate and inappropriate books. Assessment tools from Native organizations are also listed.
This document summarizes a research article that studied the language attitudes of Pahari speakers towards the Punjabi language in Bhimber District. The study found that Pahari people who migrated to Bhimber 65 years ago still maintain a distinct identity, but this identity is threatened by the changing socio-linguistic environment where Punjabi is dominant. Through questionnaires, the researchers examined Pahari families' language attitudes in domains like family, friendship, transactions, and religion. The results demonstrated that Pahari speakers have positive attitudes towards Punjabi and a process of language shift from Pahari to Punjabi is occurring in Bhimber.
Speakers of different languages think about various concepts like space, time, causality, and relationships differently due to influences of their native language. Recent empirical evidence shows that language shapes cognition in fundamental ways. For example, the language spoken by the Aboriginal people of northern Australia orients them to cardinal directions rather than left and right, and as a result they have better spatial abilities than English speakers. Studies also show that how events are described in different languages, like whether they mention the agent of an accident, influences people's memory of who did what. Additionally, bilingual studies find people's implicit biases change depending on which language they are tested in. This suggests language plays a causal role in shaping how people think.
Language and culture have a close relationship. Language allows culture to be transmitted between generations and helps establish communities through shared identities. While culture can influence the structure and vocabulary of a language, language also shapes thought and perceptions of reality according to the Sapir-Whorf hypothesis. Different languages categorize concepts like time, kinship, colors and animals in distinct ways according to their cultures. The document provides examples of how vocabulary and meanings of words vary between cultures and languages.
Developing cross cultural competence tea 2015NDUCamps
The document discusses a summer language camp for children ages 10-12 that aims to enhance students' English language skills and provide exposure to other cultures. The camp runs for 2 weeks with morning and afternoon sessions. Key goals of the camp include preparing students to succeed in a multicultural society and interact effectively with people from different cultures and countries. Students engage in various creative and cultural activities designed to foster skills like collaboration, leadership, and global citizenship.
The document provides information on culturally responsive teaching and multicultural literature. It discusses the need for culturally responsive teaching that validates students' cultures and languages. A five phase approach to teaching multicultural literature is described, moving from traditional stories to contemporary works. Several authors and their works promoting diversity and global citizenship are mentioned. The document emphasizes the importance of selecting literature that represents all students and opens doors to their full human potential.
Language and communication can be studied from several perspectives. Language evolved from early hominid calls and gestures and allows humans to communicate about things not present. Nonverbal communication conveys meaning through signs, body language and gestures which vary across cultures. The structure of language includes phonology, morphology, syntax and lexicon. Sociolinguistics examines how social factors influence language variation and use. Historical linguistics studies how languages have changed over long periods of time.
Culturally and linguistically responsive instruction presentationjaesimpsonbutler
This project was created for a technology class and is based upon the Incite format. Information for the presentation was obtained from several sources
This document discusses language and gender, including gender-specific language which uses different pronouns according to gender, gender-neutral language which aims to not make assumptions about gender, and genderless languages which have no grammatical gender. It also summarizes Robin Lakoff's influential work from 1975 on women's language, outlining linguistic features she claimed characterized women's speech such as hedge phrases, tag questions, and intensifiers.
The document discusses using folktales in the language classroom and their benefits. It notes that folktales engage students both emotionally and cognitively, allowing them to learn language and culture directly through characters' experiences. Folktales also convey valuable life lessons to students in a non-threatening way. The document provides examples of how to use folktales, including finding stories, pre-reading activities, reading interactively with students, and post-reading activities like comprehension questions, reviews, and creative writing. It suggests connecting folktales to other subjects and building curriculum units around stories.
This document provides the 2016 annual report for the Tribal Preservation Program. It discusses the growth in Tribal Historic Preservation Offices since 1996, which has outpaced available funding, resulting in lower average annual grants per office. The report highlights several grant awards provided to tribes to support cultural preservation projects. It also summarizes the accomplishments of the Tribal Historic Preservation Program in partnering with tribes to preserve important cultural resources and traditions. As the National Park Service looks to its second century, it aims to renew its engagement with tribes, youth, and other partners in cultural preservation.
Instructor Spotlight_Jamie Lee Marks_University Writing Program_University of...Jamie Marks
Jamie Lee Marks is a PhD student in anthropology at the University of Florida who has been teaching for the University Writing Program since 2011. She received her BA in Women's Studies and Political Science and MA in Cultural Anthropology from UF. Her research focuses on themes of narrating migration, mobility, and representations of gender using ethnographic field methods and narrative ethnography. Her dissertation project examines transport reform in Lima, Peru. She finds working with undergraduate students highly rewarding and was inspired to teach by her own transformational experiences as a UF undergraduate student.
