Assignment 3: Movie Review (20%)
Objective
To explore the role of stereotypes, nonverbal communication, and conflict management skills and styles in intercultural communication encounters.
Resources
For this assignment, please read Chapters 8 & 9, and then watch the 2011 documentary Crossing Borders.
The video is available for download at https://crossingborders.education/films/crossing-borders/ for $5.00.
If you would like to purchase for classroom/public screenings please contact us at info@cb-education.org.
According to the Crossing Borders documentary website, the documentary “is a seventy-minute documentary that follows four Moroccan and four American university students as they travel together through Morocco and, in the process of discovering ‘The Other,’ discover themselves. With group travels and frank discussions, the students confront the complex implications of the supposed “clash of civilizations” between Islam and the West. The relationships formed through shared experiences contrast sharply with the media-shaped views Americans and Muslims have of each other. Humor, honesty, and a willingness to be challenged all bring individuals closer to each other and the relationships that develop disarm hidden stereotypes.”
Instructions
After reading Chapters 8 & 9, please watch the film and take notes about examples of stereotypes and perceptions that the students have of each other, their knowledge of each other’s cultures (or lack thereof), their nonverbal communication in the film and their conversations about nonverbal communication and emotions, and the conflict management styles that the students use when they encounter conflict with each other.
Develop an outline for your video that includes the following required components.
Create a catchy headline to get your audience's attention.
Develop three main points and three supporting points for each main point.
Example: Three ways to keep up with trends
Main Point 1: Social Media.
Supporting Point 1: communicate anytime, anywhere.
Supporting Point 2: source of knowledge and learning.
Supporting Point 3: connect with those that have common interests.
Create a conclusion or call to action.
Describe the action you want your audience to take after watching your presentation.
Develop a script based on your outline.
Practice using the script until you feel ready to record your video.
Create your personal brand video keeping the following key points in mind.
Identify your target audience.
Develop a plan.
Tell stories people want to hear.
Match your content to your brand voice.
Feature your brand colors and logo.
Create your video using Media Gallery in Canvas, keep it simple.
The following instructions will assist with the submission of your outline, script, and personal brand video.
People watching, in an academic way.
For this discussion, you are being asked to people watch. Find a public space where there are people gathered. Please provide a brief explanation of who you are observing and where you are observing them. Do your best to observe carefully and ethically.
Describe the nonverbal behavior and then interpret the nonverbal behavior.
Voice/Paralanguage
Facial Expression or Eyes
Posture or Movement
Personal Space (proxemics)
Artifacts
[Any additional nonverbal behavior you observe]
Finally, answer the following questions:
What do your observations and interpretations above tell us about the reliability of nonverbal channels?
What does this tell us about believability?
What guidelines would you suggest for increasing the effectiveness of nonverbal communication in various communication situations?
REFLECTION PAPER
The Final Reflection Assignment requires 4 to 5 pages of text. Here are the parameters of the Final Reflection:
1. The paper must have a cover page (not included in the page count).
2. The paper must have a reference page (if needed for in-text citations, and not included in the page count). APA format.
3. Text should be 12 point font and double-spaced with 1 inch margins.
5. Final Reflection will focus on one or more topics of choice that were a part of the course, during the semester (in any way), and expanded on to include such things your opinion, the workplace, industry trends, organizational needs, etc. Those are examples and not necessarily meant to be exhaustive. Your focus can be on one thing or a combination of things.
Here is an example: Using empathy as a tool to increase customer service satisfaction within the hospitality industry.
Here is another example: Body language and what it means to me in the business world.
Or you just reflect on somthing you were not aware of prior to the course and what it now means to you.
2. Written Assignment
The written assignment will be a 6-8 page (double space, 12 pt. font) paper that will focus on a professional development opportunity for an organization of your choosing. The professional development opportunity will be created based on organization need. The organization may be one you have ties to (e.g. employer) or one that you are familiar with (e.g. personal experiences).
The following questions must be addressed:
What is the need of the organization? (What is professional development purpose?)
Who are the recipients of the professional development?
What is the format? (In-person, online, experiential, etc.)
What is your role?
What is timeframe? (How long will it take to complete?)
What skills will recipients have upon completion?
Are there any limitations?
Conclusion (What are results of implementation, potentially?)
