Cultural Foundation

Overview

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For this Performance Task Assessment, you will develop the script for a TEDx Talk titled “What Does Culture Look Like in Real Life?” Your script will define culture, share the complexity of culture through a diversity iceberg and a mini cultural autobiography, and discuss the complexities of cultural identities.

Professional Skills:

Written Communication

,

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Information Literacy

,

Interpreting Data & Quantitative Fluency

, and

Engaging Multiple Social and Cultural Perspectives

are assessed in this Competency.

Your response to this Assessment should:

  • Reflect the criteria provided in the Rubric.
  • Adhere to the required assignment length.

Submission Length: A 4.5 to 6.5-page script that includes a 1-page personal diversity iceberg graphic.

This Assessment requires submission of one (1) document that includes your TEDx script. Save this file as IL4001_Firstinitial_Lastname (for example, IL4001_J_Smith).

You may submit a draft of your assignment to the

Turnitin Draft Check

area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Instructions

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission, and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

Assessment: TEDx Talk: What Does Culture Look Like in Real Life?

For this Performance Task Assessment, you have been asked to present a TEDx Talk in your local community on the topic “What Does Culture Look Like in Real Life?” You’re excited about this possibility because, as an expert in intercultural communication, you believe strongly that to be an effective intercultural communicator, you need to understand culture by examining your own personal culture and cultural identity. You have suggested that your presentation will define culture, share the complexity of culture through diversity icebergs and a mini cultural autobiography, and discuss the complexities of cultural identities.

The people at TEDx are thrilled with your ideas! Here are the guidelines they have sent back for your script:

Part 1 What is Culture? 

  • Drawing on definitions of culture from quality resources, share your definition of culture as a complex concept. (1/2 page)
  • Analyze your personal culture by responding to the following:

    Explain what a diversity iceberg is and how diversity icebergs relate to personal cultures (1–2 pages)
    Create a personal example of a diversity iceberg, and fill in both “above water” and “below water” dimensions with your own cultural characteristics as follows:

    5 highly visible characteristics of your personal culture that people would notice very quickly if you were spending time with them.
    10 less visible or not visible characteristics of your personal culture people wouldn’t immediately notice. 
    Note: Please scan and submit your diversity iceberg with your script so that it becomes part of your TEDx presentation.

    Based on the characteristics you included in your diversity iceberg, write a mini cultural autobiography explaining who you are in terms of the complexity of your personal culture. (1 page)

Part 2: Who Am I? What is my Cultural Identity?

  • Based on results from completing the Cultural and Personal Identity Self-Assessment (PDF), analyze and share your cultural identity, i.e., who you are as a cultural being whose life has been impacted by a wide variety of influences. In the script for your presentation, include the following: (2–3 pages)

    Summarize your responses to Exercise #1 with regard to specific demographic, historical, and ethnic/cultural background information.
    Analyze your worldview as represented by your responses to Exercise #2.
    Analyze your multiple identities related to various aspects of culture—gender, age, religion, ethnicity, socioeconomic status, profession, national origin, educational level, etc.—based on your responses to Exercise #3.
    Explain what you learned about your cultural identity as grounded in your racial, ethnic, and socioeconomic background and your memories of your relationships to various groups based on your responses to Exercise #4.
    Analyze your current cultural identity based on what you learned about yourself, your culture, and how you have grown from your responses to Exercises #5 and #6.

IL4001: Foundations of Culture
Cultural and Personal Identity Self-Assessment

Self-Awareness: Becoming Aware of Your Own Worldview (Adapted from

Cultural Advantage, 1998)
According to Tervalon and Murray-Garcia (1998, “cultural self-awareness requires a life-
long commitment to self-evaluation and critique” (p. 124). When we understand our own
cultural background and the factors that influence our personal culture, we can become
more empathetic and compassionate toward others. You are invited to explore who you
are and how you see the world through a series of exercises that will help you better
understand your “self” in a cultural context. Please record your responses and refer to
them as your write your final assessment.