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Purdue Re:Course Baseline Summary July 2016Ed Morrison
Over the next five years, we are transforming Purdue's Mechanical Engineering Department using Strategic Doing. During the first year, we established a baseline characterization of the culture within the department. Here's summary.
This document discusses issues related to cultural awareness and learning styles in language teaching. It summarizes an article by Cem Alptekin that argues the field of language teaching needs to move beyond a "color-blind" approach and be more sensitive to diverse cultures. The document also discusses differences in communication styles across cultures, such as how Germans and Americans approach apologies differently, and how perceptions can be influenced by cultural norms. It stresses the importance of understanding these cultural differences in order to avoid making incorrect judgments and having a more effective approach to teaching language and culture.
1) Thirty-two educators from a South African secondary school participated in an appreciative workshop viewing a concert of Andre Rieu and his orchestra.
2) Through reflection questions, appreciative interviews, and discussion of themes, the educators sought to identify strengths from the performance that could improve their own teaching practices.
3) Key positive themes that emerged included passion and enthusiasm, teamwork, inclusivity, preparation and personal development, compassion, and appreciation.
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.
This document provides materials for teachers about culture and three specific cultures - the Highland Maya of Guatemala, the Hmong of Southeast Asia, and the Kiowa and Comanche peoples of the southern plains in the USA. It includes an introduction to the concept of culture, definitions of key terms, information and objects from the three cultures, lesson plans, and references for further information. The goal is to help students understand that all people need basic necessities but express their cultures in unique ways through items like clothing, food, shelter, art, and music.
Parisa, an Iranian woman studying in the UK, was told by her colleagues that she did not seem very Iranian because she did not fit their stereotypes of Iranian women being passive and submissive. This example highlights the problem of deep-seated cultural essentialism, where complex individual identities are reduced to simplistic stereotypes based on perceived cultural attributes.
This curriculum unit explores identity and family migration stories for Latino youth through art and literature. Students will analyze works by Romare Bearden, Jacob Lawrence, Joseph Rodriguez and Judith Baca to draw connections between the African American experience and their own families' stories. They will learn about their personal family's migration path and how it relates to achieving the American Dream. As a final project, students will create their own art and tell their family's story through a digital presentation, reflecting on how elements like language, race and class impacted their family's journey. The goal is for students to develop a strong sense of identity and appreciate other cultural experiences through sharing their unique stories.
This document provides guidance for a student to complete three catch-up tasks for an English Language coursework assignment. It outlines the requirements and tips for Task 1 on argumentative writing, Task 2 on descriptive writing, and Task 3 responding to an article in a letter format. For each task, the document describes the content and length, lists writing techniques to include, and provides a step-by-step process to develop and draft the written piece. The overarching goal is to demonstrate a range of writing abilities, styles, and skills to convince the evaluator of the student's strong writing proficiency.
The document discusses cultural authenticity in American Indian children's literature. It provides guidelines for evaluating books to ensure they are respectful and accurate in their portrayal of Indigenous peoples, including looking at illustrations, language, history, and the author's background. Examples are given of both culturally appropriate and inappropriate books. Assessment tools from Native organizations are also listed.
The document discusses cultural authenticity in American Indian children's literature. It provides guidelines for evaluating books to ensure they are respectful and accurate in their portrayal of Indigenous peoples, including looking at illustrations, language, history, and the author's background. Examples are given of both culturally appropriate and inappropriate books. Assessment tools from Native organizations are also listed.
This document summarizes a research article that studied the language attitudes of Pahari speakers towards the Punjabi language in Bhimber District. The study found that Pahari people who migrated to Bhimber 65 years ago still maintain a distinct identity, but this identity is threatened by the changing socio-linguistic environment where Punjabi is dominant. Through questionnaires, the researchers examined Pahari families' language attitudes in domains like family, friendship, transactions, and religion. The results demonstrated that Pahari speakers have positive attitudes towards Punjabi and a process of language shift from Pahari to Punjabi is occurring in Bhimber.
Speakers of different languages think about various concepts like space, time, causality, and relationships differently due to influences of their native language. Recent empirical evidence shows that language shapes cognition in fundamental ways. For example, the language spoken by the Aboriginal people of northern Australia orients them to cardinal directions rather than left and right, and as a result they have better spatial abilities than English speakers. Studies also show that how events are described in different languages, like whether they mention the agent of an accident, influences people's memory of who did what. Additionally, bilingual studies find people's implicit biases change depending on which language they are tested in. This suggests language plays a causal role in shaping how people think.
Language and culture have a close relationship. Language allows culture to be transmitted between generations and helps establish communities through shared identities. While culture can influence the structure and vocabulary of a language, language also shapes thought and perceptions of reality according to the Sapir-Whorf hypothesis. Different languages categorize concepts like time, kinship, colors and animals in distinct ways according to their cultures. The document provides examples of how vocabulary and meanings of words vary between cultures and languages.
