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Kister, Joanna; Montgomery, WandaDevelopment Education for the American Teenagerthrough Home Economics. Global Connections. Teacher'sGuide.American Home Economics Association, Washington,D.C.Agency for International Development (IDCA),Washington, DC.8813p.American Home Economics Association, 2010Massachusetts Avenue, NW, Washington, DC 20036 ($2.00plus postage).Guides Classroom Use - Guides (For Teachers) (052)-- Tests/Evaluation Instruments (160)

MF01/PC01 Plus Postage.*Cultural Awareness; *Curriculum Development;*Developing Nations; *Home Economics; InternationalCooperation; Learning Activities; SecondaryEducation; Teaching Guides

ABSTRACTThis teaching guide provides materials on how to

implement a global education curriculum into the home economicsprogram. The stated objective is to motivate students to become morecaring and responsible citizens of the global village. Contentsinclude a list of student objectives, steps to take in implementingthe global view curriculum, and sources of instructional materials.The curriculum orientation is also discussed. The problem orients. ionapproach is described, and suggestions are made on how to approachthe problem-solving process. Both a student pretest and teacherself-assessment form are provided. Other contents of the guideinclude recommended teaching strategies and techniques, suggestionsfor introducing an issue with the students, and suggested activitiesto help students learn about people in developing countries. Thecreation of a culture kit--a resource that the teacher develops--isdetailed. The guide concludes with a list of "links" to make for helpand resources. Celebration of world days, linkage with others inservice projects, and background readings are suggested. (YLB)

******************************************************************:-****Reproductions supplied by EDRS are the best that can be made

from the original document.4**********************************************************************

STEACH... 'SD

_JUIDF TEENAGER THROUGHa.

FOR THE AMERICANDEVELOPMENT EDUCATION

HOME ECONOMICSU S DEPARTMENT OF EDUCATION

Ch Office ot Educational Research arv; improvement

C\I EDUCATIONALSOURCES(MCI

INFORMATIONCENT

document he been reproduced asreceived I Wm the person or organization

originating itIli 0 Minor changes have been made to irep rove

reproduction duality

Pointsot vie. or opintonS stated .nthIS dOCu

ment do not necessarily represent othoalOERI position or policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

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CZ2Y71 I Ana U- -7%-.--F

GLCONNECTIONS

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TO THE EDUCATIONA ESOURCESINFORMATION CENTER (ERIC)"

If young people are to bring compassion and understanding to the future theywill share with millions more people than are now Even living,* it is criticalthat they recognize the world's interdependency, the similarities and interre-latedness of problems faced by American families and families of developingnations. Today's high school students will be leaders, decisionniakers, andshapers of tomorrow's world.

\64 Three-fourths of the world's nations today are still developing. Tho"-h many

Q have long-and often-proud pasts, they face harsh economic realities of a newage. This body of nations, almost another world by sharp contrast with themore industrialized countries, is called the Third World. Yet, the earth is oneworld and all its peoples have a stake in the Third World's fto:lre.

,C)GLOBAL CONNECTIONS is a Home Economics cutfics;!um for building links

\ between American teens and peoples of these developing countriesfor asafer, better world.At the present growth rate, the world population which yearned 5 billion in 1987 will uouble by 2025

2

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TEACHER'SGUIDE

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CONNECTIONS

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AcknowledgementsGlobal Connections is a project of TheAmerican Home Economics Association(AHEA), partially funded by the Develop-ment Education Program of the U SAgency for International Development(AID)

The instructional materials prepared for theGlobal Connections project follow therecommendations made by a NationalAckisory Committee This 20-member com-mittee was composed of eight AHEA sec-non or committee representatives of relatedhome economics organizations, and fourmdi,iduals from other organizations withglobal or development education interests

A resource team composed of home economists with experience in less developedcountries and home economics teacherswith international interest prepared the firstcurriculum modules These materials werefield-tested. adapted. and further developedby a group of 24 teachers who attended aGlobal Connections training workshop atIowa Star: University (Ames) in 1986

A draft of the publication was shared withstate leaders at a workshop at the Universal,of Texas in Austin in 1987 Additions andrevisions 11,-,./e been made in accord withthese recommendations The assistance ofthese indmduals and that of Shelagh Laneproject administrative assistant are gratefullyacknowledged

Authors: Joanna Kister, Ph.D..Executive Drector Division ofVocational and Career EducationOhio Department of Education

Wanda Montgomery. Ph.D..Project Manager. GlobalConnections, Research UnitAmerican HomeEconomics Association

Editor: Millie Riley, Washington DC

1988 Global Connections. ResearchUnit. American Home Economics AssociaLion Permission is granted to home economists for multiple copy duplication for edu-cational activities

Price: Teacher's Guide. S2.00plus postage and handling.For information on other Global Connec-tions resource materials American HomeEconomics Association, 2010 MassachusettsAvenue N W Washington DC 20036202.862-8300

Chsrtsi figures ni pp 4 6, 4,1(1') u.. , wah porno's, 41,reprodutrt! horn h. pu!,,,non sorld food Den C sr,( Pdion

""b h AA, pr d tor (hurt h World 'Art.,/ I` I I,the (MK* On 64,1,41f dig nn, Narwelat Conn.! of ( huff h,.Kira-now MArt.Innol n rllr,hr,dhon weft the (emu he Tea! nInn tnntIondl HI MVel, thIllerVN of f

Photos Aga Khan f oundAnnn Proietts m Heath Kenyapp 7 and 10 (4,11.11( emnerhons workshop pp II and 11

2

Introduction

What Does DevelopmentEducation Mean?Development education is learning thatcreates an international perspective.Development education begins with arecognition of global interdependenceand the continuing need for justice andequity in the world 1 Developmenteducation accepts these as basic tenets

Poverty in a world of plenty isunnecessary and unacceptable.The world has the resources and thehuman capability to eliminatepovertyAmerica's well-being is dependenton global well-beingIndividuals can make a differenceeven where basic societal changesare neededPeople must be empowered to bringabout their own change.

