0BC-072-3576 NOTE 114P.; Because of Marginal Legibility These Appendices Are Available in Microfiche Only from EDRS

DOCUMENT RESUME

BD 099 286 SO 007 984

AUTHOR Oswald, James M. TITLE Intercultural Social Studies Project. Appendices B, C, D, G, H, and I. INSTITUTION American Universities Field Staff, Inc., Hanover, N.H. SPONS AGENCY Institute of International Studies (DHEW /OE), Washington, D.C. BUREAU NO BR-2-2088 PUB DATE 26 Nov 74 CONTRACT 0BC-072-3576 NOTE 114p.; Because of marginal legibility these appendices are available in microfiche only from EDRS. Paper copy is available from American Universities Fieldstaffs; SO 007 983 is a related document AVAILABLE FROM American Universities Fieldstaff, Intercultural Social Studies Project, 3 Lebanon Street, Hanover, New Hampshire 03755 (paper copy of appendices)

EDRS PRICE MF-80.75 HC Not Available from EDRS. PLUS POSTAGE DESCRIPTORS *Cross Cultural Studies; Curriculum Development; *Global Approach; Group Membership; Instructional Staff; *Intercultural Programs; Newsletters; Participant Involvement; Program Evaluation; Projects; *Records (Forms); Reports; Secondary Education; *Social Studies IDENTIFIERS *Intercultural Social Studies Project

ABSTRACT Appendices to the 1972-1974 report for the Intercultural Social Studies Project for SecondarySchools are presented. They are part of a reportdescribing the major activities and accomplishments of the projectwhich maintained a culture studies network of teachers in which materialsdesigned by project staff were field tested. The appendices containrepresentative examples of project fieldtest materials, projectnewsletters, lists of fieldtest participants, representative examples of participant andevaluator responses, a projectparticipant form, and lists of project policy committee and advisory committee members, projectevaluators, and of the project staff. SO 007 983 is the final reportand also contains Appendix A, a pedagogical framework for globalcultural studies. (Author/KSM) - APPENDIX C-.

PROJECT NEWSLETTERS 1 THROUGH 11

No. 1 January 1973 No. 2 February 1973 No. 3 March 1973 No. 4 April 1973 No. S May 1973 No. 6 June 1973 No. 7 October 1973 No. 8 December 1973 No. 9 January 1974 No. 10 April 1974 No. 11 June 1974 APPENDIX C

American Universities Field Staff 3 Lebanon St., Hanover, N.H. 03755

telephone: (603) 643 2110 (21 ?) 986.6723 Coble Aaarvss Au; $IAFF, Hanover

A NEWSLETTER FOR INTERCULTURAL SOCIAL STUDIES TEACHERS

VOLUME 1, NUMBER 1, JANUARY 1973

Dear Field Test Teacher:

Thank you for cooperating with our efforts to develop secondary social studies Taterials for intercultural studies. You arc one or a hunt.lr;:d teachers working with the ICSSP. Each will receive the following:

1. An introductory packc.t of materials relating to the AUFS organization.

2. A continuing subscription to Fieldstaff Reports. These have blue covers and are distMaited-at the rate of sixty titles each year. You'll receive about five each month and we hope many of them will interest you. Please feel free to share these Reports with colleagues and use them when you can asresources in the preparation of your own lessons. And by all means, share them with any students who haveinterest in the topics and can handle the reading level.

3. Ten copies of "Witchcraft and Sorcery in Tanzania," a Fieldstaff Perspective by Norman N. Miller. We hope many students will roadthis booklet and that you and they wi21 advise us on the interest and usefulness of its topic, style, format, and reading difffcu)tv. Enclosed is an evaluation form for your response and a return envelope for your use.

4. "La Parada: Lima's Market" Parts I,II, and III will follow in about a week.

5. "Suggestions for Studying Cultures" will be sent next. It is the beginning of an effort todevelop a guide for teachers. At that tim2 we will forward fivecopies of each of the following Fieldstaff Perspectives:"Half Worl d, Empty or Hal f 1'111) ," "Ci ty ETTA t s ," t:Idou

UN' /ERSITY MEMBERS tr,ey,1!.,, ovrits-Jr-) Brov.n Cchtorls0 Insfa:J'r! TCCrinG::,gy Dattr^Ovfn un:icrs:!y Ino..)no c.? rani:).):30510r3 SL !e nviCrtolyMc11:-:iori lino.f__,t-?Tui,.:re univi351!; Uh :-!),/ Of Vve)COrnin

New York Office 535 filth Aver loe. New York, N Y 1 001/ noon 6 6722 -2-

NEWSLETTER, VOLUME I. NUMBER 1 JANUARY 1973

"Change on the Altiplano," "The Blacks of Choco,"."Life in a Callejon," "India's Bovine Burden," and "Mitacics with New Rice Technology." The suggestions will offer several alternatives for using Perspectives in the classroom.

6. Meanwhile we will be developing for your use, in Feb- ruary and possibly early March, aunit tentatively called, "MAN AT AQ KUPRUK." It will focus on life in and near the village of Aq Kupruk in Afghanistan just south of the border of the U.S.S.R: Numerous readings will be provided.

7. In late March or April we should be able to send materials relating to the question: "SOUTHEAST ASIA: AMID DIVERSITY IS UNITY POSSIBLE?"

8. "HUMAN BEHAVIOR: HUMAN CULTURE: LOOKING AT OURSELVES" It is at the planning . may not get dune this spring. stage and your input can be helpful.We'd like it to be the "hicl

9. We hope many of you will be able to usethe ten Field- staff Perspective booklets on "POPULATIONAND SOUIETfliS." Perhaps the best way is to have you requestthe series. We can deliver the materials any timeWrt6F February first so let us know if and when you wish to testthese materials. Since thisis a second test for mostof these booklets, it is not essential that all of you usethem. It's up to you. Let us know yourinterests.

10. Two lists of American UniversitiesField Staff publica- tions arc being sent for your review.They cove/ the years 1968-1970 and 1971-1972. Since it is ourintention to adapt Fieldstaff Reports for secondaryschool students, you cailbe of nelp byreviewing these lists and suggesting which titles would be more interesting andacceptable for your students. Also, we hope that some field testteachers, perhaps adapt some Reports and permit us to ., even students, will share such revisions with others inthe ICSSP network. While the staff is responsible forwriting and rewriting, we nevertheless realizethat you and others are *dented professionals who may want to assistin doing soL if the materials development. .3.

NEWSLETTER, VOLUME 1, NUMBER 1 JANUARY 1973

A review of AUFS publication lists may reveal reports which you will want to obtain, either for direct use or your own revision. Your requestfor these "back issues" will be honored within budgetary limitations. We cannot send everything to everyone but we will be able to fill almost any specific request.

11. As the blue-covered Fieldstaff Reports are issued this winter and spring, certain ones wilfUe selected and rewritten at several levels of difficulty (hopefully, fifth through twelfth grade reading levels). These editions will be provided for your use in classroom situations and will enable us to provide current events material at the same time as comprohem.ive units are being developed. Thus, ICSSP curriculum study materials will be coining to you in several formats.

A. Fieldstaff Reports -- (for teachers and advanced students)

Fiel&Itarf PorsTectives -- (for students)

1. Single reports -- (current eventsand units) 2. Sets of reports -- (teaching-learningunits)

C. Pedagogical framework -- (items for teachers)

D. Evaluation forms -- (for teachers andstudents)

E. ICSSP newsletters -- (for teachers)

F. Miscellaneous materials -- (some AUFS and other sources for whomever has interest)

12. Among the other things we would like tosend are special issues of journals and perhaps evensamples of books. If we can send at no charge itemsbelieved to be of intere: may we? None of theICSSP materials has any cost attached. We do not charge you.We do not charge your district. Let us have thefollowing agrde- ment: We will send what isavailable of what seems good and appropriate unless /ou advise usotherwise. We will not give yournameancradTress ]ndiscriminaCCIy. We will work to bring you materials ofprobable interest. Say NO if you like. Otherwise, your YESis assumed and as your colleagues, wewill f2rward7Oratever we come across if it appears to be in your interest area.

Sharing is a major part of the ICSSP.You will receive a ro!,ter of all the teac:lers involved inthe project and it 011 include school and home addresses andtelephone numbers. Hopciully, many -4-

NEWSLETTER, VOLUME I, NUMBER 1 JANUARY 1973

will be able to get acquainted and perhaps shareitems and non- project materials such as curriculum guides andpersonal- professional letters. Whenever possible,we will arrange for you to meet nearby colleagues. If openings arise foroverseas travel, summer study programs, and workshops,we will send announcements to you as quickly as possible. Professional de- yelopltent is an implicit goal of. the ICSSP.

Feel free to share ICSSP materials and ideaswith colleagues in your school and district. If a set of materialscan be more appropriately used in a colleague's classroom thanyour own, please make the appropriate arrangements and, ifpossible, have that teacher prepare the evaluation forms withyour assistance. Such flexibility will insurethe maximum use and provide a convenient procydure for dealing with materials.Feel free also to share those materials whichare extensively used in your classroom. WheneVer several teachers use materials, some record of the results would be helpful tous.

Several return envelopes have been enclosed. Use them whenever you have a question or a suggestion.

There's so much to do tha wthis newsletter has to end. There will be others, however, and younow have a little better view of where we arc headed. Future newsletterscan include your own ideas and questions. Please be encouraged to contribute and th:'reby help the ICSSP develop into an interactinl network of professional educators committed to intercultural studies.

Cordially,

THE AUKS INTERCULTURAL SOCIAL STUDIES PROJECT STAFF JO/et Enc. INTERCULTURAL SOCIAL STUDIES PkOJECT NEWSLETTER AMERICAN UNIVEILITIES FIELD STAFF 3 Lebanon Stroe% Hanover, Now Hampshire 03755 (603) 643-'1.10

Vol. I. No. 2 February 1973

Greetings:

There is so much to say and so little time..

SUMMER 1973 OPPORTUNITIES: Deadline is March 15, 1973 for applications International Educational and Cultural Exthange Seminars.

TEACHERS: Summer 1973 Seminar in India for teachers of World of Asian hislory: S July and Au.u:A, secondary s:.-Lool leucher: survey Indian culture then experience it. Dive weeks of intensive study, two wecks of related field trips within India, two-day conference in Bombay. Preference to those without previous experience in Asia and those with masters degrees, Provides costs of instruction, travel, and modest living allowance. Selected participants will neeil.; U.S. $300 for private :.ravel, recreation, and miscellaneous expenses. Direct air mail special delivery letters of application to: Teacher 1.077 Seminar.i.n India, Instit.utc of Inter- national. Studies, Office of Education, U.S. Depart- ment of. H.E.W., Wa5hington, D.C. 20202. Enclose a stamped self-addressed envelope. Deadline is Mnrch 15, and applications must be forwarded to the grantee institution sponsoring the seminar. No forms available. Make your letter an appropriate substitute. Provide full addresses and school and horns, telephole numbers.

SUPER7ISORS AND CURRICULUM DIRECTORS. Fall 1.973 Seinar in India:8 weeks, October and November, se(.ondary or elcilwntary supervisors of history or social studies. Six wc eks of formal study (art,, geography, history, social and econoc c life of India) and twe weeks of

related field trips (Bombay, Calcutta, Madras) . Prefelunce to those with masters degrees, .Three years of (Y.puyionc(., and an arc under fifty. Provides m-ts of instruction, travel and modest allowance. .2.

Selected participants will need t U.S.$300 for private travel, recreation, and miscellaneous expenses. Direct air mail special delivery letters of application to: Supervisors 1973 Seminar in India, Institute of International Studies, Office of Edu- cation, U.S. Department of H.E.W., Washington, D.C. 20202. Enclose a stamped self-addressed envelope. Deadline is March 15, and applications must be forwarded to the grantee institution sponsoring the seminar. No forms available. Make your letter an appropriate substitute. Provide full address and school and home telephone numbers.

TEACHERS FROM ABROAD AVAILABLE FOR TEACHING POSITIONS IN THE UNITED STATES. 1973-1974. One year with renewal option for another year. Aged 25-50, good command of English selected by their nation's binational educational commission, :econdary and eler,entary, all subject fields (physical education am: music to science, math and social studies), No immediate deadline. Write: Tevch:r Exchane.Y.eetion, institute of Inter- national Studies, uffice of Education, U.S. Depart- ment of H.E.W., Washington, D.C. 20202.

FOREIGN CURRICULUM CONSULTANTS. Eight to ten months. For large school systems, state education departments, small colleges, groups of colleges. "To help plan and develop American curriculums in foreign language and area studies." No immediate deadline. Write: Divisi6i of Foreign Studies, Institute of Inter- national Studies, Office of Education, U.S. De- partment of II.E.W., Washington, D.C. 20202.

There may, in addition, be summer teacher seminars in other countries where PL 480 moneys aic available. These could include the Arab Republic of Egypt, Pakistan, Poland, Tunisia, r:nd Yup.oslavia. Applicants for seminars which may possibly he held in these places would follow the same procedures as iu applyiny. for the India seminars. Send letter application to the Institute for International Studies.

By the way, the President and Congress are seeking counsel on the future of federally sponsored international educational pro.,1ram.5. In one version of the 3973 and 1974 federal budgets all such Prod; ems in IILW-U501] are dcletr'd. One view is that they sh()uld hT .dthin the new, as yet unfunj National ;n st]tute for Education (NIL). Another view is directed toward .3. 1.

expansion and other advice ranges from "shrink" to"abolish." For further information on the subject onewould have to obtain it from the President, Senators, Congressmen,and from the institute for International Studieswhich is responsible for administering such programs as directedby law (Mutual r.ducr,tional and Cultural Exchange Act of 190.Fill- Sul;comitteo bright-Hays Act) . Of interest is Hearings Before a "OE Ph-480 HEARINGS," Before a SubEommitteeon_Anpro-7 priations Jlous eofRez i:C:s t a f.TVe . a l o ress, Se. 11(1sZssion,-PariJorlcce 1acaion,ThLecia3

(.87t;, P-20: ic a congressman can providea copy.

There could be more information in this Newsletter butit is importart notto delay. Sorry not to be able to teLl youthe Sominar inillUliOnS. They are just Pot nvailablc. (in a coLipnier....)1n previous ycarl., however, the India s(: :ainors have beenaCIAnisterod by tilt. 1nternationnl StU,Iks D:Visio% or uLo N(.w 'NJ.%;;;.;:to 0..Tart)::t of Educ;ItioA. 1%*F- hripS yell will want to send a duplicate of anyletter application c/o Dr. Norman Abramowitz, The State EducationDe- partment, 99 Washington Avenue, Albany,New York 12230.

More about the project in March! Expect"MAN AT AQ KUPIWK" in early March.

,p0A.,44 tse Tomes 1,. Oswald ntercultural Social Studies Project \I , (r`.1

SiaLer Cines' .?rottrItzt_er. v. Boon To The help combat itpolio cpid,:nric.1 shipments of food from Japan WASHINGTON (U P 1) Within10days,Ili;dallsemi while the U.S, government. In Worldproblemsusuallyfire: flti:1,COn worth of meth- violation of the law, refusesto tackled only on a government:11 .cal and six iron lungs openitsfoodwarehoweto level,buttheSierCitio% to NI:in:11m. these starving women, children prv:ratnofferstheaverdff.elAfter World War II,Seattle. rind unemployed !flea " citizenIt's owns!....cialwer:: Wash., sent relief s:tipplies to its S!sterc:tiesalsocelebrate shop in in's-maim:a 1,:zi.AterC.ty. .10pan. Last eacho t h e" isindependence Undtr pro 7ri_ln, irar, 1.)he rettirntli the favord.1; S, exchAnze pen hy c:n afcii:tte with F(i:din;; F(1'n1 turIS Of lienini4in('emon, dentists, jour. acityahrei:41 hat -'::;t f;:,ttl,many a whosc th-y:rocrs and tourists. Flttnilar c-hatoctcristics as siv,;citi4t.ns were facing lean times economic tro 'Lieswith America cities Ie:weofpreloi,:sedunt established by The eitivA then ploymiiit.In1)ec.c.1.31r,1971, imoi;dpaluies (:Itall continents, tional,cultural,tech, liealawl! Son. Warren :31m:int:son, I) NiLebyappuesa and/..0*.lexi- otly.r ex change pp. ran...... t Old collcaaies: can cities have Ametican About 42.7, Anicrican (Ries have:tI have in the U:litt-t1 b,..eome ZNOtt.St:ite., F. nate far over 2' :.ePrs There elf.° is trowliq; interest sirter in Et land in of that tin:m T have in Africa ond rastera Sint ft!: ..:acedby my ree,.utly 0. ' tor' 4. ii;;;;;;,it.d w:th r.tiiithe f!t.i.`'11:.: I() .. t.: It t 1,n.eu,and1.:^clezr-ter, 0: the 'I.% N.Y., ha, :3:cnted sister :,'F' !;; i.1t 3!..e ;,..(;: : 'ry ...le . .! t!, -:'' :... '.I fitfni 11,,t i4;)* the stpin: giant" crii.terna-I ui li rqauclny.!. 1 acid!! ionto the "U.S.co7r.mtinVy or:itt toano;ht,r Gittin_z said,tits"noner;t1 p.rtlei; olion" 0.;. StPflg11!:!:s 100:11 as v. -lit.! prgr:.trn in:1 :11,14.ra got its"realthrust"wiltthe People-to Peoplemovementof thek:i.,cul.,-.veryi,;;13,Gittins Snit!, pin; urh fore:em in tan tics ark: over 30 years old. "The concept of sister ett:cs isquiteold...,"he pack to ancit.nt I:oinan time.." 1,:dtmitinnal ex eh a n e 1"cbaLlY tie' hirrtev.t part u! prorra:n, %.ithboth stuct,nt and teaci,...r York,I'd., and rone, for in.innee,exchangeIan. page. tt.;.ciiorS. °Cor rel irs hi:th ,,,o; l'e :rT.:3 Pork. Tile, Brazil,).tee hadsnc:ianex, :!ar., sfico n.cortim:r. toi n utz oft:Ic ,.,f; Tal;oa Park's EL.:yr city mu

9.1v cry stud,...nt thatc..rne 114 (t.thrrv.-1.) hnve pny for!It.r itia .'.1 '.t :.o.. fr-Jrncoikee there." S1,-tercities ahn he each otilr m rnes (,;" f :::1 s; y, vris earv-r. in ;OA al..o te) t'S 1 -itsin1971 to INTERCULTURAL SOCIAL STUDIES PROJECT N wsi,Errif,11 AMERICAN UNIVERSITIES 111:3,1) STAFF 3 Lebanon Street Hanover, New Hampshire 03755 ( 603 ) 643-2110

Vol.I No. 3 March 1973

How time flies....

MAN AT ACS KUPIIIIK!A Town In Northern AfIlrnistan is printed, boxed, and being mailed.On receiving the parcel, cheek 11w many items enclosed against the inventory which will be the top sheet in the flip top box. Developmen!. of simulations and illustrated materials absorbeC staf: time. We depend oil field teacher S to innovate and adapi MAAK_ to your elassioDm anl to your studont...The 'MA AR' terielii»:!:-learning pachet contain-. soris of ror.tt-e:i\-.:; fcr:1 varieLy readiilg and Thv :-Aaif awaits your judgement.Frankly, we can hardly wait for your evaluations. Recommended for tux with MIAN:ATINA are the Central Asian films of Mien Bryan.These are being used this Spring in workshops.(By the way, will we sec you at the South East Regional National Council for the Social Studies Annual Meeting in Durham, N.C.,April 5-7, 1973?We'll be using Julien Bryan films in demonstrations there.About that meeting, more later.)Back to films for MAAK. MIPS DOCUMENTARY FILM PROJECT Director Norman Miller reports that 1Cmin color-sound films from Aq Kupruk will be available later (luring 1973. Working from twenty four hours of raw footage filmed under the supervision of AUFS Associates Louis Dupree and the MT has ft everal story- boards now being edited in London film studios.When these films arc available, ICSSI' field test teachers will be among the firs! to know.For now, use the MAAR* materials. If they are good, consider enriching them with Julien Bryan films and preparing the way with budget directors for future orders of DFP films from Aq Kupruk. The following iSinm films are available for purchase through Julien Bryan and the International Film Foundation, 475 Fifth Avenue, Suite 1:16, New York City 30017(212) 68!;-.4998. MOUNTAIN PEOPLES OF CENTRAL ASIA SEM ES (Fourteen VI 1ms Individual') or a. Set Price of $1655.00) [All Color Films Except. (Tajik)]

Title I.act.Ttli Price

Baking Oven Bread (Tajih) 11 minutes $120. 00 Baking Unleavened Dread (Pushtu) 10 minutes 150. 00 Boys' Gaines (Ptu 5 minutes 70. 00 Building a Bridge (Tajik) 10 minutes 120. 00 Buzkashi (Afghan Tribes) 8 minutes 1.40.00 Casting Iron Plow Shares (Tajik) 11 minutes 110. 00 Grinding \Vhect (Tajik) 7 minutes 90.00 Making Gunpowder ('i'aj ik) 10 minutes 115. 00 Making Felt Rugs ()'ushtu) 9 minutes '.35.00 Men's Dance (Pushtu) 11 minutes 14.0. 00 Pottery 17::1:01:; (Tajik) 15 minutes 180.00 Shen ring -lab's (Tajik) '9 minutes 100. 00 Threshing Wheat (Tajq 9 minutes 100. 00 We:1A.0-z Cloth (1)u;;;Itto 9 minut.r!s 1:;5. 00

MAAI: sets come in a boy :.Orly enough sets for field test teachers (100) and evaluators (15) arc being shipped.A few partial sets remain in the office.On the basis of Spring evaluations the NAAR- packet will be revised and then marketed this Summer for Fall deliveries.The tentative cost will be just under fifty (I'llars and the set will contain booklets, color prints, slides, maps, photographic: murals, posters, simulations and a easnettc recording.Field test sets do not contain recordings or artifacts such as prayer beads.What is your counsel?

NOW, back to the Spring workshops.The full staff of three will be in Durham, North Carolina, at the Downtowner Motor Jim, for a presentation:"Intercultural Social Studies," Friday, April G, 1973, 3!30 - 5:00 p. m.Don't know the room assignment.. Maybe not in the DMI but nearby.For information on the SE Regional NCSS meeting (April 5-7) contact:Mary Vann Wilkins, Division of Social Studies Educat'on, Department of Public Instruction, State of North Carolina, Raleigh....If you ca., join there we can meet you and you can meet Jim Oswald, Marlon Spitzer, and Billy Thames.

The day before Jim Oswald isin Boston demonstrating "EAMItSIIIP: FOUR-IMiENSI :)NA1, GEOGRAPHY OF THE ONE: AND ONLY SPACESHIP EARTH...(Fourth Annual Northeast Regional Social Studies Conference, April 4-7,197::,`7ntler-T;ilton II )tel, Pioston,:\Iassachusett5.4.The "EAlt :1J1SHIP" presentation is 9-12 a. m. Thursday, April 5, 1973,in Parlors D and E.It is "Clinic 6".Ji.n will be in the SIIII the night before to meet with all who are interested in the ICSSP. 3 Tentatively, a workshop is scheduled for late April inMemphis and possibly another place farther southeast.If you want staff to visit or conduct a workshop in April in the southeast, contact BillyThames, AUFS-ICSSP, Box ---; 2962, University, Alabama 3518G.Ile's setting up the itinerary. Charles Rivera and other University of Denver,International Studies folk will be demonstrating MAAK at the South West. RegionalNCSS Meeting scheduled for April 10-21, 1t173, Mayo Hotel, Tulsa, Oklahoma. On Workshm: We can't go everywhere though wewish it were possible. The Sitlif is ;18 happy to meet with one as withhundreds.The budget severely limits travel. So...staff go first where they are invited.We sometimes ride the bus and subway and will sleep oncouches.But even those budget stretchers fail to create more time.Begin thinking about next year. ...San Francisco NCSS ... November ... for example.

IF yritt al(' a field te:it tench2.r who is not anNCSS memly'r; you rlay be surprised when a copy of S'.)oial Educationarrives in your mail box.Marc MzviL;er, twill F10111C COpiOS of tir.! 1;73 o ,c0t,v our offer.Others will be pursued.

EVALUATION:Keep those forms, cards, and letters coming.To these who have :itildeyl!..; evaluate the ICSSPmaterials and then forward their comments to the stab, a special thnnks!And to all of you, many thanks!The evaluations being provided are very helpful.

South East Regional ICSSP Coordinator,I3illy Thames, Dr. Carrel Anderson, and others of the University of Alabama areanalyzing evaluative data for the ICSSP. The following evaluators arc also servingby providing analyses and evaluations of ICSSP products.These evaluators include: James M. Becker, Indiana University Louis Dupree, AUFS - Oxford University William M. ifering, Jr. ,University of Illinois Dana Kurfman, Prince George's CountyPublic Schools Frances Link, Curriculum DevelopmentAssociates Robert C. Johnson, University ofDenver Roger Johnson, College of Education,Tampa Richard F. Newton, Temple University Anthony J.Petrillo, .leffe ::on County Public School: Peter Scha. f,I larva rd, human Development Center Charles Thon-pson, Harvard, HumanDevelopment Center Don T. Tullbs, Memphis CitySchools Jan L. Tucker, FloridaInternational University TRAVEL this summer to India?Regardless of what happens with the USOE International Educational and Cultural Exchange Seminars, apay-your-own- way study tour to India has been arranged by Dr. Norman Abramowitz, State Edueatiortment, 99 Wash! Von AvenueAlbany, Nev' York 32210. The cost is $950.You'd need more dollars than that but for details contact the organizer.A bargain if there ever was one.An investment

SOUTHEAST ASIA'Amidst Diversity Is Unity Possible?Expect delivery of this teachinglearning packet not less than a month after the arrival of MARK. Whereas MAAR is based on the work of AUFS Associate Louis Dunree, scholar- observer in Afghanistan, SEA: ADM' will be basedon the work of two AM.'S Associates:Willard Hanna who went to China as a teacher in 1932 and Albert. Ravcnholt, who also went to Asia before World War Two.Both have written extensively. Once again,it is a pleasure 4.o be able to bring the perceptions of scholars to the classroom through Fieldataff Penipeetives.Look forward to SOUTH 1;,A.ST ASIA

THE )(.611 Yield Tel Toftcloce Network partieipnnts arc: listed on the two en- V.ith the rw.nt of D.m cntAtvur, Colo 'win.The nature of Don's assignment prevents his participation.Acid the fon0Will(), SiX names and addresses to the list.And welcome to all.

New York Florida Charles Fallon Mrs. Rose Marie Cue Frederick Douglass JIIS Miami Norland Senior High School 940 Fernwood Park 1050 NW 195 Street Rochester, New York 14609 Miami, Florida 33169

Barbara Francis Maryland Secondlry School 164 Alexander Street Den F. Collins Rochester, New York 14607 Secondary School Piscataway Road Sidney Hoyden Clinton, Maryland20735 South Shore High School 6565 Flatlands Avenue West Virginia Brooklyn, New York 11236 Allan LaRue Piedmont High School 2nd Street Piedmont, West Virginia 3'750 RECORDINGS "dedicated to the preservationand communication of Man's cultures" have been available since 1947through Moses Ash's Folkways Records, 701 Seventh Avenue, New York City10030 (212) 586-7200.Their catalog can be invaluable for the "culturestudies" teacher.Also a supplier of recordings is the Library of Congress,Washington, D. C. 20202.While you are writing, ask forthe LOC lists of historical-cultural recordings, photographic prints, and historic movie footage.

