Introduction
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Simple Structures: The late Hilda Taba, noted social studies educator and curriculum developer, always emphasized that "kids need categories," or "pigeon-holes," if you will, into which they can fit new facts, concepts and ideas. Abundant learning theory supports this. The fact is that most teachers also appreciate having some simple structures with which to work. Especially when they are asked to teach about subjects new to them, or in which their formal training was inadequate, badly dated, or both. Teaching world areas, unfortunately, too often fits into that category. But education goes on and students need help in sorting out the complex, changing, and unbelievably diverse reality that is today's world. It is in that spirit that we are providing the following "simple structures" for your possible use. Other teachers have found them to be useful. Hopefully you will as well.
Past (History): What is the record of the present occupants and that of their predecessors, i.e., their heritage? Power (Politics): How does the group organize and govern themselves, i.e., who is in control and how is that control established, legitimized and maintained? Patterns (Culture): The total lifestyle of the group, i.e., what do they value, and how all that is expressed in their language(s), art, music, literature and education practices? People (Demographics): Their numbers, their locations and their ethnicity, i.e., who are they? Where are they? How many of them are there? Products (Economics): What is produced? How is it produced and by whom? To where and with whom is it exchanged for what? Problems/Potentials: What difficulties and challenges face the group – both now and in the immediate future – and what means and resources are available – both human and physical – to meet them?
Rather that simply asking students to "research" or to "make a report on" a particular cultural group or nations, these categories provide them with a simple, yet reasonable inclusive, frame work or conceptual structure to help them get started. Other "Ps" might also be added to the list: What do they believe and how is it expressed? (Philosophies); How do they relate to other actions? (Foreign Policy); How do they view themselves and others? (Perceptions); or, who and what are important to them? (Pride/Prestige).
economic systems global belief systems human rights and social justice planet management: resources, energy and environment political systems population race and ethnicity: human commonality and diversity the technocratic revolution sustainable development
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