Words of U S. Congressman BenjaminA. Gilman offer the challenge- "In anage of increasing interdependence.global hunger and poverty has becomean issue of critical importance to theU S. It is imperative that the Americanpublic recognizes better how conditionsin less developed nations affect ournation."

The goal of the Global Connectionscurriculum Is to motivate students tobecome more caring and responsiblecitizens of the global village as a resultof their involvement in GlobalConnections.2

Students Will GrowIn Understanding

KnowledgeBecoming aware of and compre-hending conditions of poverty andhunger in families of the ThirdWorldDeveloping an understanding ofthe life of families in developingcountries.

Recognizing the reality of globalinterdependence of families andthe link between local and globalproblems

Values and AttitudesAppreciating and respecting di-versity in traditions, customs.skills, and beliefs of families endindividuals of all cultures.

3

Grasping the concept of peopleempowerment as the tool ofprogre.,sDeveloping a sense of personalresponsibility for families andproblems in developing countries

Advancing the principle of globalinterdependence.

ActionAddressing short- and long-term

problems of families in developingcountries through varied meanssuch as collaboration with groupscommitted to a self-help that em-powers people. awareness, activi-ties. service projects, and publicpolicy influence/action.

Bringing a Global ViewInto Your HomeEconomics ProgramSteps To Take1 Assess the status of the global edu-

cation curriculum in your school

Determine the appropriate role ofdevelopment education in yourHome Economics curriculum.

3. Select content and methodology.Content themes could include

Population and food needs.Interdependence of teenagersand their families with others.Resource utilization to meetneeds of all individuals andfamiliesFamily customs and traditionsthe strengths. stability, anddifferences.Lifestyles and contrasts

Methodology might includeIntegrating material into regularteaching unitsTeaching development educationas separate modulesRecognizing special activities/events such as World Food Day.

4 Choose instructional resources.Global Connections project publica-tions will include

County/Area ProfilesEach guide contains maps tolocate the area or continentwhere selected countries arelocated and includes somedemographic and historicalinformation and short casestudies about families/individu-als Discussion guidelines, a list

TEACHER'SGUIDE

GtOCONNECTIONS

of additional resources, andbrief descriptions of selectedholidays and family customscomplete each profile Thereare guides for:

AFRICA areaBotswana.Nigeria. KenyaASIA areaThailand. India.PhilippinesCARIBBEAN areaJamaica. St LuciaLATIN AMERICA areaPeru. Ecuador. HondurasMIDDLE EAST areaEgypt and Turkey.

SlidesSets of 20 slides with writtenand/or taped commentary willdepict family I co, education. cloth-ing. food production. children'sactivities, and other social aspects oflife in the developing world. Someslide sets are in production new

Topic Modules/Lesson Plans

Modules and/or lesson plansfocusing on various subjectareas of Home Economics willbe available. Each lesson hasbeen tested by one or morehome economics teachersThese list objectives. concepts tobe learned, and include appro-priate strategies for teaching.Two or three strategies aredetailed and sources of addi-tional ones listed. Modules/lesson plans are available in thefollowing subject matter areas

Foods and NutritionResource ManagementHousingParentingWork and the Family.

Sources To TapDevelopment and global educationinstructional materials have been pre-pared by a number of organizations inrecent years These are available free ofcharge or at a minimal cost. Some ofthe agencies that you may wish tc con-tact are listed below:

American Association for WorldHealth

2001 S Street N W Suite rxit)Washington. DC 20009202 265 0286

Brigham Young UniversityDated M Kennedy CenterPublications Smites28() FIRCBProvo UT 84602801 378-6328

Canadian International Develop-ment Agency

Public Affairs Branch20(` Promenade du PortageHull. Quebec KIA 0G4819 997-6100

Catholic Relief Services1011 First AvenueNew York NY 10022212 838-4700

Church World ServiceOffice on Global Education

115 North Charles StreetBaltimore. MD 21218301.727-6106

Church World ServiceFilm LibraryP 0 Box 968Elkhart. IN 46515219-264-3102

Global Perspectives in Education218 East 18th StreetNew York NY 10003212-475-0850

National Committee for WorldFood Day

1001 22nd Street N WWashington DC 20437202-653-2402

OEF International1815 H Street N W10th FloorWashington DC 20006202 466-3430

Population Reference Bureau. Inc.777 14th N W Suite 800Washington DC 200(15202 639 8040

Save the ChildrenP 0 Bo. 951)We,tport CT 06881203 226 7271

Seeds222 Last Lake DriveDecatur GA 30030404-378 3566

'UNICEF- U S Committee331 East 38th StreetNew York NY 10016212 686-5:522

UNIFEM (formerly Voluntary Fundfor the UN Decade for Wornor)

304 East 45th StreetIlth FloorNew York, NY 1(1(117212-906 6400

UNIPUBBox 4:;3Murray 11111 StationNew York. NY 10016

World BankPublications Office1E18 H Street N WWashington. DC 20433202 477-1234

Slides. films. filmstrips videocassettesavailable for on or purchase

Curriculum OrientationHome Economics education helpsfamilies solve perennial problemsnur-turing human development: feeding.clothing. and housing the family: man-agilg resources: and coordinating workand family.