L001N0 for a way to encourage students?Here's an opportunity for ICSSP students and others.Cash and study travel awards are given annuallyto secondary school students by Scholastic CreativeWriting Awards, 50 West 44th Street, New York City 1003G.The 1973 deadline has passed but fiction, non-fiction, poetry, and drama can besubmitted for consideration February 1974.

Thanl:.:3 for rc;:ding.iiindest regards.

J cmes M. Oswald terlultural Studies Project INTERCULTURAL SOCIAL STUDIES PROJECT N EWSLETT ER AMERICAN uNnuntsyr Es FIELD STAFF 3 Lebanon Street Hanover, New Hampshire 03755 (603) 643-2110

Vol.I. No. 4 April 1973

Greetings: To all intercultural Social Studies Project Field Test Teachers and students.

Hope all's well.Many thanks for evaluations of the secondary school culture study materials developed by AUFS.We've loved every minute.Every word? Enehme,1 I:: the eyflu..ion form to assist you in reporting on M.\N AT MI 1:T1'i;!1::A Tov..n in Nrtl,ern Arfoonict an. A return eovelepe is enclosed.Dope you found :\IAAN!ATINA interesting, readable, and comprehend able.

On the way is SOUTH EAST ASIA:Amidst Diversity IP Unity Possible?We'll usf, an evaluation form similar to the one enclosed.SEA:AD1I'P has taken awhile.But we think you'll agree the time has been spent on wortimhile material. SEA:AD11P has :1cveral "time perspectives."Some are reprints of significant. Fictaff Ropolls which were written as far back as 1953.Others are adaptations but with the original time perspective preserved.Thnt is, a report written in 1963 retains the 19(,3 viewpoint.It leaves MI events to be discovered. And there are simulations, a color print, and slides.Southeast Asia is terrifically complex.Let us know how the materials are received by students. Kindest regards.

Cordially,

Pill1 1etoI isJames 7.1. Oswald rcultural Studies Project JAIold V INT E RC ULTUIZAL SOCIAL ST UDI ES PROJECTNEWSLE1"I'ER AMERICAN IVE RSITIES FIELD STAFF 3 Lebanon Street Hanover, New Hampshire 63755 (G03) 613-2110

Vol.I. No. 5 May 1973

G rcotin:;s:

. ASIA:.N.MIT.)ST 1)IVT.I.IST.TY 1S UNIT)' POSSIBT.1:?souTtilr..\ST is Oil LIR: :WWI, indiVikillal ,FIELDSTArt PEil- SPITTIVES, tilri:e slide:if one color print of 'Malaysian v..o.luen ft WM Norking, %vatl map, three hlinulation games, an evnIua- lion fiirm, and pos..pniti re:ily envelope.Hurrah !Now, if 1:1..-or haw: beca

i:; it..! ;ion3 of 1 . ..1.: ...: t (10 1 ivt. ry of f.ho final products.

T*.nelo:ied for yi.itirrovis.;:b: upe are deszriptivo re:!ardin:.; the two ',tic's:Qui. Thr::.%%ill cost 5.19.00 per ein,,sroom set..11()0- fully, the initialortir...1%; will bo sufficient to cnco:irn,-;o a laFo printing ord,.:r. in turn, can gvnerat... co.;t can permit nf posters, sound recording cass,..ti.cs, mid more 1,1,..0,0.:t.,!;,:i:c (Given a choice of Llidos or color prints,.iiich v.'u recommend?Slido:s are. the more cw:ay. Are th,..y of si';iiift:nnt vid.ac?)

MOVIES;Three finishd films of MAN AT AO El'Pflr'N willbe availnbl.:: in tix fnll of 1973.They are 16min, sound-color films made during the summer and fall of 1972 by the AUFSfilm project crew.Soriowily consit.ier building the MAAR:ATINA materials and films it.to a mini-course module or unit in your programs. For those student.s with low rending shills, thefilms are beautiful. Almost thrco hlurs of them....Who knows?Maybe filmy can `Almost recatituzI NEWSLI:"."r EII NO. 3 - 2- play 1973

If SEA:AIM:1' materials arrive too late for even aquick review by :31,uLionts, your own ptufessional jud;.;etnent will nevertheless be helpful.Send the evaltuttion forms at your convenient.:during the month of June. Attached are two blank labels.If you want ICSSI' materials to bo. sort to another adircl:ibetween June 15 and September 1,1973, the labels and return thv :u in the enclosed en elute.

P1 -.1'.1");:71S? AL'F'S is now accepting orders for Septem- ber dent e ry of dle : 1..".:ATI*.::\ and Si A:.% DIT7P Teaching-Lea rning the muter;a!::t you have field tested, ; i:,:1 n. Iodd i, La]:..als us %yell.

Lt) L,'',) , ; ;. f";;HI!!!t: matei:0, receivi.Ai the 197. year.If the rt.:- vi Cclm.4eivisoratidtiui lquniif adreosied, yuo,.r. ue eneoura.,cd to !,:tdrsit u purcin...se order aid may expectprompt delivery in time for ever. in FATteirl;cir.

Qt'ANTITY?We have choscn to provide manyal- ternativein each p:,..ehet rather Orin la!.;..; numbersof a few items. Puretrwers of TI will find art inventory and price list permiiOng the orderif!;.: of !In:triple any item,The prices %cal be ftS low as voi,!-161(.1. Thus, classroom quantities of any particular reading can h.obtabicd by pachet purcha-;ers ne:Nt year.This pro- et3h1;.cs!..(.111;t: to e:Laire that tic, onowill he inadequately supplied and anyone can have as ma.ny of each item as scornsbest in the situation.

MOTE A Tr \ ("TIP: t At 1:teher.1 is a one page form for ifk::!!-: tor th.2 Guide. Your stv:;estions be valuable to othcrs.Please share them. NEWSLETIER NO. 5 - 3 - MAY 1973

AnJ consider recording your suggestions on a cassette.Send us the recording and we'll return your tape.The Idea is to develop a recording. for use in workshops. .ord studimt re- marks too. Your chance to be hoard! Organizations and publishers have responded favorably to our requests for information for your review.Quite a few items are being sons in a year end "round-upand wind-up" shipment. Enial

MORAL DILEMMAS?Three s'1)__ activity sheets have been prepared for '1l..11;:ATIN:\.1..aelt concerns an individual facinit; a r;t1u,. cultr.ry's val.ucs are ''fit _rly culture. them °cot. re %'t.:e..totit:':Thtff. :''or e stic.11 131, Will you o!c!..tc. ,..,L.i.il!. :1 Lori.; attached t., the vorkshouts for your evaluation.

Si maInti-)n `.lay972, contains a brief e rtlele about BAZAAR and Pi ku ;ILA E and M:U 1:::".TINA. The cditor has been to e:Iit field test teacher a copy of this ituto.It also contains an article by Hobert Lomicita, an ICSSP field teacher from East Syracuse-Minon, New York.Bob, a ninth grade tercher, has written of a simulation he and colleagues "Africau Slave livid" is the simulation.The article is titled, "African Village:Disbelief, then Raid."Videotape:; and copies of the r rtiele may be available through llohort Loin icka, Social Studies Dt:partment, East Syracuse Public Schools, Fremont Road, East Syracuse, New York 13037.

WORKSHOPS can bo scheduled and planned for the 1973-1971 school year.If your school or district or local social studi,is council is interested, send an inquiry and the staff will respondilh details. Basically, we'd like to offer a series of two day Nvork,thops. Those conducted this year seem to have gone over well but have been too short.Three hours or six are not enough three.The movies alone require sever:,1 boon,.And tly) pace of culture studif!.-: should so/ i. t°'1: =e' ;)1...-;11%;(i :Ici 1.-

7.4 . . ! ". partici:'te in..;1 orbit o:"tv.-0 day standJ." a scht..nio permit the travel coMs and it is these that are the heaviest. NEWSLETTER NO. 6 - 4 - MAY 1073

Now, where are we?Rolling on!

Thanks for working along with this staff this year.Your coop- (3ration has be 'n invaluable.Expeet_Newsletter_No.G in June and 1.?rhaps on additional mai ling. The 1':4,0F -11S-ICSSP fiscal year ends 1l ay 31, 197%.AUFS will continue to work in the culture 6tudi,J.-; area with secondary schools.The relationship this year seems to have bc:cn wholesome ztnd mutually bereficial. Yor v,ews on how future relationships could be equally good and even butter will be of interest.

Since rely, ot0".... f14.414\ t i...... ,... .p rq. .2 .0 4 V /....1 1 I . 9 #t i ; 1 ;. r . / .1....11:,A7I.()...... ,.,-;,1(1 Intelc.1;11.1ivalStt:(iie...;roject .1:IO/d Enclo,iures INTERCULTURAL SOCIAL siruniEs PROJECT NEWSLETTER AMERICAN UNIVERSITIES rump STAFF 3 Lebanon Street Banovor, New liampshire 03755 (t303) 043-2110

Vol. I. No. 0 June 1973

Dear Colleague: Your interest in the ICSSP is appreciated.After a slimmer of reflecting on what we have done, you'll hear from us again in early September.some last minute matters follow.

Antid!,:t Div..!rsit v Possible? 'uis been printed and to ull field test. toachers, formal evalnutom, and some others.It could not be rent by first ehtss mail, but teachers can call their school seerettry and 11:1.'eit forwarded. flaring mi3sed the opportunity to field tosi. Mork: the school ended, these options may be attractive:

1. Use SEA:ADIUP in your summer school classes.

2, Tali() SEA:ADI111.) to college with you this summer and share it with ether teachers interested in culture studios.

3. Between gardening, swimming, and other vacation activities, review SEA:ADIUP and plan on its early use this fall.

4.Or, forget about school.Go to a mountain top and expect SEA:ADIUP to be waiting for you when you return in August or September. Your own evaluations of the SEA:ADIUP materials will be very helpful.Without them,it will be difficult to revise them in July and August for the scheduled re-printing at the end of August. Enclosed with each set is an evaluation form and return envelope.

And speaking of evaluations,if you haven't sent in a report on MAAK:ATINA, please do.The staff are revising this packet on the basis of feerlhaek. Newsletter No. 6. 2 - Juno 1973

NOTE:In the SEA :ADI1IP packet you will find three "moral-decision perspectives" for use with MAK:111'1NA. There's also an evaluation form for the three activity sheets.Your evaluation of these items is invaluable.Saudi we do more?Can you prepare similar ones for the Southeast Asia materials?

OOPS!The printer regrets an error in the color of the Indonesian island shared with Portuguese Timor.The map is in the SEA:AD1U1' packet.Look for Timor just north of Darwin, Australia.It is colored purple and consists of two parts.The non-purple area is Indonesia and should be the same color as that nation of islands. The error will be corrected in subsequent editions.For now it can serve a purpose by focusing attention on unique Timor. A TEACIII.RS GIIDE? Remember that the first three mailings contained "Suggestions for Teachers."MAAK:AT1NA did not. You have been inviif:(1 to 11(111) prepare the MAAK:ATINA Trm..1111;corx by filling in suggestions on a form sent with ICSSI' NEWSLETTER NO. 5. If you haven't... please do.It is so much better to go to press with ideas from teachers in the classrooms.If the form is misplaced, just write your suggestions for teachers of both MAAK:AT1NA and SEA:ADIUP. CONTINUATION: Ls of early June,it is impossible to determine whether U. S.O. E. -I. I. S.funding can be continued during the 1973-1974 school year.AM'S plans to continue developing Yield- staff Perspectives but the extensive field testing cannot continue without additional funding.The staff has three alternative plans for 1973-1974. Double the field-testing network; leave it the same; or reduce it to the minimum.We will do as much as we can and, of course, will inform you of which alternative can besupported. Hopefully, you will not only tell others of the availability of Fieldstaff Perspectives Teaching-Learning Packets but will want to obtain the revised sets for your own continued use.Feel free to use field-test materials in faculty workshops.'We'll send as many "pub" sheets as you request.Keep us informed on your activities as a culture-studies teacher change-agent. BEST COPY AVAILABLE

Newsletter No. 6 3 - June 1973

And now.. 6

STUDY ABROAD PROGRAM TO INDIA:September 4-December 17, 1973.Costs to participants are one semester of tuition to the State University of New York at Buffalo, insurance, .visas, and personal expenses.Scholarships arc available.Eligible are teachers in schools and colleges or students proparing to teach in the social studies.For information and application forms contact:Mr. James A. Michelli, Director, Overseas Academic Programs, 107 Townsend SUNY at Buffalo, Buffalo, New York 14214.July 2, 1973 is the final deadline.

The illustration to the right seemed too good to leave out. It is so appropriate.We borrowed it from the Ideas and Action Bulletin 1.90 of the Food and Agricultural raii(T1;7,:1:44,.. kIS _VN . PA* ts 00. Organization of the United ANL) 11-1Lck. tilvi. Tina 0107 kviir.vi Nations.They borrowed it 6 ry. l$'PEP,41415, WNW, DO LLI;c:,g, from Target:Developmen- ALL TIV..R,E. %JIM LE Mt MC1;0 0 1 tal Action of the American PENA - -.....y. i -.. % FFII Foundation.

1"...... -61-..'.."

L. Newsletter No. 6 - 4 - Juno 1973

World Council for Curriculum and Instruction, 2202 Fairmount Court, Bloomington, Indiana 47.101 publishes a newsletter, con- ducts conferences, and is a internationally active professional organization for educators.For information contact Dr. Norman Overly at the address above.Currently being planned is the WCCI World Conference scheduled for September 8-18, 1974, in Staffordshire, England. The ICSSP staff will be working next year on African culture study materials.Meanwhile, if you work in this area by all means get acquainted with the African study materials developed by Evelyn Jones itch and staff of the African-American Institute, 866 United Nations Plaza, New York City 10017 (212) 421-2500. That's about it.... Enjoy the summer

pit I ;/ al pj...... 4,N.:::, CI'st,.4.1.\"NIA's4i t i ty k:.. 4i 'a' amts AI. Os* alts or the AUFS-ICSSP Staff JMO/d INTERCULTURNL SOCIAL STUDIES PROJECT NEWSLETTER AMERICAN UNIVERSITIES FIELD STAFF 3 Lebanon Street Hanover, New Hampshire 03755 (603) 643-2110

Vol. 1. No. 7 October 1973

Greetings: The Intercultural Social Studies Projectfor Secondary Schools has been funded for the1973-1974 academic year by the Institute forInternational Studies (USOE). In this second year the ICSSP will continue developing culture study materialsfor students in the secondary schools of theUnited States. Exper3mental materials will again be field tested in the classrooms of 100 teachers,primarily in the southeast and northeast.

Fifty-six nc Fieldstaff Perspectives were developed and field tested during1972719737-7gore than fifty will be prepared during 1973-1974. The experimental culture studiesmaterials and workshops designed to acquaint teacherswith their use . arc provided at no costto field-test teachers, their students, or school districts. The cadre of field-test teachers is beginning asecond year of cooperative effort (the names andaddresses of field-test teachers are appended). Each is requested to notify the projectof any error or change in address. Several teachers whose assignments have changed have suggested colleagues asreplacements. Any field-test teacher with aquestion or suggestion about their role during 1973-1974should write to the project. SOUTHEAST ASIA: Amidst Diversity IsUnity Possible? WESshipped in June, thus precluding use in Nany schools. For some, SEA: ADIUP was thebeginning unit this school year. All field-test teachers are urged to forward their evaluationsof these 33 Ficldstaff Perspectives on Southeast Asia as soon as possible.(A copy of the evaluation form is included for your convenience.)

Three new packets arc scheduledfor development during 1975-1974: PERSPECTIVLS ON AFRICA (to be delivered to classrooms for Januaryuse), URBANIZATION: CITIES AROUND TID: WORLD (for March use) , and HUMAN BEHAVIOR-HUMAN CULTURE: LOOKING

AT OURSELVES (for use in April or May) . Now that development, duplication, and dissemination procedures are standardized, there is every reason to hope that these materials can be delivered according to this schedule. If teachers cannot use certain of the macerials they receive, they arc encouraged to share them with appropriate colleagues into whose programs the items fit. Student evaluations remain vitally important.

Staff, by the way, remain much thesame as last year. James M. Oswald is principal investigator. Garlan E. Hoskin is director. Manon L. Spitzer is editor. Elizabeth Tate is compositor with Ann Adams assisting. Mabel Townsend is the ICSSP secretary. These work in the same office: 3 Lebanon Street, Hanover, New Hampshire 03755 and can be reached by telephone at either.(603) 643-2110 or (21::) 986-6723. William Thames is assistant principal inve!-:tir,ator in the southeast region. He can be reached c/o University of Alabama, Box 2962, University, Alabama 35486, (205) 348-7877. Additionally, Carrel M. Anderson will be working closely with ICSSP staff this year. He is Assistant Dean, Director of Inter- national Programs, College of Education, the University of Alabama..

Five ICSSP workshops are scheduled for the autumn. Field-test teachers nearest these locations will be invited to participate. Local school officials are arranging release time for their respective teachers.

30-31October1973 Memphis, Tennessee 1-2 November1973 Mobile, Alabama 5-6 November1973 Tuscaloosa, Alabama 7-8 November1973 Atlanta, Georgia

6-7 December1973 East Syracuse, New York .

On reviewing this schedule, if you wish to suggest additional workshops in other areas, the staff invites your suggestions. If you or one of your colleagues would like to participate but are not in the immediate area, let the staff know and you will be invited. Every effort will be exerted to cooperate with field-te3i, teacher suggestions.

-2 In the workshops, participants will "learn by doing." Films, game/simulations, reco.dings, overhead projectors, moral dilemma and value analyses, photographic and map analyses, questioning techniques, class planning, learning objectives, rationale, and philosophy will all be presented and discussed. The ICSSP will sponsor a Hospitality Center and an Exhibit Booth (#206) during the Anh-ual Meeting of IFITIValonal Council for the Social Studies at the San Francisco Hilton, 21-24 November 1973. All members of the ICSSP professional family and their friends are invited to visit and acquaint themselves with our staff. Schedules for film previews and other sessions at the hospitality center will be posted at the exhibit booth. If you are coming to San Francisco, let us know. You might like to take part in one of the informal sessions planned for the hospitality center.

"Culture Studies: A Framework" will be a workshop- format presentation of the ICSSP staff and Cal i- fornia field-test teachers, Thursday, 22 November, 3:15-4:30 p.m. Staff will also participate in several workshops sponsored by Curriculum Develop- ment Associates. The first is in San Francisco, 24-26 November. Other possible CDA workshops at which ICSSP materials may be demonstrated include 18-20 February in Chicago, 27-28 February in Atlantic City, 7-9 March in Anaheim, California. ICSSP presentations will also be made at the Annual Meeting of the Pennsylvania Council for the Social Studies in Wilkes Barre, 18-20 April, and the New York State Council for the Social Studies 25-27 April in Toronto, Ontario, Canada.

The ICSSP Newsletter will be issued periodically for TiTad-test teachers. Copies are also sent to ICSSP evaluators and an informal network of key people with professional commitments to intercultural/international studies. Others interested in receiving copies should send an inquiry to the project office. "For educational purposes any portion of the Newsletter may be reproduced."

MAN AT AQ KUPRUK: A Town in Northern Afghanistan has been completely revised. The entire Teaching/ .Learning Packet has been published ($49. the classroom set) and is available through the American Universities Field Staff, 3 Lebanon Street, Hanover, New Hampshire, 03755.

-3 ICSSP field-test teachers and students played a significant rule in the development of these practical educational materials designed to stimulate worldmindedness and global thinking among secondary school students within a range of interest and ability levels. professional discount will be allohed towarc_RurchaseUT AUFS materials it rectEested177-5hy memberor- fli75-9CsSP culture studies family." The newest materials will ET-den6iii;",T.Tae-ddfFacTiICSSPworkshop during 1973-1974.

For the ICSSP Staff, Appendix B

INTERCULTURAL SOCIAL STUDIES PROJECT NEWSLETTER AMERICAN UNIVERSITIES FIELD STAFF 3 Lebanon Street Hanover, Now Hampshire 03755 (603) 643-2110

Vol. No. 8 December 1973'

Whew!

What a busy fall.

ICSSP workshops in Memphis, Mobile, Tuscaloosa, Atlanta, San Francisco, and East Syracuse-Minoa.

We're tired -- but exhilarated!

Some wonderful , talented hard working people have been helping Lnd working with us.

Thanks to each of you we've met this fall. One by one you taught us something.

Now we're burrowed in. No snow yet but winter is sure to come. "Production" is the motto. Back to the beehive!

Fieldtest teachers will be receiving "Perspectives on Africa" in January 1974. "Urbanization: Cities Around the World" should be shipped in March. And "Human Culture-- Human Behavior: Looking at Ourselves" is scheduled for April or May 1974. Staff plan to be in New York City, 9 February (ATSS-SSSA), Wilkes Barre in early April (PCSS), and Toronto, 25-27 April (NYSCSS-CCSS).

Meanwhile, AUFS is receiving and shipping orders for the new revised market editions of MAN AT AQ KUPRUK and SOUTHEAST . ASIA: Amidst Diversity is Unity Possible? The response to the inclusion of "Activity Sheets" has been so positive that henceforth they will be included in each fieldtest edition.

We're learning.... You're kind.... Be patient.

"The Martian Perspective" is a recent article by Bernard. C. Hollister in the Media and Methods November issue. :t is an exceptionally rid-Fr71-d thous.ht provoking viewpoint for the culture studies teacher. The !A:1 editor has been invited to -2-

send a copy of the entire issue to each ICSSP Fieldtest Teacher. Hopefully he will. On receiving the magazine, look carefully at "The Martian Perspective," an essay on our own sacred cows.... Look also at Patricia Peterson's article, "The Foxfire Concept." It's a perspective on the lifestyles of Appalachia -- from the student eye view. Interesting. To foster fviendship by personal contact is the goal of the Afro-Asian Pen Pal Center; Box 871; Kingston, New York 12401. Fifty cents is the per pupil cost. By agreement with African and Asian teachers the program is to be administered by teacher; and for students will. They help those interested in corresponding with Banglaesh, Ghana, Hong Kong, India, Indonesia, Iran, Japan, Kenya, Liberia, Malowi, Nigeria, Pakistan, Philippines, Saudi Arabia, Singapore, South Africa, South Korea, Taiwan, Tanzania, Thailand and Zambia. Both letters and cassette recordings can be exchanged.

One hundred high school students, in several groups accom- panied by teaching couples, will depart February 14, 1974, for Afro-Eurasia. nScwillfly directly to Athens, Greece, others to Nairobi, Kenya. Their instructors will be from American secondary schools and host countries. For a semester, these students will live, learn, and work in "another culture." Ideal? Yes. Costly? No: $1,878 for the Kenyan semester; $2,010 for the Greek semester. Round-trip included. It's the INTERALP- Intercultural Action Learning Program. For information about 1974 Spring and Fall semester programs contact: Miriam L. Summerskill; INTERALP; 126 Alexander Street; Princeton, New Jersey 08540; Telephone: (201) 359-1222.

College-university students interested in a semester abroad should investigate the programs of AUFS study centers in Rome and Singapore. Contact Richard Hackett, AUFS; 3 Lebanon Street; Hanover, New Hampshire 03755; Telephone: (603) 643-2110. The up-to-date roster of field test teachers follows. It re- places all previous lists of participants. As always, notify us of any corrections which should be made. This has been a good year for the ICSSP staff. Thank you for sharing it with us. Keep in touch and HAPPY HOLIDAY' For the ICSSP Staff,

14*CC) J6les M. Oswald

JO/et Enc. Appendix 13 BEST CC riv.1:uRE

INTERCULTURAL; SOCIAL STUDIES PROJECT NEWSLETTER AMERICAN UNIVERSITIES FIELD STAFF 3 Lehanmi Street Hanover, New Hampshire 03755 ((03) 643-2110

Vol. I No. 9 January 1974

AFRICA. Dc,velopment of these new FIeldstaffyerspectives 3Sunder way. Shipment to lCSSP Fiord-test Teachers mayNe in February. We're trying hard to get the packetmailed before the month ends. It is looking good. Meanwhile, enclosed for your use are severalitems to be used In study:np, 1;upruL and :;outhonst Asi;1. Noie e%pecially the va're photo;Irapb rinaly!tiF Pf.';I:Tc:ctjycls. Do you like thvr!? Are theypracticai/nqcful? Do you s..ant. more of theal.:o in oti of PcJI;pck..tives?

vyrele VO ftsiDell.0110411061411441111111.0.....r.O.fir.004110010./.. 101110.... t11.1001111 _tit

. '4' \,,,y; )14 11)..';1.1 1-14 cj V 4t7:1 t AI' ( Alms. CV C-IVILAtZ.C.1).C.01..Tgt.r:L. VINO MA.) AO!) 1.4e,'.-1pd..) e0-Vt11*%N.ra %.1 VOLUNTEER using the enclosed postpaidenvelope. Let your preferences be known. We need concentrated and detailed responses to AFRICA(inMarch), CITIES (in April) and LOOKING AT OURSELVES (in May) . Let us send only what you definitely want, will use, and evaluate. And as long as you are writing, how aboutstating your number one reason or objective for studying AFRICA, CITIES,ancrior OURSELVES. Just send the objective statements inthe envelope provided.

GRAPHICS enliven any presentaticn.These don't fit into any other lCSSP publication--,o farbut they're sufficient alone. Thanl.s for these Newsletter graphics go to the Ideas and Action Bulletin (FIWActionTOr 1 *.O,0!1:100,Rome, Italy) . The Bulletin is isst'ed regularly and sent gratis. -2-

FOOD FOR ALL? Get through giving?

An international relations club or any class or school could earn and send U.S. $90.00 to Food For All Money Office (Rome), 1325 C. Street S.W., Washington, D.C. 20437. In return they would receive three panels of coins especially issued by FAO, a United Nations program. In the three paLels are a total of 54 coins issued in commemoration of "development" and to provide food. Issuing countries arc Bahrain, Barbados, Burundi, Cyprus, Dominican Republic, Guyana, Iraq, Jamaica, Jordan, Rwanda, Seychelles, Somalia, Sri Larka, Syria, Uganda, United Arab Emirates, and Zambia. This is the "first international coin issue in monetary history." Each coin is in mint uacircu- lated, or proof condition.

Princeton University Press has announceda new book: Louis Dupree, Afghanistan, 1973, 760 pages, $22.50. Many of the andi1lu:itrzaTons and much of the narrativecan he useful tr, the teacher using MAN AT AO KUPRUK: A Town In Northern Afithnistan.

Globa] 1),.volopmc.nt Studios, "A model curriculum foran WzzrLL;1,7s6 sy:,tems and human development at the secondary and undergraduate levels" is a new publication. It is available at $5.00 from the Management institute for National Development (MIND), 230 Park Avenue, New York City, 10017.

