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Foreign Studies: Teacher's Guide. INSTITUTION Northern Iowa Univ., Cedar Falls

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Foreign Studies: Teacher's Guide. INSTITUTION Northern Iowa Univ., Cedar Falls DOCUMENT RESUME ED 065 379 SO 002 449 AUTHOR Hantula, James TITLE Foreign Studies: Teacher's Guide. INSTITUTION Northern Iowa Univ., Cedar Falls. SPONS AGENCY Ford Foundation, New York, N.Y. PUB DATE [69] NOTE 91p. EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS African American Studies; *African Culture; African History; *Area Studies; Asian History; Chinese Culture; Concept Teaching; *Cross Cultural Studies; *Cultural Awareness; Cultural Differences; Developing Nations; Foreign Countries; *Foreign Culture; Non Western Civilization; Secondary Grades; Social Studies; Teaching Guides IDENTIFIERS *Intercultural Studies Project ABSTRACT Foreign Studies, an elective course for junior and senior students, is a study of selected Asian cultures, including the nations of China, Japan, and India, and of African cultures, including the nations of Nigeria, Ethiopia, and the Democratic Republic of the Congo. Asia and Africa are studied from the American cultural viewpoint with emphasis upon the three concepts of culture, ideology, and the comparison of traditional and modern society. This teacher's guide is divided into four main sections.1) An outline of content is presented from which many generalizations are developed. These generalizations provide the framework for the development of major cultural understandings. 2) Specific instructional objectives, defined in behavioral terms, are suggested and identified as expected student learnings. These objectives are keyed to skills which are extended in foreign studies. 3) Ninety lesson plans are given, each including a statement of teacher objectives, several teaching techniques, a content outline, comments, and a citation of instructional materials. 4) A bibliography of student and teacher materials is provided. (Author/SJM) JUL1 NZ FOREIGNSTUDIES: TEACHER'SGUIDE James Hantula Universityof NorthernIowa Cedar Falls,Iowa The front cover is a map of the continents, scalqd to population, The back cover is a map of the continents, weighted for per capita gross national product.Data from the United Nations DEMOGRAPHIC YEARBOOK, 1967 and the International Bank for Reconstruction and Development. Population figures are for 1969. Gross National Product figures are for 1966. U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION 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 POLICY. ACKNOWLEDGMEN TS The author would like to express his gratitude and indebtedness to the many educators and scholars who offered their encouragement and assistance in the preparation of the TEACHER'S GUIDE. In particular, the following people gave of their time and energies: Ross Nielsen, Head of the Department of Teaching, University of Northern Iowa Basheer Nijim, Head of the Department of Geography, University of Northern Iowa Richard Newell, Assistant Professor of History, University of Northern Iowa Donald Scovel, Associate Professor or Teaching, University of Northern Iowa Nathan Talbott, Professor of Political Science and Far Eastern Studies, University of Northern Iowa 3 Table of Contents Introduction 3 Content Outline of Content 5 Generalizations to Be Developed 13 Instructional Objectives Expected Student Learnings 16 Skills to Be Developed 23 Lesson Plans Introduction 28 Asia 36 Africa 53 America 63 Bibliography Student Materials 71 Teache r Materials 80 z INTRODUCTION In order to help students gain an intercultural perspective, the University of Northern Iowa established an Intercultural Studies project in the Spring of1965,Supported by a grant from the Ford Foundation, the project focused upon studies of the non.Western world. Specifically, the project supported four related parts of the project: faculty development, a student teacher program, course and staff additions to the university and the Malcolm Price Laboratory School, and acquisition of library and instructional materials related to foreign areas. One result of the Laboratory School phase of the projectis the following TEACHER'S GUIDE to Foreign Studies, a new social studies elective for juniors and seniors. Offered for one semester, Foreign Studies is a study of selected cultures of Asia and Africa. Asian cultures selected for study include China, Japan, and India; African cultures include cultures found in the nations of Nigeria, Ethiopia, and the Democratic Republic of the Congo. The general objectives of the study are: Developing an awareness of the role of attitudes in intercultural understanding; Extending skills in processing information, expressing knowledge, working with others, and problem solving; Acquiring information as to