Perennial problems are those faced byfamilies across cultures. over time.Practical problems irvolve questions ofvalue judgment regarding what is bestto do in a particular context.

Why the ProblemOrientation Was ChosenThe perennial/practical problem orien-tation was selected for the Global Con-nections curriculum because thisapproach:

Motivates students and pro-motes personal involvement. Stu-dents become more engaged when theclass begins with a question such as."Should we be concerned about peoplein developing countries?" rather thanwhen a teacher simply presents fivereasons why students should beconcerned.

Prepares students for the infor-mation age. Information about devel-oping countries changes rapidly. Stu-dents need critical and creative thinkingand value reasoning skills in order tosolve future problems

Recognizes the complexity ofthe problems of families in develop-ing countries.

Changes attitudes and values."Unfortunately facts alone rarelychange our attitudes or values." saysJim Jarvis in his writing for ChurchWorld Service "When facts conflictwith our values, we have a tendency toignore. forget. reject them, or simplyturn off the speaker." Jarvis calls therequired first step in global educationas one of dealing with attitudes andvaluesdeveloping activities that causelearners to stop and think about theirpositions. "Once thinking." he says."they are more open to new Ideas andinformation."3

3

TEACHER'SGUIDE

CONNECTIONS

Recognizes long-term signifi-cant issues. Issues such as hungerand poverty can be addressed ;zitherthan unrelated pieces of info matron

Considers valued ends. Theproblems of developing coz.nries arevalue questions--What should bedone"''- issues

Provides a proactive stance. Stu-dents can become advoc -es forchange rather than accepting existingconditions of poor housing and healthpoverty. and hunger in the world

Teaching ModelsTo address practical and perennialproblems faced by families in develop-ing countries, students need to developproblem-solving skills The teachingmodel on the following page isdesigned to help students developthese skills 4

Resources and strategies from the leaflets. slides. lesson plans and otherresources may be incorporated into theteaching model Probing questionsencourage students to think critically

How To Approach theProblem-Solving Process

1 Identify and clarify the problem2 Search out and gather adequate

information3 Evaluate the reliability of the

information4 Formulate goals or valued ends

and rank their importance inmaking decisions

5 Interpret the contextual factorsof the problem

6 Make a decision7 Justify the decision based on

decision tests e Is it moralk,and ethically defensible"))

Universal consequencese What if everyone did it)

Role reversali e What if I or someone elsewk..e in mat situation)

Omer casese Vv'hat if we tkere in new

situations)8 Develop skills necessary for

action Encourage use of skills ina real situationReflect on the action as imple-mented and actualconsequences

9

4

World Map of Rich and Poor Nationsorb

03,11,11

,t,"1,1oto NY

-

E]."Z". ,-

:";:iZ .0^ orj As;a".

Many students respond tothe audiovisuals and infor-mation by observing howfortunate they are to live inAmerica. This is the teach-able moment. Ask probingquestions to help studentsrealize the need to go

.1111111111111111111W

beyond, to take action, toraise community awarenessof the problem, to planactivities and projects thathelp people in developingcountries, and to understandthe processes of publicpolicy formation.

dESI COPY AVAILABLE5

Copy ThisPage for

Classroom UseMake as many photocopies of

this pretest as needed to usewith your students Answers for

Part II are given below A bargraph mignt be created to illus-trate students' attitudes 'feelings

on statements in Part I Thiscan be an opener to a discus-

sion and more sharing offeelings or concerns

Answers to Part Ii1 d about 75%2 b 6%3 c about 30%4 Asia. Africa. Latin Amenca5 b military6 e under 1%7 d less than many other

developed countries8 a 1

9 b 1/2 as much10 d 460 million

PRE -TESTGlobal Connecvions Curriculum

Part I: AttitudesWhat do you think) Rate the amount of agreement or disagreement you have with each of thefollowing statements Use the scale below and indicate your choice on the blank provided

StronglyAgree

1 2 3 4

StronglyDisagree

5 6

1 The United States is the wealthiest coy nt y in the world

2 The U S has the highest ndard of hying in the world

3 The U S :s a developing country

4 The U S is the most generous country in the world when it comes to giving development

5 U S citizens spend several times as much money on alcoholic beverages as the U S gov-ernment spends on official development assistance

6 There is z lot we can learn from Third World countries

7 The food I eat is no really related to hunger in the developing countries of the world

8 People are hungry because there just isn't enough food to go around

9 Most Amencans have an accurate idea cf how Africans !lye

10 If poor nations would adopt the U S economic and political systems of capitalism anddemocracy. they would develop more rapidly

:1 The U S government should give more food aid to needy countries

12 If poor nations would select a socialist economic and political system as adopted byChina. they would develop more rapidly

13 People don't have enough to eat because they are unwilling to work

14 The prov..em of world hunger is mostly a problem of foreign count ies .and it will havelittle effect on my life as a U S citizen

15 The problem of world hunger is my problem since the future of my life Is tied to the Inesof all other peoples on earth