According to MIND president, Wilmer H. Kingsford, the publication "is not a final, completed blueprint of whata global development course of studies must look like, but rather it is an experimental model of what sucha course might look like."Those who try, he points out, are "experi- menters" and they "may well find better ways of organizing and transmitting the core objectives."

Along with this issue is a copy of School Services Curriculum Persnectives.. The publication is issua regularly by fge Joint 'Council on Economic Education, 1212 Avenue of the Americas, New York City, 10036. Thanks to JCEE editor S. Stowell Symmes for providing this report on Global Economic Education.

Your help is appreciated. We hope the enclosednew Perspectives indicate the directions in which the projectis moving. We arc striving for interest, brevity, truth, and meaningfulness. Your role is vital. You helped us get this far. Continue to keep us posted. Tell us how best to helpyou. More impol.tant--let's help students understand theworld!

For the ICSSP Staff, 11 hVb1) '.:=7;tINIkkC)"*.-zsuti&c-, 115 ...11COZ.VC)PrttIQT ?-e-ea James M. Oswald k40:1-L,D MST GO P.POJD 10 U010 INTERCULTURAL SOCIAL STUDIES PROJ ECT NEWSLETTER AMERICAN UNIVERSITIES FIELD STAFF 3 Lebanon Street Hanover, New Hampshire 03755 (603) 643-2110

Vol. I No. 10 April 1974

Spring has been a busy time! 1CSSP staff have participated in numerous workshops in the north and southeast and programs at several regional meetings of sooial studies teachers. The exchange of ideas with teachers in the field is vital to our effort. The development of new Perspectives has proceeded simultaneously in I lanover. We hope you will find it more convenient to use our abbrevi- ated testing format during the next two months.

PERSPECTIVES ON AFRICA were sent to fieldtest teachers for-evaluation in March, These intra- cultural study materials consisted of classroom sets of photograph analysis and value analysis exercises. WI IAT LX) YOU KNOW ABOUT AFRICA? is provided as an example of a practical before and after parformance measure if you w ere using an entire set of Perspectives (approximately SO items). Because the unit will focus on various facets of change in posteolonial Africa, two Perspec- tives in the test grout, directed student attention toward the often underemphasized region of North Afri,..a. Alio:her 110:'.1ct proinivent personalities itltive in Artie: s development over the last two de,:eiles. tOurdi Parspactil e was designed to recreate the mood of the period andintroduce the t,:rminlo;:yof tievelop:nott---popl.lationchange. -resource exploitation. economic opportnnity. cte. SCGGES.1 IONS WI: TEACHING were also provided.

URBAN1ZA*I 101s: Cities Around the World materials will be sent to fieldtest teachers whose evaluations of the Perspectives on 41.:.ica have been received. Similarly. the LOOKING AT OURSELVES materials can be sent on receipt of evaluations relating to URBANIZATION. As with the Africa Perspectives. fewer separate items will be sent than was the practice last year. The new items can be evaluated in one or two class periods.

We are grateful for the careful evaluations being provided by fildtest teachers and students. Inter- cultural social studies seem to be moving ahead and you arc an important part of this effort. But w we doN:ve deadlines. in order to be maximally useful, feedback on FiddsuqfPerspectives is needed by May 23, 1974. THE FUTURE OF THE FIELDSTAFF PERSPECTIVES INTERCULTURAL STUDIES EFFORTNvillhe determined by the responses educatois in the field give to the project's products. Funds to continue the project are being sought. Planned for the 1974-1975 school year arc materials on China. Latin America, and India-Bangladesh.What would you advise as the most important future effort of the American Universities Field Staff school services program?

Cordially. 040404.eYA. Osowa.

YOU MAY FIND THE FOLLOWING INFORMATION USEFUL IN PLANNING SUMMER ACTIVITIES OR NEW COURSES NEXT YEAR.

Overseas Seminar in Israel (Summer 1974). College credit is optional through the State University of New York at Binghamton. .:165() inclusive of food. lodging. travel, and academic fees. The theme? "An Introductory Encounter with the Contemporary Cultures of Israel."

"Education is about to discover tliv hum!. na.m." according to Leslie Hart in "The Ney.leeted Role of the Brain in Learning." K-falairt. February 1974. pp. 16-21. He continues, "Going 'inside the brain' can open many doors, and bring us into a new age of successful education." Hart says:"(1) The brain corks 'logically' and sequentially only under protest. (2) The brain hungers for input. (3) The brain is composed of three brains of different ages, and (4) The brain is specifically 'designed' to use speech. To thu (kg! ce that we stop children From talking. we inhibit both learning' and 'thinking.'" Hart's book. 11w Brain Alabes Us Unman is to be published in late 1974. hoe a cop) of "Political Knowledge and Altitudes," a report on the findings of what voting Americans. ages 9.13.17. and 26-35 h now and express. send $1.00 and request Natiomil Assessment of Lduca Pmgress Report #0.?-53-0/ From Superintendent Of Documents, United States Government Printing Office. Washington, D.C. 20402. Chadic's and Intercultural kflucation is a new resource kit. It costs $2.95 and contains three booklets of considerable interest to the educator. From: Association for Childhood Education Interna- tional, 3615 Wisconsin Avenue, N.W.. Washington, D.C. 20016.

LATIN AMERICA is the subject of a new bibliography for high schools and colleges. It costs $3.00 from Center for inter-American Relations, 6:40 Park Avenue. New York, New York 10021.

"Population and the Quality. of Life" is a new film by a transnational team. Purchase. rental, and preview information are available from the Institute for World Order, 11 West 42nd Street, New York, New York 1003.

Intercultural Studies. cross-cultural interaction, and the nonverbal aspects of interpersonal communication. are main themes of the Third Summer Program in East-Intercultural Studies, July 21 - August 11, 1974. For applications write: Director, East-West Culture Learning Institute. 1777 East-West Road, Honolulu, Hawaii 96822. I.1 URI..(.0NTACT is "an expedition int', the concept of 'cultural relativism" throlo.th role phoing dealine, with "iwereoltutal prohl. Phlers rvpresent a tradinr expedition Ivhieh lands on an island inh:illit,1 by a noni;idustriali.,ed tribe. Mistoulerdandings occur as the do \iten two cultures met t. 5.10.00 fr..m Games C'etral. :511 Wheeler Suss..t, Cambridge, Massachusetts 02138.

Education S-T-149: `;'l I :DIES IN SECONDARY EDUCATION is an intensive course for credit being ()Mimi June 30July 26, 1974 by the Harvard University Summer School. Some scholarships are available. Send applications to the Harvard Summer School. Department 149, 1350 Massachusetts Avenue, Cambridge. Massachusetts 02138.

Interested in a graduate degree program in Asian Studies? "First Summer in IndiaSwond Summer in Southeast and East Asia." These are components in the 36 credit (M.A. or Ph.D.) program ofkred by.: New York University, School of Education, Off Campus Programs, 23 Press Antics, Washington Square. New York 10003.

INTERNATIONAL EDUCATIONAL PROGRESS In twenty countries the International Association for the Evaluation of Educational Achievement (1EA) has been assessing educational prop .s s. Among the findings are: "(1) homebackground is in general the b:st predictor of achievement. and (2) students in older populations sampled achieve better on the criterion measures than students in younger populations." Further, "Students' preference responses to literature, particularly their questioning of it (critical thinking or social con- ditioning?), are related to culture, of which the school is at least a partial agent of transmission and regeneration. Large differences in achievement levels exist between students of develooing anti developed countries." And, "with kw eseeptions, including those noted above, most school-connected policy variables (streaming, organization of schools as seleciive or comprehensive size of class or school, teacher chat acteristies, methods of instruct:on) show relatively little partial correlations with variations in achievement." The study involved 258.0(X) students and 50.000 teachers in 9,700 school; around the world according to William J. Platt in "Policy. Making and International Studies in Educational Evalution. "Phi Delta Kapp'''. Ma eh 1974, pp. 451-456.

A Guide /hr the Concerned Citizen - World Population: Status Report 1974 is highly recommended. For a coov write: Th.' popt&tioa Council. 245 Parl: Avenue, New York 10017. '11is "an attempt at of the p Te.la sine:tion now- Tacit e the world and whet is hcint done about it." On receiving a L.opy, first teal the "Commentary" r,n page 47. It is the best one-page summary of the population reality and alternatives this writer has read. The perspectives, essays, and graphics will he valuable in any social studies classroom. INTERCULTU R A L SOCIAL STUDIES PROJ ECT NEWSLETTER AMERICAN UNIVERSITIES FIELD STAFF 3 Lebanon Street Hanover, New Hampshire 03755 (603) 643.2110

Vol. I No. 11 1 June 1974 Dear Fieldtest Teacher: Well, somehow we made it. June has arrived and school will soon end in most areas. Some have closed already. Thanks so much for the professional support and counsel you have provided. It has been what we have neededand when we have needed it. Perspectives on HUMAN cuuruRE.1111MAN BFHAVIOR: "Looking at Ourselves" arc enclosed. Your evaluation is important. Please send it even though you may not have been able to use the materials with a large number of stu dents. The exercises are selfexplc,natory. We suggest you use three in series-they are labelled "exercises 1.2.3" then use the others as you see fit. And while you're at it, how about a Leneral letter about the. whole J'ichLt4Per.sreetires approach? The icy!). envelope is enclosed.

Good News! Five Aq Keprul; flhos have ben completc:d. They vill be shown aloes' with 70 others in the A III'S film seti...s at the ',.:CSS Novemb,T 10:,!.ii:;! for \vol. thon..th probably have nut yet seen any AUFS fights, remember that a coordinated %cries will be available. School districts im- plementing any culture studies programs will want to keep them in mind. Moreover. Perspectives will be developed for each set of films.

Next year? We'd like to conduct workshops in your areabring along the completed packets and films, spend a lew days together. Would you like that? How can arrangements be made? Have a good sun'mer. We would be very grateful if you would inform us of your address for the summer and for school next fall. And always feel free to share your thoughts with us on how best to approach the study of human culture. For the Staff a at:int:AA .11111James M. Oswald NAIMU- World City Simulation is a new Fieldstalf Perspective being fieldtested in secondary school classrooms. It is a main component in the new (MBA NIZATION - Cities Around the World unit for intercultural studies. Like all Perspectives, these materials will be available through AUFS. Research Games, 200 Fifth Avenue, New York City 10010, offers HOLIDAY, which is a city-to-city travel game ($10.00). It could be used along with the AUFS Urbanization unit. HOLIDAY provides players with hypothetical air travel from city to city around the world. It fits in nicely. Thank'. to Ski Sackson for designing HOLIDAY.

TEACHING PREIUDIr'l: by Garnet MeDiarmid and David Pratt suggests how to alleviate pest damage and future teaching of' prejudice. Front Publication Sales, The Ontario Institute fur Studies in Education, :!52 Moor Street West, Toronto, Ontal io N155 I V6 (li.S. SAW). Forming on Global Poverty and Development, the Overseas Development Council's new resource book for educators, contains not only substantive background materials and specific teaching strategies for teachers and stv!ents but also supxestions for including a more global perspective in the curricula. Itis designed to enabhz teachers to utilize this moterial immediately in existing courses, rather than get involved in the difficulties of changing the whole curricula. 4 U $ DEPARTMENT OF REALM. EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION ttat% 1445 BEEN REPRO OUT ED t IIArTI y A% RECEIVED FROM THE PE ksON OR oNuANIZATiON ORIGIN MING IT POINTs OI VIEWOROPINIONS STATED 00 NOT PACE SSARiLY REPRE 015 SENTOFI ICIAT. NATIONAL iNSII ?UTE OF EDUCATION POSITION OR POLICY

Arq4

INTERCULTURAL SOCIAL STUDIES PROJECT.

APPENDICES 13, C, D, G, H, AND I.

by James M. Oswald - APPENDIX B -

REPRESENTATIVE EXAMPLES

OF PROJECT FIELDTEST MATERIALS ) 14114...... , 73 xvmsvutry...... Nr,", . c :fintl!,-11-.1111c311.) its Pc 11 !-H-n \ "- etin *f.":"" =-"10?)vvrays-o- - xvavitaimvila 41- I 4..4 2: - t ..-7?" ;1 . . .144 . V): .4. . j,.; t ;10---. r Nv rv(tV.47. \ Anif )119 \ ,; : -.!:._.-. / . . 9° -At.' '" I fi..47-1:1% i 1.0,-Tral* - - , 1, $ .* / . $ 4 , 1 - .16:..:11....1rLr:'4 .1", .2., 74 , ./ - -r- r .0.)11Lfr trzimea I./ . ' 4.- f / I ' / / V%. - . v mm4 , \ 1;1 %Mil I ; ii! 11)1 IP.. i I . 1 ;...... / ...... 4.. , 4. 1.. --_-.., : N...... : . . . 1 . .1.1fiTi ' ...... 1.4...... E... , c . 1 ,.. i ,t;te. );-, ::,14,.v.I.,...:1 NO' , i ....._7,,,_ s re I 1..ktawit.4 i :-,... , , r11 1 ! ; \ 1 14-)nN ../ %. 10' ." \. 4 WIWI. 7 Mt\ II1`4 . - , CO) 1 ) # /"--:'°'f.'''. .%***`0,t14.1%.1!../VV !../ 1 l! , ; :441;110El / V/1.)", *--.-3.-'11.11"1 p% . fit % /1% %% 114 - -- . i i on i :IeniSi / -"/ - . 0 : tilin/1_\ NM 11.11At WA ....._ ....__ . ..--..,..;,,,,r07.,,ii---__._...... 0., , -.\... 1/141/ \os....:tinivo. L ---...... _ . 0 , , '1.ISINIV 11 9 V e : . r i 1 1 . 1 1 I1 1 ! - --::-:-- I 44..- s I

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Women have mll"waillah:%ton" at A1 N111'1111" Afghan culture traditionally has been male oil. oiled and ;nude dominated.

\Val' hZIN been a frequent ;tint import:Int partttt the loin; history of ..11glisolist;in, \Varrore has prob. 81)1 been one tit the tutl,t fiictors until very recenttittlesin tieteiniiiing the status of nt interior3s, riots hunters. %tomer, ha\i item 1,13Lacdat 3 k the!lir]) abut'plaeed upon martial skills la\Atgitau cultures.

Wonwnli:i\ k '1)1111;: .111.211 IIICV

111 yi":1)` in. i!j111.0.1il')1 4)(We CnItill.11 thesuri%alof their suottp.

Sinee .; ;lo.inst:tt., vele cointot-:,'. 1rt the spoilslitt\ al'. t ere 1...itardet; apinst capture. Like the Spaiii\li etancnistador, ulna ehtimoi the Atn..ricas "tor(barb, (.iold,and (don," Or .V1.) 1;111%4llaVe their jalP`i roscd the dry hot plains ftu"\t Innen. ( 'old, and Land.--Zon. Zor, and

11131%. dontin,in,:e in A:,..alutit culture1, (1111)LIOI. 1..\ en in ii. female\ most itillak,rtant role, that tat 1k iit n:1!1.iiiSrOti01\ IitIN11;111(1 1111111 hast 111:11: C1111(11'111.1 hug kCIC;IFIV F(t' Call11)1,:, StA 1(11\1111111k.there are separate tzrnis tor an tioniat vied;till.inaiTied ttonian ttith no children. married tt tatilan titli (hull:liter, and married ttontan kt ith a son. (.);i1v the lat %Afflict... the full ,IJItIN "v.iimatt. i)ith

A'1 ;INon h.t.tilit%tttthc !male. announce\ th-, cat andprlittliY.: the 111;dt: kli11:11:1a111, 1):111illeal I:1111111 1111:. II! ark*:1 lilt kt 1\11111't;;;, ;IEL.one estI'V the t\Vtl. l'el)(1:1`,11111iiri)i the SU' tliza family is in' lturth.n. itnd uhilcir from a tt( :1111 vitiagt visittheir relatives in Act Keprok, tPhotegradh byJosephine Powell). z. lcmptala ash Siuo t.

tultuom op :1A1111 01110% .1..WIti 0111 S11)111S 141.ta tit ;Litittu o3npos .10 oupqn 1.1.1.1111 S.101.00 us alma itmuttuop .1tu ph,mq p3uilluqutu at') Suinnb3 Jo uatuom 11104 ,lr:ly;71.1(1 pm? Told 01 mil S1111.10.1.") .to.oinqm 11001nupsnc.)qi oil' tuoisna snq paAtlitis OS SI: 1'.d1111.1.111 1).111110`.;.itt---S.)i01.1.10111 singiout i1101 .1S111?..)N uoitio.A a%mi pom;)!A -03a aiii ompods0.1(1 ..ippq pity tioluot\--Luourd 3tttiou .siassu samm Ism) buotu 5.1.1)Winua ;tom puo olttanuti1 10 .1131.11 thul pill! iii.tom .auout puv soth1.1.0uu ppm.) &log alqw0.0u n.11? -.111111 alaA% NI 10 mil :.t:111.11T .111 ii%)!I!lod siassu 01 Pop tio.).111,h1 ;u(1 Jo ti,..);)ixts put! 13:1111Tl 1)11:10) s)! Atio mom 13:110.1c1 ampo oicrnirA Siltimisott .1.111 S1111.17111:Iii '.1r11110 qun(Io.RI

O.I. .1.111551: ;11/1 .11i111.1111111 1191131011 0.10 .1.11Z1 .1.1010 Elm *.illuoxii pun Lit 711q(Inll qum 'mum 01 aq 11,,11.11 111.1111 ,tit Slit'(; 1).11117. tu. TucinN .:11p1.ui 11 sn. uouutioa .11) riuno.; \\0111m '11.1111011 .111.1 11111.111 01 111(11i 100 01111. 11.11! 10 10 ;ill pop.unlo.t 01 11 .1;1(11110W JO piii!.1:01).1:11( S41)11111.1S1111 .10.1 ,n1ltuin*:1 Sii%).15 .qatil 11.113-----.1'111.1.111.1 I? .04.4 ;11.11.1 .10 '15 ''S.1211. spit, si? .A q,,1\1 0.)11.1.1(1 I)3A105 1 ;)1(111111111 1,0(.1.111d 11 11(.11 01.11 11111110M EWA% .13q 5,1>tmtistlq .1tL11111 Pm? pplA0.1(1 .11Iii!1sf '11011111011 1111\'.1.111.11. 1111 SIL01111.1.1103 ju 11091m01(1 .10.1 CILIM :111A .11) lit) SI 1.11! 1.7111.11. to '- .'"1.:".11:(:( :1111 ti.10.1S lO ti.I)!tMINI!tl A.1.10(111.1(1.

.1.11 .'.10111 SO0111)17.11 tillt.1111.1:%0 A.11)14111.i :ls11(1 uotut).t ',(1:001 'iittottn: .101 111:111 1; 1..0; \\ till 0 Istii.blrAtii zi;11.1t,w) ()I ii i ; ,' : ; i .%. ,,(1

;) :/1T17,..1 1).-0.10.1110 11:)1.00.\\ St 11ttnitti;1,1%.1 (11 Ii0Pirti \\ 11.71!(.1 IU11.:1 111: LM10 )(11.)..1 *.ty:1(1cir.u) suloisio 1!1) 11! IN ''llud11)1 .111:1:1 S\1 111! :3 ..10.,,i1:=1 .0) clot(s suRnsna In.) onuptiol t)1 .zict pao.iclup.t £q roci.xk.),.1.-...,..11.-1110., 01 .10A\ 3,1111.) 110111111101) 3.%111?5.111;00.1 'S:11113111101 i)oirl 76.1,1(11' .1.11.w.-1: :I0is1110 :1111 it%).f,/ 111 .1111 rit.dv.1 .tip JO InguN 110 ;i1Ziuv 1' 1.10":01.111,1 0,1010 11.1 1.0.1,11)!,iALiri s.t.Niutniu 10 nip iirA'om A.1!umid -L1WIV i-01i1)001.-.(.1 tins! p.l.trocki): pipAttn tit .4n11.1. snnll 1).)50LiXa .101 lir 01 '.1'.15 110 ;11(1 ptio.loS I 'vo! 'od.triqs ),,t1 os :odd lit! qvp.r .1!i) JO III! ii!puio tiOtio.igoiN) 40 .1..,1110'.1 v,11) it it41lt10.1'1 Jo 11.1tilom tiT 5.01151110 '3311.11/11.1t1.11)11{ 1111 111.,pktu p.1.1i 3111 1.-iii11).1,1:.1111 1'ut:mi.:110(1 01 .1.w.1(101t 110!11P".11 cl!-" "V.I(1 A.(1 I".0O21 .)!I)"11)11 \/ (11,1 10!.1(0.1 011.1. 1.10.1(i .111 itl 11.411)1,11,1'1',1 .10 .1.11(10.:(I 1.11I1111 '.',111111 '.)J711.1.11111 1;10: \!:) :0.10 .1.1.1.A 1.1010 111.1:)i10. thi!N lintiatty V.111...01 '.1.".1i11...\\ 1111111 11141111 ::111'111)15:1: I III -S!\.) prti s!ti two% .1.11.11 oti

'1:;(.1713%; 111,.1 111.1n0s 01 110.1.).1(1 .11111:.1 1)1.1.L:11) 111I A*1111,111)3 Jo *tinttio. lokin IOW ...11111:110.11:1::11! A.Ali.110t1 JO 1)'Iti! 1111 .1(r111:).1 1109111itit(0 01 \II," .1110:1.. '11.).).1.)11) 1)111011S Aptil s.ltpott ;Ng) Thd pur. 41 .)11.1 1.1111.111'0:01 :',11 0,1i! roll:pi:19s 11:111 0.111511 +a :u01Ii:1ttO,ll11 slootps 13k ptilot(S "111):1 1 111:1i1i11!-1.0 pit! Itlf1 11135\1 60.1 P't' .61/4;61 litintqL11 tt1 11101 O.1 sr to .01110 N1_01(1 10 :up pvit .1).-)z-;timi.: *61/4:61 110.1111c1 1)1N4)ld 1111111 s110!.:111.1 ziti!' putuitirt(oN .1!to7 "11101 ',I.;:;'111\1 111 ili11,0.111:1V1V 11.-,1r.:0(1.10.1111 .1011 qpuri :).o.\\ .1111 x004,q1.;001..11 .ptpti Jo .1111 um Ii"!(!;' 1" .1111 Iri.":1 11"10"." 01 I! s0.11!11:).1 :5 12.'111 II 1,7tqs I .61/4_4) ;3ur,0.111! 5.1.1t1Illoo 1101110 0.1.1(1.1Arti 1. :Ill sl10.10111p:Ids .10 qt)/und 1,401 11! ..101sli1 tirtilijv iiotp11.1tis .1111 '11.)1110., Nil 1110: 010.11 111.1111.1.1N 11:11.', 7111.; 11".:: ti(r.'.1:101 :rill rh.rmi Zio1:4A.'.111.1 5111m103 -'11111"" l" 11')11) ;)(111 11 111. " N1: 1).)11a.»111 01 3;40111,1 sunpipt10.1 ;)ritiutri Low N% ltttl pin! tou itioLo!% 31tw1Nvo.t I.1.)10.1(1 111.1111 11103.1 S.1 iin .i1.%%0Is -3- 4 Firldtest Use Only BEST Cr:.ris

In April and May 1971 in Kabul, street demon- The government did not release the prisoner. strators led by pro% ineial Muslim religious leaders demanded compulsory return of purdoh, punish- RURAL WOMEN AND PURDAII ment for women wearing miniskirts, and abolition of sevular edneation for 1'1111111. 1::111:111C:11 t1C111011- In towns and %Plage% like At' Kuprula as well as S1111101'S threwat id Oil womenwhowore itmong nomadic women, certain rulesof purdah NVestern.stle clothing on the city streets. In Octo- have not been rigidly enrorced. The physically cum- ber of the same year. at bicycle-riding mulloh from bersome burg(' has DCVO' beCIIpopulateill11011g Herat seriously wounded several women before he rural and small town Women %flume daily lives were was captured. A bont women demonstrated in spent mostly in work. instead. women %%ore head front of government buildins, demanding that the veils or shawls which could be drawn across the attacker be turned over 10 them Iiu appropriate lace if strangers approached. punishment. The circumstances remind one of an ea:lier `e,lern'..1 oeo,erLations potential Wiwther living in a village or traveling in a cara- ViolvnCe A1-1:111111 women.1Zudyald van. Aq 1

. I Ala. .a. % e. t es. . 4 II .. l"... 44. . I .411. .. \l'orno.n(lemontra;t in Kabul ;:4;.tin-1 the Iii..yeb. ri(!ir.:4)i,d;b/tfrill' Iltr.q. Iii bad injurcd se.r.11 %%finb.n by thri,v.in,; ....I:.I if, OA ir fmn.s. 11.. obj,..til to Arrhan winnt.n 1..t.:1;-ir.).; short iirt.N!...... ;Old MI bi/r/ili.Ill' (It Irtql a ro urn t rioII; diion;t1 ILI-, of /mobil,.Allimq :ono wt,,(.0, '.')lilt' wt:icing /mop. gafttn.vd tt, brut( .1 awl tioni,t1; I plmiNil. mild 'if1 ht )//61!,th.I l'hotvaaph by

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BESI COPYAVAILABLE

Noi;td se. oit;o:i. thcir hcads:!,;orli to shield thvir faces worn the stronger ;Ind aint.ra. (Photograph by Louis Ihi1'ret1 in a rItia and atbeonipanied 1w a clme rchitive or trusted servant. Never v..ere they allowed to do the ippil.g 11);11'L 110.1%:'S WCre (112 %Iti 1hit Witi,;(sWN itletl onto anintvrior courtyard. \+-:I In.i% at c %vorld. oincn vere licit het to see n:. ti) he seen.

