XX社会和文化教案

XX社会和文化教案 -American Society&Culture-Northeast AgriculturalUniversity-Chapter OneOut of the PastI.Teaching Objectives:1.Understand aseries oftriggering eventsthat ledto the birth of the United States of America2.Know thedemocratization process of the new Republic3.Be awareof the rapid development of industrialization and urbanization4.Learn the way the United Statesshifted fromnon-engagement toengagement inworld affairs,especially in the twoworld warsand thecold war5.Make senseof the social reformmovements of the1960s II.The Pointsto BeHighlighted:1.The birth and growth of aNew Nation2.The warsand theimpact III.Time Allotment:4periods IV.Teaching Approachesand FacilitiesApproaches:1.Discussion2.Task-based approach3.Communicative approachFacilities:video clip;media classroom;V.General introductionof thecourse:Course Description:This isa lecture-and reading-based coursedesigned toexamine themain elementsof American culture andsociety.The mainskills requiredfor thisclass are-American Society&Culture-Northeast AgriculturalUniversity-reading prehension,listening prehension,and note-taking.Students willalso beexpected toparticipate inclass discussionsof thereading topics.The goalof this course:to outlihe generalworldview of Americans byexploring relevanttopics.In additionto standardtopics such as geography,history andpolitical structure,lectures willalso focuson traditionalvalues,ethnic diversityand assimilation,and modernsocial problemsof Americansociety.Students willhave aweekly readingassignment andare expectedto eto classready to discuss thecontent of the readings.The lectureswill clarifyand expandupon thereading material,and studentsare expectedto takecareful notesduring eachlecture.In addition,selected filmsrelating tovarious readingassignments willhelp toillustrate relevanttopics andconcepts concerningcontemporary American life.Students areresponsible forviewing thefilms,as wellas relatingthe themesto classcontent.As societycannot bedefined withoutmentioningpeople,great attentionwill bepaid to the mostmon aspects of lifein America.Although suchtopics asgeography andhistory areimportant to the shapingof anysociety,the mosttime willbe spentdiscussing the society asit existstoday,how citizensexist within thesociety,and how they relateto therest of the world.Course Objectives:At theend of the term,students willbe ableto:1)Name anddescribe thedistinguishing featuresof Americansociety andculture2)Describe howgeography andhistory havehelped shapethese features3)Summarize moncharacteristics,daily lives,and socialhabits of American citizens4)Discuss thesocial problemsfacing America,placing emphasison causesand possiblesolutions-American Society&Culture-Northeast AgriculturalUniversity-VI.Teaching Procedures:1.Lead-in Questions:Why do you choosethiscourseand whatdoyouexpect tolearn?What doyou know about Americaand Americans?OR Peopleare naturallycurious abouteach other,and whenthey meetpeople fromdifferent countries,they wantto know about them:What islife likein theircountry?What kind of housesdo they live in?What kind of fooddo theyeat?What aretheir customs?If wevisit theircountry,we canobserve the people andhowtheylive,and wecan answersome of these questions.But the most interestingquestions areoften thehardest toanswer:What dothepeoplebelieve in?What dothey valuemost inlife?What motivatesthem?Why dothey behavethewaythey do?2.Task design/Group discussion:Before youread the chapter,think about what youknow about the United States.Provide thestudents withsome newterms and help them to translate.3.Details of the chapter:4.Practical exercises: (1)Do youknow about the birthand growthof ourcountry? (2)What different ethnic groupsare therein your country?Where dotheylive?How arethey differentfrom themajority ofpeople in your country:language?clothing?food?music?customs?What effectdo differentethnic groupshave ona country? (3)What isyour countrys policyon immigration?Are therequotas forhow manypeople areallowed toe fromeach country?Can immigrantsbee citizens?Are there-American Society&Culture-Northeast AgriculturalUniversity-guest workers(people whowork theretemporarily)in your country?How dopeople inyourcountryfeel aboutforeigners? (4)Do youthink itis possibleto describethe averageperson inyourcountry?Do youthink peopleall overthe worldare basicallythe sameor basicallyvery different?How areAmericans differentform