Part II: Factual Knowledge1 percent of the world's population lives in developing countries

a less than 10% b about 25%c about 50% d about 75%e about 90 1,

2 How much of thE world's population lives in the United States'a 3% b 6%c 9% d 12%e 1D%

3 The United States has percent of the world's resourcesa about 15% b about 25%c about 30% d about 50%e about 65%

4 Which three continents contain the majority of developing countries)a Asia b Nonh Americac Africa d Latin Americae Aliatralia f Europe

5 Which program item receives the biggest "chunk of the U S budget'a foreign aid b militaryc welfare programs d educatione government operation f health

6 What percent of the U S Gross National Product (GNP) goes to foreign a,sistance)<1 about 25% b about 15%c about 10% d about 5%e under 1%

7 U S aid to developing countries as a percent of the GNP isa more than that of any other developed countryb more than most developed countriesc about the same as other developed countriesd less than many other developed countries

8 In 1958. a Central African earned enough money from selling the U S 2001bs of cotton to buyfour blankets How many blankets could he she buy today fur the money earned from selling thesame amount of cotton')

a 1 h 4 c 8

9 The average protein -take of each person in the U S is about 96 grams per day In li.dia it isa about the same 1) 1 2 as muchc 3 4 as much d 1 3 as much

10 The population of he world is approximately 5 billion 15 00t. How many people sufferfrom insufficient protein energy supply'

a 50 million b 100 millionc 200 million d 460 millione 900 million

6

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o illus-eelings

I Thisdiscus-ring ofitems

imenca

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I

Pau-DTESTGlobal Connections Curriculum

Part I: AttitudesWhat du you think' Rate the amount of agreement ur disagreement you have with each of thefollowing statements Use the scale below and indicate your choice on the blank provided

Strongly StronglyAgree Disagree

1 2 3 4 5 6

I The United States is the wealthiest count y in the world

2 The U S has the highest _ ndard living in the world

3 The U S a a developing country

4 The U S the most generous country in the wut id when it comes to giving developmentasst -ranee

5 U S ,,t,zns spend several times as much money on alcoholic beverages as the U S gov-eminent spends on official development assistance

6 There is lot we can learn from Third World countries

7 The food I eat is no' rally related to hunger in the developing countries of the world

8 People are hungry because there Just isn't enough food to go around

__ 9 Most Americans have an accurate idea cf how Africans live

10 If poor nations would adopt the U S economic and polaical systems of capitalism anddemocracy. they would develop more rapidly

:1 The U S government should give more food aid to needy, countries

12 If poor nations would select a socialist economic and political system as adopted byChina, they would develop rnoro rapidly

13 People don't have enough to eat because they are unwilling to work

14 The proe,em of world hunger is mostly a problem of foreign count les .and it will havelittle effect on my life as a U S citizen

15 The problem of world hunger is my problem since if t future if my He is tied to the livesof all other peoples on earth

Part U: Factual Knowledge1 percent of the world's population lives in developing countries

a less than 10% b about 25%about 50% d about 75%

e about 90%2 How much of the world's population lives in the United States'

a 3% b 6%c 9% d 12%e 16%

3 The United States has percent of the world's resourcesa about 15% b about 25%c about 30% d about 50%e about 65%

4 Which three continents contain the maprity of developing countries)a Asia b North Americac Atnca d Latin Americae Au,stralia f Europe

5 Which program item receives the biggest "chunk- of the U S budget)a foreign aid b militaryc welfare programs d educatione government operation f health

6 What p,rcent of the U S Gross National Product iGNP) goes to foreign a...sistanee'a about 25% b about 15%c about 10% d about 5%e under 1%

7 U S aid to developing countries as a percent of the GNP isa more than that of any other developed countryb more than most developed countriesc about the same as other developed countriesd less than many other developed countries

8 In 1958. a Central African earned enough money from selling the U S 200 lbs of cotton to buyfour blankets How many blar,kets could he she buy today for the money, earned from selling thesame amount of cotton')

a 1 b 4 c 8 d 12

9 The average protein -take of each person In the U S Is about 96 grams per day In India it isa about the same b 1 2 as muchc 3 4 ac much d 1 3 as much

10 The population of he world is approximately 5 billion i5.0(Hi low many people sufferfrom insufficient protein energy supply')

a 50 million b 100 millionc 200 million d 460 millione 900 million

6

TEACHER

SELF-ASSESSMENTChecking Your Classroom's Global Connections

In Your ClassroomTeaching Do You

VeryOften

Some.times

Seldom/Never

Could BeSuitable

Not AppropriateFor My Students

1 Display a world map"

2 Have a world atlas available"

3 Provide a globe in the room"

4 Point out on the map or globe citiesand countries that come up indiscussion?

5 Include materials that mention othercountries in addition to the U S 9

6 Stress the need to know about therest of the world"

-r

7 Point out international linkages inyour local community'

8 Mention that individual decisionscan have an effect on our envnonmentand our world"

9 Point out similarities among theworld's cultures when teaching aboutother countries'

10 Point out that people can havedifferent ways of doing the same thingand that's okay."

1

11 Point out &fferences amongcultures in a non,udgmental way whenteaching about other countriescultures"

12 Invite people from the communityto speak about other countries orcultures"

13 Bring in people to talk to yourstudents about world issues. e gpopulation. food. energy"

14 Discuss current world events itclass" i

15 Promote conservation andecological concern within yourclassroom"

'

16 Teach your students aboutimportant issues facing our planetearth

17 Discourage waste by yourstudents'

18 Promote loyalty to the U S whilerecognizing the rights of othercountries'

19 Emphasize that conditions in ourworld are constantly changing and wemust prepare ourselves to live in aworld of change"

fr --r

l20 Encourage students to think.dream. and plan for the future theywould like to see"

(Adapted from "Global EducationProject." Menominee County Interme-diate School District. Menominee.Michigan.)

