(1993). Teacher Use of Turkish Art To Motivate and Enlighten Elementary Level Students in Social Studies Reading and Research. This activity is designed for use in connection with the study of Turkish history by elementary school students. The activity utilizes Turkish art to stimulate students to create their own written interpretations of history. The particular work of art studied is "Miniature with a Cat Design," from the collection of the Topkapi Museum in Istanbul. These materials include information about the activity for teachers, goals and objectives, general overview and procedures, as well as an example of a student-created work (third-grade level). (DB)… [PDF]
(1991). A Chinese Teacher's Efforts To Promote Cross-Cultural Communication. Differences in the ways in which instruction is presented in United States and Chinese classrooms underscores the need for cross-cultural communication, particularly when a teacher from one culture is working in the other. Promoting cross-cultural communication in the classroom contributes to global efforts to achieve greater understanding among people from diverse cultural backgrounds. In working toward such a goal, a Chinese-educated teacher shares with her students in Freshman Composition the experience of being educated in China and explains the Chinese educational philosophy. Departing from the authoritarian Chinese model of teaching, she invites students to take a more active role in class and discuss education. Foreign students are invited to contribute to class input by making presentations about their cultures. The teacher assigns readings on culture-related topics by authors from different cultural backgrounds. Students are encouraged to ask each other questions about…
(1989). The Elimination of Turkish Language Instruction in Bulgaria. The goals of language policies in Marxist-Leninist states tend to be applied in three stages: (1) pluralism, (2) bilingualism, and (3) monolingualism. The language policies in Bulgaria, particularly as applied to the Turkish minority, fit this pattern. A pluralistic language and education tradition in Bulgaria, inherited from the Ottoman Empire, lasted until World War II. Turks and other national minorities were given rights to control their own schools and use their own language. Turkish schools in Bulgaria were important in maintaining language, religion and ethnic identity among Turks. Political changes in the 1920s and 1930s caused many of these schools to be closed, so that by the end of World War II their number had been reduced by 75 percent. After Communist Party consolidation of power in post-war Bulgaria, schools were nationalized, and the government worked for the assimilation of all minority groups into mainstream Bulgarian culture. From 1946 to about 1960, policies… [PDF]
(1987). Understanding Culture and Place. Horizon, v25 n2 p25-39 Win. Human beings are shaped by their cultural and natural environment, yet there is no systematic in-depth inquiry into world cultures at any given level in the social studies grade spectrum. This article attempts to collect and collate the scattered notions about different cultures and places to which students are exposed from about grade 6 onward with a view to providing textual reference material that will be useful to students and teachers alike. A cultural region is primarily created by humans as they meet human needs. Cultural landscape is defined from the standpoint of human impact on the environment and is not independent of the natural environment; rather, it reflects ways in which a group of people choose to use the natural environment. Different environments offer different ranges of use possibilities for sustaining life. Humans' use of the environment usually requires the use of tools or technology. Social organization occurs so people can manage the environment, and exist…
(1987). Teaching Nonwestern Studies: A Handbook of Methods and Materials. Methods and techniques developed by teachers in the classroom and designed to involve students in a variety of learning activities to enhance their perception and understanding of a global world are the focus of this handbook. The activities described are designed to promote group discussion and to provide the stimulation for a greater variety of learning methods that place emphasis on the relationship between the content of the materials and the teaching process. The handbook is divided into four sections, each of which presents an overview of various approaches to teaching about the non-Western world. Examples of non-Western studies programs are provided, as well as a list of the major resources available for non-Western studies and a review of some of the major curriculum projects available in non-Western studies. Methods suggested for teaching non-Western studies include the use of: (1) content analysis; (2) critical incidents; (3) case studies; (4) situational exercises; (5)…
