MLO 3: Secondary Culture
Outcomes:
3.1. Students describe concepts of culture and use that understanding in their comparison of the target culture with second culture.
3.2. Students will analyze and make connections between the perspectives, ways of thinking, behavioral practices, and cultural products of a second culture.
Courses Taken
SPAN308 Hist/Cultr Aztlan: SW US
Reflective Narrative
CSUMB emphasizes the importance of understanding different viewpoints and experiences, especially those driven by culture. I was able to understand the differences between Japan's rich history and culture via SPAN 308 History and Culture of Atzlan: The Southwestern United States. In this online course, we examined culture, colonization, politics, land and labor disputes, immigration patterns, access to education, and achievements and contributions that the Chicano community has made to the United States over a period of 500 years. As this was an online class, I had to manage my time wisely in order to complete assignments, which primarily consisted of reports on readings from Manuel Gonzales' "Mexicanos: A History of Mexicans in the United States", short research projects via power point presentations, as well as forum discussions with classmates. Each report focused on two chapters from the literature, and we had to summarize the contents of the chapters, as well as analyze what we had previously learned, and the validity of the author's words. I have linked a report below as an example. The chapters focused on the Spanish invasion of modern day Mexico, following the English migration to the eastern United States, as well as the culture developments of California, Texas, Arizona, and New Mexico. Although I have lived my entire life in California, I was never taught my home state's history, and this particular class offered me insights to how my home came to be, which can help me compare Japan's own unique history and culture to other nations'. Being a Japanese major, I had temporarily stopped learning about Western cultures, and this course helped me understand Mexican American history as well as the importance of identity in education. In the previous semester, I had taught a group of elementary school students about the basics of the Japanese language and culture while embracing their own unique heritage, but those sentiments were on the back of my mind until I completed this course; when asked what being Hispanic meant, I couldn't answer because my family is Romanian-Jewish in California, but by connecting my newfound knowledge to my personal experiences, I realized that such personal insights can only benefit me more when working in a multicultural environment.
3.1. Students describe concepts of culture and use that understanding in their comparison of the target culture with second culture.
3.2. Students will analyze and make connections between the perspectives, ways of thinking, behavioral practices, and cultural products of a second culture.
Courses Taken
SPAN308 Hist/Cultr Aztlan: SW US
Reflective Narrative
CSUMB emphasizes the importance of understanding different viewpoints and experiences, especially those driven by culture. I was able to understand the differences between Japan's rich history and culture via SPAN 308 History and Culture of Atzlan: The Southwestern United States. In this online course, we examined culture, colonization, politics, land and labor disputes, immigration patterns, access to education, and achievements and contributions that the Chicano community has made to the United States over a period of 500 years. As this was an online class, I had to manage my time wisely in order to complete assignments, which primarily consisted of reports on readings from Manuel Gonzales' "Mexicanos: A History of Mexicans in the United States", short research projects via power point presentations, as well as forum discussions with classmates. Each report focused on two chapters from the literature, and we had to summarize the contents of the chapters, as well as analyze what we had previously learned, and the validity of the author's words. I have linked a report below as an example. The chapters focused on the Spanish invasion of modern day Mexico, following the English migration to the eastern United States, as well as the culture developments of California, Texas, Arizona, and New Mexico. Although I have lived my entire life in California, I was never taught my home state's history, and this particular class offered me insights to how my home came to be, which can help me compare Japan's own unique history and culture to other nations'. Being a Japanese major, I had temporarily stopped learning about Western cultures, and this course helped me understand Mexican American history as well as the importance of identity in education. In the previous semester, I had taught a group of elementary school students about the basics of the Japanese language and culture while embracing their own unique heritage, but those sentiments were on the back of my mind until I completed this course; when asked what being Hispanic meant, I couldn't answer because my family is Romanian-Jewish in California, but by connecting my newfound knowledge to my personal experiences, I realized that such personal insights can only benefit me more when working in a multicultural environment.
Chaper 3-4 Analysis.docx | |
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