traditional and modern societies in Asia and Africa; Stimulating effective thinking by evaluating analogues to our culture; and Providing a non-western dimension to political socialization. The frame of reference for instruction is the concept of culture. As Asia and Africa are studied from our cultural viewpoint, however, the study is of three cultures: Asia, Africa, and America. A secondary motif is the concept of ideology. Upon determination of the nature of ideology, this concept is also used in developing understandings of the three cultures. A third tool is the comparative concept of a traditional and modern society. During the study, this concept is transformed into a model in order to evaluate the societies under study. In addition, many sources of information are used in discussions of current events in Asia and Africa. Of particular importance in the discussions are current American foreign policies. From the content of the study, many generalizations are developed. In turn, the generalizations are the seedbed for development of major understandings. These understandings include: 1. Culture is the total, distinctive way of life of a particular people in a particular time and place as defined by their ideas, activities and artifacts. 2. An ideology is a set of beliefs describing a nation's way of life, government, and a guide to the nation's foreign policy which collectively may be democratic, authoritarian, or totalitarian. 3. Diversity is characteristic of Asia, Africa, and America. 4. An understanding of other cultures is drawn from everyday experience. 5. The whole of culture is different from its individual participants. a. The peoples of China, Japan, and India are Asians although Asia is not China, Japan, and India. b. The peoples of Ethiopia, Congo, and Nigeria are Africans although Africa isnot Ethiopia, the Congo, and Nigeria. c. The students of Foreign Studies are Americans although America is not Iowaor Cedar Falls. 6. China, Japan, and India are distinctive cultures whereas Ethiopia, Congo, and Nigeriarepresent distinctive nations. 7. China is a divided, traditionbound culture.. It is characterized bya sense of superiority toward others, expectant of submission by its people, and historical isolation from the West. Moreover,it ischaracterized by alargepopulation,limited economic development, and atotalitarian government. 8. Japan is a unified, modern, tradition-conscious culture. It is characterized by an ability to adjust rapidly to the modern world and influence from the West. Moreover, it is characterized by an increasing population, an expanding economy, and a democratic form of government. 9. India is a divided, tradition-bound culture. It is characterized by many subcultures and submission to the West in modern times. Moreover, it is characterized by a large population, limited economic development, and a democratic form of government. 10. Ethiopia is a unified, tradition-bound nation. It is characterized by a long period of independence which is unique in Africa. Moreover, it is characterized by a large population, limited economic development, and an monarchial form of government. 11. The Democratic Republic of the Congo is a divided, proto-tradition nation. It is characterized by a harsh, colonial past. Moreover, itis characterized by a large population, limited economic development, and an authoritarian government. 12. Nigeria is a divided, tradition-conscious nation. It is characterized by a less harsh colonial past. Moreover, itis characterized by a large population, limited economic development, and an authoritarian government. 13. The United States is a divided, tradition-free nation. It is characterized by a variety of sub-cultures and a modern society. Moreover, it is characterized by a large population, an expanding economy, and a democratic government. 14. All nations pursue a common foreign policy toward security and well being in the national interest; however, nations differ as to the definition and means to achieve their goals. 15. All nations experience a conflict of traditional and modern modes of life resulting in individual loneliness and social disruption. In order to aid the teacher in developing these understandings, specific instructional objectivesare suggested. The objectives are defined in behavioral terms and identified as expected student !earnings. Further, they are keyed to the skills which are extended in Foreign Studies. Skills which area shared responsibility are identified as general skills. Skills which are the major responsibility of social studies are identified as specific skills.In addition, 90 daily lessons are suggested. Each lesson includes a statement of the teacher's objectives, several teaching techniques, a content outline, comments, and a citation of instructional
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