MARRIAGE l'antil i.tathcriti;ts. spelt us the celebration of a t," birth of provickll occasions for voniell to with the orpo...ile sex. Al th:t t-...'orations a vonn!. oi tot liad hin itist gliro.p..e 01 tile' licr mother Wel arangvii for licr to in /11114 ito..11 netztiation betwt.en the Iko f:oniles 11;:v4 ctaried out over nioath,. the couple thtt;111 no oi)portnnitv even to to ea:..11 belor.,. roe veciciiii.!. It is 011111:011 :0;;;;\ (%.p('ialIV iti Or Cm s4-) 1:40, vctri:!. rotirk lei 111..4'tv, clo(bei Stipl:rviN%kis. 4!CIto 1:11(Av One ;t1141t11C1 a on the \est-

ern ;1'.(1it notion or ..rwitntit. ?me. art. still roc Forel' still in i1q 1.:trpol: and silo:dal. to..% and

A Tn./.t:irl in Aft Ettilik V( troili!ion;11 jorelry and clothing and 1I' IS;a p(swetti sewing innehin;.. J(1 t.hitn. Po(11. -6- Fieldtest Use Only 16" ttly44

Ta, V tt..th -obi, fur lutit-h tl1i4.cI yt.tint; 6:1 it' :1(1 litiptuti var.-, tur ht.r kat, ig-1100-;. taloAt !I I...11j tiny, -ittiro; hi. touthe.r's Li and hohlthp, piree bruitti. :11.itt...;- omit:1,11:1d j.1.1 hi- r:,,,ht icotitt.r titho.11 utithruitivrcti e;ti: var P.1, !Lit in t.u!ut- anti tIt gaily, hi- tituthcrs tillgAt. right). il'ittturaph.. by .11...iplilat. -7. Fieldtcst Use Only riAltrati BE51COPY

In addition to a carefully arranged marriage. all the burry, on the basis of their view of decency. Rut Afghan family traditionally sought to assure a today the burqa is assuming a symbolic value as a daughter's future well-being in other ways. One mark of social status that is making it attractive to practice that remains but i, losing opnlarily is the a %cry different group and for new reasons. obligation of the groom's paCIIS to provide a kind of "d ow ry. called toyanu in Pashto, for the parents In a curious reversal of values, the burga that is of the bride. Some of the "dowry.' might he spent being replaced by a modest scarf in the cities is on a %%Wiling least. Another portion. however, was often worn as a mark of affluence by women in pro- usually teserved as a kind of alimony in ease of % incialtowns andvillageslikeAq Kupruk. divorce. or inheritance if the husband dial pre- Wearing a burqa. a woman could not easily do maturely, 1 he government today discourages both laundry or fetid sheep. Sucha garmentis proof that "dowries" and the practice of spending la% ishly un a woman does not need to perform Manual labor or 1.c;!!.::..Cut ....fAl.ans across the country work outside the house. The revival of the intro/ is continue to look fa%orably upon arranged mar. an example of the tendency inmanycultures for riages. villagers and townspeople to adopt obsolete or MODERN TRENDS dying city customs in order to appear sophisticated.

i.,it but it has bt.sett ettittinqed !, Not allA Iloiloti1,.-on14:11are oppootl to purdah. mertnes. Iti ino.lern titns, purdah i, ur,Irvoing l\lany, mature woolen espeei Illy, art? reluctant to :a1;111;ktion:. ;vet) in the disap- ledve y..ettrity ;old i rott.i.tion th..ir honh..s. p..x..i!... I 1n,i0:v ,N);:!10:11...: with strangers. They oistii.e:N11011)1111; and eroA tied In the past. the modesty and virtue assoi..iatcd streets. '1 hey art: comfortable and secure with the with weariip4 the IInpl 11:t.IC it desit able to old values. Their traditional roc is cleady Malty ticSrlitc: its phsieal in ..onvenienee.on,,erva- od,rn NV011101. the traditionalists !eel, command five reli;.ious leaders continue to argue in favor of insuftleient respect. r - 111-r7Naft. 04

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P f 11 I ...... -... i 1 ol i --..-Y f ...... t.:s.rts,ty. (.;:c..,.;....t) ie.:..1;. s:;;;'.::1 v.-I-oats:W--4. SI'v;iriitsV. It, i hr.i,,,ilitill.tr trullil Its %VtililtII s tirt!..s. iVri)::11iit li..11;i1,11.111.:S. April:1V. I fiVOI. .8. Ficldtcst Use Only r- effflelttr,11111 t w00.1,1

.rolo w

A 7;.,./I. git 1 in .ir Jo"/ i 0% 011. Younger w-ora11 otit.11 reject the entire conept of the develtptitrnt and modernization of the country. urdah. its physical limitatio:is and itspsycho- These needs can change customs. because customs hisi,pat titidol-1%true grow out of needs. anunti; tr.ban .oitwo %vitt, 11-1: rei%ed Wt.'Sit."41- \ It' 11% arid tilt wearinv Inthat segment of modernizing Afghanistan 01 th. burg,/ ;15 inconsistent v.ith. the futureill where individual life and property are .t.VII re, the %%11:,-11 tl: plan to he teachers. doctors. airli.ne psyholiTical and physical need for extreme pro- %ley_ aidsss. tturscs. and on %youl.crs. tetion of %%olt en. as represented hv the institution of purdah. is becoming obsolete. .1 hou,,th they are NIndrui/...ion natioually not let counted in the f:esus...s conductsd I,v the teett%,..I It:,t+ct suppotts maleiihu.te elders. the power and status of women %%omen's a.,piations for paticipatitw acti%ely in in Aq Kupruk and in Afghanistan is inereasiug. WHAT IS GOING ON? Fieldtest Use Only

PHOTOGRAPH ANALYSIS BEST COPY AVAILABLE Photographs provide one form of imagery: photographs tell much about supplying new information and giving concrete expression to verbal images. Advantages include accuracy. detail, and consistency or perspective. Photographs arc an inexpensive and reliable process for recording what things were like at a certain place and time. Culture study can make many uses of photographs.

Photographs tell much about MAN AT AQ KUPRUK. supplying new information and giving concrete expression to verbal images. One example of photographic analysis is suggested below. What can you say about other pictures of MAN AT AQ KUPRUK? OBSERVATIONS:

if Zippers?

.4 Mt.tal and Paper Containers? Suit jacket. Used? Oil? Spices? Tea? American or Soviet? Ballpoint pens? Metal locks with keys?

Poster ;Rive.. tiinIt shut:!,. Words in Po..,itio. Is he healthy? N!iilelipper? Look at teeth and skin. liat? Sheepskin? Locally made? Shirt mit'. buttons and et..Ldoidery.

Booklets or magtaines? Scales. Kilograms? Pounds?

A merchant. Written rec- These are apparently ords indicate he is a Tail!. jars of dried goods. shopLecper in the Aq Nuts? Candy? Seeds? Kupruk bora ar photographed in 1972. time Two boxes of something. or clay? What season of the Fresh grapes? year?

QUESTIONS: Who are the actors shown? How representative is the photograph? Canitbe acceptedas evidencefor does the photograph show?What aretherelationshipsbetweenmaking hypotheses and generalizations? actors and things? types of things ale shown? Onthebasisofthisphotographic What are the relationships between imagery what can we say about: the man, actions are shomi? things a ml things? the shop,nifik males, Muslims. Aq Kupruk sh. -qceepers, MAN .4T AQ KUPR UK? 1W1211 "1.1:N DATA: The following is handwritten on the back of the photograph: "Tqiik Shopkeeper-Aq Kupruk." photographed by Josephine Powell, 1972. Photo Mc picture 1113-30.1P. AM. I 1913. American Universities Field Suff. Inc. ., Fieltltest Use Only

WHO WINS THE RACE?

The early mornine sun appeared on the horizon. They had traveled all night to take advantage of the coolness. Ati Kupruk would he %isiblc from the next high point on the trail. For as many years as anyone could remember. thew nomads always camped at Aq Kupruk. Once in the spring and again in the fall. Aquprttk was a resting place lot these "people who more to find pasture."

Camp was.et up outside vi tow n. Women it nsmidled the camels and donkeys. pitched tents. and began emit:Mg for the day. Men and boys divided the herds to prevent overgrazing. Then they returned to camp. unsaddled the horses, and began to eat the first meal of the day.

Soon the townspeople wouhl open true b;:inar. And usually some farmers could be expected to bring wheat and e.!etA,les to th.. camp. They %....ould Iarter for lambs. cab cs. and kids and Yoghurt and fresh milk. A kit its Ay Kaprul; always brought "good luck." old All told his grandsons. "Aq I:upruk is go(1." he s;tid.

Thc. vt,::11. men sh,,);eious Ili,: trano.r;;Iller's judglueffl. ILittn't ono of 1111.1u broken a leg '.lien hi, 1,11 h. e.ii !;.,:ict ;11, inviekow, rt!,:ej, elod The IV o otpetl it.cent ...1 to be afraid or young nomads. In all their Aq Ow% h;:t1 ,_.% nh,tied a Inyal with 1 km11,411;1,1. Nor vre the ehildrsm ner- init1' -1 1 11! 1:n...1 ir Ile very tatieed. ;a." ht to .1 race! Our a:,:iiast theirs!

I. Are sufficient i,/c1s p:sideil to d...iertnit.. whether nomads t»r tnstnen are most likely to win the race? Exl;tin. 2. Arc Your .sri,/,"tithic.s with the ntnakIs or townspeople on the basis of this one story? Explain.

3. Carl Non explihn the dirtere!!! vie,Nints ifluNtrated in this %ton? flow do the young nomad's pci.kilieA dill1' from the tl.1 nomad's per.speetiee of Aq Kupruk? Are these per.v,ci ivc.% 4. In thdr placcs would your persilciive hethe same?

%1?).rs....f, I111: CP, if le% i.i: FicIdtest Use Only

SUGGESTIONS FOR TEACHERS

SOUTHEAST ASIA: Anklet Diversity is Unity Possible?

--A Teaching- Learning Packet developed by the American Universities FieldStaff--

1;1 studying Southeast Asia you may find the followingsuggestions helpful. By all means, use your own imagination and theinterests of your students as guides for what you choose to do. And share your experience. A lotter describing how you organized a study of

Southeast Asi3 will he of great interest to the developers ofSOUTHEAST ASIA: Amidst avcr:,ityiS Unity Possible?

SUGGESTIONS -

i.After you I love scanned each of the items, start with the game SOUTHEASTASIA RESCUP.CES. Simply have students read the instructions, cut out the resourcecards,

unfold tin,: map and begin. Later, after reading other SEA:ADIUP materials, the same

student., may want to play gain, perhaps with greater accuracy. (A simple pre-and post-

measurement an I evaluation activity).

2. Prujuc the threfl photo- riwitic !blidc images. On the basis of yk,ual imagery,what can

stutIoni,...t.,:oi about v,110 ti IC M peop!e are, where they live,what their lives are like,.. .

3. Start a di;:ctr...:.ion on the general topic. of CCVIllpti011 and bureaucratic proNems.

Define the terms. Thorn play thy si:atilationigAne:KORUPSI. Vary it by role-playing:

taxi -driver, con:;truc.tion agent, re!tuurant owner, streetvendor, etc. Perhaps incluiro into

local procedures for ohtainir rcj licenses of various types anddiscuss the potential for similar

conylic:ations.

Oht:in and li-.ton to a record:no of any traditionalAsian rn rsic. Play the Lion/

game "Four Winds." Thenunfold the colored map of Southeast Asia, make a batchof

973, At:tom:n wht Stiff.hue Field test Use Only

playing disks, and commence again, This time play to control areas of Southeast Asia. Why

were some areas chosen over others?

5. Imagine yourself as a world history/world cultures teacher. Start with modern South-

east Asia. Encourage students to specialize in Burma, Cambodia, Indonesia, Guam, Laos,

Mat yea, Philippines, North Vietnam, south Vietnam, Thailand, Timor,or Singapore. Sort

the Fick/stuff Perspectives -;iio nine groups !Of students to read.

Students interested in the Philippines, for example, can study The Philippine Islands,

"Operations I.Gng Pass,"Jeepneys by Salvo, Quell Eggs for Cocktails, and Rural Employ-

ment for the Gre:..,n Rovolatizm rind iti;:ing Exp:!etationsCriais for the PI I/Opines (Red).

I'ilcrc c)-!rt.ir,-t: but ;.!;;!,;:pr;;:e aft. MA"MILWV1.10 Indone;ia).

;30i1i!..-vt (00,11

South :ist Asians.

On Cat nhocli,,, rc,aLi Ci.mhodpi and the? Illcil:cng River Doveloplatart Mrth:ct, E1

River and People, /14.-..kong River Project, at id Rediscovoring the Ali: kong River.

f: is 0 ,r! fe:Lis of Mr. Loa !;cion Ycw of Singapore, A Clean Sweep: How to Win

in frk.ction, court: aicowiturculturosing.voro, and 11t. Southpastklans.

Mot wf-:iza? Hung Karno's Indonoia, Ball: Man and Rice, Cali: Expanding T'opuia- tionShrinking liesources, USDEK: Now an Acronym and Ref rtcd Slor;::ns Affect Indo- nesiam.:, Djakam, the G,19rious City, KORUPSI: A Primer of Corruption, MAPHILINDO, and plisy KORIPS1: A ::.iinulationlgame.

Thailand is thee subj,-:-.t of Ducks, Geese, and Pigs for Bangkok and Pioneer Farming

Prince of Thailand: Sithipon Kridakwa.

Both Burma and the island of Timor willrequire inquiry outside of Fi:ildstaff

Perspectives, but From Burma serves as an introduction to Burmese perceptions of reality. Fieldtest Use Only

Vietnam and Laos? The Cambodian Perspectives deal also with entoivam Laos and downstream South Vietnam. There's plenty of infot oration on North a.1 South Vietnam in news magazines and recent books. And"Operations Long Piss"describes a 1961 mock war which analysis may indicate had some relationship with Vietnam. Consider also the bibliography at the end of these suggestions. And embassies, perhaps, especially those of

Southeast Asian natio: s, arc generous in providing materials. Just write.

6. On the chalkboard or an overhead transparency, ../rito the following:

PERCEPTIONS AND PERSPECTIVES

1.Or own pe;cvtion o; one's own culture.

2. 0; w's own p...;rception of z:nother cultu: c in \,:,,hich one lives.

3. One's own per euption of another culture in which one has lived.

4. One's perception of another culture ire which one has not lived.

5. Anotl ter's per caution of one's own culture in which the other lives.

6.A110111;!115 perception of one's own cultur e in which the other has lived.

7. Anotlier's perception of one's own culture in which the other has not lived.

8.Orie'L:: ov.in pc rccption of one's own culture while living in another culture.

Ask students to provide examples of each of these perceptions at perspectives. Or provide the fir,,t examples, such as:

1. A vicw of iniddl..; class Memphis culture by-a middle. class Memphis citizen.

2. A view of Singapore by an Ai nee jean king in Singapore.

3. A view of Djakarta, Indonesia, by ;in American who once lived there.

4. A view of the Philippines by an An terican who has never lived there.

5. A view of U.S. cultures by a Malaysian citizen living in the; United States.

6. A view of U.S. cultures by a no citizen who once lived in the United States.

7. A Laotian view of U.S. cultures by a Laotian who has never lived in the United States.

8. A Singaporean's view of Singapore cultures while living in the United States. Fieldtest Use Only

The point is to stimulate clarity as to who is describing what? And, what are the relation-

ships between the perceiver, the perceived, and the perspective from which the perceiver

perceives. Who knows? Some student might "turn orb." And if students invent other

"PERCEPTIONS AND PERSPECTIVE" write the 1CSSP staffa letter. We'll add them to

the original "eight."

7.If you liked suggestion 6, consider the following: Go through SEA:ADIUP materials

and determine; into which of the eight "PERCEP11ON AND PERSPECTIVES" categories

cacti item fits. Where do color prints, transparencies, and simulations belong? Whatare the

weakno.v.;es and r:ti ci 'gills of classifying in this manner? Whatare the limitations of the mod&

U. Cc, -

past present j future

infracultui !within a culture (dppitin .1.01101.1114.0.0.10. NII,- introcultural lo.ithin a culture (breadth) I 13...... M1.11. MOM. inte!-cultuu::i [between cultures (cornparative:)]

The I,tur:y of MAN AT AO KUPRUK: A Town in Northern Afghenistim isan min iple of an infi:icur,ural inquiry. Where in the model can you fit SOUT IIEAST ASIA: Amidst

DiversityUnity lbssii5le? Where do individual Fick/staff Perspectives fit? And whatare

the disadvantages and advantages of limiting inquiry to past, present, future,or infra-,

infra-, and inter culwral studies?

9. Play any or all of the threes simulations: "Four Winds," "Korupsi," and "Southeast

Asian flources." ...To what t-Ixtent are simulations and games accurate repre- sentatioi iz; of reality? Can one learn front them? Of these, which is the best for the learning Moldiest Use Only

objectives you value? Using these as models, encourage students to create new simulation/games: "MEKONG," for instance, "The Straits of Malacca," "Singapore: Free

Port," "South Chir la Sea," "Majorities and Minorities," and more.

10. Discuss verifiabllityand if it is desirable. Of the concepts and facts presented in word,

picture, and graphic form in Fieldstaff Perspectives, what are the differences in

veriThbility? Compare one Porspactivo with another. Finally -- compare the verifiability of

PG1,,,p,...Liivus and other text materials available for culture study. In what ways are

Fioldslalf l'orspuctivcs unique and useful?

11.16..1-1i:iv el..!riwnts of cuP.L...es and compere th,fiouthect.-,i Asian cultures and

naliuns. cortip,rie .lily ori.e Soutly.an At:ian culture with your own culture, Consider

comi)::,reci. Tr y io rm.) euRut idi; I let i eIntionsl oihL:r than spatial cities. Can time be

Irrapped?C:111 yOUri1;1):

Inti.rzletion Temperality

Association Learning

Suly.;isience Play

Defence

Territor iali.,y Exploitation

e!;:rnonts ate ti:e ten nal / Symems" preceoted by Edward T. Hall in

The SM./itLaticiuzill:, (New York: F)wcett, 196:1) 1.

12. Time per:puciive from which people perceive. 'Hie Philippines, for instance, we

not quite the same in 1953, 1%3, and 1973. To encourage CUriGiCiCrili011 of time persw1c-

tives, several Fick/shift PivwectivPs hay,: been reprinted exactly as they originally

appeared. Thew fey:riF.torice! dOCLIIimc:ritc., can used alone by students inquiring into

changes thro.igh Ficldtest Use Only ft

Among these are Modes of Modernization in Southeast Asia (by Willard A. Hanna, +-6,-;;

1969), The Philippine Islands (by Albert Ravenholt, 1953), Bung Karno's Indonesia (by

Willard A. Hanna, 1959), and "Operations Long Pass" (by Albert Ravenholt, 1961). On the back page of three of these booklets, introductions are provided to both the documents themselves and to the careen; of the two Fieldstaff Associates on whose work these materials have blurt based.

13. After studying any or all of the Southeast Asian 11,:rspectives, identify and discuss

"value cries" facing poi ucular Southeast Asians. T4 what extent do Americans share

and pi e!lien is?

l:; 'I r- a!: pco ;:!..! living nor th of ;he .1I epic of Caneor It is now four !hi:Kited years later. You ate an Asian arithrop'..,!w;ist visiting r uin of northcirn culture':, in Eurasia and Amenua. On the of the p:1,,;;;Lal rer»aiiis of at icient towns, try to reconstruct some of the

of I., onr.c: live!! time.

15. INS :..NT A CULTURE: On the lx.:sis of what has bon lea:hed about Southeast tcs,i;in!>, d,..f;ct:be 113..,, ASiist1Uinta° which might develop out of a regional unification. Imagin,!, just for a United State') ot Southeast Asia. ...

16.VV.' 1;:t of thf.I ht! ore in Soutl least Asia. ..?

That's for zaarters. Most important is to become personally familiar with each part of the

A;,ion Te.)ching Leirning Packet. beyond that, you iirE: on your own! Fieldtcst Use Only

A BIBLIOGRAPHY:

THE POSSIBILIT Y OF UNITY IN SOUTHEAST ASIA

Th 3 following references were compiled by the Library Research Service of the Encyclo- pedia Britannica, 425 North Michigan Avenue, Chicago, ''ois 60311, Folkways Accords, 701 Seventh Avenue, New York City 10036, and staff of the Intercultural Social StuJies Project of American Universities Field Staff, 3 Lebanon Street, Hanover, New Hampshire 037:Z. Teachers are encouraged to suggest additions and deletions which should he considered in future editions of this TeachingLearning Packet on Southeast Asia. Of par jolt:re:it would be an annotated film list which some reader may wish to prepare and contribute.

Books

Adams, S. and McCoy, A., editors. Laos: War and Revolution. New York: Harper and Row, 1971.

Allen, II. Short Introduction to the History and Polities of Southeast Asia. New York: Oxford University Press, 1970. Ado:: of South hav Asia, Amsterdant,110.:nd: DJAM 2,ATAN, 1904 Ifirigfish Edition!.

t, S:.1..i,r,//tithet::/,:r C..trboik., and La:, ;. York: Intetr rational Publishers Company, 1:f/0.

C.A. f?r,..!, Srithr.-rst Yor; !Von N. '.t' i:id flvintrold Cornpanv. 1970. I ()day and omonove. i"tuLlems of Pottical Development. New York: l-itdslick A. Praeger, 19f.i9.

Caldv. ell, M. arid Tan, L. Cambodia in the Southeast AAian War. New York: Monthly lieviews Press,

DOMM(4, A. J. Conflict in laa.,;: Tim Potties of Nontr.-dilation. New York: Frederick A. Praeger, 1911.

D. Tarrson, D.J. Government and f?evolutinn in Vietnam. Niro. York: Oxford University Press, 196S. Fdirtn;lo, 1:i.vohrtir.ri4ry Warfare and Coloniunist S:r3tegy: The Threat to South-east Asia. NE.IN Yolk: For !thin FlOtt:Itt, 1:163.

J.L. Peopz, War. New York: Froderic:k A. Praeger, W69.

Grart, .1.S; :rr,t otly.!s, s. aanhoib: The 1,Wftrn.ng liVar in Indochina. Now York: Washington r;ouirr th11. Han, D. G. E. A History of Sontt..?ast Asia, New York: St. Martin's Press, 1:104 (19551.

Kee" ,ing's ations, Ltd. Seuth Vietivirn: A Political History, 1954,1910. Ni,w York: Charles Scriboes 197.).

Leir,3, rvouriun in South r.:,Ist Asia. Now York: Intmnationril Pot,:iLatioos

Lyon, P. War aid Peace in Snoilif )st As.",I.Nvii York: Oxford Ur livnr5ity fsros5, 19C9.

Mck.lit ter, J. T., Jr., editor. Southexa The Puttics of Nation:1 Inteurotion. New York: Random 119use, 1972. Vietnao: Ti,.? Origin:: of &voltaic'''. Ntr:, York: Alfred A. Knopf, WO.

and P. Vier° .11»,..e and 7 he,, Ru :,lution. Now York: Harper and Row, 1970.

Gsbrgn.;., M. Ri c.f Re,,olt Tom. oo South E...st Asia. Eln isfur ci, New York: Pergarnori Press, 19/0.

L. V:. Svuthc.-nr,k,;.!'sr::ktic..t/Sy:A..775. Eng:v.mod Cliffs, New Jorfcy: Pre' 1M7.

Tc.achf,nq Asia .;F V- Si.rinda:y l ev4 a. iir lti.',Iinarafihy of Books on SouthLast Asia. Nev. liavem, Coof:,,r Oific r:f Tr:na03, Fieldtest Use Only

Vandenbnsch, A. and Bidwell, R. The Changing Face of Southeast Asia. Lexington, Kentucky: University Ptt 5b of i:eri tticky, 106G.

Waddell, J. R. inifor/octiorr to Southeast Asia Politics. Now York: John Wiley and Sins, 1972.

Articles

"After a Com,c. fire; Stumbling Blocks to Vietna Peace," U.S. News and World Report, Nov:: fiber 6, 1912, page:, 11 17.

"Al ter Truce. Ni:xt T urn in Viet: lam," U.S. A'cc and World Report, January 29,1973, pages 13 15.

"And How Will tip...Vivi Gong Vote?" lconornist, Juno 26, 1911, page 40.

"Bluntly Standoff ?" h'vv..siverli, August 14, 1972, pow 39.

"List:v.11.1i: in I ntio.Cliir,:r Truce Provos Elusive," U.S. NL'tfi. and World Report, l'obi vary 12, 1973, pogo 20.

"Future of Viet Nam," /rim, Nov,:tet)..4 6, 11172, pa:3es 33.34.

Girlit ft!. J. L. S. "11er:it:tits tne C:..r,01...)...fia," .Survoy, July 19/2, paw:, 549-63.

(;,,,, /,.r1 I t ,.t.d: -. :, ;. Lute in South Viotnatn," Pieria; AThits.

:' 1

Gtaii ; :; f -.I:. LI, .,;%:.,1 e:;:! A..i.t," ;.` IP... .:,...!..r- 1:v. :t1.0 ,!..) !.

, .1..t Or Sobi!? I iiNt ANist, Atr.:1:.rtion), 116:1:; id: DJAMLIA :11 11.11.3L-1) I:!:;;I:t1.-

F. :fill f.,4:1,"NiViSti/tSio.iii, May 21, 1971,IfitIS694 i .

II"1- ot.1 1.',1 tot. f V.t,:n..m." turd.,v tt f-lnyrrnbet 18, 1:1/2, !moos 83.

les amovr, FIA 'may 2.1, 1`,173,11;qp.;:,10 11.

/,1,11. 1')71, p..qteri 401.20.

C o.12 f.; n PoirtL:s," Ads. Si:Pt''11.1)'!r 19 /1.1).Tf.5 23 29.

Nit, it .1'..,t I LIP_ :t T:. A Poy.it):.; f'cortornir. Alivoacli to the Vii:t Nato C.onf1:,;1,"

r ,(.k.1.,.._!.:11.1iy 1;113.1)al.,Ps 1~ 20.

"Pot:t./....tr \Nor," Ji.ntral v 19/3,

Scat, .1. !s. ; ; :; Pt ..1 Cfvt.tit: iii f;outly.o.:1 Atripticiii Politic:,/ St ion( Be viva,

f. 19 f."; ;;yr...p( Cr/m.4 //iSrOry, r)(:(.(1111131:11972, potroi2.11 73.

"Ci.n if! ." '.e.riThrstli.)/2, woos 2'00 .62 f.

"it711:011....iitt,ttvl S....;yr.n," In.. ., 1 ft!): 5, 1973, 1,:,ties 16 r.

Ficcord;!1:,:: I All tt..::.nrcfl, from Fulkways I

"f ( T.,: -. from Iridt,.4,"ttl.nic tibroty. Yoti :I- (A. fleco; ds, 1951. "Mti ,;(. of :oc,(0,,,,,a," "Mtg.it, front Not that ,:1 Vietnam," 1971.

c.f i'.'Voq.t! 1 1'1;1. "Mtr.ic from StArth Nov: Ciumr.tt," 1971. "Mt;.;;,. of Souf I A3," 19!, "Mmic of Viol tom," 1965. Fieldtest Use Only

BEST COPY MUM -- """"v°.'""' "" '""frjUga'r.00i.X.rili!veManefirilli toe, I

Leonardo Sarao and a jeepney.

