Chapter Resources
Note: Each link below expands or collapses when clicked.
Chapter 1. Thinking Critically About Communication in Culture
- Self Quiz
- E-Flashcards
- Web Resources & Activities
- Information on Critical Theory:
http://www.uiowa.edu/~commstud/resources/critical_authors.html - National Communication Association:
http://www.natcom.org/ - International Communication Association:
http://www.icahdq.org/ - John’s Webpage:
http://speechcommunication.siuc.edu/facultystaff/Warren.html - Deanna’s Webpage:
http://www.sjsu.edu/people/deanna.fassett/ - Activity: Two major critical thinkers are cited in chapter 1: Peggy McIntosh and Dwight Conquergood. Based on their biographies, how might their lives and work contribute to how the text sets up communication?
- For Dr. McIntosh, see:
http://www.speakoutnow.org/userdata_display.php?modin=50&uid=93 - For Dr. Conquergood, see:
http://gangresearch.net/GangResearch/Media/dwight.htm
- Information on Critical Theory:
Chapter 2. Communication and Power: A Cultural History
- Self Quiz
- E-Flashcards
- Web Resources & Activities
- NCA history of Communication:
http://www.natcom.org/Default.aspx?id=108 - ICA history of Communication:
http://www.icahdq.org/aboutica/history.asp - Wiki history of Communication:
http://en.wikipedia.org/wiki/History_of_communication - History of Communication Media:
http://www.ctheory.net/articles.aspx?id=45 - Activity: Using the history provided in Communication: A Critical/Cultural Introduction and the histories presented on the webpages included above, detail how history, as a cultural story, changes. Why might this be true? Who benefits from each history and who is left out?
- Website on speech topics:
http://www.goodspeechtopics.com/
- NCA history of Communication:
Chapter 3. Public Advocacy: Commitments and Responsibility
- Self Quiz
- E-Flashcards
- Web Resources & Activities
- Paulo Freire Websites:
- Paul Simon Institute:
- Activity: the Paul Simone Institute is named after former US Senator Paul Simon of Illinois. It is located on John’s campus, Southern Illinois University, Carbondale. Review the website and detail how the institute engages in public advocacy. For whom does it advocate? What ends does it seek?
- Based on the Wikipedia definition/discussion on reflexivity, do you think you do this on a daily basis? What would it mean if you tried?
http://en.wikipedia.org/wiki/Reflexivity_(social_theory) - Website on the Toulmin Model:
http://www-rohan.sdsu.edu/~digger/305/toulmin_model.htm
Chapter 4. Identity and Perception
- Self Quiz
- E-Flashcards
- Web Resources & Activities
- Origins of Affirmative Action:
http://www.now.org/nnt/08-95/affirmhs.html - Activity: Watch former President William Jefferson Clinton’s 1995 speech on affirmative action and consider how Harper’s life situation can be understood within Clinton’s address. See speech segments: http://www.youtube.com/watch?v=9gWGMIFtT7E&playnext=1&list=PL7099DDA903D00A7C&index=22
- Activity: How do Presidents Bush and Obama’s views differ and how would they impact Harper?
- Website on Audience Analysis: http://culturalpolitics.net/popular_culture/audience_analysis
- Origins of Affirmative Action:
Chapter 5. Language and Culture
- Self Quiz
- E-Flashcards
- Web Resources & Activities
- Websites on Marriage Equality:
- Website against Marriage Equality:
- Activity: Reviewing the above webpages, what strategies do the groups use to advocate for their positions? How do they use language choices to influence an audience? Can you identify what audiences might be the subject of their messages? Are the organization’s effective in their message?
- Sapir/Whorf Hypothesis website:
http://www.mnsu.edu/emuseum/cultural/language/whorf.html - Website for inclusive language:
http://www.ehow.com/about_6576072_define-inclusive-language.html
Chapter 6. Embodied Knowing and Nonverbal Communication
- Self Quiz
- E-Flashcards
- Web Resources & Activities
- Select Advocacy Groups for Disabilities:
- http://www.ldanatl.org/ (Learning Disabilities Association of America)
- http://www.napas.org/
(National Disability Rights Network) - http://www.ucp.org/
(United Cerebral Palsy) - http://www.nami.org/
(National Alliance on Mental Illness) - http://www.acb.org/
(American Council fort he Blind)
- Activity: What other Advocacy Groups for various kinds of disabilities are there. Email one of your authors with the website, group name, and a rationale for why it should be included in the list above and we will add it to our list. Further, send the name and email of your instructor and an author will email her/him and tell them you completed this activity.
