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PUB DATE 69 NOTE 179P.; Revised Edition EDRS PRICE DOCUMENT RESUME ED 054 013 SO 001 278 TITLE Communities Around the World. The Trobriand Islanders. Teacher's Resource Unit. INSTITUTION Minnesota Univ., Minneapolis. Project Social Studies Curriculum Center. PUB DATE 69 NOTE 179p.; Revised edition EDRS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS *Area Studies, *Community Study, Concept Teaching, *Cross Cultural Studies, Curriculum Guides, *Economic Education, Elementary Grades, Human Geography, Interdisciplinary Approach, Non Western Civilization, Resource Guides, Resource Units, *Social Studies Units, Social Systems IDENTIFIERS South Pacific, *Trobriand Islands, Values Education ABSTRACT The unit is another in the series developed from materials produced and field tested by the Project Social Studies Curriculum Center. The Trobriand society was chosen for study in this resource unit for upper elementary grades because its economic system illustrates the importance of reciprocal relationships which continue to be very important in many societies of the world. The system has some aspects of both a command and market economy. Although the unit is focused upon the economic system, the Trobriand culture is presented as a total culture and the interdependence is made clear. The objectives, generalizations, and skills are basically the same as those described in SO 001 276. Teaching strategies, educational materials, and some student activities and textual materials are also included. Other documents in this series of curriculum guides are ED 051 026 through ED 051 033, ED 052 080 through ED 052 082, and SO 001 277. (VLW) Chelmsford Public Schools U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION Chelmsford, Massachusetts THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLIC COMMUNITIES AROUND THE WORLD The Trobriand Islanders Teacher's Resource Unit revised by Leda Mrouin Jean Gurecki June Gould Gail Hennigar Charles L. Mitsakos Social Studies Coordinator This resource unit was revised following fieldtesting in the Chelmsford Public Schools from materials developed by- the Project Social StudiesCurriculum Center of the University of Minnesota undera 'special grant from the United States Office of Education. 1969 1 INTRODUCTION How much geographic background should be taught in this unit depends upon whether or not children have studied the unit on the Manus Community in thethird_ grade course. The Manus live on the Great Admiralty Island north of New guinea' and very close' to the Trobriand Islands. Climate and vegetation are very similar on these islands. Furthermore, many of the foods are the same. Although Manus Island is of volcanic origin and the Trobriands are coral islands, Manus has a coral ridge. Children will have learned something about both types of islands in the uuit on Manus. If children have studied Manus, the class can spend much less time on climate, foods, and on the physical features of the islands. However, some review will be necessary and differences should be made clear. The Trobriand society has been chosen for study for several reasons. Its economic system illustrates the importance of reciprocal relationships which have been and are still very important in many societies of the world and which are found- in some form in all socieites. This economic system contrasts sharply with the modified market economrstudied.in'unit'one and with the modified command economy studied in unit two. However, it is important for children to.understand that 'it has some aspects of both a command and a market economy, even though traditional reci- procal relationships are far more important in resolving the questions of what and how much shall be produced, how they shall be produced, and who shall get what part of what is produced. The sharp contrast of the Trobriand economic system should help children understand more clearly some of the major aspects of the economic system in their own society. This unit is focused upon the economic system of the Trobrianders.However, economic life cannot be separated from the total culture. This is clear when studying the Trobrianders. Therefore, the unit presents the Trobriand culture as total culture. Although the unit focuses upon the Trobrianders over thirty years ago when they were studied by Malinawski, there is some attention given to change. Factors promoting and retarding change can be highlighted by drawing comparisons between change among the Trobrianders and the Manus who live so close to them and who changed so much more rapidly and dramatically. OBJECTIVES This unit should make progress toward developing the floowing: CONCEPTS- 1. Geographic concepts. 2. Economic Concepts. Globalism: earth-sun relationships Scarcity: supply, demand. Diversity Allocation Spatial or area location Exchange: trade, reciprocal, barter, money. Position Productive resources: natural resources, labor, tools. Situation Output Site: Landforms (elevation, mountains, Division of Labor coral atoll, coral ridge, is- land); water (lagoon); climate Specialization (temperature, precipitation, growing season); soil (ferti- Technological development lity, exhaustion); vegetation (rain forest); man-made fea- Goals: incentives. tures (village.) 