Submit any supporting documents which will accompany written assignment (PowerPoint, Prezi, Video, etc.)—Supporting documents not required but suggested should they allow reader to understand professional development opportunity
The Power of your Words
How have you used your own language, voice, and power to create change? While, at this point in your life, you may not believe you have done anything monumental to create change, I want you to think about a time you “stood up” against someone who did something wrong, defended a close friend, participated in community action, etc. Please begin by providing a description of this moment in your life. Next, explain how that moment changed you, changed someone else, etc. What were the consequences of your actions? Would you engage in this act again, if necessary? If you are struggling with coming up with ideas, simply consider small moments in your life where you either had to do the right thing, stand up for a relative/friend, or participated in a club or organization to raise awareness.
Bonus questions
How do I define “oppression,” marginalization,” and “discrimination” for myself? How do I apply those definitions to others?
Instructions:
1. After reading chapter 6, write-up your responses to the prompts below.
2. Submit your reading reflection as a .pdf in Moodle.
Reflection questions:
1. What was the most meaningful, interesting, or significant thing you learned from this chapter?
Next, answer the following:
2. A quote by Toni Morrison (found in this chapter) states, “Oppressive language does more than represent violence; it is violence; does more than represent the limits of knowledge; it limits knowledge.” (Morrison, 1994, p. 16) Write a short essay (3-4 paragraphs) explaining what you think Toni Morrison means by this quotation and how it relates to what you are learning in Chapter 6. Please reference the textbook when necessary and also include your own thoughts, ideas, and examples to illustrate your argument.
3. Think of a time when you heard someone use oppressive language (either directed at you or someone else). What do you think may be the possible effects of using this particular language?
Read Peggy McIntosh’s White Privilege: Unpacking the Invisible Knapsack
1. Read McIntosh’s piece (found in Week 6 Moodle link).
2. Do a free write on your thoughts about the piece.
3. Write about one of the privileges you agree with and one of the privileges you disagree with.
4. In class, find a partner and compare the similarities and/or differences.
5. Each partner should compare their similarities and/or differences.
6. The partners should play devil's advocate and engage in critical questioning about their partner's writing.
7. What did you learn by going through this process with your partner? How are our assumptions created? What did you learn by offering up a different perspective? By being questioned by the devil's advocate?
Permutations of identity
On page 106 the FWN invite you to explore permutations of Harper’s identity on your own. This activity invites you to explore the various ways your identity is influenced by social and cultural markers you identify with.
One your own create a list of all of the cultural markers that inform your identity. Consider your race, gender, sex, group membership, social class, political allegiances, ability, and any other characteristics that you feel are important to who you are. Do not feel as if you need to tell private information that you are not comfortable sharing.
Small group time. Compare and contrast your lists together. How are you and your classmates similar and how are you distinct from one another?
Organize your thoughts and present your findings to the rest of class.
Instructions:
1. After reading chapter 5, write-up your responses.
2. Submit your reading reflection as a .pdf in Moodle.
Reflection questions:
1. What was the most meaningful, interesting, or significant thing you learned from this chapter?
Next, answer the following questions:
1. Because we’re not always aware of the ways in which our experiences influence our perceptions, what are some ways we might create a sense of individual awareness?
2. Think about the diversity of your classes and answer the following: What are some of the ways in which individuals in the classroom have unequal power relationships? What are some methods students can use to resist that inequality? How might the classroom as a community work in a productive way to educate their peers about the inequalities that exist?
3. Have you ever changed your point of view on a certain issue or idea? Why did this change occur? Did it change your perspective on other issues or
Summarize the videos -- 6 sentence on summary on the video and 2 sentence on your opinion on the video. 1. https://www.foxweather.com/weather-news/blizzard-california-sierra-nevada-10-feet-snow-winter-storm 2.https://www.foxweather.com/extreme-weather/photos-sierrra-nevada-california-blizzard-towns-buried-in-snow 3. https://phys.org/news/2024-03-analysis-global-freshwater-shifted-pre.html 4. https://www.foxweather.com/earth-space/total-eclipse-crossroads-southern-illinois 5. https://eos.org/articles/popocatepetls-wake-up-call-transforming-volcanology-in-mexicoLinks to an external site.
1.) We will discuss perhaps the greatest revolution in human history after the discovery of how to make fire and how to do agriculture -- the Industrial Revolution! In your first paragraph, discuss the good side or beneficial side of the First Industrial Revolution (1800's to 1860's) in the 1800's. In your second paragraph, discuss the bad side or dark side of the First Industrial Revolution as it worked itself out in the 1800's. You can use the later part of the PowerPoint in Module 9.0 to help you write on this prompt. You can also use websites only as a source, but incorporate the power point into your answer aswell.