I

II

I

IIIII

II

Ip

III Use ThisI Page To Think1 Through Ways

You Want1

To ChangeAfter a self-assessment. teachersI may find it helpful to sharefindings with another teacher

1 and discuss concerns or !mita-' bons Invite your school admin-istrator's commitment of supportfor changes you want to make

IIII Use ThisI Page To ThinkI. Through WaysIg You WantaI To ChangeIAfter a self assessment. teachers

1.1

may find it he!pful to sharefindings with another teacher

Ii and discuss concerns or ',mita-i lions Invite your school admin-.! istrator's commitment of supportI for changes you want to make

1

TEACHER'SGUIDE

GLOCONNECDCNS

Teaching StrategiesAnd Techniques

Problem Identification /Clarification

How To's1 Student-teacher conferences2. Classroom setting using

- newspaper clippings/maga-zine articlesbulletin boardscase studies from writings.films, slides. videotapes. TV.short stories adolescentnovelsvignettesstatistics

- pretests.

Suggested Questions To Ask1. What is the practical problem in

this situation?2. Why do you think this is a

problem?3. Why be concerned about this

for oneself?4. Do many different people share

this problem?5. What questions do you have

about this problem?

Information Searchand Collection

How To's1. Brainstorming in small groups

or as a class.2. Interviews3. Questionnaires and surveys.4 Attitude inventory.5. Individual or group information

collection from:lecturesassigned reading withworksheet

-audiovisual materials-library work-magazine or newspapers

speakers.6. Class discussions using.

vignettes-case studies

value clarification activitiescharts such as practicalreasoning worksheet andvariations.

7. Role plays/simulations.8. Creative writing (stories).9 Teacher/student conferences

10. Class discussion using:-decision (morally defensible)

testsuniversal tests

-role reversal tests-new situation (workability)

tests.

Suggested Questions To Ask1 What information do you need

to solve problems?2. What personal factors affect

your decision-resources.goal.,. nd values?

3. What reasons are behind whatyou selected?

4 What environmental factorsaffect your decision -laws andrules Of family, community.school. state. or nation?Resources and relationships?Cultural customs of taboos?

5. What alternatives or choices-good or bad-have you inmaking the decision?

6. What are the consequences ofeach for you. your family. thecommunity. nation, or world?

7. What results-good orbad-might you expect as out-comes of your choice?

Inadequate sod resources and ssater areamong the problems deselopmg nat.oms face

8. What do you think is best todo and why?

9 What impact would yourdecision have on you. yourfamily. your community?

10 What if everyone selected thissolution or acted in this way?

11. Woul I you choose the samesolution if you were . . ? (Listpersons who might beaffected.)

12 What if? i e You were preg-nant? You heard food reliefwas io arrive the next day?

13 Would this solution be work-able considering personal andenvironmental factors noted byyou?

14 Does this solution match withwhat you and society both feelis important?

Skill Development &Situation Application

How To's1 Simulations and role plays.2. Laboratories.3. Individual experiences4. Everyday experiences in the

home. school. and community.

Suggested Questions To Ask1 Do you have the skills needed

to carry out your decisioncarefully?

2. What skills do you need?3. How can you better prepare

yourself for this situation?

Reflections onActions / Consequences

How To's1. Personal logs/journals.2. Bulletin boards.3. Pencil/paper tests.4 Group discussions using decision

tests.

Suggested Questions To Ask1. How do you feel about your

choice?2. What other decision/ choice

might be better and why?3. How can you prepare yourself

better next time for thisproblemsolving situation?

Introduction of anIssue with Students

Issue: Should I helpfamilies in devel-oping countries?

Step 1: Clarify the problem.How do developing coun-tries differ from developedcountries?--Compare economic,educational, and healthstatus of developing anddeveloped countries. (Seechart of Characteristics ofSelected Countries on page9.)

Analyze and drawconclusions.

What does it mean tolive in a country with ahigh infant mortality rate.low life expectancy. unsafewater. etc 9

7

TEACHER'SGUIDE

GTOCONNECTIONS

Formulate a definition of adeveloping countryLocate developing coun-tries on a map or ylooe.

What generalizations canyou make about thelocations?

Are the countries clus-tered? (See World Map onRich/Poor Nations on page4.)Imagine yourself living inone of the developingcountries.What would your day beiike?What food would youeat?

What would you wear?What services and con-

veniences might you miss?What would be your

job/career opportunities?What are the roles of

males and females?What perennial problemsare faced by families indeveloping countries? Howare these problems similaror different from those ofAmerican families?Identify major issues/con-cerns of selected develop-ing countries. Post these onthe map.

Step 2: lEkaw someconclusions.

Use resources to developcase studies which depictissues/concerns of teen-agers and families in devel-oping countries. Resourcesinclude persons in yourcommunity such as refugeefamilies, missionaries,Peace corps workers. orothers who have ;wed andworked in developingcountries: and referencessuch as books, periodicals.audiovisuals, and currentmedia (television etc ).Assign reports on family lifein selected developingcountries. Use activities forcreating cultural awarenesson page 9.Develop skits or role playsdepicting daily life of teen-agers or families in yourcountry.Read the poem The Arith-metic of Poverty on page 11.

