美国社会与文化教案

名师精编一优秀教案ChapterOneOutofthePastTeachingObjectives:UnderstandaseriesoftriggeringeventsthatledtothebirthoftheUnitedStatesofAmericaKnowthedemocratizationprocessofthenewRepublicBeawareoftherapiddevelopmentofindustrializationandurbanizationLearnthewaytheUnitedStatesshiftedfromnon-engagementtoengagementinworldaffairs,especiallyinthetwoworldwarsandthecoldwarMakesenseofthesocialreformmovementsofthe1960sThePointstoBeHighlighted:ThebirthandgrowthofaNewNationThewarsandtheimpactTimeAllotment:4periodsTeachingApproachesandFacilitiesApproaches:DiscussionTask-basedapproachCommunicativeapproachFacilities:videoclip;mediaclassroom;V.Generalintroductionofthecourse:CourseDescription:Thisisalecture-andreading-basedcoursedesignedtoexaminethemainelementsofAmericancultureandsociety.Themainskillsrequiredforthisclassare名师精编一优秀教案readingcomprehension,listeningcomprehension,andnote-taking.Studentswillalsobeexpectedtoparticipateinclassdiscussionsofthereadingtopics.Thegoalofthiscourse:tooutlinethegeneralworldviewofAmericansbyexploringrelevanttopics.Inadditiontostandardtopicssuchasgeography,historyandpoliticalstructure,lectureswillalsofocusontraditionalvalues,ethnicdiversityandassimilation,andmodernsocialproblemsofAmericansociety.Studentswillhaveaweeklyreadingassignmentandareexpectedtocometoclassreadytodiscussthecontentofthereadings.Thelectureswillclarifyandexpanduponthereadingmaterial,andstudentsareexpectedtotakecarefulnotesduringeachlecture.Inaddition,selectedfilmsrelatingtovariousreadingassignmentswillhelptoillustraterelevanttopicsandconceptsconcerningcontemporaryAmericanlife.Studentsareresponsibleforviewingthefilms,aswellasrelatingthethemestoclasscontent.Associetycannotbedefinedwithoutmentioning-peoplgreatattentionwillbepaidtothemostcommonaspectsoflifeinAmerica.Althoughsuchtopicsasgeographyandhistoryareimportanttotheshapingofanysociety,themosttimewillbespentdiscussingthesocietyasitexiststoday,howcitizensexistwithinthesociety,andhowtheyrelatetotherestoftheworld.CourseObjectives:Attheendoftheterm,studentswillbeableto:NameanddescribethedistinguishingfeaturesofAmericansocietyandcultureDescribehowgeographyandhistoryhavehelpedshapethesefeaturesSummarizecommoncharacteristics,dailylives,andsocialhabitsofAmericancitizens4)DiscussthesocialproblemsfacingAmerica,placingemphasisoncausesandpossiblesolutions名师精编一优秀教案TeachingProcedures:Lead-inQuestions:Whydoyouchoosethiscourseandwhatdoyouexpecttolearn?WhatdoyouknowaboutAmericaandAmericans?ORPeoplearenaturallycuriousabouteachother,andwhentheymeetpeoplefromdifferentcountries,theywanttoknowaboutthem:Whatislifelikeintheircountry?Whatkindofhousesdotheylivein?Whatkindoffooddotheyeat?Whataretheircustoms?Ifwevisittheircountry,wecanobservethepeopleandhowtheylive,andwecananswersomeofthesequestions.Butthemostinterestingquestionsareoftenthehardesttoanswer:Whatdothepeoplebelievein?Whatdotheyvaluemostinlife?Whatmotivatesthem?Whydotheybehavethewaytheydo?Taskdesign/Groupdiscussion:Beforeyoureadthechapter,thinkaboutwhatyouknowabouttheUnitedStates.Providethestudentswithsomenewtermsandhelpthemtotranslate.Detailsofthechapter:Practicalexercises:(1)Doyouknowaboutthebirthandgrowthofourcountry?(2)Whatdifferentethnicgroupsarethereinyourcountry?Wheredotheylive?Howaretheydifferentfromthemajorityofpeopleinyourcountry:language?clothing?food?music?customs?Whateffectdodifferentethnicgroupshaveonacountry?