U.S. State Department English Language Programs

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Preface

Introduction

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

Chapter 8

Chapter 9

Chapter 10

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Civic Education Volume

Background | Classroom applications | Internet resources | Bibliography | Appendix

 

Chapter 9

Cultural Pluralism


Classroom Applications


The following lesson plan highlights issues related to cultural pluralism. Teachers are encouraged to adapt this lesson to the language and content learning needs of their students.


Preliminary Lesson Planning

Materials:

Collect a series of pictures (from magazines, newspapers, or other sources) that corresponds to the checklist of items in Appendix A. The pictures should represent people from different ethnic, religious, and economic backgrounds, as well as a variety of different physical appearances (e.g., body size and shape, clothing, age, gender). For each group of students, make a photocopied set of 10 pictures (pictures representing 10 of the suggested picture-items on the checklist). It is best if all groups have photocopies of the same pictures. If a photocopier is unavailable, collect sets of similar, though not necessarily identical, pictures for student groups. On the back of each picture, write a letter from A-J; pictures representing specific sub-cultures in each of the sets, whether they are identical pictures or similar pictures, should be assigned the same letters. (For example, a picture of someone wearing formal business attire should be labeled A in all sets of pictures.)

Make a set of identity cards, such as those listed in Appendix B, for each group. Adjust the vocabulary in the identity descriptions to the proficiency levels of your students. On the back of each identity card, put a number from 1-10, as indicated in Appendix B; identity cards in each of the sets should be given the same numbers. (As an example, the information on identity card #1 should be the same for each group of students.)

To complete Activity 2, match each identity card (1-10) to a specific picture (A-J). These matches should be assigned counter-intuitively. That is, assign each picture to an identity card that your students would not expect. For example, picture A (a woman in her 40s) matches identity #10 (Vice Presidential skills); picture B (a 26 year old man from the majority religion) matches identity #6 (secretarial skills). Assign matches after reading the job descriptions proposed in Activity 1, step1.

Create a list of the identity card-picture matches; write the assigned identity card numbers along one side of a sheet of paper and the letter of the matching pictures along the other side. This list will be used later to challenge learners’ assumptions about people’s capabilities for certain jobs.

Student grouping:

For the warm-up activity, group students in pairs or in groups of three, depending on class size. Participants will remain in the same groups for activities 1 and 2. Make last minute adjustments when it is determined which students are actually in class.

Vocabulary considerations:

Determine which vocabulary items the students already know and which items they will need to be introduced to. Some important terms, and their definitions, are included in a glossary in Appendix C.


 Warm Up Activity (5 minutes)

Purpose:

  • To stimulate student interest in the topic of cultural pluralism

  • To draw out participants' background knowledge

  • To introduce vocabulary that will be useful in completing the lesson

Procedures:

  1. Ask students to find one or two partners. While they are doing this, write "List at least three reasons why people do not get along or socialize together" on the board.
  2. Elicit only one suggestion from the class, to be used as a model before groups begin brainstorming on their own. Some possible examples include age, religion, race, gender, social class, physical appearance, or job status. Ask students to discuss the prompt/task in groups and complete their lists as quickly as possible.
  3. Ask for volunteers to report on their lists. Write their answers on the board.
  4. Ask students the following question: What do we call it when people make judgments and refuse to interact with people for these reasons? (Direct students’ attention back to the board when you state "for these reasons.") Student responses might include prejudice, stereotypes, discrimination, racism, ageism, or sexism.



Transition from Warm Up to Activity #1

Tell participants that today's class will focus on prejudices, stereotypes, and judgments that make it difficult for a variety of groups to interact harmoniously in their shared community or country.


Activity #1 (approximately 20 minutes)

Purpose:

  • To provide students with opportunities to use English in a meaningful way

  • To give students an opportunity to consider their feelings and assumptions based on physical appearance alone

  • To develop students' language confidence by allowing them to express their choices and opinions in English

Procedures:

  1. Divide students into groups. While students are getting into their groups, write the three job descriptions listed here on the board. (Adapt the vocabulary in these job descriptions to the proficiency level of your students.)
    1. A secretary to do general office work such as answering phones, typing, running the fax machine, scheduling appointments, and greeting clients;
    2. A salesperson to interact with long-time clients and increase business by finding new clients;
    3. A vice president to manage the company, supervise and hire staff, and handle upset customers and their complaints.
  2. Explain that each group represents the owners of a medium-sized, import/export business; the company is called Around the World, Inc. The company needs to hire 3 new employees, one person for each of the positions listed on the board.
  3. Distribute an identical set of 10 photocopied pictures to each group. Tell the class that these are pictures of people who have applied to work at Around the World. Looking only at the pictures, they will have to decide which of the applicants to hire for each position. They must select one person for each position. Groups must discuss and to explain their rationale for choosing or rejecting each person. They should be prepared to report their assumptions about each candidate's a) general abilities, b) personality, and c) character, and d) potential conflicts that could arise with different applicants in each position. (List these four points on the board). Give students about 15 minutes to reach their decision.
  4. Ask volunteers to explain one of their choices, until an example has been given for each position. Then ask volunteers to explain one of their rejections, until an example has been given for each position. Ask all groups: Were any of your choices based on the ability of certain groups to get along with other groups (e.g., in the business world, within the country, internationally)? Were any of your choices based on the ability of certain groups to be accepted by other groups (e.g., in the business world, within the country, internationally)?


Activity #2 (approximately 20 minutes)

Purpose:

  • To provide students with opportunities to use English in a meaningful way

  • To require students to make judgments about people based their abilities and experience

  • To challenge student perceptions about interacting with a variety of people

Procedures:

  1. In groups ask students to take the pictures off their desks. While they are doing this, hand out a set of identity cards to each group.
  2. Explain that they must now reconsider their 3 hiring choices, based solely on the information listed on each card. They will be looking for the three sets of qualifications that best fit the positions available. Again, they must discuss and be able to explain their rationale for accepting or rejecting each identity card. Give students about 10 minutes to reach their decision.
  3. For each position, ask for 3 volunteers to report their groups' choices. If there are differences among the groups, have them discuss reasons for their choices.
  4. Ask the groups why they think their identity card selections match their picture selections.
  5. Once students have chosen their ideal pictures and identities, give them the "true" identity/photo matches. Tell students to look at the letters and numbers on the backs of their pictures and identity cards. Read the numbered and lettered list of "true" identity/photo matches; groups listen and match each picture to its proper identity card.
  6. Ask students one or more of the following questions:
    1. Was it difficult to complete the previous activities? Why?
    2. Which activity was more difficult? Why?
    3. Did your feelings about people in the pictures make you feel uncomfortable in any way?
    4. Would your choices have been different if each picture initially came with an identity card? Why?



Cool Down Activity (approximately 5 minutes)

Purpose:

  • To conclude the lesson
  • To give students an opportunity to discuss the relevance of the lesson
Procedures:
  1. Write "Cultural Pluralism" on the board.
    1. Ask students what they think the term means. Write key words on the board.
    2. If students are unsure, explain that cultural pluralism is the idea of one society built around many cultures and groups. Explain that cultural pluralism can only work if groups learn to appreciate people’s differences and respect their abilities and contributions.
  2. Ask students to suggest what they have learned about their attitudes toward different cultures, different groups, and cultural pluralism. Ask the following: Suggest ways in which your prejudices and stereotypes might make it difficult for our country to successfully promote cultural pluralism. How can you change this?



Possible Extensions to Lesson

  1. Ask students to respond, either orally or in writing, to any of these follow-up questions:
    1. How important is a person's physical appearance in determining his or her ability to do a job?
    2. What is the ideal physical appearance for a man and a woman in our country?
    3. Think of foreign films that you have seen or foreign books that you have read. Are standards of physical beauty the same in other parts of the world? How do they differ?
    4. Which groups are most valued in our country and why? Why do you think other groups are viewed as less valuable? Do you think these ideas can or should be changed? Why or why not? How can they be changed?
    5. How frequently do you interact with members of other groups/cultures? What types of interactions do you have with members of other groups/cultures?
    6. Think of all the different cultures, sub-cultures, and groups that exist within our country. How many of these do you belong to?
    7. How would society be different if the contributions, skills, and ideas of all cultures were valued equally? Is this possible? Why or why not?
  2. Have groups create a story about an imaginary country where every citizen is from the same ethnic and religious background, where everyone has the same eye and hair color, where everyone's skills and contributions are identical. Could such a country exist? How would it function? Would it be successful? What problems would it have? Would everyone get along? Would you want to visit such a country? Why? Why not?
  3. In groups, have students draft a "Bill of Cultural Pluralism," denoting 10 rules which, if followed, would greatly enhance attitudes toward cultural pluralism.
  4. Ask students to consider this question: What are the advantages of cultural pluralism? Then ask students to develop a list of strategies that will encourage cultural pluralism and tolerance within their community. What will they do to help their children appreciate other cultures and sub-cultures?