Voices of Modern Culture

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Activity1.3 Contemplating CultureSUGGESTED LEARNING STRATEGIES: Word Map, Graphic Organizer,Discussion Groups, Think-Pair-Share, VisualizingAdd circles to create a word web around the word Culture. Write wordsor phrases that you associate with culture. Draw lines to connect thenew circles to the one shown below.CultureUse your prior knowledge and what you have learned in the unit to writea definition of culture in the box below.Culture is…Discuss your definition with a small group of peers. Revise yourdefinition to include any new ideas you have about culture.Culture Word SortYour teacher will provide you with a set of index cards. Each cardcontains a word that describes some element of culture. You willwork in groups to sort the words into stacks of words that arerelated. After placing all the words in stacks, your group will choosea category to describe each of your stacks.Culture VocabularyYou will next work in groups to describe the meaning of one of thefollowing words relating to culture. Your teacher will assign eachgroup a word. On separate paper, work with your group to defineyour term. Draw an illustration that represents the key ideas in yourword.customs diversity ethnocentrismassimilation stereotypes cultural norms© 2011 College Board. All rights reserved.10 SpringBoard® English Textual Power Level 5
Aspects of Culture: IntroducingOutside ReadingActivity1.4SUGGESTED LEARNING STRATEGIES: Marking the Text, Notetaking, Think-Pair-ShareM e m o i rMy Notes© 2011 College Board. All rights reserved.A b o u t t h e A u t h o rBorn in Abadan, Iran, writer Firoozeh Dumas spent muchof her childhood living in California. She credits her father,a Fulbright scholar and engineer who attended Texas A&MUniversity, and his fondness for humorous storytelling, forinspiring her to write stories of her own. After the eventsof September 11, 2001, friends urged Dumas to publishher stories as a way to remind readers of the humor andhumanity of Middle Eastern cultures.fromby Firoozeh DumasWhen I was seven, my parents, my fourteen-year-old brother, Farshid,and I moved from Abadan, Iran, to Whittier, California. Farid, the older ofmy two brothers, had been sent to Philadelphia the year before to attendhigh school. Like most Iranian youths, he had always dreamed of attendingcollege abroad and, despite my mother’s tears, had left us to live with myuncle and his American wife. I, too, had been sad at Farid’s departure, but mysorrow soon faded—not coincidentally, with the receipt of a package fromhim. Suddenly, having my brother on a different continent seemed like asmall price to pay for owning a Barbie complete with a carrying case and fouroutfits, including the rain gear and mini umbrella.Our move to Whittier was temporary. My father, Kazem, an engineerwith the National Iranian Oil Company, had been assigned to consult for anAmerican firm for about two years. Having spent several years in Texas andCalifornia as a graduate student, my father often spoke about America withthe eloquence and wonder normally reserved for a first love. To him, Americawas a place where anyone, no matter how humble his background, couldbecome an important person. It was a kind and orderly nation full of cleanbathrooms, a land where traffic laws were obeyed and where whales jumpedthrough hoops. It was the Promised Land. For me, it was where I could buymore outfits for Barbie.We arrived in Whittier shortly after the start of second grade; my fatherenrolled me in Leffingwell Elementary School. To facilitate my adjustment,the principal arranged for us to meet my new teacher, Mrs. Sandberg, a fewdays before I started school. Since my mother and I did not speak English,Literary termsVoice is the way a writeror speaker uses words andtone to express ideas aswell as his or her personasor personalities.Grammar&UsageIf you examine the writer’ssyntax, you will noticeher use of subordinatestructures, such assubordinate clauses andappositives. The openingsentence, for example,contains an introductoryadverbial clause and anappositive, in which sheincludes details related tothe point of the sentence.The opening complexsentence is also a periodicsentence, one in whichthe main clause comeslast, requiring the readerto complete the wholesentence to get themeaning.Consider the effect of thewriter’s syntactical choiceson the flow, rhythm, andcontent of this essay.Unit 1 • Voices of Modern Culture 11
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