Exercise #1: Considering Your Historical, Ethnic, and Cultural
Background (Adapted from Cultural Advantage, 1998)

Think of yourself as a cultural being whose life has been influenced by various
demographic, historical, social, political, economic, and geographical circumstances.
This exercise will help you become aware of aspects of your demographic, historical,
ethnic, and cultural background.

1. Where were you born?
2. When were you born?
3. Where did you grow up?
4. Where did your parents grow up?
5. Where did your grandparents grow up?
6. Where did your great grandparents grow up?
7. What is your earliest memory as a family?
8. What is your earliest school memory?
9. As a family, what events did you celebrate?
10. Have you traveled or moved as a child?
11. Have you traveled or moved as an adult?
12. Recall an international event that happened to you before you turned 18. Try

to answer the following: Who was involved; what was the event; where did it
happen; how did it happen; and why did it happen?

13. Recall an event that happened in the country where you were born, before
you turned 18. Try to answer the following: Who was involved; what was the
event; where did it happen; how did it happen; and why did it happen?

14. What is your earliest recollection as a member of a group?
15. What was your first job?
16. As an adult, what events or holidays do you currently celebrate?

Exercise #2: Understanding Your Own Worldview
Our perceptions are shaped by our view of the world, which is learned through
socialization, from childhood to adulthood, and constantly reinforced by the
culture in which we live. For each of us, our view of the world is the taken-for-
granted view of “the way things are,” and most of the time unquestioned and

invisible. It is important that we examine and understand how we see the world
first. If we don’t realize that other people have different worldviews, we tend to
think that our way is the “only” way, and we may not value the different
perspectives other people may bring. In the name of “our” worldview, atrocities
have been committed in history.

How do you view the following?

Aspects of
worldview

What is your worldview?

Time (Example: Time is money?)
Space between
you and the next
person

(Example: When do you start feeling uncomfortable?)

Relationships (Example: Work relationships versus personal
relationships?)

Technology (Example: How do you see technology?)
Religion or
spirituality

(Example: What about religion?)

Honesty (Example: Tell the truth no matter what?)

Exercise #3: Appreciating Your Own Multiple Identities
We all live within and identify with multiple identities. Most of us can claim
different identities related to gender, age, religion, ethnicity, socioeconomic
status, profession, national origin, educational level, etc. By recognizing our
multiple identities, we are less likely to stereotype others based on minimal
information about another person’s historical, social, and cultural backgrounds.
Take a blank sheet of paper and write the numbers 1–10 on the left-hand
column. Complete the statement “I am______” using the first words that come to
mind.

“I am_.”
1. ___________________
2. ___________________
3. ___________________
4. ___________________
5. ___________________
6. ___________________
7. ___________________
8. ___________________
9. ___________________
10. ___________________

What were your first five answers? When did you start to slow down in writing
your answers?

What were the last three answers? Do you feel that your list accurately captures
your multiple identities?

Exercise #4: Acknowledging Assumptions and Biases
We all develop assumptions and biases as we go through life. We tend to inherit
them from our parents’ worldview, but we also develop our own based on our
personal experiences and our values and beliefs. Self-awareness involves not
only examining one’s culture, but also examining perceptions and assumptions
we hold about other people. Understanding our assumptions and biases is the
first step in naming them, identifying them, and helping us to become aware of
why we respond the way we do toward certain people or groups of people. As
the saying goes, identifying the problem is the first step toward recovery.
Respond to the following questions:

1. What racial group do you identify with?
2. What ethnic group(s) do you identify with?
3. What socioeconomic class do you identify with?
4. What is your earliest memory of belonging in a group (other than your

family)?
5. What is your earliest memory of being excluded from a group?
6. What is your earliest memory of excluding someone from a group?

Note: The answers to these questions are some of the factors that shaped our
biases toward others and our assumptions about the world. Being aware of their
origin can help us understand the lenses through which we see the world.

Exercise #5: Relating to Various Groups of People (Adapted from

Luckman,1999)
How do you relate to various groups of people in society? Please answer
honestly, not as you think might be socially or professionally desirable.
Remember no one but you will read this information.

