Activities that an intermediate grade teacher used to make geography relevant to her students are described. The students researched their own family heritage. To learn about another culture, they adopted a country and did library research concerning the country's economy and culture. (RM)

This packet provides an overview of historical and contemporary Mexico. The interdisciplinary lessons for grades 7-12 include history, geography, art, cooperative learning activities, and map work. Worksheets are included. (EH)

Because of its exciting use of rhythm and its variety, African music is an excellent musical culture for study. Seventh and eighth grade students, with no prior musical training, learned to play African instruments and dance the Adowa, a traditional dance of the Ashanti people of Ghana. (RM)

Outlines the contents of a culture and civilization course for first-year students of Spanish enrolled in a program abroad. Proposes to focus on the diversity of the Hispanic culture, on questions of cultural identity, cultural differences and similarities, and on the study of cultural stereotypes. (MES)

Comments on the declining interest in foreign language and culture studies as a manifestation of ethnocentrism negatively affecting our international policies and our understanding of the differences within American society. Mentions the American Association of State Colleges and Universities' policy statement and the New Jersey's state-wide plan…

Illustrates a way social studies teachers can use translation exercises to teach about a geographic region. Uses translations of haiku poetry for this purpose. Students perceive and translate a haiku differently thus experiencing firsthand a fundamental objective of social studies which is understanding differences in perspectives. (GG)

Relates how children in Japan become members of Japanese society by learning the cultural and social norms from family, school, community, and the nation itself. Suggests four teaching activities that will help U.S. students understand Japanese culture and reflect upon their own lives and responsibilities. (CMK)

Three poems, by W. Whitman, A. MacLeish and R. Frost, are seen to have a common constant "pattern" -- the experience of the frontier, as a fundamental social and historic experience of Americans. The position of J. V. Hagopian, that poetry is not suited for transmitting such information, is rejected. (Text is in German.) (IFS/WGA)

Thais and U.S. citizens have a number of striking cultural similarities. Both prize the freedoms they enjoy, both are quite pragmatic and individualistic, and both disdain pomposity and arrogance. These traits form a kind of common core that helps Thais and U.S. citizens connect in cross-cultural interactions. Nevertheless, there are also…

The purpose of this three-week teaching unit on China is to promote interest in the People's Republic of China, to investigate China's role in world politics, and to promote cultural awareness. Chinese culture and geography are covered while research skills, group work, and oral presentations are stressed through assignments. The unit contains:…

Describes one teacher's experience teaching English in Japan, and the effect of this experience on his current teaching style in an American high school. Notes that he now injects Japanese culture into class discussion and frequently compares and contrasts English literature, language and cultural history with that of Japanese. (JG)

Informed US citizens recognize the importance of neighboring South American countries. Few teachers, however, have the time to teach about each Latin American country. One approach to instruction is to focus on a few important countries. Suggestions to help middle school students learn about Argentina, Brazil, and Peru are presented. (RM)

Describes an approach to the utilization of news items and ads from a local newspaper in the culture and civilization classes of a French language program for foreign students. Suggests criteria for the selection of materials by students and provides examples of "grids" that facilitate the content analysis of texts. (MES)

These lessons were developed by teacher participants in the 1994 Fulbright-Hays Summer Seminars Abroad program in China. The 15 lessons include: (1) "Global Studies 1" (Robert H. Berry); (2) "Dao Beijing" (Thomas G. Buckingham, Jr.); (3) "Letters to the Past: An Integrated Curriculum on China, Hong Kong, and Macau"…

The two lesson plans presented here are designed to be used as teaching resources in presenting India to high school students. Lesson one focuses on "India and Cartoons" and uses contemporary Indian political and social cartoons for student analyses of social commentary. Lesson two examines "British Architecture during the Raj"…