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PS 361 Cross-Cultural Psychology
Sanders, Daniel T.,, II


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 361 Cross-cultural Psychology

Semester

SP 2010 HO

Faculty

Daniel T. Sanders II M.A.

Title

Adjunct Faculty

Degrees/Certificates

M.A.(General Counseling, Louisiana Tech University)
B.S. (Psychology, Louisiana State University in Shreveport)

Office Hours

After class Mon or Tues 245pm-330pm upon request

Daytime Phone

816-464-5844

E-Mail

Daniel.Sanders02@mail.park.edu

Web Page

www.parkonline.org (then choose Spring, 2010 PS361 HON) to get to eCompanion website for this course.

Semester Dates

Jan 11-May 9, 2010

Class Days

M and W

Class Time

1:30 - 2:45 p.m.

Prerequisites

At least 6 hours of psychology (or permission of the instructor).

Credit Hours

3


Textbook:

Lonner, Dinnel, Hayes, & Sattler (eds.) Online Readings in Psychology and Culture. U. Western Washington. available at: http://www.ac.wwu.edu/~culture/readings.htm
 
NOTE: THIS TEXTBOOK IS AVAILABLE FOR FREE ONLINE AT THE ABOVE WEBSITE.

Additional Resources:

Our textbook:
http://www.ac.wwu.edu/~culture/readings.htm
 
Hofstede's Cultural Dimensions:
http://www.geert-hofstede.com/hofstede_dimensions.php
 
Genealogy (for your Family Cultural Roots Presentation:
Special website on African American Genealogy:
 http://www.pbs.org/wnet/aalives/
 
Our Ancient Ancestors:
https://www3.nationalgeographic.com/genographic/
 

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

http://www.ac.wwu.edu/~culture/readings.htm
http://www.park.edu/syllabus/template.aspx?ID=20368
http://www.geert-hofstede.com/hofstede_dimensions.php

Course Description:
Emphasizing active learning, we will examine the sociocultural forces impacting human behavior.  Specifically, we will address the dynamics of culture as a psychological variable, the global perspective in psychology, theories of culture and behavior, cross-cultural research methods, cognition, language, culture and gender, socialization, cultural differences in social behavior, intergroup relations, organizational behavior across cultures, and culture and health.  3:0:3

Educational Philosophy:
FACULTY’S EDUCATIONAL PHILOSOPHY: “Philosophy” is the love of knowledge.  “Education” is the process of guiding people out of ignorance into the light of understanding. “The Liberal Arts” are a set of disciplines that enable students to think critically and communicate effectively so they can understand themselves and the world around them, and how they can act for the purpose of serving a global community.  Studying these arts therefore liberates, or frees students from the constraints of ignorance so they can understand and improve the world around them. To understand the Liberal Arts, one must cultivate certain literacies: analytical and critical thinking, community and civic responsibility, scientific inquiry, ethics and values, literary and artistic expression.  In this course, the primary methods used to cultivate the literacies are: (1) learning by inquiry, reflection, and interaction (the Socratic Method of guided questioning in group discussions), (2) learning by experience (readings, lectures, demonstrations, videos, internet and other presentation media), and (3) learning by doing (hands-on interaction with the environment (e.g., collecting of one’s own research observations).  The Socratic Method will be used in the form of “Discussions” to cultivate the development of analytic and critical thinking, community and civic responsibility, and ethics and values by guided questioning in group discussions of perennial themes and controversies (e.g., nature vs. nurture), and current events (e.g., politics, international trade agreements/disputes, inter- and intracultural conflicts such as wars, terrorism, etc.).  These discussions frequently focus on issues with direct implications for community and civic responsibility. They also highlight cultural diversity issues and ethical and value judgments.  Scientific Inquiry will be directly addressed through reading assignments, lectures, and hands-on assignments for learning how to collect and summarize the student’s own observations of naturally occurring human behavior. Please note: Cross-cultural Psychology is about how the culture one grows up in forges the beliefs, valeus, and belavior of individuals and groups; how people get along with or do not get along with other people.  This topic is inherently controversial (e.g., politics, religion, wars).  We all have very dearly held beliefs and attitudes.  No one likes to consider, much less admit, that they might be wrong, especially in the ways that that think and feel and act toward other people.  However, in order for us all to make progress toward being more educated, rational human beings, we must consider points of view other than our own, and we must be willing to dispassionately and objectively consider points of view other than our own, being sufficiently open-minded to acknowledge the fact that we might be wrong.  A university is first and foremost a place for the free and frank exchange of ideas.  The founding father of Western philosophy, Socrates, the Athenian, devised a method for getting people to examine their beliefs and points of view other than their own, which has come to be known as “The Socratic Method”.  Socrates said that he didn’t know anything for certain, all he had were lots of questions.  He asked his students questions that made them seriously re-consider and even doubt the validity of their most dearly held beliefs about themselves and others.  This can be rather uncomfortable, because no one likes to consider the idea that they might be wrong.  In fact, Socrates’ questions made the citizens of ancient Athens so uncomfortable that they voted to have Socrates stoned to death for allegedly “corrupting the youth of the city” by encouraging the young people of the city to question their parents’ most dearly held beliefs.  Rather than be stoned to death, Socrates committed suicide.  I have no desire to be stoned to death or to commit suicide, but I do want all of us to become more balanced and rational and objective in our knowledge how people feel, think, and act, and do or do not get along with each other.   So, I am going to tell you in advance that I will intentionally challenge some of your beliefs and you also are free to challenge mine, so long as we all understand that we are doing this for the purpose of helping each other gain a more balanced and rational understanding of ourselves and each other.  No one is perfect, and that from time to time all of us have been wrong.  In this class, we will all have to be open-minded enough to consider the possibility that some of our thoughts and feelings and attitudes toward other people might be wrong, and we have to be forgiving enough to accept the fact that when someone challenges our beliefs, he or she is doing so for the purpose of trying to understand our point of view and helping us to understand points of view other than our own.  This will be much easier said than done, but it is the oldest and still the best way of teaching that I know.   Notice: If you do not feel comfortable with the idea of having your beliefs challenged, then you should drop this course immediately.