Fill in the chart with the following levels of response:
1. I feel I can genuinely try to help this person without prejudice.
2. Even though I do not agree with this person, I feel I can accept this person as

he or she is and am comfortable enough to listen to him or her.
3. I do not feel that I have the background knowledge or experience to help this

person.
4. I feel uncomfortable taking care of this person.
5. I feel biased and prejudiced against this person.

Individual Your Response

Iranian immigrant

Child abuser

Mexican American

Elderly person with
dementia

Prostitute

Methodist minister

Gay/lesbian

Unmarried, pregnant
teen

White Anglo-Saxon
American

Amputee

Anorexic teenager

Morbidly obese man in
his 30s

Norwegian

Person with AIDS

Person with cancer

Person who does not
speak English

Note: Ambiguity can be difficult to accept. It is the opposite of certainty, which
means there is “a right way to do something.” But culturally speaking, certainty
can lead to harmful ideologies, like ethnocentrism.
Ethnocentrism is defined as “the universal tendency of human beings to think
that their ways of thinking, acting, believing are the only right, proper, and natural
ways” (Purnell, 2005, p. 9) and that, hence, beliefs, values and practices that
differ from one’s own are wrong. Exploring our biases, assumptions, and
preconceived ideas about other people helps us shed light onto our own
ethnocentric behaviors and attitudes.

Exercise #6: Considering Your Cultural Beliefs (Adapted from Luckmann,

1999)
In general, do you believe these statements to be true or false:

1. People are responsible for their own actions.
2. The outcome of events is beyond our control.
3. It is dishonest to give vague and tentative answers.
4. It is best to avoid direct and honest answers in order not to hurt or

embarrass someone.
5. Intelligent, efficient people use time wisely and are always punctual.
6. Being punctual to work or meetings is not as important as spending time

with family or close friends.
7. Stoicism is the appropriate way to grieve.
8. Loudly crying and moaning is the appropriate way to grieve.
9. The best way to gain information is to ask direct questions.
10. It is rude and intrusive to ask direct questions.
11. It is proper to call people by their first names to show that you are friendly.
12. It is disrespectful to call people by their first names unless they give you

permission to do so.

13. It is rude not to look at a person who is speaking to you.
14. It is rude to engage in direct eye contact with persons of higher status.

Note: You may feel like there is only one right answer to these statements, but
the fact is that culture has much to do with how people answer them. For
example, in Latin American cultures, it is acceptable for people to ask direct
questions about money. In the United States, this is considered rude. Who is
right? So, understanding and accepting that people have different views on
values we consider core to our culture helps us to be more empathetic and
tolerant.

Adapted from these sources:
Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in
defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved,
9(2), 117–125.

Purnell, L. (2005, Summer). The Purnell Model for Cultural Competence. The Journal of Multicultural Nursing &
Health 11(2).

Luckman, J. (1999). Transcultural communication in nursing. Huntington Beach, CA: Delmar Publishing.

©2019 Walden University 1

IL4001: Foundations of Culture: Analyze concepts key to understanding culture.

Assessment Rubric

Rubric Criteria
0

Not Present
1

Needs Improvement
2

Meets Expectations

Part 1: What Is Culture?

Define personal definition of
culture as a complex concept.

LO 1.1: Define culture as a
complex concept

Response is missing. A personal definition of culture
as a complex concept is not
supported by quality resources
or is vague, inaccurate, and/or
incomplete.

Response provides a clear,
accurate, and complete
definition of culture as a
complex concept and is
supported by quality resources.

Explain what a diversity iceberg is
and how diversity icebergs relate
to personal cultures.

LO 1.2: Explain how diversity
icebergs relate to personal cultures

Response is missing. Explanation of what a diversity
iceberg is and/or how diversity
icebergs relate to personal
cultures is vague, inaccurate,
and/or incomplete.

Response provides a clear,
accurate, and complete
explanation of what a diversity
iceberg is and/or how diversity
icebergs relate to personal
cultures.

Create a personal example of a
diversity iceberg that identifies 5
highly visible characteristics and
10 less visible or not visible
characteristics in the “above
water” and “below water”
dimensions.

