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LESSON 1.6 RELATIONSHIP WITH NATURE

LESSON 1.6 RELATIONSHIP WITH NATURE. Warm up. Nature Poems Activity: 10 minutes Read the two poems below: William Blake, “Hear the Voice of the Bard,”  Li Po, “Green Mountain,” 

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LESSON 1.6 RELATIONSHIP WITH NATURE

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  1. LESSON 1.6RELATIONSHIP WITH NATURE

  2. Warm up • Nature Poems Activity: 10 minutes • Read the two poems below: • William Blake, “Hear the Voice of the Bard,”  • Li Po, “Green Mountain,”  • Both poems are about appreciating nature while living life.  Write in your journals about the similarities and differences in the philosophies of the two poets.  How do the poets approach nature? • Discuss the differences in the two poems and how they may relate to culture.

  3. Essential question • What are the different ways that cultures express their relationship with nature?

  4. Man-Nature dimension • The Man-Nature (or Internal-External) Continuum explanation: • How societies view the role of nature and man’s role in it is another cultural dimension.  On one extreme of the continuum is the view that nature is specifically to serve man, man can conquer nature, and that all of nature is merely resources for man to use.  The opposite end is the belief that nature (or some spiritual entity) is in control and man is simply a part of it and subject to its “desires.”   Another way to think about this cultural dimension is on a continuum with internal control on one end and external control on the other.  Cultures on the internal control side of the spectrum tend to think that they have control over their surroundings and the direction in their lives. Cultures on the external control end of the spectrum tend to think that some outside power has control over their lives (natural or spiritual). • Thinking about what we have already learned about the U.S., where on the continuum do you think the U.S. lies?  Why?

  5. Show Me  Activity: 40 minutes What is the visual proof that shows a culture’s relationship with nature?  Find out with photos. • Assign students one of 10 countries (the U.S. and the 9 countries studied over the past couple of weeks).  On the Internet, they can use sites like www.flickr.com or http://images.google.com to search for images of their country. • Instruct students to select 2-3 photos they think might reveal something about the country’s attitude toward nature.  They can present these images in any format they think best (e.g., PowerPoint presentation, www.glogster.com poster, a www.prezi.com presentation, etc.).  They should be prepared to discuss why they selected those images and what story they think the photos tell.

  6. Man – Nature Research Activity: 20 minutes • We’ve learned about the two extreme ends of the man (internal) – nature (external) continuum, but we must remember, that it is a continuum. • You are going to look at some of the countries we have examined earlier to see where they might be on the man (internal) – nature (external) continuum. • Divide the class into 9 groups associated with each linguistic region. • Assign each group the country’s pages for their region in Kiss, Bow, or Shake Hands (Morrison and Conaway, 2006). • Skimming over the information, mark on the Man - Nature Activity Sheet where you think their assigned country tends toward man’s control of nature (internal) or nature is in control (external) and explain the reasons for your decision. The answers to countries’ tendencies are indicated. The U.S. tends toward man – internal control of nature

  7. Research activity • Arabic-speaking WorldEgypt (pp. 148-158) Kuwait (pp. 288-298) Saudi Arabia (pp. 426-436) Chinese-speaking WorldChina (pp. 89-99) Hong Kong (pp.110-103) Taiwan (pp.495-505) Spanish-speaking WorldColombia (pp. 104-112) Mexico (pp. 313 - 321) Spain (pp. 469-476)

  8. reflection Read a short Q&A about the Kyoto Protocol • Think critically about why cultures on the man –nature continuum may be in favor or against of the Kyoto Protocol. • What are the different ways that cultures express their relationship with nature?

  9. Monochronic: Time is the given and people are the variable. The needs of people are adjusted to suit the demands of time-schedules, deadlines, etc. Time is quantifiable, and a limited amount of it is available. People do one thing at a time and finish it before starting something else, regardless of circumstances. • Polychronic: Time is the servant and tool of people. Time is adjusted to suit the needs of people. More time is always available, and you are never too busy. People often have to do several things simultaneously, as required by circumstances. It’s not necessary to finish one thing before starting another, nor to finish your business with one person before starting in with another

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