05 Jan For this Performance Task Assessment, you will develop th
Overview
For this Performance Task Assessment, you will develop the script for a TEDx Talk titled “What Does Culture Look Like in Real Life?” Your script will define culture, share the complexity of culture through a diversity iceberg and a mini cultural autobiography, and discuss the complexities of cultural identities.
Professional Skills: Written Communication, Information Literacy, Interpreting Data & Quantitative Fluency, and Engaging Multiple Social and Cultural Perspectives are assessed in this Competency.
Your response to this Assessment should:
- Reflect the criteria provided in the Rubric.
- Adhere to the required assignment length.
Submission Length: A 4.5 to 6.5-page script that includes a 1-page personal diversity iceberg graphic.
This Assessment requires submission of one (1) document that includes your TEDx script. Save this file as IL4001_Firstinitial_Lastname (for example, IL4001_J_Smith).
You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission, and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Assessment: TEDx Talk: What Does Culture Look Like in Real Life?
For this Performance Task Assessment, you have been asked to present a TEDx Talk in your local community on the topic “What Does Culture Look Like in Real Life?” You’re excited about this possibility because, as an expert in intercultural communication, you believe strongly that to be an effective intercultural communicator, you need to understand culture by examining your own personal culture and cultural identity. You have suggested that your presentation will define culture, share the complexity of culture through diversity icebergs and a mini cultural autobiography, and discuss the complexities of cultural identities.
The people at TEDx are thrilled with your ideas! Here are the guidelines they have sent back for your script:
Part 1 What is Culture?
- Drawing on definitions of culture from quality resources, share your definition of culture as a complex concept. (1/2 page)
- Analyze your personal culture by responding to the following:
- Explain what a diversity iceberg is and how diversity icebergs relate to personal cultures (1–2 pages)
- Create a personal example of a diversity iceberg, and fill in both “above water” and “below water” dimensions with your own cultural characteristics as follows:
- 5 highly visible characteristics of your personal culture that people would notice very quickly if you were spending time with them.
- 10 less visible or not visible characteristics of your personal culture people wouldn’t immediately notice.
- Note: Please scan and submit your diversity iceberg with your script so that it becomes part of your TEDx presentation.
- Based on the characteristics you included in your diversity iceberg, write a mini cultural autobiography explaining who you are in terms of the complexity of your personal culture. (1 page)
Part 2: Who Am I? What is my Cultural Identity?
- Based on results from completing the Cultural and Personal Identity Self-Assessment (PDF), analyze and share your cultural identity, i.e., who you are as a cultural being whose life has been impacted by a wide variety of influences. In the script for your presentation, include the following: (2–3 pages)
- Summarize your responses to Exercise #1 with regard to specific demographic, historical, and ethnic/cultural background information.
- Analyze your worldview as represented by your responses to Exercise #2.
- Analyze your multiple identities related to various aspects of culture—gender, age, religion, ethnicity, socioeconomic status, profession, national origin, educational level, etc.—based on your responses to Exercise #3.
- Explain what you learned about your cultural identity as grounded in your racial, ethnic, and socioeconomic background and your memories of your relationships to various groups based on your responses to Exercise #4.
- Analyze your current cultural identity based on what you learned about yourself, your culture, and how you have grown from your responses to Exercises #5 and #6.
IL4001: Foundations of Culture Cultural and Personal Identity Self-Assessment
Self-Awareness: Becoming Aware of Your Own Worldview (Adapted from
Cultural Advantage, 1998) According to Tervalon and Murray-Garcia (1998, “cultural self-awareness requires a life- long commitment to self-evaluation and critique” (p. 124). When we understand our own cultural background and the factors that influence our personal culture, we can become more empathetic and compassionate toward others. You are invited to explore who you are and how you see the world through a series of exercises that will help you better understand your “self” in a cultural context. Please record your responses and refer to them as your write your final assessment.
Exercise #1: Considering Your Historical, Ethnic, and Cultural Background (Adapted from Cultural Advantage, 1998)
Think of yourself as a cultural being whose life has been influenced by various demographic, historical, social, political, economic, and geographical circumstances. This exercise will help you become aware of aspects of your demographic, historical, ethnic, and cultural background.
1. Where were you born? 2. When were you born? 3. Where did you grow up? 4. Where did your parents grow up? 5. Where did your grandparents grow up? 6. Where did your great grandparents grow up? 7. What is your earliest memory as a family? 8. What is your earliest school memory? 9. As a family, what events did you celebrate? 10. Have you traveled or moved as a child? 11. Have you traveled or moved as an adult? 12. Recall an international event that happened to you before you turned 18. Try
to answer the following: Who was involved; what was the event; where did it happen; how did it happen; and why did it happen?