LO 1.3: Create a personal diversity
iceberg showing multiple
characteristics of visible and
invisible dimensions

Response is missing. Diversity iceberg that identifies
5 highly visible characteristics
and 10 less visible or not visible
characteristics in the “above
water” and “below water”
dimensions is vague, inaccurate,
and/or incomplete.

Diversity iceberg provides a
clear, accurate, and complete
identification of 5 highly visible
characteristics and 10 less
visible or not visible
characteristics in the “above
water” and “below water”
dimensions.

Based on the characteristics
identified in the diversity iceberg,

Response is missing. Analysis based on the
characteristics identified in the

Response provides a clear,
accurate, and complete analysis

©2019 Walden University 2

Rubric Criteria
0

Not Present
1

Needs Improvement
2

Meets Expectations
write a mini cultural
autobiography explaining who you
are in terms of the complexity of
your personal culture.

LO 1.4: Analyze personal culture
based on identified characteristics

diversity iceberg explaining who
you are in terms of the
complexity of your personal
culture is vague, inaccurate,
and/or incomplete.

based on the characteristics
identified in the diversity
iceberg explaining who you are
in terms of the complexity of
your personal culture.

Part 2: Who Am I? What Is My Cultural Identity?

Summarize responses to Exercise
#1 and includes specific
demographic, historical, and
ethnic/cultural background
information.

LO2.1: Summarize personal
demographic, historical, and
ethnic/cultural background to
better understand personal culture
identity

Response is missing. Summary of responses to
Exercise #1 including specific
demographic, historical, and
ethnic/cultural background
information is vague, inaccurate,
and/or incomplete.

Response provides a clear,
accurate, and complete
summary of responses to
Exercise #1 including specific
demographic, historical, and
ethnic/cultural background
information.

Analyze your worldview as
represented by your responses to
Exercise #2.

LO 2.2: Analyze personal
worldviews to better understand
personal culture identity

Response is missing. Analysis of personal worldview
as represented by responses to
Exercise #2 is vague, inaccurate,
and/or incomplete.

Response provides a clear,
accurate, and complete analysis
of personal worldview as
represented by responses to
Exercise #2.

Analyze your multiple identities
related to your various aspects of
culture—gender, age, religion,
ethnicity, socioeconomic status,

Response is missing. Analysis of your multiple
identities related to your various
aspects of culture as
represented by your responses

Response provides a clear,
accurate, and complete analysis
of your multiple identities
related to your various aspects

©2019 Walden University 3

Rubric Criteria
0

Not Present
1

Needs Improvement
2

Meets Expectations
profession, national origin,
educational level, etc.—based on
your responses to Exercise #3.

LO 2.3: Analyze multiple cultural
characteristics to better
understand personal cultural
identity

to Exercise #3 is vague,
inaccurate, and/or incomplete.

of culture as represented by
your responses to Exercise #3.

Explain what you learned about
your cultural identify as grounded
in your racial, ethnic, and
socioeconomic background and
your memories of your
relationships to various groups
based on your responses to
Exercise #4.

LO 2.4: Explain new insights
regarding personal cultural identity

Response is missing. Explanation of what you learned
about your cultural identify as
grounded in your racial, ethnic,
and socioeconomic background
and your memories of your
relationships to various groups
based on your responses to
Exercise #4 is vague, inaccurate,
and/or incomplete.

Response provides a clear,
accurate, and complete
explanation of what you learned
about your cultural identify as
grounded in your racial, ethnic,
and socioeconomic background
and your memories of your
relationships to various groups
based on your responses to
Exercise #4.

Analyze your current cultural
identify based on what you
learned about yourself, your
culture, and how you have grown
from your responses to Exercises
#5 and #6.

LO 2.5: Analyze current cultural
identity based on new learnings.

Response is missing. Analysis of your current cultural
identify based on what you
learned about yourself including
how you have grown from your
responses to Exercises #5 and #6
is vague, inaccurate, and/or
incomplete.

Response provides a clear,
accurate, and complete analysis
of your current cultural identify
based on what you learned
about yourself including how
you have grown from your
responses to Exercises #5 and
#6.

