Team Project

Global Perspectives – Y11

GP- Marks Distribution:
Team Project:
• For the Team Project, there are two elements:
• • The Team Element: The Outcome and Explanation (up to 10 marks)
• • The Personal Element: The Reflective Paper (up to 60 marks)
• Done in groups of 2-5 students.
• Must be completed before winter break.
• Last day to submit the Reflective paper is the 14th of December.
Process of Team Project:
• Please find the attached document to understand the process of the
team project approved by Cambridge.
• The Team Project will involve the candidates working together to take
action to help improve, resolve, or raise awareness about the issue.
• The team members are to be decided by the teacher according to
their strengths and abilities.
Step 1: The team chooses a topic from the
eight topics outlined in the syllabus.
• When choosing a topic for the Team Project, learners are restricted to
eight topics. These are listed in the syllabus and repeated here for clarity:
• • Conflict and peace
• • Disease and health
• • Human rights
• • Language and communication
• • Poverty and inequality
• • Sport and recreation
• • Tradition, culture, and identity
Step 2: The team explores different issues within the
topic and decides on an issue that they would like to
focus the project upon.
Freedom

Justice Poverty

Human
War Peace Rights
and
Conflict

Discrimination Violence

Hunger Security
 Food
Poverty
Gender
Generational
Inequalit Poverty
y

Poverty
Child Labor and
Inequality

Homelessnes
s
• Once students have chosen their topic and issue, they must conduct
research on the issue that includes exploring different cultural
perspectives.
• Each candidate should keep detailed notes on the research they
personally completed so that they can present this in their Reflective
Paper.
• The team researches different cultural perspectives on the issue. These
can be perspectives from people in different countries, or different groups
within a country such as young/old, urban/rural, wealthy/poor, etc. This
research can be primary (e.g. interviews/questionnaires) or secondary
(internet or library research).
Cultural Perspectives.
• Cultural perspective is the process of understanding things in terms of
the culture that surround them.

• the philosophical perspectives, meanings, attitudes, values, beliefs,

and ideas that underlie the cultural practices and products of a
society. They represent a culture’s view of the world.
Determinants of Cultures:

Values Language Symbols

Heritage History Norms

Practices Beliefs Expectations

Tradition Customs Rituals

Identity Taboos Myths

Example of Cultural Practices:
• Examples of Cultural Practices:

rites of Passage the use of forms of the use of space (norms of

discourse (e.g., use of respect in social
formal vs. informal forms interactions)
of address)
gestures and other meal times table manners
nonverbal forms of
communication
traditions related to turn-taking (in playing behaviors
holiday celebrations conversation or in games)
The “pecking order” shopping behaviors socially appropriate
behaviors for interviewing,
dating, weddings,
funerals, etc.
Example of Cultural Products
Tangible Non- Tangible

artwork; tools food, dresses dance music

political cartoons musical instruments language literary styles/ genres

literature toys, household items, educational institutions Social, economic and

pottery political institutions
Examples of Cultural Perspectives:
youth valued over age or vice versa
the belief that bigger is better
value of having (ownership)
importance of individual freedom;
independence
valuing of sports/entertainment
over education
belief that humans are part of the
natural world and must respect and
care for it
importance of family
values attached to bilingualism,
multilingualism, monolingualism
value associated with personal
privacy
Examples of Cultural Perspectives, products
and practices:
• In some Asian cultures, members are positioned (a perspective) on a
hierarchical scale based on age, social status, education, or similar
variables. In those cultures, the exchange of business cards (a
product) that provides key information is a helpful practice. Because
the cards facilitate social interaction and are treated with respect in
those cultures, one should not scribble another name or phone
number on the business card (taboo practice). The information on the
card also directly affects the nonverbal behavior (practice) of those
involved in the communicative interaction, as well as the choice of
linguistic forms (products) that indicate status.
• In the U.S., youth has traditionally been valued more than old age (a
perspective). As a result, products that purport to prolong youth and
vitality (e.g., face creams, high-fiber breakfast cereals, and fitness
equipment) have become an integral part of our culture. At the same
time, practices that are perceived as prolonging youth and health are
encouraged: school children have physical education to promote
physical exercise; many invest in running shoes (products) or join a
fitness club (product); some take extreme measures to look younger
and have plastic surgery (practice) or wear clothes associated with a
younger set (products).
• In Spain, bread is considered a fundamental part of every meal
(perspective). Fresh, long baguette-type loaves of bread (products)
are baked and sold daily in panaderías (products). At the table, people
break off (rather than slice) pieces of bread from the long loaves and
often use the bread to scoop food onto eating utensils (practices).
Butter isn’t served with the bread (practice).