{"id":23,"date":"2022-09-19T21:51:50","date_gmt":"2022-09-19T21:51:50","guid":{"rendered":"https:\/\/sites.msudenver.edu\/languageandculture\/?page_id=23"},"modified":"2022-09-19T21:51:50","modified_gmt":"2022-09-19T21:51:50","slug":"day-2-activities-materials-and-guidelines","status":"publish","type":"page","link":"https:\/\/sites.msudenver.edu\/languageandculture\/teaching-unit-au-maroc-observer-analyser-approfondir-guiding-students-of-french-towards-cross-cultural-competence\/jour-2-quels-aspects-de-la-culture-et-introduction-au-maroc\/day-2-activities-materials-and-guidelines\/","title":{"rendered":"Day 2 Activities, materials and guidelines"},"content":{"rendered":"

Activity 2.1\u00a0 Will reinforce student understanding of Dr. Raymonde Carroll’s conception cultural analysis, emphasizing the steps (see pp 15 – 30 of Les Evidences Invisibles<\/em>). This will be done through discussion of the questions prepared for class today.<\/p>\n

Activity 2.2\u00a0 Students generate a list of cultural products and practices that would be interesting to explore in their own cultures or cultures with which they are familiar. Pour nous inspirer:\u00a0 Raymonde Carroll, Les Evidences invisibles, Table des mati\u00e8res<\/a><\/em><\/p>\n

Activity 2.3 PPT will show students different ways of visualizing culture (spiderweb, iceberg, onion) and to give them an opportunity to develop (with a partner) a simple visual representation of some aspects of their home culture (see Teacher Prep 2.1, 2.2 and 2.3); Mod\u00e8les pour concevoir la culture et la relation entre les \u00e9l\u00e9ments dont une culture est compos\u00e9e: Mod\u00e8les pour concevoir la culture<\/a><\/p>\n

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Activity 2.4\u00a0 Examples of cultural products and practices that point towards underlying cultural values (perspectives). Students compare the two houses with their lawns and hedges hedges. Short instructor lecture on Raymond Carroll’s chapter on La Maison, from Les Evidences invisibles<\/em> to show reinforcement of the different sense of privacy often implicit in the structure of a French home and in behaviors in the French home (as compared to US).<\/p>\n

Activity 2.5\u00a0 Using a shortened, teacher-centered version of\u00a0 this activity published on the website of the National Capitol Language Resource Center\u00a0 (2010), the instructor can introduce students to the practice of analyzing a complex scene (photo or Google Earth) – “milking” it for all of the possible cultural information (about cultural products, practices and perspectives) that it contains.\u00a0 This is an exploration, and although there may be some “incorrect answers”\u00a0 or “erroneous interpretations”\u00a0 there can be several “right”ones. The take-away message is if students don’t SEE pertinent cultural phenomena, they can’t analyze them. \u00a0 If they don’t have a cultural context in which to place an artifact or practice they may misinterpret it. Instructor preparation recommended, prepping the activity as it is presented for students.\u00a0 If instructors have a different photo, all the better!\u00a0 Sample “observe and analyze” activity (France)<\/a><\/p>\n

Activity 2.6\u00a0 Instructor to introduce Morocco – where it is, it’s status as a monarchy, as an Islamic country and other information selected by the instructor. (Teacher Prep 2.4) + Map. Le Maroc<\/a><\/p>\n

Activity 2.7 To briefly introduce the French-language status in Morocco today (see Teacher Prep, 2.5).\u00a0 Use PPT to illustrate.Langues du Maroc<\/a><\/p>\n

Homework: For the following class period students are asked to present independent research (in French)\u00a0 on a variety of aspects of culture. Use the pre-assessment results as a starting point.\u00a0 Assign a topic to two or more students who will prepare and present as a group.\u00a0 Suggested topics:\u00a0 details of geography, details of climate and nature,\u00a0 Islam as practiced in Morocco, other religions in Morocco, the system(s) of education, dress codes and practices, the monarchy, February 20 Movement, holidays and significant ceremonies, food and drink, the use of Darija, MSA and French in schools, the 2004 Family Code (Moudawana), examples of folktales, the 2011 constitution and the place of Amazigh language and culture in Morocco, etc.\u00a0 This is not to be an in-depth research project.\u00a0 It is to give the class a 5-7 minute snapshot of the culture (with visuals). At this point, the instructor needs to emphasize appropriate internet research practices.<\/p>\n

For general information,\u00a0 suggested site:\u00a0 Pr\u00e9sentation g\u00e9n\u00e9rale du Maroc<\/a><\/p>\n

For more in-depth research on a specific topic, sample site : (The 2011 Constitution).\u00a0 Have students see the short section :\u00a0 Maroc, Constitution du 1er juillet 2011, Titre II – Libert\u00e9s et droits fondamentaux<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Activity 2.1\u00a0 Will reinforce student understanding of Dr. Raymonde Carroll’s conception cultural analysis, emphasizing the steps (see pp 15 – 30 of Les Evidences Invisibles). This will be done through discussion of the questions prepared for class today. Activity 2.2\u00a0 Students generate a list of cultural products and practices that would be interesting to explore … Continue reading Day 2 Activities, materials and guidelines<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":873,"featured_media":0,"parent":21,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"class_list":["post-23","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/sites.msudenver.edu\/languageandculture\/wp-json\/wp\/v2\/pages\/23","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.msudenver.edu\/languageandculture\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.msudenver.edu\/languageandculture\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.msudenver.edu\/languageandculture\/wp-json\/wp\/v2\/users\/873"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.msudenver.edu\/languageandculture\/wp-json\/wp\/v2\/comments?post=23"}],"version-history":[{"count":0,"href":"https:\/\/sites.msudenver.edu\/languageandculture\/wp-json\/wp\/v2\/pages\/23\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/sites.msudenver.edu\/languageandculture\/wp-json\/wp\/v2\/pages\/21"}],"wp:attachment":[{"href":"https:\/\/sites.msudenver.edu\/languageandculture\/wp-json\/wp\/v2\/media?parent=23"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}