8

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Sa'a sti*, 1,1 .5 5: '3 74 95

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Generate alternatives onhow you can help. PlanFHA/HERO chapterawareness and/or outreachactivities and projectsAsk questions of yourself inall the above activities:

What are the issues'concerns?--W iat are the feelings ofeach of the persons?

What values areimportant?--In what ways are thesevalues similar or differentfrom yours?

Compare needs of indi-viduals and families indeveloping countries, inAmerica when it wasdeveloping. and in Americatoday.

Step 3: Take action.Plan awareness activitiesand social action projectssuch as.Publicizing internationalspecial event days such asWorld Food DayCreating posters forschool displays. illustratingteenagers and families indeveloping countries

Writing articles on class-room or FHA /HEROchapter activities for a

school or local newspaper.Sending to organizations

personal. household. andclothing necessities for fam-ilies in developingcountries

Sponsoring a child in adeveloping country.

Step 4: Reflect on youraction.

Imagine consequences.short and long term. foreach of the awarenessactivities or action projects

Is it appropriate for thecountry?Doez it consider theneeds. environment. andculture of that country?

Is it ethical?Whose interests are

served by the activities/projects?Should you be involved?What are the outcomes foryou individually. the com-mur:ty. and the nation ifaction is taken to help fam-ilies in developingcountries?Maintain student logsreflecting new knowledge.feelings, and perceptionswhile learning about indi-viduals and families indeveloping countries.

TEACHER'SGUIDE

CONNECTiONS

Suggestions To HelpStudents LearnAbout PeopleIn Developing Countries1 Recognize that one's own personal

or cultural beliefs, values, and per-ceptions are not the only way ofviewing the world.

2 Develop a non-judgmental atti-tudeto know and to understandthe people of a country withoutevaluating.

3. Display empathy, the ability to putoneself in another's shoes

4. Note ethnocentric expressions ofsuperiority.

5. Recognize stereotypes of people ofother countries.

6. Acknowledge the similarities ofpeople in developing countries andin the United States.

7. Study a country for its intrinsicworth. Recognize the beauty of thetraditions, the arts. and the culturalinstitutions.

Creating ActivitiesFor Cultural AwarenessThe objective is to help students gaininformation about people in anotherculture.The following set of questions may beused to gain information. Draw outspecific answers1. How do people greet each other-

shake hands, bow, embrace, orother means? How do they part?

2 On what occasions would one pre-sent or accept gifts? What gifts are

considered appropriate? If flow'rsare given, what kind? What are:ome of the special meanings offlov,rers?

3 Are children usually present orparticipating at social gatherings?Where are elderly members of thefamily or women of the family onthese occasions

4 How are children disciplined athome or at school?

5. In schools, are children segre-gated? If so, howby race, class,caste, sex. religion, grade level, orage'?

6 Do most people read and write?7 How are public saintation,

hygiene, and garbage dealt with?8. What is the normal dress of

women, of men, of children?9 What foods are taboo? What

actions are taboo?10 If as a customer you touch or

handle things that are for sale, willyou be considered knowledgeableor inconsiderate. within or outsideyour rights?

11. Is TV available? How widely is itused? How is it usedteaching,recreation? What programs areavailable?

12. What is the attitude toward drink-ing and gambling?

13. How do adults spend their leisuretime? How do children?

14 What is the normal pattern ofwork days and days off'? What arenormal working hours for men. forwomen?

15. What are the important holidays?How is each observed?

Country BAIN aCsh

GNP per cap t (U SAnnual Gronln Rafe (fq) 4,

Pppulabon 913 (rn.,PPn)Annual G.o.41) Ree Oa)

AgrocuSla, Prod, twtyAnna! Gro.n Rsf I41 t,Lit E.ptcfsncy 1943

1911)

wan, Mo.!. ly 1965PI. (per Int, 1967Populaalo per

Sale Wl,:er ea,, 4

lend ealOf Potem

, per "Lna per day

Rep,premenlCalorle.(4) St

; Income DiainbulionHerd by Up 104 32 1,

20,1 6 a'

t Econorrt Aid flec.fvedLanLan Wevef Donor.

Ca911, y62 t7

Characters: cs of Selected CoJntnes

twig Crum, Kenya ndones 14geria Bram S Notes U S A

4' 0

SO,OCCS WOrld Development Report 1985 I °

0 World Ithidary and So at Frponclliffns 1985Cnodry Reports on Human Pract,,,, tn. 1985

tY

57, g

JG

1u

Culture Cues

Culture is the sum total ofways of living built up by agroup of human beings andtransmitted from one gener-ation to another.

Some characteristics ofculture:

beliefsvaluesworld views (religion)social organizationeconomic organizationpolitical organizationverbal languagenonverbal communi-cation patternsconcept of timeconcept of spaceartstraditions.

Culture KitA Resource YouCreateOne way to become interested inanother culture is to actually handleitems which are common to that cul-ture but which are unfamiliar to individ-uals in the U.S. A home economist atIowa State University introduced theidea of a "culture kit." An adaptation ofthe original is found below:

Creating the KitPeople of all ages respond eagerly tothe opportunity to handle real itemsfrom the everyday lives of other cul-tures. Trying on their hats, walking intheir shoes, smelling their spices, listen-ing to their music, and playing theirgames offer welcome chances to iden-tify with unfamiliar patterns of life.

