Unit 11: Clothing and Fashion (China)
- Page ID
- 188329
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- 11.1: Vocabulary List
- This page offers a list of fashion terms and phrases for exploration, encouraging readers to understand their meanings and use them in activities. It includes descriptors like "feminine," "masculine," "petite," and "plus-size," along with fashion categories such as "haute couture" and "pr??t-??-porter," as well as related concepts like "footwear," "costume," and "dandy."
- 11.2: Unit Reading and Activities
- This page explores the evolution of clothing from early survival needs to modern expressions of cultural identity and individuality. It emphasizes fashion's role in signaling social status and cultural diversity, with a specific focus on China. The discussion addresses cultural appropriation concerns and controversies related to costumes that can reinforce stereotypes, especially during events like Halloween.
- 11.3: Discussion Questions
- This page discusses the evolution of fashion influenced by social norms, technology, and culture, highlighting the shift from Victorian to casual wear in the U.S. and its impact on gender roles. It notes the loss of cultural heritage as traditional attire fades in favor of Western styles and raises concerns about cultural appropriation, particularly with costumes like Halloween attire, which can reinforce stereotypes and trivialize cultural significance.
- 11.4: Speaking Strategies - Presentation Structure, Part I
- This page underscores the necessity of a powerful introduction in presentations, drawing parallels to academic essays. It details a five-step strategy for crafting effective openings, which includes using a "hook," greeting the audience, introducing the topic, justifying its importance, and summarizing key points. Each element is vital for audience engagement and connection. The text also advocates for creativity and objectivity in topic presentation.
- 11.5: Unit Assignment
- This page discusses an assignment focused on the topic of mandatory school uniforms across educational levels. Participants must craft three supportive arguments for the uniform policy, with one group advocating for it and another presenting counterarguments. The assignment encourages the use of research and political perspectives to highlight potential benefits and drawbacks. An instructor will assess the effectiveness of the arguments made by both sides after the discussions conclude.