JEEPINEYS BY SARAO

A Case study of a Self-made Young Philippineln(Instk

The distinctive cnttibiltion to the aut- If Sarao were able to sell on credit, he could mobile industry is the "jeepney.- The combination almost immediltely increase the production and taixi, small hit., and ,.,isional iirht truct, is ()nun sales of jeepnry; and jeepney hod ie% by 50 to IGO evident in tralli jams. It also y;rves the per cent. With hispresent business methods, most reinotc rural to.,..ns, barrios, reached by the personal associations, and the Philippine financial roads. structure, however, this enterprising Filipino en- trepreneur has yet to discover a solution to the Among the operators of this color rill and socially money problem that holds back progress in many convivial vehicle, tli' ?tame of Sarao is a byword. economic sectors of this young republic. For dullo,1 the past nine year.. Leonardo Sarao has built a repmation unmatched by allhis POST WORLD WAR II MANILA competitors. I Iis j,:eptieys are the most attractive, for each is of futuristic design at,d is decorated with bright, durable paint and chromium. They also When the United States Army finished blasting have a reputation 1.,ir being sturdier, carrying pas- out the Japanese forces entrenched behind the sengers With greater Safety and !time economy. stone walls and within the concr.:te buildings of Greater Manila in the spring of 1945, little re- ButSara() now facesdifficulties. He needs mained of the city once known as the "pearl of the money, or at least the use of it. orient." The streets between the wrecked and 1973, American Universities Field Staff, inc. .2. Fieldtest Use Only *

gutted silhouettes of former cathedrals, offices, and At first the innovators removed the back to permit residences were marked by shell holes and aban- easier entry of passengers and goods. Then some of doned trenches. the more enterprising extended the chassis, adding seats along the sides and steps behind. A national Army bulldozers soon cleated most streets, but love or display found expression in fancy canopies, public transportation could not be restored easily. padded upholstery, and personalized names The streetcar lines used before the war had been painted on each vehicle. And some introduced torn out and most buses andother civilian vehicles humor: I once saw a jeepncy with the lettering in had long since been conscripted by the lighting front: LEGAL LOAD LIMIT: NINE AND forces and often abandoned to be burned or looted. ONE -HALF PASSENGERS. Horsedrawn aksas and eaete/as that had pro - vided transport of sorts during the occupation were Jeepney drivers became the new information cen- inadequate to meet the needs of the hundreds of ters. They passed on news and gossip to passengers thousands who now flocked to Manila, the national riding to and from work or the market. Some capital and principal metropolis of the Philippine installed radios to attract customers. archipelago. The United Statesmilitaryauthoritiesfirst THE JEEPNEY licensedthese jeepneys duringtheliberation following World War II. They thought that by the It was to meet this postwar transportation need time eiilian taxis and buses were imported these that t eopney was born. The Unhed States Army wartime makeshifts would be worn out. had briq!!!ht tens of thousand!, of v..,hicle% to the Philippines. These pro% icedthetransportfor As far as can be learned every jeepney ever li- troops who fought the costly campaigns of libera- censed stillis running. Many have been rebuilt tion and great stockpiles of cAnipment for the piece by piece several times. Some 17,009 arc scheduled in% asion of Japan. believed to be operating in and around Greater Manila. There is no accurate count of the number The presence of this enormous quantity of mili- in use in the Philippine provinces---despite the best tary materiel erased the mystery of the internal efforts of the motor vehicle registration office. combustion engine from the minds of many. Filipinos. Almost overnight, boys who never before Throughout many of the approximately 7,100 had handled atire wrench or a spanner were islands, ownership and operation of a jeLpney is a initiated into the woaings of sun ters. fuel pumps. means to community popularity and an assurance and distributors. (Familiarity with the castoligoods of work. Jeepneys are used on festke occasions such of the United States forces bee;une so weal and as weddings and baptisms, and daily to carry pas- their popularity so established 01;1 today the Phil- sengers and cargo. People. bananas. pigs, fruit, and ippines pro% ides the world's most active market for fish are hauled in jeepneys. surplus American military equipment.) The vehicle's four-wheel drive whit two optional Some Filipinos and American GIs v..ho remained speeds enables it to cross dry rice fields, with their behind after the war would simply "capture a jeep low dikes, and carry off' the harvest. when IA ,'able to borrow or buy one. They would then have a mechanic disguise it. In sevet al barrios beyond Manila's suburbs, mechanics acquired a Jeepney drivers are molders of public opinion. reputation for being able to disassemble a jeep City mayors who have tried to keep them from completely and rebuild it overnight. So effective Manila's main streets have been thwarted. People were they that the next morning the machine would support the jeepneys. Several months ago when not 1w recognizable to the original owner. the Manila police doubled tiaftie tines a largely spontaneous stril:e by eepney drivers paralyzed Their inventkeness was directed especiall: business and government and compelled the au- toward adapting the jeep to local Philippine needs. thorities to back down. pospiold am Sitio

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The borrowedmoney was used to buy one Ire.. t. secondhandGeneral Electric welding scatof the r transformer type and one equally used acetylene 1. gas welding outfit. Ile rent1 shop space fir pesos per month. lw labor force was composed of Saran, his three brothers, andone cousin. At the start they worked from about six o'clock in the morning until ten W.:lock in the evening, usuallyon custom ;ohs, repairing and rebuilding jeeps.. hera year he had saved nth to buy two additional welding sets plus a kw other odd secondhandtools and to rent another ::hopspace and employ four additional laborers. The followingyear he managed to rebuild average of two wrecked surplus mili- tay jeeps every month. The profitswere not enormous but by living frugally the and hiscrew lived On dried fish and rice) he had saved5,000 Mechanics check surplus military jeep engines. pesos in a year. Unlike man% Filipino% of his elas, free to add all of the colorful touhes for vhieb his lie s.;11.u..1;red no moneyon cock righting or similar 'rootlet has become noted. No foint..r needing the sporting events. his self- discipline continue:.as he old jeep hodk inI Inn I ed from Japan, Korea, Oki- nawa. and Europe. Saran bought milintry surplus jeep ein aslcc, transmissions. fere:10;11s, :11.tl ih:A and pi opeliur !.halts.'I hese parts %vele Lat,itily in I 9....)7 t. Ir n he was ahle to buya square meter overhauled, assembled, and thenew jeepney body (one square meter equals about tenSquare ket) lot mounted. Unless otherwise requested, Sarao puta along the national highw ;iv oil the outskirts of Las full set of new tires on each jeepneyso tlw costumer limas. The lot with its siniple buildingcost him would begin using the vehiele with confidence. 21,000 Ile also had accumulated enough cash to buy more lofils, one aircompressortospeed JEEPNEY PRODUCTION SINCE 1961 work onthe paint jobs andaSinger sewing machine that made possible the installation of Production today is primarily in thenew plant more attractive upholste ry for the jeeps he con- erected inI 96I-- the old shop half a block down verted. It then that S ;trao hgan I( syslc/wilite the m :1(1 is devoted entirely to paint semi,. Thenew 01)01'.11.i011 and search For produeti,..n t;ehniques. factory site revers 3,000square meters. The build- lie d then that the rusty and battered jeep ing occupies roughly one-third of thisspace. Work bodies otithe vehicles diarded by the United in the factory is adjusted somewhat accordingto States military really were not Nvorill rebuilding. In- sales.Inan average month Santo manufactures 40 tilvad tar11,:tall V..101 dc.:1:2nand con- eepney bodies. Onehalf of these may be sold to Stnieti il.orhis IA% n jeepney bodies limn enthely operators converting their old vehicles to take his new materials. new bodies and the others will be sold as complete jeepneys that he has supplied with undercarriage, To meet the needs of Philippine jeepney oper- engine, and all attachments. ators,anothor mechanic-turned-small- mumfacturer had bvjut making his own ellay.is Jeenney bodies fitted with lights are soldon the frames. Most hmersi,clieve they.. are stronger than factory site for 2.800 pesos each. The Nab., price of those originally on the jeep and find them ()Iproper an entire jcepney with reeonditioned military sur- length to Ntlit the hew purposes. Sarah began pur- plusgasoline engineatthefactoryis6,500 chasin,:, 1iie,c and built upon them a complete pesoscm the average Sarno estimates that his cost body. from e 'Ono hood v, hit flash) headlights to of producing this unit is about b,000pesos. paneled side% and rear steps with hand rails for passengers boat ding or leayinr. the %chicle. Since he As an option the customer can have a diesel- %vas slatting with his own %chicle bodies. he w, engine jecpney fur 11,000 pesos or a bit more, Fieldtest Use Only

MST COPYAVAILABLE

handmade product. Saran jokes about gettinga press for stamping out body parts, but the cost is far beyond his present capacity,

is When orders drop off,the SARAO WELDING SHOPtakesspecial jobstokeepthemen employed. This has let Sarao keep most ofhis trained workers. Some other establishments, however, have to rely on workers who drift fromone employer to the next.

Preferred job orders include the constructionof busbodies for some of the larger companies running to the provinces. On such orders Sarao and his staff feel they can use their sheet metal skills Jeeps ey bodies are given their first base coat. and artistic talents to best advantage. One job now in the plant, fir example, is a 1950 model Chevrolet truck being rebuilt to look like a brand new 1962 depending upon the.oe of engine. The difference Ford with a streamlined bus body, in sale arIttl.1 cost of ant.'W diesel engiiK imported from Forope. Althoth Saran and his men study each new model that comparatieiy 1%1 the dic,e1., iti:, appears at the showrooms of the 1;!r.!e automobile vet 1!;01.; - Ittei distratos in Moni!.1.1.!:,..yg:t;a;,,itto dut,licate prick. tt1 i :::11-.1%-afar mai.es a souott the design including the grill. exact shade of paint, mm. Eighteen of the :).2. jeepnys Sarao operates in and other details. Saran explains that customers partnership with his hrothers and sistorsare fitted want these reproductions so they can save money with diesls. And the annualnet return to the and at the same time imve a good-looking vehkle to owner who le,e.es such a pner to a driv,...r is about attractpassengers.InthePhilippines,where 40 per cent of the purehasv l',500 price. several bus lines often operate over the same route, it is not at all uncommon to let a bus go by and wait At present !here ar 90 Own employed in the for another that is newer or shinier or belongs toa SAVA() DING SIMI', the name he stilluses company with a better reputation. for his..tetory. Nearly all the men were trained here, !,!at at 1c'.11pesos per thiy. Although he dots not advertise directly, Sarao is After six months to y r they earn the full wage reachiag for a larger market. lie has established his scale of six to seven pes daily tina welder and appro\imatel... the same foe a painter orat metal worker: the minhnoin industrial wage in the Philippines is tOu pesos per day although highly skillJ mechanics qualilito repair diesels eom- mand it much higher salary. Saran prides himself on pa)ing his It promptly every Saturday

Ills satpevisory staff includes such relativesas a brother-in. law attd tilde) employe,. that Sarao has learned to rust after training them to his methods of %York. But personnelivet head is kept to a minimum and rt *:ttly (Wt.:1'p ille%1:011".% with his hands, giving the fa.toryasense of busyatiertnesi. Prod uetion is tidily systematized and each worker specializes inat oak such as reconditioning e- gines, shai:ing sheet metal, welding, sewing uphol- Sheet metal workers cuta piece of steel for a stery, or addiag trim paint.L...aelt jeepney is a special job. -6- Field test Use Only

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vo.c.

A jeepney built by Saran rolls past thenew Saran factory.

But Saran has discovered no source of money to have not been available to him. Still, opportunitin make credit possible. Actual interest of 3 per. cent are there for building his industry, which relates so and more per month is now being collected by some intimately to the daily life of Filipinos throughout individuals and companies engaged in selling on the archipelago. time and mat: Mg ivatc loans. He feels such interest costs are beond the ability of a jecpnev Despite his success Leonardo Sara°, the oPerator to pay and are otherwise unsound. Loans self-made Filipino industrialist, still enjoys hard from government and Drivate banks at the author- work and lives modestly. ized interest rates of 13, 10, or 12 per cent per year 1#59.1401142K.NOM0140,

This FM:LDS TA FP PERS! Well VE is ailaptrd froma F11.3.1)Sr1FE REPORT by Albert Rare oholt. ",P,Theys by Sara "(..1R.6.',721, Southeast Asia Scrirs, Vol. X, No. 10, 1962. All 1.71.3,14sT,IF 1'E11 s1)ECTIVES (Thrl 1)57'4 FE REPORTS from 1952 to the present are aailabb thorigh the Amenean Univqrsities Field Staff, 3 Lebanon Street, Hanover, New Hampshire 03755. Fieldtest Use Only

NEWS FROM SOUTHEAST ASIA

You have at least eight ways of finding out what is going on in Southeast Asia. 1. Go there. 2. Interview people who have been there. 3. Observe televised reports. 4. listen to radio reports. 5. Read magazine reports. 6. Read newspaper reports. 7. Read books. 8. Read Fie Naafi' Perspectives.

FA en if you spent the rest of your life in Southeast Asia, you could not go everywhere or see everything. And neither television, radio, magazines. newspapers, books, nor Fieldstall Perspectives al me will fill your information need. By continuing two, three, or many of these sources, however, yt.ti can create your own Mat/vete complete data bank on the region.

'lake newspapers. for example. Collect one or more newspapers every day for a week. On a wall. disp!..y the clipphio in columns %%Tres:ming the rollim lug Southeast Asian areas: BRUNEI, BURMA, CAMBODIA, GUAM, HAINAN, INDONESIA, LAOS, MALAYSIA, Nolan VIETNAM, PAPUA, NEW GUINEA, PHILIPPINES, SINGAPORE, SOUTH VIETNAM, THAILAND, TIMOR.

1. What interests are reflected by the newspaper articles collected in one week? a. What areas receive the attention? The least attention? b. What kinds of events are most often reported? c. What is of interest that is not reported? d. Are there noticeable biases in reporting? c. What is reported most accurately. How do you judge? Does this make it the most important? f. What is reported most interestingly? Does this make it the most important?

2.Imagine yourself a newspaper reporter assigned to Southeast Asia. Where would you live? Where would you go? What would you seek? What would you report?

3. On the basis of the clippings gathered during one week, write an article titled: "Last Week in Southeast Asia."

4.List the locally available newspapers and magazines which report on Southeast Asia. Evaluate each in terms of: ennAiSlelley. reliability. accuracy. interest. and clarity. (Similar evaluations could compare the reporting by radio or TV networks and local broadcasters.)

5.Evaluate individual Fie/d.stairPerspectires as a particular form of reporting. Are they consistent wit) more recent reporting by newspapers and broadcasters? What are the differences? How are the useful? 6. How have your views of the news reporting changed since you began this activity? 7. What do )(lit find most interesting about Southeast Asia?

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"SOUTHEAST ASIA RESOURCES - A SIMULATION GAME"

This game can be played by one person, or two, or groups of any number and size. The object is to accurately place resource labels on a map of Southeast Asia.

If playing alone one must check the accuracy of each "play" with sources such as almanacs, atlases, encyclopedias, maps, periodicals, and reference books. One can play until tired or satisfied or whatever other stopping point one chooses.

A pair of players, however, have more choices for play and interaction. TI ey can take turns "playing" lahekio.n from a sc:othled pile. And if one can demonstrate that an opponentis mis- taken, th'.m one can draw "two" labels instead of the usual "one."

Scorekep.,;:inq can siiiiply !y! 5 tally of the numis..r of suucc.nAful "plays" each has made. If players wish to increase the competition, then each verifiable mistake can remove one point from the player's score.

If groups play, a limit of four actual players is usually desirable. Others can assist the players as staff members. They can suggest where to "play" a label and when to "challenge."

If a "challenge" can be demonstrated to be incorrect, then the challenger may lose a point. Experi- enced players may 'his; t to use a two or three point penalty.

Players are encouraged to make additional resource cards and some blank ones have been provided.

"SOUTHEAS7 ASIA RESOURCES A SIMULATION GAME" can be played on any representa- tion of the region but we have provided a map showing the various SoutheastAsian nations in different colors. A large group may wish to divide into teams representing these countriesand engage not just in labeling resource:, but in finding them, planning new ones,and in international trade, bargaining surplus resources to compensate for shortages.

In :)rief, the game of "SOUTHEAST ASIAN RESOURCES"is quite real.,

1973. American liithersities Field Staff. Inc. Delta Soil National Capital Bridge

Floodplain Soil Urban Center Highway

Volcanic Soil City Railroad

Laterite Soil Small Town Oil Refinery

Highland Village Cement Plant

Lowland Terraced Rice Fields Steel Mill

Swamp Electric Generating Plant Rice Fields

Mountain Automobile Assembly Plant Pineapple Fields

Sugar Cane Fields Rubber Processing Plant Active Volcano

Dormant Volcano Fruit Producing Estates Electronics Plant

Manufacturing Plant Vegetal) le Producing Estates Hindu Temple

River Moslem Mosque Christian Cathedral

tike Rubber Estates Canning Plant

Seaport Iron Ore Deposit Timber Estates

Riverport Milk Producing Area Oil Deposit

Canal Aluminum Ore Deposit Rice kr!cearch Institute

Ship Channel Rubber Fiesearch Institute Meat Producing Area

Limestone Deposit Fishing Buddhist Temple

Dam University Coal Deposit

Sea Trade Route Precious Stone Deposit

MLdical School Agricultural School 1

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A CLEAN SWEEP: HOW TO WIN IN A FREE ELECTION

Honest).efficiency, enlightenment(relatively The P.A.P. government is a responsible one. speaking, of course), and obvious success in im- Visitors sometimes wonder why, given the stability proving the people's welfare and the nation's and prosperity of Singapore, much of the rest of prestige. What more can citizens wish from their Southeast Asia is so turbulent. government? Socially, Singapore seems resistant even to the And what more could a government wish from its contamination of drugs, sex, and violence. It is also citizens than a clean sweep in its favor during elec- determined to resist such symbols of the counter- tions? culture as long hair, which the P.A.P. deplores and vigorously combats. In Singapore's 1972 elections the incumbent People's Action Party (P.A.P.) received 69.02 per The republic is patronizing the long-neglected cent of the total vote. Since voting is mandatory, arts and mobilizing for new crusades of human and and now:wing citi/ens subject to fines, the turnout environmental up-grading. Culturally, Singapore is for the election included almost everyone eligible to becoming aware of its own crudities and is eager to vote. correct them.

All neighborhoods, all ethnic gronps, all the con- The P. A. P. can and does point with pride to its stituencik.., soled in favor of the People's Action low cost housing achievements. There is nothing Party and its candidates. cc nparablc anywhere else in the world. Singa- pore's urban landscape is studded with buildings of Yet, something is lacking. As to what it is, the up to filly stories and criss-crossed by highways ruled and the rulers are curiously both divided and with up to eight lanes. These developments and the agreed. A loyal opposition is needed according to general good health and prosperity of Singaporeans the P. A. P., Prime Minisster Lee Kuan Yew, and ate significant achievements. After all, the Repub- the pecple of Singapore. Such an opposition must, lic of Singapore is an island only twenty by thirty of course, be loyal. courageous. and constructively miles and it supports more than two million human critical. Only such a force can ensure that good inhabitants. Smaller populations inlarger and government becomes even better. Without a loyal more fertile land areas have done less well. opposition, indifference and oppression can occur all too easily in a one-party state. What isitthat has produced the"Singapore effect?" Prime Minister Lee Kuan Yew? The The electors and P.A.P. officials differ, however, People's Action Party? Socialism? Capitalism? The as to w het her a truly criticalopposition can develop 76 per cent Chinese majority? The Malay and tinder the present government. For the P.A.P. does Indian and European minorities? The equatorial not tolerate the criticism which, in theory, itinvites. climate? Location on the major cast-west ocean No strong new party is now in prospect. Nor is the trade route through the South China Sea by P.A. P. likely to divide itself or be divided. Singapore and through the Straits of Malacca? Whatever the cause or causes, there is a zest about Singapore is a one-party republic. That fact in Singapore. itself is neither negative nor positive. The P.A.P. has worked to make Singapore a smashing success. P. A.P. leaders emphasize the vigorous training And itis. of young minds in advanced technology. They encourage youngSingaporeanstoengagein Economically, Singapore is a boom state. For- gymnastics Viand athletics. Singapore has an elite eigners are competing to invest. The per capita new Army, Navy, and Air Force which, after some annual income of more than US$1.000 provides a initial misgivings, even most students have been standard of living superior even to that of Japan. moved quietly to endorse. Working conditions have 1973, American Universities Field Staff, Inc. -2- Fleldtest Use Only

been improved and are being improvedeven more mention, for example, the abolition of trial by jury, rapidly. Recently, for instance, the government the suppression of two newspapers, the pressure for decreed that both the private labor force and the t'amily planning, the requirement of a security public civil service can afford to pay at leastone clearance "suitability certificate" for university ad- extra month's wage each year by sharing the profits mission, and the detention without trial of a score of Singapore's prosperity. This raise alone more or more of political prisoners. Of these "extrem- than compensates for the mere 2 per rent inflation ists," some were once high in the P.A.P. itself. rate. The P. A.P. proposed programs for "enhance- ment of life quality." Restoration of all "civil rights" was promised by candidates who opposed the P.A.P. in the 1972 GRIEVANCES elections. But they lost. Officials pointed out that the P.A.P. had made Singapore both rich and riot For the most part the Singapore grievancesare free and would keep it rich and riot free. Those de- the inevitable side effects of rapid national develop- manding a greater degree of individual freedom ment. Many Singaporeans resent being evicted were encouraged to observe what has happened in from homes, shops, and farms to make way for the nearby nations. Then, they called attention to the sprawling new suburbia, high-rise developments, factthat Chinese, Indian, Malay, and others and modern factories. P.A.P. officials poin. out, prosper in a multi-ethnic, multi-cultural society. however, that the ordinary people can movJ into They won. the new government-built apartments, and get jobs in the new factories. Those who do so, say the THE LOSERS P.A. P. officials. are geurally happy with the change. Though lacking a well organized, effective loyal opposition, the P.A.P. does, however, have some In the 1972 elections, opponents could opposition. But the various opposition leaders only promise to lower the rents which the P.A.P. failed to achieve any agreement among themselves. housingprojectscharge.Thesearcbetween And since none of them really expected to win, they USS6.60 and $20 per month. Or, opponents could were not motivated to get together and compromise offer "flee title" without the present P. A.P. instill- their differences. ment plan. Opponents offered relief from "exploi- tive" foreign investment and profit. There were There were nine more or less distinct opposition other promises by those who sought, unsuccessfully parties. Seven of these fitted into two overlapping to unseat the P.A.P. The government's reply was alliances. The !Iarisan Sosialis together with the simply a reminder of what almost if not all Singa- United National Front and the!'c'opie's Front poreans know: "nothing is for free." made up a quasi - alliance of the far left. The United National Front itself consisted of the Singapore Many Singaporeans dislike the idea of compul- Chinese Party. Justice/ Pura. (Indian), Persatuan sory military service.It cost the republic about Alehow Singapum and the Angkatan Islam, both US$231 million in1972. The pick of the male ofthelatterMalay.TheWorkers'Party eighteen-year-olds are required to spend at least campaigned for the most part on its own. The two years in military training. Persatuan Melaya Singapura accepted assistance from whatever other opposition quarters proved Opponents to the P. A.P. promised to abolish willing, especially the Chinese of the farthest left. military service altogether or greatly lighten the burden. To this opposition. P.A.P. officials praised Overall,the oppositionlackedorganization, the obvious toughening of b.,,th mental and physi- leadership, membership, and money. Itfailed to cal "muscle" in a basically weak and vulnerable design any impressive campaign strategy or post- small state. They claimed that to survive Singapore election program. Most of the parties were in fact must be "resolute" and "robust." patched together or repatched together just barely intime to nominate candidates. The leaders There arc Singaporeans who complain about managed to persuade a total of Si contestants to livingui ;der "fascist.' rule in a "police state." They take a chanceusually a long, long chanceon .3. Fieldtest Use Only -3-

winning the elections. Of that 81, a total of 20 industry or computer assistance, the Criminal In- failed to win as much as one-eighth of the vote vestigation Department could readily identify the within the electoral district. They thus forfeited the 30.98 per cent of the voters whose views the govern-. S$500 (US$166) election deposit, not to mention an ment deplores. In fact, says the government, after additional S$1.0(X)(USS333), or so which is all that being counted the ballots are promptly deposited most of them would admit to spending in their' for safekeeping with the Supreme Court and soon campaigns. thereafter destroyed. There is no intention whatso- ever,itsays. of achieving anything except an CAMPAIGNING FOR ELECTION accurate count, and later, if challenged, a recount. Nevertheless, no few Singaporean voters, politi- The actual campaign was brief and orderly. cians, and campaign donors now get nervous at the Singapore law requires that elections be held within thought of theP.A.P.'s proven efficiency and 90 days of nomination day. In 1972 the P.A. P. possible vindictiveness. allowed exactly nine days. Everyone had been ex- pecting the go % ernment to call for new elections. PRIME MINISTER LEE XUAN YEW The opposition complained, naturally, that it had insufficient time. Any outsider seeking to make an appraisal of the Prime Minister, the P. A. P., ..he 1972 election cam- The government, as usual. exercised strict con- paign, the pre-1972 P.A.P. record and Singapore's trol over the electioneering process.Itlicensed post-1972 prospects, would do well to examine crit- rallies on ai (nation basis for the traditionally ically Prime Minister Lee Kuan Yew's own clean, favored spots. It permitted radio and TV exposure cool, and convincing statements on election eve: on a fair and limited basis. The four largest parties were alloted equal time for half-hour programs (re- 'Antonym. 1'011 will decide the next five years. A peated in four languages). It prohibited more than solid vote ji. the P.A.P. will be good for Singapore one 20-foot banner per party per election district and good br you. and counted out precisely how many small. standardized posters (300 per candidate) might he dis- First.itgill demoralise and discourage those playd and where (on trees, on street light poles. at who believe that they could plot through their bus stop shelters, on buses). It decreed that these proxies and get US to do what they want. posters must be tidily removed immediately after elections. Second. it give you a great impetus to invest- ments. Western indu.strialists are now fining either Itmonitoredallspeeches and twiceissued shortage 01. labour or grave trade union problems. summonses for overstepping the limits of tolerance. When a&than Sosialiscandidate, for instance. If the workers and trade unions demonstrate called the Prime Minister "a bloody scoundrel," "a their wholehearted support fin. our policy to attract gangster." "a kidnappe." and **Singapore Public manttliteturing and banking, finance, marketing Enemy Number One." he committed an offense for expertise and management know-how, then there which he got a six months' jailsentenceafter will be an influx ql.middh-technology industries. elections. None the wposition parties have the remotest A FTER THE ELECTIONS intention of developing into a loyal opposition if they know what it means. It means first, that on Immediately after the elections there arose a national interest. matters ollife and death. they are minor flurry of concern lest the government actu- with us to defend ourselves. ally identify not only the contributors to opposition party funds but also the voters who cast their Second. how to maintain harmony in a multi- ballots fortheopposition candidates. In Singapore. racial society. each ballot is munbered and a record is retained. On this is entered the identity card number of the Instead, although not reported in our responsible voter to whom the ballot is issued. Given sufficient press, the opposition with all their speeches are ex- -4- Field test Use Only 01,1 fr 7'1(id,t0.4.

ploiting issues over race, language and religion, .." ....v... willing to risk conflict and race riots, just fir a few ,.., vote's.

The opposition parties are a motley crew. Their only common factor is abuse and denunciation of the government and virulent attack of all our policies, the very policies which have given you, and ironically enough. given them, a better life.

They have' no plans for your security, economic advancement, or social development

We, the P.A.P.. have seen you through two major crises in seven yearslirst separation in 1965, then accelerated British rundown in 1968.

l'hrough hard work and realistic policies we got on top of our problems. The prospects look good for the immediate /inure.