peopleinyourcountry?VII.Assignments:Pre-read the first part of thegiven materials-American Identity,and getprepared forthe nextlesson.Chapter TwoThe AmericanIdentity I.Teaching Objectives:1.Distinguish Anglo-Americans fromother whiteethnic Americans2.Understand thehard struggleof African Americans towin theirfreedom andequal rights3.Know thereasons fortherapidgrowthofLatinospopulation in the U.S.4.Be awareof thediscrimination ChineseAmericans haveencountered andare stillencountering in the U.S.5.Learn thetragic experiencesof Native Americans afterthe arrivalof EuropeansII.The Pointsto BeHighlighted:1.White EthnicAmericans2.African Americans3.Asian Americans-American Society&Culture-Northeast AgriculturalUniversity-4.NativeAmericansIII.Time Allotment:2periods IV.Teaching Approachesand FacilitiesApproaches:1.Discussion2.Task-based approach3.Communicative approachFacilities:video clip;media classroom;V.Teaching Procedures:1.Lead-in Questions:Why the United Stateshas beencalled“a nationof immigrants”?There aretwo goodreasons forthis.First,the countrywas settled,built,and developedby generationsof immigrantsand theirchildren.Secondly,even todayAmerica continuesto takein moreimmigrants thanany other country in the world.It isnot surprising,therefore,that the United Statesis countedamong themost heterogeneoussocieties in the world.Many differentcultural traditions,ethnic customs,national origins,racial groups,and religiousaffiliations bio makeup“thenewmen,called Americans.”2.Task design/Group discussion:Before youread the chapter,think aboutwhat youknow aboutthe ethnicsof the United Stats.Provide thestudents withsome newterms andhelp themto translate.3.Details of the chapter:4.Practical exercises:-American Society&Culture-Northeast AgriculturalUniversity-Examine themost discriminatoryacts againstAsian Americansby whiteAmericans duringthe19thand20th centuries,and discuss their impacton thefirst-and second-generation Asian Americans.VI.Assignments:Pre-read thefirst partof thegiven materials,Religion in American,and getprepared forthe nextlesson.Chapter ThreeReligion in America I.Teaching Objectives:1.Understand theimportance of religious beliefin Americanlife2.Know the principle of separation of church and state andits implications3.Appreciate thepervasive influenceof religionin Americansociety4.Be informedof thecrucial rolecivil religion plays in shaping Americanminds5.Be awareof theintervening powerofreligiousorganizations in the policy-making processII.The Pointsto BeHighlighted:1.History ofreligions in America2.Church,States andPolitics3.Popular religion4.Civil religionIII.Time Allotment:2periods IV.Teaching Approachesand FacilitiesApproaches:-American Society&Culture-Northeast AgriculturalUniversity-1.Discussion2.Task-based approach3.Communicative approachFacilities:video clip;media classroom;V.Teaching Procedures:1.Lead-in Questions:1)Why the United Statesis probablythemostreligious countryin thedeveloped countries?2)Why doesreligionplaya crucialrole in the shapingof American culture?2.Task design/Group discussion:Before youread the chapter,think aboutwhat youknow aboutthe beliefof the United Stats.Provide thestudents withmore informationabout itandhelp themto understand.3.Details of the chapter:4.Practical exercises: (1)Discuss therelationship betweenreligion andculture inthe United States,noting in particular thecore Christianvalues asexpressed in Americanculture. (2)How didthe descendentsof thePuritans tryto fulfillthe missionboth inthe UnitedStates and around the world? (3)Discuss theimportance of theprincipleofseparationofchurchandstatederived partly from Protestantspersecution inEurope andpartlyfrom their experienceinthe New World. (4)Discuss theways civilreligion helpsforge andindeed cementnational consensusamong Americans.