Learning Outcomes:
  Core Learning Outcomes

  1. Define “culture” and describe its relationship to psychology.
  2. Describe the major dimensions of psychological differences between cultures and provide concrete examples of these differences.
  3. Describe the students' own cultural heritage and provide concrete examples of how their cultural heritage affects their thoughts, feelings, and actions.
  4. Compare and contrast the student's own culture with another individual's culture, based on a first-hand interview as well as on scientific research.
  5. Describe how the student would adapt to life in another culture.


Core Assessment:

FINAL RESEARCH PROJECT.

  • 4) Term paper (Core Assessment 100 pts) - This is a chance for you to show what you have learned during the course. This will be due on Sunday of Week 7 at midnight CST! The specific requirements are provided on the Core Assessment page. To learn more about this assignment, click on the Final Project in Week 7. Chose a culture other than the one you grew up in. Summarize at least 3 journal articles on psychological differences between the two cultures. Evaluate the methodological soundness of each study and discuss flaws as well as inherent difficulties in conducting scientifically sound research to compare cultures. Identify at least 3 ways the two cultures differ and 3 ways in which the cultures are similar, based on either Triandis' 10 Cultural Syndromes (http://www.ac.wwu.edu/~culture/triandis2.htm), or Hofstede's 5 Cultural dimensions (http://www.geert-hofstede.com/). Use journal articles to support your arguments. Suppose you've been awarded a one-semester Study Abroad opportunity in which you will live with a family from that culture, work, and study in that culture. How will you have to adjust your attitudes and behaviors in order to get along and have a positive experience during your semester abroad? Describe 3 goals or general principles that you will use to guide yourself in making judgments about the other culture. 7-10 pages, APA style. At least 3 articles must be found in PsychInfo or PsychArticles. Paper counts for 100 points of the 400 points available in this course.

        

Link to Class Rubric

Class Assessment:

Presentations (see attached scoring rubrics and samples in eCompanion), participation in discussions (See attached scoring Rubric Multiple Choice Question on each presentation), pop quizzes (multiple-choice), exams (midterm, final exam - both are multiple choice), and writing assignments (term paper - see Core Asessment, FINAL RESEARCH PROJECT, above, for details on the assignment and Learning Rubric, at the end of Syllabus for how it will be graded).
 
FOR THIS DAYTIME 16-WEEK FACE-TO-FACE CLASS, IT IS DUE AS SHOWN ON THE CLASS SCHEDULE. -- Dr. K).

