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16.4: Additional Assignments

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    The following assignments can be used in lieu of other units, as a midterm project, or as a final project (instead of the recommended final project in Unit 15). The time frame for these assignments is two classes (plus research and writing outside of class time), but this will also depend on class size, language ability, and other factors.


    Note: Activity 1, Activity 2, and Activity 3 are taken the article “Using TV Commercials to Promote Critical Thinking and Cultural Understanding (Velasco, 2019).

    Exercise \(\PageIndex{1}\): Activity 1

    Unit: Unit 5: Race and Ethnicity

    Topic: Racist or a Product of It’s Time?

    Time frame: Two classes (recommended)

    Assignment: Role Play

    First class: Access the video “Folgers Coffee Sexist 60s Ads, 2011” from YouTube (URL: After viewing the video, students will be placed into groups of two or three, and develop one of the following tasks:

    1) Recreate one of the coffee ads to reflect a more “modern” family.

    2) Reenact one of the commercials, switching the genders.

    3) Act out one of the commercials as it is presented.

    Second class: Act out the role play in front of the entire class. After all the role plays have been acted out, discuss how you felt during the performance. Reflect on the coffee videos. Are they racist, or can they be viewed from a cultural lens from a previous time? In other words, would it be fair to judge something from the past with a modern point of view? Analyze the implications of such an action on society, relationships, intercultural communication, Global Critical Thinking, etc.

    Exercise \(\PageIndex{2}\): Activity 2

    Unit: Unit 5: Race and Ethnicity

    Topic: The Gentrification of Africa

    Time frame: Two classes (recommended)

    Assignment: Individual or Group Presentations

    First class: View the video “Racist Chinese Laundry Detergent Ad Qiaobi (俏比) ad, 2016” (URL: After viewing the video, students will be placed into groups of three or four, and work on a 5-minute presentation on the commercial, as well as issues reflected in the commercial.

    Some questions to be addressed in the presentation:

    • Was the commercial racist, or simply cultural differences/misunderstandings?
    • What other issues came up in the commercial?
    • How could this commercial reflect (either correctly or incorrectly) Chinese cultural values and beliefs?
    • What did you learn from the experience?
    • If you could reshoot the commercial, what changes would you make?

    Students should be given poster board or large pieces of paper, markers (or have them use pens and pencils they have), and any optional materials to make the posters more interesting and colorful (e.g., old magazines).

    Second class: Have students present their presentations to the class, and elicit feedback from the audience. After all the presentations are finished, have a class discussion on what can be learned from media that presents racist, sexist, and any discrimination or prejudice. How can we grow as Global Critical Thinkers after encountering such media?

    Exercise \(\PageIndex{3}\): Activity 3

    Unit: Unit 6: Gender

    Topic: Traditional and Modern Gender Roles

    Time frame: Two classes (recommended)

    Assignment: Evaluate, Analyze, Describe (E.A.D.) (Velasco, 2015)

    First class: Access the video “Kool-Aid Kids in Japan 1960 commercial, 2013” from YouTube (URL: After viewing the video, students will be placed into groups of two or three, and develop the following task:

    Participants are shown the commercial twice. Have the students just watch the first viewing. For the second viewing, have them write information for the three categories (evaluate, analyze, and describe). Students are asked to:

    • first evaluate how they feel about what is happening;
    • next, analyze the situation—i.e., why it is happening; and
    • describe the situation in the video in the simplest terms.

    Give the students 15-20 minutes to write out their responses for each category. After they have finished, play the video once more, and then have them review what they wrote. If there is time, have the students discuss the three categories with a partner or small group.

    Second class: Play the video again. Students can either share their findings to the class, or share them with a partner or small group. This can be followed by a group or class discussion. After the class discussion, have the students write an in-class journal/reflection paper/essay on what their experiences with the E.A.D. What did they learn from the activity, and how can this new knowledge and experience carry over into new intercultural situations?

    Exercise \(\PageIndex{4}\): Activity 4

    Unit: Unit 6: Gender

    Topic: Traditional and Modern Gender Roles

    Time frame: Two classes (recommended)

    Assignment: Discussion, Research Presentation (with PowerPoint or poster), or essay

    First class: Make small groups, with three students in each group. Each group must choose one country. After the country is chosen, assign research roles for the following:

    1. Men

    2. Women


    Have each student discuss information they know now (without researching).

    Second class: Have students present the information that they gathered from researching (online or in a library) their part. What interesting facts, opinions, struggles, etc. did each student find? After the small group discussion, the group can present an overview of their chosen country’s views on traditional and modern gender roles.

    [4] This acronym is constantly evolving, so it is important to check which form is the most current at the time this assignment is being completed. A good list of definitions is available on many websites, including Please be careful of websites that promote discrimination of any kind or spread false beliefs about any group.

    This page titled 16.4: Additional Assignments is shared under a CC BY-NC-ND 4.0 license and was authored, remixed, and/or curated by Daniel Velasco.

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