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Multiculturalism
Crime and Violence in the United States Globalization
|
Multiculturalism |
Discuss these questions with your classmates:
• Why do you think the crucible and the patchwork quilt are often used as symbols of the multicultural character of U. S. society?
• What does the crucible do to different metals mixed in it?
• Is the culture of your country heterogeneous, as in the United States, or homogeneous?
Q B. Vocabulary and Key Concepts
Read through the sentences, trying to imagine which words would fit in the blanks. Then listen to a dictation of the full sentences, and write the missing words in the blanks.
1. I understand why a foreigner might react_____________________
to U. S. culture, especially if the person comes from a more ethnically and racially____________________________________________ society.
2. It seems naive or even perverse to_________________________
the existence of a culture that has such great___________________
on other cultures, for better or worse.
3. A________________________ pot, literally a pot in which metals
like aluminum and copper are melted in order to blend them, is the traditional_____________________________________ for the way the differ
ent groups of immigrants came together in the United States.
4. Some people feel that the monoculturalist view of many nationalities blending together into an____________________ :________________ of all
the parts in it is a__________________________
5. Opponents point out that many groups have at times been
________________________ from participating in U. S. society
through segregation and__________________________
6. U. S. society probably did not assimilate new cultural input until
the new immigrants were_________________________ with less
7. The metaphor the multiculturalists use is the patchwork quilt, a
________________________ of separate,______________________
subcultures.
8. and the_________________________
of children of another race make a difference in how people in a family look at themselves.
9. The point here is that the ethnically and racially pure individuals
————————————– by the multiculturalist view are
more the_________________________ than the rule.
10. We_______________________ some of our culture from our
families and_________________________ some of our culture
unconsciously.
11. If_________________________ does not take place in the first
________________________ , it most certainly does by the second
or third.
12. Monoculturalists fear a________________________ , or even
destruction, of U. S. culture, whereas_________________________
of the pluralistic view disagree.
13. It would be wrong to assume that the________________________
culture we’ve been speaking about_________________________
the culture of only one group.
14. _______________________ of the pluralistic view of culture cite
________________________ , especially Mexican immigrants, the
single largest immigrant group since the 1990s.
Follow-up: Check the spelling of the dictated words with your teacher.
Discuss the meanings of these words and any other unfamiliar words
in the sentences.
Using the photographs and the vocabulary exercise as a starting point, write three questions that you think will be answered in the lecture. Examples: • Is U. S. culture becoming more like the cultures of new
immigrants?
• Is American culture basically European?
2.
3.
Follow-up: After you have written your questions, share them with your teacher and your classmates.
Work with a partner to practice taking down key words: nouns, verbs, adjectives, and adverbs. One partner will read Vocabulary and Key Concepts sentences 1-4 while the other takes notes. Then switch parts for sentences 5-8.
Follow-up: With your partner, test your key words by recalling all the information in the sentences from what you wrote. Your partner will check to see if you can recall the message, not necessarily the exact words. Then change roles and test your partner’s key words.
2. Rhetorical Cues: Transition Words
Formal speech, like formal writing, is characterized by more frequent use of transition words and phrases. Transition words like however, therefore, and in fact help the listener understand the relationship between the lecturer’s ideas. A good understanding of transition words will make a formal lecture more coherent to you. Test your knowledge of the italicized words on the next page by using them to complete the sentences in the exercise.
• Nevertheless, on the other hand, and however all point out contrasts between two ideas.
• For instance presents examples.
• In fact is used for emphasis.
• Rather is used like instead.
• Furthermore is used like also.
a. The United States is not a racially homogeneous society; , Japan is.
b. The melting pot metaphor is a very old one.________________ ,
it’s been used for well over a century.
c. Culture comes to people in different ways.
________________________ , we inherit some, we absorb
some, and we choose some.
d. There are many proponents of the multiculturalist view; , I don’t really agree with this view.
e. The multiculturalists don’t use the metaphor of the melting
pot._________________________ , they use the patchwork quilt.
f. Monoculturalists fear a fragmentation of U. S. culture because of
a massive Latino immigration._________________________ ,
pluralists see the bright side of this immigration.
g. There are two problems with this theory. Some existing groups were excluded from participating fully in society,-
________________________ , newly arrived groups were
discriminated against.
Follow-up: Discuss your answers as a class.