13. Recall an event that happened in the country where you were born, before you turned 18. Try to answer the following: Who was involved; what was the event; where did it happen; how did it happen; and why did it happen?
14. What is your earliest recollection as a member of a group? 15. What was your first job? 16. As an adult, what events or holidays do you currently celebrate?
Exercise #2: Understanding Your Own Worldview Our perceptions are shaped by our view of the world, which is learned through socialization, from childhood to adulthood, and constantly reinforced by the culture in which we live. For each of us, our view of the world is the taken-for- granted view of “the way things are,” and most of the time unquestioned and
invisible. It is important that we examine and understand how we see the world first. If we don’t realize that other people have different worldviews, we tend to think that our way is the “only” way, and we may not value the different perspectives other people may bring. In the name of “our” worldview, atrocities have been committed in history. How do you view the following?
Aspects of worldview
What is your worldview?
Time (Example: Time is money?) Space between you and the next person
(Example: When do you start feeling uncomfortable?)
Relationships (Example: Work relationships versus personal relationships?)
Technology (Example: How do you see technology?) Religion or spirituality
(Example: What about religion?)
Honesty (Example: Tell the truth no matter what?)
Exercise #3: Appreciating Your Own Multiple Identities We all live within and identify with multiple identities. Most of us can claim different identities related to gender, age, religion, ethnicity, socioeconomic status, profession, national origin, educational level, etc. By recognizing our multiple identities, we are less likely to stereotype others based on minimal information about another person’s historical, social, and cultural backgrounds. Take a blank sheet of paper and write the numbers 1–10 on the left-hand column. Complete the statement “I am______” using the first words that come to mind. “I am_." 1. ___________________ 2. ___________________ 3. ___________________ 4. ___________________ 5. ___________________ 6. ___________________ 7. ___________________ 8. ___________________ 9. ___________________ 10. ___________________ What were your first five answers? When did you start to slow down in writing your answers?
What were the last three answers? Do you feel that your list accurately captures your multiple identities?
Exercise #4: Acknowledging Assumptions and Biases We all develop assumptions and biases as we go through life. We tend to inherit them from our parents’ worldview, but we also develop our own based on our personal experiences and our values and beliefs. Self-awareness involves not only examining one’s culture, but also examining perceptions and assumptions we hold about other people. Understanding our assumptions and biases is the first step in naming them, identifying them, and helping us to become aware of why we respond the way we do toward certain people or groups of people. As the saying goes, identifying the problem is the first step toward recovery. Respond to the following questions:
1. What racial group do you identify with? 2. What ethnic group(s) do you identify with? 3. What socioeconomic class do you identify with? 4. What is your earliest memory of belonging in a group (other than your
family)? 5. What is your earliest memory of being excluded from a group? 6. What is your earliest memory of excluding someone from a group?
Note: The answers to these questions are some of the factors that shaped our biases toward others and our assumptions about the world. Being aware of their origin can help us understand the lenses through which we see the world.
Exercise #5: Relating to Various Groups of People (Adapted from
Luckman,1999) How do you relate to various groups of people in society? Please answer honestly, not as you think might be socially or professionally desirable. Remember no one but you will read this information. Fill in the chart with the following levels of response: 1. I feel I can genuinely try to help this person without prejudice. 2. Even though I do not agree with this person, I feel I can accept this person as
he or she is and am comfortable enough to listen to him or her. 3. I do not feel that I have the background knowledge or experience to help this
person. 4. I feel uncomfortable taking care of this person. 5. I feel biased and prejudiced against this person.
Individual Your Response
Iranian immigrant
Child abuser
Mexican American
Elderly person with dementia
Prostitute
Methodist minister
Gay/lesbian
Unmarried, pregnant teen
White Anglo-Saxon American
Amputee
Anorexic teenager
Morbidly obese man in his 30s
Norwegian
Person with AIDS
Person with cancer
Person who does not speak English
Note: Ambiguity can be difficult to accept. It is the opposite of certainty, which means there is “a right way to do something.” But culturally speaking, certainty can lead to harmful ideologies, like ethnocentrism. Ethnocentrism is defined as “the universal tendency of human beings to think that their ways of thinking, acting, believing are the only right, proper, and natural ways” (Purnell, 2005, p. 9) and that, hence, beliefs, values and practices that differ from one’s own are wrong. Exploring our biases, assumptions, and preconceived ideas about other people helps us shed light onto our own ethnocentric behaviors and attitudes.
