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Arab World Almanac 1993. INSTITUTION AMIDEAST, Washington, DC DOCUMENT RESUME ED 367 573 SO 023 722 AUTHOR Nucho, Leslie S., Ed.; Hurd, Robert, Ed. TITLE Arab World Almanac 1993. INSTITUTION AMIDEAST, Washington, DC. REPORT NO ISSN-1047-711X PUB DATE Jul 93 NOTE 96p. AVAILABLE FROMAMIDEAST, 1100 17th St., N.W., Washington, DC 20036. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher)(052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Cultural Differences; Curriculum Enrichment; *Democracy; *Females; Foreign Countries; High Schools; *Islamic Culture; Maps; Social Studies IDENTIFIERS *Arab States; *Asia (Central) ABSTRACT This document is a collection of three lessons to assist high school teachers in introducing the Arab world to their classrooms. The intended purpose of the lessons is to promote breater cross cultural awareness, understanding of the interdependence of peoples and nations, and appreciation for the different approaches other cultures may choose in trying to solve the social, economic, political, and environmental problems that everyone share. The three lessons contained in this document are:(1) Women and the Family in the Arab World;(2) Central Asia, Past and Present; and (3) Government and Democracy in the Arab World. Each lesson includes lesson objectives, classroom exercises and activities, and suggested background references. The first lesson includes a background essay on women and the family, an essay on the veil and one comparing marriage and family law in the United States and the Arab world, and a short story. Statistical charts on urbarization, labor, education, and literacy also are included in this lesson. The second lesson has a background essay on Central Asia and an essay on the Aral Sea in crisis. Three charts are included: (1) Cyrillic and Arabic alphabets; (2) land and population in Central Asia; and (3) steps to environmental crisis in Central Asia. Maps show trade routes and Central Asia today. The last lesson includes a background essay on government and democracy in the Arab world, individual country profiles, and perspectives on democracy in the Arab world. A timeline shows the course of reform in Algeria, Jordan, Kuwait, and Yemen. (DK) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 4- U II DEPARTMENT OF EDUCATION Office of Educational Research nd improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) )"Iiis document has been reproducedas eceived frorn the pllon ororganization originating it 0 Minor changes have been madeto improve reproduction qualify Points of we*, or opinions staled in thisdocu- ment do not necessarily representofficial OERI position or policy "PERMISSION TO REPRODUCETHIS L HAS BEEN GRANTED BY PAT) TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERIC)" 2 COPY ORAN ARAB WORLD ALMANAC 1993 Editors Leslie S. Nucho Robert Hurd Research Assistant Bridget McNamer ffil) AMIEE4g Washington, DC Permission is granted for the reproduction of Arab World Almanac for classroom use. AMIDEAST is registered as a private, nonprofit organization under Section 501(c)(3) of the Internal Revenue Code. Donations to AMIDEAST are tax deductible. Direct all inquiries to: Arab World Almanac, AMIDEAST, 1100 17th Street, NW, Washington, DC 20036. Telephone (202) 785-0022 Copyright ® 1993 by AMIDEAST except 'The Aunt of Rafiq" Reprinted from Women and the Family in the Middle East: New Voices of Change, edited by Elizabeth Warnock Fernea, Copyright 1985. Reprinted by Permission of the editor and University of Texas Press. Printed in the United States of America ISSN: 1047-71IX Table of Contents Introduction 1 Women and the Family in the Arab World Lesson Objectives 4 Classroom Exercises and Activities 4-7 Women and the Family in the Arab World (background essay) 8-11 The Veil in the Arab World (essay) 12-14 Marriage and Family Law in the United States and Arab World (essay) 15-16 Urbanization and Labor, Education and Literacy (statistical charts) 17-18 The Aunt of Rafiq (short story) 19-22 Suggested Background References 23 Central Asia, Past and Present Lesson Objectives 26 Classroom Exercises and Activities 26-28 Central Asia, Past and Present (background essay) 29-34 Cyrillic and Arabic Alphabets (chart) 35 Trade Routes (map) 36 Central Asia Today (map) 37 Land and Population in Central Asia (chart) 38 The Aral Sea in Crisis (essay) 39 Steps to Environmental Crisis in Central Asia (chart) 40 Suggested Background References 41 Government and Democracy in the Arab World Lesson Objectives 44 Classroom Exercises and Activities /M 17 Government and Democracy in the Arab World (background essay) 48-53 Individual Country Profiles 54-57 The Course of Reform: Algeria, Jordan, Kuwait, Yemen (timeline) 58-61 