Culture note: "Latino" is now a more a frequent way to refer to a Spanish – or Portuguese-speaking resident in the U. S. The use of "Hispanic" to refer to someone who speaks Spanish is objectionable to many Spanish-speaking people who feel no particular connection to Spain and to those who have no connection at all to Spain. ("Hispanic" was used in Chapter 1 to be consistent with the terminology in the 2000 census.)
Listen for general ideas. The lecturer begins with some objections to current views of U. S. culture, views that she finds naive. The main part of the lecture is a discussion of three different views of multicul – turalism, and these views might sound similar at first. However, they are quite different, if only in subtle ways. Listen for these three different views, and write them down under ST1, ST2, and ST3. Take down details you have time for, but make sure you take down the subtopics.
NOTES
Introduction:
ST1
ST3
Follow-up: Now check your major subtopics with your teacher.
While listening again, write down necessary relevant details below the main subtopic to which they belong. Remember to use key words to save time.
Follow-up: Check your notes. If you missed important information or have doubts about your notes, (1) verify them by asking a classmate questions to fill the gaps in your notes or (2) listen to the lecture a third time. When verifying your notes with a classmate, do not show each other your notes; ask specific questions to get the information you need.
Examples: • By any chance, did you catch what was said about the im
pact of U. S. culture on the world?
• Could you help me out? What does "in all fairness" mean?
This is also a good time to check to see if the lecturer answered your Predictions questions about the lecture.
Listen to the following questions, and write short answers. Use your notes. You will hear each question one time only.
1. 2.
3.
4.
5.
6.
7.
8.
9.
10._________________________________________________________________
Follow-up: Check your answers with your teacher. If your score is less than 70 percent, you may need to listen to the lecture again or rewrite your notes so that you can understand and retrieve the information in them.
In groups of four, use your notes to reproduce sections of the lecture. Student A will present the introduction, Student В subtopic 1, and so on. Check what you hear against your notes. If you don’t understand or you disagree with what you hear, wait until your classmate finishes. Then bring your notes into agreement by seeking clarification, as follows:
• I beg your pardon, but I didn’t catch what you said about the impact of the United States on other countries.
• I’m sorry. I don’t believe I followed what you said about discrimination against certain groups.
If your class is multinational, prepare a short oral report about the culture of your country, covering the points below. Work with the other students from your country.
If your classmates are all from your country, discuss the culture of your country as a class. Discuss these points:
• Is your culture racially and ethnically homogeneous or heterogeneous?
• How open is your culture to influences from other cultures? Do people who spend long periods of time in your country assimilate to the culture, or do they maintain their own cultures?
• What metaphor do you think fits your culture?
In groups of three, with one member acting as secretary, write a one – paragraph summary of the lecture on multiculturalism. Use the guidelines below to decide which information to include. Write the answers in complete sentences in paragraph form, but limit your summary to 100 words.
1. Write a first general sentence that tells how many views of culture the lecturer mentions and tell whether the views are similar or different.
2. Characterize each view briefly. Mention the metaphor used to describe it as well as its main characteristics.
Follow-up: Exchange summaries with at least one other group. Find something you like in other groups’ summaries. Alternatively, each group can read its summary to the class, which can then vote on the best one.
The following are recommended for a closer look at the multicultural nature of the United States:
Postrel, Virginia I. "Uncommon Culture." Reason, May 1993, pp. 67-69.
Postrel discusses how and why assimilation takes place in the United States.
Rodriguez, Richard. Days of Obligation: An Argument with My Mexican Father. New York: Viking, 1992.
Rodriguez, born of Mexican immigrant parents, discusses his controversial views of U. S. multiculturahsm.
Search under the terms multiculturalism or pluralism for thousands of Web sites, many of which originate from or relate to many countries around the world besides the United States, including Australia, Canada, Nepal, India, and the United Arab Emirates, among many others.
The Joy Luck Club, Wayne Wang, director,- 138 minutes, R.
The movie charts the lives and loves of four Chinese immigrants and their American-born daughters.
Mississippi Masala, Mira Nair, director; 118 minutes, R.
The movie explores the hves of Asian Indians living in the rural U. S. South and their dealings with African American and white communities around them.
