Assessment Two (15%)
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If you haven’t submitted Assessment One yet, I suggest you go back and do that first. My feedback and scoring should help ground you as you approach this second assessment in the course. Just like last time, I’m asking you to read each of the questions carefully, responding using detail and description. Please submit your completed Assessment Two to the appropriate assignment dropbox in Moodle.
As with the first assessment, I’ve included the total score for each question in brackets after the question text. A reminder that:
- Exceptional responses (perfect score) are highly detailed, directly and critically responding to the question prompt using illustrative examples and descriptions, demonstrating a high degree of effort.
- Satisfactory responses (one or two marks deducted) will be detailed and will directly address the question prompt using at least one specific example, demonstrating an adequate degree of effort.
- Developing responses (several marks deducted) will be extremely superficial and/or lacking coherence, demonstrating minimal effort.
- Unsatisfactory responses (all marks deducted) will be incoherent, unrelated to the question prompt, generated using an article spinner, translator or other forms of academic dishonesty, or are left unanswered, demonstrating minimal to zero effort.
I will respond to your assignment submission with rich feedback, explaining where you lost marks and how you can do better next time.
Part One: Culture
Responding to the “What is Culture” Reading
1. Let’s imagine that we’re back in a face-to-face classroom setting. It’s the first day of a new semester, and you don’t know anybody in the class. A person sits at the desk beside yours, and the two of you start talking. They explain to you that they’ve just arrived in Canada, and they’re experiencing major culture shock. They’re confused, stressed, and extremely homesick. They ask you to help them recognize and understand some of the cultural norms that operate at Cambrian College.
a) Describe one example of material culture that could be found at Cambrian College. What is the
object and what does it represent? ( /2)
b) Describe one example of non-material culture that can be encountered within Cambrian College classrooms (either face-to-face or virtual). What ideas, attitudes, and/or beliefs does this example of non-material culture represent? ( /2)
c) Thinking about cultural universals and how music can bring people from diverse cultural backgrounds together through shared recognition of basic emotions, what is ONE song that you’d share with your new friend that for you, evokes feelings of either happiness, sadness, or fear? How would you describe this song to your friend? ( /2)
d) Your new friend is experiencing culture shock. As you continue talking, you realize that they had a xenocentric view of Canadian culture, but now that they’re here, they’re expressing some ethnocentric views. List two examples of statements they might make that convey a xenocentric attitude toward Canadian culture, and two examples of statements they might make that convey ethnocentric attitudes. ( /4)
e) Cambrian College, as a Canadian post-secondary institution, has a distinct and specific culture. This means that regardless of your background and lived experiences, you likely experienced some form of culture shock when you first started at the Cambrian. Describe a specific example of culture shock that you personally experienced as a college student. What aspects of your college experience didn’t match up with your expectations or assumptions? How did you deal with it? ( /3)
Responding to the “Cultural Humility” Video Featuring Dr. Vivian Chavez
2. We’re going to try a strategy called “visual notetaking” now. Before you start watching the “Cultural Humility” video, please find a blank sheet of paper. In the middle of the paper, write “cultural humility”. As you watch the documentary, please fill this piece of paper with quotes, keywords, and simple doodle drawings. Try to fill the page. Take a photo of your piece of paper and include it in your assignment submission. ( /10 – I’ll look for at least ten takeaways from the video on your visual note).
Part Two: Worldview
Responding to the Wordview Test Results
3. In a brief paragraph, please summarize the results of your worldview test. Which worldview(s) do you most strongly identify with? Which do you least identify with? Did these results surprise you at all, or confirm what you already knew about yourself? Please explain. ( /4)
Responding to “The Four Worldviews” Video Featuring Dr. Annick De Witt
4. Describe, in your own words, the three major limitations of this particular research study. ( /3)
5. What is the overarching purpose (the invitation) enabled by the Worldview Test? ( /1)
6. Fill in the chart below. I’ve completed the Traditional Worldview row as an example for you to follow as you fill out the sections for the Modern, Post-Modern, and Integrative worldviews. ( /15 Fill in the fifteen empty boxes. Point form is acceptable for this response).
|Some Key Terms
|View of Reality
|Transcendence, tradition, discipline, loyalty, family
|Group, community, nation of origin
|Social, traditional values that support group solidarity, conformity, service
|Theistic view, higher power above the world rather than in it.
|Law and order, social roles and rules, black and white view of right and wrong, stewardship of nature
Responding to the “Worldview Threat” Video and/or Reading
7. We’re living in what feels like very divided times. Some of this social division can be attributed to differing worldviews clashing over contentious topics. Think gun control, abortion, climate crisis, racial inequality, Covid vaccines. These are just some of many examples.
For this response, I’d like you to think about ONE major social issue that has a lot of people upset, even to the point of violence. In the space below, provide a fictional example of what people might say or do as they react defensively to the worldview threat this particular social issue may generate in them ( /4 Provide one example for each).
a) Derogation (belittling, insulting, or mocking):
b) Assimilation (attempting to get the “other side” to agree with them):
c) Accommodation (acknowledging and even agreeing with some aspects of the “other side’s” arguments without changing their core beliefs):
d) Annihilation (aggressive actions that injure or kill people who hold the worldview perceived to be threatening):
8. I’d like you to share an open self-reflection now. So far in this unit, we’ve been learning about culture and worldview, and how both shape our ways of thinking, being, and doing in the world. How might you carry these teachings forward in a way that helps you engage in cultural humility and avoid the defensive reactions that often occur in reaction to worldview threat? ( /4)
Part Three: Etuaptmumk
Responding to the video “Etuaptmumk: Two-Eyed Seeing | Rebecca Thomas”
9. At the beginning of the video, Rebecca describes the relationship between language and worldview. This concept was also described in the “What is Culture” reading from earlier in the unit, in the section titled Symbols and Language. In a detailed paragraph or two, make connections between the video and the reading by describing the ways that Rebecca Thomas validates the Sapir-Whorf hypothesis of linguistic relativity. ( /4 Yeah I know this question sounds difficult. I’m trying to challenge you to make connections! Do your best).
Responding to “Etuaptmumk – A Poem by Rebecca Thomas and my Annotated Version of the poem “Etutaktmumk” by Rebecca Thomas
10. I asked you to listen to this poem in the Etuaptmumk video, read it on your own in my Google Doc, then read it one more time using my Microsoft Word document that includes annotations like highlights and descriptive textboxes. This is a scaffolding strategy that is meant to help you access deeper levels of meaning by slowing you down, allowing you to engage in multiple ways (listening, seeing), and by contextualizing with some of my own knowledge.
Now, it’s time for you to share. In your own words, describe what Etuaptmumk invites us to do. When Rebecca Thomas asks us to “open [our] other set of eyes” (line 95), what Shut-Eye Dance is she asking us to STOP doing? What is she calling us to do? How does this all relate to the concept of cultural humility? ( /8 No right or wrong answers here. Aim for at least two paragraphs of text).
Final Word to You
11. Overall, how was this unit for you? As always, any and all feedback is welcome and invited. Consider what you’d like me to STOP doing, START doing, and CONTINUE doing.( /4)
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