Chapter 5 Activity 1
9. Explain how your choice of amusement in you spare time reflects your culture.
10. From the following list underline five characteristics that are the most important to you: art, hair-styles, music, jokes, law, right and wrong, folklore, calendars, cooperative work, government, hospitality, manners, houses, language, groups of friends, marriage, amusement, friends, mealtime, numbers, names, religion, sports, tool-making, student exchanges, visits, choice of restaurants, humor, laughing, crying, exercise, learning, grand-parents, family, enemies, homework, being a leader, being a follower, etc.
11. Explain how your choice of amusement or fun in your spare time reflects your culture.
12. Give three examples of a physical need and of an emotional need.
13. Give three examples of a material culture and three examples of a non-material culture.
14. Name three values that are very important to you.
15. Name a tradition that is very important in your family.
16. Tell us about an aspect or an element of traditional culture
practiced at your house.
17. What is your contribution to popular culture and give an
example?
18. Name and describe each of the 8 agents of socialization on
pages 74 and 75 of your textbook.
19. What role does your mother-tongue play in the
development of your cultural identity?
Activity 2
1. Define the following terms, important in the comprehension of culture:
Anthropologist Values Formal Groups
cultural diversity Institution Informal Groups
Physical needs Tradition Mediation
Emotional needs Traditional culture Mainstream culture
Material culture Popular culture Contributing cultures
Non-material culture Socialization
2. Give an example of each of the expressions in question 1.
3. Define a formal group and an informal group, and give examples of each.
4. Answer questions 1, 2, and 3 on page 69 in your textbook.
5. Explain the following terms: Popular culture, traditional culture, mass production, mass distribution, mass communication, mass consumption, mainstream culture and contributing cultures.
6. Watch a 30 minute comic episode of a comic show of your choice
and take note of 5 expressions that are common today. Ex. The Big Bang Theory, Sheldon asks Leonard, “Hey, what up?”
- What is your culture?
- Define your culture.
- Explain how the physical environment influences culture.
- Explain how History influences culture.
- Explain how a person’s social life influences culture.
- Explain how the economic life influences culture.
- Explain how political life influences culture.
- From the following list highlight elements of your culture:
9. Explain how your choice of amusement in you spare time reflects your culture.
10. From the following list underline five characteristics that are the most important to you: art, hair-styles, music, jokes, law, right and wrong, folklore, calendars, cooperative work, government, hospitality, manners, houses, language, groups of friends, marriage, amusement, friends, mealtime, numbers, names, religion, sports, tool-making, student exchanges, visits, choice of restaurants, humor, laughing, crying, exercise, learning, grand-parents, family, enemies, homework, being a leader, being a follower, etc.
11. Explain how your choice of amusement or fun in your spare time reflects your culture.
12. Give three examples of a physical need and of an emotional need.
13. Give three examples of a material culture and three examples of a non-material culture.
14. Name three values that are very important to you.
15. Name a tradition that is very important in your family.
16. Tell us about an aspect or an element of traditional culture
practiced at your house.
17. What is your contribution to popular culture and give an
example?
18. Name and describe each of the 8 agents of socialization on
pages 74 and 75 of your textbook.
19. What role does your mother-tongue play in the
development of your cultural identity?
Activity 2
1. Define the following terms, important in the comprehension of culture:
Anthropologist Values Formal Groups
cultural diversity Institution Informal Groups
Physical needs Tradition Mediation
Emotional needs Traditional culture Mainstream culture
Material culture Popular culture Contributing cultures
Non-material culture Socialization
2. Give an example of each of the expressions in question 1.
3. Define a formal group and an informal group, and give examples of each.
4. Answer questions 1, 2, and 3 on page 69 in your textbook.
5. Explain the following terms: Popular culture, traditional culture, mass production, mass distribution, mass communication, mass consumption, mainstream culture and contributing cultures.
6. Watch a 30 minute comic episode of a comic show of your choice
and take note of 5 expressions that are common today. Ex. The Big Bang Theory, Sheldon asks Leonard, “Hey, what up?”