Read MoreFamily in the United States
Assign one group member to write down the questions; all members will help plan and compose the questions. For the lecture on the family, write five short-answer questions that can be answered with a few words or sentences. In addition, write two essay questions; word the essay questions so that they can easily be turned into topic sentences.
Short-Answer Questions
1.
3.
4.
5.
Essay Questions
Follow-up: Write your questions on the board to discuss as a class.
Written follow-up: Prepare for the quiz by writing answers to the questions your class has proposed. You have abbreviations in your notes, but do not use abbreviations other than standard ones like U. S. in your answers.
|
Chapter 5 Religion |
Assign one group member to write down the questions; all members will help plan and compose the questions. For the lecture on religion, write five short-answer questions that can be answered with a few words or a maximum of two sentences. In addition, write two essay questions; word the essay questions so that they can easily be turned into topic sentences.
Short-Answer Questions
1. _________________________________________________________
3.
4.
5.
Essay Questions
Follow-up: Write your questions on the board to discuss as a class.
Written follow-up: Prepare for the quiz by writing answers to the questions your class has proposed. You may have abbreviations in your notes, but do not use abbreviations other than standard ones like U. S. in your answers.
UNIT QUIZ PREPARATION 65
Chapter 6 Passages: Birth, Marriage, and Death
Assign one group member to write down the questions; all members will help plan and compose the questions. For the lecture on passages, write five short-answer questions that can be answered with a few words or sentences. In addition, write two essay questions,- word the questions so that they can easily be turned into topic sentences.
Short-Answer Questions
1.
3.
4.
5.
Essay Questions
1.
Follow-up: Write your questions on the board to discuss as a class.
Written follow-up: Prepare for the quiz by writing answers to the questions your class has proposed. You may have abbreviations in your notes, but do not use abbreviations other than standard ones like U. S. in your answers.
Read MoreDiscuss the following questions with your classmates:
• Does this wedding look similar to weddings in your country?
• How do you think this couple will celebrate the birth of their baby?
• What is happening in the bottom photo?
(w! B. Vocabulary and Key Concepts
Read through the sentences, trying to imagine which words would fit in the blanks. Then listen to a dictation of the full sentences, and write the missing words in the blanks.
1. Customs and traditions are often_________________________ to
foreigners, partly because the customs are so___________________
that most local people accept them without ever thinking about them.
2. The baby________________________ is given by a close friend
or relative of the_________________________ mother.
3. The________________________ -________________________ –
________________________ is often invited to someone’s home
on some_________________________ so that she can be surprised.
4. Through advice and_______________________________________
________________________ , the expectant mother is
________________________ about the desirability of her
situation.
5. A few years ago, it was almost________________________
________________________ for men to participate in baby
showers.
6. In the past, men were________________________ from the
________________________ room, but today many men arc
with their wives to "coach" them through the birth.
7. Christians usually have a religious service, called a, for the new baby.
8. Some customs are generally____ concerning ___________ , the engagement period, and the
wedding ceremony.
9. Because priests, rabbis, and ministers are all legally
________________________ to marry couples, it is not necessary
to have both a_________________________ and a religious
ceremony.
10. Some customs about the_________________________ and
______________________ are rather______________________
in nature.
11. Some churches and other places where weddings are held have
recently_________________________ the throwing of rice as being
________________________ to guests, who can slip and fall on it.
12. At the time of death, one decision is whether the funeral will be held in a church or in a funeral home,- another decision is whether
the body will be________________________ or buried in a
cemetery.
13. The family may choose to have a—————————————-
service instead of a funeral. In either case, the family may hold
a_______________________ , where the body of the deceased
is displayed in its casket.
14. At a funeral, a________________________ is usually given by
someone close to the—————————————- person.
15. Those who want to express their—————————————-
usually send a sympathy card to the_________________________
family.
Follow-up: Check the spelling of the dictated words with your teacher. Discuss the meanings of these words and any other unfamiliar words in the sentences.
Using the photograph and the vocabulary exercise as a starting point, write three questions that you think will be answered in the lecture.
Examples: • Must a child’s baptism take place in the same church
that the parents were married in?
• Why are dead bodies displayed in a casket before the funeral?
3.
Follow-up: After you have written your questions, share them with your teacher and your classmates.