3. Culture Interrelatedness: trade,.interdepend- ence. Norms and values Change: soil development and exhaus- tion; situation Learned behavior patterns Cultural use of environment: ways of Diversity making a living (Fishing, farming, handicrafts Universals: Including psychic unity of mankind. 3 Integration the equator; temperature ranges are ::k smaller near the equator than further Change: including diffusion. away from it. Continuity 3. Temperature is affected in part by ele- vation; air is cooler at higher eleva- 4. Social Organization tions than at lower elevations if lati- tude and distance from the sea the the Roles same. Status 4. Vegetation is affected by temperature and by rainfall. Leadership 5. Soil in a particular place is affected Institutions: political (func- by the type of basic rock in the region, tions or services). the climate, vegetation, erosion, and by how man treats the soil. 5. Social Processes 6. Some things can be produced better in one place than in another because of climate, Socialization available resources, topography, and people's skills. GENERALIZATIONS a. Different crops need different amounts of water. 1. Every place has three types of loca- tion; a position, a situation, b. Some types of crops require much more and a site. human labor than other types do. a. Things can be located at speci- fic points on the earth's sur- face, usually designated by an abstract grid and descri- 7.Specialization of individuals and regions bed in terms of latitude makes for interdependence. and longitude. a. People in moet.societies-of the world 2. Temperature and seasonal differences depend upon" people-Wi20_live in other are affected-in part by distance from communities for certain goods and services and for markets f,r their goods. 8. Man uses his physical environment d. People in different societies-differ in terms of his cultural values, as to how they expect people to act perceptions, and level of techno- and as to what they think good and logy. bad. a. Man changes the character of e. Human beings have the potential to the earth. exhibit extremely variable be- havior, depending upon their natural 9. Phenomena are distributed unevenly and cultural environment; they over the earth's surface, re- satisfy their drives and needs dif- sulting in diversity or vari- ferently. ability from one place or another 11. All people, regardless of where they a. The population of a country live or to what race, nationality, or is distributed unevenly. A religion they belong, have many things number of factors -- climate, in common. surface features, natural. resources, accessibility, a. All people, everywhere, have cer- and history--affect settle- tain physical drives, although they men and growth patterns. satisfy them differently. 10. Ways of living differ from one b. Human beings everywhere have acquir- society to another. Each cul- ed the need for positive affect ture (way of life) is different (affection and interaction with (unique). other human beings (gregariousness). a. The structure of the family c. Human beings exhibil. the sane kinds varies from society to society. of emotions (anger, fearlsorrow, the nuclear family is found in hatred, love) although they may all societies--even those with express them in different w.Ays and other forms. may be aroused by different things. b. Families usually have some econo- d. All cultures require a certain mini- mic functions but the economic mum of reciprocal behavior for function differs greatly from cooperation to obtain subsistence one society to another. and other ends of social life. c. Families in some societies have religious or supernatural functions (including the use of magic). e. All societies develop rules for 12. Status may. be acquired by birth, tracing kinship and thus the group achievement, age. or some com- to which people can turn first for bination of these. help in time of need. 13. The leadership of any group Must f. In all societies people are ex- try to maintain the group co- pected to behave in certain ways hesion and organize its stra- and not to behave in certain ways; tegies to achieve its goals. they are expected to believe that certain things are bad. 14. Although culture.is always changing, certain parts or ele- g. People everywhere must learn to be- ments may persist over long have in the ways they do, just periods of time. as we learn to behave in the ways we do. (Culture is learned, not in- a. Culture changes, although born). it changes more rapidly and drastically in some 1) All societies have some means places and times than in of socializing children. In others. primitive groups, children are taught' to earn a living by par- 1) Innovations occur in ents and informally by other all societies; they adults.
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