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1.2 linking culture to behavior

1.2 linking culture to behavior. What do we mean by the word "culture"? What are the visible and invisible components of culture? What cultural characteristics make groups different from each other? In what ways are groups similar? (Many of the responses can be the same as the differences.).

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1.2 linking culture to behavior

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  1. 1.2 linking culture to behavior

  2. What do we mean by the word "culture"? What are the visible and invisible components of culture? What cultural characteristics make groups different from each other? In what ways are groups similar? (Many of the responses can be the same as the differences.) Warm up

  3. How do the invisible elements of culture affect behavior? Essential Question

  4. Standing in Line Activity: 10 minutes • What do you see in the picture? • Why are the people standing in line?  No one told them to get in line.  Why don’t people gather around the ticket office in a group? • What does it mean in our culture to be polite? Or Rude. 

  5. The individuals are exhibiting an unwritten rule of their culture. The unwritten rule in this case is that people need to line up if they want to buy a movie ticket. To be polite nobody should cut in line and everybody should wait their turn. Different cultures have different definitions of what it means to be polite. In this situation, for instance, in other cultures, it would be strange to line up and people simply “huddle” outside the ticketing area irrespective of when they arrived and would slowly make their way to the ticket counter. The reason why people behave differently in different cultures is because they have different values/beliefs/rules which are called cultural norms. The U.S. culture teaches people that to be polite you must stand in line. This value/rule is taught to individuals through their parents and institutions (schools, workplace, etc.). To use the cultural iceberg analogy, this “visible” behavior (above the waterline) is caused by the invisible rules of politeness (below the waterline). Standing in line-continued

  6. Divide the class into two groups, A & B. The groups should be the same size.  Students will be standing up for the activity and will need space to move around the classroom.  Ask each group to move to opposite ends of the room so they can discuss their role quietly. Distribute one group the “Global Party” handout for group A and the other group “Global Party” handout for group B.  Each group should read quietly their sheet and discuss quietly the description of their behavior.  Do not share their instructions with the other group, only act out the described behaviors. Intermingle discussing what you did this summer.  You can move around and talk to as many people as you wish.  However, you will have only 5-7 minutes to converse. Throughout the conversation you must follow the instructions on your sheet and stay in character. Once completed, each group will be supplied with markers and chart paper to record their ideas. Global Party Activity*: 70 minutes

  7. Debriefing • Ask the following questions of each group. • Part A • How did you feel when the activity ended? • How did you feel during the conversations? Why? • How did you modify your behavior? • What behavior(s), if any, did you consider rude, offensive or made you feel uncomfortable?  Why?  Any behaviors that you liked? Why? • What do you think the assigned behaviors were of the other group? • What did you learn about interacting with another culture? Global party activity continued

  8. Part B • Would you agree with the statement, “There is more to conversations than just words”?  Why? Base your answers on your interactions in this activity. • Would you agree with the statement, “Behaviors that we think as odd or rude may be acceptable in other cultures”?  Explain your answer. • Do you think you may feel negative about another person without being aware of that feeling happening?  Why? • What does this activity illustrate about interactions of different cultures? • What strategies would you use to understand the behavior of other cultures? • How does this activity relate to the visible and invisible parts of culture? Global party continued

  9. What advice would you give to a friend who is about to meet an individual from another country? How do the invisible elements of culture affect behavior? HOMEWORK: read the article “Ilunga’s Harvest” by Peace Corps volunteer Mike Tidwell. reflection

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