We have already talked about using key words to save time and take good notes. Think of key words as a telegram, that is, the basic information in reduced form. Practice reducing the following sentences you will hear to key words. You will hear each sentence twice. Listen, decide on the key words, and write them in the space below. For example, as you listen to the first sentence, see how the author has used key words to reduce the information.
a. ethnic groups follow old customs, but still general culture in U. S.
c.
e.
Note: The notetaker here not only reduced the number of words in the sentence greatly but also reworded it somewhat. Can you recreate the message of the sentence from these notes? Or would your notes look different?
Follow-up: Use your key words to reproduce the messages you heard. Add any words necessary to make your sentences clear and grammatical. Work with a partner, or check your answers as a class.
Because adverbs are content words, it is important to understand them and to get them down in your notes. Read these sentences from the lecture, focusing on the italicized adverbs. Discuss the difference in meaning, if any, when you substitute the adverb in parentheses.
1. Almost always a baby shower is arranged in secret so as to be a complete surprise to the mother-to-be. (Occasionally)
2. Usually she was invited to someone’s home on one pretext or another. (Ordinarily)
3. There is always a very emotional outpouring of good wishes, (often)
4. In the past, when births mainly took place at home, it was a strictly female event, (mainly)
5. Men never went into the delivery room, (rarely)
6. For Christians, this service is ordinarily called a baptism, (sometimes)
7. It is very hard to generalize, but there are some customs that are quite generally observed, (traditionally)
I. LISTENING___________________________________________________________
The lecturer begins his talk with a discussion of cultural traditions in general and of how the United States is somewhat different from many countries. He then announces his subtopics: birth, marriage, and death. Because you already know the subtopics, you will have time to write down some main and secondary ideas of support in the first listening. Use key words and structure your notes.
NOTES
Introduction:
|
ST2 |
|
ST3 |
(w? В. Further Listening
While listening again, write down necessary relevant details below the main subtopic to which they belong. Remember to use content words as key words to save time.
Follow-up: Check your notes. If you missed important information or have doubts about your notes, (1) verify them by asking a classmate questions to fill the gaps in your notes or (2) listen to the lecture a third time. When verifying your notes with a classmate, do not show each other your notes,- ask specific questions to get the information you need.
Examples: • Can you explain what a baby shower is?
• What was said about marriage superstitions?
• What’s the difference between a funeral and a memorial service?
This is also a good time to check to see if the lecturer answered your Predictions questions about the lecture.
II. POSTLISTENING_____________________________________________________
Listen to the following questions, and write short answers. Use your notes. You will hear each question one time only.
1.______________________________________________
3.
4.
5.
7.
9.
10.__________________________________________________
Follow-up: Check your answers with your teacher. If your score is less than 70 percent, you may need to listen to the lecture again or rewrite your notes so that you can understand and retrieve the information in them.
In pairs, use your notes to reproduce sections of the lecture. Student A will present the introduction and subtopic 1, including details, to Student B. Student В will present subtopics 2 and 3 with details to Student
A. Check what you hear against your notes. If you don’t understand or you disagree with what you hear, wait until your partner finishes. Then bring your notes into agreement by seeking clarification, as follows:
• My notes are a little different from yours. I don’t believe men are allowed to come to baby showers.
• Excuse me. I didn’t catch what you said about the tradition of what brides wear or carry at their weddings.
Choose one of the major subtopics (birth, marriage, or death) and carefully describe your customs that differ from those in the United States. Your teacher may ask you to present your report orally to a small group or the whole class, or to write a paragraph to hand in.
Discuss the questions below in small groups. Appoint one person to report your group’s opinions to the class.
1. Is it surprising that people in the United States, with its great racial and ethnic diversity, celebrate birth, marriage, and death in similar ways? Why or why not?
2. Death is a topic that is very difficult for most Americans to talk about. What reasons might there be for their avoidance of the topic of death?
3. The lecturer mentioned two fairly recent changes in American society. One is that men are now sometimes invited to baby showers and the other is that more and more men accompany their wives in the delivery room when the baby is born. Do you think these are positive changes? Why or why not?
4. The lecturer discussed superstitions connected to weddings, specifically that a groom should not see the bride in her wedding dress before the ceremony. What reason might there be for this superstition? Does your culture have superstitions connected to weddings? Superstitions about births and deaths? What are they?
The following are recommended for a closer look at life passages in the United States.
Kubler-Ross, Elisabeth. On Death and Dying. New York: Macmillan, 1969.