-American Society&Culture-Northeast AgriculturalUniversity-VI.Assignments:Pre-read thefirst partof thegiven materials,American Beliefs,and getprepared forthe nextlesson.Chapter FourAmerican BeliefsI.Teaching Objectives:1.Understand thefundamental beliefsof Americanpeople2.Distinguish thenuanced differences between American-born beliefsand immigrantbeliefs3.Know thecore beliefsthat grewout of the frontierexperience4.Learn theclose linksbetween religiousand moral beliefs5.Appreciate theeasy politicaland socialbeliefs relateand interact to each other II.The Pointsto BeHighlighted:1.Primary beliefsof Americanculture2.Immigrant beliefs3.Social beliefs4.Religious andmoralbeliefs5.Beliefs onhuman natureIII.Time Allotment:2periods IV.Teaching Approachesand FacilitiesApproaches:1.Discussion2.Task-based approach-American Society&Culture-Northeast AgriculturalUniversity-3.Communicative approachFacilities:video clip;media classroom;V.Teaching Procedures:1.Lead-in Questions:Discuss theunderstanding ofBeliefs.2.Task design/Group discussion:Before youread the chapter,think aboutwhat youknow aboutthe beliefsof the United Stats.Provide thestudents withsome newterms andhelp themtounderstand.3.Details of the chapter:4.Practical exercises: (1)Do youknow aboutthe religionsofAmericaand ourcountry? (2)How dothe religionsaffect on the country? (3)Discuss theways civilreligion helpsforge andindeed cementnational consensusamong American.VI.Assignments:Pre-read thefirst partof thegiven materials,American Valuesand Assumption,and getprepared forthe nextlesson.Chapter FiveAmerican Valuesand AssumptionsI.Teaching Objectives:1.Understand theimportance ofindividualism in American corevalues2.Know theyardstick bywhich Americansassess andmeasure achievements3.Be awareof thetension betweenliberty andequality-American Society&Culture-Northeast AgriculturalUniversity-4.Learn theways Americansbehave andinteracttoeachother5.Be awareof thecontradictions inherentin apair oftwo corevalues of Americans:individualism andcooperation II.The Pointsto BeHighlighted:1.Individualism andprivacy2.Equality3.Directness andassertiveness4.Cooperation and“fair Play”III.Time Allotment:2periods IV.Teaching Approachesand FacilitiesApproaches:1.Discussion2.Task-based approach3.Communicative approachFacilities:video clip;media classroom;V.Teaching Procedures:1.Lead-in Questions:Ask Ssto discuss their understanding of“Values”.As peoplegrow up,they learncertain values and assumptionsfromtheirparents,relatives,teachers,books,newspapers,and televisionprograms.“Values”are ideasaboutwhatis rightand wrong,desirable andundesirable,normal andabnormal,and properand improper.In anysociety,people whogrow upin anyparticular cultureshare exactly the samevaluesandassumptions toexactlythesame extent.2.Task design/Group discussion:-American Society&Culture-Northeast AgriculturalUniversity-Before youread the chapter,think aboutwhat youknowaboutthe differenceson Valuesbetween the United Stats and China.Provide thestudents withsome newterms andhelp themto translate.3.Details of the chapter:4.Practical exercises: (1)Explain the Values ofour Chinesepeople. (2)How doestheValuesinfluence onthe country? (3)Discuss thepossible reasonsfor Americansstress oninformality inmunication,behavior andinterpersonal relationship.VI.Assignments:Pre-read thefirst partof thegiven materials,Cultural RegionsinAmerica,and getprepared forthe nextlesson.Chapter SixCultural RegionsinAmerica I.Teaching Objectives:1.Know thecontributions ofNew Englandtothedevelopment of Americanculture2.Understand theuniqueness of the Southernculture3.Make senseof averageAmericans inthe contextof theMidwestern culture4.Be awareof thecultural legacyof theFar West5.Appreciate the diversity ofregional culturesII.The Pointsto BeHighlighted:1.New England-American Society&Culture-Northeast AgriculturalUniversity-2.The South3.The Midland4.The Midwest5.The FarWest III.Time Allotment:4periods IV.Teaching Approachesand FacilitiesApproaches:1.Discussion2.Task-based approach3.Communicative approachFacilities:video clip;media classroom;V.Teaching Procedures:1.Lead-in Questions:Which fourmajor regionsis the UnitedStatesmonly dividedinto?The fourmajor regionsare:Northeast,South,Midwest,and West.2.Task design/Group discussion:Before youread the chapter,talk aboutNew Englandand theculture of theUnitedStates.Provide thestudents withsome newterms andhelp themto translate.3.Details of the chapter:4.Practical exercises: (1)Examine someof themost importantcontributions New England hasmade tothe AmericanMind insuch areasas democracy,education,religion,morality,and workethics.