A Culture Kit is a means for sharingwith others what has been learnedabout another way of life. These guide-lines will make it easier and more funfor teachers and students to make theirown Culture Kit.

TEACHER'SGUIDE

GtOCONNECTION:

Making It Your OwnStep 1: Choose a culture. Decide ,t

you want to focus on a specifictheme such as food or music or tocombine several themes for a moregeneral approach

Step 2: Keep in mind that a CultureKit should include experiences forall five senses. sight, sound. smell,touch, and taste. Active participa-tion on the part of users willenhance the effectiveness of the kit.

Step 3: When items are collected.learn as much about each one aspossib!.? Read and talk with peoplewho have travelled or lived in thatculture. Foi example

How is the item used in dailylife?What customs are associatedwith it?Where did it come frcm? Why isit used? Who uses it?How is made?

Ideas for Content1 Maps. flags, coins. currency or

stamps2 Pictures and posters. slides.

films, or filmstrips3 Cassette tapes of people talking,

of music, or culturgrarns.4. Stories or books about the

country; newspapers andmagazines

5 Recipes or foods such as spiceswhich won't spoil

6 Clothing and handmade crafts7 Musical instruments or small

household utensils8. Play materials and games9 Poetry.

Collecting Kit ItemsSources for items in the kit vary fromcity to city Some suggestions are.

1 People who have lived ortravelled in the culture

2. Travel agents, foreign touristoffices, airline offices and/orembassy or consul office of thecountry.

3 Import stores. Check the yel-low pages in the phone book

4. Food import stores carryinginternational products.

5 Libraries will have informationand can help in locating otherresources

10

6 Bookstores. Don't overlookused bookstores and thrift shopsfor old articles, maps, orposters National Geographic ortravel magazines will be helpful

7 Universities and colleges willbe helpful in locating foreign stu-dents and resource materials

8 UNICEF bibliographies areavailable for every grade. K-12,critiquing books on over 100countries. These can be orderedfrom the Information Center onChildren's Culture. UnitedStates Committee for UNICEF,

box are suitable Bookstores usuallyhave boxes that are especial'strong.

Step 2: Label each itcrn with a self-sticking or sew-on label Fasten aninventory list to the lid of the boxfor quick reference Include note-cards with brief, clear descriptionsof each item. Keep two othercopies of the notecardsa masterset and one to replace lost or worncards. Laminating cards or paperitems will help prc.,2rve and protectthem

Step 3: P?ck kit items in a way to pre-vent their damage. Plastic bags

ImPro,tng women < entrepreneunal <kilt< and access tocredo helps families and the economt,

331 East 38th Street. NewYork, NY 10016 Film lists andstudy units on selected countriesare a!so available

9 Background Notes of theU.S. Department of State areshort, well-written statements(3-5 pages with a good map) onthe current politics of all coun-tries of the world with whom theU.S. maintains diplomatic rela-tions These may be purchasedinexpensively from the Superin-tendent of Documents, Government Printing Office. Washing-ton, DC 20422

Putting the Kit TogetherStep 1: Select a sturdy, well-designed

box to contain the items A mailingbox, a suitcase, or a corrugated file

should be used to protect eachitem Tissue paper. plastic bubblesheets. thin sponge rubber. or otherpackaging material can be used forfurther protection

Using Your Culture KitUse the Culture Kit as an activeresource Let the user audiencebecome involved with the items duringyour presentation Im ite people fromthe culture to be a part of yourpresentation

Discuss similarities and interesting differ-ences between U.S culture and theculture presented by your Culture Kit.

Share your Culture Kit with otherpeople Invite their use of it with theirfriends or at other group meetings.

11

TEACHER'SGUIDE

The ArithmeticOf Poverty

By Appadura (India)

Decide, mother,Who goes without!Is it Rama, the strongest?Or Baca, the weakestWho may not need it much

longer'?Or perhaps SitaWho may be expendable?

Decide, mother!Kill a partOf yourselfAs you resolve the dilemma.Decide, mother!Decide . . .

And hate.

`Source: Overco"nh g WorldHungerThe ChallengeAhead, Presidential Commissionon World Hunger, 1980.

Links To MakeFor Help & ResourcesConnect with FutureHomemakers of AmericaUse the FHA/HERO planning processto identify home economics issues indeveloping countries

Select an issueWork individual's, through thePower of One or in committeeor as a chapter to developprojects.Obtain resources from thelibrary; write for materials; invitespeakers.Plan activities that help create anawareness of neea: in develop-ing countries or service projectsthat assist people in developingcountries.Involve the school and commu-nity in FHA/HERO activities andprojects.Publicize these activities.

Encourage the FHA /HERO state asso-ciation to adopt a state project relatingHome Economics and developmenteducation.

Celebrate World DaysPlan to celebrate or include informationin your classes about World Home

A

,at

Workshops focused on deselopment education areentscieng and bolster confidence in teaching

12

Economics Day, World Health Day,and World Food Day A focus on thesecan spark the interest of studentsand/or Future Homemakers of Amer-ica chapter members.

Each of these days is recognized widelythroughout the world with a variety ofevents. Instructional materials whichcan easily be related to Home Eco-nomics have been prepared for each ofthese days and are available at little orno cost from the sponsoringorganizations.