Grading:

 

Assessments

Points

Percent

“Roots” Presentation

50 points

11.1%

50

Interview Presentation

50 points

11.1%

50

Cultural adaptation Presentation

100 points

22.2%

100

Participation

50 points

11.1%

50

Term Paper

100 points

22.2%

100

Midterm exam

50 points

11.1%

50

Final exam

50 points

11.1%

50

Total

450

 
 

Letter Grade Points:

A – 450-405

B – 404-360

C - 359-315

D –314-270

F - 269-0

Late Submission of Course Materials:
LATE SUBMISSION OF COURSE MATERIALS: All assignments are due at the beginning of class on the day when they are due (see schedule, below).  If you fail to show up on the day of your presentation, you will receive a 0 (zero) for that presentation, unless you have a Doctor's note or an accident report.  Late term paper proposals or reports will be penalized 15% for each weekday or portion thereof that the assignment is late.  If you notify me 24 hours IN ADVANCE that you will be absent, then you will be allowed to make-up exams or presentations.

Classroom Rules of Conduct:

1. Computers make writing and revising much easier and more productive.  Students must recognize though that technology can also cause problems.  Printers run out of ink and hard drive crash, emails bounce back, and servers go down.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, hard drive, sent email folder, and print out paper copies for backup purposes.  
2. The instructor reserves the right to assign student seating as he deems necessary.  
3. Students who arrive late should sit only in the seats designated by the instructor for ‘late arrivals and early departures.”  Remember: those who arrive after their names have been called will be counted as absent.  No one may start to take an exam after the first person is finished and leaves the room.
4. Students who have a serious reason for needing to leave class early must obtain permission from the instructor and sit in one of the late arrival/early departure seats, so as to minimize disruption of the class’s lectures, discussions, or presentations.
5. Make-ups for exams will be given only to those who have notified the instructor BEFORE the regularly scheduled time for that exam.
6. A university must be first and foremost, a place for the free and frank exchange of ideas.  The pursuit of academic excellence can only take place in an atmosphere of mutual respect.  We all have the right to use logic and evidence to disagree with each other’s positions, but none of us has the right to make derogatory or harassing statements or actions against any other member of this class.  The only thing I will not tolerate in this class is intolerance or disrespect for others.
7. Student misconduct during classes will not be tolerated.  Students who, in the judgment of the Instructor, behave in a way that is disruptive or disrespectful to the instructor or other students will have their semester grade reduced by an amount to be determined by the instructor.  They may also face disciplinary action as provided under the terms specified in the Park University Catalog.

Course Topic/Dates/Assignments:

 

Schedule: Subject to change by the professor.

Date

Topic

Homework

Presenters

Week 1

 Overview: History, Theories, & Findings



M Jan 11

Introduction

For Wed. Read Unit 2, Chapter 1 from your online textbook: Triandis, “Odysseus Wandered for 10, I Wondered for 50 Years”  http://www.ac.wwu.edu/~culture/triandis2.htm

 Mr. S.

W Jan 13

Unit 2, Chap. 1. Triandis

For Wed. Read Unit 2, Chapter 14. Hofstede, G. (2007). Dimensionalizing cultures: The Hofstede model in context. http://www.ac.wwu.edu/~culture/hofstede.htm
 

 Mr. S.

Week 2



M Jan 18

MLK Day         

No Class today

No Class

W Jan 20

Unit 2, Chap. 14. Hofstede

For Mon. Read Unit 2, Chapter 5, Matsumoto, D. (2002). Culture, psychology, and education. http://www.ac.wwu.edu/~culture/matsumoto.htm

 Mr. S.

 Week 3
   

M Jan 25

Unit 2, Chap. 5, Matsumoto

For Wed. Read Unit 2, Chapter 6, van de Vijver, F. J. R. (2002). Types of cross-cultural studies in cross-cultural psychology. http://www.ac.wwu.edu/~culture/vandeVijver.htm 

Classify the hypothetical study described in the eComapnion Discussion on Van der vijver.  Discussion of unique difficulties in cross-cultural research.

Mr. S.

W Jan 27

Van der vijverx

For Mon. Read and review https://genographic.nationalgeographic.com/genographic/index.html

Read Unit 13, chapter 3, Georgas, J. (2003). Family: Variations and changes across cultures. http://www.ac.wwu.edu/~culture/georgea.htm

Mr. S.
 Week 4

Our Own Cultural Roots:

Ancient Roots

   
 M Feb 1
 Family & Culture: Unit 13, Chap. 3, Georgas  Discussion of Georgas.  What's your family structure?