We are building 20,000 /11)/i fiats a year, We will raise this to 30,000 a year shortly. Men in charge of government must have strong We shall, if you remain keen to learn and to convictions, must be especially prepared sometimes work, provide you with bettejobs, with higher pro- to take unpopular measures fur the good of ductivity using more sophisticated machines and pay you better wages. We are fielding 65 men, honest, hard-working, able. some outstanding scholars and men of the We can make Singapore a metropolis, the best in world, and tall of them willing to sweat and slog.* the equatorial Mt, pleasant to live and work in, you, and together well march forward toward a with green parks,cleanbeaches,recreational bettejiiture. amenities, a cultivated and civilised city giving sat- isfaction to all who live in it We the present leadership you know so well over thirteen years and three months. You have seen our Politics in newly independent countries and what perfbrmance. You are the judge. happens to them depend on two fionlameinal factors: first, the nature of a people, their innate We had to fight with British colonialists for inde- quality am! cultural attributes; second, the quality pendence, we fought the communists fir merger of their politic ed leadership. and Malaysia. we fought the racialists Jr iequality in Malaysia. If people in new countries are willing. to work hard towards common goals, they will probably However, there will be major changes in the make the grade. world. The super-powers have changed their relationship. This will afject the whole world. But not if they fritter away their energies on issues which divide and coaluse them instead of But whatever the stress, whatever crises that may spending their time on constructive projects and arise. you the people and we the government together will respond swiftly to meet the crises, any pursuits. challenge, and ride the problems as we have ridden To get a people' as a W/1010 to do this. they need them in the past. leadership. honest and ellective, resolute but flex- Do not put your future' at risk. We the P.A.P. ible. have never let you down.

71is FIELOSTAFF PERSPECTIVE is adopted from a FIELDSTAIT REPORT by Wilbird A. Hanna. 'How to Win a Clean Sweep in Free Perilous," IWAII-10-711, solahra.,1 g,Vol. X X, No. 11, 1972. All FIELDSTAF PERSPECTIVES and IELDSTA REPORTh from 19.51 to the present arc available through the American Universities Field Staff. 3 Lebanon Street, Honorer, Neu: Hampshire 0375.5. 61 I it.. ... _ Fieldtest Use Only A sfsi, COVIriV81-NBLE ''. C1::!:: Nit(' 11P3441...... 4.. , . r LJ i .... 1 .. ..; ;!_ (t r"rmrvol N. 8. ) -,.-... , .. I t \ , !):.....,..,..", ! i : ,. Mb. !.. ON( . ..t.! ;tr.'. -: 1

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FREEDOM ACHIEVED The achievement of independence was for most African states an historic milestone. It marked the peak of the anticolonial struggle and the beginning of nationhood. The rhetoric of independence had been brilliantly articulated by African nationalists. Kwamc Nkrumah and Julius Nycrere, Kenneth Kaunda and Jomo Kenyatta, Seliou Toura and Felix Houphoudt-Boigny inspired a generation of Africans and other colonized peoples. They raised high aspirations for rapid economic development . a& ....or 1 10 and material prosperity.

Kwame Nkrumah, President of Ghana (left) OMPO.V giamoomov., ....V.V. and Skou Tour& President of Guinea at Kristianhorg Castle, Accra, Ghana, 1958. I 4

President Jomo K enyat la and Torn Mboya of Kenya lead the motorcade for Independence Day celebrations. I

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The Old: A Kikuyu woman votes for the first time. The New: African leader Tom Mboya at the ballot box.

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t I / ...1., Julius K. Nycrere. President of Tanganyika (now Tanzania) 144. lo ...... t Illo.2...... ik.:s1.11,1 on Independence Day in 1961. (His mother is at lower right). . Fieldtest Use Only 9 CC1V IWAILELE

Alhaji Sir Ahtnadu Hello, K.II.E., Sardauna of Sokoto and Premier of the Northern Region. b. 1909, Rabbah, Sokoto Province, Northern Nigeria. Fulani. Great grandson of Othntan Dan Fodio, founder of the Sokoto Empire. Entered politics in 1949.

Alhaji Sir Abuhakar Tafawa lialewa, K.11.E.,111.11.11, Prime Minister of the Federation of Nigeria.b.1912, Bauchi Province, Northern Nigeria. Fulani. Teacher, principal, and education officer. Entered Federal politics in 1954.

Chief Obafemi Awolowo, M.H.R., Federal Leader of the Opposition, and Leader of the Action Group. b. 1909, Ikenne, Ijebu Remo, U'estera Nigeria. Yoruba. Admitted to English Bar, 1946. Leader of Government and Premier, Western Region, 1952-60.

The Itt. Hon. Nnamdi Azikiwe, P.C., GovernorGeneral and Commar der in Chief of the Federation of Nigeria. b. 1904, Zungeru, Northern Nigeria. Do. Higher education in the linked States. Journalist and organizer African Continental Rank.

"rowomecw.n.,ftsvmnuestn. SibrieWPRUP1111Y.V/0,71.11.4/0111.?ffISIII....r.!...M.S.....1". ',Ft By the 1970s only Azikiwe remained active among the Nigerian leaders. Like Tom Mhuya, the Kenyan leader who was killed by an assassin's bullet, the Nigerians were victims of civil discord. Kwame Nkrumah was overthrown as President of Ghana and died in exile. lIouphou6tHoigny, Sou Tourt'. Jonin Knyatta, Julius Kenyatta, Julius Nyerere, and African aspirations for a better life survive.

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Africans waited expectantly. In great cities like Abidjan, FREEDOM SOUGHT Ivory Coast (below), and in small towns in Guinea (above), individually and collectively, Africans wanted freedom. Many oftheproblemsfacingAfricaat 00.41. mar sr N. v.. 0.11, .4..- - independence were scarcelyrealized. The new r leaders and their international well-wishers were I temporarily blinded by belief in the sovereign power of freedom.Slowly,and ofteninthe aftermath of disillusionment, Africans realized that independence was not a magic formula for future well-being. Governments had to come to grips with the harsh economic and socialburdensthat freedom entailed. Most newly independent states remained economically dependent on their former colonialrulers.Internaldisharmonyamong competing nationalisms threatened many countries with civil war. Agricultural production was not keeping pace with rapid population growth. To overcome these liabilities many Africans agreed on the necessity for industrialisation. Some chose to pursue ideals for social organization which were withoutmodernprecedents.Allsoughtthe political, economic, and socialstabilitywhich 4141 aa. 14*. - # fiM . .0- ..- 1S0 41:41:.? can make genuine independence possible. PHOTOGRAPH FOR ANALYSIS MT COPYAMAMI

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1. Where was the picture taken? How would you describe 2. What clues does the picture contain concerning

(a) the people (a) the power and status of the people (b) the terrain, topography (b) general level of technology (c) the climate, weather (d) the vegetation 3. What type event appears to be taking place? (c) the architecture Data: Photograph courtesy of the Informat;on Service of the Ivory Coast. Picture wasmade in February 1965 at Nouakchott, capital of Mauritania. According to Field Staff Associate VictorDu Bois. "the Nouakchott Conference" was the scene of a significant new developmentin French-speaking Africa's search for unity when representatives from 13 countries met there Feb- ruary 10-12, 1965 fur a major policy conference.(Victor D. Du Bois, The Search Jur Unity in French-Speaking Black Africa. Part I: The Founding of the Organisation Commune Africaine et Malgache [VDB-3'651. Fieldstaff Reports, West Africa Series, Vol. VIII, No. 3. 1965.)

1974. American Universities Field Staff. Inc. .1 I: Fieldtest Use Only

MR. COGGINS' DILEMMA

"They've finally done its Mr. Coggins. A cablegram just arrived. They've nationalized our properties in their country. This note from their president announces 'henceforth, all oil companies operating in this country must be at least SI per cent owned by natural citizens or the government ...no foreign ownership of basic resources will exceed 49 per cent ....' They have no right to do this. Our stockholders will be furious. It is an illegal, immoral, and irresponsible act on their part. What shall we do ?"

"Oh, I don't know.Brow n. You sound a bit excited. Let's think awhile. Maybe it's not as bad as you seem to feel. Call the Directors and arrange a meeting tomorrow. It's difficult, but maybe it just had to happen."

1. With whom, Brown or Coggins, do you identify most strongly? Why? 2. Vith which do you identify most strongly, those whose property has been nationalized or those who have nationalized it? Why?

3. As president of the nationalizing country, what alternatives would you consider before taking over foreign owned property? 4. As president of a resource development corporation, what policies would you use to reduce the chances of being nationalized?

5.In terms of your values, what should he the relationship between government and private ownership? Between foreign and domestic ownership?

6.In the role of Mr. Coggins, what would you advise your board of directors at the meeting planned for tomorrow? What additional information do you need for that meeting? What would you do between now and then?

7.In the role of a corporation director, how would you respond to this announcement?

8.In the role of a corporation stockholder, how would you react?

9.In the role of a citizen of the country which has nationalized 51 per cent of its basic resources, how would you react? 10. In this dilemma, what is at stake? What is your moral judgment of the situation and the behaviors and beliefs of the actors involved?

Concentrate on the outline map shown below. Sketch in as manynatural features and label as many political boundaries as you can. Around the outside jot down tenthings you believe to be true about Africa in general. Make statements about societies, cultures,living standards, population patterns, geography, climates, politics, and economics.

1974, American Universities Field Staff, Inc. SUGGESTIONS FOR TEACHERS

PERSPECTIVES ON AFRICA

It is our duty to proceed from what is near to what is distant, from what is known to that which is less known, to gather the traditions from those who have reported them, to correct them as much as possible and to leave the rest as it-, in order to make our work help anyone who seeks truth and loves wisdom.

Abu'l.Rayhan Muhamad alBiruni AD 973.1050

PERSPECTIVES ON AFRICA is anexamination of developments leading to modernization. It is one of a series of teaching-learning packets containingFieldstaffPerspectives.This packet provides a variety of materials to meet individual needs and interests. Designed for use in grades 9 through 12, particular materials range in reading difficulty from lower to higher ability levels. These reading levels are specified for eachPerspective inthe inventory presented at the end of this guide. in the following sections, suggestions are given for a sequence of daily lessons on Africa, an introduction to African study and skill development through inquiry experiences, and a number of major learning objectives are presented.

LEARNING OBJECTIVES

Stated briefly the objectives ofFieldstaff Perspectives are: (1) To explore the origins and significance of cultural diversity.

(2) To approach the study of culture as the total expression of human activityof how people behave toward each other and in relation to their environment.

(3) To study human institutions as outgrowths of a group's attempts to express and to manage the problems arising out of these interactions.

(4) To emphasize the common experience of humankindthroughan exploration of cultural diversity.

(5) To establish a positive appreciation of diversity, replacing ethnocentrism with empathy and orldminded humanism.

(6) To validate both the act of learning and the acquired knowledge and attitudes in both the culture being studied and other contexts. (7) To assist in the development of skill in inquiry, analysis, evaluation, and reading, writing, listening, and speaking.

1974, American Unhersities Field Staff, Inc. -2-

AFRICAAN INTRA-CULTURAL STUDY

Fieldstaff Perspectivesseek to disclose patterns of culture in various societies around the world. To facilitate inquiry, we have developed a model. depicted graphically as a cube, supporting a view of culture as the total expression of human activity, Within the continuum represented b) the three- dimensional cube,Fieldstaff Perspectivesexamine human beings in the aggregate, as well as the institutions that maintain and sustain human society. Each unit aims at a definite level of investigation. MAN AT AQ KUPRUK.the first in a series of five modules, is a concentrated study of a small local culture(infra-cultural).In the case ofSOUTHEAST ASIA,the target is anintra-culturalexamina- tion emphasizing breadth rather than depth. ThroughPERSPECTIVES ON AFRICA,also aninfra- culturalstudy, breadth over depth is again emphasized. The effort is to acquaint inquirers with many Africas, a variety of perceptions Africans have of themselves and others have of Africa and Africans. If users ofFieldstaff Perspectivesfollow the model, the next level of study will be theinter-cultural,a packet entitledURBANIZATION: CITIES A ROUND THE WORLD.And itis followed by LOOKING AT OURSELVES,a fifth set ofFieldstaff Perspectivesfocusing on theintroculturallevel of inquiry.

FIELDSTAFF PERSPECTIVES ON CULTURE

LEVELS SPACE infra-culture study OF DIMENSIONS (depth) ECONOMIC CULTURE (LOCAL intra-culture study SOCIAL (INFRA- INTRA- GLOBAL) (breadth) POLITICAL inter-culture study INTER- INTRO-) (global) STIMULI intro-culture study (VISUAL TACTILE (local) AUDIO OLFACTORY INTUITIVE)

Familiarize yourself with the variety of materials provided for a study of Africa. A complete list of the AfricanPerspectives,together with notations on their level of reading difficulty and substattoa, is provided on pages 11.12 of this booklet. You will probably have several reading and interest levels :p- resented in your classroom. It is not intended that each student read or otherwise engage in every activity. Your knowledge of the materials will help you guide students, and groups of students, in making appropriate selections.

The simulation/games and activities selected for general participation are designed to facilitate communication involving the entire class. Thus the format maximizes opportunities for exchanges of information among students who work at different speeds or have divergent interests; it does not limit individual inquiry. A bibliography of supplementary materials is provided. Some of these items can be made available to classes or groups of students wishing to intensify their experiences relating to Africa. Access to others may depend on the financial resources your school can commit.

In the following day-by-day guide, it is assumud thateach Fieldstall Perspective,once introduced to the class, will remain available to students throughout the course of study. It is advisable, there- fcce, to choose some place in the classroom to which all can have easy access. ideally, the same place may serve as a collection point for the materials at the end of each day's activities.

Students should also be encouraged to contribute complementary materials-maps for comparison and additional information, clippings from newspapers or magazines, and program notes of television or film coverage of Africa. These too should be conveniently located and shared by the class.

No fixed sequence is prescribed for presentation of Africa. You may arrange the materials is any order you feel is most likely to interest and educate. You might also consider the following sequence: -3-

THEMATIC APPROACH

Five major themes serve as organizers for African Perspectives. These themes include DEVELOPING AN INQUIRY SK ILL BASE: PERCEIVING AFRICA, PEOPLE, EFFORTS TO ACHIEVE UNITY, RESOURCES AND DEVELOPMENT, and SPECTRUM OF DIVERSITY. Parts of a whole, they hold together subsets of data which can be used in comprehending the vastness and complexities of Africa. Population growth, production of food, environmental problems, technological adaptation, and modernization receive attention under each theme. The data and activities provide perceptions from many perspectives. Yet, learners arc invited to blend their own perceptions and perspectives with the prepared material provided in this packet. Students and teachers must come to their own conclusions about African cultureswhere they have been and are presently, and where they are going in the future. The purpose of Fit'ldstafJ Perspectives is to provide substantive dr.ta, analytical examples, and stimuli to encourage insightful study on the part of yot ng people. Undergirding this purpose is the presentation of material in formats which assist in developing the basic c!rills, including: listening. speaking, reading, data gathering, analysis, writing, sharing, coordin..ang, and evaluating.

The following 5-step ladder of themes may helpinthe quest towardfamiliarity with PERSPECTIVES ON AFRICA and the question, "Amidst Diversity is Unity Possible?"

SPECTRUM OF DIVERSITY

RESOURCES AND DEVELOPMENT

EFFORTS TO ACHIEVE UNITY

PEOPLE

DEVELOPING AN INQUIRY SKILL BASE PERCEIVING AFRICA

DEVELOPING AN INQUIRY SKILL BASE PERCEIVING AFRICA Day One vs. Traditional" and "Authoritarian vs. Demo- Have each student make a list of statements each cratic." Helping students clarify their individual personally believes to be true about Africa. These perceptions and comparing thesewith group anonymous statements can be read aloud by the response patterns develops two basic inquiry skills: teacher while each student judges them on a scale data gathering and data catalysis. of agreement (Stronglyagree +5, Neutral 0, Day Two Strongly disagree -5). These responses can be discussedand also saved for reanalysis at the end To each student, distributehe activity sheet of the unit. entitled WHAT DO YOU XNOW ABOUT On the chalkboard draw a line to represent a AFRICA? This exercise can be followed by the spectrum.Labeloppositeendsoftheline essay assignment, MY AFRICA, printed on the "Maximallyindustrialized"and"Minimally reverse side of the activity sheet. Reporting and industrialized." Initial the points on the linerepre- writing arc emphasized. senting each student's perception of the degree of Follow with the activities on AFRICAN IMAGES industrialization in Africa. The same activity can andAFRICAN STEREOTYPES: APOLL. be repeated for each African nation. And it can be Involved v. e reading. data gathering. analysis. and repeated using different labels such as: "Modern some sharing and speaking. 110W LARGE IS -4-

AFRICA? and TOO MUCH WATER OR TOO Day Four LITTLE? are appropriate next activities.

Locate Africa on a globe and have students IntroduceasecondrecordingFOLKTALE compare its latitude and longitude with those of ABOUT AFRICA (Side R-30 minutes). Encour- Europe, North America, South America, and s.ge careful listening and keeping notes on aspects Southeast Asia. Then unfold and display the full which surprise or reinforce stereotypes. Discuss color wall map provided. Introduce the atlas of and analyze the "Tarzan Myth," Provide access to Africa, entitled WHAT IS IT LIKE TO BE IN the reading, REFLECTIONS OF AFRICA: T.4R- AFRICA? Discuss rules for its shared use. ZAN. Introduce the WORD ASSOCIATIONS activity and PREJUDICE. Discuss space relationships. How large is Africa in relation to the earth, ocean, and other land masses? Day Five What are the climate patterns? How. does the African map indicateauniquehistoryand geography? HOW DO PEOPLE BECOME. WHITE? and WHERE. IN THE WORLD IS ? are Assign each student to bring to class tomorrow a appropriate activities. Through discussion bring news dipping or article relating toAfrica. the African study toward contemporary Africa in Day Three space and time, and focus attention on resources and people. Review the news reports brought by students. The African Perspective, NEWS OUT OF AFRICA can Review the first five days of inquiry activities. be a helpful kickoff activity. On the reverse side of Reflect on and discuss the relative advantages of this activity sheet, WHAT WILL HAPPEN NEXT? different data sourcesnews reports, analytical PHOTOGRAPHS FOR INTERPRETATION can . reports, photographs, maps, recordings, interviews be used to indicate change processes in Africa, andpolls,descriptionsofmoraldilemmas, Without comment, play the recording FOLK- personal perceptions, stereotypes, and question- TALES AND FOLK MUSIC"WEST AFRICA" naires. What other data sources are available?,How (Side A-30 minutes). Then invite analysis using can the class most effectively utilize the materials in theactivitysheet, LISTENING ACTIVITIES. the Fieldstaff Perspectives packet? Let the class Encourage students to bring stereotypes about discuss and set rules for the continuing inquiry Africa for discussion tomorrow. focused on Africa. PEOPLE

Day Six Day Eight WHO IS AN AFRICAN? raises a general question. Let some students report on the five biographical ASIAN AFRICANS: CITIZENS OF WHERE? Perspectives. Others can review and report on provides a particular example and questions for ORBIT: THE MONTHLY MAGAZINE FOR discussion. YOUNG ZAMBIANS. Still others can analyze the photographs presented in the envelope of COLOR Day Seven PRINTS, and in the booklets FACES OF THE Students can select from several readings intro- SAHEL and FACES OF THE BORAN. Look in ducing African people in the context of their daily the ibrary for books and articles on African people. lives. ANA ABDELKRIM: NORTH AFRICAN Da- nine DESERT BOY. MIKE: THE CITY LIFE OF RUIMI. MALES. AIIMADOU: RURAL TO Letsomestudentsreporton DEATH IN URBAN MIGRANT, EDOM, SOUTH AFRICA'S BURUNDI which is concerned with large numbers HELEN SUZMAN,CONSCIENCE OF A of Africans and their generally unreported plight. TROUBLE!' LAND, and FREEDOM ACHIEVED WORLD P.7ESS REPORTS ON BURUNDI all present African individuals with whom students makes the point clear.Students can interview may identify. Take turns reading.Encourage ex- people in the community and report tomorrow on changing viewpoints and preferences. Let students how many people heard about the large number of acquaint one another with these five people's lives. deaths in Burundi, 1972. How many interviewees Days Seven, Eight, and Nine activities can overlap did not identify the photographs of Helen Suzman, advantageously. Sahelians, and Boran as African people? -S-

Day Ten Perspectives been helpful? What local perspectives and information resources have been discovered? Review the study of African people. What stereo- How are Africa and Africans perceived differently types have been changed? How have the Fieldstaffby students now, compared to eleven days ago?

EFFORTS TO ACHIEVE UNITY

Day Eleven history. Where are there similarities? Assign a small group to lead class analysis tomorrow using Contir.uing the interest in Burundi. present the the Perspectives entitled CREATING AFRICAN letter in TO BURUNDI FROM A FRIEND. How NATIONS and AFRICA TODAYPROBLEMS is this letter an effort to achieve unity? AND PROSPECTS. How does the PHOTOGRAPH FOR ANALYSIS activity demonstrate another effortto achieve Day Fourteen African unity? How does the case presented in I Let student leaders engage the class in the assigned AM A WITVIDOCTOR indicate disunity and subjects. Then introduce theissues raisedin unity in a modernizing African context? EXTRACT and ALL MEN ARE MY BROTHERS. Prepare for a workday tomorrow in preparation for Day Twelve the TRADE FAIR simulation. (Or proceed into the Involve students in individualized study of African RESOURCES AND DEVELOPMENT activities alternaaives striving toward unity. Let them share and delay the simulation until later.) thereadir:7-on UJAMAA VILLAGES. AN AFRICAN GARDENVARIETIES OF NA- Day Fifteen TIONALISM AND PAN-AFRICANISM. INDE- Use local resources in planning and preparing for PENDENCE PRELUDE, THE INDEPENDENCE TRADE FAIR: A SIMULATION OF AN ALL- STRUGGLE IN KENYA, ZAIRE: BOLD EX- AFRICA EXPOSITION. Instructions and mate- PERIMENT. and THE INDEPENDENCE rials are provided in an envelope. The simulation STRUGGLE IN THE CENTRAL AFRICAN FED- can occupy a day, or series of days. Roles are pro- ERATION. Has the nature of the independence vided for all students. They may want to invite struggle influenced the nature of unity in each of otherspeers and parentsto participate in the these African nations? fair. Day Thirteen Days Sixteen-Eighteen Continue discussing, encourage reporting on the TRADE FAIR: A SIMULATION OF AN ALL- six Perspectives dealing with independence, na- AFRICA EXPOSITION. tionalism, and social-political-economic alternatives being used by Africans. Day Nineteen Evaluate the role playing and learning activities in- Have several students describe ALGERIA THEN volved in the simulation. How could a similar and ALGERIA NOW. Have the class consider simulation represent efforts for unity in another parallels between Algeria and their own nation's cultural region of the world?

RESOURCES AND DEVELOPMENT

Day Twenty Day Twenty-One. Familiarize students with the set of AFRICAN Introduce the dilemmas presented in GREAT EX- MAPS provided in an envelope. These may be PECTATIONS/UNCERTAIN REWARDS and tacked to the wall and usedat desks. As a DEVELOPMENT FOR WHAT? Discussthe purchaser c.f Fieldstaff Perspectives. you may also causes and consequences of modern economic de- convert then: maps into overhead projection trans- velopment.Analyzetherelationshipsbetween parencies and/or spirit duplicator masters for use natural resources and development potentials in with your own students. (Copyright laws require Africa. Where are the prospects brightest? this conditional statement and do not permit broader interpretations.) Day Twenty-Two Encourage students to draw inferences from pairs Let small groups of students inquire into the prob- of maps considered together. lems presented by BOUNDARY DISPUTE. MY -6-

LANDISYOUR LAND, RWANDA: A ING DESERT, DESERT TRAGEDYEXPAND- THOUSAND HILLS, EQUAL PAY FOR EQUAL ING DESERT,andNATURE 'SPOILS' A WORK?,andBLACK AND WHITE WAGES. WILDLIFE PARADISE. Prepare for DROUGHTA SIMULATION OF HUMAN Day Twenty-Three EXPERIENCES UNDER DROUGHT CONDI- Let the small groups report to the class at large. TIONS IN THE SAHEL.Have students interview, Encourage comparisons between the Issues in an as they did with Burundi, to see how aware their African context and at least one other cultural con- community is of desert Africa and conditions in the text (for example, Southeast Asia, South American, Sahel. or others). Day Twenty-Four Day Twenty-Six Continuing in the same or other small groups, students can inquire intoLIBERIAECONOMIC Engage students in theDROUGHTsimulation. All AND HUMAN PROGRESS, LIBERIANS the materials are in an envelope. Four players at a AFRICANS?AMERICANS?andI AM AFRAID. time are involved. Others can observe and evaluate. How are American and African development inter- Roles include a nomad, farmer, government offi- twined? How are fear and mysticism and racism cial, and international official. The game may be responses to the pressures of modernization devel- played in one day or several, and by different opments (and/or cultural change)? groups of four.

Day Twenty-Five How are Sahel conditions reported in your commu- As map study makes clear, a significant portion of nity? How are Sahelian desert conditions like other Africa is desert. Introduce students to EXPAND- situations in the world?

SPECTRUM OF DIVERSITY

Day Twe: Sc Yen (Consider football and chess, for instance.)EGG CARTON "BAO"introduces a popular African The rang. 3f African responses to life is as vast as it game to students. Let them discuss how it may is r.ncienAt best, only a few indicators of the reflect African culture, African meaning. richness c: .he Afri.:an heritage can be provided. AROUND AFRICA: B.C. provides Herodotus' historical perspective. THE. BAT indicates percep- Still another response to living is the preparation of tions of myth relationships between people and food. IN PRAISE OF CHICKEN and SNACKING animals. It represents the well-developed oral story- ETHIOPIAN STYLE will be of interest. Perhaps telling tradition. STOVE AGE OLORGESAILIE: the recipes can be used in preparing African meals ESTHETICS AMONG THE CARRION EATERS for the class. is a scientific persp.;ctive on prehistoric human events in Africa. WHAT DO AFRICANS PRODUCE? gets at the extractive and manufacturing responses to African Day Twenty-Eight resources. Leteachstudentreadaloudoneofthe PROVERBS: KRIO AND ENGLISH. Cut them Day Thirty from the blue card before class. Have students give their interpretations of the proverbs printed in AFRICAN DRAMA is another cultural response to English. Perhaps replay the storyteller recording life. THE BUFFET and THE WELL OF WHEAT which is first on the cassette (Side A). Review can be read and acted by students. How does the PROVERBS and the PROVERBS: INTERPRE- playwright Ali Salem compare with other Africans, MTIONS on the back side of each card. Shift such as Alimadou, Mike, or Edom? from interest in orally transmitted meaning to literature. Review AFRICAN BOOKS, encouraging Day Thirty-One students to read these and others. BUNDU introduces another type of response to Day Twenty-Nine life, as do THE GIRL WHO HAD TO DIE, Games are another response to life. Games reflec.;. WITCHCRAFT BELIEFS AND THE ROLE OF cultures;might culturesreflecttheir games? SECRET SOCIETIES, and A HEST- "G. .7.

Day Thirty-Two Day Thirty-Four Clime is a response to life. How does each society What isAfrica? WhereisAfrica? Who are define what constitutes crime? Students can com- Africans? Students can reflect on these questions pare CRIME IN IVORY COAST with that in their and debate the question: "Amidst Diversity is own culture. African Unity Possible?" Day Thirty-Three Day Thirty-Five Reconsider the AFRICAN COLOR PRINT PER- Review or perhaps re-administer theactivities SPECTIVES. By now. students should have devel- which began this study of Africa. How have the oped numerous insights and a body of knowledge quantity and quality of student responses changed about Africa which can be drawn out through this since Day One? How much closer have students photographic analysis activity. Suggest that stu- come to understanding the human condition in dents compose brief short storks that account for African contexts? What new perspectives have they the people and activities in the photographs. gained on Africa?