Activity 2 a
10. From the following list underline five characteristics that are the most important to you: art, hair-styles, music, jokes, law, right and wrong, folklore, calendars, cooperative work, government, hospitality, manners, houses, language, groups of friends, marriage, amusement, friends, mealtime, numbers, names, religion, sports, tool-making, student exchanges, visits, choice of restaurants, humor, laughing, crying, exercise, learning, grand-parents, family, enemies, homework, being a leader, being a follower, etc.
11. Explain how your choice of amusement or fun in your spare time reflects your culture.
12. Give three examples of a physical need and of an emotional need.
13. Give three examples of a material culture and three examples of a non-material culture.
14. Name three values that are very important to you.
15. Name a tradition that is very important in your family.
16. Tell us about an aspect or an element of traditional culture
practiced at your house.
17. What is your contribution to popular culture and give an
example?
18. Name and describe each of the 8 agents of socialization on
pages 74 and 75 of your textbook.
19. What role does your mother-tongue play in the
development of your cultural identity?
Activity 2 b
1. Define the following terms, important in the comprehension of culture:
Anthropologist Values Formal Groups
Cultural diversity Institution Informal Groups
Physical needs Tradition Mediation
Emotional needs traditional culture Mainstream culture
Material culture popular culture Contributing cultures
Non-material culture Socialization
2. Give an example of each of the expressions in question 1.
3. Define a formal group and an informal group, and give examples of each.
4. Answer questions 1, 2, and 3 on page 69 in your textbook.
5. Explain the following terms: Popular culture, traditional culture, mass production, mass distribution, mass communication, mass consumption, mainstream culture and contributing cultures.
6. Watch a 30 minute episode of a comic show of your choice and take note of 5 expressions that are common today. Ex. The Big Bang Theory, Sheldon asks Leonard, “Hey, what up?”
Activity 3
1. Answer questions 1, 2 a, and 2b on page 78 of your textbook.
3. How many McDonald’s restaurants are there in the world?
4. In how many countries are McDonalds restaurants located?
5. How many people are employed by McDonalds, worldwide?
6. Page 76 questions 1,2,3,4.
http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=243&np=291&id=2183#3
Dispute between two grade 2 girls over playing in the sandpit
The Dispute
Two Year 2 students are in dispute over sharing the playing space in the sandpit area. One of the girls has been told by another girl that there is not enough room for her. She is therefore unable to play, and feels sad at being left out. As a result she becomes nasty. She starts calling the other girl names, then throws sand at her.
The Process
Students in the area at the time notify the peer mediators who make their way to the sandpit area. The girls agree to peer mediation. The class teacher decides to incorporate the theme of ‘playing together’ into future lessons.
The Mediated Resolution
• The girls agree to be nicer to each other, and to share the playing area.
Dispute between two grade 9 boys over name-calling
The Dispute
At lunchtime David is calling William and his family names. Feeling offended, William starts to challenge David verbally, and then pushes him. David reacts by punching William. William holds David in a headlock and punches him. Both boys end up fighting on the ground. At this point the teacher on duty intervenes and breaks up the fight.
The Process
The Deputy Principal suspends both boys for a day, and
recommends the boys attend peer mediation. The boys
agree to peer mediation.
The Mediated Resolution
• To respect one another and their families
• To accept the school’s code of conduct
• To keep away from each other at Lunchtime
Homework
Think of your own example of a conflict with another student that you’ve had or that you know of, and describe these three steps for resolution of this conflict. Don’t complicate things, keep it simple and: State the problem, what you did to solve the problem, and what steps you took to solve the problem?
Study Skills: Some web sites to check out; they may help you.
http://www.coedu.usf.edu/zalaquett/Help_Screens/study_skillsMHS.htm
http://kidshealth.org/kid/feeling/school/studying.html
http://kidshealth.org/teen/school_jobs/school/test_terror.html?tracking=T_RelatedArticle
Organization Skills
http://kidshealth.org/kid/closet/quizzes/organize_focus_launch.html
http://kidshealth.org/teen/homework/tips/focused.html
Test Taking Skills
http://www.coedu.usf.edu/zalaquett/Help_Screens/Tests.htm
Learning Style
http://www.edutopia.org/multiple-intelligences-assessment
http://vark-learn.com/the-vark-questionnaire/
http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
Conflict resolution:
Commandment 1:
Conflict is a reality. There is no escaping the fact. Hiding won’t solve anything.