Perspectives on Democracy in the Arab World 62-64 Suggested Background References 65 Individual Country Maps and Statistics 66-84 Evaluation Form 85-86 Introduction Arab World Almanac was first produced in 1989 Schools, Rockville, MD. to assist high school teachers in introducingthe Arab world to their classrooms. Since then, Initially, Arab World Almanac was produced.three Arab World Almanac has covered a variety of times an academic year. Beginning with thisvolume, topics, including colonialism, the impact of the AMIDEAST will publish all three lessons once a year Gulf war, the Arab world in the two world wars, in a single issue. We hope that this new formatwill and the Islamic resurgence. AMIDEAST hopes provide teachers with greater flexibility in incorporating the that the regional focus of Arab World Almanac these materials into their lesson plans throughout will contribute to a greater understanding of the school year. global community. Its intended purpose is to promote greater cross-cultural awareness, under- AMIDEAST brings to Arab World Almanac more than standing of the interdependence of peoples and forty years of experience in the Middle Fast and North nations, and appreciation for the different Africa. Founded in 1951, AMIDEAST is the leading approaches other cultures may choose in trying private, nonprofit American organization involved in to solve the social, economic, political, and educational and cultural exchange between the United environmental problems that we all share. States and the Arab world. Today, AMIDEAST servi- ces include public outreach activities,educational In producing Arab World Almanac, AMIDEAST advising, education and training program administra- is indebted to the members of our advisory tion, and technical assistance. committee selected especially for this publica- tion. They are: H. Thomas Collins, Codirector, Headquartered in Washington, DC, AMIDEAST main- Project LINKS, The George Washington Univer- tains offices in Bahrain, Egypt, Jordan, Kuwait, Leba- sity, Washington, DC; Elizabeth Fernea, Profes- non, Morocco, Syria, Tunisia, WestBank and Gaza sor, The University of Texas, Austin,TX; James Strip, and Yemen. AMIDEAST's activities are financed E. Hill, Social Studies Department Chair, Up- through contract fees for services rendered, grants for land High School, Upland, CA; Ann Z. Kerr, special projects, and corporate and individual donations. Outreach Consultant, Los Angeles, CA; William Miller, Social Studies Program Manager, Louisi- AMIDEAST would like to hear your comments and ana Department of Education, Baton Rouge,LA; opinions about Arab World Almanac. We would appre- Philip Stoddard, Consultant, Bethesda, MD; ciate it if you would take the time to fill out the Jonathan Swift, Global Education Program evaluation form at the end of this book. Arab World Director, Stevenson High School, Livonia, MI; Almanac is a resource for teachers, and we value tea- and Richard Wilson, Secondary Social Studies chers' comments in determining our future efforts. Coordinator, Montgomery County Public 1 Women and the Family in the Arab World 7 ARAB WORLD ALMANAC 1993 Lesson Plan Women and the Family in the Arab World In the Arab world, the extended family is the In spite of the transformation that many basic unit of social organization and has aspects of Arab society has undergone, the been of fundamental economic and political family structure and its role in society importance in the past as well as today. A rernaifts intact. In many cases, the family host of factors associated with a rapidly unit hactually been strengthened, and it growing and developing society is exerting continues to bc one of the few institutions on pressure on the traditional family roles and which individuals feel they can depend in structure, including the role of women. the midst of change and uncertainly. Historically, Arab women have been the center of the family unit--the hub around Lesson Objectives which all of its economic, personal, and political activities revolved. Their domain After completing this lesson, students was a private, domestic one with public life should be able to: viewed as a man's territory. Since independence earlier this century, Arab Discuss the extended family structure countries have developed rapidly, undergoing and thc traditional roles of men and a magnitude of social, economic, and women in the Arab world political change in the course of a single generation that occurred in the West over Identify some of the factors that have two hundred years. Educational opportunities brought more Arab women into the proliferated, and at least basic education is formal labor force now compulsory for both boys and girls; opportunities
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