(1986). Project BETA, 1984-1985. OEA Evaluation Report. Project BETA is a multi-site program serving 224 recent immigrants in ninth through twelfth grade. Originally intended as an enrichment program for gifted and talented students with limited English proficiency (LEP), in practice, the program is open to all LEP students in three targeted languages: Korean, Vietnamese, and Haitian Creole/French. The project is part of the attempt to facilitate social and academic mainstreaming of LEP students by instilling in them a sense of pride in their native cultures through exposure to their histories, arts, and formal study of native languages. Increased parental involvement, and staff and curriculum development were secondary goals. Several changes have occurred since the program was proposed because only partial Title VII funding was available for both the resource teacher positions and the project director, and because lower than expected enrollment made most native language content-area classes impractical. Program objectives were assessed…
(1980). The Role of Inner Asia in Early Russo-Chinese Relations: Teaching Aids for the Study of Inner Asia, No. 8. Teaching about Inner Asia in the context of today's world can be accomplished by presenting the historical relations among China, Russia, and Inner Asia. Present day China-Russia policies and relations date back to earlier unequal treaties forced upon China by the West. China has historically attempted to maintain an isolationist position against constant invasions, many from the northern Mongols who were able to succeed in ruling the Chinese people for over 700 years. The Great Wall of China was constructed to protect the Chinese people from invasions by the northern barbarians. China's policy toward this region was characterized by tribute missions. Soldiers and merchants were not esteemed by their society, and Chinese policy was opposite Russia's "war or trade" policy. The first conquest of China was that of Ghengis Khan and his grandson Khubilai Khan in A.D. 1280. After the end of the Khans' reign in A.D. 1370, the Ming Dynasty maintained strong military forces against…
(1986). Cross-Cultural Training for Business: Current State of the Art and Bibliography. A review of current research and research needs in cross-cultural training for business and a bibliography are presented. Future research should look at the world market that exists beyond traditional countries engaging in international trade. Business opportunities are available elsewhere, but American businessmen are ill-prepared to take advantage of those opportunities. Such research might focus on challenging hypotheses, finding new data sources, or taking an interdisciplinary view of aspects of international management. The methodology of research on business culture should be further developed. The bibliography contains citations of journal and periodical articles, book articles, and books on cross-cultural training for business culled from a database search by computer and library collections. (MSE)… [PDF]
(1984). International Students as Teachers in College Classrooms. Foreign students enrolled in colleges and universities in the United States represent a broad range of cultures and could provide the intercultural experiences and wider world view that American students need. At present, however, interaction between these foreign students and their American classmates is minimal. A survey of foreign student advisors and instructors from 16 community colleges in nine states indicated that food fairs, student fairs, and international student clubs were the primary means of bringing American and international students together. Few academic programs appear to exist where American and international students can meet and exchange ideas, yet the classroom is the best place for a campus to begin to widen its horizons. Courses can be designed to focus on intercultural communication or to take up the minority viewpoint on historical, political or social issues. Foreign students can also be invited to guest lecture in appropriate courses. A sampling of… [PDF]
(1989). Empowering Students through Collaborative Learning Strategies. Collaborative learning strategies can be especially effective in empowering first-year, culturally diverse students to integrate successfully into academic culture. Programs such as San Diego University's Intensive Learning Experience (ILE) link English and study skills instruction to specific general education courses, such as Cultural Geography or History of Western Civilization, creating a supportive learning community that bridges high school and college. Student-centered classrooms, based on cooperation and community through collaborative learning, take the inherent tensions in the academy (tensions between academic and student cultures, between teachers' roles as student advocates/collaborators and as institutional authorities/evaluators, etc.) and make them productive for the student, teacher, and the institution itself. Collaborative learning strategies encourage students to play an active, meaningful role in their education, and present reading and writing as social as well… [PDF]