The author discusses terminal illness, dying, and how those involved can deal with these issues.
Father of the Bride, Charles Shyer, director; 114 minutes, PG.
The comedy depicts a father’s reaction to his daughter’s falling in love, getting engaged, and finally getting married.
Steel Magnolias, Herbert Ross, director; 118 minutes, PG.
A sentimental look at marriage, motherhood, and the lives of women in a small Louisiana town.
Now that you have completed the chapters in this unit, your teacher may want you to take a quiz. Your teacher will tell you whether or not you can use your notes to answer the questions on the quiz. If you can use your notes, review them before taking the quiz so that you can anticipate the questions and know where to find the answers. If you cannot use your notes, study them carefully before you take the quiz, concentrating on organizing the information into main ideas and details that support these main ideas.
Work in small groups to help each other anticipate the questions your teacher will ask. Before breaking up into groups, review your notes and highlight important, noteworthy points. After reviewing your notes, break up into groups. Discuss and write specific short – answer questions and more general essay questions. (For guidelines in writing questions, see the Unit Quiz Directions at the end of Unit 1.)
Write your group’s questions on the following pages.
UNIT QUIZ DIRECTION 63
Read MoreDiscuss the following questions with your classmates:
• Where do you think the people in the picture are?
• What are the people doing?
• What do you think the expression "freedom of religion" means?
• Are there many different religions in your country?
Q B. Vocabulary and Key Concepts
Read through the sentences, trying to imagine which words would fit in the blanks. Then listen to a dictation of the full sentences, and write the missing words in the blanks.
1. The U. S. government cannot ask for information on religious affiliation on a basis.
2. One________________________ done in 2002 shows that 76 per
cent of the total population identified themselves as Christian,
with 52 percent identifying themselves as_____________________
and 24 percent as Catholic.
3. The number of Americans belonging to churches or other religious organizations is surprisingly high compared to other nations.
4. This is not to suggest that religious__________________________
are not important in these other nations.
5. Freedom of worship is________________________ by the First
Amendment to the Constitution.
6. The First Amendment also_________________________ the
separation of church and state.
7. The importance of religion in American history should not be
8. I’d like to talk about the increasing__________________________
religion has________________________ in fairly recent history.
there was a religious_________________________ in the 1970s
that surprised many people.
7. The religious revival was_________________________ in nature
and, at first, largely confined to issues in the private sphere of life.
8. These issues, however, were very_________________________ in
nature and became quite_________________________ in a short
time.
9. Perhaps the "rise of the religious right" is a temporary in American life.
10. Some people predict that American society will become
increasingly_________________________ and less religious in the
future; others predict a more_________________________
political atmosphere based on conservative religious belief.
Follow-up: Check the spelling of the dictated words with your teacher.
Discuss the meanings of these words and any other unfamiliar words
in the sentences.
Using the photograph and the vocabulary exercise as a starting point,
write three questions that you think will be answered in the lecture.
Examples: • What were the controversial issues that were involved in
the religious revival in the 1970s?
1._________________________________________________________
3.
Follow-up: After you have written your questions, share them with your teacher and your classmates.
To save time while taking notes, it is useful to use symbols and abbreviations. You may want to develop some of your own for words and phrases that you often hear. However, there are many that are commonly used that you may find very helpful. The following are some of these commonly used symbols and abbreviations. Put a check next to the ones that are new to you and that you think might be helpful in your notetaking. Refer back to this page from time to time to see if you are using all the symbols and short abbreviations that would be useful in your notetaking.
Symbols
+ and, plus
& and
less, minus
= equals, is the same as, consists of
ф does not equal, is different from
> is greater than, is more than
< is less than
-> causes, results in, leads to
/> does not cause, does not result in, does not lead to
<- is caused by, results from
<■/■ is not caused by, does not result from
therefore
because, because of /" rises, increases
goes down, decreases
1 minute, feet (e. g., З’ = 3 feet)
" inches or ditto marks (repeat the word immediately above)
° degrees
% percent, percentage
$ dollar, money
e. g. for example
i. e. that is
etc. et cetera
cf. compare
c. about/approximately
ca. about/approximately
w/ with
w/o without
Listen to and take notes on the following sentences, which contain information taken from several lectures for which you could use some of the symbols and abbreviations above. Try to take down content words, abbreviate as many of these content words as possible, and use your notetaking symbols and abbreviations. You will hear each item two times.