Commandment 2:
You can’t wish the problem away. Don’t pretend and put on a mask. Keeping your feelings cooped inside won’t work.
Commandment 3:
Learn to deal with the problem, not the person. Conflict occurs because of a particular issue, not because of a person. Don’t make it personal.
Commandment 4:
Be respectful. Listen to the other person. Really listen. Listening to your parents or teachers may seem like a drag but zoning out is not the solution.
Commandment 5:
Be assertive. You don’t need to be either passive or aggressive to deal with conflicts. You need to be assertive. Being assertive means putting your views forward confidently and calmly.
Commandment 6:
Learn to negotiate. This is the most important skill you need to learn. Negotiating is a skill that will serve you in the long term.
Commandment 7:
Stick to the present. Don’t drag in past issues. Doing so will only muddy the conflict further.
Commandment 8:
The silent treatment does not work. Sulking is as bad as getting aggressive – it won’t solve the problem. Talk it out.
Commandment 9:
Be understanding. Try to put yourself in the other person’s shoe. Don’t get defensive and analyze the situation.
Commandment 10:
Learn to say sorry. Stand in front of the mirror and practice, if the need be! If you are wrong, accept it. Doing so will not make you a wimp. Only a strong person has the strength to say ‘sorry’. This simple word can work like magic, try it!
Consequences of conflict
http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=243&np=291&id=2183#3
Dispute between two grade 2 girls over playing in the sandpit
The Dispute
Two Year 2 students are in dispute over sharing the playing space in the sandpit area. One of the girls has been told by another girl that there is not enough room for her. She is therefore unable to play, and feels sad at being left out. As a result she becomes nasty. She starts calling the other girl names, then throws sand at her.
The Process
Students in the area at the time notify the peer mediators who make their way to the sandpit area. The girls agree to peer mediation. The class teacher decides to incorporate the theme of ‘playing together’ into future lessons.
The Mediated Resolution
• The girls agree to be nicer to each other, and to share the playing area.
Dispute between two grade 9 boys over name-calling
The Dispute
At lunchtime David is calling William and his family names. Feeling offended, William starts to challenge David verbally, and then pushes him. David reacts by punching William. William holds David in a headlock and punches him. Both boys end up fighting on the ground. At this point the teacher on duty intervenes and breaks up the fight.
The Process
The Vice Principal suspends both boys for a day, and
recommends the boys attend peer mediation. The boys
agree to peer mediation.
The Mediated Resolution
• To respect one another and their families
• To accept the school’s code of conduct
• To keep away from each other at Lunchtime
Homework
Think of your own example of a conflict with another student that you’ve had or that you know of, and describe these three steps for resolution of this conflict. Don’t complicate things, keep it simple and: State the problem, what you did to solve the problem, and what steps you took to solve the problem?
Study Skills
http://www.coedu.usf.edu/zalaquett/Help_Screens/study_skillsMHS.htm
http://kidshealth.org/kid/feeling/school/studying.html
http://kidshealth.org/teen/school_jobs/school/test_terror.html?tracking=T_RelatedArticle
Organization Skills
http://kidshealth.org/kid/closet/quizzes/organize_focus_launch.html
http://kidshealth.org/teen/homework/tips/focused.html
Test Taking Skills
http://www.coedu.usf.edu/zalaquett/Help_Screens/Tests.htm
Learning Style
http://www.edutopia.org/multiple-intelligences-assessment
http://vark-learn.com/the-vark-questionnaire/
http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
Multiple Intelligences:
10. From the following list underline five characteristics that are the most important to you: art, hair-styles, music, jokes, law, right and wrong, folklore, calendars, cooperative work, government, hospitality, manners, houses, language, groups of friends, marriage, amusement, friends, mealtime, numbers, names, religion, sports, tool-making, student exchanges, visits, choice of restaurants, humor, laughing, crying, exercise, learning, grand-parents, family, enemies, homework, being a leader, being a follower, etc.
