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DOCUMENT RESUME ED 361 251 SO 023 019 TITLE Poland And DOCUMENT RESUME ED 361 251 SO 023 019 TITLE Poland and Czecho-Slovakia in the 1990's: Social, Political and Economic Transformations. Fulbright-Hays Summer Seminars Abroad Program. Summer 1992. INSTITUTION Institute of International Education, New York, N.Y. SPONS AGENCY Center for International Education (ED), Washington, DC. PUB DATE Feb 93 NOTE 225p. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Area Studies; Elementary Secondary Education; Foreign Countries; Foreign Culture; Global Approach; Higher Education; *Instructional Materials; *International Educational Exchange; Political Influences; Social Change; *Teaching Experience IDENTIFIERS *Czechoslovakia; Fulbright Hays Seminars Abroad Program; Global Education; *Poland ABSTRACT This document features writingz and curriculum projects developed by teachers who traveled to Poland and Czechoslovakia in the summer of 1992 as members ofa Fulbright-Hays Summer Seminar. The following items are among those included: "Curriculum Project: Women and Work: A Global Perspective" (JoanK. Burton); "The Community College and Eastern Europe:Possibilities for Academic Exchanges" (Raymond V. Coleman); "The Architects ofa New Era: Lech Walesa, Vaclav Havel, and the Transition to Democracy in Eastern Europe" (William M. Mahoney); and "The Impact of Political and Economic Systems on Spatial Organization and the Landscape: Poland and Czechoslovakia in Transition from Socialism toDemocracy and a Market Economy" (Stephen W. Tweedie). (DB) *********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. *********************************************************************** "Poland and Czecho-Slovakia in the 1990's: Social, Political, and Economic Transformations" Summer 1992 Fulbright-Hays Summer Seminars Abroad Program Administered by the Institute of International Education for the U.S. Department of Education U.S.DEPARTMENT OF EDUCATION Ofbce of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Shis document has been rsproduced as eceived from the person Or orgsnitabon originatingd 0 Minor changes habe been made to improve reproduction chanty Points ot waste., opimons Meted thisdoco ment dO nOt necessanIb represent official OER1 combos or bohts February, 1993 Institute of International Education 809 United Nations Plaza New York, NY 10017 212/984-5375 2 BEST COPY AVAILABLE Fulbright-Hays Summer Seminar 1992 Poland and Czecho-Slovakia in the 1990's: Social, Political, and Economic Transformations Contents Baker, Roger G. Several Published Newspaper Columns on His Snow College Experiences in Poland and Czechoslovakia Ephraim, Utah Burton, Joan K. Curriculum Project: Women and Work: A Global Goucher College Perspective Towson, Maryland Carron, Joseph C. Curriculum Project: Social Change and the Fall of Colby-Sawyer College Communism New London, New Hampshire Coleman, Raymond V. The Communizy College and Eastern Europe: Mt. Wachusett Community College Possibilities for Academic Exchanges Gardner, Massachusetts Drewry, Lyman A. A Speech to the Rotary Club Birmingham-Southern College Birmingham, Alabama Farmen, Ned Women and Revolution in Polish, Slovak and Czech Weston High School Societies Weston, Pennsylvania Kindred, Nancy E. Curriculum Project: A Cooperative Learning Lesson Westwood Annex High School for World Geography Austin, Texas Mahoney, William M. The Architects of a New Era: Lech Walesa, Vaclav West Virginia Wesleyan College Havel, and the Transition to Democracy in Eastern Buckhannon, West Virginia Europe Contents Page 2 Maxwell, Raymond S., 3rd Curriculum Project: Western Civilization: Influences Pescadero High School in World History Pescadero, California Pe Ilea, Lea Buchanan No paper received to date Christopher Newport College Newport News, Virginia Perkins, Sally J. Poland and Czechoslovakia in the 1990's: A California State University Macrocosm of the Fulbright-Hays Group Dynamics Sacramento, California Schada, Steven J. No paper received to date Oakton Community College Des Plaines, Illinois Talsky, Mary T. Curriculum Project: A Mini-unit on Eastern Europe Pius XI High School in the 1990's Milwaukee, Wisconsin Tising, Mahala E. Curriculum Project: Mapping Poland's Ancient East Highland High School History Sylacauga, Alabama Tweedie, Stephen W. The Impact of Political and Economic Systems on Oklahoma State University Spatial Organization and the Landscape: Poland and Stillwater, Oklahoma Czechoslovalda in Transition from Socialism to Democracy and a Market Economy Weeks, Charles John, Jr. A Journey to Central Europe, 1992 Southern College of Technology A Slide Presentation Marietta, Georgia The children's art that daco- :LEARNING MATTERS I a' a rated the walls looked like the 1 spontaneous art of children every- where. The play store could have Czech day-care workers been in any U.S. kindergarten ex- cept for the writing on the items that were bought an sold by the couldrhelp inIS. debate children. Most impressive