Adapted from: Communication, Number Three in a Series of K-12 Guides (Part B, 4-6). David C. King and Cathryn J. Long, eds. Global Perspectives in Education, New York, NY, 1976. pp. 8-9.
Areas of Study
social studies (U.S. History, - intergroup relations, ethnic studies, culture studies, world history) language arts (creative writing, critical thinking)
Student Objectives
A. Some social studies texts will describe barriers to cross-cultural understanding that stem from differing social and value assumptions. You can bring these examples closer to the students' realm of experience by simulating contact between two different peoples. For example:
Select two "cultural groups" who will engage in a trading session, e.g. candy for fruit. Give one group a set of values or conventions unlike those you give the other. One group may believe in shaking hands, spreading their wares on the ground, and offering items to others for trade- the other may dislike physical contact with others and believe it is wrong to let go of trade items. Keep your groups ignorant of one another's customs; have the rest of the class act as observers.
Bring the groups together in a brief, silent trading session. If each remains consistent with its beliefs, they will have a hard time completing trade.
Then discuss the communications problems and reasons for them. Relate this experience to cases encountered in your social studies work.
B. Other major barriers to cross-cultural communication include stereotyping, ethnocentrism, and prejudice.
Additional insights can be gained if you bring up these forms of behavior in relation to writing and critical thinking skills you may be working with. Examples:
-drawing correct generalizations
-the difference between logical and illogical conclusions
- weighing all evidence before reaching a decision
As you come across examples of stereotyping, ethnocentrism, or prejudice in stories or texts, ask the students how these blinders lead people into mistaken conclusions, generalizations or decisions.
C. When studying other cultures, look for examples of contacts with other groups. Remind the class that while the ways we behave send messages, so do our artifacts - consequently, trade items, cultural borrowing, the coming of explorers, etc., all convey messages.
Choose some base studies of these kinds of contact, for example, a Native American tribe's first contact with European settlers, or a nomadic tribe's trade with people in a settlement.
On the basis of the limited contact and the objects involved, ask the students to write stories about what impressions they might form if they were members of one of the groups. For example, suppose a chief of an African kingdom receives beads, cloth, and mirrors from European explorers. What impressions might he have of these new people.
Read some of the stories aloud and talk about how these limited impressions might influence future contacts.