Module 8 Lesson Plan 1 - Cross Cultural Psychology

International Culture: 
Part I - Africa and Asia

Review Class/Internet Activities Summary Homework All People Smile...

 

Language Pun

A woman has twins, and gives them up for adoption. One of them goes to a family in Egypt and is named "Amal." The other goes to a family in Spain; they name him "Juan." Years later, Juan sends a picture of himself to his birth mother. Upon receiving the picture, she tells her husband that she wishes she also had a picture of Amal. Her husband responds, "They're twins! If you've seen Juan, you've seen Amal."

Review - Group Thoughts

1.  In this country, you may want to signal that you have enjoyed your dinner and that you want to compliment the hostess. At the end of the meal, simply kiss the side of your index finger and then pinch your earlobe between the kissed index finger and the thumb.  Where are you?

2.  The chin flick has two different meanings in this same country.  Explain how to do the chin flick.  What are the meanings and what confusion could you cause if you give the wrong signal.

 

Class/Internet Activities

1. Discuss the homework you completed from Module 7.
The Asian country team members should pre-brief the instructor about any special needs for their briefing during the following class session.
2. Watch from The Africans, segments #3 and #4 "New Gods and Tools of Exploitation."  

If time permits, introduce the video "Ghandi." 

Begin The Story of Islam.

3. Optional Activity:  Culture in regard to Treatment and Prevention of Aids

        1.  Use part of your class time to compare your notebook answers to the homework from Module 7, and to improve the organization and appearance of your notebook.

       2A.  The three civilizing influences in Africa include nature/geography, Islamic/Christian influences, and Western European Culture.  British relations with Africa found more important reasons for building a Suez Canal for North-South trade rather than promoting the more traditional East-West-Across-Arabian trade.  The white settlers symbolized possession for profit.  More than 120,000 Egyptians died creating the Suez Canal.  White settlers went on to find Southern Africa more hospitable to their liking.  There have been three centuries of rivalry for cultural dominance among the native African, the Islamic, and the Western influences.  Africans are not altogether happy with the arrangement they have inherited with Western culture, and a profit-driven world.  Watch the conclusions to "Africans - The Nature of a Continent."

      2B.  The Ghandi story has as its precedent, a story that unfolded on a distant continent, in an unlikely colony known as Virginia.  The story is one that results from a child grown up among parents whose religious differences created an unusual sensitivity to the necessity of articulating clearly the differences and the similarities between members of a society and between societies on different continents. This second story is that of Patrick Henry.  Patrick Henry articulates a relationship with England in the slogan - "No taxation without representation."  It was the language of the Stamp Act, and the American reaction to colonialization, that occurred a decade before the American Revolution.  Watch portions of "Patrick Henry - Voice of Liberty."

       2C.  Our purpose is to discover how men from different parts of the world have turned their angry tempers toward the vitriolic words of Patrick Henry,  and after revolution, also sought solace in  Jeffersonian ideals.  Today's videos set the stage for more of the Ghandi story as it unfolds in India.  But the next session must be placed in its context by the extent of Western colonial efforts as these unfolded in India.  We will gain a feeling for life among colonial powers in India by observing selections from "A Passage to India."  

       3.  You can complete the optional activity by dividing into three teams.  Activity 6.3 is based on work done by Susan Goldstein in Cross-Cultural Explorations, pages 197-198.  Given specific information about AIDS in Mexico, in Japan, and Africa, you are asked to consider how you might address the treatment of AIDS in ways that will be effective within these specific cultures.

Summary       

       1.   Stories, says Joseph Campbell, are a great way to help human beings make the transition from one stage of human development to another stage. The story of Ghandi is an important one in 20th century history, because it draws strength from the cultures of English law, the American idealism of Patrick Henry, and the moral character of the Christian, Hindu and Islamic peoples.  Ghandi was the sort of nonviolent leader who influenced Martin Luther King in America.  Ghandi represents values later personified in the Civil Rights Movement in America.  But Patrick Henry set the stage for the other kind of idealism personified by what was to become Jeffersonian democracy.

       2.  Rudyard Kipling, a century ago, looking at the poverty and disease in Africa and in Asia  proclaimed "Take up the white man's burden."  It was the call wherein Europe felt spiritual comfort in colonizing these continents.   But prayer is to salvation of English souls what water and the natural elements are to survival in the African continent.  Colonial influences did not work in perpetuity any better in Africa or Asia than they have in North and South America. 

       3.  The effort  of others to become free of the influences of a colonizing power were part of our legacy when America stepped into the Southeast Asian conflict in the 1960s and 70s.  The efforts of Arab countries are in some ways parallel to those of other impoverished peoples in Viet Nam taking on massive Western political, economic, and military power.  

Homework

1.  Read Chapter Twenty-Four "The AIDS Pandemic:  Addressing Perceptions and Behaviors for a Solution" pages 126-129 in Cross-Cultural Perspectives in America.  Answer the following questions in your notebook:

 1.   With regard to the developing world, why is it so difficult to change perceptions, attitudes, and beliefs regarding sexual behavior?
 2.  Is there any parallel to this phenomenon in the United States?  What beliefs and consequent behaviors doe we value that would be difficult to change?

2.  Read Chapter III "We Are All Third Generation" pages 17-33 in And Keep Your Powder Dry.  Answer the following questions in your notebook:

3. When an immigrant comes to Martinsville, Virginia his kin-oriented society assures each man of allegiance through the same blood, and similar language and customs. 

According to Margaret Mead, why then, do Americans ask of strangers:  "What is your hometown?" or seek even less tenuous substitutes for that question, such as persons who enjoy the same ball club, watch the same movies, or prefer their food in the same way.

4. What is the attitude the third generation of Americans possess in terms of expectations for their children?
5.

Contrast the third generation of Americans with the second generation of Americans.

 

Customary Behaviors (Other than my own)

South Africa

The handshake is still the common form of greeting, in this country of Black African tribal, Dutch and English cultures.

 

bulletThe raised, right-handed fist has become a world-recognized symbol for "Black Power". In 1990, it received international exposure when South African black leader Nelson Mandela toured Europe and North America.

 

bulletRemember to cover your mouth when yawning.

 

bulletVisitors to the international airport in South Africa will often say that porters approach them with both hands held in a cupped shape. It may appear that the porter is soliciting a tip, however, but this gesture is merely a signal of humbleness which means, "The gift you may give me (for carrying your bags) will mean so much that I must hold it in two hands".

webofculture.com

 

"All people smile in the same language" ---- Unknown

You can visit a scrapbook of Southern African photos on internet, by clicking the following link:

http://www.araly.com/

In America not every career field seems fully open to both sexes.  For example, there are fewer male nurses than female nurses.  It is said that in Africa, you might just as likely face an African female soldier in combat as you would a man.  Does this suggest that different continents condition the sexes differently with respect to the roles which young persons can expect to assume?