(1-3 from lecture on population)
1.
3.
(4-5 from lecture on immigration)
4.
(6-7 from lecture on American family)
6.______________________________________________
7.
Follow-up: (1) Compare your notes with your classmates’. Reconstruct the full message of what you heard from your notes. (2) When you finish taking notes on today’s lecture on religion, look at your notes and see if there were places that you missed where you could have used a symbol such as < or a short abbreviation such as w/o to save time.
Read the following sentences, which contain rhetorical cues to help you follow the organization of the lecture. Decide in which order you will probably hear them. Number them from first (1) to fifth (5).
____ a. Let’s consider the first way America differs from these
other modernized nations.
____ b. Finally, let’s take a closer look at this rise in the influence
of religion on American political life.
____ c. Let’s take a look at two ways that religion in the United
States differs from religion in other modernized nations.
____ d. However, there is another somewhat contradictory difference that we should also consider.
____ e. However, whether this group will be able to influence
political life for a long time cannot be known.
Follow-up: Discuss your answers as a class.
», LISTENING_______________________________________________
In the introduction the lecturer discusses the reasons for the great number of churches in the United States. At the end of the introduction he mentions the three subtopics he will go on to develop. Take down details you have time for, but be sure to take down the subtopics.
NOTES
Introduction:
ST2
ST3
Conclusion:
Follow-up: Check your major subtopics with your teacher before you listen to the lecture for the second time.
Q В. Further Listening
While listening again, write down necessary relevant details below the main subtopic to which they belong. Remember to use symbols and abbreviations to save time.
Follow-up: Check your notes. If you missed important information or have doubts about your notes, (1) verify them by asking a classmate questions to fill the gaps in your notes or (2) Hsten to the lecture a third time. When verifying your notes with a classmate, do not show each other your notes; ask specific questions to get the information you need.
•
|
Examples: |
Do you remember which is the second-largest religious group in America?
• What did the lecturer say about the First Amendment?
• What does "religious right" mean?
• Which people were surprised by the religious revival?
This is also a good time to check to see if the lecturer answered your Predictions questions about the lecture.
III. POSTLISTENING_________________________________________
Listen to the following questions, and write short answers. You will hear each question one time only.
1.
3.
4.
5.
6.
7.
9.
10._________________________________________________________
Follow-up: Check your answers with your teacher. If your score is less than 70 percent, you may need to listen to the lecture again or rewrite your notes so that you can understand and retrieve the information in them.
In pairs, use your notes to reproduce sections of the lecture. Student A will present the introduction and subtopic 1, including details, to Student B. Then Student В will present subtopics 2 and 3 with details to Student A. Check what you hear against your notes. If you don’t understand or you disagree with what you hear, wait until your partner finishes. Then bring your notes into agreement by seeking clarification, as follows:
• Excuse me, what did you say about the television and film media?
• I don’t think your numbers are correct.
• Could you repeat what you said about the future role of religion in America?
Discuss these questions with a partner or in small groups if you and your classmates come from different countries. If not, discuss them with your teacher and classmates.
• What are the major religious groups in your country?
• What is the relationship between the government and religion in your country?
• Do you think religion is becoming more or less important in your country? Explain.
C. Collaboration: Writing Answers to Essay Questions
To help you prepare for the essay questions in the Unit Quiz at the end of this unit, in groups of three or four, plan and write essay answers to the following questions on religion in the United States. Appoint one member of the group to do the actual writing; all members of the group should participate in planning and helping with the answers. At this point, you should refer to the guidelines in Unit 1, Chapter 2, p. 18. Review the guidelines before you begin to write essay answers.
Questions:
1. Contrast religion in the United States with religion in modernized European countries.
2. Describe the conflict between the government and the religious right on the issues of legalized abortion and prayer in schools.
Follow-up: Share your answers with at least one other group. Or share your answers orally as a class, and discuss the strengths in each answer.
The following are recommended for a closer look at religion in the United States:
Find any contemporary encyclopedia in English. Look up the names of various religious minorities in the United States, such as "Mormons," "Seventh-Day Adventists," or "Amish." Read to learn about their historical background, their major beliefs, and any problems they have had as a religious minority.
