Instructor: Kimberly Lengyel February 13 – March 13

Room: 1116, Cowell Building Monday – Friday, 12:35 – 1:25

Email: Kimberly.lengyel@gmail.com

By the end of this session, you should:

-have increased your understanding of American culture

- have increased your vocabulary relating to society and culture

-have increased your free writing skills

In this class you will learn about U.S. values, attitudes, traditions, institutions and rituals. This class will widen your understanding of U.S. culture while increasing your knowledge of your own culture. We will explore different aspects of culture through readings, discussions, journal writing and a variety of media.

Course Requirements: Participation in discussions and class activities; completion of assigned homework (30%)

Journal (30%)

Quizzes (20%)

Presentations (20%)

Course Syllabus:

DATE Topics and Assignments

Week 1, Feb. 16th INTRODUCTION TO AMERICAN LIFE

Week 2, Feb. 23rd U.S. GEOGRAPHY, TRAVEL, AND DIVERSITY

Week 3, March 2nd TRADITIONS, HOLIDAYS, AND FOOD

Week 4, March 9th MUSIC AND PRESENTATIONS

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U.S. Society and Culture

JOURNAL ASSIGNMENTSSelf-reflection is very important in this course. As we discuss U.S. culture and as you live with your host family, meet Americans, and explore the community in Davis, I would like you to write daily in your journal. Your journal entries can cover:

Cultural questions: Why do American do this...? That...? Do Americans...? Cultural observations: Today I saw... Today someone told me… How U.S. culture differs or is similar in some way to your home culture New vocabulary terms (slang, informal speech, etc.) that relate to culture or personal

relationships A summary of what you did that day

Class will begin each day with a journal discussion, so it is very important to write something that you can share with the class the next day. Journals will be turned in on Fridays, when I will answer questions, provide feedback, and grade for journal participation. Note: The final project will ask you to return to your journal entries, so if you do not actively use your journal, your final project will be very difficult!

Today:

1) Divide into groups, ask one another what they learned about culture this weekend? For example

share about food, clothes, sports, actvities, interactions you saw over the weekend.

2) Review Cultural Metaphors. Share your cultural metaphor with one another. Choose one culutral

metaphor that your group likes best to share with the class.

3)Read these definitions of culture:

Noor Al-Wahaibi (Oman):“Culture is the basic thing in every country. It means everything…history, past, present,future, traditions, beliefs, religion, etc.“Kate (UK):“Your culture is the way you are raised. It can be different between people of the samenationality.”Aisha Al-Kharusi (Saudi Arabia):“Culture is shaped by our tradition, history and religion. You carry it with you to influenceothers and for it to be influenced by other cultures.”

Take out your journals, complete the sentence below. You must work together to come up with a definition.

WHAT IS CULTURE?______________________________________________________________________

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Can you also list any examples of your definition?

Iceberg metaphor of culture

1. How do you think culture is like an iceberg? How could culture be different than an iceberg? _________________________________________________________________________________________________________

_________________________________________________________________________________________________________

2. Take a look at the elements of culture that were passed out to you. Discuss with your partner as to where on the iceberg they belong - above or below the water? What do the iceberg and the water symbolize?

3. Label the iceberg below with visible and invisible characteristics of culture. Make your own iceberg and share with your group.

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Journal Homework:Write about what you find most interesting about culture?

Stereotypes

I. Journal Discussion. Turn to your neighbor and discuss what you wrote in your journal. Be prepared to share with the class.

II. Stereotypes. What is a stereotype? Work with your partner to write your own definition of a stereotype. It is okay to use an electronic dictionary, but write something in your own words.

Ster · e · o · type noun

_________________________________________________________________________________________________

_________________________________________________________________________________________________

With the same partner, analyze this map below. Do you see any stereotypes?

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III. Discussion Questions:

● Why do stereotypes exist? ● Why do we talk about stereotypes when talking about other cultures?● Do you think there are “good” stereotypes?

IV. Stereotype Cartoons. Discuss the following images with your partner. What stereotypes do they represent? What are your feelings about these U.S. stereotypes?

1. _________________________________________________________________________________________________________

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2. _________________________________________________________________________________________________________

3. _________________________________________________________________________________________________________

V. Additional Stereotypes. Your instructor has given you an index card. On this card, write down an additional stereotype you have heard about American culture and values. Do not write your name on this card.

VI. “The Pain of Positive Stereotypes” by Ark Markman (adapted)

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(1) When we think of the problems that stereotypes cause, we typically focus on negative

characteristics associated with groups. Presumably, though, there are positive stereotypes as well.

In the United States, there are cultural stereotypes that Asians are good at math and that Women

are nurturing. If hearing a negative stereotype about your group gets you upset, does hearing a

positive stereotype have the opposite effect?

(2) This question was explored in a series of studies by John Oliver Siy and Sapna Cheryan in the

January, 2013 issue of the Journal of Personality and Social Psychology.

