- •Think – Pair – Share. Cooperative learning. In groups of four or five agree or disagree with the statements below. Circle “yes” or “no.” Reach consensus before sharing your views with the class.
- •Apply your knowledge of ethnocentrism, stereotypes and attributions to the analysis of stereotype / behavior in the given intercultural situations. The first has been done for you.
- •Definition of stereotypes. Compare alternative definitions of stereotypes given in a table format. Agree or disagree with the statements and give your arguments.
- •Typology of Stereotypes. Match stereotypical verbal expressions in the left column with the type of stereotype in the right column (the first has been done for you).
- •Write down all the types of stereotypes that you know (fill in the boxes).
- •Ethnic stereotypes may be classified into two groups: autorstereotypes (what one group think about themselves) and heterostereotypes (what one group think about the other).Give your examples.
- •Functions of ethnic stereotypes. Think over the functions and give your understanding of their role.
- •16. Summarize everything you have learned about stereotypes so far. Do it in writing at home and send it to the teacher’s e-mail.
- •Language representation
- •Nonverbal representation
- •Representation of stereotypes in creolized texts
- •Salient features of stereotypes
- •Texts for analysis
- •Scan the text to find out if there are generalizations about people. Do you find information about these people limited or wide, accurate or inaccurate?
- •Is s.A. Griest’s comparison of Gypsies and mojados (wetbacks) based on complete or incomplete information about their cultures? Agree or disagree with the author and give your arguments.
- •What are other stereotypical descriptions of the author? Comment on them applying theoretical approaches you know.
- •Is it accurate to presume that African-Americans “are causin' trouble all over”?Give your reasons.
- •Is it reasonable to assume that white Americans are invariably superior over African Americans? Find the statement showing that the old man fails to differentiate among individuals.
- •In his judgments, does the author use broad or narrow categories about people? Illustrate your opinion with citations from the text.
- •What is a proof of one’s love in cultures mentioned in the text? Do you know a proof that is mentioned in the text?
- •Does the author recognize the multidimensional nature of human beings? Give your arguments referring to the text.
- •Don’t Let Stereotypes Warp Your Judgments
- •Assignments to the text
Salient features of stereotypes
ASSIGNMENT1: Find salient features that served as a basis for stereotypes below. The first has been done for you.
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Text 1: Henry was a kind of stupid man, always had been; part Welsh
Gardner, John. October Light. New York: Ballantine Books, 1976. 341).
Salient features: foolishness is a salient feature of a “Welsh”.
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Text 2: "Give me a one-way ticket to Capri." "Si, signore." "What's this 'si signore' crap? Robert said in a loud voice. "Why don't you people speak English like everybody else?" The man's eyes widened in shock. "You goddamn guineas are alike. Stupid! Or, as you people would say, stupido."
Source: Clancy, Tom. The Hunt for Red October. New York: Berkley Books. Р. 337
Salient features: _____________________________________________________________
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Text 3: Sterling Bintz arrived early and loudly… He claimed to represent over half of the Bowmore victims, and therefore deserved a lead role in the negotiations. He spoke with a clipped nasal voice and in an accent quite foreign to south Mississippi, and he was instantly despised by everyone there.
Source: John Grisham, the Appeal. A Dell Book, 2008. p. 380 (484 p)
Salient features: ______________________________________________________________ .
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Text 4: He mistrusted Mexicans, that was all – their looks, their smell, the sound of their voices.
Source: Gardner, John. October Light. New York: Ballantine Books, 1976
Salient features: ______________________________________________________________
_____________________________________________________________________________.
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Text 5: …but by the late 1970s, Jeremiah Dogan was just another thug with a robe in a rapidly declining organization. Blacks were voting. The public schools were desegregated. Racial barriers were being struck down by federal judges throughout the South. Civil rights had arrived in Mississippi, and the Klan had proved pitifully inept in keeping Negroes where they belonged. Dogan couldn’t draw flies to a cross-burning.
Grisham J. The Chamber, New York, N.Y.: Island Books, 1995 p.28)
Salient features: ______________________________________________________________
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Text 6: In the table below find salient features of stereotypes, explain the origin of these stereotypes. You may also add some stereotypes and analyze the origin.
Stereotype |
Salient feature |
WASP |
|
Spud |
|
Honest Injun |
|
Oreo |
|
Cabbage head |
|
Dutch feast |
|
Dutch courage |
|
Gold digger |
|
Angelino |
|
Etc. |
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ASSIGNMENT 2: Summarize salient features. Can we say that they are true to life? What is the most frequent salient feature (remember other stereotypes)? Explain why people “accuse” others of different “sins” and do not blame themselves.
C |
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CREATIVE AND CRITICAL THINKING EXERCISES |