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DOCUMENT RESUME ED 372 971 SO 022 758 TITLE Research Reports and Teaching Materials Prepared by the Participants of the Departme DOCUMENT RESUME ED 372 971 SO 022 758 TITLE Research Reports and Teaching Materials Prepared by the Participants of the Department of Education-Fulbright Hays Summer Seminar (Cairo, Egypt, June-July, 1990). INSTITUTION American Univ., Cairo (Egypt). SPONS AGENCY Center for International Education (ED), Washington, DC. PUB DATE [90] NOTE 429p.; This "best available copy" contains numerous pages with faint or nearly illegible type. PUB TYPE Guides Non-Classroom Use (055) Reports Descriptive (141) EDRS PRICE MF01/PC18 Plus Postage. DESCRIPTORS Ancient History; Arabs; Cultural Education; Foreign Countries; *Foreign Culture; Higher Education; *Instructional Materials; International Relations; *Middle Eastern Studies; Secondary Education; Sccial Studies; *Teacher Developed Materials; *Travel IDENTIFIERS *Egypt; Fulbright Hays Act; Global Education ABSTRACT The 20 items included in this document were prepared by teachers from the United States who traveled to Egypt in 1990 to participate in a seminar. The items are as follows: "Egypt and the Demographic Transition" (J. Bannister); "The Educational System: The Situation and the Challenge" (R. Bush); "Teaching Naguib Mahfouz' 'Midag Alley'" (J. Eret); "Islamic Art" (T Ferraro); "Ancient Egypt: The Five Fundamental Themes" (E. Fletcher); "Agriculture in Egypt: Lessons for the Middle School" (N. Haberhauer); "The Book Publishing Industry in Egypt: An Informal Study" (R. Johnston); "Understanding Egyptian Culture" (S. Knight; G. Trogoitti); "Egyptian Painting and Relief" (L. Kreft); "French in Egypt, On-Site Research in Cairo: Suggestive of the Current Status of French Language Instruction in Egypt" (C. Leggett); "A Lesson Plan for Discussing the Problem of Housing: An Egyptian Example" (J. Manzo); "Views on Egyptian Women in Arab and Islamic Culture" (G. Nolan; L. Louis, L. Prior); "U.S. Policy in the Middle East: Some Possible Implications for Egypt" (G. Olson); "A Teaching Unit on Islam: A Teacher's Question-And-Answer Guide" (K. Penick); "A Lesson on Arab Society and Culture" (P. Petrianos); "Egyptian Journalism: An Overview" (J. Piro); "Contemporary Egypt: Peace without Prosperity" (B. Predmore); "Suggested Sources: A History of the Modern Middle East" (F. Sakon); "Cairo as the Center of the World of Trade and Commerce During the Middle Ages" (E. Santora) ;and "Factors Related to Employee Productivity in Egypt: A Case Study" (j. Smith).(DB) Reproductions supplied by EARS are the best that can be made from the original document. *********************************************************************** RESEARCH REPORTS AND TEACHING MATERIALS PREPARED BY THE PARTICIPANTS OF THE DEPARTMENT OF EDUCATION-FULBRIGHT/HAYS SUMMER SEMINAR, JUNE-JULY, 1990. THE AMERICAN UNIVERSITY IN CAIRO in cooperation with THE UNITED STATES DEPARTMENT OF EDUCATION CENTER FOR INTERNATIONAL EDUCATION U.S. DEPARTMENT OF EDUCATION Office al Educattanal Reaear0 and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1,Th Id document has been reproduced as l'eCeved from the person or organization ortgmatIng It r' Minor changes have been madeto improve reproduchon duality Points of view or opiniOns stated in thisdocu- ment do not necessarilyrepresent official OERI position or oolIcy "PERMISSION TO REPRODUCETHIS MATERIAL HAS BEENGRANTED BY OPrfa- L.c.,_,ur TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERICI." 4ESTCOPY NIMBLE Research Reports and Teaching Materials Prepared byParticipants of the Department of Education-Fulbri4ht/HaysSummer Seminar, June-July, 1990 1. Egypt and the Demographic Transition by Jerry Bannister. 2. The Educational System: The Situation and the Challenge byRuss Bush. 3. Teaching Naguib Mahfouz' Midas Alley by John Eret. 4. Islamic Art by Tatiano Ferraro. 5. Ancient Egypt: The Five Fundamental Themes by Erin Fletcher. 6. Agriculture in Egypt: Lessons for the Middle School by Nancy Haberhauer. 7. The Book Publishing Industry in Egypt: An Informal Study by Robert C. Johnston. 8. Understanding Egyptian Culture by Sheri Knight and Glenda Brogoitti. 9. Egyptian Painting and Relief by Linda Kreft. 10. French in Egypt, On-Site Research in cairo: Suggestive of the Current Status of French Language Instruction in Egypt by Carleen S. Leggett. 11. A Lesson Plan for Discussing the Problem of Housing: An Egyptian Example by Joseph T. Manzo. 12. Views on Egyptian Women in Arab and Islamic Culture by Gail Nolan, Linda Louis, and Linda Prior. 13. U.S. Policy in the Middle East: Some Possible Implications for Egypt by Gary Olson. 14. A Teaching Unit on Islam: A Teacher's Question-And-Answer Guide by Karen Penick. 15. A Lesson on Arab Society and Culture by Paul Petrianos. 