-American Society&Culture-Northeast AgriculturalUniversity- (2)Trace theorigin of thediversityintheregions historyand explainhow sucha diverseand plexsociety hashelped promotecultural pluralismintheUnitedStates,rather thanproduce resentmentor animosityamong alldifferentethnicand culturalgroups. (3)Examine thehistorical process in whichall thesevalues grewand developedintheMidwest.VI.Assignments:Pre-read thefirst partof thegiven materials,Education inAmerica,and getprepared forthe nextlesson.Chapter SevenEducation inAmericaI.Teaching Objectives:1.Know theevolutionary processof education inAmerica2.Understand thefunctions ofeducation indifferent periods3.Be awareof thebirth of public education inAmerica4.Make senseof theimportant ideasbehind theestablishment ofmodern collegesand universities5.Be informedof thecharacteristics ofAmerican educationat alllevels II.The Pointsto BeHighlighted:1.Initial effortsin promotingeducation2.thebirth ofpublicschools3.the emergenceof the gressivism ineducation-American Society&Culture-Northeast AgriculturalUniversity-III.Time Allotment:4periods IV.Teaching Approachesand FacilitiesApproaches:1.Discussion2.Task-based approach3.Communicative approachFacilities:video clip;media classroom;V.Teaching Procedures:1.Lead-in Questions:Ask Ssto discuss their understandingofAmericaneducation.As is the casein anyothercountryintheworld,educationintheUnitedStates doesnot merelyfunction asa vehicleto passon knowledgeto children,it alsoserves thepurpose ofinstilling culturalvalues inthe plasticminds of the young.Viewed inthis light,American educationalsystem canbe bestunderstood asa kindof socialinstitution thatreflects thebasic beliefsand fundamentalprinciples of the nation,rather thansimple akindofskill-training placewhere studentsare preparedto geta job.2.Task design/Group discussion:Before youread the chapter,think aboutwhat youknowaboutthe differencesontheeducation betweentheUnitedStatsandChina.Provide thestudents withsome newterms andhelp themto translate.3.Details of the chapter:4.Practical exercises: (1)Discuss theimportance ofeducationinNewEnglandin relationto Puritansunderstandingofindividual responsibilityfor his/her redemption.-American Society&Culture-Northeast AgriculturalUniversity- (2)Discuss theimportant roletheacademiesplayed inmaking educationboth morepractical andmore aessible. (3)Trace thedevelopment ofAmerican highereducation fromcolonial periodto moderntimes and discuss theircontributions tothe growthof thecountry.VI.Assignments:Pre-read thefirst partof thegiven materials,The AmericanFamily,and getprepared forthe nextlesson.Chapter EightThe AmericanFamily I.Teaching Objectives:1.Know the differencesbetweentraditional andmodern Americanfamilies2.Be awareofAmerican family values3.Be informedof thechanges the American familyhas gohrough fromcolonial periodto moderntimes4.Understand thecharacteristics ofcontemporary American family structure5.Distinguish betweenupper-and middle-class familiesand working-class familiesII.The Pointsto BeHighlighted:1.European originsof theAmerican family2.Separate spheresand thebirthofmodern Americanfamily3.The contemporaryAmericanfamily4.Upper,middle,and working-class familiesIII.Time Allotment:1period-American Society&Culture-Northeast AgriculturalUniversity-IV.Teaching Approachesand FacilitiesApproaches:1.Discussion2.Task-based approach3.Communicative approachFacilities:video clip;media classroom;V.Teaching Procedures:1.Lead-in Questions:Like manyof otheraspectsofAmericanlife,families arechanging.Talk aboutit.2.Task design/Group discussion:Before youread the chapter,say somethingabout Americanfamily,and discussthedifferencesbetween Chinesefamily andAmerican.Provide thestudents withsome newterms andhelp themto translate.3.Details of thechapter:4.Practical exercises:Examine thechanges theAmericanfamilyhas experiencedin recent years andanalyze thecauses ofall thesechanges.VI.Assignments:Pre-read thefirst partof thegiven materials,Mass Media,and getprepared forthe nextlesson.Chapter NineMass MediaI.Teaching Objectives:1.Be informedof thedifferent forms of mass media-American Society&Culture-Northeast AgriculturalUniversity-2.Understand the role massmedia play inshapingpublic opinion3.Be awareof thevarious functionsmassmediaplayinmodern life4.Know theimportance oftelevision inpopular cultureII.The Pointsto BeHighlighted:1.Books2.Newspapers3.Magazines4.Films5.Radio andsound recording6.Television7.The interand theworld wideweb III.Time Allotment:3periods IV.Teaching Approachesand FacilitiesApproaches:1.Discussion2.Task-based approach3.Communicative approachFacilities:video clip;media classroom;V.Teaching Procedures:1.Lead-in Questions:Ask Ssto discussthe massmedia inAmerica.2.Task design/Group discussion:Before youread thechapte