was that there e reporter's obvious question. I tried to ex- was a well-articulated curriculum uestion seemed plain that day care for children that seemed appropriate for the honestly naive. was an issue in the United States. I ages and abilities of the children.: "Why would you explained that there was pressure This %Vas not a child-care facilityft want to come all from many to encourage more bus- was a school with learning objec- inesses to provide child care as an the way from the Uves and a gentle approadi to . U.S. to visit a kin- employee benefit There is also a meeting the needs of individual dergarten in question of government subsidy Children. It was staffed by profes- Bardejov?" for day care for low income fam- tionals who obviously loved the I don't think I ilies. I mentioned that Sen. Orrin children they worked with. It was ROGER have ever actu- Hatch from Utah had been very ac- everything but the regimented fa- BAKER ally been inter- tive in this discussion. There were cility that is often the image of an viewed by a also professors of family life in our Eastern European kindergartm. reporter before. I have answered a group who were experts on child I think I fumbled my answer a few questions but never bad what I care and were involved in child- bit because I was unprepared for thought was an interview. I was care research. glad to oblige Marta Mochnack be- My answers, however, are not cause she is doing the same thing in the interesting part of the ex- Bardejov. Slovakia, for Oriana as I change Her questions reveal con- do in Ephraim, Utah, for the Des- cerns and possible misconceptions . eret News. about child care in the U.S. These 1 She met me at the kindergarten Iquestions speak volumes about was visiting along with 15 other what she understands about us: 1.; academics who were studying in "Do American women work? Czechoslovakia as summer Ful- The impression we get from Amer- "Can women rise to the same bright Scholars. She wanted to talkican television and other sources is level as men in U.S1 industry?" to a few of us because she was in- that American women are re- (This answer included the term terested in what she thought was stricted to householaduties and "glass ceiling" which she seemed our strange choice of places to visitchild raising." to really like.) in the city of Bardejov. (I gave another stumbling an- If I learned anything from the The kindergarten was for chil- swer and told her to put this ques- exchange it was that my assump. dren ages 2 through 5 and was tion to the women in our group.) tions about others can easily be probably more like a U.S. pre- ."I understand what you are say- wrong. I also learned the US. does school or day-care facility. What ing but there must be some occupa- not have claim to all the answers made this one interesting is that it and that we can learn by talking was underwritten by a major in- tions not available to women because you did not adopt an equal with those who we often assume dustry in the city. The industry know less and are always less de- sponsoring the facility used to be a rights law a few years ago." (I tried another stumbling ex- veloped and behind the US. At state industry but had been priva- least the child-care professionals tized and bad maintained the kin- planation.) "If women do work as you say, of Czechoslovakia could help us dergarten for the children of add perspective to our child-care employees. This is not unusual in then why doesn't business or gov- ernment provide the child-care debate. Eastern European countries. Roger G. Baker is associste profes- It was also interesting because it right they deserve to make the sor of Eng/fah/education at Snow extended the concept of day care opportunity to work more than lip College. Comments or quesdons to include a more comprehensive service?" about "Learning Matters" may be ad- program of health care and educa- (The stumbling explanation to dressed to Dr.. Roger Baker, English tion for the children of parents em-this included the concept of rights Department, Snow College, Ephraim, ployed in the crystal-cutting and in the U.S. not necessarily includ- UT 14627. 1 shoe-manufacturing factories. ing economic rights. I found that The scrubbed children met us discussing "rights" and "freedom" with a song in front of the school. was difficult. We mean different We saw the tidy and inviting play things. We talk about freedom to area, the individual cots in the rest act. She seemed to talk about free- area, the shiny kitchen where threedom from. She talked in terms of meals a day were prepared, and economic freedoms and I in terms the individual rooms for the chil- of equal opportunity.) 1 dren who may become sick. if they watched MTV. of the fight for votes and minds WhyissommArnmsdoes the a.116,t1).best in culturethattionlisher,Bone Polandcultureof tried culture.Morzol-Ogorek, iswasto writing explain. In difficult the pasta Shenew a to pub-it saidcensor.defini-seems standcanstartedratherNow culture.
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