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Do Now: Would you do the following things? Why or why not?

Do Now: Would you do the following things? Why or why not?. Spit on the floor in a restaurant Come to school naked Hold hands in public Eat dog meat. Taboo and Tradition. Lesson Objectives: Taboos and Consequences. Students will be able to…. define taboo and give examples of local taboos

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Do Now: Would you do the following things? Why or why not?

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  1. Do Now: Would you do the following things? Why or why not? • Spit on the floor in a restaurant • Come to school naked • Hold hands in public • Eat dog meat

  2. Taboo and Tradition

  3. Lesson Objectives:Taboos and Consequences Students will be able to…. • define taboo and give examples of local taboos • explain the three types of consequences for breaking a taboo • categorize different taboos by their associated consequence/s

  4. What is a taboo? • A ban or prohibition of a particular behavior that is enforced by a particular society or culture

  5. Taboo Examples • Eating pork in the Judaic faith • Cheating in relationships in most cultures • Wearing shoes in the house in many Asian cultures

  6. Taboo Variety • Taboos vary consistently from culture to culture, yet are difficult to change within a culture

  7. MostTaboos are not Universal • Look at thefollowingslides… wouldsome of these cultural practicesthat are common in otherparts of theworld be consideredtaboo in your culture?

  8. Wearing neck rings in Thailand

  9. Polygamyiscommon in mormoncommunitites in parts of theUnitedStates.

  10. Now teenagers, they were married before as young children due to poverty. Marriage is like a business transaction and forming of alliances between families.

  11. In parts of West Africa little girls are fattened for marriage because wealth and beauty are measured by a woman's weight. They are forced to drink gallons of milk, butter and pounded millet.

  12. Taboo Consequence Brainstorm • Think about the taboo activity listed on your card. • What would be the consequence of breaking said taboo in Mexico? Write it down. • Exchange cards and repeat 4 times. • Now, talk with a partner and use you notes to try to determine: • What are the three types of consequences for breaking a taboo?

  13. Health Consequence Social Consequence Legal Consequence Come stick your taboo card on the Venn Diagram according to its consequence/s

  14. Do Now: • What are the three categories of consequences for breaking a taboo? Give one taboo in Mexico that associates with each type of consequence.

  15. Lesson Objectives:Cultural Traditions Students will be able to…. • define taboo and give examples of local taboos • explain the three types of consequences for breaking a taboo • categorize different taboos by their associated consequence/s

  16. What is a tradition? • A tradition is a custom, practice, or a belief that is passed down within a society or culture

  17. Tradition Examples • Eating turkey on Thanksgiving in the United States • The practice of bullfighting in much of Latin America • Wearing tribal Kente Cloth in parts of Africa

  18. Which Anglophone country practices these traditions? Scotland

  19. Which Anglophone country practices these traditions? Australia

  20. Which Anglophone country practices these traditions? The United States

  21. Which Anglophone country practices these traditions? England

  22. Tradition Variation • Like taboos, traditions vary significantly from society to society and culture to culture.

  23. Discuss with a partner: • Why do we have traditions? • What is their function in society?

  24. Taboo vs. Tradition • Because both taboo and tradition are very culturally based, it is very common that one society´s traditions would be found taboo in other cultures.

  25. Death: Taboo or Tradition?

  26. Lesson Objectives:Euphemisms Students will be able to…. • define what a euphemism is • match various euphemisms to their meanings • explain the relationship between euphemisms and taboo subjects

  27. That’s so taboo…. • Taboos often extend to cover discussion of taboo topics • To discuss topics such as abortion, bodily functions, sex, people´s weight, and even politics can be considered taboo • In order to avoid talking about these taboos directly we use euphemisms

  28. What is a euphemism? • a generally harmless word, name, or phrase that replaces an offensive or suggestive one • Example: To die ->to pass away, to go to a better place, to kick the bucket

  29. Euphemism Sort • Look at the phrase on your card. It is either a euphemism, or the more direct version of a euphemism • Then, move around the room and try to find the person who has the match to your card • When you have found your partner, sit down and discuss: • Why is a euphemism needed here? Why is it taboo to talk directly about your subject?

  30. Do Now: Discuss with your partner • Do you believe in magic? Why or why not? • Are there any magic rituals or ceremonies that are common in your culture?

  31. Lesson Objectives:Ethnocentrism Students will be able to…. • compare and contrast the Nacirema with their own culture • explain what ethnocentrism is and how it is depicted in the article • evaluate the dangers of ethnocentrism

  32. Body Rituals of the Nacirema • Published by Anthropologist Horace Miner in 1956 • One of the most famous anthropological texts ever written • Anthropology = anthrop + ology man the study of • The study of humanity

  33. Discussion Question • What is the lesson of Miner’s text? What does he want readers to think about after reading this piece?

  34. Ethnocentrism • Judging another culture solely by the values and standards of one's own culture • Ethnocentrism is accompanied by the idea that one’s own culture is superior to others

  35. Ethnocentrism: The World According to the United States

  36. Do Now: Explain how the following cartoon has to do with ethnocentrism.

  37. Lesson Objectives:“The Lottery” Students will be able to…. • answer comprehension questions regarding “The Lottery” • identify different reasons for following traditions in the story • explain the dangers of blindly following traditions

  38. Do Now: • What are some foods that we eat in Mexico that would be considered taboo elsewhere?

  39. Lesson Objectives:The Bushmeat Crisis Students will be able to…. • explain what the Bushmeat Crisis is and why it is an important global issue • relate initial reactions to the crisis with the theories of ethnocentrism

  40. The Bushmeat Crisis • Bushmeat is the meat of any wild animal hunted for food • The bushmeat crisis refers to the hunting of chimpanzees and other endangered species in Africa for food • Some organizations estimate that 10 tons of bushmeat is shipped through Heathrow airport per day X 10

  41. Do Now: Jot down your thoughts to the following discussion question. • Which is more important, preserving traditions or protecting human rights? Animal rights? The environment?

  42. Lesson Objectives:Socratic Seminar Students will be able to…. • develop and express opinions regarding whether it is more important to preserve traditions or to protect human/animal rights, and the environment • use examples from various lessons in this unit to support their opinions • use the IB English B Internal Assessment Marking Criteria to peer assess in a Socratic seminar

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