Developing cross cultural competence tea 2015NDUCamps
The document discusses a summer language camp for children ages 10-12 that aims to enhance students' English language skills and provide exposure to other cultures. The camp runs for 2 weeks with morning and afternoon sessions. Key goals of the camp include preparing students to succeed in a multicultural society and interact effectively with people from different cultures and countries. Students engage in various creative and cultural activities designed to foster skills like collaboration, leadership, and global citizenship.
The document provides information on culturally responsive teaching and multicultural literature. It discusses the need for culturally responsive teaching that validates students' cultures and languages. A five phase approach to teaching multicultural literature is described, moving from traditional stories to contemporary works. Several authors and their works promoting diversity and global citizenship are mentioned. The document emphasizes the importance of selecting literature that represents all students and opens doors to their full human potential.
Language and communication can be studied from several perspectives. Language evolved from early hominid calls and gestures and allows humans to communicate about things not present. Nonverbal communication conveys meaning through signs, body language and gestures which vary across cultures. The structure of language includes phonology, morphology, syntax and lexicon. Sociolinguistics examines how social factors influence language variation and use. Historical linguistics studies how languages have changed over long periods of time.
Culturally and linguistically responsive instruction presentationjaesimpsonbutler
This project was created for a technology class and is based upon the Incite format. Information for the presentation was obtained from several sources
This document discusses language and gender, including gender-specific language which uses different pronouns according to gender, gender-neutral language which aims to not make assumptions about gender, and genderless languages which have no grammatical gender. It also summarizes Robin Lakoff's influential work from 1975 on women's language, outlining linguistic features she claimed characterized women's speech such as hedge phrases, tag questions, and intensifiers.
The document discusses using folktales in the language classroom and their benefits. It notes that folktales engage students both emotionally and cognitively, allowing them to learn language and culture directly through characters' experiences. Folktales also convey valuable life lessons to students in a non-threatening way. The document provides examples of how to use folktales, including finding stories, pre-reading activities, reading interactively with students, and post-reading activities like comprehension questions, reviews, and creative writing. It suggests connecting folktales to other subjects and building curriculum units around stories.
Similar to ZNH-African-Diaspora-Fieldwork-and-Fiction-Lesson-Plan-Final (20)
This document provides the 2016 annual report for the Tribal Preservation Program. It discusses the growth in Tribal Historic Preservation Offices since 1996, which has outpaced available funding, resulting in lower average annual grants per office. The report highlights several grant awards provided to tribes to support cultural preservation projects. It also summarizes the accomplishments of the Tribal Historic Preservation Program in partnering with tribes to preserve important cultural resources and traditions. As the National Park Service looks to its second century, it aims to renew its engagement with tribes, youth, and other partners in cultural preservation.
Instructor Spotlight_Jamie Lee Marks_University Writing Program_University of...Jamie Marks
Jamie Lee Marks is a PhD student in anthropology at the University of Florida who has been teaching for the University Writing Program since 2011. She received her BA in Women's Studies and Political Science and MA in Cultural Anthropology from UF. Her research focuses on themes of narrating migration, mobility, and representations of gender using ethnographic field methods and narrative ethnography. Her dissertation project examines transport reform in Lima, Peru. She finds working with undergraduate students highly rewarding and was inspired to teach by her own transformational experiences as a UF undergraduate student.
Transnational-Feminisms-Syllabus_Jamie-Lee-MarksJamie Marks
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Anthro of Sustainability_Marks_2014_with challengesJamie Marks
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This document provides an outline for a presentation on the film Urbanized and urban planning challenges in Latin America. It begins with background on the film and its focus on participatory design. It then discusses the historical context of development theories in Latin America from the 1940s onward. Key concepts around sustainability and urbanization are presented, including the rise of megacities. Challenges to sustainable urban development in Latin America are outlined. Specific cities featured in Urbanized - Santiago, Brasilia, Rio de Janeiro, and Bogota - are then discussed in more depth, focusing on urban planning concepts. The presentation concludes with proposing hands-on classroom activities related to urban design.
Laptop policy segment of first class materialsJamie Marks
1. Recent psychological research has found that students using laptops in class are often not paying attention, have lower academic performance, and are less satisfied with their education compared to students who do not use laptops.
2. New research from 2014 also found that laptop use can negatively impact performance on educational assessments, even when used for note-taking.
3. Allowing laptops in class may be detrimental to the learning environment and makes the instructor feel more like a YouTube video than an educator, so the document recommends not allowing laptops in class.
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Teaching the African Diaspora in the Americas with
Their Eyes Were Watching God:
Students Researching through Fieldwork and Fiction
Lesson Guide
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