(1981). Justice Around the World: A Student Packet for Secondary Schools. Foreign Area Materials Center Occasional Publication 26. This learning packet contains seven modules designed to teach about human rights around the world. These activities may be integrated into different subjects within the social studies curriculum. For each module, the case studies are drawn from two of the five countries included in the "Handbook on Human Rights and Citizenship." Each module also contains learning objectives, class activities, and student reference materials. The packet is formatted so that student activities may be reproduced for distribution to the class. Module 1 focuses on developing a broader understanding of the definition of human rights through an in-depth examination of the "Universal Declaration of Human Rights." The activities in module 2 are designed to enhance the understanding of justice as it is observed or ignored at individual, institutional, national, and international levels. Activities in module 3 examine the issue of freedom of conscience and expression. The ways that… [PDF]
(1985). Querying the Intercultural Approach. Seminar Held in Brussels, Belgium, September 21-22, 1984. The CDCC's Project No.7: "The Education and Cultural Development of Migrants.". This report summarizes comments of 10 researchers on topics relevant to intercultural education in Western Europe. The two-day seminar was organized by the French Commission for Culture in Brussels, the General Confederation of Teachers, and the Socio-Cultural Centre for Migrants in Brussels to bring research insights to Belgian educators involved on a daily level with high concentrations of foreign pupils. Reasons were given for slow development of intercultural education in Belgium, including opposition to learner-centered instruction, fear of lowered standards, and prejudice toward foreign teachers. Dangers of paternalism and segregation in poorly designed intercultural education were discussed. Migrant education efforts of the Council of Europe's Council for Cultural Cooperation were reviewed. Cultural characteristics of migrant children were explored with an emphasis placed on respecting differences in codes which regulate daily behavior. Psychoanalytic theories concerning…
(1981). Game for Anything: Multi-Cultural Games and Activities for Children. A collection of Native and newcomer Canadian children's activities and games have been gleaned from various cultural sources for children to benefit from Alberta's diversity of ethnic groups. The handbook forms a framework for the teacher/parent to organize activities for children allowing change and modification if necessary. The first section describes Indian activities such as intertribal gambling games (Bone Dice, Onesteh, Cheekahkwanug), guessing games (Gaquitt), traditional sports (Lacrosse, Papassi Kawan, Snow Snake), potato stamp technique used for decorating basketry, and face painting used during ceremonial dances, battle, and times of mourning. Recipes for Native dishes (Sunflower Seed Cake, Corn Chowder, Yellow Squash Soup) concludes this section. The second section consists of games (La Mora, Shangai, Tag, Quattro Cantoni, and various versions of Hopscotch), recipes (Slemp, Tortelli, Yogurt Torte, Egyptian Halvah, Crackling Bananas), and crafts (kites, origami, weaving,…
(1982). The Education of Migrant Workers' Children–"The Training of Teachers." Course on the Intercultural Training of Teachers (Lisbon, Portugal, September 21-24, 1981). A course on the intercultural training of teachers, organized by the Portuguese authorities, was a result of a Franco-Portuguese pilot project concerned with the development of intercultural training courses and teaching materials. Purposes of the course were to present the material prepared by the joint Franco-Portuguese team; to test and evaluate it on the basis of the participants' thoughts; and to draw up recommendations concerning the intercultural training of teachers in Europe. Participants were from 14 countries (France, Portugal, Austria, Cyprus, Spain, Denmark, Italy, Norway, Netherlands, Federal Republic of Germany, United Kingdom, Switzerland, Turkey, and Yugoslavia) and 4 governmental and non-governmental organizations. Topics covered in lectures, talks, and discussions in plenary sitting and in working groups were: presentations of the Franco-Portuguese pilot projects; examples of teacher training in Turkey and the Federal Republic of Germany; socio-cultural data…
(1973). Project SUN (Spanish, Ute, Navajo). Education Journal of the Institute for the Development of Indian Law, 2, 2, 14-16, Sep 73. A part of the Southwest Board of Cooperative Services, Project SUN (Spanish, Ute, Navajo) is a multilingual, multicultural program for children in grades K-3. (KM)…