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Lesson Plan: BAFA BAFA
I Learning Objective(s)
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(1) To help students come to understand the meaning and
impact of culture (2) To demonstrate how one’s feelings of attachment to a
given culture are learned though the processes of socialization, and that
one’s tendency to judge other cultures is based on one’s own cultural
perspective. (3) To demonstrate the potential for misinterpretation
that arises when one evaluates another culture solely from the perspective of
one’s own values (4) To build awareness of the extent to which cultures
can vary (cultural difference) and to help students work through these
differences (5) To help students to come to appreciate cultural
diversity and to examine their attitudes and behaviors towards others who are
‘different’ than themselves. |
II Rationale for Objectives
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By participating in this
cultural simulation designed to foster cross-cultural awareness, students
will come to experience the development and impact of stereotypes. By developing a deliberately narrow and
stereotypical view of a ‘foreign culture’, and subsequently examining their
own reactions to this culture, and of the other culture’s steortypical
reaction to them, students come to appreciate the negative impact of
stereotypes and of the need to foster greater tolerance and understanding of
others in all spheres of life. |
III Materials
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BAFA BAFA Kit (Available from Simulation Training Systems http://www.stsintl.com/) Kit includes all of the
materials needed to facilitate the simulation including director and
assistant training guides, audio tapes, and an orientation wall chart. Workbook that contains all the cultural
artifacts and discussion questions are also available from the vendor. Tape recorder Chalkboard or Pad Chalk/Pencils/Pens |
IV Procedures
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(1)
Introduction |
Randomly assign students
into two groups to two artificial cultures:
“Alpha” and “Beta” cultures. Each group is introduced to a different
set of cultural values and allowed to practice playing a card game according to
these values. The Alpha culture is a relationship oriented, strong in-group
out-group culture. It is patterned on closed "high-context"
cultures where interpersonal relationships and physical closeness are prized
values. As a non-competitive culture, its card game has no winners or
losers. The Beta culture is a highly
competitive "time is money", "you are what you earn"
trading culture. It has its own specialized "trading language". |
(2)
Activity |
Participants are introduced
or “briefed” about the rituals, customs and language of their culture and
given time to practice and live in their new culture (Rules/instructions can
be modified as appropriate). Observers and visitors are exchanged on a
“tourist-like” basis for very brief periods of time. It is forbidden to explain the rules of
either culture to visitors so the only means of understanding is observation
and trial and error participation.
Before the Alphans talk to each other, for
example, they must first touch each other.
Thus, Betans will not be immediately aware
that in order to speak with an Alphan, they must
first touch the other person, and will be ignored by the Alphans
when they try to speak to them.
Sanctions are imposed when cultural norms are violated. After repeated attempts by the Betans to talk to the Alphans,
the Alphans will offer the Betan
visitor a card, which lets other Alphans know that
the visitor has been sanctioned. |
(3)
Discussion |
§
What does BAFA BAFA teach us about how we judge, represent, understand,
and communicate with those who are different from us? §
What
assumptions about “others” are reflected in the design of the BAFA BAFA simulation?
What did you learn about yourself and others during the simulation? §
What does it
teach us about social processes and social structures? §
What is the
impact of not knowing about another culture on your impressions of this
culture? How might this be changed? |
(4)
Summary |
George Herbert Mead spoke
of the need for individuals to “take on the role of another”. Having played BAFA BAFA,
do you think that it is important to take on this role? Why or why not? |
V Evaluation/Assignment
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Students watch an episode of the situation comedy "Third Rock from the Sun" at home. (If students do not have a chance to watch it that night, they try to remember an episode they have seen before.) In the next class, students discuss why it is funny and what lessons it teaches. Synopses of all the episodes are available from http://www.episodelist.com/site/index.php?go=shows.view&show_id=66 |
Supplementary
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Myers, D. J. et al.
(2000). Signals, symbols, and vibes:
An exercise in cross-cultural interaction.
Teaching Sociology, 29 (1),
95-101.
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