16. Egyptian Journalism: An Overview by Joseph Piro. 17. Contemporary Egypt: Peace Without Prosperity by Bill Predmore. 18. Suggested Sources: A History of the Modern Middle East by Fred Sakon. 19. Cairo As the Center of the World of Trade and Commerce During the Middle A4es by Ellen M. SantOra. 20. Factors Related to Employee Productivity in Egypt: A Case Study by Jane Smith. JERRY BANNISTER (Associate Professorof Anthropology, Western Connecticut State University, Danbury, Connecticut) EGYPT AND THE "DEMOGRAPHICTRANSITION" Background information for Teaching SecondarySenior High School Students College Freshmen or Population is a significant dimension Inthe efforts of developing countries,Ilke Egypt, to meet the social heeds of theirpeople. Afthough the relationshipsare often complicated, birth and death ratesmay be used to illustrate population trehdscow long periods of time. The most famous Illustrativemodel of population trends in Northernand Western Europe is called the "DemographicTransition". it should- be noted that the Demographic transition was originally offeredas a predictor of the direction of world population trends. However, it Is used hereto illustrate, and to compare and contrast the context of European changes in birth-deathrates and size of population with thevery different context of the Third World, withEgypt representing a case example. Demography simply refers to the study ofpopulation; the increases/decreases due to birtWdeath/migration rates, and thecompositionsuch as gender and ageofthe population. In the phrase "demographictransition", the word "transitionrefers to changes from relatively high birth-deathrates to relatively low birth-death rates. Data for the European demographic transitionis obtained for the 1600's from Scandinavian church rmords and froma wid range of rezords for the period 1700 to the present Both the birth and deathrates are averaged annual ratesper 1000 in the popu lation. Question: What kind of population changewould you expect to be associated with the birth rate for 1600 to 650? Answer Gradual increase. Question: Human kind has beenon earth for a feN million of years. The agriculture revolution occurred a little over 10,000years ago. Would any one like to guess when the earth achieved its first billion? Answer About 1810. Question: What is the population of the earthtoday? Answer About 5 billion. Question: What kind of population growthwould you associate with theyears 1650 to 1800? Anwar Rapid growth. Accounts for 1810 bringthe year of the first billion. Question: What idnd of population growthwould you associate with the period from 1800 to today? Anwar: Gradualcompletes the "transition'. Historically global population increase isnot due to people having more children but to the fact that more children survivethan was previously the case. The twoage groups in a population that have the highest deathrates are infants and adolescents. In the 16001 a gradual but significantsecond agricultural revolution was taking place. Intenshm agriculture hadtended to take place along flood plains. Floods replenished farming soil. Farming outsideof flood plains tended to followa slash-and- burn pattern: bum a piece of the forest,plant for one or two years, and thenmove on to JEST COPY AVAILABLE " E AOG t.1.1C. -ralkwerrtot4"firRA ast u. sO Qv, 0.1142) mks. pep 40 0.1-aS NOW.1E1 eIN. -14touse14 9+0 l 0 IMP Mb .1110 V tkx) 11400 Atz 00040V0-trUADtigb R.0 43 0 QA4) 50 Ibet. par 4otszaiN430 2.0 10 e.41r1u. a.% rb.4e. *Int:A.3%M t950 vib0 VI 1.0 1,40 19/ 2 the next area to be burned. In short planting mined nutrientsfrom sail, and when these nutrients were gone, crop productivity failed. However, in Northernand Western Europe between 1400 and 1800a pattern of crop rotation slowly emergedwhich utilized dtfferent crops beinggrown in the same fields at different times, season of no planting. Different and with at least one cr:ps take out different materials andput back other nutrients. Trial-and-error resutted in crop rotation schemes thatmade high productivitya possibility even away from floodplains or irrigated fields. Monasteries also played a major role In the second agriculturalrevolution. Gardening was emphasized withinmonasteries and experimentationwith hybrid seeds, restating gradually in greater grainyields. Question: What do yousuppose might explain the fall in death rates? Ammar Not medicine;mass medical procedures deveiopedlater in time. Rather, it is the greater availability of food. Gumption: Haw does food makean immediate and dramatic impact in the rate? death Amor Remember that theage group with the highest deathrate 13 infancy. Malnourished pregnant women havea high probability of giving birth toan infant who will die. Food forpregnant women greatly enhancesthe chances that their infants will live Question: Examine the graph'sdropping birth rate arki time frame.What historical
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