These commemorative days might alsobe used to sponsor a money-makingactivity, with the money then contrib-uted to designated appropriate out-reach program(s)

WORLD HOME ECONOMICSDAYMarch 20Sponsored by the International Federa-tion for Home Economics (IFHE), thisday gives home economist. an oppor-tunity to tell the community aboutHome Economics programs and howHome Economics is addressing localcommunity probl,:ms or developmentand family issues in other countries.Contact the American Home Econom-ics Association, 2010 MassachusettsAvenue, N.W., Washington. DC20036

WORLD HEALTH DAYApril 7Sponsored by the World Health Organ-ization (WHO) of the United Nations,this year's international theme is"Health for All: All for Health."Emphasis is on the importance ofimmunization b combating childhooddeaths from preventable diseases. Anew international health teachingmodule is available from: The Ameri-can Association for World Health(AAWH), 2001 S Street N.W., Suite530, Washington, DC 20009.

WORLD FOOD DAY--October 16Sponsored t..,/ the Food and AgricultureOrganization (FAO) of the UnitedNations, this day commemorates weday of FAO's founding in 1945. "Pov-erty, Hunger and Interdependence"was the most recent theme The day iscelebrated in approximately 150 coun-tries. The American Home EconomicsAssociation has been a national co-sponsor for several years. Updatedmaterials are available from NationalCommittee for World Food Day. 100122nd Street N.W.. Washington. DC20437; 202-653-2404.

11

TEACHER'SGUIDE

CONNECTIONS

?-

Link Up with OthersIn Service ProjectsThe following are some orgarn.with development education ac' .desYour class or FHA/HERO chaptermay wish to learn what these groupsare doing. All groups are aware of theGlobal Connections project andassist in any way they can to help stu-dents identify an activity for theirinvolvement.

AFRICARE1601 Connecticut At)enue N WWashington. DC 20009202-462-3614

BOOKS FOR SCHOOLSAHEA Global Connections2010 Massa,iiusetts Avenue N WWashington. DC 20036202-862-8300

HABITAT INTERNATIONAL419 West Church StreetAmericus. GA 31709912-924-6935

PEACE CORPS PARTNERSHIPPROGRAM806 Connecticut Avenue N WWashington. DC 205261-800-42" 8580

PROJECT MERCY7011 Ardmore AvenueFort Wayne. IN 46809219-747-2559

SAVE THE CHILDTIENP 0 Box 950Westport. CT 06881203-226-7271

SCHOOL PARTNERS THROUGHAHEAAHEA Global Connections2010 Massachusetts Ave N WWashington, DC 20036202-862-8300

TRICKLE UP54 Riverside Drive, PHENew York, NY 10024212-362-7958

UNICEF331 East 38th StreetNew York, NY 10016212-686-5522

UNIFEM304 East 45th StreetNew York, NY 10017212.906-6400

12

Tap Other ResourcesFrom the organizations nokd with anasterisk and listed on page 3, you willbe able to obtain Information aboutslides, filmstrips, films, videocassetteswhich are availableusually on loanfor return postage or at minimum cost

Cited References1 Joint Working Group on Develop-

ment Education. A Framework forDevelopment Education in theUnited States Westport, Connecti-cut: Private Agencies in Interna-tional Cooperation in HigherEducation. Logan, Utah. Uta'aState University Printing Services.1984.

Ending Hunger, The Hunger Project,Praeger Publishers, 1985 CBSInternational Publishing, 383 Madi-son Avenue, New York, NY10175 $19.95. Beautiful coloredphotos, maps. and charts toinspire, challenge, ane informregarding the worldwide eliminationof hunger

State of the World 1987, LesterBrown, et al., Worldwatch Institute,1776 Massachusetts Avenue N.W ,

Washington, DC 20036. $9 95Updated annually with particularenvironmental and developmentissues emphasized each year. Areliable, easy-to-read and under-stand reference.

.4211101r' iT1

Cuhural dress is one means of understandny dtfferences and apprectating nahonsl pnde

2 Simpson, N.; Montgomery, W ; andVaughn, G.G. "Global Connec-tions Linking Third World Con-cerns with American TeensThrough the Home EconomicsClassroom," Journal of HomeEconomics. Spring 1987

3 Jarvis, Jim. "Change That Attitude."CWS Connections Church WorldServices January 1987

4 Ohio Department of Education.Ohio Vocational Consumer Home-making Curriculum Guide. 1983

Background ReadingCulturgrams: The Nations Around

Us, Vol 1 and II, Garrett ParkPress, Garrett Park, MD 20896.$15.00. Each volume containsinformation about customs, lan-guage, demography, and manyaspects of life in 50 or morecountries North and South Amer-ica, Western and Eastern Europemake up Volume I. Africa, Asia,and the Middle East countries arefound in Volume I.

13

The State of the World's Children1987, James P Grant, UNICEFDivision of Information and PublicAffairs, 3 United Nations Plaza,New York, NY 10017. $8.95.Annual report of UNICEF programsfor children particularly in lessdeveloped countries and withappropriate tables of statisticsrelated to nutrition, health, educa-tion, economics, and demography.

World Resources 1987: An Assess-ment of the Resource BaseThat Supports the GlobalEconomy, World Resources Insti-tute, P.O. Box 620, Holmes, PA19043. $16.95 plus $2.00 for post-age and handling. Contains datatables for 146 countries and isupdated annually. Includes GNP;population and growth rates; bih,death, and health indicators; landuse, food and agriculture produc-tion; and water and energy avail-ability and use, among others.