11. Explain how your choice of amusement or fun in your spare time reflects your culture.
12. Give three examples of a physical need and of an emotional need.
13. Give three examples of a material culture and three examples of a non-material culture.
14. Name three values that are very important to you.
15. Name a tradition that is very important in your family.
16. Tell us about an aspect or an element of traditional culture
practiced at your house.
17. What is your contribution to popular culture and give an
example?
18. Name and describe each of the 8 agents of socialization on
pages 74 and 75 of your textbook.
19. What role does your mother-tongue play in the
development of your cultural identity?
Activity 2 b
1. Define the following terms, important in the comprehension of culture:
Anthropologist Values Formal Groups
Cultural diversity Institution Informal Groups
Physical needs Tradition Mediation
Emotional needs traditional culture Mainstream culture
Material culture popular culture Contributing cultures
Non-material culture Socialization
2. Give an example of each of the expressions in question 1.
3. Define a formal group and an informal group, and give examples of each.
4. Answer questions 1, 2, and 3 on page 69 in your textbook.
5. Explain the following terms: Popular culture, traditional culture, mass production, mass distribution, mass communication, mass consumption, mainstream culture and contributing cultures.
6. Watch a 30 minute episode of a comic show of your choice and take note of 5 expressions that are common today. Ex. The Big Bang Theory, Sheldon asks Leonard, “Hey, what up?”
Activity 3
1. Answer questions 1, 2 a, and 2b on page 78 of your textbook.
3. How many McDonald’s restaurants are there in the world?
4. In how many countries are McDonalds restaurants located?
5. How many people are employed by McDonalds, worldwide?
6. Page 76 questions 1,2,3,4.
http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=243&np=291&id=2183#3
Dispute between two grade 2 girls over playing in the sandpit
The Dispute
Two Year 2 students are in dispute over sharing the playing space in the sandpit area. One of the girls has been told by another girl that there is not enough room for her. She is therefore unable to play, and feels sad at being left out. As a result she becomes nasty. She starts calling the other girl names, then throws sand at her.
The Process
Students in the area at the time notify the peer mediators who make their way to the sandpit area. The girls agree to peer mediation. The class teacher decides to incorporate the theme of ‘playing together’ into future lessons.
The Mediated Resolution
• The girls agree to be nicer to each other, and to share the playing area.
Dispute between two grade 9 boys over name-calling
The Dispute
At lunchtime David is calling William and his family names. Feeling offended, William starts to challenge David verbally, and then pushes him. David reacts by punching William. William holds David in a headlock and punches him. Both boys end up fighting on the ground. At this point the teacher on duty intervenes and breaks up the fight.
The Process
The Deputy Principal suspends both boys for a day, and
recommends the boys attend peer mediation. The boys
agree to peer mediation.
The Mediated Resolution
• To respect one another and their families
• To accept the school’s code of conduct
• To keep away from each other at Lunchtime
Homework
Think of your own example of a conflict with another student that you’ve had or that you know of, and describe these three steps for resolution of this conflict. Don’t complicate things, keep it simple and: State the problem, what you did to solve the problem, and what steps you took to solve the problem?
Study Skills: Some web sites to check out; they may help you.
http://www.coedu.usf.edu/zalaquett/Help_Screens/study_skillsMHS.htm
http://kidshealth.org/kid/feeling/school/studying.html
http://kidshealth.org/teen/school_jobs/school/test_terror.html?tracking=T_RelatedArticle
Organization Skills
http://kidshealth.org/kid/closet/quizzes/organize_focus_launch.html
http://kidshealth.org/teen/homework/tips/focused.html
Test Taking Skills
http://www.coedu.usf.edu/zalaquett/Help_Screens/Tests.htm
Learning Style
http://www.edutopia.org/multiple-intelligences-assessment
http://vark-learn.com/the-vark-questionnaire/
http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
Conflict resolution:
Commandment 1:
Conflict is a reality. There is no escaping the fact. Hiding won’t solve anything.
Commandment 2:
You can’t wish the problem away. Don’t pretend and put on a mask. Keeping your feelings cooped inside won’t work.