©2019 Walden University 4

Mastery Rubric No Yes

Exceeds Expectations: Connections to Experience: Connects relevant experience and academic knowledge
LO 1: Make connections to relevant
experiences and academic
knowledge in analysis of concepts
key to understanding culture.

Responses to the items do not consistently make
connections to relevant experiences and academic
knowledge in analysis of concepts key to
understanding culture.

Responses to the items consistently make
connections to relevant experiences and academic
knowledge in analysis of concepts key to
understanding culture.

Professional Skills Building
0

Not Present
1

Needs Improvement
2

Meets Expectations

Written Communication: Write with clarity, coherence, and purpose

Written Communication WC 1.1
– Construct complete and
correct sentences.

Sentences are incoherent and
impede reader’s access to
ideas.

Sentences are incomplete
and/or include fragments and
run-on sentences, limiting
reader’s access to

ideas.

Sentence structure effectively
conveys meaning to the
reader.

Written Communication WC 1.2
– Demonstrate the effective use
of grammar and mechanics.

Multiple inaccuracies in
grammar and mechanics
impede reader’s access to

Some inaccuracies in
grammar and mechanics limit
reader’s access to ideas.

Use of grammar and
mechanics is straightforward

©2019 Walden University 5

Professional Skills Building
0

Not Present
1

Needs Improvement
2

Meets Expectations

ideas.

and effectively conveys
meaning to reader.

Written Communication WC 1.3
– Create cohesive paragraphs
with a clear central idea.

Paragraphs, or lack of
paragraphs, impede reader’s
access to ideas.

Construction of main idea
and/or supporting paragraphs
limit reader’s access to ideas.

Main idea and/or supporting
paragraphs effectively convey
meaning to reader.

Written Communication WC 1.4
– Use supporting material to
support a claim.

Supporting materials are not
present.

Supporting material is used
inconsistently or
inappropriately.

Supporting material is used to
enhance meaning. Writing is
appropriately paraphrased
and uses direct quotes as
applicable.

Written Communication WC 1.5
– Demonstrate appropriate
essay level writing skills,
providing transitions between
an introduction, body, and
conclusion.

Ideas are disorganized with
no/poor transitions.

Ideas are loosely organized
with unclear paragraphing
and transitions.

Ideas are organized with
cohesive transitions.

Written Communication WC1.6
-Identify sources.

Sources are missing. Writing inconsistently
identifies or misrepresents
sources.

Writing clearly identifies the
source of nonoriginal
material and/or ideas.

Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions

Information Literacy IC 1.1 –
Identify and locate credible
sources.

No sources or noncredible
sources are present.

Sources are inconsistently
credible, appropriate, and
relevant to the topic and/or
assessment.

Sources are mostly credible,
appropriate, and relevant to
the topic and/or assessment.

©2019 Walden University 6

Professional Skills Building
0

Not Present
1

Needs Improvement
2

Meets Expectations

Information Literacy IC 1.2
– Analyze information sources.

Analysis is not present. Analysis superficially applies
aspects of sources that are
most relevant to the topic
and/or assessment and/or
analysis is unclear.

Analysis thoroughly and
clearly applies aspects of
sources that are most
relevant to the topic and/or
assessment.

Interpreting Data and Quantitative Fluency: Interpret numeric information in order to analyze issues and make decisions

Interpreting Data and
Quantitative Fluency QF 1.1
– Identify conclusions from
numeric information presented
in narrative and/or graphic
form.

No conclusions are made
based on numeric
information.

Connections between
conclusions and numeric
information are vague or
inaccurate.

Conclusions identified are
appropriately connected to
the numeric information.

Engaging Multiple Social and Cultural Perspectives: Apply strategies to develop intellectual flexibility and broad knowledge
that enables perception of the world through the perspectives of diverse social and cultural perspectives.

Engaging Multiple Social and
Cultural Perspectives EP 1.1
– Recognize the value of one’s
own and others’ social and
cultural perspectives.

Recognition is not present. Response demonstrates a
vague understanding of
how different cultural and
social perspectives might
affect interpretations of
issues.

Response demonstrates a
clear understanding of
how different cultural and
social perspectives might
affect interpretations of
issues.

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