BIBLIOGRAPHY AFRICA

The following references were compiled by the Secondary School Programs Staff of the American Universities Field Staff, to accompany Fieldstaff Perspectives on Africa infracultural study packet. Readers may wish to suggest additions and deletions as the sheet may be revised from time to time.

Books

Abrahams, Peter. Mine Boy. New York: Macmillan, 1970. Achebe, Chinua. Things Fall Apart. Greenwich, Connecticut: Fawcett, 1959.

.A Man of the People. New York: Doubleday (Anchor), 1967. African Encyclopedia. New York: Oxford University Press, 1974.

Anderson, Robert T. Anthropology: A Perspective on Man, Belmont, California: Wadsworth, 1972. Armah, Ayi Kwei, The Beaukyjiil Ones Are Not Yet Born. [sic.] London: Heinemann, 1969. Bohanan, Paul. Africa and Africans. New York: Doubleday, 1972 [1964].

Brooks, Lester. Great Civilizations of Ancient Africa. New Yek: Four Winds Press, 1971.

Clark, Leon. Through African Eyes. New York:Praeger,19C)-1972: Cole, Ernest, House of Bondage. New York: Randoin House, 1967.

Feldstein, Stanley, Once a Slave. New York: Morrow, 1971.

Gay, John, Red L)asi on the Green Leaves. Thompson, Connecticut: Intercultural Associates, 1973.

Genovese, Eugene D. Roll. Jordan Roll, The World The Slaves Made. New York; Pantheon, 1974.

Guggenheim, Hans. Dogon World: A Catalogue of Art and Myth for You to Complete. New York: Wunderman Foundation [Nev.. York: African-American Institute School Services Division (83) Unita.. Nations Plaza]. ($2.00) .8.

Journey Through Africa. Palo Alto, California: Kodansha ($99 College Avenue), 1972. Kenyatta, Jomo, Facing Mount Kenya, The Tribal Life of the Kikuyu. London: Seker andWarburg, 1959 [19381.

Laye, Camara. The African Child: Memories of a West African Childhood. London:Collins, 1964 (1954). Ojigbo, A. Okion. Young and Black in Africa. New York: Random House, 1972. O'Brien, Conor Cruise. Murderous Angels, A Play. London: Hutchinson, 1968. Paton, Alan. Cry the Beloved Country. New York: Scribner's, 1948. Raclin, Paul, ed. African Folktales. Princeton, New Jersey. Princeton University Press, 1952.

Rich, Evie, and Wallerstein, I. Africa: Tradition and Change. A Survey-Inquiry Textbook. New York: Random House, 1973.

Shreiner, Olive. Story of an African Farm. New York: Penguin, 1971 [n.d.j. Teaching About Africa South of the Sahara: A Guide for Ninth Grade Social Studies andResources Packet. Albany, New York: Bureau of Secondary Curriculum Development, The StateEducation De- partment, 1970. Turnbull, Colin. The Lonely African. New York: Doubleday, 1962. . Traditionand Change in African Tribal Life. New York: World, 1966. . The ForestPeople. New York: Simon & Schuster, 1961.

.The Mountain People. New York: Simon & Schuster, 1972. Tutuola, Amos. The Palm-Wine Drinkard. London: Faber & Faber,1952.

Articles "Africa.- A Special Issue of the UNICEF Magazine. New York: United States Committeefor UNICEF (331 East 38th Street), December 1971. (Gratis). Africa Report. Magazine for the New Africa, A Bi-Monthly Journal. New York:African- American Institute School Programs Division (833 United Nations Plaza). ($9.00 per year).

Annotated List of Selected Syllabi: And Projects at the Pre-College Level in African Studies. New York: African American Institute School Division Services (833 United Nations Plaza). ($1.25).

Background Notes on African Nations. Maps and text periodically revised. Washington. D.C.: United States Department of State. ($10.00 each). Fersh, Seymour, "What We Know is Often Not So: Africa and Africans," in Learning about Peoples and Cultures. Evanston, Illinois: McDougal, Littel and Company, 1974. Fieldstaff Reports ol Africa. Hanover, New Hampshire: AmericanUniversities Field Staff (3 Lebanon Street). 1951present. [$15.00 per year subscription rate for African Reports. $35.00for all Reports, 601. -9-

Rich, Evie, et al.,Teaching about Africa: Effective Materialsfor Teachers.Periodically updated fists. New York: African-American InstituteSchool Services Division (833. UnitedNations Plaza), 1974. (Send stamped, self-addressed legalsize envelope.)

Films

"The Adventures of Tarzan(1921-1928)." Silent Film. Davenport,Iowa: Blackhawk Films. [This and early -films show stereotypes ofAfrica and Africans.]

"African Village Life," Twelve Sound Color Films, NewYork: International Film Foundation (475 Fifth Avenue). [Twelve films by Julien Btyan.] "Anansi, the Spider," Ghana, color, 10 min., English.Landmark Educational Media, Inc., 267 West 25th Street. New York, N.Y. 10001. An animated filmwith narration and musical background. It is an adaptation of tales of the Ashanti folk hero,Anansi.

"Araba: The Village Story," Ghana, coiot, 12'/2min., English. Mr. Sam Antar, ABC TV News, 7 West 66th Street, New York, N.Y. 10009. The traditions of aGhanaian village as seen t'irough the eyes of a little girl. Written by a well-known Ghanaian dramatist,thelilm is charmingly staged with original use of pantomime. "Black Man's Land," Kenya, color, English. Part I: WhiteMan's Country; Part II: Mau Mau; Part III: Kenyatta. Films Incorporated. 1144 Wilmette Avenue,Wilmette, Illinois 60091. Excellent films describing the development of modern Kenya.

"Come Back Africa," Black and white, English.Impact Films, 144 Bleeker Street, New York,N.Y. A Black South African's experience as a mineworker and urban worker in white ruledJohannesburg, South Africa. "Kenya Boran," Parts I and II. "Boran Herdsmen,""Boran Women," and "Harambe." Five sound color films. Hanover, New Hampshire: AmericanUniversities Field Staff (3 Lebanon Street), 1974. [Five films on the Boran people of northern Kenya. From aseries of twenty-five cultural studies films by Norman Miller, et al. Four other film seriesdeal with particular local cultures in Afghanistan, Taiwan, China Coast, and Bolivia. Allavailable through AUFS.]

La Noire de..." (Black Girl).Senegal, black and white, French soundtrackwith English subtitles. New York Review Presentations, 250West 57th Street, New York, N.Y. 10019.A metaphor of European colonialism; a beautiful Dakar girlis exploited and ultimately destroyedby her French employers.

"The Lion Hunters," Niger, color, 68min., English. Contemporary Films,McGraw Hill, 300 West 42nd Street, New York, N.Y. 10036. A masterfulethnographic documentation of an ill-fatedlion hunt. Filmed on the Niger-Mali border, itsrather poetic commentary is welltranslated. "The Swamp Dwellers," Nigeria,black and white, 46 min., English.Adapted from a play by Wole Soyinka; directed and acted by Nigerians.Image Resources, Inc., 267 West 25thStreet, New York, N.Y. cityto 10001, and RTV International,405 Park Avenue, New York, N.Y. 10028.A son returns from the his, parents and his village tofind the worst of both worlds. "Tanzania: A Case Study in Development,"Tanzania, color, 60 min., English. TheUnited Nations, New York, N.Y. 10017. The filmincludes an interview with President Nyerereand discusses his ideas on development. Film Catalogue on "Africa," African American Institute, School Services Division, 833 UnitedNations Plaza, New York, N.Y. 10017. ($1.00). Teaching African Development with Film, by Norman Miller, Fieldstaff Reports,INNM-1-'711, American Universities Field Staff, 3 Lebanon Street, Hanover. New Hampshire 03755. ($1.00).

Simulations

Afro-City Simulation. Cambridge, Massachusetts: Games Central (55 H Wheeler Street), 1974. ($75.00). Slave Coast Simulation. Cambridge,, Massachusetts: Games Central (55 H Wheeler Street), 1974. ($75.00).

Media Africa in Perspective Transparencies. Eighteen transparency units. Rochelle Park, New Jersey: Hayden Book Company, 1974. African Transparencies for Overhead Projection. Monmouth, Oregon: General Media (660 East Powell). ($42.00). Black Studies Media Package. Chicago: Afro-Am (1727 South Indiana). ($11.60). Derryck, Vivian, et al. Yoruba Brown: Gods and Symbols and Yoruba Blue: Symbols on Cloth. Cam- bridge, Massachusetts: Educational Development Center (15 Mifflin Place), 1972. ($3.00 set).

"Folkways Recordings on Africa," A Series of Long-playing Records. New York: Folkways Recordings (701 Seventh Avenue). Gay, John, and Owen, Harrison. Changing Africa: A Village Study Unit. Thompson, Connecticut: Inter Culture Associates, 1973. ($500). Lelah, Joey. "Ecological Perspectives of Man, Wildlife, and Nature in East Africa-1974." A slide-tape set, Kings Park. New York: Joey LelahEnvironmental Associates. ($100.)

Schloat, Warren, et al. African Art and Culture. Three color soundEtt.o. Africa: Musical Instruments, Textiles. Jewelry, and ArchitectureSix color soundstrips, Tarrytown, New York: Schloat Produc- tions. 1974. Secondary School Starter Kit on "Africa." New York: African-American Institute School Services Divi- sion (833 United Nations Plaza). ($15.00). Teaching 4 bout Africa South of the Sahara: A Guide for Ninth Grade Social Studies and Resource Packet. Albany, New York: Bureau of Secondary Curriculum Development. The State Education De- partment, 1970. INVENTORY

PERSPECTIVES ON AFRICA

BASIC SKILLS PERCEPTIONS OF AFRICA Type of Ratio of Reading Activity Text/Visual Level WHAT DO YOU KNOW ABOUT AFRICA? A 10/90 9.5 MY AFRICA: AN ESSAY A 100/0 5.0 AFRICAN IMAGES A 100/0 6.8 AFRICA MAP (FOLDED FULL COLOR) R 0/100 WHAT IS IT LIKE TO BE IN AFRICA? A/R 10/90 7.2 (6.7-7.7) AFRICAN STEREOTYPES: A POLL A 100/0 6.1 HOW LARGE IS AFRICA? A 50/50 6.3 TOO MUCH WATER OR TOO LITTLE? A 100/0 7.8 NEWS OUT OF AFRICA A 100/0 6.9 WHAT WILL HAPPEN NEXT? A/P 10/90 7.5 Photographs for Interpretation LISTENING ACTIVITIES: A/L 100/0 Cassette Recording Side A-Folk Tales and Folk Music 9.6 West Africa (Sierra Leone-19651970) - Cassette Recording Side B-Folk Tale about Africa 8.6 "Tarzan of the Apes" (1934 Radio Broadcast) REFLECTIONS OF AFRICA: TARZAN R 60/40 7.5 (6.9.7.8) WORD ASSOCIATIONS A 100/0 7.8 PREJUDICE A 100/0 6.0 (5.8.6.3) HOW DO PEOPLE BECOME WHITE? A 100/0 WHERE IN THE WORLD IS ? A 50/50 6.6

PEOPLE WHO IS AN AFRICAN? A 100/0 4.0 ASIAN AFRICANS: CITIZENS OF WHERE? A 100/0 4.6 ANA ABDELKRIM: NORTH AFRICAN DESERT BOY R 60/40 6.1 (4.9-7.1) MIKE: THE CITY LIFE OF RURAL MALES R 60/40 7.5 (6.5-8.3) AHMADOU: RURAL TO URBAN MIGRANT R 60/40 6.3 (6.0-6.8) EDOM R 40/60 6.5 (5.9.6.9) SOUTH AFRICA'S HELEN SUZMAN, CONSCIENCE OF A TROUBLED LAND R 60/40 7.4 (7.1-7.5) FREEDOM ACHIEVED R 10/90 9.0 (8.7.9.2) ORBIT: THE MONTHLY MAGAZINE FOR YOUNG ZAMBIANS R 10/90 Comics 6.4 (4.9-7.9) Article 7.3 (7.0-7.5) FACES OF THE SAHEL R/P 0/100 8.2 FACES OF THE BORAN R/P 0/100 DEATH IN BURUNDI R 70/30 6.8 (6.4-7.2) WORLD PRESS REPORTS ON BURUNDI A 100/0 7.5 (7.041.3) EFFORTS TO ACHIEVE UNITY TO BURUNDI FROM A FRIEND A 100/0 7.8 (7.2 8.6) PHOTOGRAPH FOR ANALYSIS A/P 20/80 8.5 I AM A WITCHDOCTOR A 100/0 5.4 UJAMAA VILLAGES R 70/30 8.1 (7.6-8.4) AN AFRICAN GARDEN R 60/40 8.8 (7.9-9.8) - Varieties of Nationalism and Pan-Africanism INDEPENDENCE PRELUDE R 80/20 8.1 (7.4-8.5) THE INDEPENDENCE STRUGGLE IN KENYA R 70/30 8.1 (7.9-8.4) ZAIRE: BOLD EXPERIMENT R 70/30 8.1 (7.1-9.1) THE INDEPENDENCE STRUGGLE IN THE CENTRAL AFRICAN FEDERATION R 70/30 7.9 (7.6-8.1) ALGERIA THEN R 70/30 8.0 (7.9-8.3) ALGERIA NOW It 50/50 8.6 (7.9-9.1) -12- Type of Ratio of Reading Activity Text/Visual Level CREATING AFRICAN NATIONS R 50/50 8.1 (7.9.8.4) AFRICA TODAY-PROBLEMS AND PROSPECTS R 30/70 9.0 (8.6.9.6) EXTRACT A 100/0 ti.1 (8.4-9.8) ALL MEN ARE MY BROTHERS A 100/0 8.0 TRADE FAIR: A Simulation of an All-Africa Exposition S INSTRUCTION SHEET 100/0 8.4 (7.4.9.2) ALL-AFRICA COMMODITY CHART 8 100/0 WELCOMING SPEECH S 100/0 7.8 (6.9.8.6) GOLD CERTIFICATES S 100/0 RESOURCES AND DEVELOPMENT

AFRICAN MAPS A/P 0/100 GREAT EXPECTATIONS/UNCERTAIN REWARDS R 80/20 8.3 (7.6-8.4) DEVELOPMENT FOR WHAT? A 100/0 5.8 (5.6-5.9) BOUNDARY DISPUTE A 90/10 6.0 (5.9-6.0) MY LAND IS YOUR LAND A 100/0 4.5 RWANDA: A THOUSAND HILLS R 40/60 5.8 (5.5-6.3) EQUAL PAY FOR EQUAL WORK A 100/0 6.4 BLACK AND WHITE WAGES A 100/0 5.0 LIBERIA-ECONOMIC AND HUMAN PROGRESS R 70/30 8.5 (7.7.9.2) LIBERIANS-AFRICANS? AMERICANS? A 10C/0 4.9 I AM AFRAID A 100/0 6.6 (4.1.9.1) EXPANDING DESERT A 100/0 7.7 (6.9.8.5) DESERT TRAGEDY-EXPANDING DESERT R 40/60 8.8 (7.1.9.7) NATURE "SPOILS" A WILDLIFE PARADISE R 70/30 8.4 (7.7-9.3) DROUGHT: A Simulation of Human Experience Under Drought Conditions in the Sahel GAMEBOARD 100/0 8.4 (7.9-8.8) NOMAD SCENARIO S 100/0 5.8 (5.7.6.0) FARMER SCENARIO S 100/0 5.6 (5.5.5.6) GOVERNMENT OFFICIAL SCENARIO S 100/0 6.3 (6.7.6.0) INTERNATIONAL OFFICIAL SCENARIO S 100/0 6.1 (4.8-7.0) SPECTRUM OF DIVERSITY AROUND AFRICA: B.C. R 100/0 6.8 (6.7-7.0) THE BAT R 100/0 5.2 (4.6-5.8) STONE AGE OLORGESAILIE: R 60/40 7.2 (6.9-7.3) Esthetics among the Carrion Eaters PROVERBS A 100/0 - PROVERBS: IMO AND ENGLISH 100/0 6.5 (5.1-7.5) 'IROV ERRS: INTERPRETATIONS 100/0 6.7 (6.24.2) AFRICAN BOOKS A 100/0 8.1 (7.6-8.5) EGG CARTON "BAO" A 60/40 7.3 (6.8-7.6) IN ?RAISE OF CHICKEN A 60/40 6.4 (5.4 7.3) SNACKING ETHIOPIAN STYLE A 100/0 7.5 (7.0-7.9) WHA" DO AFRICANS PRODUCE? A 100/0 8.4 (7.8-9.1) AFRICAN DRAMA THE BUFF1::T A/R 100/0 5.9 (5.0-7.4) TliE WELL OF WHEAT A/R 90/10 6.9 (6.5-7.0) BUNDU R 50/50 8.7 (7.8-9.6) THE GIRL WHO HAD TO DIE R 100/0 5.6 (5.5-5.6) WITCHCRAFT BELIEFS AND THE ROLE OF SECRET SOCIETIES R 70/30 9.1 (8.4-9.5) A MEETING R 60/40 5.8 (5.6-6.1) CRIME IN IVORY COAST, WEST AFRICA R 8U/20 8.8 (8.3-9.2) AFRICAN COLOR PRINT PERSPECTIVES A/P 0/100 - MARKETPLACE IN TEMA, GHANA - MAN FROM SIERRA LEONE PLAYING Bt SH VIOLIN - DHOWS ALONG EAST AFRICAN COAST NEAR MOMBASA, KENYA MARKET WOMEN VENDING PALM OIL. ABOMEY, DAHOMEY AFRICAN BIBLIOGRAPHY AND SOURCE LIST A 100/0 Fieldtest Use Only

URBAN VALUES

4 Read and consider each of the following statements about cities. Do you agree or disagree? Write your opinion after each statement. Let +10 represent complete agreement and -10 represent total disagreement. Zero indicates neutral opinion. a. Cities are wonderful places to live. 2. Cities are the great artwork of mankind. 3. Cities offer the best jobs. 4. Cities bring people close together in harmony. 5. Cities are fun. 6. Cities make life worth living. 7. Cities enable large populations to survive. 8. Cities provide the best medical services. 9. Cities provide the best entertainment. 10. Cities provide the best education. 11. Cities arc showcases of the best in people.

12. Cities are convenient. 13. Cities arc orderly human habitations. 14. Cities have no more crime but report it more accurately. 15. Cities arc essential to industrialized society. 16. Cities serve peoples' needs. 17. Cities offer most of the world's opportunities. 18. Cities support the surrounding countryside. 19. Cities are a major development of human civilization. 20. Cities bring out the best in people.

Overall, do you have a positive or negative view of cities? Compare your opinions to those of your classmates. On what statements do you differ mast? What is the grea-st area of agreement': Does the class as a whole have a favorable or unfavorable attitude toward urban life?

1974, American Universities Field Staff, Inc. Field test Use Only.

WHY MOVE?

Maria was unhappy. "Why move?" she asked her parents. "My friends are here in the village. This is where I was born. Must we?"

"Your father can't get enough work here," her mother answered. "We have no money to pay the rent on the land he farms. And last year the harvest was so small. The landlord says we must either pay or go. You know we have too little to eat now. If we arc to live and keep our pride we must move. Soon your father will return from the tields.We should not let him see our fear. Let us be happy. Maybe our fortune will turn when we get to the city."

QUESTIONS FOR CONSIDERATION 1. How typical are rural to urban migrants in the world? 2. What conditions cause people to migrate from rural areas? 3. Do they always migrate to urban areas? Why arc cities attractive to rural people? 4. flow are despair and hope related to moving and migrancy? S. How arc family interrelationships involved in decisions to migrate from one place to another? 6. In Maria's place, how would you feel? What would you do? What would you say?

7.In the father's place, what alternatives would you have? Under what conditions would you move? What would you say? What would you plan and hope?

8.In the mother's place what alternatives would you have? What would you do? What would you say? What would you plan and hope?

9.In the landlord's place, what would you do? What would you say? 10. As Maria's best friend in the village, what would you do and say and feel? 11. As Maria's new neighbor in the city, what would you do and say and feel? 12. Where do you live? How has rural to urban migration affected you?

American Universities Field Staff, Inc. Fleldtest Use Only

HOW MANY PEOPLE? BEST COPY AVAILABLE PHOTOGRAPHS FOR ANALYSIS

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This is a photograph of Toa Payoh, an area of about one square mile (640 acres) on the island of Singapore. Tao Payoh is located just north of the densely settled city center on the island republic of Singapore. How many people do you estimate live in the area shown in the photograph? How many could live there?

1974, American Universities Field Staff, Inc. COPI.MIMUSIE 801 Field test Use Only Lye 41

SINGAPORE

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Between 1966 and 1970 the government of Singapore constructed this "New Town" of Toa Payoh. Here, 180,000 people live in five neighborhoods. The "New Town" occupies one of Singapore's 226square miles. Toa Payoh is one of several "New Towns" built by Singaporeans in their postcolunial period.

What are the advantages of such concentrated housing? Are there any disadvantages? How else could themore than 2,000,000 live on an island of this size? What do the photographs and map suggest about the pr. cesses of urbanization?

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LEADER INSTRUCTION EVALUATION BOOKLET

Phase I Introduction to NABRU World City Phase II Analysis of NABRU: Social Economic Political Phase III - Modernization ofNABRU: Structures People Programs Phase IVComparingNABRUwith Another World City Phase V -ComparingNABRUwith a North American City Phase VI - Debriefing Teams and Evaluating theNABRUSimulation=1. What is a city? evaluationafterwards, suchsituations can be How does it work? analyzed as to their causes*nability to reach con- How do its parts interrelate? sensus, lack of information, etc.and these can be How are decisions made? compared with actual conditions in other world How do city people interrelate with their environ- cities. And you might also discuss the concept of ment? "successful modernization." Will all the residents be equally satisfied? What is the ideal? is it the There are six phases in theNABRUsimulation. "greatest good" for the "greatest number?" Pro- Together, they attempt to viding experience in the complexity of urban life is I. foster some understanding of urban life, the purpose of the NABRU simulation. 2. provide some answers to the kind of ques- THE ACTIVITIES tions posed above, and 3. encourage consideration of alternative I. NABRU has the basic elements of a modern answers. city. But neither location, orientation, nor scale are given. Having organized the group This is done through a series of recommended ac- into four teams, each with a map, let them de- tivities. The time available determines how far termine the scale (how many miles per inch?), teams may go. Familiarize yourself with the phases orientation (which way is north?), and geo- of the simulation and decide how much time you graphic location (how far from the equator wish to allot to each. and what type of climatecold/wet, hot/wet, cold/dry, hot/dry?). Each team should decide The presumption is that four teams, given iden- these things separately.Later, during the tical exercises, will arrive at different results. In evaluation, you will probally want to discuss comparing the versions of NABRU created by the whether these factors made any difference. four teams and in considering the justifications they give I'm particular decisions, the whole group II.Each player should then receive a copy of the can experiencein a micro-urban settingsome of CHECKLIST FOR ANALYZING URBAN the activities which take place wherever people live LIFE. Using the map of NABRU as their only in urban areas. evidence, the team should reach agreement as quickly as possible on a response to each of the A willingness to make decisions and to cooperate social, economic, and politica! questions. This with peers in achieving group consensus is basic to can he done by conventional debate until con- successful playing of NABRU. As in any world city, sensus is reached or by majority rule. The four people may make decisions which lead to the decay, teams may approach the decision-making rather than improvement, of NABRU. During the process in different ways. o s.V. 4

III. In the third phase, teams are to modernize astheir team has modernized itwith either NABRU. Each team may decide on another Cairo or Singapore. It is a going from the decision-making policy. Since the purpose is to known to the unfamiliar and back again. The make effective decisions regarding the mod- expected outcome is a more structured looking ernization of the city, team members should at a real world city and an ability to describe select the procedures which they feel will most and evaluate that real city's stage of develop- benefit the people of NABRU. ment. Teams should each receive the three s' is of MODERNIZATION SUGGESTIONS: PEO- Use the same questionnaire, CHECKLIST PLE (blue), STRUCTURES (red), and PRO- FOR ANALYZING URBAN LIFE, plus any GRAMS (yellow). After shuffling all the cards additions your class has made. Students should together, they should be placed face down so have the option of selecting a new decision- that players can draw decisions-to-be-made. making policy but otherwise the simulation The modernization effort should be guided by procedure remains unchanged. the answers to the questions in the checklist analysis. For example, if the MODERNIZA- V.Your next inquiry can focus on your own city TION CARD instructs, "Locate a factory for or nearby urban area. Using the analytical 100 workers," students should review the strategies practiced on a hypothetic model answer to the questions concerning the likely NABRUand on a real but distant city, look location of industry,its proximity to low- at your local situation. Comparisons can be income residential areas, etc. done on a two-way or three-way basis as suits the abilities of the participants. Teams c11 re- Work through all the cards. Keep a record of main intact. Use the simulation procedures what is decided. It will be a helpful reference described previously. afterwards when the playing of NABRU is analyzed and evaluated. [NOTE for leaders: At the conclusion of the simulation, teams can You may wish arbitrarily to assign the same or again report to one another. Does the par- different decision-making policiesto each ticular real world city they studied influence team. Four possible decision-making policies their perceptions of the nearby urban situa- are: authoritarian (one person rule), authori- tion? tarian (minority rule, predetermined), democratic (majority rule), democratic (differen- [NOTE for leaders: You may want to have tiated responsibilities dispersed among all the teams play the MODERNIZATION SUG- team members). When NABRU can be played G)::STIONS on a map of your own city or neer- several times it may be best not to structure by urban area. This would make all three city teams rigidly the first time.] studies parallel and provide an opportunity for Once decision-making is established, system- simulated decision-making locally.] atic play may begin. Choose a MODERNIZA- TION CARD, agree upon its disposition. then VI. Debriefing has occurred at the end of each place card directly on the map of NABRU. phase. Now the entire global urbanization in- Thus when the playing is finished its results quiry through simulation can be reviewed and will be visible. Leave the cards in place when evaluated. Consider some of the questions be- play is concluded. Allow people to observe how low as a means to begin and guide discussion: team's decisions differed. A spokesman for each team could explain to the others not only 1. How is NABRU like an actual world city? its placement of the cards, but also how the decision was reached. 2. How has NABRU influenced your perceptions of urban decision-making and urban IV. Several world cities are described in the Field- living? staff Perspectives provided with NABRU. Two metropolisesSingapore and Cairoare dis- 3. How has NABRU affected your ability to cussed in detail. In this fourth phase, partici- use alternate perspectives in viewing urban pants are encouraged to compare NABRU situations? vZw BEST COPYAMIABLE

4. How has the study of Singapore or Cairo in- 8. What is your response to thequestion, influenced your perceptions and perspec- "Will rural to urban migration eventually tives? Your study of a North American city? destroy world cities?"