 Mr. S.
 W Feb 3
 Example of Roots presentation
 For Mon.
http://www.pbs.org/wnet/aalives/
Video/Discussion: African-American Lives
 Mr. S.
 Week 5
   
 M Feb 8
 African American Lives (video) and discussion
 Student Family Cultural Roots Presentations begin on Wed. Feb 10.
 Mr. S.
 W Feb 10

Our Own "Roots"

 (see Samples in eCompanion).

 
 Student Family Cultural Roots Presentations continue.
Student 1
Student 2
Student 3
(Student 4 should be prepared to present, just in case).
 Week 6
   
 M Feb 15
President's Day
No Class
 No Class today
 No Class
 W Feb 17
 Our Own "Roots". 
 Student Family Cultural Roots Presentations continue.
Student 4
Student 5
Student 6
(Student 7 should be prepared to present, just in case).
 Week 7
   
 M Feb 22
 Our Own "Roots". 
 Student Family Cultural Roots Presentations conclude.
For Wednesday. Find someone from another culture to interview.  Look over the interview form on the eCompanion website (Shared Docs)
Student 7
Student 8
Student 9
Student 10
 W Feb 24
 Branching out to other cultures  Overview of Interviewing someone form another culture assignment.  See examples in eCompanion.  Mr. S.
 Week 8
   
 M March 1
  Branching out to other cultures  Interview with someone from another culture Student Presentations. Student 1
Student 2
(Student 3 should be prepared to present, just in case).
 W March 3   Branching out to other cultures  Interview with someone from another culture Student Presentations. Student 3
Student 4
(Student 5 should be prepared to present, just in case).
 Week 9
   
 M March 8  Spring Break
No Classes
 No Class today.
 No Class
 W March10  Spring Break
No Classes
 No Class today.
 No Class
 Week 10
   
 M March 15 Branching out to other cultures
Interview with someone from another culture Student Presentations.
Student 5
Student 6
(Student 7 should be prepared to present, just in case).
 W March 17
  Branching out to other cultures  Interview with someone from another culture Student Presentations. Student 7
Student 8
(Student 9 should be prepared to present, just in case).
 Week 11
   
 M March 22   Branching out to other cultures

Interview with someone from another culture Student Presentations.

Reflections on what we've learned from interviewees: Stereotypes about us and them.

Review for Midterm Exam.

Student 9
Student 10
 W March 24
 Adapting to daily life in another culture.  Midterm Exam is avaiable online.

Guest Speaker:TBA
 Guest Speaker
 Week 12
   
 M March 29
 Adapting to daily life in another culture.  

Midterm exam is due before class begins today!

Guest Speaker:TBA
 Guest Speaker
 W March 31
 Adapting to daily life in another culture.  
Guest Speaker:TBA

For Mon. Read Sussman N. M. (2002). Sojourners to another country: The psychological roller-coaster of cultural transitions. http://www.ac.wwu.edu/~culture/sussman.htm in your online text. This will be very useful for your term paper and will be on the final exam.
 Guest Speaker
 Week 13
   
 M April 5
 Adapting to daily life in another culture.  

Sussman N. M. (2002). Sojourners to another country: The psychological roller-coaster of cultural transitions. http://www.ac.wwu.edu/~culture/sussman.htm

And, Wang, J. (2002). Knowing the true face of a mountain: Understanding communication and cultural competence. http://www.ac.wwu.edu/~culture/Wang.htm

in your online text. These will be very useful for your term paper and will be on the final exam.
 Mr. S.
 W April 7
 Adapting to another culture
 Examples of "My plan to adapt to life in _______." presentations
 Mr. S.
 Week 14
   
 M April 12
  Adapting to another culture  “My plan to adapt to life in ____.” presentation Student 1
Student 2

(Student 3 should be prepared to present, just in case).
 W April 14
  Adapting to another culture  “My plan to adapt to life in ____.” presentation Student 3
Student 4

(Student 5 should be prepared to present, just in case).
 
 Week 15
   
 M April 19
 Adapting to another culture  “My plan to adapt to life in ____.” presentation Student 5
Student 6

(Student 7 should be prepared to present, just in case).
 W April 21
Adapting to another culture  “My plan to adapt to life in ____.” presentation Student 7
Student 8

(Student 9 should be prepared to present, just in case).
 Week 16
   
 M April 26
  Adapting to another culture  “My plan to adapt to life in ____.” presentation

TERM PAPERS ARE DUE IN ECOMPANION DROPBOX BEFORE CLASS BEGINS TODAY>
Student 9
Student 10
 W April 28
 Review for final  Review for Final Exam.  Mr. S.
May 4 - 7
 

FINALS WEEK (Check University Website for Schedule of Final Exams.)