In one study, Asian Americans were brought to the lab where they engaged in a task along with a

White participant (who was actually one of the experimenters posing as a participant). In the

experiment, each participant was going to fill out a packet. One packet had math problems in it,

while the other had verbal problems in it. After a rigged coin flip to make the selection process

appear random, the White participant was chosen to select who would fill out each packet.

(3) In the control condition, the White participant handed the math packet to the Asian participant

and said, “How about you take this packet, and I’ll work on this one.” In the positive stereotype

condition, the White participant said, “I know all Asians are good at math, how about you take the

math packet. I’ll work on this one.”

(4) After completing the packets, participants rated how much they liked their partner and they

filled out some other scales including a measure of how much they felt like their partner

depersonalized them by reducing them to a member of their racial group.

(5) Positive stereotypes did not make people feel good. When the White participant used a positive

stereotype, the Asian participant liked them less and felt more depersonalized. The positive

stereotype also made the participants angry. Statistically, the amount of depersonalization they felt

explained the amount of dislike they felt for their partner.

(6) Stereotypes of all kinds lump an individual into a group. When you find a stereotype applied to

you, it removes some of your individuality. That happens whether the stereotype used was positive

or negative. It is frustrating to realize that someone views you just as a member of a group and not

as an individual. And in many situations, that leads you to dislike the person who made the

comment. When someone uses a positive stereotype to judge you, it is reasonable to assume that it

is only a matter of time until they apply negative stereotypes as well. That is, you are making a

judgment that the person you are talking to uses stereotypes to make judgments.

(http://www.psychologytoday.com/blog/ulterior-motives/201302/the-pain-positive-

stereotypes)

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Reading Questions:

1. Does the author believe that there is such a thing as “good” stereotypes? Find evidence in the

article to support your answer.

2. What about a “positive” stereotype makes it negative?

VII. Journal Assignment. Consider if you yourself have faced any stereotypes concerning your culture. Write a short reflection.

Body Language, Gestures, and Manners

I. Journal Discussion. Turn to your neighbor and discuss what observation, question, reflection, etc. you wrote in your journal. Be prepared to share with the class.

II. Communication. What makes for successful communication or social interaction? Is all communication verbal? What role do body language, gestures or manners play?

Body language● Define: ________________________________________________________________________________

● Purpose: ______________________________________________________________________________

Gestures● Define: ________________________________________________________________________________

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● Purpose: ______________________________________________________________________________

Manners● Define: ________________________________________________________________________________

● Purpose: ______________________________________________________________________________

III. Non-verbal Cues and Friends. The following video discusses various types of non-verbal cues, including body language. Take notes as you watch on the following behaviors.

(Yeti)

Facial expressions

Eye contact

Physical appearance

Spatial behavior

Pitch

Tone

Posture

Gesture

IV. American Gestures.

For the following activity, we will be learning and discussing some common American gestures. In the provided box, sketch or draw how the gesture is made. Next, try and guess

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what the meaning might be. We will discuss the exact meaning of each gesture after you have had a chance to guess.

1. Guess: ____________________________________ Meaning: __________________________________

2. Guess: ____________________________________ Meaning: __________________________________

3. Guess: ____________________________________ Meaning: __________________________________

4. Guess: ____________________________________ Meaning: __________________________________

5. Guess: ____________________________________ Meaning: __________________________________

6. Guess: ____________________________________ Meaning: __________________________________

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7. Guess: ____________________________________ Meaning: __________________________________

8. Guess: ____________________________________ Meaning: __________________________________

V. Manners in the U.S. Break into small groups. Your instructor will assign your group to read one of the following topics on manners. With your group members, summarize the topic, using your own words.

1) Eye Contact

In the United States, most people consider it polite, and a demonstration of sincerity, to look each

other directly in the eye, at least in intervals, when having a conversation. It is considered very

rude and in some cases may be interpreted as threatening to look continuously at someone or stare

at someone unless you are engaged in conversation with that person.

2) Greetings/Parting Company

Generally, when people who are not well acquainted with each other meet or part company, it is

considered polite to shake hands. Refusing to shake an offered hand is likely to be interpreted as

rude. When shaking hands, a firm but not tight grip is prefered. Simply placing your hand in the

hand of the other person is considered to be an ill mannered and insincere handshake. Close friends

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would hug rather than shake hands, and some friends or family members might kiss each other on

the cheek.

3) Table Manners & Restaurant Etiquette

When dining, people consider it rude for a guest or dining partner to belch or burp, eat with an

open mouth, smack, or lick your fingers. Napkins, generally provided are available at every meal

and should be placed in one’s lap and then used throughout the meal to clean ones fingers and

mouth.

If you leave a small amount of uneaten food on your plate at a restaurant or in a home, it is not

considered an insult. Americans typically use forks, spoons and knives to eat, but there are some

types of foods that are acceptable to eat with one's fingers, like sandwiches or pizza. When

consuming soup and hot liquids, it is considered impolite to slurp. If you are eating in a restaurant,

you will be expected to add a 15 to 20 % tip for the server to your bill. In America, wait staff might

occasionally stop by your table to ask how your meal is, which is considered good service.