(3)Whatisyourcountry'spolicyonimmigration?Aretherequotasforhowmanypeopleareallowedtocomefromeachcountry?Canimmigrantsbecomecitizens?Arethere名师精编一优秀教案guestworkers(peoplewhoworktheretemporarily)inyourcountry?Howdopeopleinyourcountryfeelaboutforeigners?(4)Doyouthinkitispossibletodescribetheaveragepersoninyourcountry?Doyouthinkpeopleallovertheworldarebasicallythesameorbasicallyverydifferent?HowareAmericansdifferentformpeopleinyourcountry?Assignments:Pre-readthefirstpartofthegivenmaterials---AmericanIdentitandgetpreparedforthenextlesson.ChapterTwoTheAmericanIdentityTeachingObjectives:DistinguishAnglo-AmericansfromotherwhiteethnicAmericansUnderstandthehardstruggleofAfricanAmericanstowintheirfreedomandequalrightsKnowthereasonsfortherapidgrowthofLatinos'populationintheU.S.BeawareofthediscriminationChineseAmericanshaveencounteredandarestillencounteringintheU.S.LearnthetragicexperiencesofNativeAmericansafterthearrivalofEuropeansThePointstoBeHighlighted:WhiteEthnicAmericansAfricanAmericansAsianAmericans名师精编一优秀教案NativeAmericansTimeAllotment:2periodsTeachingApproachesandFacilitiesApproaches:DiscussionTask-basedapproachCommunicativeapproachFacilities:videoclip;mediaclassroom;V.TeachingProcedures:Lead-inQuestions:WhytheUnitedStateshasbeencalled“anationofimmigrants”?Therearetwogoodreasonsforthis.First,thecountrywassettled,built,anddevelopedbygenerationsofimmigrantsandtheirchildren.Secondly,eventodayAmericacontinuestotakeinmoreimmigrantsthananyothercountryintheworld.Itisnotsurprising,therefore,thattheUnitedStatesiscountedamongthemostheterogeneoussocietiesintheworld.Manydifferentculturaltraditions,ethniccustoms,nationalorigins,racialgroups,andreligiousaffiliationscombinetomakeup“thenewmen,calledAmericans.”Taskdesign/Groupdiscussion:Beforeyoureadthechapter,thinkaboutwhatyouknowabouttheethnicsoftheUnitedStats.Providethestudentswithsomenewtermsandhelpthemtotranslate.Detailsofthechapter:Practicalexercises:名师精编一优秀教案ExaminethemostdiscriminatoryactsagainstAsianAmericansbywhiteAmericansduringthe19thand20thcenturies,anddiscusstheirimpactonthefirst-andsecond-generationAsianAmericans.VI.Assignments:Pre-readthefirstpartofthegivenmaterials,ReligioninAmericandgetpreparedforthenextlesson.ChapterThreeReligioninAmericaTeachingObjectives:UnderstandtheimportanceofreligiousbeliefinAmericanlifeKnowtheprincipleofseparationofchurchandstateanditsimplicationsAppreciatethepervasiveinfluenceofreligioninAmericansocietyBeinformedofthecrucialrolecivilreligionplaysinshapingAmericanmindsBeawareoftheinterveningpowerofreligiousorganizationsinthepolicy-makingprocessThePointstoBeHighlighted:HistoryofreligionsinAmericaChurch,StatesandPoliticsPopularreligionCivilreligionTimeAllotment:2periodsTeachingApproachesandFacilitiesApproaches:名师精编一优秀教案DiscussionTask-basedapproachCommunicativeapproachFacilities:videoclip;mediaclassroom;TeachingProcedures:Lead-inQuestions:WhytheUnitedStatesisprobablythemostreligiouscountryinthedevelopedcountries?WhydoesreligionplayacrucialroleintheshapingofAmericanculture?Taskdesign/Groupdiscussion:Beforeyoureadthechapter,thinkaboutwhatyouknowaboutthebeliefoftheUnitedStats.Providethestudentswithmoreinformationaboutitandhelpthemtounderstand.Detailsofthechapter:Practicalexercises:(1)DiscusstherelationshipbetweenreligionandcultureintheUnitedStates,notinginparticularthecoreChristianvaluesasexpressedinAmericanculture.