procedure_of_Project_One

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Individual, Society and History
Schedule of Project One
“All the people like us are we, and everyone else is they.”
— Rudyard Kipling
✧Week One: Lead-in: More perspectives, more possibilities
1.An introduction to the project-based course: What is a project? What is the role of students in
a project? How does the teacher facilitate the project?
2.Video and discussion: (from Pride and Prejudice & Volunteer: a speech)What brings
stereotypes to our life? How do stereotypes influence the way we view others and ourselves?
Are stereotypes positive, or negative? How do perspectives change the world?
3.Writing 1: Stereotypes on campus
✧Week Two: To approach familiarity with the issues—stereotyping, generalization,
prejudice and discrimination
1.Reading:
Stereotyping (Connections: Define and compare the terms of “stereotyping,” “generalization,”“prejudice” and “discrimination.”What is the implication of the two stories in the article? —Group 1)
“Little Boxes”(Connections: Do we encounter similar “little boxes” in our lif e? We know that we are unique individuals but tend to see others as representatives of groups. What’s behind the different treatment? —Group 2)
ment and discussion (video: first impression & first class of Mr. Keating)
3.Skills to learn I: How to design a questionnaire I: main types of questionnaires.
✧Week Three: Gender Stereotypes
1.Reading:
Profession for women (Connections: What gender stereotypes have existed in career? Why do people hold these stereotypes? —Group 3)
Why are women afraid of wrinkles? (Connections: What makes women be afraid of wrinkles? What hinders both men and women from appreciating the true value of age? —Group 4)
ment and discussion (video: mirror and I)
3.Skills to learn II: How to design a questionnaire II: format of questionnaires.
✧Week Four: Racial Stereotypes
1.Reading:
In the Barrio (Connections: How does living environment influence the growing path of a child? How do you understand the contradictory statements in the article? —Group 5)
“R ace” and Science (Connections: How are race and science related to each other? What are the author’s opinions and your opinions? —Group 6);
ment and discussion (video: 9-11 & Death of the boy)
3.Skills to learn III: How to design a questionnaire III: processing questionnaire data
✧Week Five: Wrap-up: Report, Summary and Evaluation
1.Skills to learn IV: Report the findings of the questionnaire survey (10 minutes for each group):
○1Introduce the focus of the questionnaire and the process of conducting the survey.
○2Discuss the findings and their implication.
○3Reflection of the questionnaire: where to improve and how to improve.
2.Summary and Evaluation: peer evaluation (withi n groups) and teacher’s summary
3.Writing 2: Is it necessary to break the boundaries among groups and races?
Reading list:
1.The Secret by Rhonda Byrne (best-seller of 2006)
2.Barrio Urbanism: Chicanos, Planning and American Cities by David R. Diaz(the first
book on Latinos in America from an urban planning and policy perspective)
3.The Color Purple by Alice Walker
Movie list:
1.My Name is Khan;
2.Dead Poets Society;
3.Pride and Prejudice。