Enn O. Koiva
(figures available in printed form)
Sample Lessons Based on the Cultural Models’ Concepts.
Model #1 The Multicultural Connection-“National and Cultural Symbols: Who and What are They?”
Background:
Each country and culture has symbols that tie its people together. The symbols must be clear and easily recognizable by all. Thus, the television ad which says, “Baseball, hot dogs, apple pie, and Chevrolet” and we recognize the country instantly as America. People can also become symbols; for example, George Washington, Abraham Lincoln.
(figures available in printed form)
Consider:
Information available in your library and read about each of the following: Giuseppe Garibaldi (Italian), Roberto Clemente (Puerto Rican and Anne Prank (Jewish). What made each of them a
tragic hero-figure for
the people of their culture? P.S. Be careful when reading about Garibaldi. The reason why he may be considered a
tragic
hero may not be too obvious.
To do:
Research and Write a report on a
tragic
hero in Connecticut history, Nathan Halo. You should: 1) discus the troubled times in which Hale was living; 2) bring in important facta about his life; 3) explain why he was a
tragic
figure; 4) clarify why and how he became a symbol for Americans of his own time and after; 5) conclude why Hale could be considered a tragic hero by people of almost any culture
Model #2 The Multicultural Connection -“Senior Citizens: The Throw-Away Generation?”
Background:
In Figure 1 are terms which appeared in the Estonian poem “Grandmother“ by Anna Haava. Figure 2 brings out terms which have recently appeared in our newspaper accounts and television reports concerning our senior citizens.
(figures available in printed form)
Consider:
What huge cultural gap is indicated by Figures 1 and 2? Why has the issue of aging and the aged come more to the forefront of attention in recent years in our country?
To Do:
In most older societies including the Italian, Jewish, Puerto Rican (Hispanic), and Estonian the problem of the aged and their care was handled by the family. It was the moral obligation of the younger members to see the older members through, including taking them into their homes. It used to be that way in America, too. What largely changed it?
Pretend that you are a noted sociologist who has been studying the problems of the aged in your home town in Connecticut. You have been asked to present a scholarly paper on the subject proposing solutions to the problem to a group of concerned citizens. Your statement is also being broadcast over a local television station. You proceed.
Model #3 The Multicultural Connection -“America’s Ethnic Groups: The Melting Pot or the Unmeltables?”
Background:
Some ethnic groups have been absorbed into American society more rapidly and completely than have others. The rewards of American society particularly the material rewards have come to some groups more readily than to others. It seems that having: 1) a strong
work ethic
and 2) high levels of skilled training and
education
have historically brought material
rewards
in America to those persons and groups that have possessed these qualities.
(figures available in printed form)
Consider:
-
1. Has the Melting Pot worked in America? in Connecticut? If not, could it work? Specific examples?
-
2. Which groups have been “most meltable?” Why?”Least meltable?” Why
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3. Discuss the Italians, Jews, Puerto Ricans, and Estonians in terms of “meltability.”
To Do:
Pretend you are a state legislator who represents a city in Connecticut which has a large population of people who are recent immigrants from the hypothetical country of Baltica. They wish to start their own school where the Baltican language and culture as well as English would be taught to their children. This school would be in place of regular public school. The Balticans are a large voting bloc in the city; they tend to be people with strong family and religious ties. They are now asking for your support; the local newspapers are waiting for a news release from you. You give your public statement as follows: