Marlene C. Cohen
Prince George's Community College
Susan L. Richardson
Prince George's Community College
Tony D. Hawkins
Prince George's Community College
The sample Multicultural Activities exercises shown here are content examples
for the Public Speaking classroom. Instructor Notes as well as instruction
on how to use this material are at the end of the examples. Please note
that full references are not included and page numbers refer to actual
text pages and may not be applicable here. To see the workbook in its
entirety, please go to our
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To view an example now, please click on an underlined item in the Table
of Contents.
Introduction
- INTRODUCTORY ACTIVITIES 1
Achieving Success in Public Speaking Class
1
East-West Assumptions 4
The Culture Iceberg 6
- AUDIENCE ANALYSIS 8
Audience Survey 8
What Does My Audience Believe? 12
Adapting Your Speech Topic 14
Analyzing Audiences from Different Cultures 15
The Tour 18
- RESEARCH AND REASONING 19
Library Research Assignment for Collecting and Analyzing Supporting
Material 19
Perceptions Versus Realities 29
- ORGANIZATION 31
Organizing the Speech 31
Speech Mapping 35
- CREDIBILITY AND ETHICS 37
Ethics 37
Credibility in a Multicultural Society 41
Establishing Credibility with My Class Audience 43
- EMOTIONAL APPEAL 45
Cultural Differences in the Emotional Component of Public Speaking
45
Traditional American Values 47
Universal Values 49
Interest Letters 51
- PRESENTATION 52
Beware of American Idioms 52
Nonverbal Taboos 54
- IMPROMPTU 55
Impromptu Speech Topics 55
- INFORMATIVE SPEAKING 57
Informative Speech Topics with Cultural Emphasis 57
Informative Sample Speeches 59
- PERSUASIVE SPEAKING 64
Persuasive Speech Topics with Cultural Emphasis 64
Persuasive Sample Speech Outlines 67
Persuasive Sample Speech 71
- ASSESSMENT 75
Design for Action 75
Speaker Self-Evaluation Form 76
Speaker Observation 80
Public Affairs Programming/C-SPAN 81
INSTRUCTOR NOTES 83
EXERCISE NOTES 86
ANNOTATED BIBLIOGRAPHY 90
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Introduction
We began the project of creating multicultural exercises for introductory
speech communication classes because we felt the intercultural dimensions
of communication are too important to be left as elective study. Our society
is becoming more diverse and the workplace already consists of people
from a variety of backgrounds and cultures. To be successful in the workplace
and in our personal relationships, it is essential to communicate effectively
with a wide variety of people.
More than most classes, your speech communication class is a good place
for you to become more aware of multicultural issues. You will learn how
to adapt to your listeners. You will become more aware of yourself as
a communicator and become more aware of the ways in which you are similar
to and different from classmates in values, attitudes, language use, and
nonverbal communication.
We hope your class will be a comfortable place to address the vital topics
of race, ethnicity, class, gender, sexual orientation, disabilities, etc.,
in our society. Along with developing an understanding and respect for
diversity, you will also be practicing many communication skills that
can improve your ability to be flexible in your communication. Hopefully
you will build a repertoire of ways of responding and develop sensitivity
to making the appropriate communication choices at the appropriate times.
The terms below should help you with the multicultural approach you will
be taking in this class.
Terms to Know Culture: the learned product of group experience,
1
including artifacts, concepts such as values and belief systems, and behaviors.
2
In the United States people belong to cultures composed of various religious,
economic, ethnic, age, gender, sexual preference, and racial groups.
3
Diversity: "differences among people or peoples reflected
in a variety of forms, such as race, culture, perspective, talent, interest,
age, or religion."
4 Ethnocentrism: "the tendency to interpret and evaluate others'
behavior using our own standards." This leads to viewing the in-group's
ways of doing things as natural and thus superior to other groups' ways.
5
Intercultural communication: any communication situation in which
the message to be understood "is produced by a member of one culture
for consumption by a member of another culture."
6
Acknowledgments
The original activity manual would not have been possible without the
support of Prince George's Community College and Title III, United States
Department of Education. We are grateful for that opportunity. We also
thank Michael Kidwell for his computer expertise and Elliott Oppenheim,
Meaghan Doyle, Brendan Doyle, and Alexander Kidwell for their patience.
Marlene C. Cohen
Susan L. Richardson
Tony D. Hawkins
1National MultiCultural Institute,
Training of Trainers: Developing Cultural Diversity Programs for the
Workplace, (Washington, D.C.: National MultiCultural Institute, 1993).
2Richard E. Porter and Larry A. Samovar,
"An Introduction to Intercultural Communication," in Intercultural
Communication: A Reader, 7th ed., eds. Larry A. Samavor and Richard
E. Porter (Belmont, CA: Wadsworth Publishing Company, 1994), p. 11.
3Larry A. Samovar and Richard E. Porter,
Intercultural Communication: A Reader, 7th ed. (Belmont, CA: Wadsworth
Publishing Company, 1994), p. 125.
4National MultiCultural Institute, Training
of Trainers: Developing Cultural Diversity Programs for the Workplace,
(Washington, D.C.: National MultiCultural Institute, 1993).
5William B. Gudykunst, Bridging Differences:
Effective Intergroup Communication, 2nd ed. (Thousand Oaks, CA: Sage
Publications, Inc., 1994), p. 78.
6Porter and Samovar, Intercultural Communication:
A Reader, p. 19.
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Achieving Success in Public Speaking Class
Chapter 1: Introductory Activities
Objectives
- To orient yourself to what strong students do.
- To determine important student behaviors which you would like to
improve.
Steps
- Read the "Action Rules for Successful Students" list below.
- In writing, sign on to the first three rules and write in your own
words your commitment to try to do well.
- Then put into writing the other items on the list that you wish
to accomplish this semester to succeed in this class.
- Finally put into writing what your instructor can do to help you
achieve your goals. Tell him/her of anything going on in your life
that might get in the way of your success this semester.
*INSTRUCTOR: See
Exercise Notes for this exercise in
the Instructor's Notes section below.
Action Rules for Successful Students
Creators choose their own rules. Circle all of the action rules below
that you commit yourself to following this semester to reach your goals.
Each commitment is a promise to yourself; no one else will see your commitments
unless you show them. Don't lie to yourself! CREATE AND FOLLOW YOUR OWN
RULES!
- Attend every class from beginning to end.
- Do my best work on assignments and hand them in on time.
- Respect and support my classmates and teachers in achieving their
dreams.
- Write down my long- and short-term goals.
- Review my goals often.
- Plan my weekly written schedule, including sufficient time to study.
- Take good notes in every class.
- Review my notes often.
- Make appointments to talk with my instructors about anything that
confuses me.
- Seek out and use a tutor.
- Nurture myself: get proper rest, eat well, exercise regularly.
- Study and learn from the written feedback I get from instructors
on my assignments.
- Associate with winners and positive people.
- Follow directions carefully.
- Use the library.
- Avoid drugs and excessive use of alcohol.
- Bring course tools (books, notebooks, pens, etc.) to every class.
- Do assignments early.
- Find a good study place and study there often.
- Strive for excellence; do more than just enough to get by.
- Laugh and have fun.
- Write a visualization of my goals; read it often.
- Participate, volunteer, and get involved in class.
- Listen carefully.
- Enjoy my classes.
- Post our course affirmations at home and say them daily.
- Compete with myself to do better than last time.
- Give myself frequent small rewards for daily successes.
- Talk positively to myself.
- Say a prayer.
- Talk in class when appropriate; otherwise, focus on the speaker.
- Request assistance from family and friends when needed.
- Join or create a study group.
- Take frequent breaks while studying.
- Read difficult assignments twice or even three times.
- Create possible test questions to study from.
- Go to the appropriate lab (science, reading, writing, math, computer,
etc.).
- Complete my college assignments before socializing.
- Look at myself in the mirror every day and say, "You are a master
student."
- Remind myself daily that I am capable, lovable, and worthy of a
great life.
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East-West Assumptions
Chapter 1: Introductory Activities
Objectives
- To identify the Western values with which we generally operate.
- To identify contrasting Eastern values, alternatives to many of
our common values.
- To recognize how differences in values can result in conflicting
points of view and behaviors.
Steps
- Write a paragraph or two describing a specific conflict situation
you have experienced with a person or people from a cultural background
different from yours, being Eastern or Western. Eastern as used here
includes Asian and other indigenous cultures, such as Native American
Indian cultures. Western refers to nations whose systems of law and
of reasoning stem from Greek and Judeo-Christian tradition. Of course,
all such categorizing is generalization that cannot be applied as
absolute to all situations or people.
- Use information from the following list of assumptions and values.
What values and behaviors distinguish the perspectives of the person
or people involved in your situation? Why might you differ in your
opinions or expectations?
- Discuss how the differing values can be understood, modified, or
directed to reconcile the conflict toward greater harmony or productivity.
*INSTRUCTOR: See
Exercise Notes for this exercise in
the back of the book.
Summary of Underlying Assumptions and Values - Western
Western refers to nations whose origins of law and of reasoning stem
from Greek and Judeo-Christian tradition.
- Universe is created and controlled by divine power.
- Universe is a lifeless mass.
- Universe separates the knowing human from things to know.
- Thinking leads to clear and distinct ideas in categories.
- Knowledge leads to awareness of specific facts.
- Knowledge comes from scientific method and analytical logic.
- Growth can lead to social change.
- Time is moving from past toward future; humans synchronize their
time with clocks and machines.
- Individual needs may come before group.
- Communication is direct and verbal.
- Eastern
Eastern as used here includes Asian and other indigenous cultures,
such as Native American Indian cultures.
- Universe unfolds itself, not caused by outside power.
- Universe is one vast living organism, continually changing and
impermanent.
- Universe is one vast living organism of many interrelated forces
and parts; humans are a part of life force.
- Things are known holistically, not by analysis; thinking leads
to imprecise statements.
- Purpose of knowledge is to see unity of all things.
- Knowledge comes from intuition.
- Growth can lead to oneness with the universe.
- Time is a continuous wheel; humans synchronize their time with
nature.
- Group conformity is necessary for unity.
- Communication is indirect and often silent; understanding is
often grasped by observation.
Richard E. Porter (Belmont, CA: Wadsworth Publishing Company, 1994), pp.
415-425.
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The Culture Iceberg
Chapter 1: Introductory Activities
Objectives
- To discuss elements of individual culture.
- To define "culture."
- To discuss how membership in a culture affects your perceptions
of others and behaviors toward others.
Steps
- Consider the following items and write your responses to each on
paper:
- What groups are you a member of?
- Identify an important group for your self-identity: gender,
class, race, religion, sexual preference, geography, etc.
- What have you observed other members of your group doing?
- Has your group ever discriminated against others?
- Meet in small groups to discuss your answers.
- Share with the full class group the similarities, differences, and
trends your group discovered. Share observations and/or realizations.
- Look at the "Culture Iceberg" model below.
- Read the following:
A person's race, gender, or physical disability may be his or her
most, but region of the country or religious affiliation may be the
most important characteristic to him or her. We can't judge others'
group memberships by appearance.
As with an iceberg, only one-tenth of who people are culturally is
visible to others. It is what is below the surface that explains cultural
behaviors. For an example, select one or two issues from the iceberg
list that help to explain that some of your own behaviors are based
on your own culture.
For example:
female gender -- preference for cooperation, not competition
Midwestern work ethic -- incentives to work, work hard, do the best
you can, etc.
- Discuss how each of us chooses how to self-identify from among
our many cultures.
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Instructor Notes
Introduction
We began the project of creating multicultural exercises for introductory
speech communication classes because we felt the intercultural dimensions
of communication are too important to be left as elective study. As
faculty, we know how tough it is to find the time to learn about multiculturalism
and then find time to implement it into our classes. That is why we
wrote this book. Our original product was designed for use by the speech
communication faculty of our college; it has been edited and expanded
to create speech communication activity manuals in a variety of communication
areas.
More than most disciplines, speech communication is a good home for
the teaching of multicultural issues. The speech communication classroom
is a place where the need to know and to adapt to one's listeners makes
understanding multicultural perspectives essential. Awareness of self
as a communicator naturally should include the ways in which one is
similar to and different from classmates in values, attitudes, and verbal
and nonverbal communication approaches, including ideas of when to speak
and to whom.
Consequently, we argue for inclusion of multicultural perspectives throughout
the course, not as an add-on. We strongly believe that the speech communication
classroom can provide the safe haven students need in order to address
the vital yet intimidating topics of race, ethnicity, class, gender,
sexual orientation, disabilities, etc., in our society.
Rather than avoid such topics or face them only in tense moments that
flare, then disappear,the instructor can establish a multicultural dimension
that makes cultural issues integral to the course.
To do so effectively, two parameters are essential. One is the establishment
of ground rules that lead to reducing personal fears and providing a
supportive, respectful, and comfortable climate for those who have pain,
anger, or strongly held views to express. The class should participate
in the first week in the establishment of ground rules by which all
agree to abide. They might include the following:
- No dumping or blaming.
- Respect others' rights to their views.
- Be open to listening.
- There is no hierarchy of pain; it is counterproductive to weigh
who has suffered most.
It is also essential that the instructor be an effective model of the
acceptance and respect we ask from the students. Entering into multicultural
issues creates some level of fear in the instructor as well. The instructor
must be willing to say, "I don't know," and "I never
thought of it that way," giving up ownership of classroom expertise
in ways that demonstrate genuine curiosity, openness, and respect for
all views. We cannot encourage openness and then shut it down when it
gets too close to home. We need to self-explore and to be aware of our
own "hot buttons." We are entitled to express our views too,
but we need to demonstrate acceptance of alternatives. A wonderful advantage
of a classroom situation is that we can postpone discussion until reading
and contemplation of that reading have taken place. If an opinion expressed
seems unfounded, the class can accept the challenge to find the facts
to test the opinion.
Our own experiences tell us that the more often difficult issues of
cultural experience are raised, the more the instructor's comfort level
grows. Simultaneously, more unengaged students become engaged, finding
that their perspectives are vital to class learning. Adrienne Rich has
asked, "What happens when someone with the authority of a teacher
describes our society, and you are not in it?" (Takaki, p. 16).
At its core, good multicultural teaching is good teaching.
What constitutes this "good teaching" in a multicultural classroom?
Good teaching is part philosophy, part methodology.
Through multicultural activities, we are asking students to bring personal
information into the classroom. Faculty need to be highly sensitive
to protecting the egos of all students who share their perspectives
in class, as well as to protecting the right of students not to share.
Recognizing that students have differing abilities and personalities,
the use of a variety of teaching techniques is recommended. Some students
may be introverted, so they can be encouraged to participate through
the use of writing activities geared to helping them organize their
thoughts before speaking.
There are many excellent group techniques that help students participate
and think critically. (See William H. Bergquist and Steven R. Phillips,
in Classroom Communication, for an excellent review of thirteen communication
structures to involve students, ranging from a panel discussion to debates
and role playing.) Some students need to be actively engaged in their
learning. Group activities encourage this.
In lecture-discussion classroom situations we need to allow students
time to think, to interpret their experiences in light of questions
asked by the teacher, and to complete thoughts. By increasing the amount
of "wait time" to three seconds or more we can increase the
variety and the number of student responses. The quality of the answers
should improve as well.
Students have different learning styles and the traditional lecture
method may not be as effective in reaching students who prefer to learn
through visual or kinesthetic channels. Techniques such as the use of
media, collaborative exercises, and field trips are recommended.
The type of questions asked by the teacher is also important. If the
questions are only to test the recall/memory of the students, we are
not sharpening their critical thinking skills. More questions should
ask students to interpret, apply, analyze, synthesize, or evaluate information
and ideas. (A hierarchy of the levels of questioning has been developed
by Allan Bloom.)
None of these ideas are new, but in the multicultural classroom we need
to encourage students to contribute to their own learning.
Finally, we feel it is essential that multicultural study be more than
appreciating differences across cultures. That is a vital step, but
not a final step. If we end a course feeling separated into multiple
groups, we hardly improve the level of communication in our society.
The instructor needs to guide students toward an ending-point perspective
that values communication across cultures as an avenue to staying connected
with fellow human beings. We have found students in despair when they
have stopped at the stage in which differences seem to make connection
impossible. Out of hard work to understand and respect differences grow
appreciation and a sense of personal connectedness. We have created
exercises in which students will demonstrate common feelings of isolation,
of pain, and of feeling accomplished, effective and empowered to succeed
in communication.
Using These Materials
The goals of these materials are twofold: to broaden the content of
the classes to reflect the diverse cultural backgrounds of our students
and our society, and to foster the use of diverse teaching practices
that fit a variety of learning styles and student experiences.
Each activity is self-contained. Each one can be used in a variety of
ways to stimulate discussion, set up activity/role play, provide information
on multicultural issues, or offer thoughtful topics for student speaking
or writing.
Each activity is designed to be as simple and as adaptable as possible.
Develop them further to fit your own class needs. Time is sometimes
at a premium, but it is important to allow adequate time for the class
to process, draw conclusions, and resolve conflicts that develop from
activities used.
Most of the activities depend on some knowledge of the concepts being
demonstrated. It is essential that students be urged to read relevant
class readings prior to doing the exercises. Once the expectation is
built for in-class activity dependent upon reading, motivation to read
chapters should increase.
We have included a section of activities in the Assessment section of
this book. They range from self-evaluations to outside-of-class observations
of others. Modify these assignments to meet your own classroom assessment
needs and fit them in where you feel they are most appropriate.
Marlene C. Cohen
Susan L. Richardson
Tony D. Hawkins
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Exercise Notes Achieving Success in Public Speaking Class
Chapter 1: Introductory Activities
Evaluation
Make sure you explain to the students those rules that you think are especially
helpful for students in your class to succeed.
Have the students put in writing to you what they are willing to do to
succeed in your class and have them tell you what you could do to help
them achieve their goals. These papers can be read privately. You may
choose to respond personally to each student's list.
Comments
This exercise helps establish students' attitudes because students tend
to be very honest. This exercise is useful for planning your approaches
to potential student difficulties.
Not all students know how to be successful in school; this exercise familiarizes
students with college culture. It also establishes an early instructor
interest in student success, and helps build rapport.
East-West Assumptions
Chapter 1: Introductory Activities
Evaluation
Consider using the table to discuss United States values and assumptions
with the whole class. You could also discuss how these assumptions influence
intra-United States, as well as international, cultural conflict situations.
Comments
This exercise can be done alone, in dyads, in small groups, or as a whole
class. If your students are not culturally diverse in ways that would
provide such East-West experiences, locate current events stories to use
as examples.
Example One:
Following the death of Kim Il Sung in 1994, the changeover in leadership
in North Korea was handled in a very vague and secretive manner, by
Western standards. Americans may have expected a strong emergence
of son Kim Jong Il, but for weeks he did not speak publicly, even
at his father's funeral, and no statement was made naming the new
leader. Americans may have expected an immediate, clear and distinct
announcement of the changeover in power; Lyndon Baines Johnson was
dramatically sworn in on an airplane immediately following the death
of John F. Kennedy, with Americans watching on television. But weeks
passed in North Korea without any public statements about new leadership.
Progress toward the future was not the focus of attention; Koreans
were mourning.
Assumptions and values that apply to this situation are as follows:
- Thinking leads to clear and distinct ideas in Western cultures,
compared to the way things emerge holistically and without precise
explanation in Eastern cultures.
- Time moves from past to future in Western perspective. Thus moving
on is greatly valued in our culture when a president dies. Eastern
cultural values can allow for a time for mourning without a preestablished
ending time.
- Communication is direct in the United States, whereas silence
regarding the name of the new leader was acceptable in Korea.
Example Two:
Many Americans perceived the Singapore government's caning in 1994
of American Michael Fay as a violation of personal rights. But Singaporeans
place group standards above personal rights. The more the United States
protested, the more it was essential to Singapore not to show an American
boy receiving treatment any different from others'.
Assumptions and values that apply to this situation are as follows:
- Individual needs may come before group needs in Western cultures,
whereas in Eastern cultures group conformity often is perceived
as necessary for unity.
- In Eastern cultures, punishments such as caning seem appropriate
to deter crime; in the West they are perceived as violations of
individual rights.
Audience Survey
Chapter 2: Audience Analysis
Evaluation
After the students have selected their topics for their persuasive speech
assignment, have them create their own survey for that specific topic.
Discuss with the students the types of questions they might wish to
ask, depending on their topics. You might require a specific number
of questions (10-15) and require that they use a variety of question
types. These questions might follow some organizational plan.
Have the students bring to class enough copies of their survey to hand
out to everyone (including the instructor). Use one class period to
have the students distribute their surveys; have the class fill out
the surveys and return them.
Have the students tabulate their results as homework for the speech.
Ask students to write two paragraphs indicating what they learned from
the class survey that will help them organize and present their persuasive
speeches. They should answer these questions:
- What did you learn about this particular audience?
- How will you adapt to this audience in your speech?
You might require students to include some of the data from the survey
in their speeches.
Comments
Students enjoy creating the questions and analyzing their survey results.
It helps them in thinking through how to approach their own speeches
and links their success more closely with their audience surveys.
Ethics
Chapter 5: Credibility and Ethics
Comments
Students are likely to discover cultural differences in deciding what
is ethical behavior. What constitutes cheating, lying, and taking credit
for completed work (a group versus an individual getting the credit)
differs among cultural groups.
This exercise also gives the instructor a chance to clarify what he
or she expects as appropriate classroom behavior.
Interest Letters
Chapter 6: Emotional Appeal
Steps
Select an interest letter that deals with a relevant contemporary issue:
i.e., a letter from the World Wildlife Fund, Mothers Against Drunk Driving,
or the National Gay and Lesbian Task Force, and distribute copies to
all students.
Have the students read the letter and circle the persuasive appeals
that are present. Begin with any visible appeals (color pictures, handwritten
notes, cute logos, etc.); go through the letter with the class and discuss
any attention-getting devices, needs, benefits/concerns, themes, and
actions.
After they have completed the evaluation of the letter, ask the students
the following discussion questions:
- What was the impact of the letter on you, the reader?
- How does the writer establish credibility with you?
- What reasoning devices are used to attempt to get you to act?
- As a result of what the writer included in the letter, what power
do you have as the mediator of change?
- What action of yours will have the most impact on the situation
described in the letter?
Evaluation
Ask the students for possible topic areas for the persuasive speech.
Ask them to determine how they will establish their credibility with
the audience, what warrants/data/claims will be used, and the potential
emotional appeals.
Comments
This exercise provides a clear demonstration of persuasive appeals and
introduces the importance of the classroom as a forum for demonstrating
effective public speaking techniques.
Public Affairs Programming/C-SPAN
Chapter 11: Assessment
Comments
You may gather numerous examples on videotape of speech structure, style,
and delivery.
Taped C-SPAN events are within the public domain and used for classroom
purposes, thus are not subject to copyright laws.
Or you may purchase C-SPAN compilation videos from the Public Affairs
Video Archives at Purdue University. They may also help you search for
speeches according to subject, affiliations, events, or dates. Contact:
Purdue University, Public Affairs Video Archives, West Lafayette, IN
47907-1000.
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