Witness, Peter Weir, director; 112 minutes, R.
This film depicts the life of the Amish in the United States: their commitment to nonviolence and the resulting culture clash when one of them accidentally witnesses a brutal murder.
Interview an American about his or her views on religion in America. Beforehand, prepare interview questions as a class to ask on
• religious background
• role of religion in his or her life
• his or her opinion about freedom of religion, the separation of church and state, prayer in public schools, and the relationship between politics and religion
• any other questions your class is interested in
Write down your answers to the questions, and share the information with your classmates.
Variation: Invite an American to visit your class, and have the whole class interview him or her, using the questions you wrote.
Family in the United States
Religion
Passages:
Birth, Marriage, and Death
Discuss the following questions with your classmates:
• How typical do you think the first picture is of U. S. families?
• Are single-parent families common in your country?
• Is it common for parents in your country to leave children in day care while they work?
• Who takes care of the children when parents are not home?
Q B. Vocabulary and Key Concepts
Read through the sentences, trying to imagine which words would fit in the blanks. Then listen to a dictation of the full sentences, and write the missing words in the blanks.
1. A hundred years ago, one heard the same comments about the family that one hears today—in short, that the American family is
2.
|
3. To the contrary, the very ily has changed__________ |
|
of the fam- |
|
in the last fifty years. |
Proof of this disintegration included evidence that women were not completely content with their_____________________________
2. To be sure, the family is a very
for what is happening in the society.
3. Demographically, the
of the family was the traditional one.
4. The country idealized the family in these years: there was a
________________________ to the family and a
________________________ for it.
5. Three characteristics stand out in this period:_____________
to social norms, greater male domination of the family, and clearcut roles.
6. These decades were characterized by a
________________________ of conformity to social norms and
included the sexual revolution and the women’s movement.
7. Another important movement was the drive for self-expression
and__________________________________________________
8. The new configuration of the family had to include families of
———————————————————————————- with or
without children.
9. The number of single-parent households_____________________
and the number of unmarried couples________________________
10. They see a continuing_________________________ in divorce
rates since the 1980s hut also a decline in birth rates after an increase in the 1980s.
11. There is an attempt to ________________________ work with
family obligations, and concern seems to be shifting from
—————————————- to the new familism.
12. Places of work may offer more________________________ working hours and
day care.
13. For its part, the government could________________________
parental leave and family__________________________
Follow-up: Check the spelling of the dictated words with your teacher.
Discuss the meanings of these words and any other unfamiliar words
in the sentences.
Using the photograph and the vocabulary exercise as a starting point, write three questions that you think will be answered in the lecture.
Examples: • How big are American families compared to those in
other parts of the world?
• Does a divorced mother sometimes move back with her parents?
1.
3.
Follow-up: After you have written your questions, share them with your teacher and your classmates.
A good notetaker knows that it is neither efficient nor necessary to take down a lecture word for word. A good notetaker listens for relevant information and then uses key words to take down only the essential information. A good way to pick key words is to concentrate on the content words you hear: nouns, verbs, adjectives, and adverbs. (Auxiliaries, the verb to be, pronouns, and prepositions are structure words, words that receive less stress when spoken. They are less important in your notes, too.)
Practice reducing information to key words by using the sentences from Vocabulary and Key Concepts. Do sentences 5, 7, 8, 11, and 12. Sentence 2 has been done for you.
2. Proof of disintegration: women not content with domestic role.
5.
11.
12.
Follow-up: With a partner, test your key words by trying to recall all the information in the sentences from what you wrote. Your partner will check to see if you can recall the message, not necessarily the exact words of the original sentences. Then change roles and test your partner’s key words in the same way.
Lecturers usually use rhetorical cues to help their listeners follow the lecture. A rhetorical cue is a word or even a sentence that lets us know that some important information is coming or that a new subtopic or point is being introduced. Look at these rhetorical cues, and decide in which order you will probably hear them in today’s lecture. Order them from first (1) to fifth (5).
__ a. Well, let’s proceed in chronological order and start with the
traditional familism.
__ b. The third period, the new familism, is harder to see because
we are living in this period now.
__ c. The second period, the period of individualism, saw three
important social and political movements.
__ d. To make this point clearer, we’ll take a look at how the
American family has changed in the last fifty years by looking at three different time periods.