Exercise #6: Considering Your Cultural Beliefs (Adapted from Luckmann,
1999) In general, do you believe these statements to be true or false:
1. People are responsible for their own actions. 2. The outcome of events is beyond our control. 3. It is dishonest to give vague and tentative answers. 4. It is best to avoid direct and honest answers in order not to hurt or
embarrass someone. 5. Intelligent, efficient people use time wisely and are always punctual. 6. Being punctual to work or meetings is not as important as spending time
with family or close friends. 7. Stoicism is the appropriate way to grieve. 8. Loudly crying and moaning is the appropriate way to grieve. 9. The best way to gain information is to ask direct questions. 10. It is rude and intrusive to ask direct questions. 11. It is proper to call people by their first names to show that you are friendly. 12. It is disrespectful to call people by their first names unless they give you
permission to do so.
13. It is rude not to look at a person who is speaking to you. 14. It is rude to engage in direct eye contact with persons of higher status.
Note: You may feel like there is only one right answer to these statements, but the fact is that culture has much to do with how people answer them. For example, in Latin American cultures, it is acceptable for people to ask direct questions about money. In the United States, this is considered rude. Who is right? So, understanding and accepting that people have different views on values we consider core to our culture helps us to be more empathetic and tolerant.
Adapted from these sources: Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117–125. Purnell, L. (2005, Summer). The Purnell Model for Cultural Competence. The Journal of Multicultural Nursing & Health 11(2). Luckman, J. (1999). Transcultural communication in nursing. Huntington Beach, CA: Delmar Publishing.
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IL4001: Foundations of Culture: Analyze concepts key to understanding culture.
Assessment Rubric
Rubric Criteria 0
Not Present 1
Needs Improvement 2
Meets Expectations Part 1: What Is Culture?
Define personal definition of culture as a complex concept. LO 1.1: Define culture as a complex concept
Response is missing. A personal definition of culture as a complex concept is not supported by quality resources or is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete definition of culture as a complex concept and is supported by quality resources.
Explain what a diversity iceberg is and how diversity icebergs relate to personal cultures. LO 1.2: Explain how diversity icebergs relate to personal cultures
Response is missing. Explanation of what a diversity iceberg is and/or how diversity icebergs relate to personal cultures is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete explanation of what a diversity iceberg is and/or how diversity icebergs relate to personal cultures.
Create a personal example of a diversity iceberg that identifies 5 highly visible characteristics and 10 less visible or not visible characteristics in the “above water” and “below water” dimensions. LO 1.3: Create a personal diversity iceberg showing multiple characteristics of visible and invisible dimensions
Response is missing. Diversity iceberg that identifies 5 highly visible characteristics and 10 less visible or not visible characteristics in the “above water” and “below water” dimensions is vague, inaccurate, and/or incomplete.
Diversity iceberg provides a clear, accurate, and complete identification of 5 highly visible characteristics and 10 less visible or not visible characteristics in the “above water” and “below water” dimensions.
Based on the characteristics identified in the diversity iceberg,
Response is missing. Analysis based on the characteristics identified in the
Response provides a clear, accurate, and complete analysis
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Rubric Criteria 0
Not Present 1
Needs Improvement 2
Meets Expectations write a mini cultural autobiography explaining who you are in terms of the complexity of your personal culture. LO 1.4: Analyze personal culture based on identified characteristics
diversity iceberg explaining who you are in terms of the complexity of your personal culture is vague, inaccurate, and/or incomplete.
based on the characteristics identified in the diversity iceberg explaining who you are in terms of the complexity of your personal culture.
Part 2: Who Am I? What Is My Cultural Identity?
Summarize responses to Exercise #1 and includes specific demographic, historical, and ethnic/cultural background information. LO2.1: Summarize personal demographic, historical, and ethnic/cultural background to better understand personal culture identity
Response is missing. Summary of responses to Exercise #1 including specific demographic, historical, and ethnic/cultural background information is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete summary of responses to Exercise #1 including specific demographic, historical, and ethnic/cultural background information.
Analyze your worldview as represented by your responses to Exercise #2. LO 2.2: Analyze personal worldviews to better understand personal culture identity
Response is missing. Analysis of personal worldview as represented by responses to Exercise #2 is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete analysis of personal worldview as represented by responses to Exercise #2.
Analyze your multiple identities related to your various aspects of culture—gender, age, religion, ethnicity, socioeconomic status,
Response is missing. Analysis of your multiple identities related to your various aspects of culture as represented by your responses
Response provides a clear, accurate, and complete analysis of your multiple identities related to your various aspects
©2019 Walden University 3
Rubric Criteria 0
Not Present 1
Needs Improvement 2
Meets Expectations profession, national origin, educational level, etc.—based on your responses to Exercise #3. LO 2.3: Analyze multiple cultural characteristics to better understand personal cultural identity
to Exercise #3 is vague, inaccurate, and/or incomplete.
of culture as represented by your responses to Exercise #3.