4) Entering/Leaving

When entering or leaving a building, people in the United States consider it good manners to hold

open the door for people who are exiting or entering behind them. People also wait for an elevator

to empty before they enter. It is considered to be very rude for people to push past one another to

enter a building, train car, or subway car, and especially rude to make physical contact with a

stranger while doing so. On elevators or moving sidewalks, it is polite to stand to the right and walk

to the left. While standing in a line, don't stand too close to the person in front of you. People can be

sensitive about their personal "space." Walking in front of a person, particularly when space

prevents leaving at least 2-3 feet, is considered rude.

5) Cell Phones

When making or receiving a call in a public place, with the exception of some public transportation,

it is polite to move away from people who can hear the conversation. It is seen as very

inconsiderate to carry on telephone conversations in a loud voice in public, in particular

restaurants, offices, museums, and shops. In places like theatres, concerts, or cinemas it is

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customary to turn off one's cell phone altogether: patrons who do not abide by this rule may be

asked to leave, and management will not refund your ticket..

6) Smoking

Always look for and follow the signage to determine if you are in a space where you can smoke, as

there are many restrictions on public smoking. Americans have little tolerance for smokers who

violate the smoking bans due to concerns about second-hand smoke dangers. Smokers are also

often restricted from being within 15 feet (4.5 meters) of an entrance to a building.

(Adopted: http://www.tripadvisor.com/Travel-g191-c58158/United-States:Polite.Manners.html)

VI. Journal Assignment. Try to observe a different type of gesture or non-verbal cue and describe it. If you can, ask the speaker to explain it to you and write the explanation in your journal.

Humor

I. Journal Discussion. Turn to your neighbor and discuss what observation, question, reflection, etc. you wrote in your journal. Be prepared to share with the class. Turn in journals.

II. Warm-Up Question: What funny shows or movies do you watch in English? What makes them funny? Do you recommend anything for us to watch? Why?

III. Genres of ComedyGENRES OF COMEDY

Comedy is a genre (type) of media that relies on the use of humor. There are many different sub-genres of comedy. Here are just a few:

Genre of comedy Description Example

1. Slapstick Slapstick is one of the oldest forms of comedy. It is characterized by exaggerated physical activity (“violence”, falling, hitting, poking, etc.)

The Three Stooges

2. Parody A parody uses satire to impersonate or ridicule real people or situations, often to make social or political

Scary Movie

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commentary.

3. Sketch Sketch comedy is characterized by being relatively short, rehearsed, and performed live in front of an audience.

Saturday Night Live (SNL)

4. Animation Also known as cartoons, animated comedies are made by using illustrated art (drawings, claymation, etc.). Animation is popular with both children and adults.

South Park

5. Sitcom(Situation Comedy)

A sitcom depicts an ongoing storyline of characters. It relies on the use of running jokes, which reappear in each episode.

Friends

6. Stand-up In stand-up comedy, a comedian performs in front of a live audience and tells funny stories and jokes to make them laugh.

Ellen Degeneres

THINK/PAIR/SHARE:Make a list of movies or TV shows you have seen that fit into each genre (they don’t have to be American!). Some movies or shows may fit into more than one category.

1. Slapstick: ____________________________________________________________________________________________

2. Parody: ______________________________________________________________________________________________

3. Sketch: ______________________________________________________________________________________________

4. Animation: _________________________________________________________________________________________

5. Sitcom: ______________________________________________________________________________________________

6. Stand-up: ___________________________________________________________________________________________

IV. Activity: Cocktail Party

Instructions: You will receive a slip of paper that contains a question related to comedy and humor. Ask at least five (5) other people in the class your question to find out what their experiences and opinions are related to the topic. You will be required to share at least one thing you learned about your classmates!

Example: How do you react if you hear a joke you simply don't think is funny?

V. Debate: Humor in the Classroom

Watch the two video clips of teachers with different teaching styles: A. Ferris Bueller’s economics teacher

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B. Jack Black as the teacher in School of Rock

Discussion Questions:1. Have you had a teacher like this? What could this teacher do to be more effective?2. Was this teacher funny? Why?

Debate: Which teacher would you prefer to have: the teacher from Ferris Bueller (A) or School of Rock (B)? Why? In which class do you think you would you learn more?

List 3 arguments of why you would prefer to have teacher A or B:

I would prefer to have teacher ________ because

1) __________________________________________________________________________

2) __________________________________________________________________________

3) __________________________________________________________________________

Now, form 2 groups (one supporting teacher A and one supporting teacher B) and debate! In a debate, each side takes turns providing arguments of why their opinion is better and why the other group’s opinion is not valid. (Some students may be placed in either group A or B - try to make strong arguments for your side during the debate, even if you disagree with them!)

Some useful expressions:

-In my opinion...-We believe…-According to ______, ...-What do you think? -That is a good point…-I see your point, but I think…-Sorry, but I disagree with you...-Can I add something?-Let’s move on.

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Have a great weekend!!!!

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