__ e. Because individualism is so often mentioned in our discussion of U. S. culture and people, I should make a little detour before we discuss it.
Follow-up: Discuss your answers as a class.
Listen for general ideas. The lecturer looks at changes in the family over the last fifty years and divides the changes into three different periods, each with its own label. For each period, the lecturer looks at cultural, economic, and demographic aspects of the family. As you listen, decide what the three different periods are, and write them under ST1, ST2, and ST3. Take down details you have time for, but make sure you take down the subtopics.
NOTES
Introduction:
ST1
ST3
Follow-up: Now check your major subtopics with your teacher.
While listening again, write down necessary relevant details below the main subtopic to which they belong. Remember to use key words to save time.
Follow-up: Check your notes. If you missed important information or have doubts about your notes, (1) verify them by asking a classmate questions to fill the gaps in your notes or (2) listen to the lecture a third time. When verifying your notes with a classmate, do not show each other your notes,- ask specific questions to get the information you need.
Examples: • Do you have any idea what domestic means?
• Did you understand the explanation of individualism?
• How many different movements were discussed for the second period?
This is also a good time to check to see if the lecturer answered your Predictions questions about the lecture.
HI. POSTLISTENING______________________________________________________
Listen to the following questions, and write short answers. Use your notes. You will hear each question one time only.
1. 2.
3.
4.
5.
6.
7.
8.
9.
10. __________________________________________________
Follow-up: Check your answers with your teacher. If your score is less than 70 percent, you may need to listen to the lecture again or rewrite your notes so that you can understand and retrieve the information in them.
In groups of three, use your notes to reproduce sections of the lecture. Each member of your group should bring up a point from the introduction that he or she finds interesting. Then Student A will present the information in subtopic 1, Student В the information in subtopic 2, and Student C the information in subtopic 3. If you don’t understand or you disagree with what you hear, wait until your classmate finishes. Then bring your notes into agreement by seeking clarification, as follows:
• Would you mind repeating what you said about the sexual revolution? I didn’t catch it.
• I don’t think my notes agree with yours on the matter of cultural developments during the second period. In my notes, I wrote that….
If your class is multinational, prepare a short oral report about the family in your country, covering the points below. Work with the other students from your country.
If your classmates are all from your country, discuss the family in your country as a class. Discuss these points:
• Is there a predominant family configuration in your country?
• Has it changed in the last fifty years?
• What effects have economic, demographic, and cultural changes had on the family in your country?
Work with a partner, and use your notes to write a summary of the lecture in 125 words or less. Answer this question for your first main idea sentence: Has the U. S. family changed a little or a lot in the last fifty years? Then characterize each of the three periods by choosing relevant information about demographic, cultural, and economic points.
Follow-up: Share your summary with at least one other pair. Find something you like in each summary that you read. Alternatively, your teacher may ask for volunteers to read their summaries to the class.
The following are recommended for a closer look at the American family:
The United Nations Statistics Division: This site has demographic and social statistical information from around the world. From the home page, locate Demographic and Social statistics; then locate the link to World’s Women 2000 to find information about women, families, wages, marriages, and other issues gathered in 2000.
www. welleslev. edu/WomenSt/Familv Gender Resources/web. html Families and Gender Studies Resources Page: This site contains links to many other sites that deal with abortion, adoption, gay families, motherhood, reproductive technologies, work, and family social policy, among others. To find additional information and resources, do a general Internet search for the keyword Family Studies.
Chollar, Susan. "Happy Families: Who Says They All Have to Be Alike?" American Health, July-August 1993, pp. 52-57.
Chollar discusses a variety of successful family configurations.
Etzioni, Amitai. "Children of the Universe." UTNE Reader, May/June 1993, pp. 52-61.
Etzioni discusses the roles of U. S. parents and government in raising children.
Kimmel, Michael. "What Do Men Want?" Harvard Business Review, December 1993, pp. 50-63.
Changing economics force American men to redefine themselves, but U. S. companies aren’t keeping up to allow men to take on their new roles.
Mrs. Doubtfire, Chris Columbus, director; 119 minutes, PG-13.
This comedy shows the extremes to which a father will go to be near his children after their mother divorces him.
Kramer vs. Kramer, Robert Benton, director; 105 minutes.
A serious film that shows the break-up of a marriage and investigates the issue of child custody in such cases.
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