Explain what you learned about your cultural identify as grounded in your racial, ethnic, and socioeconomic background and your memories of your relationships to various groups based on your responses to Exercise #4. LO 2.4: Explain new insights regarding personal cultural identity
Response is missing. Explanation of what you learned about your cultural identify as grounded in your racial, ethnic, and socioeconomic background and your memories of your relationships to various groups based on your responses to Exercise #4 is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete explanation of what you learned about your cultural identify as grounded in your racial, ethnic, and socioeconomic background and your memories of your relationships to various groups based on your responses to Exercise #4.
Analyze your current cultural identify based on what you learned about yourself, your culture, and how you have grown from your responses to Exercises #5 and #6. LO 2.5: Analyze current cultural identity based on new learnings.
Response is missing. Analysis of your current cultural identify based on what you learned about yourself including how you have grown from your responses to Exercises #5 and #6 is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete analysis of your current cultural identify based on what you learned about yourself including how you have grown from your responses to Exercises #5 and #6.
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Mastery Rubric No Yes
Exceeds Expectations: Connections to Experience: Connects relevant experience and academic knowledge LO 1: Make connections to relevant experiences and academic knowledge in analysis of concepts key to understanding culture.
Responses to the items do not consistently make connections to relevant experiences and academic knowledge in analysis of concepts key to understanding culture.
Responses to the items consistently make connections to relevant experiences and academic knowledge in analysis of concepts key to understanding culture.
Professional Skills Building 0
Not Present 1
Needs Improvement 2
Meets Expectations
Written Communication: Write with clarity, coherence, and purpose
Written Communication WC 1.1 – Construct complete and correct sentences.
Sentences are incoherent and impede reader’s access to ideas.
Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.
Sentence structure effectively conveys meaning to the reader.
Written Communication WC 1.2 – Demonstrate the effective use of grammar and mechanics.
Multiple inaccuracies in grammar and mechanics impede reader’s access to
Some inaccuracies in grammar and mechanics limit reader’s access to ideas.
Use of grammar and mechanics is straightforward
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Professional Skills Building 0
Not Present 1
Needs Improvement 2
Meets Expectations
ideas.
and effectively conveys meaning to reader.
Written Communication WC 1.3 – Create cohesive paragraphs with a clear central idea.
Paragraphs, or lack of paragraphs, impede reader’s access to ideas.
Construction of main idea and/or supporting paragraphs limit reader’s access to ideas.
Main idea and/or supporting paragraphs effectively convey meaning to reader.
Written Communication WC 1.4 – Use supporting material to support a claim.
Supporting materials are not present.
Supporting material is used inconsistently or inappropriately.
Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.
Written Communication WC 1.5 – Demonstrate appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion.
Ideas are disorganized with no/poor transitions.
Ideas are loosely organized with unclear paragraphing and transitions.
Ideas are organized with cohesive transitions.
Written Communication WC1.6 -Identify sources.
Sources are missing. Writing inconsistently identifies or misrepresents sources.
Writing clearly identifies the source of nonoriginal material and/or ideas.
Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions
Information Literacy IC 1.1 – Identify and locate credible sources.
No sources or noncredible sources are present.
Sources are inconsistently credible, appropriate, and relevant to the topic and/or assessment.
Sources are mostly credible, appropriate, and relevant to the topic and/or assessment.
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Professional Skills Building 0
Not Present 1
Needs Improvement 2
Meets Expectations
Information Literacy IC 1.2 – Analyze information sources.
Analysis is not present. Analysis superficially applies aspects of sources that are most relevant to the topic and/or assessment and/or analysis is unclear.
Analysis thoroughly and clearly applies aspects of sources that are most relevant to the topic and/or assessment.
Interpreting Data and Quantitative Fluency: Interpret numeric information in order to analyze issues and make decisions
Interpreting Data and Quantitative Fluency QF 1.1 – Identify conclusions from numeric information presented in narrative and/or graphic form.
No conclusions are made based on numeric information.
Connections between conclusions and numeric information are vague or inaccurate.
Conclusions identified are appropriately connected to the numeric information.
Engaging Multiple Social and Cultural Perspectives: Apply strategies to develop intellectual flexibility and broad knowledge that enables perception of the world through the perspectives of diverse social and cultural perspectives.
Engaging Multiple Social and Cultural Perspectives EP 1.1 – Recognize the value of one’s own and others’ social and cultural perspectives.
Recognition is not present. Response demonstrates a vague understanding of how different cultural and social perspectives might affect interpretations of issues.
Response demonstrates a clear understanding of how different cultural and social perspectives might affect interpretations of issues.