(2)HowdidthedescendentsofthePuritanstrytofulfillthemissionbothintheUnitedStatesandaroundtheworld?(3)DiscusstheimportanceoftheprincipleofseparationofchurchandstatederivedpartlyfromProtestants'persecutioninEuropeandpartlyfromtheirexperienceintheNewWorld.(4)DiscussthewayscivilreligionhelpsforgeandindeedcementnationalconsensusamongAmericans.名师精编一优秀教案Assignments:Pre-readthefirstpartofthegivenmaterials,AmericanBeliefandgetpreparedforthenextlesson.ChapterFourAmericanBeliefsI.TeachingObjectives:UnderstandthefundamentalbeliefsofAmericanpeopleDistinguishthenuanceddifferencesbetweenAmerican-bornbeliefsandimmigrantbeliefsKnowthecorebeliefsthatgrewoutofthefrontierexperienceLearnthecloselinksbetweenreligiousandmoralbeliefsAppreciatetheeasypoliticalandsocialbeliefsrelateandinteracttoeachotherThePointstoBeHighlighted:PrimarybeliefsofAmericancultureImmigrantbeliefsSocialbeliefsReligiousandmoralbeliefsBeliefsonhumannatureTimeAllotment:2periodsTeachingApproachesandFacilitiesApproaches:DiscussionTask-basedapproach名师精编一优秀教案CommunicativeapproachFacilities:videoclip;mediaclassroom;TeachingProcedures:Lead-inQuestions:DiscusstheunderstandingofBeliefs.Taskdesign/Groupdiscussion:Beforeyoureadthechapter,thinkaboutwhatyouknowaboutthebeliefsoftheUnitedStats.Providethestudentswithsomenewtermsandhelpthemtounderstand.Detailsofthechapter:Practicalexercises:(1)DoyouknowaboutthereligionsofAmericaandourcountry?(2)Howdothereligionsaffectonthecountry?(3)DiscussthewayscivilreligionhelpsforgeandindeedcementnationalconsensusamongAmerican.VI.Assignments:Pre-readthefirstpartofthegivenmaterials,AmericanValuesandAssumption,andgetpreparedforthenextlesson.ChapterFiveAmericanValuesandAssumptionsI.TeachingObjectives:UnderstandtheimportanceofindividualisminAmericancorevaluesKnowtheyardstickbywhichAmericansassessandmeasureachievementsBeawareofthetensionbetweenlibertyandequality名师精编一优秀教案LearnthewaysAmericansbehaveandinteracttoeachotherBeawareofthecontradictionsinherentinapairoftwocorevaluesofAmericans:individualismandcooperationThePointstoBeHighlighted:IndividualismandprivacyEqualityDirectnessandassertivenessCooperationand“fairPlay”TimeAllotment:2periodsTeachingApproachesandFacilitiesApproaches:DiscussionTask-basedapproachCommunicativeapproachFacilities:videoclip;mediaclassroom;TeachingProcedures:Lead-inQuestions:AskSstodiscusstheirunderstandingof“Values”.Aspeoplegrowup,theylearncertainvaluesandassumptionsfromtheirparents,relatives,teachers,books,newspapers,andtelevisionprograms.“Values”areideasaboutwhatisrightandwrong,desirableandundesirable,normalandabnormal,andproperandimproper.Inanysociety,peoplewhogrowupinanyparticularcultureshareexactlythesamevaluesandassumptionstoexactlythesameextent.Taskdesign/Groupdiscussion:名师精编一优秀教案Beforeyoureadthechapter,thinkaboutwhatyouknowaboutthedifferencesonValuesbetweentheUnitedStatsandChina.Providethestudentswithsomenewtermsandhelpthemtotranslate.Detailsofthechapter:Practicalexercises:(l)ExplaintheValuesofourChinesepeople.(2)HowdoestheValuesinfluenceonthecountry?(3)DiscussthepossiblereasonsforAmericans’stressoninformalityincommunication,behaviorandinterpersonalrelationship.VI.Assignments:Pre-readthefirstpartofthegivenmaterials,CulturalRegionsinAmerica,andgetpreparedforthenextlesson.ChapterSixCulturalRegionsinAmericaTeachingObjectives:KnowthecontributionsofNewEnglandtothedevelopmentofAmericancultureUnderstandtheuniquenessoftheSoutherncultureMakesenseofaverageAmericansinthecontextoftheMidwesterncultureBeawareoftheculturallegacyoftheFarWestAppreciatethediversityofregionalculturesThePointstoBeHighlighted:NewEngland名师精编一优秀教案TheSouthTheMidlandTheMidwestTheFarWestTimeAllotment:4periodsTeachingApproachesandFacilitiesApproaches:DiscussionTask-basedapproachCommunicativeapproachFacilities:videoclip;mediaclassroom;V.TeachingProcedures:Lead-inQuestions:WhichfourmajorregionsistheUnitedStatescommonlydividedinto?Thefourmajorregionsare:Northeast,South,Midwest,andWest.Taskdesign/Groupdiscussion:Beforeyoureadthechapter,talkaboutNewEnglandandthecultureoftheUnitedStates.Providethestudentswithsomenewtermsandhelpthemtotranslate.Detailsofthechapter:Practicalexercises:(1)ExaminesomeofthemostimportantcontributionsNewEnglandhasmadetotheAmericanMindinsuchareasasdemocracy,education,religion,morality,andworkethics.名师精编一优秀教案(2)Tracetheoriginofthediversityintheregion'shistoryandexplainhowsuchadiverseandcomplexsocietyhashelpedpromoteculturalpluralismintheUnitedStates,ratherthanproduceresentmentoranimosityamongalldifferentethnicandculturalgroups.(3)ExaminethehistoricalprocessinwhichallthesevaluesgrewanddevelopedintheMidwest.VI.Assignments:Pre-readthefirstpartofthegivenmaterials,EducationinAmeri,candgetpreparedforthenextlesson.ChapterSevenEducationinAmericaI.TeachingObjectives:KnowtheevolutionaryprocessofeducationinAmericaUnderstandthefunctionsofeducationindifferentperiodsBeawareofthebirthofpubliceducationinAmericaMakesenseoftheimportantideasbehindtheestablishmentofmoderncollegesanduniversitiesBeinformedofthecharacteristicsofAmericaneducationatalllevelsThePointstoBeHighlighted:Initialeffortsinpromotingeducationthebirthofpublicschoolstheemergenceoftheacademiesprogressivismineducation名师精编一优秀教案TimeAllotment:4periodsTeachingApproachesandFacilitiesApproaches:DiscussionTask-basedapproachCommunicativeapproachFacilities:videoclip;mediaclassroom;V.TeachingProcedures:Lead-inQuestions:AskSstodiscusstheirunderstandingofAmericaneducation.Asisthecaseinanyothercountryintheworld,educationintheUnitedStatesdoesnotmerelyfunctionasavehicletopassonknowledgetochildren,italsoservesthepurposeofinstillingculturalvaluesintheplasticmindsoftheyoung.Viewedinthislight,Americaneducationalsystemcanbebestunderstoodasakindofsocialinstitutionthatreflectsthebasicbeliefsandfundamentalprinciplesofthenation,ratherthansimpleakindofskill-trainingplacewherestudentsarepreparedtogetajob.Taskdesign/Groupdiscussion:Beforeyoureadthechapter,thinkaboutwhatyouknowaboutthedifferencesontheeducationbetweentheUnitedStatsandChina.Providethestudentswithsomenewtermsandhelpthemtotranslate.Detailsofthechapter:Practicalexercises:(l)DiscusstheimportanceofeducationinNewEnglandinrelationtoPuritansunderstandingofindividualresponsibilityforhis/herredemption.名师精编一优秀教案(2)Discusstheimportantroletheacademiesplayedinmakingeducationbothmorepracticalandmoreaccessible.(3)TracethedevelopmentofAmericanhighereducationfromcolonialperiodtomoderntimesanddiscusstheircontributionstothegrowthofthecountry.VI.Assignments:Pre-readthefirstpartofthegivenmaterials,TheAmericanFamil,舛ndgetpreparedforthenextlesson.ChapterEightTheAmericanFamilyI.TeachingObjectives:KnowthedifferencesbetweentraditionalandmodernAmericanfamiliesBeawareofAmericanfamilyvaluesBeinformedofthechangestheAmericanfamilyhasgonethroughfromcolonialperiodtomoderntimesUnderstandthecharacteristicsofcontemporaryAmericanfamilystructureDistinguishbetweenupper-andmiddle-classfamiliesandworking-classfamiliesThePointstoBeHighlighted:EuropeanoriginsoftheAmericanfamilySeparatespheresandthebirthofmodernAmericanfamilyThecontemporaryAmericanfamilyUpper,middle,andworking-classfamiliesTimeAllotment:1period名师精编一优秀教案TeachingApproachesandFacilitiesApproaches:DiscussionTask-basedapproachCommunicativeapproachFacilities:videoclip;mediaclassroom;V.TeachingProcedures:Lead-inQuestions:LikemanyofotheraspectsofAmericanlife,familiesarechanging.Talkaboutit.Taskdesign/Groupdiscussion:Beforeyoureadthechapter,saysomethingaboutAmericanfamily,anddiscussthedifferencesbetweenChinesefamilyandAmerican.Providethestudentswithsomenewtermsandhelpthemtotranslate.Detailsofthechapter:Practicalexercises:ExaminethechangestheAmericanfamilyhasexperiencedinrecentyearsandanalyzethecausesofallthesechanges.VI.Assignments:Pre-readthefirstpartofthegivenmaterials,MassMedia,andgetpreparedforthenextlesson.ChapterNineMassMediaTeachingObjectives:Beinformedofthedifferentformsofmassmedia名师精编一优秀教案UnderstandtherolemassmediaplayinshapingpublicopinionBeawareofthevariousfunctionsmassmediaplayinmodernlifeKnowtheimportanceoftelevisioninpopularcultureThePointstoBeHighlighted:BooksNewspapersMagazinesFilmsRadioandsoundrecordingTelevisionTheinternetandtheworldwidewebTimeAllotment:3periodsTeachingApproachesandFacilitiesApproaches:DiscussionTask-basedapproachCommunicativeapproachFacilities:videoclip;mediaclassroom;V.TeachingProcedures:Lead-inQuestions:AskSstodiscussthemassmediainAmerica.Taskdesign/Groupdiscussion:Beforeyoureadthechapter,thinkaboutoneofyourfavoriteHollywoodfilms.Providethestudentswithsomenewtermsandhelpthemtotranslate.名师精编一优秀教案Detailsofthechapter:Practicalexercises:(1)TracetheevolutionaryprocessofthetwomassmediatoillustratetheAmericancharacteristicsinbothconceptandpractice.(2)WhyisHollywoodisoftenviewedasthe“dreamfactory”inAmericaandaroundtheworld?(3)DiscussthewaysAmericansrelyupontheInternetfortheirpolitical,social,andculturallife.VI.Assignments:Pre-readthefirstpartofthegivenmaterials,PopularCultural,andgetpreparedforthenextlesson.ChapterTenPopularCultureTeachingObjectives:UnderstandthealmostuniversalpopularityofcomicartsKnowdance,musicandsportsasformsofpopularentertainmentBeawareofthenewlifestyletheautomobileculturehasbroughtaboutLearnthewaysadvertisingfunctionsasahiddenpersuaderThePointstoBeHighlighted:ComicartAdvertisingAutomobileculture名师精编一优秀教案DanceMusicSportsTimeAllotment:4periodsTeachingApproachesandFacilitiesApproaches:DiscussionTask-basedapproachCommunicativeapproachFacilities:videoclip;mediaclassroom;V.TeachingProcedures:Lead-inQuestions:AskSstodiscusstheirunderstandingofPopularCulture.Taskdesign/Groupdiscussion:Beforeyoureadthechapter,talkaboutthecomicartoftheUnitedStates.Providethestudentswithsomenewtermsandhelpthemtotranslate.Detailsofthechapter:Practicalexercises:(1)DescribethebasicfeaturesofcomicstripsandexplainwhycomicshavesuchastrongappealtotheAmericanreadingpublicacrossage,class,gender,andrace.ExaminehowAmericansorganizetheirlifearoundtheautomobile.