- Website for using nonverbal communication: http://helpguide.org/mental/eq6_nonverbal_communication.htm
- Listen to a reading of “Birches” by Robert Frost: http://www.youtube.com/watch?v=aBw-OaOWddY
- Activity: Watch the following speeches and assess their how they use their body as a resource when speaking:
- Al Sharpton, 2004 DNC convention: http://americanrhetoric.com/speeches/convention2004/alsharpton2004dnc.htm
- John McCain, 2008 Republican Nominee Acceptance Speech: http://americanrhetoric.com/speeches/johnmccainrepublicannominationspeech.htm
- Al Sharpton, 2004 DNC convention: http://americanrhetoric.com/speeches/convention2004/alsharpton2004dnc.htm
- Select Advocacy Groups for Disabilities:
Chapter 7. Language and Power in Our Cultural Lives
- Self Quiz
- E-Flashcards
- Web Resources & Activities
- Website: Bibliography maker
http://www.easybib.com/ - Activity: Gender Stereotypes. Divide a piece of paper into two columns; write “man” and “woman” on each side. List all the connotative terms you associate with these two terms under each. Consider the values associated with each of these terms. What implications does this have for our study of language in culture? Do a web search for term and see what happens when you insert these value terms? A variation of this exercise could also be to think of occupations that should not be gendered but are. Do a web search of these occupations and look for images. For instance, image searches on google.com result not only in vast amounts of women (males are often subtitle “male nurse”), but often the women are in sexual situations:
http://www.google.com/images?q=nurse&oe=utf-8&rls=org.mozilla:en-US:official&client=firefox-a&um=1&ie=UTF-8&source=univ&ei=FywmTcqQGMmTnQfD8_mTAQ&sa=X&oi=image_result_group&ct=title&resnum=10&ved=0CHQQsAQwCQ&biw=1422&bih=782 - Library of Congress: American Memory Ansel Adams’s pictures of Japanese Concentration Camps:
http://memory.loc.gov/ammem/collections/anseladams/ - Tim Wise on Color blindness:
http://www.youtube.com/watch?v=ebxvzz6w8BI - John’s university’s policy on academic dishonesty:
http://policies.siuc.edu/policies/conduct.html - Deanna’s university’s policy on academic dishonesty:
http://info.sjsu.edu/static/catalog/integrity.html - Activity: Look at both John and Deanna’s university policies on academic dishonesty/integrity. Then, do a search for your university policy—what do these definitions have in common; where are they different?
- Website: Bibliography maker
Chapter 8. Cultural Relations: Relationships in Culture
- Self Quiz
- E-Flashcards
- Web Resources & Activities
- Video summary of Buber’s I/Thou:
http://www.youtube.com/watch?v=jEgrZup9Rrk - Activity: See the relational dialectics examples on YouTube and apply them to Baxter and Montgomery’s theory (see textbook p 152):
http://www.youtube.com/watch?v=DOH0tRUqh1k - Activity: Go to http://youtube.com and search “interpersonal communication”. Examine the videos that come up for how and whether they address issues of culture in their recommendations.
- Center for nonviolent communication (great for listening sources):
http://www.cnvc.org/
- Video summary of Buber’s I/Thou:
Chapter 9. Mediated Culture(s)
- Self Quiz
- E-Flashcards
- Web Resources & Activities
- Website for facebook:
http://facebook.com - TIME magazine 2010 Person of Year, Mark Zuckerberg (founder of facebook):
http://www.time.com/time/specials/packages/article/0,28804,2036683_2037183_2037185,00.html - Center for Media Literacy:
http://www.medialit.org/ - FISKE Matters conference website:
http://www.fiskematters.com/ - Crash website:
http://www.crashfilm.com/ - bell hooks’s Cultural Criticism and Transformation website: http://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=402
- Outfoxed webpage:
http://www.outfoxed.org/ - Activity: Review Abraham Lincoln’s Gettysburg Address and outline his brief speech. What strategies does President Lincoln use to move his audience? Why is it considered one of America’s greatest speeches?
http://americanrhetoric.com/speeches/gettysburgaddress.htm
- Website for facebook:
Chapter 10. Communication as a Means of Social Action
- Self Quiz
- E-Flashcards
- Web Resources & Activities
- President Obama’s victory speech, 4 November 2008: http://americanrhetoric.com/speeches/convention2008/barackobamavictoryspeech.htm
- Activity: View the following clip from Numb3rs and identify how discipline helps enable Charlie to solve the assassin’s plan (http://www.youtube.com/watch?v=HCinK2PUfyk&feature=related ). How does Charlie characterize how he is disciplined in “game theory” in game theory differently than Megan is?
- A brief essay on Disney and simulacra: http://www.transparencynow.com/disney2.htm
- Pearce Associates website on dialogic communication: http://www.pearceassociates.com/
- List of social justice organizations:
http://www.startguide.org/orgs/orgs06.html - Activity: Review this clip featuring Dr. Cornel West and others discuss lessons from history and apply concepts and ideas from this chapter (and the book as a whole) to their dialogue:
http://www.youtube.com/watch?v=jKQvPjGaB3w