S. How would you describe the urbanmodern- 9. In your view, what would theideal world ization processes? city look like? Where would it be located? How large would it be? What wouldit pro- 6. How would you describe therelationships vide? between decision-making procedures and effects on urban life? 10. What is your relationship with thecities and urban areas of the world? 7. What is your response to the statement, "Cities arc people. They are made by people

and for people. Structures and programs 11111111M11110111110M11111011119 exist only to serve people." b .4 11%Ovid, iltS1CO

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I. Exercise 3 Fieldtest Use Only

THE YUB

"They are a pitifil: people," the visiting anthropologist remarked. "Rarely do they let their bodies rest." "After sleeping in their cubicles or little boxes, these people rush out in river-like streams. The males hasten to other boxes where they sit much of the time, though some move about briskly sipping a bitter I lack liquidwhich they brew. Females tend to remain in the night cubicle during much of the day. And among them the basic Yub ritual is highly refined and frequently repeated." "In the ceremony they enter oblong cubicles made of painted metal and these have the ability to roll about while being guided by the Yub seated nearest the fifth wheel. They propel themselves along strips of a black sticky material to very large cubicles where the temple rituals arc fulfilled. These structures are called SEROTS and they arc filled with many objects, most of which arc in very small cubicles shaped similarly to their sleeping quarters and the SEROTS themselves." But why. we interrupted, why do they behave in this manner? Are you certain that what you arc saying is correct? Did you actually live among them and observe over a long period of time? "Oh yes indeed. I was with them more than thirty of their years," the speaker re- plied." "As to the truth of my report. wet!, I have photographs and motion rictures, and documents written in their own symbolic language. I even have recordings of the sounds they make, if you care to listen." His crecnbility had been accepted. He could go on without interruption and did. "In the SEROTS temples they run about picking up and putting down things. The transactiAn whereby a Yub gives small pieces of matted fiber and metallic discs in return for the objects contained in 'what they call SEXOB is the essence oftl:eir culture, its very nerve center. They take their Lame from the ceremony itself. It is the Yub ritual and they arc the Yub people. They do other things, but in the Yub ceremony the full culture is exhibited most cleaily. It is something. I must confess, I quite enjoy watch- ing. And over the thirty years I observed I must have seen all but the most secret variations of the ceremony. "These, the secret affairs, apparently take place in the center and upper levels of the SEROTS. Once I tried to enter these chambers from which ole sees the persons in charge going and coming. A weapon-bearing official stopped me, pointed at a symbol picture aad read it to me. 'SEEYOLPME YLNO,' he said. Having no wish to frustrate them or violate a taboo, I left. What goes on behind those entrances I can' lot report. All I have seen is the SEROTS attendants and officials carrying objects and SEXOB in and out. Oh yes. And they do carry the matted paper and metal discs into the inner chambers periodically. They have a system of high pitched sounds which arc used regularly when the YENOM is handled. These sounds with the ritual coughing and nose blowing and many colored lights present quite a ceremony. People sway as they move around and frequently cluster about displays of objects made to resemble their body parts and spraying centers where essences are dispensed from brightly colored vials by a device which requires a rapid squeezing motion. It's quitesomething to see.

1974, American Universities Field Staff, Inc. "And now, if I may be excused, I think it is near our rest time. Shall we retire to our spheres and return here tomorrow. I am anxious to share with you more of my observations of the Yub. In their language I will say farewell. EYB EYBDOOG." Who are the Yub? How are you related to the Yub? How would you describe other Yub behaviors and beliefs and interactions? From what other perspectives can the Yub be perceived? How is this report on the Yub accurate or otherwise?

Given an assignment to write an essay about cultures which coexist with the Yub, who would you choose? EC1LOP? YPPIH? SEEKNAY? TNAHCREM? STNARGIM? ETELHTA? Others? What would you write? APPENDIX D -

LISTS OF FIELDTEST PARTICIPANTS:

INITIAL AND FINAL Fieldtest Teacher Participants as of February 1972 Fieldtest Teacher Participants as of June 174 February 1972 ICSSP NETWORK TEACHERS. APPENDIX D

ALABAMA ' Mrs. Ruby K. Thompkins Mrs. Brenda Stevens . 100-S CarIen Street Key West. High School. Mrs. Wynell Burroughs Mobile, Alabama 36606 2100 Flagler Avenue Tuscg .onsa High School Key West, Florida 33040 915 15th Street Mrs. Evelyn I. Timberlake Tuscaloosa, Alabama 35401 Decatur High School Mrs. Carol Miranda Decatur, Alabama 35601 Secondary School Frank J. Coleman 1801 N.W. 60th Street 1120 North Drive CALIFORNIA Miami, Florida 33142 Mobile, Alabama 36605 Kenneth G. Crump GEORGIA James Hudson Department Chairman, SS Druid High School Homestead High School .Mrs. Anne Bradberry 1715 32nd Avenue P.O. Box F Gordon High School Tuscaloosa, Alabama 35401 Sunnyvale. California 94087 .21911 Walling:0rd Drive Decatur. Georgia 3u032 George M. Jackson Ellise L. Holman 913 N. Wilson Avenue 46 Oak Mtn. Ct. Mr. Tom Davis Prichard, Alabama 36610 San Rafael, California 94903 Stone Mountain High School 5265 Mimosa Street Mrs. Linda Pearl Jones Stephen R. Holman Stone Mountain, Georgia30084 905 15th Street Redwood High School Tuscaloosa, Alabama 35401 Larkspur, California 91939 Mrs. Rosa R. Hadley 681 Fielding Lane. S.W. Mrs. Arcola E. King Daysie R. Holt Atlanta, Georgia 30311 2263 St. Stephens Road Cupertino High School Mobile, Alabama 36617 P.O. Box F Miss Margaret Lambert Sunnyvale, Ca! iarnia 94087 Sylvan High School Mrs. Iret.e !Attie ...No .4* NM* 1461 Sylvan Road. SW Tuscaloosa High School COLORADO Atlanta. Georgia 30310 405 15th Street Tuscaloosa, Alabama 35401 Jack Fiedler Mrs. Mary B. Mangham Scott Carpenter HS 1080 Euclid Avenue, NE Gary C. McGill 7031 Lipan Street Wm. A. Bass ;Ti ;h School Austin High School Denver, Colorado 80221 Atlanta, Georgia 30307 Danville Road Decatur, Alabama 33601 CONNECTICUT Mr. Georg, Meadows Walker I School Louise P. Minton Mr. Rosario Lucca 1804 Bo&dercrest Rd.SE Austin High School Secondary School Atlanta, Georgia 30316 Danville Road 470 Maple Avenue Decatur, Alabama 33601 Hartford, Connecticut 06114 Miss Donna Miller Tucker High School FLORIDA --Mrs. Margaret B. Nettles 5036 La Vista Road Box 6 Tucker, Georgia 30084 Grand Bay, Alabama 33641 Mrs. Rose Marie Coe Miami Norland Sr. High School Mrs. Carolyn S. Powell Mrs. Charlene Patrick 1050 NW 195 Street 3399 Collier Drive. NW Tuscaloos i nigh School Miami, Florida 33169 Atlanta. Georgia 30331 90515th Street . Tuscaloosa, Alaba:na 3540! Mrs. Elizabeth W. Ransom Hilton Smith 5 tO S. Hercule; Avenue 165 Walker Street. S.W. Richard Wallace Rhone. Clear vater, Florida 33516 Atlanta, Georgia 30324 Tuscaloosa High School 90515th Street Mrs. Lessie Rochelle Ms. Beth Stedman Tuscaloosa, Alabama 35401 Horace O'Bryant J HS North Fulton Iiith Schoo; 1105 Leon Street 2890 North Fulton Drive. Linda G. Tedder Key: West. Florida 31040 Atlanta. Georgia 20305 Decatur High Savol Decatur, Alabama 35601 Mr, Fred Ti.rry. NEW HAMPSHIRE 0Mrs. Cathy Gruner . iv 4* Lakeside High School VanAntwerp Middle School 3801 Briarcliff Road, NE John P. Guarino Story Avenue Atlanta, Georgia 30329 Bank Street JHS Schenectady, New York 12309 Lebanon, New Hampshire 03766 INDIANA 0 Helen M. !Ciliary FrankMiles Clary J1IS Mrs. Carol S. Lehman Hanover iligh School Amidon Drive East Columbus Strr et Hanover, New Hampshire 03755 Syracuse, New York 13202 Martinsville, Indiana 46151 Paula I. Wakelin 0Charles Kochhelser JoanMower Bank Street JHS H.W.Schroeder High School Secondary School Lebanon, New Hampshire 03766 878 Ridge Road 4901 W. Gadsen ,Webster, New York 14580 Indianapolis, Indiana 46224 NEW YORK 0.)Robert J. Laney James L. Nay SoJoanne Balzar Cicero High School Columbus East High School . e Thomas Speedy Route 31 Marr Road W W. David Moore Cicero, New York 13039 Columbus Indiana47201 H.W. Schroeder High School 875 Ridge Road - Bertram L. Linder MARYLAND Webster, New York 14580 Adlai Stevenson HS Lafayette Avenue Ben F.Collins $.Frederick Craven Bronx, New York 10473 Secondary School Northpower High School Piscataway Road Lauril Hill Road 0 Robert Lomicka Clinton. Maryland20735 Northport, New York1176R 9th Grade School East Syracuse-Minoa Theodore A.MacDonald © Mrs. Judith Crossing Minoa. New York 13116 Secondary School Wilson Jun'or High School 10,000 Allentown Road 501 Genesee Street Conrad H. Peacock Oxon 11111, Maryland 20022 Rochester, New York 14611 Corcoran High School 919 Glenwood Avenue MASSACHUSETTS Sybil Davis Syracuse, New York 13207 North Syracuse High School Mr. Ronald N. Normand. North Syracuse, New York 13212 Sidney A. Boyden OldRochester Regional JHS South Shore High School Marion Road (1)Charles D. Fallon 6565 Flatlands Avenue Mattapoisett, Massachusetts02739 Frederick Douglass JHS Brooklyn, New York 11236 940 Fernwood Park Edward J. Walsh Rochester, New York 14609 tO Ida Spircwk OldRochester Regional JHS 319 Highgate Avenue Marion Rod CD Mrs. Verna S. Fa neett Buffalo, New York 14215 Mattapoisett, Massachusetts 02739 Jamesville DeWitt High Schmil DeWitt, New York 13214 Richard W. Streb MICHIGAN Northport High Schoci John Anthony Fodera Northport, New York 11768 Sister Barbara Kearins 200 Clinton Avenue Academy of the Sacred Heart Staten Island 0 Miss Aino Turu 1250 Kensingtcn New York 1.0301 Wilson Junior 11;gh School Bloomfield Hills, Michigan 48013 501 Genesee Street Oarbara R. Francis Roche stet, New York 14611 MINNESOTA SecondarySchool 164 Alexander Street Mrs. Ellen Yokel Gene Mechelke Rochester.New York 14607 Wilson Junior High School Morris Senior Iiigh School 501 Genesee Street 401 Univer4ity Avenue Bruce G. Grieshaber Rochester, New York 1;611 Morris, Minnesota 5U67 W. Genesee Sr. High School 5201 W. Genesee Street Camillus, New York 13031 .NORTH CAROLINA .....,....TENNESSEE .David Cooper. Petersburg High School Mrs. Jane Allston .71m Du. can Petersburg, W. Va. 26547 Stanford MIS Ridgeway High School Hillsborough, North Carolina 21278 2009 Ridgeway Road Allan T. LaRue Memphis, Tonneau* 36138 Piedmont I Ugh School Mrs. Earle M. Hutchins 2nd Street Route 1 Farley M. Hill Piedmont, W. Va. 26760 Eton College " 312.1 Ladbrook Drive North Carolina 27244 Meinphis, Tennessee 38338 Joseph Painter Petersburg High School Dr. Helen Miller Josephine Hughes Petersburg, W. Va. 20647 High Point Central HS Treadwell High School 801 Ferndale Blvd. 920 N. Highland Mr. David Jones High Point, North Carolina 27262 Memphis, Tennessee 38122 Petersburg High School Petersburg. W. Va. 26847, OREC:ON Jacquelyn L. Irvine 2870 Deadrick Virginia E. McKenzie Richard Mase Memphis, Tenr.essee 38114 Fort Ashby High School Adams High School Fort Ashby, W. Va.26719 5700 NE 39th A. enue Ms. Mary Maskey Portland, Oregon 97211 Overton Ttigh School Linton Sites 1770 Lanier Lane Petersburg High School PENNSYLVANIA Memphis, Tennessee 38117 Petersburg, W. Va. 26847

Lawrence R. Davis Mrs. idatherine C. Pickle Lower Merlon His,h School 1591 Pennsylvania Avenue 40121KPCAM/C30414:21,043.13. 245 Montgomer:, Avenue Memphis, Tenn..Issee 36109 Ardmore, Pennsylvania 19003 CANAL ZONE Mrs. Wilma Trezevant Daniel L. Dit3or,o Overtonifigh'School Joe Nod( n Montgomery & Church Road 1770 Lanier Lane Balboa High School Ardmore, Pennsylvania 19003 Memphis, Tennessee 38117 Box C Balboa, Canal Zone Thomas Fisher Robert Lee Wailer Harriton High School 3200 Mt. Olive Rosemont. Pennsylvania 19010 Memphis. Tennessee 381A CANADA

Richard %V. Musser TEXAS Mr. James W. McColeman Secondary School College Heights. S.S. 2179 S. Queen Street Vernon Lee Norris 371 College Avenue. %V York, Pennsylvania 17402 1501 Quincy Guelph, Ontario Plainview High school Canada Sister Diana Taufer PlainVew, Texas 7302 Canevin High School N. Paul Sabharwal 270u Morange Road VERMONT Ft. Saskatchewan HS Pittsburgh. Pennsylvania 15205 P.O.Rox 1261 Martin Smit TOB RHODE ISLAND Oxbow High School Fort Saskatchewan, Alberta Bradford, Vermont 05033 Canada Charles G. Gosselink Moses Brown School %VES'r VIRGINIA 250 Lloyd Avenue MEXICO Providence, Rhode Island 02906 Ronald E. Alvaro P.O. Lox 788 Mrs. Reverlee Van Der Mersch Keyser High School Missouri 555 Ote Keyser. W. Va. 26726 Col. Dei Valle Nuevo Leon, Mexico uarolyiii no u e. June 1974 Freemont High School 4610 Foothill Blvd. 0. ICSSP NETWORK TEACHERSOakland, CA '14.601

ALABAMA Mrs. Evelyn I. Timberlake Mrs. Brenda Stevens Decatur High School Key West High School Charlene Boykin Decatur, Alabama 35601 2100 Flagler Avenue BC Rain High School Key West, Florida 33040 .David Tossein 3125 Dauphin Island Pkwy. Druid High School Mobile, Alabama 36605 Mrs. Carol Miranda 1715 32nd Avenue Secondary School Tuscaloosa, Alabama 35401 1801 N.W. 60th Street Lon Cee CALIFORNIA Miami, Florida 33142 Shaw High School 5960 Arlberg Street Kenneth G. Crump GEORGIA Mobile, Alabama 36608 Department Chairman, SS Homestead High School P.O. Box F Mrs. Anne Bradberry James Hudson Sunnyvale, California 94087 Stone Mountain H.S. West Lawn Jr. HS Stone Mountain, Georgia 30084 22800 32nd Avenue Ellise L. Holman Tuscio.00sa, Alabama 35401 alfrealrMnrCt. FJ K S.D eittrftlr.Sr.;Mrs. Jackie Franklin Steattiaelrealifornia-94903.%'F:c1,4 Lakeside High School George M. Jackson 3801 Briarcliff Road, NE Vigor High School Stephen R. Holman Atlanta, Georgia 30329 913 N. Wilson Avenue Redwood High School Prichard, Alabama 36610 Larkspur, California 94939 Mrs. Rosa R. Hadley 681 Fielding Lane, S.W. Daysie R. Holt Atlanta, Georgia 30311 Mrs. Arcola B. King Cupertino High School Toulninville H.S. P.O. Box F .Mrs. Carol Kettle 2263 St. Stephens Road Sunnyvale, California 94087 Tucker High School Mobile. Alabama 36617 5036 La Vista Road COLORADO Tucker, Georgia 30084 Louise P. Minton Austin High School Jack Fiedler Miss Margaret Lambert Scott Carpenter HS Sylvan High School Decatur, Alabama 35601 7031 Lipan Street 1461 Sylvan Road, SW Denver, Colorado 80221 Atlanta, Georgia 30310 Howard Morris Decatur HigWSchool CONNECTICUT Mrs. Mary B. Mangham Decatur, Alabama 35601 1080 Euclid Avenue, NE Mr. Rosario Lucca Wm. A. Bass High School Secondary School Atlanta, Georgia 30307 Mrs. Margaret B. Nettles 470 Maple Avenue Mobile County H.S. Hartford, Connecticut 06114 Mrs. Ruby Jo Mason Box 6 Avondale High School Grand Bay, Alabama 35641 FLORIDA 1192 Clarendon Rd. Avondale Estate, Georgia 30002 Richard Wallace Rhone Mrs. Rose Marie Coe Tuscaloosa High School Miami Norland Sr. High School Mrs. Carolyn S. Powell 905 15th Street 1050 NW 195 Street 3399 Collier Drive, NW Tuscaloosa. Alabama 35401 Miami, Florida 33169 Atlanta, Georgia 30331

Linda G. Tedder Mrs. Elizabeth W. Ransom I.Mrs. Cassie Sanders Decatur High School 540 S. Hercules Avenue Shamrock High School Decatur, Alabama 35601 Clearwater. Florida 33516 3100 Mt. Olive Decatur, Georgia 30033 Mrs. Ruby K. Thompkins Mrs. 'Jessie Rochelle Murphy High School ;iorace O'Bryant JHS Hilton Smith 100-S Carlen Street 1105 Leon Street 165 Walker Street, S.W. Mobile, Alabama 36606 Key West, Florida 33040 Atlanta, Georgia 30324 a vim.. S King Philip Regional High School Wrentham, Mass. 02 903

Ms. Beth Stedman NEW HAMPSHIRE Mrs. Cathy bruner North Fulton High School Van Antwerp Middle School 2890 North Fulton Drive, NE John P. Guarino Story Avenue <1.4:- Atlanta. Georgia 30305 Bank Street JHS Schenectady. New York 12309 Lebanon, New Hampshire 03766 INDIANA Helen M. Killory Clary JHS Frank Miles Amidon Drive Mrs. Carol S. Lehman . ii Vt Hanover High School ARI1 ' Syracuse. New York 13202 41S? East Columbus Street. Hanover, New Hampshire 037.55 Martinsville, Indiana 46151 Charles Kochheiser Joan Mower NEW YORK H.W. Schroeder High School Secondary School .875 Ridge Road 4901 W. Gadsen Joanne Balzer Webster, New York 14580 Indianapolis, Indiana 46224 Thomas Speedy W. David Moore Robert J. Lalley James L. Nay H.W. Schroeder High School Cicero High School Columbus East High School 875 Ridge Road Route 31 Marr Road Webster, New York 14580 Cicero, New York 13039 Columbus, Indiana 47201 Frederick Craven Bertram L. Linder MARYLAND %/Aral-1u+ VNert4fpowet High School Adlai Stevenson HS Lafayette Avenue 1/41 Lauri' Hill Road Ben F.Collins Northport, New York 11768 Bronx, New York 10473 Secondary School Piscataway Road Mrs. Judith. Crossing.' Robert Lomicka Clinton, Maryland 20735 Wilson Junior High School 9th Grade School 500enesee,Sti:eet East SyracuseMinoa Theodore A.MacDonald Richesi.e'New York 14611 Minoa, New York 13116 Secondary School 10,000 Allentown Road Sybil Davis Conrad H. Peacock Oxon Hill, Maryland 20022 North Syracuse High School Corcoran High School North Syracuse, New York 13212 919 Glenwood Avenue MASSACHUSETTS Syracuse, New York 13207 Charles D. Fallon Mr. Ronald N. Normand Frederick Douglass JHS Sidney A. Royden Old Rochester Regional JHS 940 Fernwood Park South Shore High School Marion Road Rochester, New York 14609 6565 Flatlands Avenue Mattapoisett, Massachusetts 02739 Brooklyn, New York 11236 Mrs. Verna S. Fancett Edward J. Walsh Jamesville DeWitt High School Ida Spirawk e Old Rochester Regional JIM DeWitt, New York 13214 3KJiligigatcaposaue_is.5:1 ! Marion Rod litiffahrtftWiZerk"44246! r .; Mattapoisett, Massachusetts 02739 John Anthony Fodera / 200 Clinton Avenue Patricia Driscoll MICHIGAN Staten Island SS Department New York 10301 Northport High School Sister Barbara Kearins Northport, New York 11768 Academy of the Sacred Heart Barbara P.. Francis 1250 Kensington Secondary School Bloomfield Ilil!s, Michigan 48013 164 Alexander Street c14. Wii.s.d Rochebtt r, New York 14607 gse,g:eD I LrE&re MINNESOTA Bruce G. Crieshaber NCt:SoCr14 0 Gene Mechelke W. Genesee Sr. High School Morris Senior High School 5201 W. Genesee Street 401 University Avenue .Camillus, New York 13031 Morris, Minnesota 56267 NORTH CAROLINA TENNESSEE TEXAS

Mrs. Jane Allston Peter Graham Vernon Lee Norris Stanford JHS Mitchell Road HS 1501 Quincy Hillsborough, North Carolina 27278 658 Mitchell Road Plainview High School Memphis, Tennessee 38109 Plainview, Texas 79072 Mrs. Earle M. Hutchins Route 1 Mrs. Geraldine B. Harris VERMONT Elon College Hamilton High School North Carolina 27244 1478 Wilson Martin Smit Memphis, Tennessee 38106 Oxbow High School Dr. Helen Miller Bradford, Vermont 05033 High Point Central HS 801 Ferndale Blvd. Farley M. Hill WEST VIRGINIA High Point, North Carolina 27262 Oak Haven High School 3124 Ladbrook Drive Ronald E. Alvaro OREGON Memphis. Tennessee 38338 P.O. Box 788 Keyper High School Richard Mase Keyser, W. Va. 26726 Adam? 1lgh School Mrs. Ernestine Holliman 5700 NE 39th Avenue Southside High School David Cooper Portland, Oregon 97211 1880 Prospect Street Petersburg High School Memphis, Tennessee 38106 Petersburg, W. Va. 26847 PENNSYLVANIA Ms. Mary Maskey Allan T. LaRue Lawrence R.Davis Overton High School Piedmont High School Lower Merlon HighSchool 1770taiier Lane 2nd Street 245 Montgomery Avenue phis, Tennessee 38117 Piedmont, W. Va. 26750 Ardmore, Pennsylvania 19003 Miss Elizabeth Newbell Joseph Painter Daniel L. Di Bono White Station High School Petersburg High School 302 Garden Road 614 S. Perkins Petersburg, W. Va. 26847 Ore land, Pennsylvania 19075 Memphis, Tennessee 38117 Mr.David Jones Thomas Fisher Mrs. Mary B.Smittr'''''. Petersburg High School Jimism High SchoolHarrington Central H.r,11Scchool Petersburg, W. Va. 26847 Rosemont, Pennsylvania 19010 306 So thBellevue M phis, Tennessee 38104 Virginia E. McKenzie RichardW. Musser Fort Ashby High School Secondary School Mrs. Wilmoth Trezevant Fort Ashby, W. Va.26719 2179 S. Queen Street Overton High School York, Pennsylvania 17402 1770 Lanier Lane Linton Sites Memphis, Tennessee 38117 Petersburg High School Sister Diana Taufer Petersburg, W. Va. 26847 Canevin High School Mrs. Betty C. Washburn 2700 Morange Road Northside High School 4111114)411111041111110411111004SW Pittsburgh, Pennsylvania 15205 1212 Vollintine Memphis, Tennessee 38107 RHODE ISLAND CANAL ZONE

CharlesG. G.)sselink Mrs. Carrie Jo Williams Joe Norton Moses Brown School Westside High School Balboa High School 250 Lloyd Avenue 3389 Dawn Drive Box C Providence, Rhode Island 02906 Memphis, Tennessee 38127 Balboa, Canal Zone Mrs. Maxine Scales Westwood High School 4480 Westmont Road Memphis, Tenn. 38109 CANADA MEXICO N. PaulSabharwal Mr. James W. Mc Coleman Ft. Saskatchewan HS Mrs. Beverlee Van Der Mersch College Heights. S.S. P.O.Box1262 Missouri 555 Ote 871 College Avenue. W TOB 1P0 Col. Del Vale Guelph. Ontario Fort Saskatchewan. Alberta Nuevo Leon. Mexico Canada Canada

The ICSSP staff would appreciate being advised of any changes of address in this list. -APPENDIX G-

LISTS OF PROJECT POLICY COMMITTEE AND

ADVISORY COMMITTEE MEMBERS

POLICYCOMMITTEEMEMBERS

Charles F. Gallagher, Director of Studies, AUFS Alan W. Horton, Executive Director, AUFS Garlan E. Hoskin, Executive Associate, AUFS

James M. Oswald, Director, School Programs, AUFS

Dennison I. Rusinow, Associate Director, AUFS Manon L. Spitzer, Editor, AUFS

ADVISORY COMMITTEE MEMBERS

James Becker, Indiana University

Donald Bragaw, Chief, Bureau of SS, New York State Department of Education

Frances Link, Curriculum Development Associates

Alan Lockwood, University of Wisconsin Ob CP Howard Mehlinger, Indiana University r. Stanley Wronski, Michigan State University O 0 b. ia /,

- APPENDIX H -

LIST OF PROJECT EVALUATORS

James M. Becker, Indialia University

Louis Dupree, AUFS - Oxford University

William M. Hering, Jr., University of Illinois

Philip Holland, DeKalb County Schools, Georgia

Robert C. Johnson, University of Denver

Roger Johnson, University of South Florida, Tampa

Judith P. Kasper, Indiana University

Dana Kurfman, Prince George's County Public Schools, Maryland

(Tan Tiong Liat, Singapore)

Frances Link, Curriculum Development Associates, Washington

Richard F. Newton, Templd University, Philadelphia

Anthony J. Petrillo, Jefferson County Public Schools, Colorado

Peter Scharf, Harvard, Human Development Center

Charles Thompson, Harvard, Human Development Center

Don T. Tubbs, Memphis City Schools

Jan L. Tucker, Florida International University APPENDIX I

LIST OF STAFF OF THE INTERCULTURAL SO, . STUDIES PROJECT FOR SECONDARY SCHOOAdo

Director, Garlan E. Hoskin**** Principal Investigator, James M. Oswald*

Assistant Investigator, William R. Thames**

Editor, Manon L. Spitzer**

Secretaries, Elizabeth Tate*** Dorothy Watts*** Mabel Townsend***

Mailing Services, Richard Hackett****

Composition, Ann Adams*** Dana Major***

Graphics, Lloyd Hickman***

Vo vt, * t. Full-time on project budget 0 ** Half-time on project budget 0 *** Part-time on project budget **** Not on project budget

..' vi