(3)Pickupanyoneformofmusicoranyonekindofsportanddiscussitssocialandculturalimplications.VI.Assignments:名师精编一优秀教案Pre-readthefirstpartofthegivenmaterials,CapitalistEconomyandBusinessCivilization,andgetpreparedforthenextlesson.ChapterElevenCapitalistEconomyandBusinessCivilizationTeachingObjectives:UnderstandtheorganizationalstructureoftheAmericaneconomyKnowthestrengthsandweaknessesofAmericancapitalismBeinformedoftheprocessinwhichthecorporateempirewasbuiltThePointstoBeHighlighted:AmericanCapitalismTheCultofthebusinessmanThecorporateempirecapitalandlaborTimeAllotment:4periodsTeachingApproachesandFacilitiesApproaches:DiscussionTask-basedapproachCommunicativeapproachFacilities:videoclip;mediaclassroom;V.TeachingProcedures:Lead-inQuestions:AskSstodiscusstheAmericaneconomy,andtalkaboutCapitalism.Taskdesign/Groupdiscussion:名师精编一优秀教案Beforeyoureadthechapter,discusssomethingaboutthesystemoftheUnitedStates.Providethestudentswithsomenewtermsandhelpthemtotranslate.Detailsofthechapter:Practicalexercises:(1)WhatchangeshavetakenplaceinthestructureandfunctionofAmericancapitalismoverthepastcenturythathavespeededupthedevelopmentofAmericancapitalism?Examineanddiscusstheprocessofempire-buildinginAmerica.(3)TracethedevelopmentofAmericanlaborandlaborunionsfromthe19thtothe21stcenturiesandcarefullyexaminethecharacteristicsofAmericanlaborandlaborunions,payingspecialattentiontothepurposesanddemandsoflaborunionorganizations.VI.Assignments:Pre-readthefirstpartofthegivenmaterials,SocialServices,andgetpreparedforthenextlesson.ChapterTwelveSocialServicesTeachingObjectives:BeawareofAmericanvaluesinsocialwelfareBeinformedofthegeneraldevelopmentofsocialservicesinAmericaBeknowledgeableaboutthekeyelementsinpublicsocialservicesKnowthedifficultiesingovernment-fundedpublichousingprojectsThePointstoBeHighlighted:Americanvaluesinsocialwelfare名师精编一优秀教案ThehistoryofSocialservicesPublicsocialservicesHealthcareservicesHousingTimeAllotment:4periodsTeachingApproachesandFacilitiesApproaches:DiscussionTask-basedapproachCommunicativeapproachFacilities:videoclip;mediaclassroom;V.TeachingProcedures:Lead-inQuestions:TalkaboutthesocialservicesintheUnitedStatesintheirminds.Taskdesign/Groupdiscussion:Beforeyoureadthechapter,discussthehealthcareservicesintheUnitedStates.Providethestudentswithsomenewtermsandhelpthemtotranslate.Detailsofthechapter:Practicalexercises:(1)DescribeandanalyzetheflawsinherentintheAmericanhealthcaresystem,noting,inparticular,theargumentsofbothprosandconsoverthisissue.ExaminethechiefreasonsbehindU.S.government'reluctancetodoitonalargerscale.VI.Assignments:名师精编一优秀教案Pre-readthefirstpartofthegivenmaterials,LawandLegalSystem,andgetpreparedforthenextlesson.ChapterThirteenLawandLegalSystemI.TeachingObjectives:KnowthesourcesofAmericanlawUnderstandtheoperatingprocedureoftheU.S.federaljudicialsystemBeawareofthecriminalcourtprocessintheU.S.BeawareofthecivilcourtprocessintheU.S.ThePointstoBeHighlighted:ThesourcesofthelawThefederaljudicialsystemThecriminalcourtprocessThecivilcourtprocessTimeAllotment:2periodsTeachingApproachesandFacilitiesApproaches:DiscussionTask-basedapproachCommunicativeapproachFacilities:videoclip;mediaclassroom;TeachingProcedures:Lead-inQuestions:AskSstodiscusstheirunderstandingofcommonlawofEngland..名师精编一优秀教案Taskdesign/Groupdiscussion:Beforeyoureadthechapter,talkaboutthelawinourChina.Providethestudentswithsomenewtermsandhelpthemtotranslate.Detailsofthechapter:Practicalexercises:Describeeachstepinthecriminalprocessanddiscusshowonestepleadstoanotherinthewholeprocedure,payingparticularattentiontothedevicesintheproceedingthatweredesignedorintendedtoprotecttheconstitutionalrightsoftheindividual.