PPT-Unit 4: Cultural Conflict

Lesson 3 The Second Great Awakening Review What was the Great Awakening Explain the causes of the Great Awakening Summarize in your own words the effects of the Great Awakening Essential Question. Definition. Interaction. of . interdependent . people who perceive. . incompatible goals. , aims, and . values. . and who see the other party as potentially interfering with the realization of these goals. Lucian. A Syrian author who wrote in Greek in the 2. nd. . c. . AD. As an outsider he offers a very sharp, intelligent, caustic and very humorous view of the ancient Greek world.. He had read and absorbed almost everything written in Greek in the past millennium (. Jordi . Roman, Wendy . Rich. , Leigh . Jones. Teacher Leadership Academy. Welcome and Introductions. People Hunt. Debrief. NC Teacher Evaluation Process . Standard II:. Demonstrating knowledge of culture and addressing stereotypes. . Bederson. ,. Institute of philosophy and law of the Ural branch of RAS, PSU,. . CCHPS . The identification with a “cultural hero” during the . regional elect. oral. . campaigns . 2013. Focus. aware of the cultures in our classrooms so we can all be successful?. https://. www.youtube.com/watch?v=PSt_op3fQck. Four Actions We Can Take. 1. Build your . k. nowledge of cultural constructs. 2. Understand that people from different cultures deal with . Culture. Outcomes:. Investigate various theoretical perspectives and viewpoints that attempt to explain culture. (e.g., structural functionalism, conflict, symbolic interactionism, feminism and post-modern). First—. The Cross-Cultural Conference Room. :. What cultural differences do you see?. What might be some attributions, perceptions of each side?. Does the discussion reflect or contradict Ting-Toomey’s face-conflict negotiation theory?. Definition. Interaction. of . interdependent . people who perceive. . incompatible goals. , aims, and . values. . and who see the other party as potentially interfering with the realization of these goals. Unit I Remediation: Using the T.A.G.. Whenever you write about a piece of literature, you must include the . title, author, and genre. .. Titles of poems, songs, and short stories use “quotation marks;” titles of longer works, such as books and plays, should be . Ethnic Segregation and Conflict. Session. 12. LEARNING TARGETS. Define. ethnocentrism. Discuss. de facto segregation. Define. de jure segregation. Explain. ethnic conflict during. Identify. causes of ethnic conflict. Community Commitments. Listening. Right to Pass. Appreciation. Confidentiality. Speak for Yourself. Right to “Ouch”. Key Points from Workshop 3. We all have filters that inform our worldview.. The cycle of prejudice and discrimination can result from stereotypes/bias. . Agenda LQ: Review types of conflict Intro Unit 1A Vocab One Word – draw words with markers and post on bulletin board (I) Syllabus (I) Ethnic Hash & Synthesis Chart (Whole Group/I) Unpack Synthesis Essay (EA “#2”) (Whole Group/I) Ethnic Segregation and Conflict. Session. 12. LEARNING TARGETS. Define. ethnocentrism. Discuss. de facto segregation. Define. de jure segregation. Explain. ethnic conflict during. Identify. causes of ethnic conflict. South Unit Overview Prehistoric Cultural History Colorado to argue that the Archaic lifeway continued from the Late Paleoindian period until this continuity is relevant for the Uinta Basin The adve