ACTIVITY 1
TESTING GENERALIZATIONS

Read and Understand: Based on e readings above, students hould be asked to respond to the following statements. The statements are generalizations that do not have a specific right or wrong answer, but can be defended or explained from various perspectives. Such discussion should help students to extend their understanding of what constitutes culture-mega, mono or multi-and its role in determining the course of the world's destiny.

Below are listed several generalizations that one might make about the process called "the globalization of culture." Assign each of the generalizations to teams of two or three students for the purpose of discussion about the implications of the readings on the generalization. After a suitable time, have students report out of their groups and encourage interaction (challenges and confirmations) among all students.

1. The "speeding up" of time is a merely the normal progress of civilization.

2. Technologically advanced nations will always dominate nations not as well equipped.

3. English is the logical global language.

4. There are more things that unite the world's peoples than separate them.

5. There will never be only one culture.

6. It is possible for people to have multiple identities.

7. The natural flow of culture is that people continually move and interact, and in so doing exchange, absorb or reject cultural ideas.

8. "Local cultures" are more powerful than national cultures.

9. Consumer demands tend to indicate the level of culture of an area.

10. The world can be politically united, but not united in a single culture.

11. The Internet and cellular phone will bring into being a totally new and different "metaculture."

12. Because people are constantly being brought into contact with one another through the advances in technology and communication, will increase opportunities for disagreements and clashes among various cultures.

ACTIVITY 2
CASE STUDY OF AN INDIGENOUS CULTURE

The teacher should select any indigenous group (Maori of New Zealand, Ainu of Japan, any one of a number of Native American groups in the United States, etc.) .

The object of the lesson is to have students come to understand that all peoples have a right to exist and to practice their own ways of living. In this activity the students will be asked to construct a law to protect an indigenous group within the larger structure of a nation (e.g. Navajo nation within the United States).

Some explanation of what constitutes a law will be necessary if the students have not had that experience.

Brainstorm with the students about what they believe should be included in such a law. Create a master list of components, such as: warning against genocide or ethnic cleansing; what boundaries may be involved; allowance for education; kind of government; protection of religious practices; concern environmental factors; and their relation to others. Have students break up into groups and draw up what they think is a fair and honest law. The groups might exchange their laws for critique purposes. Examine the laws as a class and see if general agreement might be made over the terms of the law. Debrief the students on why such a law might be necessary to protect the interests of a minority. Discuss with the students why such documents as treaties did not always defend Native American rights until the Supreme Court began to uphold their validity in favor of the Native American people.

Teachers might want to refer to the Draft Declaration on the Rights of Indigenous Peoples of the United Nations .<http://www.usask.ca/nativelaw/ddir.html> An example of a minority group in search of such a law can be found at .<http://www.jlgc. org/jlgcnews/025/ainu. htm>