Commandment 3:
Learn to deal with the problem, not the person. Conflict occurs because of a particular issue, not because of a person. Don’t make it personal.
Commandment 4:
Be respectful. Listen to the other person. Really listen. Listening to your parents or teachers may seem like a drag but zoning out is not the solution.
Commandment 5:
Be assertive. You don’t need to be either passive or aggressive to deal with conflicts. You need to be assertive. Being assertive means putting your views forward confidently and calmly.
Commandment 6:
Learn to negotiate. This is the most important skill you need to learn. Negotiating is a skill that will serve you in the long term.
Commandment 7:
Stick to the present. Don’t drag in past issues. Doing so will only muddy the conflict further.
Commandment 8:
The silent treatment does not work. Sulking is as bad as getting aggressive – it won’t solve the problem. Talk it out.
Commandment 9:
Be understanding. Try to put yourself in the other person’s shoe. Don’t get defensive and analyze the situation.
Commandment 10:
Learn to say sorry. Stand in front of the mirror and practice, if the need be! If you are wrong, accept it. Doing so will not make you a wimp. Only a strong person has the strength to say ‘sorry’. This simple word can work like magic, try it!
Consequences of conflict
- Conflict can get dangerous when people get aggressive and violent.
- Conflict can bring about increased learning and greater understanding of each other's viewpoints when dealt with wisely.
- Some people avoid conflict, which means they don't get any say in what's happening.
- having a lot of anger that you don't express
- problems not improving
- confusion
- conflict getting worse
- separation or family breakdown
- feeling resentful
- stress, tension and illness
- aggression and violence
- poor relationships.
- a sense of achievement
- happiness
- stronger relationships and team work
- learning more about others and yourself
- relaxation
- good health
- changes
- feeling positive.
http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=243&np=291&id=2183#3
Dispute between two grade 2 girls over playing in the sandpit
The Dispute
Two Year 2 students are in dispute over sharing the playing space in the sandpit area. One of the girls has been told by another girl that there is not enough room for her. She is therefore unable to play, and feels sad at being left out. As a result she becomes nasty. She starts calling the other girl names, then throws sand at her.
The Process
Students in the area at the time notify the peer mediators who make their way to the sandpit area. The girls agree to peer mediation. The class teacher decides to incorporate the theme of ‘playing together’ into future lessons.
The Mediated Resolution
• The girls agree to be nicer to each other, and to share the playing area.
Dispute between two grade 9 boys over name-calling
The Dispute
At lunchtime David is calling William and his family names. Feeling offended, William starts to challenge David verbally, and then pushes him. David reacts by punching William. William holds David in a headlock and punches him. Both boys end up fighting on the ground. At this point the teacher on duty intervenes and breaks up the fight.
The Process
The Vice Principal suspends both boys for a day, and
recommends the boys attend peer mediation. The boys
agree to peer mediation.
The Mediated Resolution
• To respect one another and their families
• To accept the school’s code of conduct
• To keep away from each other at Lunchtime
Homework
Think of your own example of a conflict with another student that you’ve had or that you know of, and describe these three steps for resolution of this conflict. Don’t complicate things, keep it simple and: State the problem, what you did to solve the problem, and what steps you took to solve the problem?
Study Skills
http://www.coedu.usf.edu/zalaquett/Help_Screens/study_skillsMHS.htm
http://kidshealth.org/kid/feeling/school/studying.html
http://kidshealth.org/teen/school_jobs/school/test_terror.html?tracking=T_RelatedArticle
Organization Skills
http://kidshealth.org/kid/closet/quizzes/organize_focus_launch.html
http://kidshealth.org/teen/homework/tips/focused.html
Test Taking Skills
http://www.coedu.usf.edu/zalaquett/Help_Screens/Tests.htm
Learning Style
http://www.edutopia.org/multiple-intelligences-assessment
http://vark-learn.com/the-vark-questionnaire/
http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
Multiple Intelligences:
- Bodily-Kinesthetic
- Interpersonal
- Intrapersonal
- Logical-Mathematical
- Musical
- Naturalistic
- Verbal-Linguistic
- Visual-Spatial