 Final Exam is available online (open book). DUE Midnight May 7.  


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2009-2010 Undergraduate Catalog Page 92

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2009-2010 Undergraduate Catalog Page 95

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .


Attachments:
How your Family Roots presentation will be scored.

How your Interview Presentation will be scored.

How "Your Plan to Adapt to Daily Life in Another Culture" will be scored

How your class particiaption assignments will be scored

Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Artifact evaluates the methodological soundness 4 or more studies and discuss flaws as well as inherent difficulties in conducting scientifically sound research to compare cultures. Artifact evaluates the methodological soundness 3 studies and discuss flaws as well as inherent difficulties in conducting scientifically sound research to compare cultures. Artifact evaluates the methodological soundness only 1 or 2 studies and discuss flaws as well as inherent difficulties in conducting scientifically sound research to compare cultures. No evaluation of methodological soundness or discussion of flaws or inherent difficulties in conducting scientifically sound research to compare cultures. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Artifact identifies more than 3 ways the two cultures are similar, based on Triandis' or Hofstede's system. Artifact identifies 3 ways the two cultures are similar, based on Triandis' or Hofstede's system. Artifact identifies only 1 or 2 ways the two cultures are similar, based on Triandis' or Hofstede's system. Artifact fails to identify any ways in which the two cultures are similar, based on Triandis' or Hofstede's system. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Artifact identifies more than 3 ways the two cultures differ, based on Triandis' or Hofstede's system. Artifact identifies 3 ways the two cultures differ, based on Triandis' or Hofstede's system. Artifact identifies only 1 or 2 ways the two cultures differ, based on Triandis' or Hofstede's system. Artifact fails to identify any ways in which the two cultures differ, based on Triandis' or Hofstede's system. 
Application                                                                                                                                                                                                                                                
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Artifact explains how student will have to adjust attitudes and behaviors in order to 4 or more differences in order to get along and have a positive experience during the student's semester abroad. Artifact explains how student will adjust attitudes and behaviors to 3 differences in order to get along and have a positive experience during the student's semester abroad. Artifact explains how student will have to adjust attitudes and behaviors to only 1 or 2 differences in order to get along and have a positive experience during the student's semester abroad. Artifact fails to identify any ways in which the student will adjust attitudes and behaviors to adapt to differences in order to get along or have a positive experience during the student's semester abroad. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
No factual errors or major omissions in presentation about the similarities and differences and effective adjustment of behaviors and attitudes in order to adapt to the other culture. Only 1 factual error or major omission in presentation about the similarities and differences and effective adjustment of behaviors and attitudes in order to adapt to the other culture. 2 or 3 factual errors or major omissions in presentation about the similarities and differences and effective adjustment of behaviors and attitudes in order to adapt to the other culture. 4 or more errors or major omissions presentation about the similarities and differences and effective adjustment of behaviors and attitudes in order to adapt to the other culture. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
APA Style has no more than 1 error. APA Style has 2 or 3 errors. APA Style has 4 or 5 errors. APA Style has 6 or more errors. 
First Literacy                                                                                                                                                                                                                                             
Outcomes
2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Multicultural: Demonstrates knowledge of 4 or more psychological dimensions of cultural similarities and 4 or more differences, based on either Trandis' or Hofstede's systems. Multicultural: Demonstrates knowledge of 3 psychological dimensions of cultural similarities and 3 differences, based on either Trandis' or Hofstede's systems. Multicultural: Demonstrates knowledge of only 1 or 2  psychological dimensions of cultural similarities, or only 1 or 2 differences, based on either Trandis' or Hofstede's systems. Multicultural: Fails to demonstrate knowledge of psychological dimensions of cultural similarities or differences, based on either Trandis' or Hofstede's systems. 
Second Literacy                                                                                                                                                                                                                                            
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Ethics & Values: Student describes 4 or more goals or principles for making judgments about other cultures.



 
Student describes 3 goals or principles for making judgments about other cultures.





 
Ethics & Values: Student describes only 1 or 2 goals or principles for making judgments about other cultures.



 
Ethics & Values: Student fails to describe goals or principles for making judgments about other cultures.



 

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Last Updated:2/2/2010 7:09:52 PM